Mdsah Bre l1 Teacher's Book

Contents
Scope and Sequence 4
Welcome to My Disney Stars and Heroes! 6

Say hello! 32
Component overview 12
W Welcome 34
Unit tour and Teaching with… sections 14
1 My family 40
Teaching with videos 15
2 My room 60
Teaching with songs and chants 17
3 My school 80
Teaching with stories and story cards 19
4 My body 100
Teaching with flashcards and word cards 21

5 My clothes 120
Online module: Phonics 21 6 Nature 140
Teaching the Personal and Social Skills 23 7 Food 160
Teaching cross-curricular content 25 8 Animals 180
Teaching with the unit projects 27 Videoscript 200
Activity Book audioscript 201

Teaching with posters 28
Classroom language 205
Classroom management 29
Games Bank 206
Teacher’s Book tour 30 My teacher progress journal 208
F02 Stars and Heroes TB1 BrE 17691.indd 3 01/03/2023 12:37

Scope and Say hello!
page 2
Character names
Hello, Stars and Heroes song
Hello, (Nemo)!
Sequence
Vocabulary Grammar Personal and Social Skills Cross-curricular
1
Family 1 I’m six.
Self-awareness: Social Science:
Numbers 1–6 Are you five? Yes./No. Identifying my emotions 1 Family trees
Family 2 Who’s this? This is my brother. happy, sad children, grandparents,
Are you happy? I’m sad. parents
My family
page 8 Story: A new friend
My family tree Self-management skills: getting ready for project work Online module Phonics
Project
page 88 Listen! Draw! Aa, Bb and Cc
2
Room It’s brown. It’s a teddy bear.
Self-awareness: Maths:
Toys 1 Is it a puppet? Yes./No. Identifying my emotions 2 Shapes
Toys 2 grumpy circle, square, triangle
My room I’m not grumpy.
page 18 Story: The puppet show
My toybox Presentation skills: presenting project work Online module Phonics

Project
page 89 Hello, I’m (Mia). It’s my toybox. It’s blue. Dd, Ee and Ff
3
School items 1 I’ve got a pen.
Self-awareness: Maths:
Numbers 7–10 I’ve got two rulers. Identifying my emotions 3 Plus and minus
School items 2 How many books? I’ve got… . nervous is, minus, plus
My school I’m not nervous.
page 28 It’s OK. Don’t worry.
Story: The surprise
My desk Self-management skills: preparing for project work Online module Phonics
Project
page 90 I’ve got my (pencil). I’m ready! Gg, Hh and Ii
4
Body Stamp your feet.
Self-awareness: Technology:
Actions Don’t touch your head! Expressing my emotions Coding
Head and face What’s this? It’s my nose. cry, smile up, down, left, right
My I’m happy. I smile. Go left!
body Story: Fun with Shelly
page 38
My snowman Presentation skills: presenting a project confidently Online module Phonics

Project Jj, Kk and Ll
page 91 It’s OK. Don’t worry. Smile!
4
F01 Stars and Heroes TB1 BrE 17691.indd 4 16.02.2023 16:10

w Colours Hello. Hi. Goodbye. Relationship skills:
Welcome black, blue, brown, green, orange, I’m (name). Saying hello
page 4 pink, purple, red, white, yellow
Vocabulary Grammar Personal and Social Skills Cross-curricular
5
Clothes 1 My coat is red.
Self-management: Science:
Clothes 2 My trousers are blue. Being brave Weather
Clothes 3 I’m wearing my T-shirt. brave cold, hot, wet
My I’m (not) brave.
clothes Story: The school trip
page 48
My clothes Self-management skills: colouring a project Online module Phonics

Project
page 92 I’ve got my (crayons). I colour my picture. Mm, Nn and Oo
6
Bugs I can see a beetle.
Social awareness: Maths and art:
Nature 1 What colour is it? It’s yellow. Teamwork Symmetry
Nature 2 Let’s all help. Good idea! spots, stripes
Nature Story: A good team
page 58
My garden Presentation skills: being a good listener Online module Phonics

Project
page 93 Thank you! Clap your hands, everyone. Pp, Qq and Rr
7
Food and drink I like cake.
Social awareness: Science:
Food 1 I don’t like lemons. How tomatoes grow
Being kind
Food 2 grow, seed, soil
kind
Food Let’s all share. Thank you.
page 68 Story: Cam’s lunch
Online module Phonics

My food Self-management skills: being helpful and sharing
Project
page 94 I can help. Ss, Tt, Uu and Vv
8
Animals I can walk.
Self-awareness: Science:
Activities 1 Birds can hop. Asking for help Animal needs
Activities 2 I can do it. food, home, space
Animals I need help.
page 78 Story: Sports day
My animal Presentation skills: showing appreciation Online module Phonics

Project
page 95 I like your picture. Well done! Ww, Xx, Yy and Zz
r
Sticke
Stickers and Cut-outs Cut-outs Progress game Activity Book page 94
5
time

Welcome to
My Disney Stars and Heroes!
My Disney Stars and Heroes is a primary course for children aged 6 to 12 that brings together the
engagement of Disney stories, a focus on Future Skills, the Global Scale of English and classroom tools
that make teaching easy.
We have based the course on the following principles:
Engaged children will learn better.
Future Skills are key to children’s development.
Pupils and teachers need to see pedagogical rigour and progress.
Teachers need flexibility.
Engaged children will learn better

Disney characters
Working with Disney, we have created a course that will engage Each unit of the course has two stories at its core:
pupils and help them build a solid foundation for learning English. • A story to watch, with Disney characters, that runs through the
Disney characters are instantly recognisable to young learners, whole unit. Each unit is dedicated to a different Disney feature
making them feel at ease and motivated to learn. Engagement with film, so learners can meet their favourite Disney heroes as well as
the characters will help pupils enjoy their lessons and develop a enjoy stories from a variety of different films.
positive attitude to language learning. It will also help them focus A video in the first lesson of the unit introduces the characters
on the lesson, stay on task longer and retain more of what they have and the main topic of the unit. A second video follows later in the
learnt. The context of Disney stories is often familiar to learners, unit, with the aim of helping pupils focus on the new language and
which means they can relate the new language they are learning to concepts they are learning.
the realities of the Disney universe.
Stories
4
Vocabulary
My body
LESSON 1
1 Watch and tick (✔).

Children of primary school age love listening to stories. Stories and
4A
storytelling provide a natural and engaging context for language

2
learning. They encourage young learners to use their imagination to 2 Watch and circle for Anna.
1 4A
explore the world. Listening to, watching and acting out stories help
LESSON 5
Vocabulary and Grammar
4
develop a wide range of linguistic, cognitive, social and emotional 1 4.11
6 Listen, point and say. Then play.
skills, while also promoting cultural understanding.
3 Listen and find. Then say and play.
3 4.1
My Disney Stars and Heroes 4 Listen, chant and act. TPR

1 24.2
3 4
LESSON 4
Fun with Shelly

Story
2
takes a dual approach to 4B Watch and circle.
1
stories – a story to watch and 1
4.9
Listen to the story. Point to
2
.
a story to read. We believe 5
that this will help pupils Collect ?

38 39
develop a love of reading your friend!
I can name the parts of my body.
page 2
3 4.12 Listen and trace. Then ask a friend.
and storytelling, with plenty of 3

4
opportunities for the teacher

• A story to look at, listen to
to retell and easily exploit the
(and read in later units),
stories, and also opportunities
with a set of non-Disney
for pupils to act out the stories
5 6
44
characters who appear I can ask about parts of the body. Extra
Lesson
Go online
and even to generate new

Phonics
across every unit of the

stories in class. Spot!
The end level. The characters are school children, like the pupils, and
This approach also helps 42
bring with them the usual everyday life experiences that learners
exploit themes related to will be able to relate to. These stories help consolidate the unit’s
Personal and Social Skills, which run themes and new language, and cover a variety of everyday
across both types of stories in every unit. experiences that pupils are familiar with.
6 Welcome

Future Skills are key to children’s development
Future Skills in My Disney Stars and Heroes
My Disney Stars and Heroes helps develop Future Skills alongside The My Disney Stars and Heroes course methodology weaves Future
language learning. These are skills that pupils will need to function Skills across the course activities throughout the unit: in the Disney video
well in the world, both individually and with others, in order to clips, in the stories, in the dedicated Myself and others lessons, via
become responsible citizens. Future Skills extend beyond the optional project work, and in the Reviews. Clearly signposted sections in
classroom, and are essential for personal development, social the teaching notes provide extra support for teachers through tips and
inclusion, active citizenship, and in later life, successful employment. ideas to help further enhance Future Skills learning and practice.
In the Myself and others lesson

Drawing on Pearson’s Framework for Personal and Social Capabilities and other internationally-recognised frameworks, we have developed
a Personal and Social Skills syllabus specific to My Disney Stars and Heroes. The syllabus comprises five overarching areas of competence,
with the dedicated Myself and others lesson in each unit focusing on one skill area within each of these five competences.
Social awareness
The ability to understand the perspectives of others and empathise with them, including Relationship skills
those from diverse backgrounds, cultures and contexts. This includes showing concern The ability to establish and maintain
and respect for others, expressing thanks and appreciating different viewpoints. healthy relationships and navigate
friendships with diverse individuals and
Self-management groups. This includes a focus on effective
communication, social engagement,
Managing one’s emotions, thoughts and
building relationships, working
behaviours effectively in different situations, and
collaboratively and problem solving,
using self-management tools to achieve goals and
and conflict resolution.
aspirations. Specific areas of focus include impulse
control, stress-management, self-discipline and
motivation, taking initiative and setting goals.
Self-awareness
Responsible decision-making The ability to identify and understand thoughts,
The ability to make good, safe and ethical choices about personal behaviour and values and emotions, and link them to behaviours,
social interactions across diverse situations. This includes learning to make reasoned as well as to recognise strengths and interests in
judgements, evaluating the benefits and consequences of actions, and applying order to develop a well-rounded sense of self.
critical thinking to solve personal and social problems.
Developing the Personal Feelings LESSON 6 Elsewhere in the unit Pr

esentatio UNIT 4
My snowman
n
Myself and others Project

and my body
and Social Skills The optional unit projects at the
1 4.13
Listen and point. Then say and act. TPR
Let’s review
Lessons and activities that explore 1.12
Listen
back of the Pupil’s Book 1 Listen and say
9.7
1
2
additionally develop Future Skills

and the number.
Personal and Social Skills are sing.
clearly signposted with an icon by focusing on the soft skills of

2 Look, act and say. Get ready
and a green background. 1 Rubric
1 3 5
self-management, presentation, 2 9.8
Listen and tick (✔).
2
Pupils build their skills as they

2 4
and, from Level 3 onwards, 1
work through each unit, gradually collaboration. In the example

collecting a ‘piece’ of their
3 4.14
Listen and do a happy dance. TPR
shown here, the project work is
Create
Personal and Social Skills badge I’m a

hero! linked to presentation. 3 Draw your snowman.
Then tell the class.
in Lessons 1 and 4, before The course also develops Activity Book page 89.
reaching Lesson 6 (Myself 21st Century skills:

Self-awareness: I can name actions and emotions. 45 I can make and present my snowman poster. 91
and others) where the badge communication and creativity, Z01 Stars and Heroes PB 1 BrE 17578 Projects.indd 91 07/10/2022 15:57
is complete. as well as critical thinking. The Think! icon denotes activities

that encourage pupils to think critically or employ HOTS (higher
order thinking skills). Stories, songs and projects provide pupils
with opportunities to develop their creativity skills. The dedicated
Let’s talk! cut-outs activity in the Review lesson specifically aims
to facilitate pupils’ communication skills.
Welcome 7

Pupils and teachers need to see pedagogical rigour and progress
The Global Scale of English GSE Teacher Resources
The Global Scale of English (GSE) is a numerical scale You can find a full list of all the GSE Learning Objectives covered
that measures English language proficiency. It is also a in this coursebook in the Global Scale of English Teacher Booklet,
framework of learning objectives that describe what a available online as part of the Teacher’s Resources.
learner can do at each level of proficiency on the scale for each of the For more information about how the GSE can support your planning
four skills: listening, reading, speaking and writing. The GSE enables and teaching, your assessment of your learners and the selection or
teachers and pupils to answer the following questions accurately: creation of additional materials to supplement your core program,
• How good is my English? please go to https://www.pearsonenglish.com/gse.
• What progress have I made towards my learning goal? For easy access to all the GSE Learning Objectives, GSE Grammar,
• What do I need to do next to improve? GSE Vocabulary and the GSE Text Analyser (to estimate the GSE
level of a written text), use the GSE Teacher Toolkit, which is freely
The GSE is fully aligned to the Common European Framework of
available online at https://www.english.com/gse/teacher-toolkit/user/lo.
Reference for Languages (CEFR), but the numerical scale enables
proficiency to be measured more accurately, more regularly and For more information about assessments that can be used to measure
within a CEFR level. This keeps learners motivated as they are able progress on the GSE proficiency scale, please go to https://www.
to see specific evidence of progress. pearson.com/english/assessment.html. We recommend using English
Benchmark Young Learners for pupils studying with this course.
The GSE helps teachers to find the right course materials for the
exact level and learning goals of their pupils. The chart on the Global Scale of English in
back of each level’s Pupil’s Book shows the range of objectives that
are covered within the content. Knowing this range helps teachers
My Disney Stars and Heroes 4 My body
Every unit of the Teacher’s Book
select course materials with the right level of support and challenge Unit objectives Skills development
starts with an overview of the

By the end of this unit, pupils can: Listening: recognise and understand words for
parts of the body and the face and action words,
for their pupils to help them make progress.

• name parts of the body and different actions
• follow instructions and affirmative and negative instructions
• ask and answer about parts of the body Speaking: talk about parts of their body and their
areas of skills development for

face; say how they express emotions; give simple
• name actions and emotions instructions and directions
• understand and say simple instructions
My Disney Stars and Heroes reading, listening, speaking and Lesson 1 Vocabulary
arm, body, feet, hand, head, leg
Lesson 5 Vocabulary and Grammar
eye, hair, mouth, nose
Vocabulary chant: Look at me! What’s this? It’s my nose.
writing, so you can see what is

Level GSE
Lesson 2 Vocabulary Lesson 6 Myself and others
clap, shake, stamp, touch Self-awareness: Expressing my emotions
expected of pupils.
cry, smile
Lesson 3 Grammar I’m happy. I smile.
Level 1 10–21
Stamp your feet. Don’t touch your head!
Song: Let’s dance! Lesson 7 Technology
My world
Technology: Coding
Lesson 4 Story up, down, left, right
Fun with Shelly Go left!
Level 2 14–24 smile; Don’t cry.

Lesson 8 I can do it!
Cut-outs It’s my body.
Level 3 17–27 Project My snowman

Presentation skills: presenting a project confidently
Level 4 20–30
It’s OK. Don’t be sad. Smile!
100
Level 5 23–33
Level 6 26–36 Each lesson of the Teacher’s Book lists the
GSE Learning Objectives for that lesson.
My Disney Stars and Heroes has been created using the GSE
Learning Objectives for Young Learners. These have been used to 4 Lesson 1: Vocabulary Pupil’s Book pages 38–39 4
4 My body
LESSON 1 Vocabulary
ensure that the content and activities are at the correct level and
1 Watch and tick (✔).
Objectives Warm-up 4A
Lesson aim: name parts of my body Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Heroes song together (track 0.1).
Target language: arm, body, feet, hand, head, leg
Recycled language: colours; sister, happy; This is Elsa. Presentation Video story ✔
2
have informed the lesson goals given at the start of each unit.
Who’s this? Is it a… ? No. It’s a… .
• Pupils look at the Big Picture. Introduce the film and the characters: 2 Watch and circle for Anna.
Receptive language: castle, big, snowman; Come on. This is the film Frozen. This is (Anna/Elsa/Olaf/Kristoff/Sven). 1 4A
Let’s play. Snow! Yippee! Let’s dance! Stamp!

• Point to the characters and ask: Who’s this? (Anna/Elsa). What colour is
Anna smiles.
(Olaf)? (white). 4
Materials: Video 4A; Audio; Flashcards / Word
cards (Body, Level characters); Sticker (Elsa); Mickey 1 4A Watch and tick (✔). 6
In My Disney Stars and Heroes, the skills syllabus has been developed Mouse puppet
Skills
Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey. It’s
video time! Let’s watch!
• Play Video 4A. Pupils watch and listen. Mime sleeping and say: I’m in
bed. Play the video again, pausing at 0:31. Ask: Who’s in bed? Point to
3 3
4
4.1
4.2
Listen and find. Then say and play.
Listen, chant and act. TPR

Listening: can recognise isolated words related
using the GSE Learning Objectives as well as the GSE Skill Development
the small pictures and say: Anna, Olaf or Elsa? Ask pupils to point to and
to familiar topics, if spoken slowly and clearly and tick the correct character.
supported by pictures and gestures (16); can recognise
familiar words and phrases in short, simple songs or
chants (18) 2 4A Watch and circle for Anna.
• Use facial expression to review happy and pre-teach smile.
Framework for Young Learners, which provides structured scaffolding

Speaking: can repeat single words, if spoken slowly and
clearly (10); can name common parts of the body (23); • Point to each small picture and ask pupils to do the action: cry, 5
can recite a short, simple rhyme or chant (16) smile. Play the video again, and pupils copy Anna’s behaviour
when she’s happy.
Collect ?
• Ask pupils to circle the correct picture to show what Anna does
Teacher toolkit 38 your friend! 39
to support teachers and pupils. Within each of the four language

I can name the parts of my body.
when she’s happy. page 2
Video summary – 4A
Smile, Anna! Videoscript see p.200 Flashcards / Word cards (optional) Show the flashcards one by one to 4 4.2 Listen, chant and act. TPR Wrap-up
introduce the new vocabulary. Repeat several times, encouraging pupils to Make the Mickey Mouse puppet jump around and say: Look at Play Mickey says (see Games Bank p.207). For this version, make
Anna and her sister Elsa are in the castle at night.
remember the words. For Stretch pupils, then show each word card, say the me! Look at me! Then make him say: This is my body. I’ve got one
skills, the sets of learning objectives are grouped into sub-skills relating
Anna can’t sleep. She wants to play, so she wakes up the Mickey Mouse puppet say the names of different body parts
words, and pupils repeat. head., etc. Point to the corresponding part of Mickey’s body, and for pupils to touch on their own bodies.
Elsa. Elsa makes snow, and the two sisters have lots of
fun together. pupils point to it, too. Sing the Goodbye song (track 0.7), and pupils say goodbye to
Practice • Display the flashcards. Play the audio, and pupils listen and Mickey as they leave class.
3 4.1 Listen and find. Then say and play. point to the correct flashcard when they hear the word for each
to accuracy and appropriacy, complexity and organisation, and

Expressing my emotions • Hold up each flashcard, and pupils find the corresponding body part in body part. Activity Book pages 36–37
cry, smile the Big Picture. • Demonstrate TPR actions by pointing to the corresponding part of
your body. Play the audio again. Pupils join in with the chant and Audioscript see p.203
Use the video story to talk about the feelings and • Play the audio, pausing after each word. Pupils point to the body part in
the Big Picture. Play the audio again, pausing for pupils to say the words. do the actions. 1 4A Watch again and tick (✔). Then circle.
behaviour of the characters. Pupils mime how Anna
feels (happy) and what she does to express this Play the audio a third time, and pupils say and point to the body parts. 1 I see… a ✔, c ✔, d ✔
Audioscript (track 4.2) Look at me!
interaction and strategies, and they are systematically developed

feeling (she smiles/dances). • Pupils watch the video again and tick the scenes they see.
• Hold up the body flashcards and ask: How many? Pupils look at the Big Look at me! [x2] This is my body.
Picture and count the number of each body part in the picture. 2 Anna is… a ✔, c ✔
Self-awareness Look at me! [x2] I’ve got one head.
• Pupils look at the emojis and say the emotions they
SUPPORT Hold up your book and point to Elsa’s head. Count all the heads Look at me! [x2] I’ve got two arms.
represent. Ask: Is Anna happy or nervous? Smile or cry?
together with the class: one, two, three, four, five. Do the same with the other Look at me! [x2] I’ve got two legs.
Pupils tick the corresponding emojis.
Look at me! [x2] I’ve got two hands.
within each level and across the course as a whole.

body parts (except legs).
Look at me! [x2] I’ve got two feet. 2 4.1 Listen and colour. Then say. hand – blue, body – pink,
STRETCH Play the audio, pausing after each word for pupils to work with a
Body. Head. Arms. Legs. Hands. Feet. head – orange, leg – yellow, feet – green, arm – red
partner to find and count the body parts.
• Play the audio, and pupils point to the body parts. Play the
Collect your friend! Show the flashcard of Elsa to help
Audioscript (track 4.1) ? pupils identify the correct sticker. Pupils stick the sticker on p.2
audio again, pausing after each line for pupils to colour in
1 hand // 2 arm // 3 feet // 4 leg // 5 body // 6 head each circle. Pupils name the body part next to each circle.
in the Pupil’s Book. Ask: Who’s this? (Elsa).
In addition to the GSE alignment, the vocabulary syllabus is mapped

to Pearson International Certificate Young Learners and Cambridge
102 103
Young Learners exams, for those pupils taking international exams at To see the full range of GSE Learning Objectives for the course, with
the end of primary. their specific ratings, please refer to the GSE Teacher Mapping Books
available online.
8 Welcome

Listen, point and say. Then play.
Measuring progress Assessment pack

1 In My Disney2 Stars and Heroes, we
3 encourage both formal
4 and The assessment pack, available online, is designed for more formal
informal assessment. in-course assessment. It includes:
Watch and circle.
Assessment for learning • Diagnostic test
My Disney Stars and Heroes includes assessment for learning • Unit tests
methodology, aiming to help pupils take responsibility for their own • Progress tests
learning right from the beginning. Assessment for learning lets pupils • End-of-level test
understand where they are on their learning journey, identify gaps in
The assessment pack evaluates pupils’ mastery of the learning
their understanding and plan how to seek the help they need. It also
objectives presented in the Pupil’s Book and Activity Book.
encourages continuous reflection and self-assessment. Elements of
assessment for learning include: The diagnostic test helps teachers evaluate pupils’ language level
at the start of the year. It will provide an overall picture of where the
Activating prior knowledge class is, and also identify where individual pupils or a whole class may
At the start of each unit and each lesson, the teaching notes include need more support as they work through the course.
Pupil’s Book pages 38–39
Listen and trace.
suggestions Then ask
for encouraging a friend.
pupils to consider what they already Unit tests correspond to each unit’s content material and learning
know in relation to the topic. This activates their prior knowledge and
Warm-up objectives. These tests provide feedback to teachers and pupils about
Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
helpsHeroes
them focus on and engage with the topic.
song together (track 0.1). their level of achievement against the unit learning objectives. The
head, leg
py; This is Elsa. Presentation Video story results of these tests can also help teachers to adjust plans for the next
an; Come on.
• Pupils look at the Big Picture. Introduce the film and the characters: unit and identify any areas requiring additional practice.
This is the film Frozen. This is (Anna/Elsa/Olaf/Kristoff/Sven).
mp!
• Point to the characters and ask: Who’s this? (Anna/Elsa). What colourLESSON
is 8 Progress tests provide two review ‘checkpoints’ across the level, to
/ Word
sa); Mickey 1
(Olaf)? (white).
4A
I can do it!
Watch and tick (✔).
Review
measure pupils’ mastery of the key learning outcomes.
Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey. It’s The End-of-level test provides teachers with a tool to assess progress
Clear 1goals
video time! Let’sfor every
Play.
watch! Say and lesson
draw O or X.
against all the key development indicators for the level and to assess
Throughout the unit, pupils always have visibility of the lesson
bed. Play the video again, pausing at 0:31. Ask: Who’s in bed? Point to class readiness for the next level.
elated
early and
objective on the
the small pictures andPupil’s
say: Anna,Book page,
Olaf or Elsa? so they
Ask pupils to pointcan
to andsee their goals.
tick the correct character.
can recognise English Benchmark Young Learners
e songs or
2 ask4Aabout
Watchparts
and circle forbody.
Anna. Extra Go online English
I can of the son. The GSE underpins everything we create
ken slowly and • Lessmile
Use facial expression to review happy and pre-teach
Phonics Benchmark
the body (23); • Point to each small picture and ask pupils to do the action: cry, at Pearson English, including coursebooks Young Learners
(16) smile. Play the video again, and pupils copy Anna’s behaviour
2 she’s happy.Listen and point. Then make and play. and assessments. We recommend using the
Self-assessment
when 4.17 UNIT 4
• Ask pupils tokcircle

l !
s tahappy.
3 picture to
the correct Match. Then
show what point
Anna Review
doesand say. English Benchmark Young Learners test for
Let’she’s
At the end of the unit, pupils assess what they have learnt, reflect on
when
Unit 4
Cut outs
pupils studying with My Disney Stars and
their progress and are rewarded for their effort. This develops their
Flashcards / Word cards (optional) Show the flashcards one by one to Heroes.
e at night. understanding
introduce the
Cut-o s
utnew of the Repeat
vocabulary. learning
severalprocess.
times, encouraging pupils to
By using our Benchmark assessments
Key: fold line
remember the words. For Stretch pupils, then show each word card, say the
she wakes up
words, and pupils repeat.
Unit 5
s have lots of
3 Draw your snowman and say.
6 1
alongside My Disney Stars and Heroes,
5
PracticeThen stick!
4 3
ker
Stic e
you will be able to see the progress being made by pupils during their
3 4.1 Listen and find. Then say and play.
tim
• Hold up each flashcard, and pupils find the corresponding body part in course of study, and you will receive rich score reports that identify
the Big Picture.
strengths and weaknesses along with recommendations on how to
eelings and
e how Anna
ress this
✔ Unit 4!
• Play the audio, pausing after each word. Pupils point to the body part in
the Big Picture. Play the audio again, pausing for pupils to say the words.
Play the audio a third time, and pupils say and point to the body parts.
address any weaknesses using the course. For Level 1 of My Disney
• Hold up the body flashcards and ask: How many? Pupils look at the Big
47 Stars and Heroes, we recommend English Benchmark Young Learners
Picture and count the number of each body part in the picture. Level 1. Find out more about this test at https://www.pearson.com/
SUPPORT Hold up your book and point to Elsa’s head. Count all the heads
together with the class: one, two, three, four, five. Do the same with
4 the other Choose and circle. english/assessment/englishbenchmark-young-learners.html.
Then say and do. Your pupils may also want to take a test that gives them a
proficiency certificate. For Level 1 of My Disney Stars and Heroes,
Audioscript (track 4.1)
Unit
1 hand // 2 arm // 3 feet // 4 leg 4!// 6 head
// 5 body
we recommend preparation for International Certificate Young
Choose and stick. Learners Level 1 Firstwords. Find out more about this test at https://
My favourite activity:
qualifications. pearson.com/en/qualifications/international-certificate/
Sing-along younglearners/ test-levels.html.
45
Welcome 9

Teachers need flexibility
My Disney Stars and Heroes provides a variety of options and pathways through the material, so you can tailor your approach to both your
pupils’ needs and your particular teaching context.
Different numbers of teaching hours
To help you plan, we estimate that teaching materials for the Pupil’s Every unit includes an optional project at the back of the Pupil’s Book
Book and related practice in the Activity Book may take around and an additional online Phonics module, so that you can tailor the
40 minutes of classroom time per lesson. The actual time it may take course to your requirements.
you to complete a unit with your class depends on many factors, such The Pupil’s Book and Teacher’s Book include an access code to digital
as the makeup and needs of your class, as well as how well pupils resources, which means teaching can be done either using only paper
cooperate as a group. You may also consider how much time is needed components or using a blended approach. The digital resources include
for review or for language presentation, as well as how many times the Presentation Tool for the teacher, as well as eBooks for pupils.
features such as songs, stories or games are to be revisited.
In the table below, we suggest options for adjusting the material
You can extend the core material through extra activities in the to suit different teaching situations.
Teacher’s Book, through digital activities and by using the Activity
Book in the class rather than for homework.
Possible pathways through the content material
Option 1 Option 2 Option 3
(1 lesson a week) (2 lessons a week) (3 lessons a week)
Pupil’s Book core activities Pupil’s Book and Activity Book, with all Pupil’s Book and Activity Book, with all
Activity Book activities done mostly at home activities done mostly in class, plus some activities done in class, plus all online Phonics
online Phonics and Project lessons and Project lesson.
1 1 1 1 1 1
1
1
1
1
r and grow with your heroes Discover and grow with your heroes Discover and grow with your heroes Discover and grow with your heroes Discover and grow with your heroes Discover and grow with your heroes
British English
British English
British English
British English
British English
British English
and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson My Disney Stars and Heroes brings together the best of Disney and Pearson
ent to give pupils an inspiring and robust start to learning English. educational content to give pupils an inspiring and robust start to learning English. educational content to give pupils an inspiring and robust start to learning English.
Pupil’s Book with eBook

educational content to give pupils an inspiring and robust start to learning English. educational content to give pupils an inspiring and robust start to learning English. educational content to give pupils an inspiring and robust start to learning English.
Activity Book with eBook

tars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles: My Disney Stars and Heroes is built on four key principles:
Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global Delightful Disney characters and Full alignment to Pearson's Global
bined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous stories combined with real world Scale of English provides a rigorous
motivate pupils to excel pedagogical foundation and support experiences motivate pupils to excel pedagogical foundation and support experiences motivate pupils to excel pedagogical foundation and support experiences motivate pupils to excel pedagogical foundation and support experiences motivate pupils to excel pedagogical foundation and support experiences motivate pupils to excel pedagogical foundation and support
1 1 1 1 1 1
for achieving learning outcomes for achieving learning outcomes for achieving learning outcomes for achieving learning outcomes for achieving learning outcomes for achieving learning outcomes
at its core, developing Future Skills at its core, developing British English British English
Future Skills at its core, developing Future Skills at its core, developing British English British English
Future Skills at its core, developing Future Skills at its core, developing British English British English
ess, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with self-awareness, social awareness, A blended, flexible approach with
ment, collaboration additional online modules that are self-management, collaboration additional online modules that are self-management, collaboration additional online modules that are self-management, collaboration additional online modules that are self-management, collaboration additional online modules that are self-management, collaboration additional online modules that are
bility easily adapted to pupils’ needs and responsibility easily adapted to pupils’ needs and responsibility easily adapted to pupils’ needs and responsibility easily adapted to pupils’ needs and responsibility easily adapted to pupils’ needs and responsibility easily adapted to pupils’ needs
k with eBook pearsonenglish.com/starsandheroes Activity Book with eBook pearsonenglish.com/starsandheroes Pupil’s Book with eBook pearsonenglish.com/starsandheroes Activity Book with eBook pearsonenglish.com/starsandheroes Pupil’s Book with eBook pearsonenglish.com/starsandheroes Activity Book with eBook pearsonenglish.com/starsandheroes
Book to life with interactive activities with instant Also available • The eBook brings the Activity Book to life with interactive activities with instant Also available • The eBook brings the Pupil’s Book to life with interactive activities with instant Also available • The eBook brings the Activity Book to life with interactive activities with instant Also available • The eBook brings the Pupil’s Book to life with interactive activities with instant Also available • The eBook brings the Activity Book to life with interactive activities with instant Also available
o. • Activity Book with eBook marking, and video and audio. marking, and video and audio. • Activity Book with eBook marking, and video and audio. marking, and video and audio. • Activity Book with eBook marking, and video and audio.
• Pupil’s Book with eBook • Pupil’s Book with eBook • Pupil’s Book with eBook
ies provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support • The eBook interactive activities provide instant feedback and marking to support
your learning. your learning. your learning. your learning. your learning.
is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile • My Disney Stars and Heroes is fully accessible on your computer, tablet and mobile
full functionality of your course wherever you are. phone, letting you enjoy the full functionality of your course wherever you are. phone, letting you enjoy the full functionality of your course wherever you are.
Tessa Lochowski
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phone, letting you enjoy the full functionality of your course wherever you are. phone, letting you enjoy the full functionality of your course wherever you are. phone, letting you enjoy the full functionality of your course wherever you are.
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ish skills? 10 20 30 40 50 60 70 80 90
Ready to prove your English skills? 10 20 30 40 50 60 70 80 90 Ready to prove your English skills? 10 20 30 40 50 60 70 80 90
Ready to prove your English skills? 10 20 30 40 50 60 70 80 90 Ready to prove your English skills? 10 20 30 40 50 60 70 80 90
Ready to prove your English skills? 10 20 30 40 50 60 70 80 90
ials for Pearson Level 6
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British English Edition


com/exams-offer Level 5 English exams. pearsonenglish.com/exams-offer Level 5 English exams. pearsonenglish.com/exams-offer Level 5
Pupil’s Book with eBook Pupil’s Book with eBook Pupil’s Book with eBook
English exams. pearsonenglish.com/exams-offer Level 5 English exams. pearsonenglish.com/exams-offer Level 5 English exams. pearsonenglish.com/exams-offer Level 5
Activity BookLearning Activity BookLearning Activity Book with eBook

Level 4 § Level 4 § Level 4 §
Level 4 Level 4 Level 4
with eBook with eBook
§ § §
with Pearson? Level 2
Learning English with Pearson? English with Pearson? Level 2
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Learning English with Pearson?
ge materials to Level 1
Level 2
Level 1
Tessa Lochowski Tessa
AccessLochowski
English language materials to Level 1
Level 2
Level 1
Tessa Lochowski Tessa
AccessLochowski
English language materials to Level 1
Level 2
Level 1
Tessa Lochowski Tessa Lochowski
CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2
Access English language materials to CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2
Access English language materials to CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2
Access English language materials to
journey. support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 support your learning journey. support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 support your learning journey. support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2
Learn more about the Global Scale of English at pearsonenglish.com/gse Learn more about the Global Scale of English at pearsonenglish.com/gse Learn more about the Global Scale of English at pearsonenglish.com/gse
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esentatio UNIT 4 esentatio UNIT 4

Pr Pr
My snowman My snowman
n
Project Project
Let’s review
1 Listen and say

9.7
1
2
Online modules Let’s review
1 Listen and say

9.7
1
2
Online modules
the number. 1 the number. 1
Get ready Get ready

2 2
2 9.8
Listen and tick (✔). 2 9.8
1 1
✔ ✔
Create Create
3 Draw your snowman. 3 Draw your snowman.

Then tell the class. Then tell the class.
Activity Book page 89. Activity Book page 89.
I can make and present my snowman poster. 91 I can make and present my snowman poster. 91
Additional practice can be added by focusing more on the songs, chants, stories, videos, games, digital activities and extra activities given in the
teaching notes.
Example unit plan

There are eight units in the course, and we suggest the following approach to cover one unit every four weeks.
Week Lesson Focus Week Lesson Focus

1 1 Vocabulary 3 5 Vocabulary and Grammar
Phonics
2 Vocabulary 6 Myself and others
2 3 Grammar 4 7 My world
4 Story 8 Review
Project
Unit test
10 Welcome

LESSON 8
1
Happy and sad I can do it!
Myself and others
LESSON 6 Review
Pupils work in pairs, taking turns to role-play My Star and Hero! Pu
Inclusion and differentiation In cases where pupils are producing a• largerfeeling sadpiece
1.12
of work,
and to role-play doing something to of Elsa on p.2 in the Pup
likeand 1
a say.
poster Play.
ListenSay and draw
or a presentation, O or make
X. their partnerfor
recommendations adjustments
feel happy, saying (I’m) sad!and
or name different part
Another aspect in which teachers need flexibility is adjusting1 1.13
Listen, point and
sing. (I’m) happy! as appropriate.
lessons to the needs of different pupils. Learners make progress at regarding the expectations of the project I’m a output
hero! are Pointalso
to the provided,
Extra
sticker picture and
activity (class ga
elicit that Maya is making Leyla happy. Ask the classGames Bank p.206). Sh
different rates and vary widely in terms of their strengths and how depending on what pupils can manage. to act feeling sad and invite a pupil to try to makefrom the unit, and they d
them happy. Repeat with other pupils. Then pupilsother pupils to guess the
they learn most effectively. My Disney Stars and Heroes aims to Extra activities stick the sticker in their books.
support teachers with managing inclusive classrooms and creating an Some pupils will benefit from Wrap-up
Extra activity (fast finishers) Pupils think about
environment in which all pupils can progress in the following 2ways: Draw or
having for you. Then ask a friend.
a little bit more time to the last time their family member or friend was • Draw pupils’ attention t
sad. They draw a picture showing what they did
Systematic review and recycling 1
1 Rubric complete 3activities, while others to make their family member or friend happy.
and ask them to identify
this unit. Say the I can…
2
2 may be ready to move 4 on.
Listen andTo keep
point. Then make and play.
Recycling of all core language and key GSE-aligned learning 4.17 listen (I can talk about b
the fast finishers actively engaged, Wrap-up
Extra activities have been provided express feelings.).
outcomes has been carefully built into the course material. ta lk !
Let’s • Invite four pupils to stand near the Myself and • Pupils reflect on which l
Language is systematically developed and built up over the course in the lesson plans in the Teacher’s Book.others
Unit 4 Someposter.of these
Say:
Cut outs
ideas
I’m (happy). are
Pupils findfor
the
in Unit 4. Have a class
happy girl in the Unit 1 picture as quickly as they
of each unit, and clear review opportunities are provided in3 the Act and say. fast finishers, and others are ideas for whole class games and activities.
can on the poster. Do the same with I’m sad. activity to do again as a
Cut-outs • Play Behind the doors (see Games Bank p.206).video, sing the song or
I can do it! Review lessons. The recycling and review of language Peer support Hold your hands in front of your face like two or play a game.
Key: fold line
from previous units and levels is also prioritised in the Lesson1s, h e

Unit 5
Working in mixedI’ability m a r o
pairs
! or groups allows
closed doors. Make a face showing an emotion,Sing the Goodbye song
pupils not only
3 Draw your snowman andbehind say. your hands. Ask pupils to guess the say goodbye to the Mic
6 1
the stories and videos, and in the My world texts. to learn from each other, but also to appreciate onetheanother’s
2
emotion. Then open two doors and show
4 3
Then stick! tell him their favourite w

pupils keyour
r expression. Then invite pupils to play
ic
Variety of activities differences. It is also an important social S skill
t
thet im e
game. for
For pupils
this version, to recognise
pupils make a happy or
a sad face. Activity Book
Including a variety of different activities aiming at different skills and praise other learners’ work, highlight their achievements and
Sing the Goodbye song (track 0.7), and pupils say
Audioscript see p.203
and learning styles is key for young learners, who need a frequent
change of focus within a lesson. This approach is also beneficial in
gently suggest ways for improvement.
Self-awareness: I can say how I feel. 15
tasks throughout the Pupil’s Book and Activity Book naturally

The
leaveUnit
goodbye collaborative
class. 4!
to the Mickey Mouse speaking
✔
puppet as they
My
1
progress
4.6 Listen and
jo
po
encourage this type of cooperation, andActivity
• Then point to each photo again and ask: Are you (happy)? Pupils say: I’m happy
inclusive teaching, where different learners might respond ortoI’msome
sad.
allow Book pupils to feel 47 less page 12
• Pupils listen to the a
1 Circle green and blue. Leyla/Cam –
SUPPORT Ask and answer as apressureclass. Point toin participating. Peer support is often suggested in teaching the pictures.
approaches better than others. My Disney Stars and Heroes recycles each photo and ask: Are you happy/ green, Peter/Maya – blue
sad? Pupils respond yes or no.
new language across different contexts, focusing on differentSTRETCHmodes notes,
• Point
Pupils work in pairs, taking
with
to
turns toeach
ideas
pointsection
to a photo
for pairing
of the
and picture
moremade
ask: Areyou’ve
you
confident• Pupils
on the model andcut-out
look less and
at the confident
picture and
ask: pupils (✔) what you k
identify 2
who Tick
is feeling happy or sad. Ask pupils to show • Pupils point to each
happy? for their partner to answer What’s
together this? It’s
yes or no. to complete tasks.
Elicit: my (head). Pupils point to the same body part on their picture
of input, as well as including songs, movement, artwork, games and and say: It’s my (head).
you a green and a blue pencil. Say: happy word if they can. T
– green, and pupils show you their green
Teaching star know in English.
digital interactive activities. SUPPORT Pupils can play the game in mixed ability pairs. The less
pencil. Repeat for sad –pupil
confident blue. Tell pupils to
Match. Then point a children in the picture in3
4
Growth mindset Praise pupils answers for effort their partner’s
and attitude questions,
rather saying
than for their only the name of the
abilities. circle the of
part happy
the body.
Differentiated instruction Lesson 8: Review This motivates pupils and helps build resilience. Clap your hands I can
and do
say: it! Pupil’s Book page 47
• Pupils look at the p
green, and the sad children in blue.
STRETCH Pupils can play the game in mixed ability pairs. The more confident
Well done! parts and other voc
2 Draw and . Then say.
Naturally, in classes where there is a wide range of abilities, some pupil asks: What’s this? and says full sentences to name the parts of the body, e.g.
nose, body, feet, ar
• Pupils complete each picture by drawing
4
Objectives Warm-up
It’s my head.
pupils will require extra support and reinforcement, while others 3 Act and say. Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
themselves feeling happy and sad. They
to various objects o
Lesson aim: review target language from Unit 4 then say how they feel in each picture:
• Pupils look at the first photo. Ask: Audioscript
Are yousong
Heroes (track
happy? 4.17)
(yes
together ).(track
Pupils0.1).
mime hugging e.g. What’s this? W
will benefit from extension and additional practice. Teaching notes
Target language: body, actions; What’s this? It’s my nose.
someone. Do the same for theA: secondAssessment for learning
What’s photo,this?and pupils mime giving someone
Play Yes or no? (see Games Bank p.207), using the unit flashcards.
(I’m) (happy/sad).
each jigsaw piece t
Recycled language: colours a gift. and say the words.
include suggestions for Support and Stretch activities that help
• Play the audio, pausing after each instruction forMaterials: Audio; (optional) Video 4A, Video 4B; B: It’s my body. What’s this?
Assessment for learning methodology is more than testing. It involvesChoose and circle. T
• Play the song audio (track 4.8), and pupils join in with the actions. If pupils
4
• Mime and say: I’m sad. Encourage A: It’spupils
are my to try with
nose.
confident to make you happy
the words, by karaoke
play the miming oneversion (track 4.8_karaoke). 4
pupils to do the actions.
organise the lesson in such a way that pupils can work at the level
Flashcards / Word cards (Body, Headofand theface, Actions);
in the photos. Then mime and say: I’m happy! Thank you!
Stickers; Mickey Mouse puppet; Cut-outs
strategies
(Unit 4), with ongoing engagement with learners, focusing them on key outcomes • Pupils choose three
esentatio • Name and demonstrate two actions.UNIT Pupils
4 do
that is right for their skills and abilities. Activities marked SUPPORT 3
I can
St ick
do
time
er
Draw
it! your snowman and say. Then stick!
They say and do ea
owman
Projectactions, a cut-out model prepared; My progress poster for each lesson, and helping them reflect on how well they have
n
sndesigned
Myare
these actions. Then name two different
• At this stage, depending on the time you have
for pupils who may need slightly simpler goals.
without demonstrating. Pupils do these new
• 1Ask Play. pupils Saytoandimagine
draw and O ordrawX. a picture of a snowman, including parts of the
Choose and stick. Sticke
r
achieved goals. Having clear goals makes it easier for all pupils to
time
available, pupils can either use their completed • body
Pupils from look atUnit 4.
the pictures in the grid. Elicit or say the corresponding words
actions. Repeat a few times.
Activities marked STRETCH are aimed at pupils who can try to Skills
planning in the Activity Book as their final work,
• In andpairs,phrases (topask
pupils body,
row:and eye, head
answer ; middle
about theirrow: 53
• Pupils look back th
stamp feet,
drawings; leg, mouth;
What’s this? It’s a (leg). More
et’s review • Invite or they can
two confident pupils to name actions for Listening: can recognise
use their planning
isolated as a draft
words and draw
related follow what is happening in the lesson, and shows how what they
bottom row: nose, clap hands, arm). Pupil’s Book and A
1 confident pupils can describe their drawing to the class: It’s a (head).
1
perform above expectations for the class.
2 to their
familiar
Listen and say the class to do. Repeat with different pupils and supported
snowman
topics, on
if a separate
spoken slowlypiece
and of paper.
clearly and
know now helps to inform what they learn next. As pupils grow older, about the activity t
• Copy the grid onto the board. Play as a class in two teams: Team O and
9.7
actions. • Circulate byaround
picturesthe
andclass,
gestures (16)as necessary.
helping • Pupils
Team X. stick the sticker to show they have completed Unit 4. stick their star sticke
the number. 1 Encourage
Speaking:
SUPPORT As you name the two actions, hold up help if needed.
canpupils to put
say single up their
words hands
related to and ask for
familiar they will be able to increasingly see what gaps they might have, and
• A pupil from Team O chooses a picture from the grid. The pupil says the
topics, if supported by pictures or gestures (18)
the corresponding flashcards for pupils to do the • When they are ready, pupils work in pairs, taking this should help them understand how they can take an active role in
corresponding word or phrase and does the TPR action.
actions. • If the word or phrase is correct, draw an O in the corresponding square in
turns to present their picture, e.g. This is my
their education and seek out the help they need to meet their goals.
the grid on the board.
STRETCH Pupils work in pairs, taking turns to sayTeacher picture. It’stoolkit
a (body). Encourage pupils to stand up
et ready and to smile so that they look confident. • Then Team X takes their turn in the same way. Teams continue to take
two actions for their partner
2 to do. Video review
• Invite more confident pupils to show and describe
Praise for effort
turns. The team that wins three squares in a row (left to right, up down or
2 Listen and tick (✔). You canpicture
returnto tothe
Video diagonally) wins the game.
9.8
Audioscript (track 4.5) their class.4A and Video 4B at the Praising for effort rather than ability is an important aspect of working
1 In mixed ability classes, it is vital end of the unit for a ‘second play’. Play on mute,
clap and shake… stamp and touch… touch and and pupils say any words or phrases they know as
• Play the game again, this time allowing Team X to go first.
that everyone can take part in

shake… clap and stamp ACHIEVE
they watch.
with all young learners, but is key with pupils with special educational
SUPPORT Play the game as a class against the Mickey Mouse puppet.
Pupils draw a picture of a snowman, and talk Make Mickey make mistakes once or twice to help the class win the game.
activities whatever their abilities, about their snowman’s different parts of the needs. It encourages learners to keep trying despite difficulties, which
Allow pupils to use single words and short phrases.
er
Stick Extra activity (whole class) Play the chant face and body.link
Home-school They present their project is very important for their future educational success. It is also very
STRETCH Demonstrate the game, then pupils work in pairs to play the
time and this can ✔ present challenges
from Lesson 1 (track 4.2), and pupils do the with confidence.
Pupils share the language they’ve learnt in the unit game, using the grid in one of their books. They take turns to choose a
for teachers. Special attention is
actions they have learnt in this lesson, e.g. touch with a family member, e.g. What’s this? It’s my leg. motivating for all pupils.
square, say the word or phrase and do the TPR action. One pupil draws O
reate SUPPORT and the other pupil draws X.
your body / shake your head / shake your arms / Encourage pupils’ families to ask the question What’s
3
paid to differentiated instruction
Draw yourstamp
snowman.
Pupils
your feet or legs / clap your hands / touch this?
recognise
to elicit words
answers for different
in English parts of
in different the
situations Teaching star
atface and body, and they say individual words.
home.
in your
Then tell the class. the legsoptional
or feet. unit project Growth mindset At this age, pupils may find it difficult to play games in
STRETCH
lessons, where teachers can also
Activity Book page 89.
Pupils work in pairs, taking turns to ask and
teams. In the game in activity 1, choose a different pupil to answer each
time. Give the pupil time to think before they answer and encourage
Wrap-up
find suggestions for remediation answer about their picture of a snowman, e.g. the other team members to whisper the correct answer to the pupils so
Play Pass Mickey! (see Games Bank p.207). What’s this? It’s my nose. It’s small. they can check their answers. Give a round of applause for each correct
activities.
I can make andFor
These
thismyversion,
present pupils
snowman poster.
focus
countpupils
to ten ason
they
91 pass answer and say: Good try! for any incorrect answers.
thethecore Mickey language

Mouse puppet andaround.
skillsWhen
theythey Wrap-up
reach ten, show an action flashcard. The pupil Put the pupils’ pictures around the classroom. Let’s talk!
need to master in the unit. 2 4.17 Listen and point. Then make and play.
e holding Mickey stands up, says the word and does Hold up the Mickey Mouse puppet and make
Mickey comment on the projects, e.g. make
Further tips
• Pupils use scissors to cut carefully around the dotted lines of the cut-out.
s repeat
aw the
your snowman. Thenthe tellaction.
the class.
rent action
now go Singand
to their Activity Books Goodbye
thecreate song (track 0.7), and pupils say
their project.
Mickey clap his hands and say: Well done! ➜ Make
Tipssurefortheysupporting
only cut around the scissor lines, not the fold lines.
inclusive classrooms can be found on p.29.
• Give pupils time to look at each other’s work. • Show pupils how to fold along the solid lines. Fold back the snowman’s
goodbye to Mickey as they leave class. Encourage them to name the body parts, numbers head and the monster’s legs, so that the picture shows: a snowman’s head,
tivity Book page 89 and colours they can see and respond to the a boy’s body and a monster’s legs.
and circle. Then point and say.Activity Book
upils look at the small pictures and find each part of the body in the
page 38 pictures.
Pupils say goodbye to Mickey as they leave class.
• Play the audio, pausing after the first exchange. Pupils point to the body
on the cut-out. Then play the next part of the audio, and pupils point to
Welcome 11
nowman picture. They circle Audioscript
each body partseeand
p.203
say the word. the nose.
w draw for you. 1 4.2 Listen and number. 1 d, 2 c, 3 b, 4 a • Pupils fold their cut-outs any way they wish. Monitor and help as necessary.
• Pupils
sk pupils to complete the drawing of thename the actions
snowman, in theparts
adding various pictures.
of Play
e body from the unit.
pils the audio, and pupils point to the pictures.
non-verbal
Think F03 Stars and Heroes
and colour for your project. TB1 BrE 17691.indd 11
Play the audio again, and pupils number the 22.02.2023 13:46
Component overview
1 Plan
1
Teacher’s Book Teacher’s Digital
In this Teacher’s Book, you can find Resources
head
Discover and grow with your
1
heroes
everything you need to teach with The digital resources
British English
My Disney Stars and Heroes brings
together the best of Disney and Pearson
educational content to give pupils an
inspiring and robust start to learning
English.
My Disney Stars and Heroes is
Teacher’s Book with Teacher’s Portal

built on four key principles:
Delightful Disney characters and
My Disney Stars and Heroes. It includes stories combined with real world
experiences motivate pupils to excel
Future Skills at its core, developing

self-awareness, social awareness,
Full alignment to Pearson’s Global
Scale of English provides a rigorous
pedagogical foundation and support
for achieving learning outcomes
that accompany the
comprehensive and easy-to-follow teaching Teacher’s Book provide
1
self-management, collaboration A blended, flexible approach with
and responsibility additional online modules that are
easily adapted to pupils’ needs British English
Teacher’s Book
notes, answer keys, extra activities and you with all the tools
Access Code
with Teacher’s Portal Access Code pearsonenglish.com/starsandhero
es
• Presentation Tool with a digital version Also available
of the Pupil’s Book and Activity Book,
lesson notes, audio, video and interactive
exercises. • Pupil’s Book with eBook
• Gradebook with student results.
ideas, suggestions and tips, audioscripts and you need to run a

• Test Generator with assignable test • Activity Book with eBook
activities.
• Virtual classroom with live video, sharable • Flashcards 67 4 My body
interactive whiteboard, live
assignments with view of student performance,
chat and hand-raising system. • Story Cards © Pearson Education Limited 2023 Level 1 Word cards
• My Disney Stars and Heroes is fully
accessible on • Posters
phone, letting you enjoy the full functionality your computer, tablet and mobile
of your course wherever you are.
• Puppet
videoscripts, plus information on how to take Ready to prove your English skills?
Get exclusive preparation materials
English exams. pearsonenglish.com/e
for Pearson
xams-offer
Level 6
Level 5
10 20 30 40 50 60 70 80 90
Tessa Lochowski blended or hybrid lesson

Teacher’s Book
Level 4 §
Learning English with Pearson? Level 3
full advantage of all the course material. – all in one place.

Level 2
Access English language materials
support your learning journey.
to Level 1 with Teacher’s Portal Access Code
CEFR <A1 A1 A2 A2+ B1 B1+
B2 B2+ C1 C2
Learn more about the Global Scale
of English at pearsonenglish.com/gse Tessa Lochowski
DSAH_BRE_L1_TBK_CVR.indd
All Pages
10/10/2022 11:57 am
2 Teach
Pupil’s Book Class audio
1
The Pupil’s Book is The class audio contains all the recordings for the Pupil’s Book
designed for use in and Activity Book. All tracks are correspondingly numbered on
class, with the teacher. the pages of both components, and the audio for the series can
Discover and grow with your
1
It contains eight hero es of

units be found in the Teacher’s Digital Resources.
British English

eight lessons each that

English.
My Disney Stars and Heroes is built on four key principles:

Teacher’s Digital Resources
present and practise the
stories combined with real world
Full alignment to Pearson's Global
core learning material,

Additional resources are available online to support your
1
as well as the optional

self-management, collaboration
and responsibility
A blended, flexible approach with
additional online modules that are British English teaching, including class games and worksheets.
easily adapted to pupils’ needs
Pupil’s Book
unit projects provided
with eBook Flashcards and Word cards
pearsonenglish.com/starsandher
at the end of the Pupil’s

• The eBook brings the Pupil’s Book to
life with interactive activities with instant
oes
The flashcards and

marking, and video and audio. Also available
• The eBook interactive activities provide • Activity Book with eBook
Book. It includes stickers,

instant feedback and marking to support
M04 Stars and Heroes
your learning.
67 head
word cards help present
• My Disney Stars and Heroes is fully
accessible on your computer, tablet and
phone, letting you enjoy the full functionality mobile
of your course wherever you are.
cut-outs, optional unit

Tessa Lochowski
FC 1 BrE 20234.indd
Ready to prove your English skills?

Get exclusive preparation materials
for Pearson
10 20 30 40 50 60 70 80 90 and practise all key
projects and an access
Level 6
English exams. pearsonenglish.com/exams-
offer Level 5
vocabulary for each

Level 4 §

72

Level 2
code to the Pupil’s Book

to Level 1
support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+
B2 B2+ C1
level. There are 131

C2
of English at pearsonenglish.com
/gse
Tessa Lochowski
SAH_BRE_L1_SBK_CVR.indd
eBook, Activity Book

All Pages
flashcards at Level 1,
eBook and digital resources.
05/10/2022 2:07 pm
illustrating the three

eBooks main vocabulary sets
Digital versions of the Pupil’s Book and Activity Book are for each unit. The
available for all levels. lesson notes and the
Games Bank on p.206,
Presentation Tool offer ideas and support
Using the Presentation Tool, for using flashcards to
teachers can present the pupil’s present, practise and
components on screen, and consolidate language
access interactive games, through games and
audio and video with a simple activities.
24/11/2022 11:17
4 My body
click of a button. Access to the © Pearson Education©Limited 2023
2023 Disney
Level 1 Flashcards
Presentation Tool is provided

with every Teacher’s Book.
12 Component overview

Disney video stories Posters
The posters designed for My Disney Stars and Heroes
are a great visual aid for presenting or consolidating
vocabulary, reviewing the Personal and Social Skills
and measuring progress through the level.
My Disney Stars and Heroes offers two

Disney video stories per unit at Levels 1
and 2. The Teaching with videos section
on p.15 provides ideas for getting the Mickey Mouse puppet
most out of the video material in class. The course comes with a Mickey Mouse puppet
to bring more engagement to the classroom.
Use Mickey to start and end each lesson, to
present and practise new language and to play
language games.
3 Practise 4 Assess
1
Activity Book Assessment
The Activity Book provides A comprehensive suite English
additional practice for all the of assessment materials is Benchmark
Discover and grow with your Young Learners
1
language and content introduced heroes included, with Diagnostic

British English

My in the Pupil’s Book.on While the pre-tests, Unit tests, Progress

English.
Disney Stars and Heroes is built

four key principles:
activities can be done in the
stories combined with real world
Full alignment to Pearson's Global
tests, an End-of-level test
classroom, teachers may ask and materials for oral
1
pupils to complete certain assessment, all built on

A blended, flexible approach with
self-management, collaboration
and responsibility
additional online modules that are British English
easily adapted to pupils’ needs
Activiactivities
ty Book at home, depending
with eBook pearsonenglish.com/starsandhero
the GSE.
on the situation.
es
• The eBook brings the Activity Book
Teachers can use the English

to life with interactive activities with instant
marking, and video and audio. Also available
• The eBook interactive activities provide • Pupil’s Book with eBook
instant feedback and marking to support
your learning.
• My Disney Stars and Heroes is fully accessible
Pupil’s Digital Resources

phone, letting you enjoy the full functionality
on your computer, tablet and mobile
of your course wherever you are. Benchmark Young Learners
Tessa Lochowski
Ready to prove your English skills?

test to measure pupils’
Pupils can access songs, videos
10 20 30
Get exclusive preparation materials 40 50 60 70 80 90
for Pearson Level 6
English exams. pearsonenglish.com/exams-o
ffer Level 5
progress. We suggest
Level 4 §

and additional practice materials
Level 2
to Level 1
support your learning journey. CEFR <A1 A1 A2 A2+ B1 B1+
this test is taken once a

B2 B2+ C1 C2
of English at pearsonenglish.com
/gse
Tessa Lochowski
DSAH_BRE_L1_WBK_CVR.indd
to revisit the course material at
All Pages
year from Level 3 onwards

home. Access to digital resources is provided 10/10/2022 11:58 am
and Level 1 is used as

via an access code included in every Pupil’s Book.
preparation towards this.
Fun, auto-graded interactive exercises
can be assigned as homework or extra Teacher Gradebook
practice, and accessed on the pupil site. Teachers and pupils can
Also included are Speak and Record view class progress at a
activities to help monitor and develop glance online, to help
pupils’ speaking skills. inform teaching and
support pupils.
Component overview 13

Objectives
Unit tour • Immersion into the world of Disney and familiarisation with the Disney
characters for the unit
• Introduction to the unit Personal and Social Skills focus via a Disney video
• Presentation and spoken practice of Vocabulary 1 with audio support
LESSON 1 Vocabulary
Pupil’s Book
The Personal and Social Skills activity draws pupils’
A video gist activity draws attention to the attention to the unit focus for the first time, and supports
theme and the Disney characters, and lightly them in recognising the behaviours and strategies
engages pupils with the new vocabulary. shown by the Disney characters in the video.
4 My body
LESSON 1 Vocabulary
The magic of Disney 1 4A

is brought to life via

a storytelling video
that links to the unit 2
2 Watch and circle for Anna. Pupils engage
topic and target 1 4A
with the
vocabulary. The 4 vocabulary
video also illustrates
6 contextualised in
the Personal and
the Big Picture,
Social Skills focus 3 Listen and find. Then say and play.
3 4.1
listening to and
that pupils will
4 Listen, chant and act. TPR
saying the words.
explore throughout
4.2
the unit.
Vocabulary 1 is put
5
into practice via a
Collect ?
fun chant.
38 I can name the parts of my body. your friend! 39
page 2
Linking back to the Say hello! spread at the start of each level, pupils
collect their Disney friends and heroes as they work through the units.
Activity Book
4
Vocabulary
My body
LESSON 1
2 4.1
Listen and colour. Then say.
The second activity provides
Video quiz
listening and, later, reading
Pupils watch the video story 1 4A
Watch again and tick (✔). Then circle.
practice of Vocabulary 1 at
1 I see…
again, and further engage with a b
word level.
their new Disney heroes and the
Personal and Social Skills through c d
a fun mini-quiz.
2 Anna is…
a b c d
36 I can name the parts of my body. 37
14 Unit tour

Teaching with videos
Video is a great tool for conveying information to young learners. A combination of images, movement, colours, sounds, music and
language supports learning at all levels. At the same time, video provides an effective vehicle through which to explore Personal and
Social Skills. My Disney Stars and Heroes offers two Disney video stories per unit at Levels 1 and 2.
Lesson 1 video story When to use the videos
• To present new material. Pupils will not understand all the
language presented in the video, but they will get the meaning
of the pictures, the sounds and the rhythm of the spoken
language. They will remember some phrases, especially those
that are repeated often.
• To review the material. Children have good short-term
memories, but watching the same episode again, two months
after new material was introduced, will considerably stimulate
their memorising ability.
• To consolidate the covered material. The videos include
vocabulary and grammar structures introduced previously and
practised during lessons with the Pupil’s Book.
Video activities
• Ask pupils to guess which items of vocabulary are in the
Pupils first meet their Disney heroes for the unit through the Lesson video. Place the corresponding flashcards on the board, then
1 video story – a snippet of the original feature film that brings watch the video together to see if their guesses were correct.
the recognisable characters on their Pupil’s Book page to life! This Alternatively, give each pupil or small group a flashcard of
video links to the topic for the unit, while also illustrating the unit an item that appears in the video. Pupils stand up with their
Personal and Social Skills focus. As well as supporting the Lesson 1 flashcard when they see the item in the video.
vocabulary presentation, it also provides exposure to other
• Watch the video with pupils from the beginning to the end.
target language for the unit receptively in context. If time allows,
Then invite pupils to say aloud the English words that they can
the video can be revisited at the end of the unit to wrap up the
remember from the video.
topic and give pupils a chance to reflect on how much more
language they now understand. • Watch the video again, pausing after each scene so that
you can ask pupils questions about the things they can see
Lesson 5 grammar video on screen.
• Listen to the video with the screen covered (blind listening),
and ask pupils about what they have heard, to support listening
skills development.
• Watch the video with the sound muted (silent viewing), and
ask pupils to name objects, describe the scene or imagine
what is being said, to review key language and support
critical thinking skills.
• After watching the video, place a selection of flashcards on the
board. Ask pupils to remember which of the vocabulary items
were in the video. Watch again and check their ideas.
• Write a sentence from part of the videoscript on the board.
Then delete a word and ask the class to say the sentence with
A second Disney video snippet from the original feature film the missing word. Continue deleting words until the whole
for the unit presents the target grammar in context, in a fun and sentence has been deleted and pupils can chant the sentence.
relatable way for pupils. Learners see their favourite Disney
• Pause the video at intervals for pupils to guess what
heroes on screen, and understand the meaning and use of the new
happens next.
structures in animated scenarios, before practising the language
through activities in their Pupil’s Book and Activity Book.
Unit tour 15

Objectives
• Presentation of Vocabulary 2 with audio support
LESSON 2 Vocabulary • Identification of new vocabulary in context via listening and reading
• Spoken and written practice of Vocabulary 2
Pupil’s Book
LESSON 2
Vocabulary The new vocabulary
items are introduced at
1 4.3
Listen, point and say. Then play. word level through a
photographic presentation.
Pupils identify the

new vocabulary 1 2
in the context of a
listening. Audio can
be played several
times to support pupils’ 3 4
understanding of the
words in context: play 2 4.4
Listen and stick. Then say.
first for gist, a second
time for specific 1
details and a final time Fun Sticker time
er
to check answers. Stick activities make the new
time
language engaging for
2 young learners.
The final
activity supports 3 4.5
Listen and do. Then play. TPR
communicative
speaking practice of
Vocabulary 2 with 40 I can name actions.
TPR elements.
Activity Book LESSON 2

Vocabulary
1 4.2
Listen and number.
a b c d
Activity 1 develops listening

skills via a comprehension task. 1
2 Match. Then act and say.

1 2 3 4
The second activity focuses on

pre-writing skills, which are
developed through engaging
mark-making tasks.
a b c d
38 I can name actions.
16 Unit tour

Objectives
• Presentation of Grammar 1 via a Disney-themed context
LESSON 3 Grammar • Identification of new grammar via listening
• Practice of Grammar 1 via a song
Pupil’s Book
A Disney-themed listening provides
LESSON 3 examples of the new grammar in context.
Grammar
1 4.6
Listen, point and say. Pupils are provided with further identification
of the target language via a listening activity.
Teaching with songs and chants

The songs in Lesson 3 cover a variety of appealing musical
genres that pupils are familiar with outside of the classroom,
2 Listen and do. Then play. TPR
and each song is supported in the teaching notes by TPR
4.7
(Total Physical Response) instructions to make the new

vocabulary more meaningful.
• First, allow pupils to listen to the song/chant two or
three times.
• Show pupils how they should clap to the rhythm of the
El sa song/chant.
sa ys ... • Focus on the most important words that are repeated
in the song/chant, as pupils will remember these first.
3 Listen, sing and act. TPR
4.8
• Read aloud particular lines of the song/chant clearly (to
Sing-along the rhythm of the song). Pupils repeat after you in the
same rhythm.
• During the lessons that follow, establish the habit of
I can follow instructions. 41 singing a song/chant as a language warm-up or during
breaks between tasks.
• Use songs/chants and the key words included within them
An upbeat song provides a supportive way of assimilating to help pupils remember language from previous units.
the new language. The natural repetition, along with TPR
Song/Chant activities
elements TPR helps with vocabulary retention.
• Once pupils are familiar with a song/chant, encourage
them to create their own new verses with language
they know.
Activity Book LESSON 3 • Provide pupils with a word from the song/chant that
Grammar
1 4.3
Listen and tick (✔) or cross (✘). they have to listen for. Play the recording, and when
Activity 1 provides a review of the target pupils hear the word, they stand up and sing/chant or
structure presented in the Pupil’s Book they sit down.
✔ ✘
via a listening task. • Sing a verse of a song/chant pupils know well, but leave
✘ ✔
out a key word. Pupils try to remember the missing word.
2 Draw. Then say and do.
✔ ✘ • Divide the class into groups, and give each group a

Carefully-staged activities allow pupils section of the song/chant to remember. Play the song/
to put the new vocabulary and grammar chant, and each group stands up and joins in when they
into productive practice. hear their section.
I can follow instructions. 39
Unit tour 17

Objectives
• Development of listening and pre-reading skills and strategies
LESSON 4 Story • Re-engagement with the unit Personal and Social Skills focus via
a course character story
Pupil’s Book • Internalisation of unit language through acting out the story
More detailed questions focus on specifics of the

story (characters, events) to check comprehension.
In activity 1, pupils
listen to the story
LESSON 4
audio and follow
Fun with Shelly
Story
2 Listen, point and say.
the pictures in their 4.10
1 Listen to the story. Point to .

book. A While 4.9
1 2
Listening question
Pupils re-engage with
develops students’
the Personal and Social
listening skills in 3 Look and match. Then show and say.
Skills focus for the unit
linewith the GSE 1 a
which was introduced
Learning Outcomes 3
4 in Lesson 1. The tasks
for the level. From
encourage them to
Unit 5 onwards, 2 b
recognise behaviours,
useful language
skills or strategies being
chunks are gradually
expressed in the story,
introduced as text on 5 6
4 Act out the story.
and notice aspects about
the page to support
how the characters deal
the development of
with situations they are
reading skills.
Spot! presented with. Here,
The end pupils collect the second
42 I can understand a story. 43
‘piece’ of their Personal and

Social Skills badge.
A fun search-and-find activity further promotes Pupils act out the story, allowing
the magic of storytelling, as well as aspects of them to internalise the language
critical thinking. Pupils look for details in the and reflect on the behaviours of the
artwork to solve a visual puzzle. characters in a fun, memorable way.
Fun with Shelly Story
1 4.4
Listen and number in order.
a b
Activity 1 provides a review of the key points in

the story and deepens students’ understanding
of what they have read. Further comprehension
c d
tasks develop listening and pre-reading sub-skills 1
aligned to the GSE Learning Outcomes. 2 Who’s happy? Draw.
Pupils identify characters’ actions

and responses through a Personal
and Social Skills practice task. They
personalise the themes presented in the
story through creative mark-making
40 I can understand a story.
and speaking tasks.
18 Unit tour

Teaching with stories and story cards
Stories are an essential part of language learning because they allow pupils to absorb information in a fun and stimulating way. Using
stories in the classroom greatly enhances pupils’ motivation, and encourages less confident pupils to contribute their ideas and opinions
because they are not confined to the limits of a certain structure. Stories provide larger chunks of language in context as well as an
opportunity for pupils to produce language, while also providing a springboard for the Personal and Social Skills focus.
Below is a four-stage method for using stories in the classroom that starts with story anticipation and ends with language production.
Stage 1
• Pupils comment on how they would feel or behave if they
Anticipating the story were in a similar situation to one of the story characters.
Before listening to the audio, ask pupils questions or have a simple • You might like to give pupils feedback, e.g. Fantastic actions!
discussion in English or L1 to get them thinking about the story. This Great teamwork! Talk a little louder next time. This feedback
will enable pupils to begin forming an idea of the theme of the story could be given in L1, if necessary.
and how the story might develop. It also provides an opportunity
to introduce any new vocabulary or to review previously learnt • Select a story for which you can prepare simple costumes and
language. Don’t provide any answers at this stage, but rather allow props. Invite parents or carers to a mini-performance.
pupils to think for themselves. Story card activities
Stage 2 The story cards are greatly versatile and can be used in conjunction
Hearing and seeing the story with the suggested activities below. On the back of each story card,
At this stage, pupils listen to the story and work through it to find you will find the audioscript for the corresponding part of the story,
answers to your questions. Audio can be accessed in the online as well as comprehension questions to be asked after listening.
resources and played directly in the eBook. If you want to read
the audioscript aloud, you can find it in the lesson plan and on the
story cards, but the audio can help bring the story to life via the Story card 6
sound effects and professional actors. 4.9 Leyla: Thanks, Mum!

Leyla’s sister: Clap
your hands and smile
for Shelly!
Stage 3
Checking the story
Some suggested questions to be asked after listening to the story Is Leyla happy now?
(yes)
are provided in the teaching notes and on the story cards. This M04 Stars and Heroes SC 1 BrE 51909.indd 55 24/11/2022 13:16
4 My body
© Pearson Education Limited 2023
gives you the possibility to further assess the depth of pupils’

M04 Stars and Heroes
SC 1 BrE 51909.indd
Level 1 Story cards
58
24/11/2022 13:16
comprehension of the story and of the language used. It also • Place the story cards in random order on the board, and pupils
sparks pupils’ creativity and imagination by encouraging them to put them in the correct order.
engage with how the story develops.
• Place the story cards on the board in order. Pupils close their
Stage 4 eyes while you remove one card, and then they guess which
Acting out the story card is missing.
After listening to the story several times, pupils are ready to act it • Hide the story cards around the classroom. Pupils find the cards
out in groups, providing them with the opportunity to reproduce and place them on the board in the correct order.
chunks of language. Props can be brought to class and used to
• Pupils invent a new dialogue for one or all of the story cards.
make the experience even more stimulating. Play the audio or
read the audioscript from the lesson plan or the story cards, while • Read aloud the audioscript printed on the back of the story
pupils act out the story or recite it from memory. Try to ensure that, cards, making deliberate mistakes (e.g. say red instead of
as far as possible, every pupil has an opportunity to be involved in yellow). Pupils correct your mistakes.
the role-play. • Hand each story card to a different pupil. When you read
Here are some suggestions for extra work with stories: aloud the audioscript, the pupil with the corresponding story
card stands up and shows it to the class.
• While pupils listen to the story, they perform a specific action
for target vocabulary (e.g. clap their hands when they hear the • Without showing the corresponding story card, recite a line
word purple or stamp their feet when they hear the word blue). from the story. Pupils try to remember which character said the
line and their name. Check answers by showing the correct
• Pupils draw a new picture for any frame of the story.
story card.
• Pupils create a new ending for the story.
• Describe a scene or character form the story. Ask the class to
• Pupils draw or describe their favourite character. guess which story frame or character you are describing, with
books either open or closed.
Unit tour 19

Objectives
• Presentation of Vocabulary 3 and Grammar 2 with audio support
LESSON 5 Vocabulary and Grammar • Identification of new language via a second Disney video
• Spoken practice of the target language
Pupil’s Book
LESSON 5
Four new vocabulary
items are introduced 1 4.11
Listen, point and say. Then play.
at word level through
a photographic
presentation,
1 2 3 4
bringing the real
world into the 2 Watch and circle.
4B
classroom.
Pupils are provided with
further identification of
the target language via a
listening activity. Audio can
A Disney video clip be played first for gist and
provides examples receptive understanding,
of the new grammar 3 Listen and trace. Then ask a friend.
4.12
a second time to identify
in context. Pupils specific details, and a
initially engage with final time to check pupils’
the new language answers to the activity. This
via a video activity activity also encourages
that develops communicative practice
listening skills. of the target grammar in
combination with the unit
44 I can ask about parts of the body. Extra Go online vocabulary.
Lesson Phonics

1 4.5
Listen and match. a
Activity 1 reviews the target structure 1
via a Disney-themed engaging task, 2

b
accompanied by audio 3
c
2 Draw your robot. Then ask a friend. The second activity is a creative
mark-making task where students select
or draw a prompt for communication.
This final speaking practice allows
students to put the language into
I can ask about parts of the body. 41 productive practice.
20 Unit tour

Teaching with flashcards and word cards
The flashcards and word cards provide an optional way of presenting and practising new vocabulary that helps pupils learn, remember
and review the target lexis. To introduce the new vocabulary in Lessons 1, 2 and 5:
• Show pupils a flashcard, and repeat the word it presents two • Once pupils are comfortable with the new vocabulary,
or three times loudly and clearly. Pupils repeat the word three encourage them to use the words in example sentences.
times. Do the same while teaching another word. Go back to This will support with retention of the target lexis.
the first word, and check if pupils remember it. • Ask a few pupils to come to the board, and give them
• Use the accompanying flashcards with vocabulary items from the chants and songs in
audio presentation in Lessons 1 and 3. They listen to the lyrics carefully and stand in
M04 Stars and Heroes FC 1 BrE 20234.indd
71 touch
Lessons 1, 2 and 5 for the order in which they hear the flashcard words.
support on pronunciation
80
More ideas for using flashcards

for the presentation and word cards can be found in the
and practice stages. Games Bank on p.206.
touch
Limited 2023 Level 1 Word cards
© Pearson Education
71 4 My body
24/11/2022 11:18
4 My body
© Pearson Education Limited 2023 Level 1 Flashcards
Online module Phonics

Each Lesson 5 includes a jump off to an additional online Phonics module, for maximum flexibility depending on your teaching context.
The My Disney Stars and Heroes Phonics lessons use a systematic phonics approach adapted for EFL pupils. The initial sounds of the 26 letters
are introduced in order to familiarise pupils with the English alphabet. Presentation and practice are focused on getting pupils to first identify the
letters of the alphabet and the initial sounds they make, before recognising them in the initial position of simple and familiar words.
The Phonics lessons take the following path:
Warm-up and review (optional)
The suggested warm-up activities in the lesson plans provide
the following review sequence:
1 Review the sounds through a game
2 Review the letters through a game: connecting upper- to
lower-case letters, recalling the alphabet sequence
Present new letter-sounds
Pupils see the letter, and hear the letter name and its initial sound.
Initial practice of new letter-sounds
Pupils identify the letters and try saying the letter-sounds
themselves.
Identification of the letter-sound in the initial
position
Pupils are introduced to key words starting with the specific
letter-sounds for the lesson, then connect the letter-sounds
with words.
Introduction to writing the letters
Pupils learn how to form the letters of the alphabet, then practice
tracing and writing them themselves.
Unit tour 21

Objectives
• Exploration of the Personal and Social Skills focus for the unit
LESSON 6 Myself and others • Development and application of strategies
• Personal response to the Personal and Social Skills focus, and production of
Pupil’s Book related functional language
Feelings LESSON 6
Myself and others
The first activity brings and my body The Personal and Social Skills
together the elements of the song summarises the main
Personal and Social Skills focus 1 4.13
themes explored through
presented earlier in the unit, 1.12
the level, and provides a
and allows pupils to re-engage Listen supportive context for pupils
and
with examples from Lessons sing. to engage with the lesson
1 and 4 via the Disney and before they move on to work
course characters. Pupils are on their strategies.
reminded of the responses,
behaviours and emotions that 2 Look, act and say.
have been presented, and may 1 Rubric
1 3 5
compare the different contexts. 2 4

Pupils work on the Personal
and Social Skills focus via a
personalised task. They reflect
on their own behaviours or
3 4.14
ways they may support or
understand others in different
Pupils are encouraged to scenarios, with an opportunity
I’m a
hero!
identify and describe the to produce functional
Personal and Social Skills language.
focus in a new, real-life
context. This activity models
a strategy or behaviour for
Self-awareness: I can name actions and emotions. 45
pupils to put into practice.
In the I’m a hero! feature, pupils

are rewarded with a sticker.
Feelings and Myself and others

my body Self-awareness
1 Match. Then point and say.

1
a
Pupils show that they can

b
identify, understand and reflect c

The second activity encourages
pupils to work on the Personal and
3
upon the Personal and Social

d
Social Skills in a way that relates to

4
Skills focus from the Pupil’s Book.

2 Think and circle for you. themselves and their lives. In each
My portfolio
unit, they build up a ‘portfolio’ of
skills work that shows their ongoing
development and allows them to
reflect on their social and emotional
42 I can name actions and emotions.
growth through the level.
22 Unit tour

Teaching the Personal and Social Skills
Personal and Social Skills are the transversal skills that go beyond the classroom and are crucial for personal development, active
citizenship and future success. The Myself and others lesson in each unit focuses on a specific skill area under one of the following five
overarching areas that comprise the My Disney Stars and Heroes syllabus:
Self-awareness Social awareness Relationship skills Self-management Responsible decision-making
Why teach the Personal and Social Skills? You can do it!
From 6–12 years, children start to form stable friendships, engage You do not need specialist knowledge to teach the Personal and
with more complex emotions and recognise they have choices. Social Skills. As a teacher, you are already accustomed to working
Teaching Personal and Social Skills in the classroom can help with values, understanding the different personalities of your pupils
pupils become more self- and socially-aware, and equip them with and promoting a caring class culture. My Disney Stars and Heroes
the strategies they need to manage complex relationships with just provides a systematic framework to help make social and
themselves, their peers and their community. As a result, pupils emotional instruction most effective.
are better able to develop healthy identities, resolve difficulties, Throughout the teaching notes, you will find specific guidance on
create frameworks to achieve goals, build supportive and positive working with the Personal and Social Skills in each unit.
relationships, and make considerate and responsible decisions. In addition, you may find the following tips helpful.
How can I teach these skills? Tip 1 Establish ground rules
A successful approach to the Personal and Social Skills is one that Class ground rules are a great way to ensure a safe teaching and
weaves them into all of pupils’ educational experiences. As the learning environment. Before teaching the Myself and others
classroom is at the heart of pupils’ learning process, it is the ideal lessons, agree on respectful behaviours with your pupils, using L1.
place to start. The My Disney Stars and Heroes methodology Examples could be: Everybody can join in and speak if they want
has been designed with the teacher in mind, to make it as easy to. We make sure everyone feels safe and OK. We listen to
and straightforward as possible to integrate Personal and Social Vocabulary LESSON 1 everyone equally. Once agreed, display the rules in the classroom.
Skills into your English lessons. Each unit1 targets antick
Watch and explicit
(✔).
4A area Tip 2 Be a role model
of the Personal and Social Skills through sequenced activities in Pupils take their cue from you, so show them that this is a
Lessons 1, 4 and 6 that foster skills development: respectful, non-judgemental space in which everyone is listened
The skill for the unit is first 2 4A
Watch and circle for Anna. to. Modelling the strategies explored in the Myself and others
contextualised via the Disney lessons will also help reinforce the good behaviours, tools and
2
video in Lesson 1. In this 4.10
Listen, point and say.
techniques that your pupils can apply.
6
example, the focus is on
Tip 3 Celebrate difference and diversity
expressing emotions 3 4.1
Your pupils will all come to the class with a wide range of different
(Self-awareness). 3 Look and match. Then show and say.
4 4.2
1
a
experiences, attitudes and beliefs, not to mention personalities!
The Lesson 4 story links back Ensure that everyone knows that they have the equal right to
to the Personal and Social Skills 2 b express their opinion, and there may not be a ‘correct’ answer.
focus introduced in the first lesson Celebrate differences to learn from one another.
of the unit.
4 Act out the story. Tip 4 Respect the ‘right to pass’
Finally, the dedicated Myself and
Collect ? Some pupils may feel shy to contribute to certain topics or
others lesson brings together the key Feelings LESSON 6
I can name the parts of my body. your friend! 39
Myself and others
and my body
activities. If pupils are reluctant to speak, let them know that is OK,
page 2
themes introduced by both Thethe

end 1 Listen and point. Then say and act. TPR
and that they can always come and speak to you individually.
4.13
video and the story, allowing pupils

1.12
I can understand a story. Listen 43

and
sing.
to explore the skill in greater detail Tip 5 Use a puppet or persona doll
and personalise it. 2 Look, act and say. A character such as the Mickey Mouse puppet is a great way
1 Rubric
1 3 5
Alongside the My Disney Stars 2 4 to help pupils feel comfortable in the lessons. You could use this
and Heroes focused programme of puppet or another character doll to demonstrate good behaviours
instruction, a safe and supportive
3 4.14
such as empathy, bring scenarios to life or facilitate class discussions.
I’m a
hero!
classroom environment will provide Tip 6 Make space for reflection
a strong foundation for pupils to Check in regularly on how pupils are feeling – this will encourage
explore the Personal and Social Self-awareness: I can name actions and emotions. 45
them to reflect on their own emotions and responses. Also, asking
Skills themes. pupils to journal their work will help them see their development of
Personal and Social Skills. They can draw their thoughts and feelings
or write something in L1. Pupils could share these portfolios with their
parents and carers to provide a window into the classroom.
Unit tour 23

Objectives
• Content learning about another area of the curriculum
LESSON 7 My world • Presentation and identification of cross-curricular vocabulary
• Understanding and application of content learning via
Pupil’s Book thinking-skills activities
LESSON 7
Coding
Technology
My world
Pupils explore the content
topic via a text that
1 Let’s explore! Listen and
presents the cross-curricular 4.15
trace. Then say and act. TPR

vocabulary and develops
reading and listening skills. 1 2 3 4
2 4.16
Think Listen and follow. Then tick (✔).
Thinking skills are

3 Do Draw. Then tell a friend.
scaffolded from lower- to
The final activity
higher-order as pupils work
supports pupils in further
through an activity that
developing their critical
allows them to demonstrate
thinking skills through a
understanding of the
variety of different tasks,
concept and start to apply
encouraging practical
critical thinking skills.
application, synthesising
46 I can understand and say simple instructions.
information and creative
responses.

Technology
My world
Coding
1 Draw and colour. Then say.
Activity 1 checks comprehension 1
of the concepts and provides 2
practice of the cross-curricular 2 Draw and circle. Then say.
vocabulary. Activity 2 supports further application of

the content learning and allows pupils to
relate the cross-curricular subject to their
own lives.
START
I can understand and say simple instructions. 43
24 Unit tour

Target language: toys; objects; It’s a (doll). It’s (green). • Play What’s this? (see Games Bank p.20
Is it a (kite)? I’m grumpy. the unit.
Recycled language: colours • Play the song audio (track 2.6), and pup
are confident with the words, play the ka
Materials: Audio; (optional) Video 2A, Video 2B;
Flashcards / Word cards (Room, Toys 1, Toys 2); Stickers;
I can do it!
Teaching cross-curricular content Mickey Mouse puppet; Cut-outs (Unit 2), with a cut-out
model prepared; My progress poster 1 Play and say.
The Content Language Integrated Learning (CLIL) approach encourages pupils to learn English through other subjects: Science, • Show pupils how to do the maze activit
4 Lesson 7: My world
Technology, Engineering, Art and Design or Maths (STEAM). TheTechnology:
opportunity to develop a deeper understanding, through the medium of English,
Coding
My world lessonsSkillsarePupil’s
Listening:ofcan
Book page
thematically
curriculum material.
recognise isolated
linked46 of the maze and then point to Mike at t
to each unit, but provide
words Learning
related English through STEAM
an
• Demonstrate with your finger how to m
finger to the first picture and say: It’s a…
Objectives
subjects is motivating for pupils because it gives themWarm-up a reason to learn, sotothat familiar
theytopics,
canif spoken
betterslowly and clearlyand
understand and discuss the subject matter.
• Pupils work in pairs, taking turns to trave
supported
Mouseby pictures
andand
singgestures (16)
the Hello,
Language
Lesson aim: learning
understand through STEAM
and say simple instructions Greet pupils with the Mickey
subjects will support pupils’ development puppet
of important skills for theirStars and
future
Speaking: can say single words related to familiar
studies. reach each picture, they say a sentence
Heroes song together (track 0.1). pupils play, and provide support as nec
Target language: up, down, left, right; Go left!
• Play Follow the leader (see topics,
Gamesif supported
Bank p.206).by pictures
For this or gestures
version, (18)do
pupils
Engaging
Recycled language: colours Extending SUPPORT Do the whole maze as a class
a sequence of actions, e.g. stamp my feet, clap my hands, touch my head. When you reach a picture, say: It’s a… ., a
Learners
Materials:benefit from prior
Audio; Mickey Mouseknowledge of the subject for
puppet; (optional) Cross-curricular lessons can instigate motivating project work,
picture.
a large arrow cut out of card; (optional) masking tape Presentation
Teacher toolkit
understanding and engagement, and to help them develop their which can be done either individually, or in pairs or small groups.
STRETCH Pupils play the game in pairs,
knowledge of English. They bring a lot of prior knowledge into the 1 4.15 Let’s explore!Jump-off projects could take the form of a mini-book, a poster,
Listen
Video and
review trace. Then say and act. ask their a a question about the pict
partner
Skills
language-learning classroom. You can start the My world lesson by • Demonstrate the TPR You
actions can
and sayreturn
the to Video
direction 2A and
phrases. Video
Pupils 2B
copy at the
presentation or even further research opportunities. Throughout
Listening: can recognise isolated words related the actions. end of the unit for a ‘second play’. Ask pupils to stand 2 ideas2.16 Listen and point. Then
inviting pupils to look at a picture relating to the lesson topic and theuplesson
aswith
they notesThey
watch. in the Teacher’s
jump theyBook, you will also find and
to familiar topics, if spoken slowly and clearly and • Ask pupils to look at the photo different arrows. Playwhen
the audio,hear
and one of • Hand out the cut-outs, and pupils look
asking
supportedsome warm-up
by pictures questions
or gestures (16) to introduce the topic (e.g. pupilsWhat
point to each arrow.suggestions
the words
Draw on the for
from further
the
board unit. extending
a left-facing the lesson material at home.
dotted arrow. the audio, pausing for pupils to point to
can you see
Speaking: canin the single
repeat picture?
words,Where… ? Who…
if spoken slowly and ? What… Play?the first part of the audio again, then pause and trace the arrow on picture of the scooter.
clearly (10); can repeat phrases and short sentences, if the board. Pupils trace the first arrow in their books. Then play the rest of
How… ?). At this stage, you can use L1 if necessary. Throughout Home-school link
the audio, pausing after each phrase for pupils to trace the arrows. Play
• Show pupils the model toybox and cut-
spoken slowly and clearly (16) Pupils use the language they’ve learnt in the unit to
the lesson notes in the Teacher’s Book, you will find ideastheand whole audio again, and pupils do the corresponding TPR actions. • Pupils use scissors to cut carefully aroun
describe their toys at home, e.g. It’s a puppet. It’s red. and the toy cards. Help them fold and s
suggestions for engaging pupils with the cross-curricular • Ifcontent.
you have prepared a card arrow, use this to point up/down/left/right.
Teacher toolkit Alternatively, point to the arrows on the page. Ask pupils to say the • Place two toy cards inside your model t
correct phrase, then do the TPRDeveloping
action. guess which toys are inside, e.g. Is it a (b
Cross-curricular
HOTS identified both toys.
SUPPORT Say a direction phrase, and pupils repeat it, then do the
Physical movement can help pupils internalise TPR action. Following Bloom’s taxonomy, the activities in the My •world lessons
Play the game as a class. Invite a pupil
language and concepts. If possible, use masking are taking
structured Show a toy flashcard and elicit from the
STRETCH Pupils work in pairs, turns tofrom
say a lower-order
direction phrase thinking
and do skills (remembering, the pupil to answer.
tape to design a grid on the classroom floor or
in the playground, and pupils move around the
the TPR action. understanding, applying) to higher-order thinking skillsSUPPORT (analysing,Pupils can play the game in m
grid, following instructions: go left, go right, go up,
TPR chant
evaluating, creating). confident pupil answers their partner’s que
go down.
STRETCH Pupils can play the game in m
go left – step/jump to the left
confident pupil asks Is it a… ? and says ful
go right – step/jump to the right It’s a ball.
Exploring
Home-school link
go up – stand on tiptoes, reaching up with arms
Pupils can play a directions game with their family. Audioscript (track 2.16)
Cross-curricular
They can use chalkcontent thatonpupils
to draw a grid listen
the floor and to or read can provide
go down – crouch down Create A: Is it a kite?
a context
demonstrate fordifferent
related speaking
directions, saying and writing activities. As pupils
go up, B: Yes. It’s a kite. It’s yellow, green and red
go right, etc. Audioscript (track 4.15) A: Is it a ball?
progress through the lesson’s activities, check that they understand Evaluate
Coding B: No.
key content-related vocabulary. Write the words in a1 go listleft
on// 2 go right // 3 go up // 4 go down A: Is it a scooter?
the board, and encourage them to use these words during the B: Yes. It’s a scooter. It’s pink.
Analyse
Practice
speaking and writing activities. Pupils can create their own running
dictionaries by copying the vocabulary list into their 2notebooks
4.16 Think Listen and follow. Then tick (✔).
and drawing pictures, or by adding notes to help them • Point to the picture of Sven (the reindeer) and say: This is Sven.Apply
remember Then point
to Kristoff and say: This is Kristoff. Using L1, ask pupils to help Sven find
the meaning of each word. Kristoff, pointing to Sven then Kristoff. Point to the pictures of snowflakes
76
in the grid and explain that pupils need to avoid these. Understand
• Ask: How many squares? Follow the path from Sven to Kristoff, avoiding
the snowflakes, counting the squares as a class: one, two three, four, five.
Remember
Then point to the first sequence of arrows and say: go up, go up, go right,
go right, go right. Do the same with the second sequence of arrows.
• Ask pupils to compare the sequences of arrows with the squares in the
Theand
grid, avoiding the snowflakes critical
tick thethinking activities in the Pupil’s Book and the
correct sequence.
• Play the audio, and pupilsActivity
follow theBook arephrases,
direction indicated their a Think! icon
movingwith , and these
fingers along the grid. aim to support development of pupils’ critical thinking skills
in a variety of contexts.
In the teaching notes, the Thinking skills boxes provide a
4
114 suggestion to extend pupils’ higher-order thinking skills beyond
the activities in the lesson.
LESSON 7
Coding
Technology
My world
Thinking skills Create

1 4.15
Let’s explore! Listen and After activity 3, pupils can design their own maze
for Shelly to find, e.g. an apple. They show their
maze to a partner and give instructions for their
partner to help Shelly get through the maze.
1 2 3 4
Extra activity (whole class) Set up a treasure

2 4.16
Think Listen and follow. Then tick (✔). hunt in the classroom or in a small area in the
playground. Make clues with arrow sequences,
25
1 e.g. three left arrows means three steps to the left.
Place the clues in different places to show pupils Unit tour
where to go next. Pupils can play in teams. The
‘treasure’ pupils find at the end of the hunt could
2 be a fun activity that they enjoy.
✔
Objectives
• Review of the vocabulary and grammar learnt through the unit
LESSON 8 Review 4 Lesson 8: Review I can do it! Pupil’s Book page 47
• Further development of listening and speaking, and later reading
Objectivesand writing skills Warm-up
Pupil’s Book
Lesson aim: review target language from Unit 4 Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
• Evaluation against the unit outcomes
Recycled language: colours
are confident with the words, play the karaoke version (track 4.8_karaoke).
Flashcards / Word cards (Body, Head and face, Actions);
Stickers; Mickey Mouse puppet; Cut-outs (Unit 4), with
a cut-out model prepared; My progress poster I can do it!
1 Play. Say and draw O or X.
The activities LESSON 8 In• Pupils
thelookTeacher’s
at the pictures in Book, for each of thewords
I can do it!
the grid. Elicit or say the corresponding
Skills Review
arm).I can do it! lessons,
and phrases (top row: body, eye, head; middle row: stamp feet, leg, mouth;
review and practise Listening: can recognise isolated words related activities within
bottom row: nose, the
clap hands,
to familiar topics, if spoken slowly and clearly and
vocabulary and supported by pictures and gestures (16) you Teamwill
X. find recommendations for how
• Copy the grid onto the board. Play as a class in two teams: Team O and
grammar from the 1 Play. Say and draw O or X.

topics, if supported by pictures or gestures (18) to adjust expectations, which in turn
• A pupil from Team O chooses a picture from the grid. The pupil says the
corresponding word or phrase and does the TPR action.
unit, and provide a can
• If thebewordused
or phrase to
the grid on the board.
identify
is correct, draw an O areas where
in the corresponding square in
Teacher toolkit
tool for teachers to pupils
• Then Team mayX takesneed additional
their turn in the same way. Teams practice
continue to take
Video review turns. The team that wins three squares in a row (left to right, up down or
evaluate against the You can return to Video 4A and Video 4B at the ordiagonally)
support: wins the game.
end of the unit for a ‘second play’. Play on mute, • Play the game again, this time allowing Team X to go first.
GSE-aligned learning and pupils say any words or phrases they know as SUPPORT Play the game as a class against the Mickey Mouse puppet.
they watch. Make Mickey make mistakes once or twice to help the class win the game.
outcomes for the level. Allow pupils to use single words and short phrases.
Home-school link STRETCH Demonstrate the game, then pupils work in pairs to play the
with a family member, e.g. What’s this? It’s my leg. square, say the word or phrase and do the TPR action. One pupil draws O
Encourage pupils’ families to ask the question What’s and the other pupil draws X.
this? to elicit answers in English in different situations
Cut-outs Teaching star
at home.
The cut-outs activity 2 4.17
Listen and point. Then make and play. Growth mindset At this age, pupils may find it difficult to play games in
links thematically to
talk!
Let’s
the other team members to whisper the correct answer to the pupils so
the unit topic and Cut outs
they can check their answers. Give a round of applause for each correct
Unit 4
answer and say: Good try! for any incorrect answers.
vocabulary, and
Let’s talk!
provides meaningful 2 4.17 Listen and point. Then make and play.
Cut-outs
practice of the target Key: fold line
Make sure they only cut around the scissor lines, not the fold lines.
language. Pupils
Unit 5
• Show pupils how to fold along the solid lines. Fold back the snowman’s
head and the monster’s legs, so that the picture shows: a snowman’s head,
cut out, make and 3 Draw your snowman and say.
6 1
a boy’s body and a monster’s legs.

5
4 3
personalise their Then stick! ker on the cut-out. Then play the next part of the audio, and pupils point to
Stic e
props, developing tim At the end of the unit, pupils enjoy a fun
the nose.
• Pupils fold their cut-outs any way they wish. Monitor and help as necessary.
their fine motor skills, and motivating Disney stickering activity

before using them in
a fun, communicative
116
✔ Unit 4! to reward them for their progress.
speaking task. 47
Activity Book The My progress journal page in the Activity Book includes GSE-aligned activities that allow pupils
to demonstrate their progress in English. As with the Pupil’s Book, the activities serve as a tool for the
teacher to measure progress against the learning outcomes for the unit and level.
UNIT 4
3 Match. Then point and say. Review
The Picture Dictionary My progress journal

1 Listen and point. 2 Tick (✔) what you know.
provides a full overview of
4.6
the unit lexis. Here, pupils

interact with the new
vocabulary by pointing to
words, and then ticking the Self-assessment
words they know. 4 Choose and circle.
Then say and do.
The final activity in the My progress journal
enables pupils to reflect on their learning
Unit 4!
Choose and stick.
from the unit. Pupils do a fun stickering
My favourite activity: activity to evaluate the key learning points
Sing-along
44 45 they feel comfortable with.
26

Objectives
• Showcasing of unit learning via a creative project
• Development of soft skills in the areas of Presentation and Self-management
Project
The optional end-of-unit projects give pupils
the opportunity to use their creativity, while Pr
esentatio UNIT 4
at the same time reviewing and applying the My snowman
n
Project
The first stage of the lesson
language they have learnt in the unit. Every (Let’s review) presents a clear Let’s review
1
project is designed for pupils to: 2
4
model for pupils’ own project. 1 Listen and say
9.7
the number. 1
• use their creativity through thinking,UNIT 4
My sn ow m an Project
designing and producing • Atanthis output
stage, depending on the time you have
available, pupils can either use their completed The Get ready stage Get ready
• apply the language and planning
knowledge in the Activity Book as their final work, 2
or they can use their planning as a draft and draw engages pupils with skills, tips 2 Listen and tick (✔).
ew 9.8
1
from2the unit their snowman on a separate piece of paper.
or target language related
1
Listen and say • Circulate around the class, helping as necessary.

e number. 1 • communicate with otherEncourage
pupils pupils to put up their hands and ask for to the Self-management or
help if needed.
• develop Future Skills, specifically
• When they are ready,in thepupils work in pairs, taking Presentation soft skills focus. ✔
areas of presentation andpicture.
self-management
It’s a (body). Encourage pupils to stand up
Create
y and to smile so that they look confident. 3 Draw your snowman.

in Levels
2 1 and 2 • Invite more confident pupils to show and describe
Listen and tick (✔). Activity Book page 89.
their picture to the class.

Within the project Pr
esentat UNIT 4
My snowman
Project
io
ACHIEVE
teaching notes, you
n
I can make and present my snowman poster. 91
Pupils draw a picture of a snowman, and talk 1 Review Find and circle. Then point and say.
will find Achieve, about their snowman’s different parts of the
face and body. They present their project
Support and Stretch
✔ with confidence.
recommendations Pupils complete the relevant

SUPPORT
provided for adjusting Pupils recognise words for different parts of the Activity Book activities to scaffold
Draw your snowman. face and body, and they say individual words.
the creation of their project, before
2 Create Now draw for you.
en tell the class. expectation to cater STRETCH

ivity Book page 89.
for mixed ability Pupils work in pairs, taking turns to ask and
sharing their project with the class.
answer about their picture of a snowman, e.g.
classes. What’s this? It’s my nose. It’s small.
I can make and present my snowman poster. 91
Wrap-up
Put the pupils’ pictures around the classroom. 3 Reflect Think and colour for your project.
Hold up the Mickey Mouse puppet and make I can make and present my snowman poster. 89

r snowman. Then tell the class.
Mickey clap his hands and say: Well done!
Teaching with the unit projects
to their Activity Books and create their project.
• Give pupils time to look at each other’s work.
Encourage them to name the body parts, numbers
Book page 89 and colours they can see and respond to the
cle. Then point and say. Project benefits pictures. Tips for carrying out project work in class
k at the small pictures and find each part of the body in the Pupils say goodbye to Mickey as they leave class.
More than just a great way for pupils to practise and review their
picture. They circle each body part and say the word. Tip 1 Prepare Ask pupils to think about the project in
or you.
language skills, working with projects also provides the following benefits:
s to complete the drawing of the snowman, adding various parts of
advance. Allow them to come up with their own ideas,
from the unit.
• Increased engagement and motivation Pupils become personally and provide them with feedback on their ideas where
d colour for your project.
involved in the project via tasks that have relevance to their lives.
our the stars to show how well they think they did in their project. appropriate. Encourage pupils to showcase their idea
and project in their own words.
• Self-direction and management Pupils are given ownership of their
learning and the project outcome, and are supported in developing Tip 2 Show them what ‘good’ looks like Assess the
skills to plan, design and refine their ideas. quality of projects by using the Pupil’s Book model
and other work as a reference. Help pupils understand
• Communicating effectively Pupils use all four skills of listening,
119 expectations by showing them good examples of other
reading, speaking and writing to complete the project, and are
pupils’ work.
supported in developing oracy skills and expression during the
research, creation and presentation stages. Tip 3 Encourage participation Promote full
participation by encouraging pupils to offer positive
• Thinking creatively Pupils use original thinking and imagination to
feedback on their classmates’ projects, e.g. I like
create their project.
(the drawing).
• Context and purpose for learning Pupils see why they are learning
Tip 4 Make space for reflection Provide opportunities
English and how they can relate the learning objectives from the unit
for reflection, both for the project process and for the
to the project outcomes.
final product. Ask pupils to think about what they might
• Digital competence The authentic use of technology is promoted as do differently or change about their project now that
pupils employ digital tools to research and present their projects. they have finished and heard feedback from the class.
Unit tour 27

Teaching with posters
Posters can play a key role in the English language lesson as they Memory game Set a specific time limit, e.g. 30 seconds. Tell
are such a powerful visual tool. They can be a valuable way to pupils to look at the poster carefully and remember as much as
focus pupils’ attention, encouraging them to really engage with they can. Then cover the poster or take it off the wall, and ask
the topic and also consolidate and extend the language already pupils one by one about the objects presented in the poster.
learnt. There are 12 posters provided in the My Disney Stars and You can also ask about the features of these objects, e.g. Is the
Heroes Poster Pack for use alongside Levels 1 to 4 of the course. (ball) (big)? What colour is the (kite)? Pupils answer from memory.
These are intended to be hung in a visible place in the classroom, You can also do this activity as a team competition, with a time
and referred to when you want to review the material covered or limit. The team who guesses correctly the most names of objects
as general support for the class. from the poster wins.
Tips for working with posters True or false? Point to various objects in the poster, and make
true or false sentences related to these objects. For example, point
Predicting In order to create an atmosphere of anticipation and
to a lion and say: It’s a horse. Pupils answer: No. It’s a lion!
to stimulate curiosity, give pupils the title of the poster before
you show it to them. Tell pupils that in a moment they will see a Quiz Tell pupils that you are thinking about a certain picture from
poster with, e.g. weather. Ask them to think about the vocabulary the poster. Pupils guess which picture you are thinking about. You
that may be presented in the poster. Encourage them to provide can describe the object you have in mind for more advanced
examples of particular words related to this thematic group pupils, e.g. It’s grey. It’s small. It’s got a tail. What is it? Pupils
(e.g. sunny, cloudy, rainy, windy). Then hang the poster, and answer: It’s a rabbit.
check together how many words pupils predicted correctly. Peeping through a keyhole Cut out a hole (five centimetres
Asking questions Point to the objects, characters, colours, etc., wide) resembling a keyhole in the middle of a large sheet of paper.
presented in the poster, and ask questions: What’s this? What Place the sheet on top of the poster, and ask pupils what they can
colour is it? How many (balls) can you see? Is it a (doll)? see. Move the sheet around the poster so that each time pupils
guess the name of a different object.
Finding and pointing Ask individual pupils to come to the poster,
and find and point to appropriate objects, e.g. Point to the (red Placing words on the poster If pupils can recognise written
car). You can also divide pupils into two teams and change finding words, you can ask them to place appropriate word cards below the
particular elements into an exciting competition. Ask one pupil pictures in the poster. One by one, pupils come to the poster and
from the team to come to the poster and find a particular object. place a word card next to a corresponding picture. Then you can
If he/she does it correctly, the team scores a point. If he/she makes ask all pupils to read the words aloud together.
a mistake, another team takes a turn. Pupils can replace the teacher
and give the commands.
Poster 1 My progress Poster 2 Vocabulary Poster 3 Myself and others

The Myself and
others (Personal
and Social
Skills) poster
can be used in
conjunction with
the Myself and
others Lesson 6s.
Place the poster
The My progress poster features all pupils’ The Vocabulary posters offer supporting at the front of
favourite Disney heroes that appear in the information that can be useful throughout the classroom
level. It can be used frequently throughout the year. There are four vocabulary where everyone can see it,
the year to highlight pupils’ progress posters provided, covering: and refer to it during these classes. At the
through the course learning objectives. • shapes, colours and numbers start of the year, look at the whole poster
• the alphabet as a class. As you work through the course
material and the Personal and Social Skills
• weather, seasons, months of the year for each unit, encourage pupils to refer
and physical feelings to the poster and use the language and
• telling the time, days of the week, the strategies.
daily routine and activities
28 Unit tour

Classroom management
Dividing pupils into pairs and groups Managing inclusive classrooms
When working in pairs, groups or in a whole-class setting, pupils engage in Set clear objectives Sharing the lesson objective with pupils at
cooperative learning – learning with and from each other. The following the beginning of the lesson and making sure they know what to
suggestions focus on different ways of grouping or pairing pupils. All the expect (and what is expected of them) decreases pupils’ anxiety.
activities presented here are suited to any group sise, age or interest. It allows them to prepare themselves for the tasks they find more
Grouping by order Organise pupils in a specific order, then divide them difficult, and to look forward to the tasks they enjoy more.
up. Ask pupils to get in line in alphabetical order (according to their first Diagnose before presenting new language By taking the
name or last name), by the number of letters in their name, in order of time to ascertain what pupils already know on a topic, teachers
birthdays (grouped either by month or by their date of birth) or by height. gain instant feedback on what to focus on in the lesson. This is
Animal sounds This is a loud but fun way to divide up pupils. Write names particularly useful in inclusive classrooms where there may be a
of animals on slips of paper. Distribute the slips of paper and ask pupils very wide range of knowledge among pupils.
not to show them to each other. When pupils are ready, ask them to start Group strategically Depending on the activity, you may want
making the sound of the animal that is written on their slip of paper. They to group pupils using one of these combinations: more confident
have to find the other members of their animal family. and less confident pupils together, confident pupils together,
Pick and mix Pupils can be divided into groups or pairs by asking them less confident pupils together, talkers and listeners together.
to pick objects from a bag. Then you can ask them to find teammates Whatever you choose, do not let pupils know what your
who have the same objects. Some examples of objects you can use are strategy is so that all feel confident and included equally.
coloured counters, coloured pencils or numbered lollipop sticks. Take a multisensory approach Pupils all learn in different
ways, and encountering language in multiple modes is very
Signalling that the activity has finished
beneficial. My Disney Stars and Heroes presents language
When assigning speaking activities and playing games in large classes, through text, images, audio, song and video. Ensuring a balance
it can often be hard to get pupils’ attention. With this in mind, here are between different modes holds the class’s attention and sets up
some suggestions to help you deal with this situation. all learners to achieve.
Can you hear me? Start talking to pupils in a very low voice and say: Give more space to activities Allowing pupils the time
If you can hear me, put up your hand. Pupils who hear you put up their and flexibility to do activities in a way that suits their needs
hands, which will get the attention of other pupils, who will do the same. will ensure that all pupils can participate in the same activity,
Clapping Clap your hands in different rhythms and at different speeds. increasing their confidence and motivation. Pupils who struggle
Pupils have to join you in clapping. Say: Clap once if you can hear me. with written tasks, for example, may benefit from doing only one
Some pupils join you. Then say: Clap twice if you can hear me. And or two task items in written form and completing the rest of the
finally, say: Clap three times if you can hear me. At this point, pupils will activity orally.
notice that the activity has finished. Adjust expectations rather than materials Expecting all
Eyes on me Count to three, saying: One, two, three… eyes on me! Pupils learners to achieve at the same level is often unrealistic and puts
stop the activity and say: One, two, three… eyes on you! This way, if the undue pressure on less confident pupils, or pupils with special
other pupils have not heard you, they will hear the pupils and then notice educational needs, as well as teachers. Plan to adapt your
that the activity has finished. lessons, using the differentiation support in the lesson notes so
Give me five Put up one hand, and say: Give me five. Pupils put up their that all pupils can complete at least some of the activity. Some
hands and say: Five. Then they start to count from one to five. If this may complete only the first few task items, but being set the
does not get everyone’s attention, say: Give me five again. Pupils repeat same activity as the rest of the class avoids pupils feeling singled
the count. out and will help to increase their confidence.
Put up hands Put up both hands. Wait until pupils notice your hands are Work with your pupils’ strengths Find out what your pupils’
raised and gradually stop talking. strengths are, and see how you can include them in your
lessons. Some pupils may not be confident with speaking, or are
Ring a bell Set a timer for the amount of time you would like the activity
particularly shy, but may be very good at drawing or crafts. A
to last, or ring a bell. When pupils hear the sound, they stop the activity.
pupil who struggles with attention or has difficulty with more
Silent request Create a signal for silence. Then practise the signal with traditional classwork may be very good at acting or group tasks,
your pupils until they know that every time you make that signal it’s time to or be very caring and eager to help others.
stop the activity.
Singing Play or sing the My Disney Stars and Heroes Welcome song
(Hello, Friends!, track 0.2). Ask pupils to join in.
Classroom management 29

Teacher’s Book tour
Unit overviews
Unit overview
The unit objectives are

clearly outlined for the 4 My body Kristoff
A hardworking ice worker whose best friend is
a reindeer (Sven). He’s a bit of a loner but he’s
kind, respectful and does everything he can to
help Anna.
A brief synopsis of the
teacher, showing what Disney feature film for
Unit objectives Skills development
outcomes pupils will By the end of this unit, pupils can: Listening: recognise and understand words for
parts of the body and the face and action words,
the unit is provided for
• name parts of the body and different actions
achieve by the end • follow instructions

• ask and answer about parts of the body
and affirmative and negative instructions
Speaking: talk about parts of their body and their
reference, along with an
of the unit. There is a
• name actions and emotions instructions and directions Sven
• understand and say simple instructions A reindeer and Kristoff’s best
friend. Kristoff saved Sven’s
life when he was a young
introduction to the main
summary of the key Lesson 1 Vocabulary
arm, body, feet, hand, head, leg
Lesson 5 Vocabulary and Grammar
eye, hair, mouth, nose
Anna
Anna (pronounced Ah-
reindeer, and Sven is loyal to
his friend.
characters that appear
Elsa na) is the younger sister of Olaf
GSE learning outcomes Vocabulary chant: Look at me! What’s this? It’s my nose. When Elsa’s parents die, she becomes
Queen. She tries to stay calm, but she
has kept her emotions inside for many
Princess Elsa. She’s kind,
optimistic and brave. She
goes in search of her sister
A friendly snowman who is
a good friend to Anna and
Elsa. He’s innocent and very
in the unit. There is
for all four skills, linked
years and one day she needs to let so they can live together kind, and he loves summer!
also a fun Did you

them out. happily as a family.
cry, smile
to the unit objectives, Lesson 3 Grammar

I’m happy. I smile.
Lesson 7 Technology
My world
Anna and Elsa are princesses who live in the castle in Arendelle. Elsa has a special power – she can turn things
into ice. However, this can be dangerous, and she must keep her power hidden. During a party, Elsa can’t know? fact for further
Song: Let’s dance! control her power and she freezes the city. She runs away to the mountains, you know
showing how key Lesson 4 Story
Technology: Coding
up, down, left, right
and Anna goes in search of her sister, hoping to bring her back home. Did ? The film Froze
was inspired by
n background context.
Go left! the fairy
competences have
Fun with Shelly tale The Snow
Queen by
Hans Christian
smile; Don’t cry. eo stor
Vid
Andersen.
ies The characters’
Lesson 8 I can do it! reflect this: Hans
names
Video 4A: Smile, Anna! (Anna’s
been integrated into

boyfriend), Kristo
Cut-outs It’s my body. Video 4B: It’s a nose Anna and Sven.
ff,
the course material. Project My snowman

Online module Phonics Extra
Lesson
Words with Jj, Kk and Ll sounds in initial position
jump, king, leg
100 101
A summary map highlights the linguistic content There is an at-a-glance overview of the online
of the unit, and also lists the Personal and Social Phonics module that can be used either in
Skills, the cross-curricular content, and the conjunction with the lessons or for extension.
optional end-of-unit project and soft skills focus.
Teacher toolkit
The Teacher toolkit sections in each of the lesson overviews provide key background information for feature lessons, as well as additional
suggestions for how to enrich pupils’ learning experience and extend the lesson content. The Teacher toolkit can be considered your
‘one-stop shop’ for contextual support and creative, yet easy-to-implement, ideas for taking the lesson content beyond the book.
KEY
Video/Story summaries (Lessons 1, 4 and 5) Concise Cross-curricular (Lesson 7) Summaries, background
summaries of the lesson video or story, reflecting Personal and information and ideas for how to explore the cross-curricular content.
Social Skills as relevant.
Video review (Lesson 8) Ideal for extra practice of unit
Personal and Social Skills (Lessons 1, 4 and 6) Summaries vocabulary or structures, for any pupils needing it.
of the Personal and Social Skills developed in the lessons, with
Project skills (optional project lesson) Support and
ideas for how to explore and personalise the topics.
guidance for developing the soft skills of self-management and
Teaching vocabulary/grammar (Lessons 2, 3 and 5) presentation.
Support for presenting and practising the new language, helping
Extend (optional project lesson) Practical and imaginative
pupils make sense of and contextualise it, and addressing
suggestions that expand the lesson focus, going beyond the
common errors.
book material or the board. In many cases, these ideas may be
Home-school link Simple, take-home ideas for pupils realia-based or real-world focused.
to showcase English to their parents or carers, along with any
preparation pupils can do for the following lessons.
30 Teacher’s Book tour

Lesson notes Why not make a note of the
Teacher toolkit ideas and Teaching star
tips that work best for you?
The lesson overviews include

the objectives and GSE learning
outcomes for the skills covered. ➜ My teacher progress journal
Lesson plans are clearly structured into stages, and
Reflect on what worked best
include comprehensive instructions for delivering
for you on p.208.
the Pupil’s Book material, along with Warm-up,
Wrap-up and Extra activity ideas.
Presentation: This
is the stage where 4 Lesson 3: Grammar Pupil’s Book page 41
LESSON 3
4
Grammar
the key focus of the Objectives

Lesson aim: follow instructions
Target language: Stamp your feet. Don’t touch
Warm-up
Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Heroes song together (track 0.1). 1 4.6
Audioscript (track 4.8) Let’s dance!
Shake, shake, shake your head.
Shake your head. [x2]
lesson is introduced,
Review the actions from Lesson 2. Hold up a flashcard, and pupils say the Shake, shake, shake your head. Shake your head
your head! with me.
word. Then make Mickey do the action. Repeat for all four actions.
Recycled language: body; actions [chorus] Let’s dance! Don’t move! [x2]
Materials: Audio; Flashcards / Word cards (Body, Stamp, stamp, stamp your feet.
Presentation
for example, the

Actions); Mickey Mouse puppet Stamp your feet. [x2]
1 4.6 Listen, point and say. Stamp, stamp, stamp your feet. Stamp your feet
• Demonstrate a TPR action for an affirmative and a negative instruction. with me.
Skills
The class audioscript
Say: Clap your hands! Do the action and encourage pupils to join in. Then [chorus]
2 Listen and do. Then play. TPR
new vocabulary or Listening: can understand basic action words, e.g. mime don’t, e.g. shaking your finger from side to side. Say: Don’t clap your 4.7 Clap, clap, clap your hands.
clap, stamp (15); can understand simple negative hands!, and pupils stop clapping. Clap your hands. [x2]
instructions related to everyday situations, e.g. Don’t… !, • Pupils look at the pictures. Ask: Who’s this? (Olaf). Say: Point to his (head). Clap, clap, clap your hands. Clap your hands
is provided for all

if supported by gestures (16); can get the gist of a simple with me.
• Play the audio, and pupils listen and point to each picture. Then play the
grammar structures. song, if supported by gestures (21) [chorus]

audio again, pausing after each sentence for pupils to repeat.
Touch, touch, touch your head.
Speaking: can use language related to basic actions, • Play the audio a third time, and pupils follow the instructions: they don’t Touch your head. [x2]
listening activities,
e.g. clap, stamp (21); can name common parts of the clap their hands; they touch their head; they don’t touch their body; they Touch, touch, touch your head. Touch your head
body (23); can sing a simple song, if supported by stamp their feet. with me.
pictures (22)
Audioscript (track 4.6) [chorus]
Elsa
says ...
while the Activity Book
Don’t clap your hands! Touch your head!
Teacher toolkit Don’t touch your body! Stamp your feet. Extra activity (fast finishers) Pupils play the
game in pairs, giving action instructions to their
Teaching grammar 3 Listen, sing and act. TPR
partner, with or without don’t.
Practice 4.8
Sing-along
audioscripts can be
Stand still in front of the class and elicit from a
confident pupil the name of an action from Lesson 2, 2 4.7 Listen and do. Then play. TPR
e.g. stamp. Say: Stamp. Hands? (mime ‘stamping’ your • Use the flashcards to review the names of parts of the body. Wrap-up
hands). Shake your head side to side, then elicit feet • Say: Touch your… . and hold up a flashcard. Pupils touch the • Play Stand in order (see Games Bank p.206) using
found on p.201–205.
and say: Stamp your feet., doing the action. Pupils corresponding body part on their own body. Do the same with shake and the song Let’s dance!
copy the action and repeat: Stamp your feet. Do the ask pupils to see if they can shake that part of their body, e.g. they might I can follow instructions. 41 Sing the Goodbye song (track 0.7), and pupils say
same with shake (your head), clap (your hands), touch find it difficult to shake their nose! goodbye to the Mickey Mouse puppet as they
(your head). • Play the audio and play the game as a class. When Elsa gives an leave class.
instruction, pupils do the action and repeat the words. When she says
Teaching star
Differentiation Don’t… ! , they don’t do any action but they repeat the words. Activity Book page 39
Some pupils may not be able to do the actions or SUPPORT Play a game as a class. Name an action, e.g. Touch your head., Social and emotional learning Pupils of this age can find competitive games
may not wish to do them. Allow these pupils to and pupils do the action. Then say: Don’t (touch your head)., and pupils stop upsetting when they don’t win. Avoid eliminating pupils in games. The game can
remain seated during activities 2 and 3 if they prefer. still be fun without a competitive element. 1 4.3 Listen and tick (✔) or cross (✘).
doing the action. Encourage them to repeat the words.
Invite them to give instructions to their classmates, row 1 ✘; row 2 ✔
STRETCH Pupils work in pairs, taking turns to give an action instruction for
but only if they feel comfortable and ready to use the • Pupils name the actions in the top row of
their partner to do or not do. 3 4.8 Listen, sing and act. TPR
the table. Point to the tick in the first row
new language.
Audioscript (track 4.7) • Point to the picture of the girl. Say: Look at the girl. Hold up each action flashcard and elicit the action: Clap your hands. Point
Elsa says, ‘Touch your arm.’ and ask: Stamp? Clap? Shake? Touch? Pupils say or mime yes or no to answer to the cross and elicit: Don’t stamp your
Elsa says, ‘Don’t stamp your feet.’ about the action the girl is doing (clap). Do the same for Olaf. feet. Play the audio, and pupils put a tick
Elsa says, ‘Don’t clap your hands.’ • Play the song audio and demonstrate suitable TPR actions. Play the song again, or a cross in the empty square in the first
Elsa says, ‘Shake your leg.’ and pupils do the actions and dance during the chorus. Pause after Don’t move and row, depending on whether the action is
Elsa says, ‘Clap your hands.’ demonstrate freezing. Pupils stop dancing and freeze. Then continue the song, and affirmative or negative. Do the same for the
Elsa says, ‘Touch your head.’ pupils continue moving. second row.
• Play the song a third time and encourage pupils to join in with some of the words 2 Draw. Then say and do.
as they do the TPR actions. When pupils are confident with the words, play the • Pupils draw an action in each frame. They
karaoke version (track 4.8_karaoke), and they sing along. say, e.g. (Stamp) your (feet). / Don’t (clap)
your (hands). They either do the action or
indicate don’t with a gesture.
106 107
Practice: This stage signals The Support ideas

activities that practise help less confident Answers to Pupil’s Book activities are
elements relating to the pupils achieve a overlaid on the reduced Pupil’s Book
lesson focus, such as suitable activity pages (or within the teaching notes).
listening, speaking with a output, and the Stretch The Activity Book answer key can be
partner, reading, and pencil ideas provide more found alongside the Activity Book
to paper activities. Pupils confident pupils with teaching notes at the end of each lesson.
may also be guided additional challenge.
to produce language
through various forms, for
example, speaking, acting,
Teaching star
drawing or making. Lesson An activity-focused teaching tip, or a tip focused on a particular stage in the
8 and the optional project lesson flow, provides a concrete idea with an accompanying pedagogical
lesson follow a different reason. These helpful tips provide support in the following areas:
organisation, providing
• Communication • Creativity
consolidated skillswork
practice of the unit content. • Classroom management • Support understanding
• Linguistic competence • Social-emotional learning
• Diversity and inclusion • Growth mindset
• Application • Learning to learn
Teacher’s Book tour 31

Say hello!
Objectives Warm-up
Lesson aim: say hello and introduce the Disney • Greet pupils by saying: Hello! Tell pupils your name if you haven’t
characters for Level 1 already done so.
Target language: Hello, (Nemo)! • Show pupils your Pupil’s Book and say the title: My Disney Stars and
Heroes. Pupils look at the pictures on the cover of the book. Then
Materials: Audio; Flashcards (Level characters); Mickey
introduce the Disney characters, using the book and the flashcards.
Mouse puppet; (optional) a small, soft beanbag or ball
Introduce the Mickey Mouse puppet. Make Mickey say: Hello! to the
pupils and encourage pupils to say hello to Mickey.
Skills
Listening: can understand short, simple classroom Presentation
Sing-along
instructions (with pictures/gestures to help) (13) 1 0.1 Listen, sing and act.
Speaking: can use basic informal expressions for • Say: teacher and point to yourself.
greeting and leave-taking, e.g. hello, hi, bye (10); Play the song, and pupils listen. If they wish to, they can clap their
can sing a simple song, if supported by pictures (22) hands to the rhythm. As you sing, hold up the Mickey Mouse puppet
and make him wave to the class (Hello, friends.) then to you (Hello,
Teacher.). Then make Mickey wave to the Disney characters in the book
Teacher toolkit or on the flashcards (Hello, heroes.). Play the song again. Pupils wave to
each other, to you and to the Disney characters in the Pupil’s Book or on
Saying hello the flashcards.
In the first lesson, it’s important to create a positive Play the song again and encourage pupils to join in with the words Hello,
learning environment and to help pupils get to know hello, and to wave to each other and to you as they sing. This song will be
each other. Say: Hello! to each pupil individually, played at the beginning of each lesson. Bring out Mickey before you play
both as yourself and using the Mickey Mouse the song each lesson and ask him to say hello to the class.
puppet. Encourage pupils to say hello back or to
smile or wave. TPR song
Relationship skills hello – wave your hand
friends – hold hands or hold arms with someone else
Home-school link
Audioscript (track 0.1) Hello, Stars and Heroes
Encourage pupils to say hello to different people
Hello, hello. Hello, friends. [x2]
in their families and to tell them about the Mickey
Hello, hello. Hello, Teacher.
Mouse puppet.
Hello, hello. Hello, heroes.
Hello, hello. Hello, Teacher.
2 0.2 Listen, point and say.

• Give pupils time to look at the characters on the page.
• Play the audio, pausing after each name for pupils to point to the
character. Show the corresponding flashcard at the same time.
• Play the audio again. This time, when you pause, say: Hello, (Nemo)!
and encourage pupils to do the same. They can point to (Nemo) in their
books or wave to him.
• Say: It’s (Nemo)., and pupils say: Hello, Nemo! all together.
It’s Nemo. … It’s Merida. … It’s Mike. … It’s Forky. … It’s Elsa. …
It’s Judy. … It’s Flik. … It’s Luca. … It’s Simba.
32

STRETCH Pupils can draw another picture on a piece of paper,
Teaching star
showing themselves with one or more Disney characters. They write
Communication Encourage pupils to learn each other’s names their name and the characters’ names.
during the first lesson. You can play a game like Throw the ball
4 Collect your friends!
(see Games Bank p.207). Pupils sit in a circle and throw or roll
a small, soft ball or beanbag to each other. Each time they get • Explain that pupils are to collect the Disney character stickers as
the ball, they say their name, and the other pupils say: Hello, they progress through the course.
(name).
Extra activity (whole class) Play Hello, Mickey! (see Games
Bank p.207). Model the game by introducing yourself to the
3 Be a hero. Draw. Mickey Mouse puppet, shaking Mickey’s hand or giving him a
• Using L1, explain that the Disney characters are our course high five, and say: Hello, Mickey! I’m (name). Then pupils sit in a
heroes. Tell pupils that they can be heroes as they learn circle, taking turns to introduce themselves to Mickey.
English, too!
• Model the activity by drawing a box on the board, then drawing
a picture of yourself inside the box. Choose one or more of the Wrap-up
Disney characters from the page and draw them with you inside • Place all nine flashcards on the board and elicit the names of each
the box. Don’t worry if your drawings aren’t very accurate – this of the Disney characters. Then point to individual characters and
is an excellent way to show pupils that it doesn’t matter if our elicit the names.
drawings aren’t very good and to promote a growth mindset. Make the Mickey Mouse puppet say goodbye to each pupil
• Ask pupils to draw a picture of themselves in their books. individually as they leave class.
SUPPORT Pupils at this age may still be learning to write their
name. Write each pupil’s name on a piece of paper for them to copy
if necessary. Pupils with large handwriting may have difficulty writing
their name in the space provided. Allow them to use the white space
above the picture.
33

W Welcome
By the end of this unit, pupils can: Listening: recognise and understand colours, greetings and
• identify and name colours introductions, and understand a short, simple cartoon story
• say greetings: hello, goodbye Speaking: name colours; say hello and goodbye;
• introduce themselves, using I’m (name) introduce themselves
• understand a story about the first day
at school
• act out a story
Lesson 1 Colours and greetings Lesson 2 Greetings

black, blue, brown, green, orange, pink, purple, red, Hello. Hi.
white, yellow Goodbye.
Vocabulary chant: Hi, hello! I’m (name).
Story: Hello, Class!
Song: Goodbye
Relationship skills: Saying hello
34

Unit overview
Mr Ray
A spotted ray. He’s
Nemo’s teacher.
Sheldon
A young seahorse Tad Marlin Squirt
and classmate A yellow butterfly A clownfish and Nemo’s father. Nemo A young sea turtle
of Nemo’s. He’s fish. He’s Nemo’s He’s overprotective and serious An energetic, friendly, who loves to play
allergic to water! new schoolfriend! but he loves his son very much. young clownfish. and have fun.
Nemo lives with his dad, Marlin, in the Great Barrier Reef in Australia. When Nemo goes to school, he
swims beyond the reef and is caught in a net by a scuba diver. The scuba diver is a dentist. He puts Nemo
in an aquarium in his office. Nemo makes friends with the fish and other sea creatures in the aquarium.
Meanwhile, Marlin sets out to look for his son, joined by a fish named Dory. Marlin and Dory have many
adventures along the way. In the end, Nemo’s friends in the fish tank help him escape, and he is reunited
with his dad in the ocean. you k d no
Di
w?
Nemo has a ve
eo stor ry
Vid ies small right fin.
In the film, he ca
lls
it his ‘lucky fin’.
Video 0A: Say hello with Nemo!
35

W
W LESSON 1:1: Colours
Colours and greetings Pupil’s Book pages 4–5
Objectives Warm-up
Lesson aim: name colours and introduce myself Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and Heroes
song together (track 0.1).
Target language: black, blue, brown, green,
orange, pink, purple, red, white, yellow; Hello/
Hi; I’m (name). Presentation
Flashcards / Word cards (optional) Show the flashcards one by one to introduce the
Receptive language: It’s time for school. Wow!
new vocabulary. Repeat several times, encouraging pupils to remember the words.
Look at the fish. Ha, ha. Goodbye.
For Stretch pupils, then show each word card, say the words, and pupils repeat.
Materials: Video 0A; Audio; Flashcards /
Word cards (Colours, Level characters); 1 0.3 Listen, point and say. Then play.
Stickers (Nemo); Mickey Mouse puppet • Pupils look at the Big Picture. Introduce the film and the characters: This is the film
Finding Nemo. This is (Marlin and Nemo). This is Sheldon (the seahorse) / Tad
(the yellow fish).
Skills • Point to the coloured stars on the page. Hold up a colour flashcard, say the colour
Listening: can recognise isolated words related word, and pupils point to the corresponding coloured star.
to familiar topics, if spoken slowly and clearly
• Say: Listen and point. Play the audio, and pupils point to the corresponding
and supported by pictures and gestures (16);
coloured stars. Play the audio again, pausing after each word. Pupils point to
can recognise familiar words and phrases in
the corresponding coloured star again and repeat the word.
short, simple songs or chants (18)
• Then say a colour word, and pupils repeat it and point to the corresponding star.
Speaking: can repeat single words, if spoken
Repeat with different colours several times, getting faster and faster each time.
slowly and clearly (10); can recite a short, simple
rhyme or chant (16) Audioscript (track 0.3)
red… orange… blue… pink… green… purple… yellow… black… white… brown
Teacher toolkit 2 0A Watch. Colour and say. Video story

Pupils look at the Big Picture once more. Make the Mickey Mouse puppet
say each of the colour words, and pupils try to find something in the picture
Say hello with Nemo! Videoscript see p.200 for each colour.
Nemo wakes up early for his first day at
Make Mickey stand up. Say: Sit down, Mickey. It’s video time! Let’s watch!
school. He and his dad leave their home and
set off on their way to school. They see lots • Play Video 0A, and pupils watch and listen. Point to the picture of Pearl (the
of different-coloured fish on the way. In the octopus) and ask: What colour?, pointing to the colour flashcards. Play the video
school playground, Nemo makes lots of new again, pausing when Pearl appears [1:10]. Elicit the answer.
and interesting friends. • Pupils colour the picture of Pearl in their books.
3 0A Find and stick. Then circle.

r
Sticke
time
Home-school link • Demonstrate a TPR action for each character in the stickers: the seahorse – stand
Encourage pupils to point to and name the up with your arms by your sides and then wave your arms back and forth as if
colours of different items they see at home. moving your tail; the manta ray – hold out both arms to the side as if gliding
through the water; the turtle – flap your arms one after the other, alternately.
• Pupils stick the stickers in the correct positions. They then do the TPR actions for
each character.
• Play the video again, and pupils circle the correct pictures when they see the
characters in the video. Point to each sticker picture, and pupils do the mime if the
character is in the video.
4 0.4 Listen and say.

• Point to Nemo in the Big Picture and play the first sentence in the audio. Then
point to the picture of Pearl in activity 2 and play the second sentence in the
audio. Alternatively, play video 0A from 1:11 to 1:20 again.
• Play the audio again, pausing after the first sentence. Say: Hello. I’m Nemo., and
pupils repeat. They can mime swimming like Nemo. Then play the audio of the
second sentence and say: Hello./Hi. I’m Pearl. Pupils can mime moving their arms
like an octopus’s tentacles.
36

W
W Welcome
LESSON 1 Colours and greetings
1 Listen, point and say. Then play. 3 Find and stick. Then circle. er
Stick
0.3 0A
time
2 0A
Watch. Colour and say.
4 0.4
Listen and say.
5 0.5
Collect ?
4 I can name colours. I can introduce myself. your friend! 5
page 2
• Invite two confident pupils to act out the role-play. Then invite
pupils to choose Nemo or Pearl and to say: Hello/Hi, I’m (Nemo). Extra activity (video extension) Pupils imagine a new sea
creature character for the film Finding Nemo. They draw and
Audioscript (track 0.4) colour their sea creature. Then they describe it to a friend,
Nemo says, ‘Hello. I’m Nemo.’ naming the colours and giving their character a name.
Pearl says, ‘Hello. I’m Pearl.’
5 0.5 Listen, chant and act. Wrap-up

Make the Mickey Mouse puppet say: Hi, I’m Mickey. Encourage • Play Colour hunt (see Games Bank p.206). Say the name of a
pupils to respond Hi. colour, and pupils look for items of that colour in the classroom.
• Play the audio, and pupils listen and clap to the rhythm. Hold up the Mickey Mouse puppet and make him wave and say:
• Demonstrate TPR actions. Play the audio again, and pupils join in Goodbye. Pupils wave goodbye to Mickey as they leave class.
with the chant and do the actions.
Activity Book pages 2–3
TPR
chant
Hello – wave with your right hand
1 Find and tick (✔). Then say. black ✔, blue ✔, brown ✔,
Hi – wave with your left hand green ✔, orange ✔, pink ✔, purple ✔, white ✔, yellow ✔
I’m… . – point to yourself • Pupils look at the scene and at the coloured stars below.
They look for each colour in the scene. They tick and say
Audioscript (track 0.5) Hi, hello! the names of the colours they find.
Hello. Hello. Hi. Hi. Hi. 2 0.1 Colour. Then listen and say. blue, yellow, orange
I’m… . Goodbye. Goodbye. • Pupils colour the fish according to the coloured dots on the
Collect your friend! Show the flashcard of Nemo to help drawing. They listen to the audio and repeat the greetings.
? pupils identify the correct sticker. Pupils stick the sticker on p.2 Confident pupils can say the greetings in pairs.
in the Pupil’s Book. Ask: Who’s this? (Nemo). 3 Draw, colour and say.
• Pupils draw and colour their own fish. They point and say
the colours.
37

W
W LESSON 2: Greetings Pupil’s Book pages 6–7
Objectives Warm-up
Lesson aim: understand a story about the first Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and Heroes
day at school song together (track 0.1).
Target language: Hello/Hi, Goodbye; I’m (name). Make Mickey act a little shy, e.g. hide Mickey behind a desk. Say: Hello, Mickey.
Say hello to the class. Then invite the class to say: Hello, Mickey., and make
Mickey slowly come out from his hiding place and wave happily to the class.
Receptive language: class, teacher; Welcome,
• Play Where is… ? (see Games Bank p.206), using the colour flashcards.
(Maya)!
Materials: Audio; Flashcards (Colours); Story Presentation
cards (Welcome); Mickey Mouse puppet;
Myself and others poster; My progress poster 1 Find and say.
• Point to the orange splodge and elicit the colour word. Then pupils look at the
story pictures and try to find something orange. Repeat with the other colours.
Skills
Listening: can recognise a few familiar everyday 2 0.6 Listen to the story and point.
nouns and adjectives, e.g. colours, numbers,
• Introduce pupils to the four main characters before reading the story. Maya,
classroom objects, if spoken slowly and clearly
Cam, Leyla and Peter appear in the story in every unit. Pupils will get to
(10); can understand a few basic words and
know these characters during the course, but you can ask pupils to predict
phrases in a story that is read aloud (18)
information about the characters now and ask them to choose their favourite
Speaking: can use basic informal expressions character (pupils’ favourite character may change from unit to unit).
for greeting and leave-taking, e.g. hello, hi, bye
Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
(10); can repeat phrases and short sentences, if
It’s story time!
spoken slowly and clearly (16)
• Play the audio. Pupils listen to the story and follow in their books. As they
listen to the exchange for each story frame, pupils point to each character
Teacher toolkit as they speak. Pause as necessary to give pupils time to locate and point to
the correct character in each of the story frames.
Story summary • Use the story cards to tell the story again, with or without the audio. Say
Hello, Class! each character’s name, and pupils find him or her in the story cards.
It’s the first day of school, and Maya, Leyla, • Elicit what the children in the story say: Hello. Using L1, explain that we
Peter and Cam meet each other and their say hello when we meet someone.
teacher, Ms Smart.
• Display the Myself and others poster, and point to the Say hello! picture.
Elicit: Hello.
Saying hello
In the story, it’s the children’s first day at 3 Match and say the names.
school. Their teacher, Ms Smart, invites • Point to the picture of Leyla. Say: Hello, Leyla. Pupils find Leyla in the story
everyone to introduce themselves and say frames (frame 3). Point to the pictures of the backpack, the notepad, the paper
hello. Encourage the pupils to say their plane and the skirt. Then pupils look at story frame 3 again and find what Leyla
names and say hello to each other and to has got (the skirt). Ask: What colour? (pink). Demonstrate how to use a pencil to
the Mickey Mouse puppet. draw a line to match the dot next to Leyla to the dot next to the skirt.
Relationship skills • Do the same with Cam, Maya and Peter. Pupils match each of the characters to
their belongings in the story. Encourage pupils to say the characters’ names.
Teaching star
Linguistic competence Help pupils pronounce the characters’ names by
drilling as many times as necessary. Say each name slowly and exaggerate the
sounds, if necessary. Encourage pupils to copy you.
38

LESSON 2
W
Greetings
1 Find and say. 3 Match and say the names.

1 a
Leyla 2 b
2 Listen to the story and point.
Cam
0.6
Hello, Class! 3 c
1 2
Maya 4 d
Maya: Hello. I’m Maya. Cam: Hello. I’m Cam. Peter

Ms Smart: Welcome, Maya! Ms Smart: Welcome, Cam!
Everyone: Hello, Cam. 4 Act out the story.
Everyone: Hello, Maya.
3 4 5
Leyla: Hello.
Peter: Hello. Ms Smart:
I’m Leyla.
I’m Peter. Hello, Class. I’m
Ms Smart:
Ms Smart: Ms Smart. I’m
Welcome, Leyla!
Welcome, Peter! your teacher.
Everyone:
Everyone: Everyone: Sing-along
Hello, Leyla.
Say hello. Hello, Peter. Hello, Teacher! 5 0.7
Listen, sing and act. TPR
4 Act out the story. Wrap-up

• Pupils look at the photos of the boy and the girl. Point Play Pass Mickey! (see Games Bank p.207). Pupils sit in a circle and pass the
to the girl, then point to the story and elicit who she is Mickey Mouse puppet around the circle. Play music as they pass Mickey
role-playing (Leyla). around. Then pause the music, and pupils stop passing Mickey around. Hold up
• Give each pupil a role: Maya, Cam, Leyla or Peter, a colour flashcard, and the pupil holding Mickey says the word. Then continue
or let them choose which character they wish to with the music, and pupils pass Mickey around the circle once more.
role-play. • Display the My progress poster and point to the picture for the Welcome unit.
• Pupils act out their character. Encourage them to say Say the I can… statements and pupils listen (I can name colours. I can say hello.).
as many words as they can: Hello, I’m (Peter). with or Sing the Goodbye song again (track 0.7), and pupils say goodbye to Mickey
without the audio as a prompt. as they leave class.
5 0.7 Listen, sing and act.

Play the song. Pupils wave goodbye to the Mickey
Mouse puppet, each other and you. (Play the Audioscript see p.201
Goodbye song at the end of every lesson, then put 1 Match and colour. Then say. 1 c, red; 2 b, white; 3 d, green; 4 a, purple
Mickey away.) • Pupils name the colour in each paint pot. They find each of the objects in
Audioscript (track 0.7) Goodbye the Pupils’ Book story and say the colour. They trace over the matching
lines and colour each object accordingly, then say the colour words.
Goodbye, goodbye. Goodbye, friends.
Goodbye, goodbye. Goodbye, Teacher. 2 0.2 Listen and circle. Then say. 2 Maya, 3 Peter
Goodbye, goodbye. Goodbye, heroes. • Pupils look at the pictures and try to remember each character’s name.
Goodbye, goodbye. Goodbye, Teacher. Play the audio, pausing after each introduction for pupils to point to
the corresponding character. Play the audio again, and pupils circle the
characters they hear on the audio.
Extra activity (story extension) Pupils choose
and do one of the activities the children do in the 3 Draw yourself. Then say.
story: draw a picture or make a paper plane. Then • Pupils draw a self-portrait in the frame. They show their picture to a friend
they say hello to another pupil and show them what and introduce themselves by saying: Hello/Hi, I’m (name).
they’ve made.
39

1 My family

By the end of this unit, pupils can: Listening: recognise and understand words for family
• name family members and count to six members and numbers, and simple questions, answers
• say how old they are and statements
• ask and answer about family members Speaking: introduce their family; say their age; name
simple emotions; talk about family trees
• say how they feel (happy, sad)
• understand and talk about family trees
Lesson 1 Vocabulary Lesson 5 Vocabulary and Grammar

brother, dad, mum, sister baby, cousin, grandad, grandma
Vocabulary chant: Hello, Mum! Who’s this? This is my brother.

one, two, three, four, five, six Self-awareness: Identifying my emotions 1
happy, sad; Are you happy? I’m sad.
Lesson 3 Grammar
I’m six. Are you five? Yes./No. Lesson 7 Social Science
My world
Song: Sing with me! Social Science: Family trees
children, grandparents, parents
Lesson 4 Story
A new friend Lesson 8 I can do it!
friend, sad, happy; Oh, no! Cut-outs Who’s this?
Project My family tree

Self-management skills: getting ready for project work
Listen! Draw!
40
M01 Stars and Heroes TB1 BrE 17691.indd 40 16.02.2023 16:11

Unit overview
King Fergus
Merida’s father, the
king. He’s a big, strong
warrior who hates bears!
Queen Elinor
Merida Merida’s mother, the
The daughter of queen. She’s wise and
the king and queen. calm. She’s the real
She’s independent, leader of the land.
adventurous and brave.
Angus
A horse who is
Merida’s loyal friend
and companion.
The triplets
Merida’s younger brothers.
They’re often naughty and
they love cake!
Merida loves spending time outdoors, shooting arrows and climbing mountains. However, Merida’s future
has already been planned out: she’s expected to marry a lord and she isn’t happy with this plan. But things
don’t turn out as expected.
u
id yo know
D
Disney designe ?
da
eo stor
Vid ies new tartan patt
the Dunbroch
ern for
clan and
Video 1A: Merida’s family registered it with
the
Scottish Regist
Video 1B: Who’s this? er of
Tartans.

Lesson
Words with Aa, Bb and Cc sounds in initial position
apple, bear, cake
41

1 Lesson 1: Vocabulary Pupil’s Book pages 8–9
Objectives Warm-up
Lesson aim: name family members Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: brother, dad, mum, sister
Recycled language: colours; greetings; Hello, I’m… . Presentation Video story
Receptive language: cake, bear, happy; They love • Pupils look at the Big Picture. Introduce the film and the characters:
stories. This is (mum). Here’s… . This is the film Brave. This is (Merida / King Fergus / Queen Elinor).
Materials: Video 1A; Audio; Flashcards / Word cards • Point to different items in the picture, e.g. grass, castle, and ask: What
(Family 1, Level characters); Sticker (Merida); Mickey colour? (green, brown, etc.).
Mouse puppet
1 1A Watch and tick (✔).
Skills It’s video time! Let’s watch!
Listening: can recognise isolated words related • Play Video 1A. Pupils watch and listen.
• Play the video again, pausing when you see the horse [0:15], Merida’s
dad [0:34] and Merida’s mum [0:54]. Point to the picture of the characters
in the book, then point to the screen and elicit yes or no with a TPR
chants (18)
response (yes – nod head, no – shake head from left to right).
• Pupils tick the correct pictures.
topics, if supported by pictures or gestures (18);
can recite a short, simple rhyme or chant (16)
2 1A Watch and circle for Merida.
• Use facial expression and mime to pre-teach happy and sad. Pupils
Teacher toolkit copy you.
Video summary – 1A • Point to each small picture and ask: happy or sad? Use the
accompanying mime to support understanding. Pupils point to the
Merida’s family Videoscript see p.200
pictures and say the correct words.
Merida lives happily with her mum, dad and three
younger brothers in a castle. One day, Merida’s mum • Ask: Is Merida happy or sad? Play the video again, pausing at 1:47
turns into a bear. Merida and her mum go fishing in to elicit the answer (happy).
the river and have lots of fun. • Ask pupils to circle the correct picture.
Flashcards / Word cards (optional) Show the flashcards one by one to

Identifying my emotions 1 introduce the new vocabulary. Repeat several times, encouraging pupils to
happy, sad remember the words. For Stretch pupils, then show each word card, say the
Talk about Merida’s feelings and behaviour in the words, and pupils repeat.
video story. Say: Imagine you’re Merida. You’re
happy! Pupils mime what Merida does when she’s Practice
happy in the video story, e.g. tell stories, eat cake, 3 1.1 Listen and find. Then say and play.
play games. Then pupils point to other things in the
• Pupils explore the Big Picture. Point to the people in the Big Picture and
video that make them feel happy. This will develop
say the family words: sister, dad, mum, brother.
pupils’ empathy with the characters and will help
them understand their own feelings and behaviour. • Play the audio, pausing after each word. Pupils point to the family
member in the Big Picture. Check that they are pointing to the correct
Self-awareness person. Play the audio again, pausing for pupils to say the words. Play the
audio a third time, and pupils say and point to the family members.
• Point to different people in the Big Picture, and pupils say the correct
words.
SUPPORT Point to different people in the Big Picture and say the words.
Pupils repeat the words.
STRETCH Pupils work in pairs, taking turns to point to a family member for
their partner to name.
42

1
1 My family
LESSON 1 Vocabulary
2 1A
Watch and circle for Merida.
2 3
3 1.1
4 1.2
1 1A
Watch and tick (✔). 4
✔ ✔ ✔ ?
Collect
8 I can name family members. your friend! 9
page 2
Audioscript (track 1.1) Wrap-up

1 sister // 2 dad // 3 mum // 4 brother Play Talk to Mickey (see Games Bank p.207). Give four pupils a
family flashcard each. Invite a different pupil to whisper a word to
4 1.2 Listen, chant and act.
the Mickey Mouse puppet, e.g. brother. Make Mickey say: Hello,
• Place the family flashcards around the classroom. Say: Hello, (brother)!, and the pupil with the brother flashcard responds:
Mum! and wave to the mum flashcard. Repeat with the other Hello, Mickey!
flashcards. Sing the Goodbye song (track 0.7), and pupils say goodbye to
• Play the audio and demonstrate the TPR action. Pupils listen to the Mickey as they leave class.
chant, waving when they hear hello.
• Play the audio again. Pupils join in with the chant and wave to the Activity Book pages 6–7
corresponding flashcards around the classroom. For the last line,
pupils wave to the whole class. Audioscript see p.201
1 1A Watch again and circle.
TPRchant 1 Who’s a bear? a
hello – wave your hand • Pupils watch the video again and circle the character who
turns into a bear.
Audioscript (track 1.2) Hello, Mum! 2 The brothers are… a
• Pupils identify how Merida’s brothers feel in the picture.
Hello, Mum! Hello, hello. [x2]
Ask: happy or sad? (happy) Pupils circle the correct emoji.
Hello, Dad! Hello, hello. [x2]
Hello, Sister! [x2] Hello, Brother! [x2] 2 1.1 Listen and colour. Then say. mum – blue, brother –
Hello, hello, everyone! green, sister – red, dad – black
• Pupils listen and colour the circles next to each family
Collect your friend! Show the flashcard of Merida to help
? pupils identify the correct sticker. Pupils stick the sticker on p.2
member. They say the members of Merida’s family.
in the Pupil’s Book. Ask: Who’s this? (Merida).
43

1 Lesson 2: Vocabulary Pupil’s Book page 10
Objectives Warm-up
Lesson aim: count to six Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: one, two, three, four, five, six
Make Mickey hold up each of the family flashcards. Pupils wave and say
Recycled language: colours; family
hello to each of the family members, e.g. Hello, Sister!
Materials: Audio; Flashcards / Word cards (Family 1,
• Say: Listen and chant! Play the chant (track 1.2). Pupils join in and do
Numbers 1–6); Stickers; Mickey Mouse puppet;
the actions.
(optional) a photo of a cake
Presentation
Skills Flashcards / Word cards (optional) Show the flashcards one by one to
introduce the new vocabulary. Repeat several times, encouraging pupils to
Listening: can recognise cardinal numbers up to six
in short phrases and sentences spoken slowly and
clearly (10)
Speaking: can use cardinal numbers up to six (10); 1 1.3 Listen, point and stick. Then play.
r
Sticke
time
can say how many things there are up to six (13) Show pupils a photo of a cake. Put the cake photo near the Mickey
Mouse puppet and make him act enthusiastically. Ask: Is Mickey happy?
(yes) Why? Encourage pupils to point to the photo of the cake.
Teacher toolkit
• Ask: How many cakes? Listen and point. Play the audio, and pupils point
Teaching vocabulary to the corresponding photos. After number two, say: one, two, then point
to the sticker space. Play the rest of the audio and do the same after four.
Make a game out of vocabulary practice. Hide a
number of fingers behind your back, and pupils guess • Pupils look at the stickers and the photos. Play the audio again, and pupils
how many. Play the game as a class or ask pupils to place the stickers in the correct positions. Then play the audio one more
play in pairs. time, pausing for pupils to stick each sticker.
• Play the audio a third time, pausing after each number. Pupils point to the
corresponding photos and repeat the words.
Home-school link
SUPPORT Say a number from one to six, e.g. four. Pupils find the
Encourage pupils to count different items in their corresponding photo and then count the cakes as a class, e.g. one–two–
home or things they see when they are out and about, three–four.
e.g. the number of dogs in the park. They count and
STRETCH Pupils play a game in pairs. One pupil says a number from one
say how many to their families.
to six, e.g. four, and the other pupil points to the corresponding photo and
counts, e.g. one–two–three–four.
one… two… three… four… five… six
Teaching star
Support understanding After showing the cake to the Mickey
Mouse puppet (see activity 1), pretend to take the cake from the photo
and eat it. Say: Mmm… one cake! Then pretend to take more cakes
from the photo and hand these invisible cakes to pupils. Count up to six:
one cake, two cakes, three cakes, etc.
Practice
2 1.4 Listen and show. Then play.
• Point to the photo and ask: How many? (four). Show pupils how to use
their fingers to count from one to six.
• Play the audio and pause for pupils to hold up the correct number
of fingers.
44

LESSON 2
1
Vocabulary
SUPPORT Do the whole activity as a class. Count
the items in each picture, then clap the same number
1 1.3
Listen, point and stick. Then play. of times and say the number.
STRETCH Pupils work in pairs to count the items in
er each picture, clap the same number of times and say
Stick
time the number.
Extra activity (class game) Play Colour hunt

(see Games Bank p.206). Say the name of a
colour, and ask pupils to look for items of that
colour in the classroom and point to them or
count them. Repeat with other colours.
2 1.4
Listen and show. Then play. Wrap-up
Play Mickey says (see Games Bank p.207). Make
the Mickey Mouse puppet say a number from
one to six, and pupils clap the same number of
times.
goodbye to Mickey as they leave class.
Activity Book page 8

3 Count, clap and say. TPR
1 1.2 Listen and colour. Then say. 1 purple,
2 blue, 3 red, 4 green, 5 yellow, 6 orange
• Pupils listen to the audio and colour the
numbers accordingly. They say each
number and the colour, e.g. one, purple.
10 I can count to six. 2 Follow and count the cakes. Then say.
one, two, three, four, five, six
• Pupils trace a path through the maze from
Play the game as a class. Make the Mickey Mouse puppet choose a number Merida to her brothers. They count the
flashcard. Make Mickey say the number, and pupils hold up the correct number of cakes along the way and say the numbers.
fingers. Then invite one or more pupils to hold Mickey and choose a number.
SUPPORT Say a number, then count with pupils from one up to this number,
e.g. Four! One… two… three… four. Pupils hold up each finger in turn until they
have four.
STRETCH Pupils play the game in pairs, taking turns to say a number for their
partner to show using their fingers.
four… six… three… five… two… one
3 Count, clap and say. TPR
• Hold up one finger, then clap once. Say: one. Repeat with two, three, four, five, six.
• Point to the first picture and count the arrows as a class (one, two, three, four, five).
Then clap five times and say: five.
• Point to the second picture, and pupils work on their own to count the items (two).
Then pupils clap twice and say two. Do the same with the third picture (three).
45

1 Lesson 3: Grammar Pupil’s Book page 11
Objectives Warm-up
Lesson aim: say how old you are Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: I’m six. Are you five? Yes./No.
• Review numbers one to six from Lesson 2. Hold up a series of random
Recycled language: numbers
number flashcards and pupils jump the correct number of times on
Materials: Audio; Flashcards / Word cards (Family 1, the spot.
Numbers 1–6); Mickey Mouse puppet
Presentation
Skills 1 1.5 Listen, point and say.
Listening: can understand the main information when • Pupils look at the picture. Ask: Who’s this? (Merida/mum/dad). What
people introduce themselves, e.g. name, age (19); colour is it? (purple).
can understand simple questions about personal • Play the audio, pausing after each line for pupils to point to the picture.
information, e.g. name or age, if spoken slowly and Play the audio again. Point to Merida and ask: Are you six? Pupils say yes/
clearly (20); can get the gist of a simple song, if no or answer with a TPR response, e.g. nodding or shaking their head.
supported by gestures (21) • Play the audio one more time and encourage pupils to join in with Merida
Speaking: can say how old they are, using a basic when she says how old she is (I’m six).
phrase (12); can sing a simple song, if supported by SUPPORT Pupils hold up the correct number of fingers to show how old
pictures (22) Merida is.
STRETCH Pupils role-play the last two lines of the dialogue: Are you five?
Teacher toolkit No, I’m not. I’m six!
Teaching grammar This is Merida. And this is her mum… and dad.
Show pupils a TPR action to help them identify ‘It’s my birthday!’ says Merida.
questions and answers. For question, hold up your ‘Are you five?’ asks Dad.
index finger, then bend it down twice quickly (ASL). ‘No, I’m not! I’m six!’ says Merida.
For answer, hold up both index fingers in front of you
and point towards the class. Once pupils know these
signs, you can use them to prompt questions and
Practice
answers from the class or from individual pupils. 2 1.6 Listen and colour. Then play.
• Point to the first picture and ask: How many balloons? Help pupils count
Differentiation the balloons (one, two, three, four, five, six).
Some pupils may not yet be ready to ask questions • Play the audio and pause after the first exchange. Demonstrate the
or to answer orally. Try not to pressure pupils into answer by colouring four balloons. Play the rest of the audio, pausing after
speaking if they don’t feel comfortable. Instead, allow each exchange for pupils to colour the correct number of balloons in each
them to demonstrate receptive understanding of the picture.
structures by holding up a specified number of fingers. • Play the audio again, pausing after each question and each answer for
pupils to repeat them. Drill the question Are you (four)? as many times as
necessary, until pupils can repeat this confidently.
• Play the game. Silently, choose one of the pictures. Invite different pupils
to ask Are you… ? questions to find out which picture you have chosen.
Continue until a pupil guesses correctly.
SUPPORT If pupils have difficulty using the full question form Are you… ?,
encourage them to say only the number.
STRETCH Pupils play the game in pairs, taking turns to choose a picture
silently and asking questions to guess the picture.
1 Are you four? // Yes, I’m four.
2 Are you three? // Yes, I’m three.
3 Are you six? // No, I’m five.
46

LESSON 3
1
Grammar
Audioscript (track 1.7) Sing with me!
Sing with me! [x3] One, two, three.
1 1.5
Listen, point and say. I’m five, I’m five. Are you five? Yes, I’m five!
Sing with me! [x3] Four, five, six.
I’m six, I’m six. Are you six? Yes, I’m six!
Sing with me! [x3] One, two, three.
Sing with me! [x3] Four, five, six.
Oh, yeah!
Teaching star
Linguistic competence Help pupils use an
2 1.6
Listen and colour. Then play. appropriate intonation in questions by using an
exaggerated, sing-song voice. Use your hand to
show how the tone moves up and down.
1 2 3
Extra activity (whole class) Do a class survey.

Ask each pupil questions with Are you… ?
to find out how old they are. Invite confident
pupils to ask questions for you. Draw a chart on
the board to show the age range of your pupils.
Then add a tick mark next to each number for
each answer.
3 1.7
Sing-along Wrap-up
Play Mickey’s card (see Games Bank p.207) with
the number flashcards and the Mickey Mouse
puppet. Pupils take turns to guess how old Mickey
is, e.g. Are you (five)?
I can say how old I am. 11 Sing the Goodbye song (track 0.7), and pupils say
Sing-along
3 1.7 Listen, sing and act. Activity Book page 9
• Point to the picture of Merida’s brother and ask: Who’s this? (brother).
• Play the song audio, and pupils listen. Demonstrate the TPR actions. Then play the
1 1.3 Listen and colour. 5, 3, 6
song again, and pupils do the actions and clap to the beat of the song.
• Pupils look at the pictures and listen to the
• Play the song a third time and encourage pupils to join in with some of the words audio. They colour the candles in each
as they do the TPR actions and dance. When pupils are confident with the words, picture.
play the karaoke version (track 1.7_karaoke), and pupils sing along.
2 Trace, colour and match. Then say. 1 b, I’m
TPR
six; 2 a, I’m two; 3 c, I’m five
song
• Pupils trace over the dotted lines to
numbers – hold up the correct number of fingers
match the balloons and the children. They
Oh, yeah! – jump / give a fist pump complete the colouring of each balloon and
count the number of balloons in each group.
They read the number on each child’s T-shirt
and say how old they are.
47

1 Lesson 4: Story Pupil’s Book pages 12–13
Objectives Warm-up
Lesson aim: understand a story about feeling different Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
emotions Heroes song together (track 0.1). If you have a cap, put it on Mickey’s
head.
Story language: friend, sad, happy; Oh, no!
Make Mickey show the story cards from the Welcome unit story. Elicit the
Recycled language: numbers; I’m (six).
characters’ names. Alternatively, say their names, and pupils point to the
Receptive language: Look. Come here. correct characters (Maya, Leyla, Cam and Peter).
This is my friend.
Materials: Audio; Story cards (Welcome, Unit 1); Presentation
Mickey Mouse puppet; (optional) a cap
1 1.8 Listen to the story. Point to Maya.
Skills It’s story time!
Listening: can understand a few basic words and phrases • Point to the small picture of Maya and elicit her name and her age (six).
in a story that is read aloud (18) Pupils find Maya in each of the story frames.
Speaking: can repeat phrases and short sentences, if • Play the audio. Pupils listen to the story and follow in their books. As they
spoken slowly and clearly (16) listen to the exchange for each story frame, they point to Maya in the
picture.
• Use the story cards to tell the story again, with or without the audio. Pause
Teacher toolkit after each story frame to ask a comprehension question, e.g. Who’s the
teacher? (pupils point) Who’s Maya? (pupils point) Is Maya happy? (no)
Story summary Who’s Ted? (pupils point) Is Maya happy now? (yes).
A new friend Spot! Pupils find the apple juice in the story. (Answer: story frames 1, 4
Maya is feeling sad because she is sitting alone at the and 6)
lunch table. The children invite her to join them and
they all have lunch together. Maya is happy with her Teaching star
new friends.
Diversity and inclusion Some pupils may have specific learning
differences like dyslexia or AD(H)D, which can make following a story
Identifying my emotions 1 challenging. Point to and say the number in each frame and show pupils
how we move from one story frame to the next. Ask them to move their
In the story, Maya feels both happy and sad. Pupils
finger through the frames as you play the audio.
show you their happy and sad faces. Say: You’re
(happy)!, and pupils smile. Do the same for sad. Use
the Mickey Mouse puppet to model corresponding
Practice
body language, e.g. happy: head raised, arms out
to the sides, bouncing or clapping; sad: head down, 2 1.9 Listen, circle and say.
arms down or folded. • Point to the picture of each character and elicit their name. Play the first
Self-awareness part of the audio, then pause. Ask: Maya or Cam? Pupils point to the
picture of Maya, and then they circle the picture. Do the same for the
second part of the audio (Leyla or Cam?) and the third part of the audio
(Ms Smart or Peter?).
• Give each pupil a role: Maya, Cam or Ms Smart. Play the audio, and
pupils role-play their character. Encourage them to join in with saying
single words or full sentences.
1 Maya: One, two, three, four. Oh, no!
2 Cam: Ted’s one.
3 Ms Smart: Are you happy, Maya?
48

LESSON 4
Story
1
A new friend 2 1.9
Listen, circle and say.
1 1.8
Listen to the story. Point to . 1 2 3
1
2
Ms Smart: Maya!
Maya: One, two, three, four. Are you sad?
Oh, no! Maya: Yes, I’m sad.
3 Look and draw or .
3 4
Ms Smart: Look. Maya’s sad.

Cam: Oh, no! Cam: Maya! Come here.
5 6 4 Act out the story.

Cam: This is my friend, Ms Smart: Are you
Ted. Ted’s one. happy, Maya?
Maya: And I’m six. Maya: Yes! I’m happy!
Hello, Ted.
Spot!
The end
Wrap-up
3 Look and draw or . Place the story cards on the board. Make the Mickey Mouse
• Point to each picture of Maya and ask: Is she happy or sad? puppet say a line from one of the story frames, e.g. Maya! Come
Mime the emotions and draw a happy face and a sad face here! Invite a pupil to come up and touch the correct story card.
on the board. Repeat with other lines and different pupils.
• Pupils draw a happy mouth or a sad mouth to complete Sing the Goodbye song (track 0.7), and pupils say goodbye to
each emoji. Mickey as they leave class.

• Pupils look at the photos of the children. Ask: Is he/she happy or Audioscript see p.201
sad? Then pupils find a story frame where Maya feels happy and 1 1.4 Listen and circle. 1 a, 2 b
a story frame where she feels sad. They copy Maya’s expression in • Pupils listen again to extracts from the story. They circle the
each frame. correct picture in each pair.
• Pupils act out different parts of the story and say some of the 2 Match. Then say for Cam. 1 b, 2 a
words, with or without the audio as a prompt. Walk around the • Pupils draw matching lines from the pictures of Cam to the
class, praising pupils’ acting efforts. corresponding emoji to show how Cam feels. They point to
SUPPORT Allow pupils to act out the story silently. each picture or emoji and say: happy/sad.
STRETCH Pupils act out the story in groups of three (Cam, Maya
and Ms Smart). Confident pupils can say some of the words.
Extra activity (story extension) Give each group of pupils a

story card. Each group acts out the scene on their story card, and
the other pupils point to the correct story frame in their books.
49

1 Lesson 5: Vocabulary and Grammar Pupil’s Book page 14
Objectives Warm-up
Lesson aim: ask and answer about family members Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: baby, cousin, grandad, grandma;
Who’s this? This is my brother. Remind pupils of the story from Lesson 4. Make Mickey show one of the
story cards, point to different characters and ask: Who’s this? Demonstrate
Recycled language: family; numbers
meaning by doing a TPR action: shrug your shoulders and put your hands
Receptive language: fun, present facing upwards. Invite different pupils to say the names of the characters.
Materials: Video 1B; Audio; Flashcards / Word cards • Play the story audio again (track 1.8), and pupils mime each of the
(Family 1, Family 2); Story cards (Unit 1); Mickey characters as they speak.
Mouse puppet; (optional) photos of people in your
family; (optional) pupils’ family photos Presentation
Skills
Listening: can understand simple language related to words, and pupils repeat.
naming and describing family members (21)
Speaking: can name everyday objects, animals 1 1.10 Listen, point and say. Then play.
or people around them or in pictures, using single • Point to the photos. Invite pupils to say family words they already know.
words (18) • Say: Listen and point. Play the audio, and pupils listen. Play the audio
again, and they point to the photos. Play the audio one more time,
pausing after each word for pupils to say the word.
Teacher toolkit
• Say a number, e.g. four, and pupils point to the corresponding photo and
Video summary – 1B say the word (baby). Repeat with other numbers and words.
Who’s this? Videoscript see p.200 • Pupils can play the game in pairs, taking turns to say a number and the
We meet a young Merida and her family outside corresponding family word.
the castle. Merida’s dad gives her a bow, and she Audioscript (track 1.10)
practises shooting arrows. Merida misses the target 1 grandma // 2 grandad // 3 cousin // 4 baby
and goes to search for her arrow in the forest. The
video presents examples of the target grammar in 2 1B Watch and circle. Video story
context, e.g. Who’s this? This is Merida. • Ask pupils to look once more at the Big Picture in Lesson 1 and remind
them of the film Brave. Point to Merida, mum, dad and the brothers. Ask:
Teaching grammar Who’s this? and invite different pupils to answer.
Bring in photos of people in your family and use the • Ask pupils to look at the pictures in activity 2 and ask: Who’s this? Pupils
target language to introduce them: Who’s this? This is answer (Merida, mum, dad).
my… . Then ask pupils to imagine they are you. Ask: On the board, draw a picture of Merida’s bow and mime using it. Then
Who’s this? and encourage them to answer using the mime giving the bow to the Mickey Mouse puppet. Ask: Who gives a
sentence: This is my… . bow? and do the TPR action again.
Make Mickey stand up. Say: Sit down, Mickey. It’s video time!
• Play the video, and pupils watch. Play the video again, pausing after
Merida’s dad gives her the bow [1:07]. Ask again: Who gives a bow?
and point to the small pictures. Pupils answer: dad and circle the correct
picture.
Practice
3 1.11 Listen and find. Then ask a friend.
• Ask pupils to look at the picture and point to the boy with the cake. Ask:
Who’s this? (Cam). Point to the picture and say: This is Cam’s family.
• Play the audio, and pupils point to each person in the picture.
50

LESSON 5
1
Teaching star
1 1.10
Listen, point and say. Then play. Communication Making communication
real and relevant to pupils’ lives is more likely
to motivate them to talk. Ask pupils to bring
in family photos like Cam’s, then ask them to
present their families to the class. Encourage
1 2 3 4 pupils to share information, such as their family
members’ names and ages.
2 1B
Watch and circle.
Extra activity (video extension) Tell pupils to
choose a character from Video 1B in activity 2
(Merida, mum, dad). Play the video again, and
pupils role-play their character.
Wrap-up
• Play What’s this? (see Games Bank p.206). Place
all the family flashcards face down. Say a word
3 1.11
Listen and find. Then ask a friend. and invite a pupil to find the corresponding
flashcard. As the pupil turns over each card to
2 3 reveal the picture, ask him/her to say the word.
1 Ask the class to say yes or no. Repeat with
4 different pupils.
goodbye to the Mickey Mouse puppet as they
leave class.

Extra Go online
14 I can ask about family members. Audioscript see p.201
Lesson Phonics
1 Match. Then ask and answer for Merida.

1 c, 2 b, 3 a
• Play the audio again, pausing after each exchange for pupils to repeat the last • Pupils draw lines to match the pictures of
word: cousin, grandma, grandad, baby brother. Merida’s family. They imagine they are
• Play the audio a third time, pausing after This is my… ., for pupils to say the Merida and ask and answer with a friend,
correct family word, e.g. grandma. Encourage more confident pupils to say the e.g. Who’s this? This is my (mum).
full sentence. 2 1.5 Listen and tick (✔). Then say.
• Point to a person in the picture and ask: Who’s this? Pupils say the answer to the 1 a, 2 b
pupil sitting next to them. • Pupils look at each picture and name the
SUPPORT Pupils answer your questions as a class. Prompt as needed by saying This family member they see. Play the audio.
is my (cousin). Pupils listen and tick the correct picture in
STRETCH Pupils work in pairs to ask and answer questions about the picture, each pair and say the word.
following the model in the audio.
Audioscript (track 1.11) Online module Phonics Extra
Lesson
1 Who’s this? // This is my cousin. Words with Aa, Bb and Cc sounds in
2 Who’s this? // This is my grandma. initial position
3 Who’s this? // This is my grandad. apple, bear, cake
4 Who’s this? // This is my brother. My baby brother.
51

1 Lesson 6: Myself and others Happy and sad Pupil’s Book page 15
Objectives Warm-up
Lesson aim: say how I feel Greet pupils with the Mickey Mouse puppet and say the Hi, hello! chant
together (track 0.5).
Target language: Are you happy? I’m sad.
Review happy and sad, using Mickey. Make Mickey act sad and ask:
Recycled language: no, yes; happy, sad
Is Mickey happy? (no) Is Mickey sad? (yes). Use mime to tell pupils that
Materials: Audio; (optional) Video 1A; Myself and Mickey likes singing and dancing.
others poster; Stickers; Mickey Mouse puppet
• Show the Myself and others poster and point to the Unit 1 picture. Say:
I’m happy and invite pupils to identify the happy girl in the picture. Then
Skills say: I’m sad and invite pupils to identify the sad girl in the picture.
Listening: can recognise isolated words related 1.12 Listen and sing.
to familiar topics, if spoken slowly and clearly and • Choose an action to represent happy (e.g. cheering or giving a fist pump).
supported by pictures or gestures (16); can get the gist Play the audio. Pupils mime happy as they listen.
of a simple song, if supported by gestures (21)
• Play the audio again, pausing after each line. Pupils repeat the words.
Speaking: can sing a simple song, if supported by
• Play the audio one more time, and pupils join in with Hello. Hello.
pictures (22); can ask people how they are, using a basic
Encourage pupils to clap to the rhythm as they sing.
phrase (14)
• Ask several pupils: Are you happy today? They say yes or no.
Make Mickey act out happy and ask: Is Mickey happy now? (yes).
Teacher toolkit
Audioscript (track 1.12) I’m happy today
Hello. Hello. I’m happy today. [x2]
Identifying my emotions 1
Hello. Hello. Are you happy today? [x2]
In this lesson, pupils explore how to cheer each
other up when they feel sad. At this age, pupils
can understand basic emotional expressions and Presentation
situations. Use the Mickey Mouse puppet to help 1 1.13 Listen, point and say.
pupils connect the lesson to real life actions. Make • Remind pupils of the situations and the characters in Video 1A in Lesson
Mickey look sad. Invite individual pupils to help 1 and the story. If required, play Video 1A and look at the story again.
Mickey feel happy again. They can give him a hug,
• Pupils look at the pictures. Say the names of each of the characters
sing and dance for him, etc.
(Merida, Cam, Maya) and ask pupils to find their picture.
Self-awareness • Point to the first picture and ask: Is she happy or sad? (happy). Do the
same for the other pictures.
• Play the audio and ask pupils to point to the pictures, pausing after each
Home-school link one to elicit the correct emotion.
Tell pupils to find something that makes them feel
• Point to each picture again, and pupils say and act out happy or sad.
happy at home. This could be a toy, a place, some
food or even a person. When they find it, they say to Audioscript (track 1.13)
their families: I’m happy! Are you happy, Merida? Merida says, ‘No, I’m sad.’
Are you happy, Merida? Merida says, ‘Yes, I’m happy.’
Are you happy, Maya? Maya says, ‘No, I’m sad.’
Are you happy, Cam? Cam says, ‘Yes, I’m happy.’
Practice
2 Draw or for you. Then ask a friend.
• Pupils look at the first photo. Mime eating ice cream and say: I’m happy.
Ask: Are you happy? and elicit answers. Draw a happy emoji on the
board.
• Pupils look at the fourth photo. Mime being outside in the rain and say: I’m
sad. Ask: Are you sad? and elicit answers. Draw a sad emoji on the board.
• Point again to each of the photos and ask: Are you happy or sad? Give
pupils time to complete the emojis.
52

LESSON 6
1
Happy and sad Myself and others
• Pupils work in pairs, taking turns to role-play
1.12 feeling sad and to role-play doing something to
Listen make their partner feel happy, saying (I’m) sad! or
1 Listen, point and say. and
(I’m) happy! as appropriate.
sing.
1.13
I’m a hero! Point to the sticker picture and

elicit that Maya is making Leyla happy. Ask the class
to act feeling sad and invite a pupil to try to make
them happy. Repeat with other pupils. Then pupils
stick the sticker in their books.
Extra activity (fast finishers) Pupils think about

2 Draw or for you. Then ask a friend. the last time their family member or friend was
sad. They draw a picture showing what they did
1 3
1 Rubric to make their family member or friend happy.
2 4
Wrap-up
• Invite four pupils to stand near the Myself and
others poster. Say: I’m (happy). Pupils find the
happy girl in the Unit 1 picture as quickly as they
can on the poster. Do the same with I’m sad.
3 Act and say.
• Play Behind the doors (see Games Bank p.206).
Hold your hands in front of your face like two
I’m a
hero! closed doors. Make a face showing an emotion,
behind your hands. Ask pupils to guess the
emotion. Then open the two doors and show
pupils your expression. Then invite pupils to play
the game. For this version, pupils make a happy or
a sad face.
Self-awareness: I can say how I feel. 15 goodbye to the Mickey Mouse puppet as they
leave class.
• Then point to each photo again and ask: Are you (happy)? Pupils say: I’m happy Activity Book page 12
or I’m sad.
1 Circle green and blue. Leyla/Cam –
SUPPORT Ask and answer as a class. Point to each photo and ask: Are you happy/ green, Peter/Maya – blue
sad? Pupils respond yes or no.
• Pupils look at the picture and identify who
STRETCH Pupils work in pairs, taking turns to point to a photo and ask: Are you is feeling happy or sad. Ask pupils to show
happy? for their partner to answer yes or no. you a green and a blue pencil. Say: happy
– green, and pupils show you their green
Teaching star
pencil. Repeat for sad – blue. Tell pupils to
Growth mindset Praise pupils for effort and attitude rather than for their abilities. circle the happy children in the picture in
This motivates pupils and helps build resilience. Clap your hands and say: green, and the sad children in blue.
Well done! 2 Draw and . Then say.
• Pupils complete each picture by drawing
3 Act and say. themselves feeling happy and sad. They
• Pupils look at the first photo. Ask: Are you happy? (yes). Pupils mime hugging then say how they feel in each picture:
someone. Do the same for the second photo, and pupils mime giving someone (I’m) (happy/sad).
a gift.
• Mime and say: I’m sad. Encourage pupils to try to make you happy by miming one
of the strategies in the photos. Then mime and say: I’m happy! Thank you!
53

1 Lesson 7: My world Social Science: Family trees Pupil’s Book page 16
Objectives Warm-up
Lesson aim: understand and talk about family trees Greet pupils with the Mickey Mouse puppet.
Target language: children, grandparents, parents Use Mickey to hold up the family flashcards (mum, dad, brother, sister,
grandma, grandad). For each flashcard, ask: Who’s this?, and pupils answer.
Recycled language: family
• Draw a very simple tree outline on the board and divide it into three
Materials: Audio; Flashcards / Word cards (Family 1,
horizontal sections. Say: It’s a family tree. Place the grandad or grandma
Family 2); Mickey Mouse puppet; (optional) people of
flashcards at the top of the tree, and the brother or sister flashcards at the
different ages from magazines
bottom. Hold up the other family flashcards and pupils tell you where they
should go in the family tree.
Skills
Presentation
Listening: can understand simple language related to
naming and describing family members (21) 1 1.14 Let’s explore! Listen, point and say.
Speaking: can name people around them or in pictures, • Pupils look at the photos. Say: It’s a family tree. Ask: Who’s this? Elicit
using single words (18) known family vocabulary, e.g. grandma, grandad, mum, dad, brother,
sister.
• Play the audio, and pupils point to the photos.
Teacher toolkit • Play the audio again, pausing after each word. Point to each photo and
say: grandma and grandad – grandparents. Use a gesture, e.g. putting
Cross-curricular
your two hands together to show that grandparents is the word for both
Family trees are a visual way of showing different grandma and grandad. Repeat for parents (mum, dad) and children
family relationships. Usually, they have older family (brother, sister).
members at the top and the youngest family members
• Play the audio one more time, pausing for pupils to repeat the words.
at the bottom. However, they can also have older
members on the left and youngest members on the Audioscript (track 1.14)
right as shown in the Pupil’s Book. Allow pupils to Family trees
present their family tree information in whichever 1 grandparents // 2 parents // 3 children
way they prefer.
Teaching star
Application Make a family tree for Merida’s family on the board. Draw
Home-school link a family tree outline first, then elicit which family member goes where.
Pupils ask their families to help them make their own If possible, use pictures of the characters or invite pupils to draw the
family tree using family photos, if possible. Encourage characters and then stick them in the correct place. Then pupils work in
them to say: Who’s this? and This is my (mum). pairs, taking turns to ask and answer questions about Merida’s family.
Practice
2 Think Look and colour.
• Pupils look at the pictures. Ask: Who’s this? and elicit the family members
in each picture. Say: parents/grandparents/children, and pupils point to the
correct picture.
• Tell pupils to look at the colour key, and ask: What colour? (blue, green,
purple). Ask pupils to look back at the photos in Activity 1. Point to the
frame around the first photo and say: Grandparents. What colour? Elicit
the answer (blue). Repeat for the other photos (parents – green, children
– purple).
• Ask pupils to look again at the pictures in Activity 2. Pupils colour the
frame around each picture, according to the colour key.
• Pupils compare their answers in pairs, then check as a class. Say: (parents),
and pupils answer with the corresponding colour (green).
54

LESSON 7
Social Science
1
My world
Family trees
Extra activity (extension) Bring in some
pictures of people of different ages cut out
1 1.14
Let’s explore! Listen, point and say. from magazines. Pupils work in groups. Give
1 2 3 each group a variety of pictures. They put the
pictures into categories: parents, grandparents,
children. Ask them to select several pictures to
create an imaginary family tree. They come up
with a design for their family tree and stick the
pictures into position.
Wrap-up
2 Think Look and colour.
Hold up the Mickey Mouse puppet and make
him hold up the family flashcards one by one for
pupils to say the words. Make Mickey ask pupils
questions about their families, e.g. (Marcus), who’s
in your family? (mum, dad, sister). Invite pupils to
say family words or point to the flashcards.
3 Do Look, find and say.
1 Match and say. 1 b, 2 c, 3 a
• Pupils look at the photos and draw lines to
match the members of each generation of
the family, i.e. grandma – grandad. They
name the family members, using language
from Lesson 7 and the previous lessons, e.g.
mum, dad, parents.
16 I can understand and talk about family trees.
2 Draw your family. Tell a friend.
• Pupils complete the picture by drawing
members of their own family. They describe
3 Do Look, find and say. their picture to a friend. e.g. This is my
• Pupils look at the picture. Ask: Who’s in the family? Pupils name the different family (mum). This is my (dad).
members in the picture.
• Say: Point to (mum). Point to (grandparents). Pupils find the people in the picture,
point and repeat the family words.
SUPPORT Pupils talk about the picture, using family words they already know
(e.g. mum, dad) instead of the new words from this lesson (parents).
STRETCH Pupils work in pairs, asking and answering about the picture: Who’s this?
(grandparents).

After activity 3, pupils can draw a picture of their own family, following the
model in activity 3. Encourage them to talk about their picture, talking about
their family members and identifying grandparents, parents and children.
55

1 Lesson 8: Review I can do it! Pupil’s Book page 17
Objectives Warm-up
Lesson aim: review target language from Unit 1 Greet pupils with the Mickey Mouse puppet.
Target language: family, numbers; I’m (happy). Play Pass Mickey! (see Games Bank p.207). For this version, use the family
flashcards and ask pupils to count to six as they pass the Mickey Mouse
puppet around.
Flashcards / Word cards (Family 1, Family 2, Numbers
1–6); Stickers; Mickey Mouse puppet; small cards and
counters (e.g. rubbers, pencil sharpeners); Cut-outs
(Unit 1), with a cut-out model prepared; sticky tape; I can do it!
My progress poster 1 Play and say.
• To play the game, each pupil will need two small cards and a counter.
They draw and colour one circle on one card (one), and two circles on
Skills the other card (two). Then they place these dice cards face down on
Listening: can recognise isolated words related their desks.
to familiar topics, if spoken slowly and clearly and • Play the game as a class. A pupil turns over a card and says the number
supported by pictures and gestures (16); can understand of circles on the card, one or two. Starting from the square with the arrow,
simple language related to naming and describing family move your counter the same number of squares on the game board. Then
members (21) ask a question about the picture on the square, e.g. Who’s this? How many
Speaking: can say single words related to familiar cakes? Pupils whisper the answer to their partner, then the whole class
topics, if supported by pictures or gestures (18); can say shouts out the answer all together, on the count of three (one, two, three!).
how many things there are up to ten (13) Repeat until your counter reaches the square with the star, and pupils clap
to show that the game has ended.
SUPPORT Play the game as a class, but ask questions that only require the
Teacher toolkit answers yes or no, e.g. Is this Merida? Is she happy? Is she six? After pupils
answer, model the target answer, either yes or no, and pupils repeat it.
Video review
STRETCH Pupils play the game in pairs. They mix their cards together and
You can return to Video 1A and Video 1B at the
place them face down in a pile on their desk. Then they take turns to turn
end of the unit for a ‘second play’. Review the target
over a card, say one or two and move their counter the same number of
structures, and pupils wave their hands when they
squares on the board. When they land on a square, they look at the picture
hear one of these structures in the video.
and say the family word or count the number of items.
Let’s talk!
Home-school link
2 1.15 Listen and say. Then make and play.
Ask pupils to use at home the language they’ve learnt • Show pupils the finger puppets you have made. For each finger puppet,
in the unit. Encourage them to say Hello, (mum)! to ask: Who’s this? Pupils say which family members they think they are.
their family members, and to count items at home or • Play the audio, and pupils listen and repeat the sentences.
on their way to or from school. • Pupils use scissors to cut carefully around the dotted lines of the cut-outs.
Tell pupils to draw any family member they like on the oval part of their
puppets. As they work, monitor and help as necessary.
• Help pupils stick the puppets together with tape and then place them on
their fingers. Pupils work in pairs, taking turns to ask and answer about their
puppets: Who’s this? This is my (mum).
SUPPORT Pupils can say only the name of the family member they have
drawn on their puppet, e.g. dad, sister.
STRETCH Pupils can mingle. They pair together sister and brother puppets
and say children, pair together mum and dad puppets and say parents, and
pair together grandad and grandma and say grandparents.
A: Who’s this?
B: This is my dad. Who’s this?
A: This is my sister.
56

LESSON 8
1
I can do it! Review
Wrap-up
• Draw pupils’ attention to the My progress poster
1 Play and say. and ask them to identify the picture that reflects
this unit. Say the I can… statements and pupils
listen (I can ask and answer about family. I can say
I’m happy. I can say I’m sad.).
• Pupils reflect on which lesson they most enjoyed
in Unit 1. Have a class vote and choose one
activity to do again as a class, e.g. watch the
video, sing the song or chant, listen to the story or
play a game.
Sing the Goodbye song (track 0.7), then pupils
say goodbye to the Mickey Mouse puppet and
tell him their favourite word from Unit 1.
2 1.15
Listen and say. Then make and play.
talk! Activity Book pages 14–15
Let’s Unit 1
Cut out
s
Cut ou
ts

Unit 1
My progress journal
Cut-outs
1 1.6 Listen and point.
• Pupils listen to the audio and point to the
3 Draw your family and say. pictures.
Then stick! 2 Tick (✔) what you know.
ker • Pupils point to each picture and say the
Stic e
t i m word if they can. They tick the words they
know in English.
✔ Unit 1! 3 1.7 Colour. Then listen, point and say.

• Pupils use the colour key to colour and
complete the picture. They can choose any
17
colours they wish to colour baby brother’s
clothes. They name the family members
they can see. Play the audio, and pupils
Teaching star point to each family member. They use the
audio as a model to talk with a partner, e.g.
Classroom management It can be tricky to assess individual pupils when you Who’s this? This is my (dad).
have a large class. To check whether pupils understand the target vocabulary, 4 Draw for you. Then say.
call out a word and ask pupils to find a corresponding picture in their books. • Pupils draw candles on the cake to show
Check to see if they are pointing correctly, and make a note of any words that how old they are. They show their picture to
some pupils may need to review. a friend or to the class and say: I’m (six).
Choose and stick.
Stick
time
er
3 Draw your family and say. Then stick!

r
Sticke
time
• Pupils look back through the lessons in their
• Ask pupils to think about their own family and draw a picture. Pupil’s Book and Activity Book and think
• In pairs, pupils ask and answer about their drawings: Who’s this? This is my (dad). about the activity they enjoyed most. They
• Pupils stick the sticker to show they have completed Unit 1. stick their star sticker next to it.
My Star and Hero! Pupils look at the picture of Merida on p.2 in the Pupil’s
Book. They describe Merida, e.g. Who’s this? This is (Merida). (She’s) (happy).
They can also point to her hair, eyes and clothing, and name the colours.
Extra activity (class game) Pupils play Miming (see Games Bank p.206), using
the unit flashcards.
57

1 Project My family tree Pupil’s Book page 88
Objectives Warm-up
Lesson aim: draw and describe my family tree Greet pupils with the Mickey Mouse puppet.
Target language: Listen! Draw! Make Mickey hold up family flashcards, e.g. mum, dad, grandma,
grandad, brother, and elicit the words.
Recycled language: family; This is my (mum).
• Play the chant audio (track 1.2), and pupils join in with the actions.
Receptive language: Listen, everyone. Listen to me.
Materials: Audio; Flashcards / Word cards (Family 1, Let’s review
Family 2, Numbers 1–6); Mickey Mouse puppet; pens,
pencils, crayons, ruler, rubber, paper; (optional) photos 1 9.1 Listen and point.
of famous families around the world • Pupils look at the picture of the family tree. Point to individual family
members and ask: Who’s this? (grandad, mum, dad, brother, sister).
How many (children)? (two).
Skills • Play the audio. Pupils listen and point to the family members in the
Listening: can recognise familiar words in short phrases family tree.
and sentences spoken slowly and clearly, if supported by
pictures (19)
This is my family tree.
Speaking: can say single words related to familiar This is my grandad. This is my mum… and my dad.
topics, if supported by pictures (18) This is my sister. And this is me!
Teacher toolkit Get ready

2 9.2 Listen and tick (✔). Then say.
Project skills: Self-management
• Explain to pupils they are going to draw their own family tree.
In this lesson, pupils learn how to prepare for doing
their project. Use gestures to indicate that children • Play the audio, counting from one to three on your fingers and pausing
should listen to your instructions before starting their the audio after Listen to me. Put your hand to your ear, then put your
project, e.g. put your finger to your lips and say: Shh! finger on your lips. Encourage pupils to put their fingers on their lips and
Then point to your ear and say: Listen! to listen. Play the rest of the audio. Demonstrate an action for draw, e.g.
mime drawing with an imaginary pencil, and ask pupils to copy you.
• Ask pupils to look at the photos and point to the one which shows the
Extend children listening to the teacher. Play the audio again, and pupils tick the
Do some research together to find out about famous correct photo.
families around the world. Bring in some photos • Pupils do the action for Listen and say the word. Then they do the action
if possible or ask pupils to bring in pictures from for Draw and say the word.
magazines or books.
One. Two. Three. Shh. Listen, everyone!
Listen everyone. Listen to me!
Now draw your family tree.
Create
3 Draw your family tree. Then show a friend.
• Pupils now go to their Activity Books and create their project.

1 Find and circle mum. Then point and say. grandma, mum, dad,
brother, sister
• Pupils look at the family tree and find mum. They point to all the
family members in the family tree and say the words.
58

UNIT 1 f-m
anagem
1
My family tree
l
Project
en
Se
t
• When they are ready, pupils work in pairs, taking
turns to show and describe their family tree.
Let’s review their picture to the class, e.g. This is my family tree.
This is my (mum).
1 9.1
Listen and point.
ACHIEVE
Pupils draw a family tree and name each family
member in their picture, using This is… . They
count the number of people in their picture.
They show that they can listen to you as they
Get ready get ready for the project work.
2 9.2
Listen and tick (✔). Then say. SUPPORT
1 2 Pupils recognise words for family members and
numbers from one to six, and they say individual
words.
STRETCH
✔ answer questions about their family tree, e.g.
Who’s this? This is my (mum). They also ask
Create
and answer about how they feel, e.g. Are you
3 Draw your family happy? Yes!
tree. Then show a friend.
Activity Book page 86. Wrap-up
Place the pupils’ pictures around the classroom.
88 I can draw and describe my family tree. Mickey clap his hands and say: Well done!
Encourage them to name the family members
they can see and respond to the pictures.
2 Now draw for you.
• Ask pupils to think about their own family and to draw a family tree. Pupils
can use the same design as in the Pupils’ Book and Activity Book or they can
use their own ideas. Encourage them to include two or three generations of Activity Book page 86
their family if possible. 3 Think and colour for your project.
• Pupils colour the stars to show how well they
• At this stage, depending on the time you have available, pupils can either use their think they did in their project.
completed planning in the Activity Book as their final work, or they can use their
planning as a draft and create their family tree on a separate piece of paper.
• Circulate around the class, helping as necessary. Encourage pupils to put up their
hands and ask for help if needed.
59

2 My room

By the end of this unit, pupils can: Listening: recognise and understand words for toys and
• name toys and things in their room objects in their room, and simple descriptions of these
• describe objects Speaking: describe toys; ask and answer about toys
• ask and answer about toys and objects in their room; name simple emotions; talk
about simple shapes
• say how they feel (grumpy, not grumpy)
• understand and talk about simple shapes

bed, chair, desk, poster car, doll, toybox, train
Vocabulary chant: This is my bed Is it a puppet? Yes./No.

ball, kite, puppet, scooter, teddy bear, yo-yo Self-awareness: Identifying my emotions 2
grumpy; I’m not grumpy.
Lesson 3 Grammar
It’s brown. It’s a teddy bear. Lesson 7 Maths
My world
Song: Toys, toys, toys! Maths: Shapes
circle, square, triangle
Lesson 4 Story
The puppet show Lesson 8 I can do it!
Let’s play! Cut-outs Is it a kite?
Project My toybox
Presentation skills: presenting project work
Hello, I’m (Mia). It’s my toybox. It’s blue.
60

Unit overview
Randall
A purple lizard-like monster and
Mike’s roommate. He’s a good pupil
and he can become invisible.
Mike Wazowski
A small, round green
monster who dreams
of becoming a
professional Scarer.
Sulley (James P. Sullivan)

A huge monster with blue fur and purple
spots. He’s great at scaring children but
he’s actually very nice.
Mike has always wanted to be a Scarer. He starts university and he’s excited to learn how to become a
Scarer. However, he does something wrong and he’s told to leave the university. Mike has only one chance
to return to his university studies – he needs to win the Scare Games!
u
id yo know
D
There are 500
different monst
ers?
eo stor in the film. Each
Vid ies one was designe
d
Video 2A: At school with Mike and animated
individually!
Video 2B: Is it a bed?

Lesson
Words with Dd, Ee and Ff sounds in initial position
desk, elephant, family
61

Objectives Warm-up
Lesson aim: name things in my room Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: bed, chair, desk, poster
Recycled language: colours; friend, happy; This is… . Presentation Video story
Receptive language: Let’s play! Here’s Mike’s room. • Pupils look at the Big Picture. Introduce the film and the characters:
Mike is grumpy. This is the film Monsters University. This is (Mike).
Materials: Video 2A; Audio; Flashcards / Word cards • Point to items and characters in the picture and ask: What colour is it?
(Room, Level characters); Sticker (Mike); Mickey Mouse (green, blue, purple) How many blue monsters? (two).
puppet
Listening: can recognise isolated words related • Play Video 2A. Pupils watch and listen. Ask: Who can you see?
to familiar topics, if spoken slowly and clearly and • Play the video again. Point to the pictures of the characters in the Pupil’s
supported by pictures and gestures (16); can recognise Book, then point to the screen and elicit yes or no with a TPR response
familiar words and phrases in short, simple songs or (yes – nod head, no – shake head from left to right).
chants (18)
• Pupils tick the characters who are in the video.
Speaking: can name a few everyday objects (10);
can recite a short, simple rhyme or chant (16)
2 2A Watch and circle for Mike.
• Use facial expressions and mime to review happy and sad.
Teacher toolkit Pre-teach grumpy. Point to the three small pictures. Say each
emotion word (happy, sad, grumpy), and pupils point to each
Video summary – 2A corresponding picture.
At school with Mike Videoscript see p.200 • Point to Mike in the Big Picture. Play the video again, pausing for
It’s Mike’s first day at the Monsters University. He happy [2:10] and grumpy [2:28]. Then point to each small picture
meets his new roommate and moves into his room. and ask: Is Mike (happy/sad/grumpy)? Elicit yes or no answers with
But then Sulley suddenly comes in through the a TPR response (yes – nod head, no – shake head). Pupils circle the
window and starts to create chaos. Mike isn’t happy! correct pictures.

grumpy remember the words. For Stretch pupils, then show each word card, say the
Use the video story to talk about the feelings words, and pupils repeat.
and behaviour of the characters: Is Mike happy/
sad? Elicit how Mike feels when Sulley comes in Practice
(grumpy). Pupils mime Mike’s actions when he’s
grumpy in the video story (Mike frowns, stands
up, walks over to Sulley and points to him). This • Pupils explore the Big Picture. Point to and say the room words: bed, chair,
develops pupils’ empathy with the characters and desk, poster.
will help them better understand their own feelings • Play the audio, pausing after each word. Pupils point to the items in the
and behaviour. Big Picture. Check that they are pointing to the correct item. Play the
audio again, pausing for pupils to say the words. Play the audio a third
Self-awareness
time, and pupils say and point to the objects.
• Point to different objects in the Big Picture, and pupils say the words.
SUPPORT Demonstrate TPR actions for each room object (see TPR: chant).
Say a word, and pupils do the corresponding action.
STRETCH Pupils work in pairs, taking turns to point to an object in the Big
Picture for their partner to name.
1 desk // 2 bed // 3 poster // 4 chair
62

2
2 My room
LESSON 1 Vocabulary
1 2A
3 ✔ ✔
2 2A
Watch and circle for Mike.
1 2
3 2.1
Listen and find. Then say
and play.
4 2.2
Collect ?
18 I can name things in my room. your friend! 19
page 2
4 2.2 Listen, chant and act. Collect your friend! Show the flashcard of Mike to help
• Point to the bed flashcard and say: This is my bed.
in the Pupil’s Book. Ask: Who’s this? (Mike).
• Play the audio, demonstrate the TPR actions, and pupils do the
actions as they listen. Play the audio again. Pupils join in with the Wrap-up
chant and do the TPR actions.
• Play Draw it! (see Games Bank p.206), using the flashcards from
the lesson.
TPR chant
Sing the Goodbye song (track 0.7), and pupils say goodbye to the
bed – mime sleeping
Mickey Mouse puppet as they leave class.
chair – sit down
desk – mime drawing in a book on a desk Activity Book pages 16–17
poster – point
1 2A Watch again and tick (✔).
Audioscript (track 2.2) This is my bed
1 I see… 1 a, b, d
This is my bed. My bed, my bed. • Pupils watch the video again and tick the objects they see.
This is my bed. Oh, yeah! Oh, yeah!
This is my poster. My poster, my poster. 2 Who’s grumpy? a
This is my poster. Oh, yeah! Oh, yeah! • Point to each picture and ask: happy, sad, grumpy? Pupils
This is my desk. My desk, my desk. tick the character who feels grumpy in the video.
This is my desk. Oh, yeah! Oh, yeah! 2 2.1 Listen and colour. Then say. poster – green, chair –
This is my chair. My chair, my chair. yellow, bed – white, desk – brown
This is my chair. Oh, yeah! Oh, yeah! • Pupils listen and colour the circles next to each object. Then
Bed. Poster. Desk. Chair. they point and say the name and colour of each object.
Oh, yeah! [x4]
63

Objectives Warm-up
Lesson aim: name toys Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: ball, kite, puppet, scooter,
teddy bear, yo-yo Make Mickey whisper a word from Lesson 1 into your ear, e.g. poster.
Invite pupils to guess what word Mickey said. Then say the word, and
Recycled language: colours; numbers
pupils find and point to a real example in the classroom.
Materials: Audio; Flashcards / Word cards (Toys 1);
Stickers; Mickey Mouse puppet; (optional) a picture of
the actions.
a toybox
Presentation
Listening: can recognise a few familiar everyday nouns
and adjectives, e.g. colours, numbers, classroom objects,
if spoken slowly and clearly (10); can recognise isolated
words related to familiar topics, if spoken slowly and 1 2.3 Listen, point and say. Then play.
clearly and supported by pictures or gestures (16)
Show pupils the teddy bear flashcard. Make the Mickey Mouse puppet
Speaking: can name a few everyday objects (10) act happy. Say: It’s a teddy bear. Mickey is happy!
• Pupils look at the photos and find the photo of a teddy bear.
Teacher toolkit • Say: Listen and point. Play the audio, and pupils point to the
corresponding photos.
Teaching vocabulary • Demonstrate suitable TPR actions for the words, e.g. mime playing with a
Create interest by showing pupils a picture of a yo-yo, hugging a teddy, throwing a ball, riding a scooter, making a puppet
toybox. Ask them what toys they think are inside the talk and playing with a kite in the wind. Play the audio again, pausing
toybox. Use the flashcards to pre-teach each of the after each vocabulary item. Pupils repeat the word and do the TPR action.
vocabulary items, then ask pupils to choose three toys • Say a word, e.g. puppet, ask pupils to point to the corresponding photo,
they think are in the toybox. and then elicit the number. Repeat with the other words.
SUPPORT Say a word, and pupils do the corresponding TPR action.
Home-school link STRETCH Pupils play the game in pairs, taking turns to do a TPR action for
Ask pupils to see how many of this lesson’s toys they their partner to name the toy.
have at home. Encourage them to tell their families Audioscript (track 2.3)
the names of the toys in English.
1 yo-yo // 2 teddy bear // 3 ball // 4 scooter // 5 puppet // 6 kite
Practice
2 2.4 Look, stick and say. Then listen and check.
r
Sticke
time
• Point to the first picture sequence and elicit the words: ball, yo-yo, ball,
yo-yo. Say the sequence of words again, and pupils repeat.
• Then point to the empty sticker frame in the first sequence and elicit the
word ball. Pupils place the correct sticker in the empty frame. Do the same
with the second picture sequence.
• Play the audio for pupils to listen and check their answers. Point to each
picture as you hear the corresponding word, and pupils do the same.
• Say each sequence of toys as a class.
1 ball, yo-yo, ball, yo-yo… ball
2 scooter, kite, scooter, kite… scooter
64

LESSON 2
2
Vocabulary
• Invite confident pupils to say their sequence of
toys to the class. Pupils do the corresponding
1 2.3
Listen, point and say. Then play. TPR actions.
SUPPORT Invite individual pupils to mime their toy
sequence. Ask the rest of the class to copy the TPR
actions and, if they know the word, say the name of
the toy.
1 2 3
STRETCH Pupils work in pairs, taking turns to
say their toy sequence for their partner to do the
corresponding TPR actions.
4 5 6
Extra activity (whole class) Play a memory
game with several flashcards. Place the flashcards
around the classroom. Call out a simple
2 2.4
Look, stick and say. Then listen and check. sequence of toys, e.g. teddy bear, ball, teddy
bear, ball. Pupils go and touch the flashcards in
1
order. With large classes, play in groups.
er
Stick
time Wrap-up
2 Play Faster and faster (see Games Bank p.206),
using the Mickey Mouse puppet and the
flashcards. Display the flashcards in a row on the
board and make Mickey point to each flashcard
3 Draw. Then say and act. TPR
as you elicit each word. Start off slowly, giving
pupils time to think. Then make Mickey point to
each flashcard more quickly, getting faster and
faster as pupils become more confident.
20 I can name toys.

Teaching star 1 2.2 Listen and match. 1 c, 2 b, 3 a, 4 d
Application Help pupils apply the lesson content to the maths skill of • Pupils point to the pictures and name the
recognising patterns. Draw five circles on the board and colour the first four toys. They listen to the audio and draw
circles: red, yellow, red, yellow. Then point to the fifth circle and ask: Red or matching lines from each child to their toy.
yellow? Colour the circle according to the pupils’ answer. Then guide pupils 2 Complete, colour and say. ball, kite, puppet
through the sequence to check their answer and correct it, if necessary. • Pupils trace over the dotted lines to
complete each picture. They colour each
3 Draw. Then say and act. TPR picture as they wish, then describe it: (ball)
• Draw five boxes on the board. Elicit the names of two toys and draw one toy, e.g. (green).
kite, in the first box and one toy, e.g. puppet, in the second box. Then repeat the
sequence in the remaining boxes, e.g. kite, puppet, kite, puppet, kite.
• Pupils draw their own toy picture sequence in their Pupil’s Books. Set a short time
limit for the drawing activity, e.g. two to three minutes.
• Use the picture sequence you have drawn on the board to demonstrate the
speaking activity. Say the sequence of toys, and pupils do the corresponding
TPR actions from activity 1.
65

Objectives Warm-up
Lesson aim: describe objects Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: It’s brown. It’s a teddy bear.
Place the room flashcards, spaced out, on the floor or on a desk in front
Recycled language: toys; colours
of the class. Say: This is Mickey’s bedroom. Put Mickey on top of the chair
Receptive language: It’s (big/small). flashcard and elicit chair. Then do the same with Mickey’s toys, inviting
Materials: Audio; Flashcards / Word cards (Room, pupils to place the toy flashcards in Mickey’s bedroom.
Toys 1, Colours); Mickey Mouse puppet
Presentation
• Pupils look at the pictures and say the objects or toys they can see (ball,
Listening: can identify everyday objects in their
immediate surroundings or in pictures from short, basic
teddy bear, bed, desk). Point to various objects and ask: What colour?
(brown).
descriptions, e.g. colour, size, if spoken slowly and clearly
(19); can get the gist of a simple song, if supported by • Play the audio, pausing after each line for pupils to point to the
gestures (21) corresponding picture. Play the beginning of the audio again and pause
after the first sentence. Say: It’s a… ., and elicit ball. Then play the second
Speaking: can use a few simple words to describe
sentence (It’s a ball). Do the same with the other sentences.
objects, e.g. colour, number, if supported by pictures
(19); can sing a simple song, if supported by SUPPORT Point to a toy from the picture and ask: Is it (red)? Elicit yes/no
pictures (22) answers from the class.
STRETCH Pupils work in pairs, taking turns to describe a toy from the
picture (e.g. It’s green.) for their partner to point to the corresponding toy in
Teacher toolkit the picture.
Teaching grammar Audioscript (track 2.5)

Include the indefinite article a as you review the It’s black and white. // It’s a ball.
names of toys, e.g. a ball, a yo-yo. Help pupils to It’s brown. // It’s a teddy bear.
notice that a is used with the noun (a + ball). This will
be helpful in this lesson as pupils hear the structure Teaching star
It’s… . with nouns (e.g. It’s a ball.) and they also hear Support understanding Show pupils a gesture to accompany It’s… .,
It’s… . with colours or adjectives (e.g. It’s green. e.g. raising your right arm in the air. Every time you raise your right
It’s small.). arm, pupils say: It’s… . Raise your right arm, then point to a flashcard to
elicit It’s (a kite). It’s (yellow). Repeat with other flashcards. This will help
Differentiation pupils use the target structure correctly in the oral activity below.
Some pupils won’t yet be ready to produce sentences.
They will only be able to produce the names of
individual vocabulary items. However, you can Practice
develop pupils’ receptive understanding of the 2 Colour. Then point and say.
structures by using sentence prompts It’s a… . or • Point to each of the pictures and ask: What’s this? (puppet, bed, ball,
It’s… ., getting pupils to complete the sentence with teddy bear).
the correct vocabulary item.
• Pupils colour the pictures, using any colour(s) they like.
• Demonstrate the activity, using a flashcard. Say: It’s (purple and green). It’s
a (teddy bear).
• Invite a confident pupil to bring their Pupil’s Book to the front of the class.
Ask them to describe one of their pictures, e.g. It’s a (ball). It’s (blue).
SUPPORT Use a pupil’s completed pictures and say: It’s a… . It’s… . Pupils
complete the sentences with the name of the toy and the colour (kite, yellow).
STRETCH Pupils work in pairs, taking turns to point to one of their pictures
and describe it using full sentences if possible.
66

LESSON 3
2
Grammar
Audioscript (track 2.6) Toys, toys, toys!
[chorus] Toys, toys, toys! Toys for me.
1 2.5
Listen, point and say. Toys, toys, toys! Toys for you.
Toys, toys, toys! Woo hoo!
It’s a ball. It’s a ball. It’s small. It’s blue. [x2]
It’s a puppet. It’s a puppet. It’s big. It’s brown. [x2]
It’s a scooter. It’s a scooter. It’s big. It’s green. [x2]
[chorus]
Extra activity (fast finishers) Pupils draw a

2 Colour. Then point and say.
picture of a simple bedroom with a bed, a desk
1 2 and a chair. Then they draw three toys. Ask
pupils to work in pairs, taking turns to say the
names of the objects in their picture.
Wrap-up
3 4 • Play Stand in order (see Games Bank p.206).
Ask a few pupils to come to the board, and give
them the flashcards showing items from the
Toys, toys, toys! song (track 2.6). Pupils listen to
the lyrics and stand in the order in which the
words from their flashcards appear.
3 2.6
Sing-along leave class.

I can describe objects. 21 1 2.3 Listen and colour. 1 yellow, 2 pink,
3 brown, 4 blue
• Pupils listen to the audio and point to
Sing-along the pictures. They colour the pictures as
described on the audio.
• Point to the picture of Sulley and ask: Who’s this? (Sulley). Point to the picture of
the boy. Ask: What toy? and elicit ball. Ask: What colour? (black, white). 2 Find and colour. Then say. teddy bear, green;
scooter, blue; ball, pink; kite, orange
• Play the song audio. Pause after each verse and ask: What toy? (ball). What
• Pupils colour the dotted sections of the
colour? (blue).
puzzle to reveal the hidden objects. They
• Demonstrate the TPR actions for the song. Play the whole song, and pupils do the say the objects and colours: It’s a (kite).
TPR actions. Play the song a third time, and encourage pupils to join in with some It’s (orange).
of the words as they do the TPR actions and dance. When pupils are confident with
the words, play the karaoke version (track 2.6_karaoke), and they sing along.
TPR song
ball, puppet, scooter – use the TPR actions from Lesson 2
toys – mime using any toy
Woo hoo! – hold both arms up in the air
big – spread arms wide
small – cup hands together
67

Objectives Warm-up
Lesson aim: understand a story about playing together • Before the lesson, stick the yo-yo flashcard somewhere in the classroom.
Story language: Let’s play! Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Heroes song together (track 0.1). Make Mickey show the story cards from
Recycled language: toys; colours; It’s a (puppet).
the Unit 1 story. Point to Maya in the story cards and ask: Is she happy or
It’s (pink).
sad? (happy/sad).
Receptive language: Come here. Bring Ted the
Make Mickey act grumpy. Say: Mickey is grumpy. Where’s Mickey’s yo-yo?
teddy bear.
Pupils look for the yo-yo flashcard and bring it to Mickey. Then make
Materials: Audio; Flashcards / Word cards (yo-yo); Mickey act happy and say: Thank you!
Story cards (Units 1 and 2); Mickey Mouse puppet;
(optional) old sock or piece of card, stick or ruler Presentation
1 2.7 Listen to the story. Who’s got a yellow puppet?
Skills Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
Listening: can understand a few basic words and phrases It’s story time!
in a story that is read aloud (18) • Point to the small picture of the puppet and elicit the word puppet. Elicit its
Speaking: can repeat phrases and short sentences, colour: yellow. Pupils look at the story pictures to find the yellow puppet.
if spoken slowly and clearly (16) • Play the audio. Pupils listen to the story and follow in their books.
after each story frame to ask a comprehension question, e.g. Who’s this?
Teacher toolkit (point to Cam) Is Cam happy? (no) Who is Cam’s puppet? (Ted – the
teddy bear). Ask: Who’s got a yellow puppet?, and pupils answer.
Story summary
Spot! Pupils find the yo-yo. (Answer: story frame 4)
The puppet show
The children are making puppets at school. Cam
arrives later and doesn’t have a puppet. He feels left Practice
out because he can’t join in with his friends. Then 2 2.8 Listen, point and say.
Leyla has got an idea – she asks Cam to bring Ted the • Point to the small pictures and ask: Who’s this? (Cam, Leyla, Maya).
teddy bear, and Cam joins in with the puppet show. Play the first part of the audio, then pause for pupils to point to the
corresponding character (Maya). Do the same with the second part of the
audio (Cam) and the third part of the audio (Leyla).
• Play the audio again, and pupils join in, if possible.
In the story, Cam feels different emotions (grumpy,
• Give each pupil a role: Maya, Cam or Leyla. Play the audio, and pupils
happy). Ask pupils to look at Cam’s face and body,
role-play their character in the scene, saying the lines if they wish to.
and to identify his feelings in each scene. Encourage
them to copy Cam’s body language. Pupils act out Audioscript (track 2.8)
feeling grumpy and happy. 1 Maya: It’s a puppet.
Self-awareness 2 Cam: Hello, everyone.
3 Leyla: Cam! Come here.
3 2.9 Look and match. Then listen and say.

• Pupils look at the picture of Cam and then find the same picture in
the story (frame 4).
• Elicit the emotion shown in each smaller picture (happy, sad,
grumpy). Ask: Is Cam happy/sad/grumpy? Pupils draw a line to
match the picture of Cam to the correct smaller picture.
• Play the audio, and pupils repeat the phrase and act out grumpy
behaviour.
I’m grumpy!
68

LESSON 4
2
The puppet show
Story
2 2.8
1 2.7
Listen to the story. Who’s got a ? Leyla
1 2
Maya: It’s a puppet. Peter: Hello, Cam! 3 2.9

Look and match. Then listen and say.
It’s pink and purple. Cam: Hello, Peter.
Peter: Wow! Hello, everyone.
3 4
Boy: Cam. It’s a yo-yo.
Let’s play!
Cam: I’m grumpy!
Cam: Oh! It’s a puppet!

Maya: Yes! 4 Act out the story.
6
5
Leyla: Cam! Come

here. Bring Ted the
teddy bear! Leyla: Hello, Ted!
The end
Cam: Grrrr!
Spot!

• Point to each photo and elicit happy/grumpy. Then pupils find the Place the story cards on the board in random order. Pupils come
story frames where Cam shows these emotions (happy – frames 2 up to the board and place the story cards in the correct order.
and 6, grumpy – frames 4 and 5). Make the Mickey Mouse puppet nod for the correct order or
• Pupils act out different parts of the story and say some of the shake his head for the incorrect order, and they try again.
words, with or without the audio as a prompt. Walk around the Sing the Goodbye song (track 0.7), and pupils say goodbye to
class, praising pupils’ acting efforts. Watch individual pupils and Mickey as they leave class.
say: Wow! You’re grumpy.
SUPPORT Pupils act out the whole story as a class with the audio. Activity Book page 20
They can choose to repeat the lines or just do actions.
STRETCH Pupils act out the story in groups of five (Cam, Maya,
1 2.4 Listen and tick (✔) or cross (✘). Then point and
Peter, Leyla and Boy). Confident pupils can say some of the words.
say. 1 ✘, 2 ✘ , 3 ✘
• Pupils listen again to the story. They tick or cross each
Extra activity (story extension) Pupils make a simple puppet, picture according to whether it’s true or false in the story.
using an old sock or a piece of card stuck to a stick or ruler. They
use the puppets to say: Hello! I’m (name). Goodbye! 2 Match and say. 1 b, 2 a
• Pupils look at the story pictures in their Pupils’ Book. They
find Cam in story frames 2 and 4 and notice how he feels.
They draw matching lines between the pictures and Cam,
according to how he feels in each frame.
69

Objectives Warm-up
Lesson aim: ask and answer about toys Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: car, doll, toybox, train; Is it a puppet?
Yes./No. Remind pupils of the story from Lesson 4. Make Mickey show different
story cards, point to different toys and room items and ask: What’s this?
Recycled language: toys; colours; It’s a kite.
Elicit: It’s a… .
Receptive language: new house; It’s big/small.; Thanks.
• Play the story audio again (track 2.7), and pupils mime each of the
Goodnight.
characters as they speak.
Materials: Video 2B; Audio; Flashcards / Word cards
(Room, Toys 2); Story cards (Unit 2); Mickey Mouse Presentation
puppet; (optional) a mystery box/bag; (optional) close-
up photos/pictures of vocabulary items from Unit 2;
(optional) small toys and cloth bag; (optional) piece of
coloured card
1 2.10 Listen, point and say. Then play.

Skills • Point to the photos. Invite pupils to say any toy words they already know.
Listening: can identify everyday objects in their
• Say: Listen and point. Play the audio, and pupils listen. Play the audio
immediate surroundings or in pictures from short, basic
descriptions (e.g. colour, size), if spoken slowly and
clearly (19)
• Say a number, e.g. one, and pupils say the word (car). Repeat with other
Speaking: can ask about the identity of an object, using
numbers and words.
a basic phrase (21)
• Pupils can play the game in pairs, taking turns to say a number and the
corresponding toy word.
Teacher toolkit Audioscript (track 2.10)
1 car // 2 train // 3 doll // 4 toybox
Video summary – 2B
Is it a bed? Videoscript see p.200 2 2B Watch and tick (✔). Video story
Mike and Sulley move into a new house. Their new • Ask pupils to look once more at the Big Picture in Lesson 1, and
landlord shows them around the house. He shows remind them of the film Monsters University. Point to Mike and Sulley and
them to their room, which is very small! The video elicit their names. Review the Lesson 1 vocabulary, pointing to room items
presents examples of the target grammar in context, and eliciting the words.
e.g. Is it a toybox? No.
• Point to the small pictures and elicit the words (toybox, bed).
Teaching grammar video time!
Provide a context for pupils to ask questions by • Play the video, and pupils watch. Play the video again, pausing after
making a mystery box or a mystery bag. Place a we see the bed [1:07]. Ask again: What’s this? (bed). Point to the small
flashcard or an item inside the box. Model the pictures, and pupils tick the object they see in the video.
question: Is it a (kite)? Then invite individual pupils to
use the questions to guess what item is inside the box Practice
or bag.
3 2.11 Listen and circle. Then ask a friend.
• Point to the close-up pictures on the left of the activity. Ask: Is it a (doll)?
Is it a (puppet)?, etc.
• Point to each of the pictures on the right and elicit the words (puppet,
poster, desk, toybox, train, car).
• Play the first exchange in the audio and ask: Is it a puppet? (No.) Is it a
poster? (Yes.). Pupils circle the picture of the poster.
• Play the second and third exchanges, pausing after each exchange for
pupils to think and circle the correct picture.
70

LESSON 5
2
Teaching star
1 2.10
Listen, point and say. Then play. Application Take close-up photos of
vocabulary items from the unit. Alternatively,
ask pupils to draw some close-up pictures of
their own or bring in some photos of toys cut out
from magazines. Show the pictures/photos and
1 2 3 4 invite pupils to guess the items, using the target
structure Is it a… ?
2 2B
Extra activity (class game) Play Up close

(see Games Bank p.206). Cut out a magnifying
glass-shaped hole into a piece of coloured card.
Place it over a toy flashcard so that pupils can
✔ only see part of the picture. Ask pupils to guess
the toy.
3 Listen and circle. Then ask a friend.

2.11
Wrap-up
1 • Play It’s in the bag (see Games Bank p.206). For
this version, bring in a selection of small toys and
place them in a cloth bag. Invite pupils to put
2 their hand in the bag and guess what each toy is,
asking: Is it a… ? Pupils say: No. / Yes. It’s a… .
3 goodbye to the Mickey Mouse puppet as they
leave class.

Extra Go online
24 I can ask and answer about toys. Audioscript see p.202
Lesson Phonics
1 2.5 Listen and circle. 1 b, 2 a, 3 b

• Pupils look at the pictures and name the
• Play the audio again, this time pausing after each question for pupils to answer toys. They guess which toy is in each box or
No. / Yes. It’s a… . Then play the audio for pupils to check their answers. bag. Then they listen to the audio and circle
SUPPORT Use flashcards to drill the questions and answers with the whole class as the correct toy in each pair.
many times as necessary. 2 Draw a toy for Sulley. Then ask a friend.
STRETCH Pupils work in pairs, taking turns to ask and answer questions about the • Pupils draw a toy for Sulley. They then ask
pictures, following the model in the audio. They can also point to other pictures in and answer in pairs, using the language in
the unit. activity 1 as a model.
1 Is it a puppet? // No. Online module Phonics Extra
Is it a poster? // Yes. It’s a poster. Lesson
Words with Dd, Ee and Ff sounds in initial
2 Is it a toybox? // No.
position
Is it a desk? // Yes. It’s a desk.
3 Is it a car? // No. desk, elephant, family
Is it a train? // Yes. It’s a train.
71

2 Lesson 6: Myself and others I’m not grumpy Pupil’s Book page 25
Objectives Warm-up
(track 0.5).
Target language: grumpy; I’m not grumpy.
• Show the Myself and others poster and review happy and sad. Point to the
Recycled language: I’m happy/sad. Let’s play!
happy girl in the Unit 1 picture and elicit I’m happy. Then point to the sad
Materials: Audio; (optional) Video 2A, Video 2B; girl in the Unit 1 picture and elicit I’m sad.
Myself and others poster; Stickers; Mickey Mouse
Make Mickey act out sad/happy/grumpy behaviour, and ask: Is Mickey
puppet
happy? Is he sad? Is he grumpy?
1.12 Listen and sing.

Skills • Play the song audio, and pupils join in with the words and the actions.
• Ask: How do you feel? Are you happy?, and pupils respond.
supported by pictures or gestures (16)
Presentation
Speaking: can say how they feel, using a limited range
of common adjectives, e.g. happy (22) 1 2.12 Tick (✔) grumpy. Then listen, point and say.
• Remind pupils of the situations and the characters in Video 2A in Lesson
1 and the story. If required, play Video 2A and look at the story again.
Teacher toolkit • Pupils look at the pictures and say the names of the characters (Mike, Cam).
• Point to the first picture and ask: Is Mike happy? Is he sad? Is he grumpy?
Identifying my emotions 2 Mime each emotion as you say the word. Do the same for the other
In this lesson, pupils build upon the basic emotions pictures.
of happy and sad, and explore how their emotions • Say: I’m grumpy. Mime the emotion and ask: Who is grumpy?, pointing to
can change in different situations. At this age, pupils the four pictures. Pupils tick the pictures showing characters being grumpy.
are starting to develop behavioural strategies to
manage their emotions. Using L1, discuss when • Play the audio, and pupils point to the pictures.
Mike is grumpy in the video (when Sulley makes a • Play the audio again, pausing after each sentence for pupils to repeat and
mess in his room) and when Cam is grumpy in the act out I’m grumpy or I’m not grumpy.
story (when he hasn’t got a puppet). Audioscript (track 2.12)
Self-awareness Mike says, ‘I’m grumpy.’
Mike says, ‘I’m not grumpy.’
Cam says, ‘I’m grumpy.’
Home-school link Cam says, ‘I’m not grumpy.’
Ask pupils to notice when they feel grumpy at home
and to choose an activity or strategy from this lesson Teaching star
that helps them feel better. Encourage them to teach
Social and emotional learning Make use of Videos 2A and 2B
one of these strategies to a family member.
to help pupils remember the stories and to lead a discussion of the
emotions that are shown. Pupils act out and name the emotions as they
watch. Pause the video as suitable, to discuss why the characters are
feeling these emotions, using L1 as necessary.
Practice
2 2.13 Listen and circle. Then act and say for you. TPR
• Pupils look at the first photo. Ask: Is he grumpy? and elicit answers, getting
pupils to do a grumpy or not grumpy face. Then play the audio, and pupils
circle the correct picture. Do the same with the second photo.
• Using L1, ask pupils how they feel when they eat vegetables. Then ask
how they feel when they’re having fun and they have to go home. Elicit
grumpy or not grumpy.
72

I’m not LESSON 6
2
Myself and others
grumpy STRETCH Pupils work in groups to choose three
strategies. They act them out for the class. Ask: grumpy
or not grumpy? and elicit responses from the class.
1 2.12
Tick (✔) . Then listen, point and say.
1.12 A: I’m grumpy.
Listen B: Let’s play!
and
sing. A: I’m not grumpy now!
✔ ✔ elicit that Leyla is trying to help Cam stop feeling
grumpy. Encourage the class to act grumpy, and
invite one pupil to try to make them feel better.
2 2.13
Listen and circle. Then act and say for you. TPR
Repeat with other pupils. Then pupils stick the sticker
in their books.
1 Rubric
1 2
Extra activity (extension) Pupils work in pairs,

taking turns to act grumpy for their partner to
try out different strategies to make their friend
feel better, e.g. singing a song, dancing, reading
a story, taking deep breaths, counting to six,
doing something funny.
3 2.14
Listen and tick (✔). Then say.
1 2
I’m a
hero! Wrap-up
• Draw pupils’ attention once more to the Myself
and others poster and ask them to identify the
picture that reflects the lesson aim. Point to the boy
in the picture and elicit I’m grumpy. Then point to
the girl in the picture and elicit I’m not grumpy.
✔ • Play Behind the doors (see Games Bank p.206).
Self-awareness: I can say how I feel. 25 Hold your hands in front of your face like two
closed doors. Make a happy or a grumpy face.
Ask pupils to guess the emotion. Pupils then play
in pairs.
• Using L1, elicit more situations when pupils feel grumpy, e.g. when they don’t want
to do something or when their favourite toy breaks. Invite pupils to act out each Sing the Goodbye song (track 0.7), and pupils say
situation and ask the class to say how they feel: grumpy or not grumpy. goodbye to the Mickey Mouse puppet as they
leave class.
1 Mmm. I’m not grumpy. Activity Book page 22
2 Mum! I’m grumpy.
1 Tick (✔) and say for you.
3 2.14 Listen and tick (✔). Then say. • Pupils look at the pictures and tick the
• Pupils look at the photos. Play the audio, and pupils point to the correct photo that situations in which they feel grumpy. They
shows how the boy feels at the end of the audio. compare their answers with a friend and say:
• Play the audio again, and pupils tick the correct photo. I’m grumpy. / I’m not grumpy.
• Ask: Is he grumpy? (yes). Ask (using L1 if necessary): What does he do? (plays a 2 Draw when you are grumpy. Tell
game with a friend). Then elicit more ideas about what you can do when you’re a friend.
grumpy, e.g. do something fun with a friend, dance or sing. • Pupils draw a situation in which they feel
SUPPORT Demonstrate a few strategies to help yourself or other people stop grumpy. They show their picture to a friend
feeling grumpy, e.g. take deep breaths, stamp around like a monster, pull funny faces and say: (I’m) (grumpy).
to make pupils laugh, put your hand on the Mickey Mouse puppet’s shoulder and ask:
Are you OK? After each strategy, pupils say or act: I’m grumpy. / I’m not grumpy.
73

2 Lesson 7: My world Maths: Shapes Pupil’s Book page 26
Objectives Warm-up
Lesson aim: understand and talk about simple shapes Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: circle, square, triangle
• Play Colour hunt (see Games Bank p.206) to review the names of colours.
Recycled language: colours; monster
Materials: Audio; Mickey Mouse puppet; (optional) Presentation
pictures of real objects showing different shapes, or real
objects in different shapes 1 2.15 Let’s explore! Listen, point and say.
• Pupils look at the pictures and say what colour the shapes are.
• Point to the first picture and say: It’s blue. It’s a… . and see if any pupils
Skills know the word circle. Do the same with the pictures of a triangle and
Listening: can recognise isolated words related a square.
to familiar topics, if spoken slowly and clearly and • Play the audio, pausing after each word for pupils to point to the correct
supported by pictures or gestures (16) shape.
Speaking: can repeat single words, if spoken slowly • Show pupils a TPR action for each shape: curve two hands together to
and clearly (10); can use a few simple words to make a circle; place your hands up together with your palms facing out
describe objects, e.g. colour, number, if supported by and join your thumbs to create a triangle; make L-shapes with your index
pictures (19) fingers and thumbs, then turn one hand and join it to the other hand to
make a square.
Teacher toolkit • Play the audio again, and pupils repeat the shape words, then do the
TPR action.
Cross-curricular SUPPORT Say the name of each shape, and pupils do the TPR action.
Recognising and comparing shapes helps develop STRETCH Pupils work in pairs, taking turns to point to a shape for their
pupils’ visual-spatial awareness. Help pupils connect partner to name.
their learning with the real world by asking them to
look around the classroom for things with each shape,
e.g. circle – clock, square – window. If possible, bring Shapes
in some pictures of real objects showing each shape 1 circle // 2 triangle // 3 square
and ask pupils to classify them according to shape.
Teaching star
Linguistic competence Pupils may need support in pronouncing
Home-school link
triangle, circle and square. Break up the words into syllables and drill
Pupils find more examples of shapes at home, in their each one, e.g. tri – an – gle, showing pupils how to make the correct
toys or in things around the home. They can show and shapes with their mouths.
name the shapes to their families.
Practice
2 Think Find and say. Then circle.
• Pupils look at the photo of a bedroom. Ask: What shapes can you see?
Can you see a (circle)? Point to an item in the photo and say: Look, it’s a
(circle). Give pupils time to look and point to different shapes they see.
• Ask: How many circles? Count the circles as a class (four). Then point
to the circle icon and the two number options. Ask pupils to circle the
number 4.
• Do the same with triangles and squares.
• Pupils compare their answers in pairs, then check as a class. Say:
(triangles), and pupils answer with the corresponding number (five).
74

LESSON 7
2
Shapes
Maths
My world
Thinking skills Analyse

1 Let’s explore! Listen, point and say. After activity 3, pupils can swap their Pupil’s
2.15
Books and describe each other’s shape monster
1 2 3 pictures: It’s a (triangle). It’s (red). Pupils can
vote for their favourite shape monster picture.
Extra activity (extension) Pupils sit in pairs,

one behind the other. Tell the pupil sitting at the
2 Think Find and say. Then circle. back to think of a shape and to use their finger
to draw it on their partner’s back. The pupil
sitting at the front guesses the shape. Then they
2 4 both turn around and repeat. They can do this a
few times, drawing a different shape each time.
2 5
Wrap-up
• Play Monster munch (see Games Bank p.206).
1 4
Draw a picture of a monster on the board. Tell
pupils that today the monster can only eat
squares. Invite them to come to the front of the
3 Do Draw a shape monster. Then say. class and feed the monster anything of a square
shape, e.g. a book, a rubber.
leave class.
26 I can understand and talk about shapes. 1 Draw and colour. 1 yellow triangle,
2 red circle
• Pupils name the shapes in the first sequence
(square, triangle, square, triangle, square).
3 Do Draw a shape monster. Then say.
They draw and colour the final shape in the
• Draw a shape monster on the board using either a circle, a triangle or a square for sequence. They then do the same for the
its body. Say: Look at my monster! What shape is it? second sequence.
• Pupils look at the two shape monsters in the picture and they name the shapes 2 Colour. Then say and count. 5 squares,
(square, triangle). 3 triangles, 6 circles
• Pupils choose a shape and draw it in the space next to the shape monsters. Then • Pupils colour the shapes in the picture
they draw arms, legs and a face on their shape to turn it into a monster. according to the colour key. They count and
• Describe the shape monster on the board: It’s a (triangle). It’s (blue). It’s (grumpy). say the number of each shape.
• Ask pupils questions about their shape monster, e.g. What shape? Is it a circle?
What colour? Is it happy? Invite individual pupils to answer the questions about
their monster.
SUPPORT Invite one pupil to hold up their picture. Ask the class questions about
the pupil’s shape monster, allowing the class to answer all together.
STRETCH Pupils work in pairs or small groups, taking turns to present their shape
monsters to each other.
75

Objectives Warm-up
Target language: toys; objects; It’s a (doll). It’s (green). • Play What’s this? (see Games Bank p.206) with the flashcards from
Is it a (kite)? I’m grumpy. the unit.
Recycled language: colours • Play the song audio (track 2.6), and pupils join in with the actions. If pupils
Flashcards / Word cards (Room, Toys 1, Toys 2); Stickers;
Mickey Mouse puppet; Cut-outs (Unit 2), with a cut-out I can do it!
model prepared; My progress poster 1 Play and say.
• Show pupils how to do the maze activity. Point to Sulley at the beginning
of the maze and then point to Mike at the end of the maze.
Skills • Demonstrate with your finger how to move through the maze. Move your
Listening: can recognise isolated words related finger to the first picture and say: It’s a… . Elicit chair.
• Pupils work in pairs, taking turns to travel through the maze. When they
supported by pictures and gestures (16)
reach each picture, they say a sentence, e.g. It’s a scooter. Monitor as
Speaking: can say single words related to familiar pupils play, and provide support as necessary.
topics, if supported by pictures or gestures (18)
SUPPORT Do the whole maze as a class. Follow the maze with your finger.
When you reach a picture, say: It’s a… ., and pupils name the object in the
Teacher toolkit picture.
STRETCH Pupils play the game in pairs, taking turns to make a statement or
Video review ask their partner a question about the picture, e.g. Is it a (chair)? Is it (red)?
You can return to Video 2A and Video 2B at the Let’s talk!
end of the unit for a ‘second play’. Ask pupils to stand 2 2.16 Listen and point. Then make and play.
up as they watch. They jump when they hear one of
• Hand out the cut-outs, and pupils look at the small pictures of toys. Play
the words from the unit.
the audio, pausing for pupils to point to the picture of the kite and the
picture of the scooter.
Home-school link • Show pupils the model toybox and cut-out toy cards you have prepared.
Pupils use the language they’ve learnt in the unit to • Pupils use scissors to cut carefully around the dotted lines of the toybox
describe their toys at home, e.g. It’s a puppet. It’s red. and the toy cards. Help them fold and stick together the sides of the box.
• Place two toy cards inside your model toybox and close the lid. Pupils
guess which toys are inside, e.g. Is it a (ball)?, until they have correctly
identified both toys.
• Play the game as a class. Invite a pupil to put a toy inside their toybox.
Show a toy flashcard and elicit from the class the question Is it a… ?, for
the pupil to answer.
SUPPORT Pupils can play the game in mixed ability pairs. The less
confident pupil answers their partner’s questions using yes or no.
STRETCH Pupils can play the game in mixed ability pairs. The more
confident pupil asks Is it a… ? and says full sentences to name the toys, e.g.
It’s a ball.
A: Is it a kite?
B: Yes. It’s a kite. It’s yellow, green and red.
A: Is it a ball?
B: No.
A: Is it a scooter?
B: Yes. It’s a scooter. It’s pink.
76

LESSON 8
2
I can do it! Review
Wrap-up
1 Play and say. and ask them to identify the picture that reflects
listen (I can talk about my things. I can say I’m
(not) grumpy.).
play a game.
Cut outs
2 2.16
Unit 2 Listen and point. Then make and play.
Un
it 2
talk! Activity Book pages 24–25

Let’s
Cu
to
uts

Cut outs
My progress journal
Cut-outs 1 2.6 Listen and point.
Unit 2
pictures.
3 Draw your toy and say. 2 Tick (✔) what you know.
Then stick! ker • Pupils point to each picture and say the
Stic e
tim word if they can. They tick the words they
know in English.
✔ Unit 2! 3 2.7 Trace. Then listen and colour.

kite – blue; chair – orange; ball – yellow;
poster – green
27
• Pupils trace over the dotted lines to
complete the objects in the bedroom. Play
the audio, and pupils point to each object.
3 Draw your toy and say. Then stick!
r
Sticke
time Play the audio again, pausing after each
• Ask pupils to think about their own toys and draw a picture of one of them. exchange for pupils to colour each object.
• In pairs, pupils ask and answer about their drawings, e.g. Is it a (car)? More 4 What’s in your room? Circle and say.
confident pupils can describe their drawing to the class: It’s a (teddy bear). • Pupils circle the objects and toys they have
• Pupils stick the sticker to show they have completed Unit 2. got in their own bedroom. They compare
with a friend and name the objects they
have circled.
My Star and Hero! Pupils look at the picture of Mike on p.2 in the Pupil’s Book.
They describe Mike, e.g. He’s a monster. He’s green. He’s grumpy. Choose and stick.
Stick
time
er

Pupil’s Book and Activity Book and think
Extra activity (whole class) Set up the classroom as a market. Set up several about the activity they enjoyed most. They
desks as stalls and place several toy and room flashcards on each one. Put stick their star sticker next to it.
pupils in groups around the ‘stalls’. Invite one pupil in each group to role-play
a stallholder and ask the other pupils to role-play people who are shopping.
Demonstrate a simple dialogue and encourage pupils to have similar
conversations, e.g. Hello. / Hello. Look! It’s a (scooter). / It’s (blue).
77

2 Project My toybox Pupil’s Book page 89
Objectives Warm-up
Lesson aim: make and present my toybox poster Greet pupils with the Mickey Mouse puppet.
Target language: Hello, I’m (Mia). It’s my (toybox). Make Mickey hold up room and toy flashcards, e.g. bed, desk, puppet,
It’s (blue). scooter, and elicit the words.
Recycled language: toys, colours • Play the chant audio (track 2.2), and pupils join in with the actions.
Receptive language: friends, teacher
Let’s review
Materials: Audio; Flashcards / Word cards (Room,
Toys 1, Toys 2); Mickey Mouse puppet; pens, pencils, 1 9.3 Listen and say the number.
crayons, ruler, rubber, paper; (optional) pupils’ toys or • Pupils look at the picture of the toybox and say the toys they can see
objects from their bedrooms (teddy bear, train, ball). Point to each toy and ask: What colour? (blue,
yellow, green).
• Play the audio. Pupils listen and point to the toys and the toybox.
Skills • Play the audio again, pausing after each description for pupils to say the
Listening: can recognise familiar words in short phrases corresponding number, e.g. teddy bear – two.
pictures (19) Audioscript (track 9.3)
Speaking: can say single words related to familiar It’s my toybox.
topics, if supported by pictures (18) It’s my ball. It’s green.
It’s my teddy bear. It’s blue.
It’s my train. It’s yellow.
Teacher toolkit
Get ready
Project skills: Presentation
2 9.4 Listen and point. Then say.
In this lesson, pupils learn how to introduce
themselves and present the project they have • Explain to pupils they are going to draw a picture of their own toybox
created. Encourage pupils to stand up and show their and then present their picture to the class or to a friend. Pupils look at the
picture clearly to the class or to their friend. Model photo and say what they can see. Point to various people in the photo
the behaviour you expect of pupils when presenting and say: teacher, pupil. Point to various objects and ask: What colour?
their projects. Encourage them to stand up in front of (blue, red, pink).
the class, say their name clearly and show their poster • Play the audio, pausing after each sentence to demonstrate a TPR
so that everyone in the class can see it. action, e.g. wave for Hello, point to pupils and the teacher for friends
and teacher, make a square shape with your hands for toybox. Point to
something of the corresponding colour for blue.
Extend • Play the audio again, and pupils join in with the TPR actions.
Set up a table in the classroom and ask pupils to
• Play the audio a third time, encouraging pupils to join in with the words.
bring in to class a toy or another object from their
bedroom. Encourage pupils to name the toys and say: Audioscript (track 9.4)
This is my (ball). Then set aside a few minutes for free Hello, friends. Hello, Teacher. I’m Mia.
play, encouraging pupils to name and share their toys It’s my toybox. It’s blue.
with each other.
Create
3 Draw your toybox. Then tell the class.
78

Pr
esentatio UNIT 2
2
My toybox
n
Project
• When they are ready, pupils work in pairs,
taking turns to show and describe their toybox.
Encourage them to use the language from activity 2,
Let’s review
2 3 4 e.g. Hello. I’m (Alex). It’s my (doll). It’s (yellow).
1 Listen and
9.3
their picture to the class,
say the number.
1 ACHIEVE
Pupils draw and colour a picture of toys in a
toybox. They name each toy in their toybox,
using It’s my/a… ., and they say what colour it is.
Get ready They present their project clearly.
2 9.4
Listen and SUPPORT
point. Then say. Pupils recognise the names of toys and colours,
and they say individual words, e.g. yo-yo, blue.
STRETCH
answer about their toyboxes, e.g. Is it a
Create (puppet)? Is it (red)?
3 Draw your toybox.

Wrap-up
Put the pupils’ pictures around the classroom.
Encourage them to name the toys and colours
I can make and present my toybox poster. 89 they can see and respond to the pictures.
Activity Book page 87 Activity Book page 87

1 Find and colour the kite. Then point and say. 3 Think and colour for your project.
• Pupils look at the picture of the toybox and name the toys. They look at the • Pupils colour the stars to show how well they
kite in the rubric, then they colour the kite in the toybox in the same way. think they did in their project.
2 Now draw for you.
• Ask pupils to think about their own toys and to draw them inside the toybox.
• At this stage, depending on the time you have available, pupils can either use their
planning as a draft and create their toybox on a separate piece of paper.
79

3 My school

By the end of this unit, pupils can: Listening: recognise and understand words
• name classroom objects and count to ten for classroom objects and numbers, and simple
• talk about what they’ve got statements about quantity
• ask and answer about how many objects there are Speaking: talk about classroom objects and
possessions; ask and answer about quantity; help
• say how they feel (nervous, not nervous) themselves and others when they are feeling
• do simple sums nervous; say simple sums

backpack, book, crayon, marker, pencil, ruler paintbrush, pen, pencil case, rubber
Vocabulary chant: My backpack on my desk How many books? I’ve got… .

seven, eight, nine, ten Self-awareness: Identifying my emotions 3
nervous; I’m not nervous.
Lesson 3 Grammar It’s OK. Don’t worry.
I’ve got a pen. I’ve got two rulers.
Song: This is my backpack Lesson 7 Maths
My world
Maths: Plus and minus
Lesson 4 Story is, minus, plus
The surprise
surprise, tortoise; Wow! Lesson 8 I can do it!
Cut-outs I’ve got six pencils.
Project My desk
Self-management skills: preparing for project work
I’ve got my (pencil). I’m ready!
80

Unit overview
Forky
A toy that Bonnie made
from a recycled fork and
craft materials. Forky doesn’t
feel at home with the toys Buzz Lightyear
and prefers to live in the bin!
A space ranger action
figure. He’s strong, brave
and is a natural leader.
Bonnie
A little girl who is now
the owner of Andy’s toys,
including Woody. Bonnie
is starting kindergarten and
she is nervous. But she feels
comforted by her toys.
Woody
A cowboy sheriff toy. He’s
loyal and will do anything
to protect his human friends. Bo-Peep
A shepherdess toy. Bo is a
tough, brave, funny girl who
always tries to help others.
Bonnie has got a new toy that she has made at school: Forky. Bonnie and her family go on a trip, and she
takes all her favourite toys, including Woody. Unfortunately, Forky doesn’t think he’s a toy and he keeps
trying to escape. Woody and the other toys have lots of adventures trying to rescue Forky and bring him
back to Bonnie. you kn ow
Did
The antiques
store in Toy Stor ?
y4
eo stor
Vid
contains lots of
ies references to ot
hidden
her Pixar
Video 3A: Bonnie’s toys films, including
objects
from A Bug’s Li
Video 3B: How many? fe and
Finding Nemo.

Lesson
Words with Gg, Hh and Ii sounds in initial position
girl, hat, in
81

Objectives Warm-up
Lesson aim: name classroom objects Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: backpack, book, crayon, marker,
pencil, ruler
Presentation Video story
Recycled language: room; toy, mum, dad; This is
• Pupils look at the Big Picture. Introduce the film and the characters:
(the teacher).
This is the film Toy Story 4. This is (Bonnie/Woody / Buzz Lightyear /
Receptive language: It’s big. Let’s make a toy. Who’s Bo Peep).
this? Bonnie’s nervous.
• Point to a desk and chair in the Big Picture and ask: What’s this? (a desk)
Materials: Video 3A; Audio; Flashcards / Word cards What colour is it? (brown) Is it big? (yes).
(School items 1, Level characters); Sticker (Forky);
Mickey Mouse puppet 1 3A Watch and tick (✔).
• Demonstrate a TPR action for each toy: strong arms (Buzz), put on hat
(Woody), hold a staff (Bo).
Skills Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey. It’s
Listening: can recognise isolated words related video time! Let’s watch!
• Play Video 3A, and pupils do the corresponding TPR action when they
see any of the toys in the video.
chants (18) • Point to each small toy picture and ask: Is he/she at school? Pupils answer
yes or no. Then ask pupils to tick the toy from the video.
Speaking: can name a few everyday objects (10); can
say single words related to familiar topics, if supported
by pictures or gestures (18); can recite a short, simple 2 3A Watch and circle for Bonnie.
rhyme or chant (16) Make the Mickey Mouse puppet act out happy, sad and grumpy,
and elicit the words.
• Use facial expression to pre-teach nervous.
Teacher toolkit
• Play the video again, pausing at 0:28 (sad), 1:43 (nervous) and
Video summary – 3A 3:40 (happy), and pupils point to the small pictures.
Bonnie’s toys Videoscript see p.200 • Ask pupils to circle the correct pictures that show how Bonnie feels
It’s Bonnie’s first day at school. Bonnie doesn’t know in the video.
any of the children and she sits at a desk on her own.
But Woody, Bonnie’s toy friend, helps her make a Flashcards / Word cards (optional) Show the flashcards one by one to
new friend. introduce the new vocabulary. Repeat several times, encouraging pupils to
nervous Practice
Use the video story to talk about Bonnie’s 3 3.1 Listen and point. Then say and play.
feelings and behaviour in different situations.
• Hold up the classroom object flashcards. Pupils explore the Big Picture
Pupils demonstrate Bonnie’s feelings, using facial
and find some of the classroom objects.
expression and body language.
• Play the audio, pausing after each word. Pupils point to the objects in the
Self-awareness small pictures. Check that they are pointing to the correct item. Play the
audio again, pausing for pupils to say the words. Play the audio a third
time, and pupils point to and say the objects.
• Point to different classroom objects in the small pictures, and pupils say the
correct words
SUPPORT Demonstrate TPR actions for each classroom object (see TPR:
chant). Say a word, and pupils do the corresponding action.
STRETCH Pupils play the game in pairs, taking turns to point to the
classroom objects for their partner to name.
82

3
3 My school
LESSON 1 Vocabulary
2 3A
Watch and circle for Bonnie.
3 3.1
Listen and point. Then say and play.
1 2 3 4 5 6
4 3.2
1 3A
✔ ?
Collect
28 I can name classroom objects. your friend! 29
page 2
Audioscript (track 3.1) Collect your friend! Show the flashcard of Forky to help
1 backpack // 2 book // 3 ruler // 4 marker // 5 pencil // 6 crayon ? pupils identify the correct sticker. Pupils stick the sticker on p.2
in the Pupil’s Book. Ask: Who’s this? (Forky).
• Place the book flashcard on a desk at the front of the classroom. Wrap-up
Say: Look! My (book) on my desk. Do the same with the other • Play What’s this? (see Games Bank p.206). For this version, use
flashcards, one by one. Play the audio and demonstrate the TPR the school items flashcards.
actions while pupils listen to the chant. Sing the Goodbye song (track 0.7), and pupils say goodbye to the
• Pupils work in groups. They place the classroom objects on a desk Mickey Mouse puppet as they leave class.
and point to each one when they hear it in the chant. Play the
audio a third time, and pupils join in and do the TPR actions. Activity Book pages 26–27
TPR chant Audioscript see p.202

backpack – mime putting on a backpack 1 3A Watch again and circle.
book – mime opening a book 1 Where’s Bonnie? b

• Pupils watch the video again and circle the picture that
ruler – mime drawing a line with a ruler shows where Bonnie is.
marker – mime writing on the board with a marker 2 She’s… a
pencil – mime drawing a house • Pupils look at the picture of Bonnie. Ask: Is she happy or
crayon – mime colouring with a crayon nervous? Pupils circle the corresponding emoji.
2 3.1 Listen and colour. Then say. 1 orange, 2 red, 3 yellow,
Audioscript (track 3.2) My backpack on my desk 4 blue, 5 purple, 6 green
Look! [x2] My backpack on my desk. Look! [x2] My book on my desk. • Pupils name the classroom objects they can see. Play the
Look! [x2] My ruler on my desk. Look! [x2] My marker on my desk. audio, and pupils point to the objects. Play the audio again,
Look! [x2] My pencil on my desk. Look! [x2] My crayon on my desk. pausing after each line for pupils to colour in each object.
83

Objectives Warm-up
Lesson aim: count to ten Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: seven, eight, nine, ten
Make Mickey hold different classroom objects, e.g. pencil, book, crayon,
Recycled language: numbers 1–6; classroom objects
ruler, and ask: What’s this?
Materials: Audio; Flashcards / Word cards (Numbers
• Say: Listen and chant! and play the chant (track 3.2). Pupils join in and do
7–10); Mickey Mouse puppet; (optional) various
the actions.
classroom objects
Presentation
Listening: can recognise cardinal numbers up to ten
in short phrases and sentences, if spoken slowly and
clearly (10)
Speaking: can use cardinal numbers up to ten (10); 1 3.3 Listen, point and say. Then play.
can say how many things there are up to ten (13) • Place crayons one by one on a desk. Count with the class: one, two, three,
four, five, six. Then place one more crayon and elicit or prompt: seven.
Do the same with eight, nine and ten. Count all the crayons with the class,
Teacher toolkit from one to ten.
Teaching vocabulary • Say: Listen and point. Play the audio, and pupils point to the
corresponding photos.
Place seven to ten varied classroom objects on the
desk, e.g. pencils, crayons, rulers, markers, all of them • Play the audio again, pausing after each number. Pupils point to the
together adding up to a maximum of ten. Count corresponding photos and repeat the words.
each of the objects, e.g. pencils, with pupils, and ask: • Point to different photos, and pupils count from one to the number shown
How many (pencils)? Do the same for each of the in the photo.
objects. Then count all the objects together, and SUPPORT Say a number from seven to ten, and pupils point to the correct
elicit the total number (should be no more than ten in photo. Then count as a class, from one to that number. Repeat with different
total). Repeat a few times with different numbers of numbers.
classroom objects.
STRETCH Pupils work in pairs to play a game, taking turns to point to a
photo for their partner to count the number of crayons.
Home-school link Audioscript (track 3.3)
Pupils count different objects for their families in their seven… eight… nine… ten
home, e.g. the number of chairs in the house or the
number of flowers on a plant.
Practice
2 3.4 Colour. Then listen, count and say.
• Point to the first picture and say: Let’s count! Count the books with pupils.
Demonstrate colouring eight books, then pupils colour the books. Repeat
for the markers and rulers.
• Play the audio. Pupils listen to the first exchange and say how many books
there are (eight). Ask pupils to count the books aloud with you. Repeat for
the markers and rulers.
• Say: books, and pupils count the books they coloured. Do the same with
markers and rulers, encouraging pupils to say, e.g. eight books.
SUPPORT Pause after each exchange to give pupils time to colour each set
of objects.
STRETCH Pupils work in pairs, taking turns to point to a picture for their
partner to count and say the number.
84

LESSON 2
3
Vocabulary
• Do the same to find and count the backpacks
(seven) and the pencils (ten). Count each item
1 3.3
Listen, point and say. Then play. as a class.
• Then say: Let’s count! (Books)? (eight). Pupils
count from one to the correct number for each
classroom object.
STRETCH Pupils work in pairs, taking turns to name
a school object from the scene for their partner to
2 Colour. Then listen, count and say. find and count.
3.4
a b c Extra activity (fast finishers) Pupils count

different objects in the classroom, up to ten,
e.g. posters, chairs, backpacks, windows.
Wrap-up
• Play Colour hunt (see Games Bank p.206). For
this version, name classroom objects of different
3 Find , and . Count and say. colours. Ask pupils to look for them, and point to
them or count them in the classroom, e.g. Find a
red marker.
leave class.

1 3.2 Count and colour. Then listen and
say. 1 7 rulers; 2 8 markers; 3 9 pencils;
30 I can count to ten. 4 10 crayons
• Pupils name the objects in the pictures and
read the numbers. Play the first line of the
Audioscript (track 3.4) audio. Pupils point to the rulers and count
a Books. // One, two, three, four, five, six, seven, eight. Eight books. along with the audio. Say: seven and show
b Markers. // One, two, three, four, five, six, seven, eight, nine. Nine markers. them the coloured number seven. Play the
c Rulers. // One, two, three, four, five, six, seven. Seven rulers. rest of the audio, encouraging pupils to
count along. Pause after each line for them
Teaching star to colour in the correct number.
2 Join the dots. Then say. backpack
Classroom management Some pupils will be faster at colouring, and
• Pupils join the dots to complete the picture
other pupils will want to take their time to colour carefully. Tell pupils
and say the name of the object.
that the aim of this activity is to practise counting numbers, and it isn’t a
test of their colouring skills. Ask them to use the same colour for all the
objects in a set, and tell them not to worry about being neat.
3 Find a book, a backpack and a pencil. Count and say.

• Point to the three small pictures and elicit the words (book, backpack and pencil).
Point to the scene and ask: Where are the books? Point to each book and count
them as a class (eight books).
85

Objectives Warm-up
Lesson aim: say what I’ve got Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: I’ve got a pen. I’ve got two rulers.
Place the classroom object flashcards on the board and give the backpack
Recycled language: classroom objects; numbers 1–10
flashcard to Mickey. Say: Look! Mickey’s backpack. Point to a flashcard,
Materials: Audio; Flashcards / Word cards (School e.g. marker. Then show a number flashcard, e.g. eight. Say: Eight markers.,
items 1, Numbers 1–6, Numbers 7–10); Mickey Mouse and pupils repeat. Do the same with different classroom objects.
puppet; (optional) a backpack/bag, pencils, crayons,
rulers, markers; (optional) pupils’ own backpacks Presentation
Skills • Pupils look at the pictures, and ask: Who’s this? (Bonnie, mum, dad). Point
Listening: can recognise isolated words related to various objects and say: What’s this? (backpack, pencil) Count the
to familiar topics, if spoken slowly and clearly and (pencils). (two) What colour? (green, blue).
supported by pictures and gestures (16); can get the gist • Play the audio, pausing after each line, and pupils listen. Play the audio
of a simple song, if supported by gestures (21) again, and pupils point to the corresponding picture.
Speaking: can use cardinal numbers up to ten (10); • Say: Bonnie says, I’ve got two… . And I’ve got a… . Ask pupils to say the
can name a few everyday objects (10); can sing a words to complete each sentence (pencils, backpack). Encourage pupils
simple song, if supported by pictures (22) to hold up their own backpack or pencil as they say the words.
Teacher toolkit Bonnie says, ‘Mum! Dad! Look! I’ve got two pencils. And I’ve got a backpack.’
Teaching grammar Practice

Bring to class a real backpack or bag and put some
2 Match. Then tell a friend.
pencils, crayons, rulers and markers inside. Use the
Mickey Mouse puppet to model guessing what is • Point to each of the pictures and ask: What’s this? (crayon, ruler, marker,
inside, e.g. Two crayons? Put your hand inside and pencil, book, backpack).
take out the crayons one by one, counting them • Point to the first picture. Say: I’ve got a ruler. Pupils point to the matching
as you do so. Say: I’ve got one (two, three, four) silhouette. Repeat for the other pictures.
crayon/s! • Give pupils time to draw matching lines between the classroom objects
and their silhouettes.
Differentiation • Invite pupils to compare their answers in pairs. Then check the answers as
Show pupils gestures for each word in the target a class. Say: I’ve got a (book). Ask pupils to repeat after you and point to
structure, e.g.: I (point to yourself), ’ve got (curved the corresponding picture.
hands, thumbs sticking up, bring your hands towards • Pupils work together in pairs, taking turns to say sentences, e.g. (I’ve got)
your chest), two (hold up two fingers), then use the (a book)., and point to the corresponding pictures.
TPR action for the classroom object, e.g. pencil. SUPPORT Pupils work in mixed ability pairs. They listen and point to the
picture their partner describes.
STRETCH Pupils work in mixed ability pairs. They say full sentences: I’ve
got a (backpack)., and their partner points to the pictures.
Teaching star
Growth mindset Praise pupils when they attempt to say something in
English, even if they don’t say it correctly or don’t use a full sentence.
Clap your hands and say: Well done! Then help them say it correctly,
e.g. I’ve got three pencils., and encourage them to try again. In the
Stretch activity, praise pupils for good communication and collaboration
during pair work.
86

LESSON 3
3
Grammar
TPR song
1 3.5
Listen, point and say. Look! – put hand over eyes and look around
backpack – mime putting on a backpack
book – mime opening a book
ruler – mime drawing a line with a ruler
marker – mime writing on the board with a marker
pencil – mime drawing a house
Audioscript (track 3.6) This is my backpack

2 Match. Then tell a friend. [chorus] This is my backpack. One, two, three.
This is my backpack. Look with me!
I’ve got a book. Look! Look! I’ve got a book in my
backpack.
I’ve got two rulers. Look! Look! I’ve got two rulers in
my backpack.
[chorus]
I’ve got four markers. Look! Look! I’ve got four
markers in my backpack.
I’ve got three pencils. Look! Look! I’ve got three
pencils in my backpack.
[chorus]
3 3.6
Extra activity (fast finishers) Pupils show each
Sing-along other what is in their backpacks, e.g. I’ve got (six
pencils). Look! My (pencil).
Wrap-up
I can say what I’ve got. 31 • Play Whispers (see Games Bank p.207). For this
version, use the structure: I’ve got (a crayon).
Sing-along Sing the Goodbye song (track 0.7), and pupils say
3 3.6 Listen, sing and act. goodbye to the Mickey Mouse puppet as they
• Point to the picture of Woody and ask: Who’s this? (Woody). What’s this? leave class.
(a ball). Point to the picture of the girl. Say: What’s this? (a pencil). Let’s count!
(eight) What colour? (pink, yellow, etc.). Activity Book page 29
• Play the song audio. Ask pupils to put some or all of the following classroom Audioscript see p.202
objects on their desk: a book, a pencil, a ruler and a marker. Pupils listen and point
1 3.3 Listen and match. 1 b, 2 c, 3 a
to each of the classroom objects on their desk as they hear them in the song. Pause
after each verse and say, e.g. (Books). Let’s count! • Pupils point to the pictures and name the
classroom objects in each pencil case. Play
• Demonstrate the TPR actions. Then play the whole song, and pupils do the
the audio (number 1), and pupils trace the
TPR actions.
example matching line from the boy to
• Play the song a third time and encourage pupils to join in with some of the words his pencil case. Play the rest of the audio,
as they do the TPR actions. When pupils are confident with the words, play the pausing after each sentence for pupils to
karaoke version (track 3.6_karaoke), and they sing along. point to the corresponding picture and to
draw matching lines.
2 Find and circle. Then say. 3 rulers, 4 markers
• Pupils name and count the objects on the
desk. They look at the numbers and find the
corresponding objects on the desk. Then
they say: I’ve got (four markers).
87

Objectives Warm-up
Lesson aim: understand a story about a class pet • Before the lesson, put a toy (or a toy flashcard) inside a cardboard box.
Story language: surprise, tortoise; Wow! Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Recycled language: classroom objects; This is Sara.
Is it a (book/puppet)? I’ve got (crayons). Make Mickey show the story cards from the Unit 2 story. Ask questions to
review the story, e.g. What’s this? (a puppet, a yo-yo) What colour? (pink
Receptive language: I’m nervous. He’s happy.
and purple, green) Is Cam happy? (no, grumpy).
Materials: Audio; Flashcards / Word cards (Toys 1,
Toys 2); Story cards (Units 2 and 3); Mickey Mouse Presentation
puppet; (optional) a toy, a cardboard box
1 3.7 Listen to the story. Is Shelly 6, 7 or 8?
Listening: can understand a few basic words and phrases • Point to the small picture of the tortoise and say: It’s a tortoise. Its name is
in a story that is read aloud (18) Shelly. Pupils look at the story frames to find the tortoise.
Speaking: can repeat phrases and short sentences, • Play the audio. Pupils listen to the story and follow in their books. They
if spoken slowly and clearly (16); can say how they point to each frame as they listen to the story
feel, using a limited range of common adjectives, • Use the story cards to tell the story again, with or without the audio.
e.g. happy (22) Pause after each story frame to ask a comprehension question, e.g. Is Sara
happy? (no) What’s in the box? (a tortoise). Say: Sara says: I’ve got… .
and ask pupils to finish the sentence (crayons and pencils).
Teacher toolkit
• Ask: Is Shelly six, seven or eight? holding up each number of fingers.
Story summary Spot! Pupils find the pencil. Ask: What colour is the pencil? (green).
The surprise (Answer: story frames 1, 5 and 6)
It’s Sara’s first day at school and she’s feeling nervous.
Teaching star
The teacher brings a nice surprise – a class tortoise
named Shelly. Sara loves tortoises and she shows Application Making connections between different characters
the other children how to take care of it. Sara makes develops pupils’ thinking skills. Use a Venn diagram to help pupils make
Shelly a beautiful home. connections between Bonnie from Video 3A in Lesson 1 and Sara
from the story. Elicit what pupils know about both girls, using mime (e.g.
they are both nervous, they’ve both got pencils). Draw pictures in the
Identifying my emotions 3 diagram.
In the story, Sara feels nervous on her first day at
school. Pupils look at Sara’s face and body. They
identify her feelings in different story scenes. Tell Practice
pupils to imagine they are Sara at the beginning of 2 3.8 Listen, point and say.
the story, and ask them to act out how they feel.
• Point to each picture, and pupils name the characters (Shelly, Sara, Cam,
Then say: You’ve got Shelly. Ask them to act out
Leyla, Maya, Ms Smart).
how they feel now.
• Play the first part of the audio, then pause for pupils to point to the
Self-awareness corresponding picture (picture 3). Do the same with the second part of
the audio (picture 1) and the third part of the audio (picture 2).
• Give each pupil a role, either Peter, Leyla, Maya or Ms Smart. Play the
audio, and pupils role-play their character and say any words they can.
1 Ms Smart: I’ve got a surprise.
Peter: Is it a book?
Leyla: Is it a puppet?
2 Ms Smart: This is Shelly. Shelly’s seven.
3 Maya: Look! He’s happy!
Peter: Wow, Sara!
88

LESSON 4
Story
3
The surprise 2 3.8
1 3.7
Listen to the story. Is 6, 7 or 8? 7
1
Sara: Oh. I’m nervous. 2
Ms Smart: Maya. This is Sara.
Maya: Hello, Sara! Nice
backpack!
Sara: Thanks. Ms Smart: Hello, everyone.
I’ve got a surprise.
Peter: Is it a book? 3 Who’s nervous? Circle.
Leyla: Is it a puppet?
4
3
Maya: Wow!
Ms Smart: This is Cam: It’s a tortoise!
Shelly. Shelly’s seven. Sara: Shhh.
5 6
Sara: It’s OK, Shelly. 4 Act out the story.
Don’t worry. I’ve got
crayons and pencils.
Maya: Look! He’s happy!

Spot! Peter: Wow, Sara!
The end
3 Who’s nervous? Circle. Extra activity (story extension) Point to the cardboard box
and ask: What’s in the box? Encourage pupils to suggest ideas,
• Pupils look at the two pictures and then find them in the
e.g. (Is it) (a ball)? After most pupils have guessed, open the box
story (frame 1, frame 4).
and show them what is inside. Say: Wow! It’s a (ball)!
• Point to the first picture and elicit Sara’s emotion (nervous).
Do the same with Maya in the second picture (happy).
Pupils circle the correct picture. Wrap-up
• Place the story cards on the board in random order. Say a line from
the story, and pupils go to the corresponding story card. Repeat
4 Act out the story. with other lines. With large classes, groups of pupils take turns.
• Pupils look at the photos of the girl and boy. Ask: Is she/he
nervous? Is she/he happy?
• Pupils stand up to act out the story. Show the first story card, and
pupils copy Sara’s posture and facial expression (nervous).
• Pupils act out different parts of the story and say some of the
words, with or without the audio as a prompt. Walk around the Audioscript see p.202
class, praising pupils’ acting efforts. 1 3.4 Listen and circle. 1 a, 2 a
SUPPORT Allow pupils to choose whether they want to repeat • Pupils listen again to the story. They name the classroom
some of the words or just do actions. object in each picture, then circle the character who talks
STRETCH More confident pupils role-play different characters,
about that object in the story.
joining in with their words. 2 Match and say. 1 a, 2 b
• Pupils find the pictures in the story in their Pupils’ Book. They
say how Shelly feels in each picture (nervous/happy). They
match each picture to one of the emojis.
89

Objectives Warm-up
Lesson aim: ask how many objects Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: paintbrush, pen, pencil case, rubber;
How many books? I’ve got one book. • Invite six pupils to stand at the front of the class and give each pupil a
classroom object flashcard. Show each story card from Lesson 4, and
pupils say which classroom objects they can see. Ask the pupils holding
Receptive language: Forky says Bingo! the corresponding flashcards to raise them above their heads.
Materials: Video 3B; Audio; Flashcards / Word • Play the story audio again (track 3.7), and pupils mime each of the
cards (School items 1, School items 2, Numbers 1–6, characters as they speak.
Numbers 7–10); Story cards (Unit 3); Stickers; Mickey
Mouse puppet Presentation
Skills
Listening: can recognise familiar words in short phrases words, and pupils repeat.
pictures or gestures (19) 1 3.9 Listen, point and say. Then play.
Speaking: can use cardinal numbers up to ten (10); • Point to the photos. Invite pupils to say any classroom words they
can name a few everyday objects (10) already know.
Teacher toolkit pausing after each word for pupils to say the word.
Video summary – 3B • Say a number, e.g. two, and pupils say the word (rubber). Repeat with
other numbers and words.
How many? Videoscript see p.200
Bonnie comes home from school and takes her toys • Pupils can play the game in pairs, taking turns to say a number and the
out of her backpack. She wants to sleep with her corresponding classroom objects.
favourite toys but Forky has got other ideas! The Audioscript (track 3.9)
video presents examples of the target grammar in 1 pen // 2 rubber // 3 paintbrush // 4 pencil case
context, e.g. How many backpacks? One.
2 3B Watch and tick (✔). Video story
Teaching grammar • Pupils look once more at the Big Picture in Lesson 1 to remind them of
the video story. Review the Lesson 1 vocabulary, pointing to classroom
Place lots of pencils, crayons, rulers, books and
objects and eliciting the words.
markers on a desk at the front of the classroom
(no more than ten of each item). Ask: How many • Ask pupils to look at the first pair of pictures and ask: How many
(pencils)? Invite a pupil to come and count the backpacks? Do the same with the second pair of pictures.
(pencils). Ask the class to join in with the counting. Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
Say: I’ve got… . and elicit, e.g. nine pencils. It’s video time!
• Play the video, pausing after we see the backpack [0:15]. Ask: How many
backpacks: one or two?, pointing to the first pair of pictures on the page.
Elicit answers, and pupils tick the correct picture. Play the rest of the video
and do the same with the second pair of pictures.
Practice
3 3.10 Listen and stick. Then ask a friend.
r
Sticke
time
• Point to the classroom objects in the pictures and stickers, and elicit
the words.
• Play the audio, pausing after each exchange for pupils to find and point to
the corresponding classroom objects.
90

LESSON 5
3
Teaching star
1 3.9
Listen, point and say. Then play. Learning to learn Give the Mickey Mouse
puppet two crayons and review the structure:
I’ve got (two) (crayons). Make Mickey say I’ve
got… ., and elicit the correct number and word.
Then ask pupils to repeat the sentence. Repeat
1 2 3 4 with other classroom objects.
2 3B
Extra activity (whole class) Ask pupils to
1
place any number of crayons on their desk.
Invite a confident pupil to ask questions, e.g.
How many (crayons)? Pupils count their objects.
✔ Invite a pupil to answer, e.g. I’ve got (two)
(crayons). Then other pupils say if they’ve got
2
a different number of that classroom object.
Repeat with different classroom objects.
✔
Wrap-up
3 3.10
Listen and stick. Then ask a friend. • Play Which is different? (see Games Bank p.206).
For this version, draw five pencils, five rulers, six
1 2
books and five markers.
er
Stick goodbye to the Mickey Mouse puppet as they
time
leave class.

Go online Audioscript see p.202
34 I can ask how many objects. Extra
Lesson Phonics 1 3.5 Listen and tick (✔). Then say. 1 a,
2 a, 3 b
• Play the audio, and pupils point to the pictures,
• Play the audio again, pausing after each exchange, for pupils to name the missing counting along with the audio. Pause after
classroom object (1 crayons, 2 pencil case). Then pupils stick the stickers in the each line for pupils to tick the corresponding
correct places. picture. They say how many objects there are
• Play the audio a third time, pausing after each question or answer for pupils to repeat. in each picture: (Seven) (pens).
• Divide the class into two groups. Drill the question: How many (pencils)? with the 2 Count and circle. Then ask a friend. pens 8,
first group, using the flashcards. Point to the first picture and encourage the second pencil cases 2, rubbers 6, paintbrushes 4
group to answer, e.g. I’ve got (three) (pencils). Repeat with different classroom • Pupils find each classroom object in the
objects across the two pictures. puzzle. They count each object and circle
SUPPORT Use number flashcards to elicit answers to the question How many… ? the correct number. Confident pupils ask
STRETCH Pupils work in pairs, taking turns to ask and answer questions about the and answer in pairs: How many (pens)?
classroom objects in pictures 1 and 2, following the model in the audio. (eight). Less confident pupils count the
objects aloud.
1 How many books? // One. I’ve got one book.
How many pencils? // Three. I’ve got three pencils. Online module Phonics Extra
Lesson
How many crayons? // Two. I’ve got two crayons. Words with Gg, Hh and Ii sounds in initial
2 How many rubbers? // Two. I’ve got two rubbers. position
How many pens? // Three. I’ve got three pens. girl, hat, in
How many pencil cases? // One. I’ve got one pencil case. And one paintbrush.
91

3 Lesson 6: Myself and others I’m nervous Pupil’s Book page 35
Objectives Warm-up
(track 0.5).
Target language: nervous; I’m not nervous.
• Show the Myself and others poster and review I’m happy, I’m sad and
Recycled language: I’m (not) happy/sad/grumpy.
I’m (not) grumpy.
Receptive language: It’s OK. Don’t worry.
Make Mickey act out sad/happy/grumpy behaviour, and ask: Is Mickey
Materials: Audio; (optional) Video 3A, Myself and happy? Is he sad? Is he grumpy?
others poster; Stickers; Mickey Mouse puppet
• Play the song audio, and pupils join in with the words and the actions.
Skills • Ask: How do you feel? Are you happy?, and pupils respond yes/no /
Listening: can recognise isolated words related I’m (happy)!
supported by pictures or gestures (16); can recognise Presentation
familiar words in short phrases and sentences spoken
slowly and clearly, if supported by pictures or 1 Look and tick (✔). Then say.
gestures (19) • Remind pupils of the situations and the characters in Video 3A in Lesson
Speaking: can say how they feel, using a limited range 1 and the story. If required, play Video 3A and look at the story again.
of common adjectives, e.g. happy (22) • Pupils look at the pictures and say the names of the characters (Sara,
Shelly, Bonnie, Woody).
• Point to each picture and ask: Is (Sara) happy? Is she sad? Is she grumpy?
Teacher toolkit Is she nervous?, miming the emotions. If necessary, use L1 to remind pupils
of each character’s story. (Sara and Bonnie are nervous because it is their
Identifying my emotions 3 first day at school. Shelly might be nervous because children are making
In this lesson, pupils explore different situations a noise.)
where they may feel nervous. At this age, pupils can • Then say and mime: I’m nervous. Point to the pictures and ask: Who is
start to link their feelings with personal experiences. nervous? Pupils tick the nervous pictures and say: I’m (nervous).
Ask pupils to mime situations when they feel
nervous, e.g. when they try something for the first Teaching star
time or when they can’t find their parents in a busy
Social and emotional learning Play Video 3A from Lesson 1, and
place. They say: I’m nervous! Then say: It’s OK.
pupils mime to copy Bonnie’s emotions at each point in the story. Ask
Don’t worry.
pupils what makes Bonnie feel better when she’s nervous or sad (her
Self-awareness toys). Encourage pupils to empathise with Bonnie, and ask if their toys
help them to feel better, too.
Home-school link
Ask pupils to tell their families when they feel Practice
nervous, saying I’m nervous. Also, encourage them 2 3.11 Listen and point. Then act and say. TPR
to use the phrases from the lesson (It’s OK. / Don’t
• Pupils look at each of the photos. Ask: Is she/he nervous? and elicit yes or
worry.) if they can when they see someone at home
no answers.
looking nervous or sad.
• Play the audio, and pupils point to the correct photos.
• Using L1, discuss what pupils think is happening in the photos. Ask pupils
how they feel when they go to the dentist and the hairdresser’s. Ask: Are
you nervous? and elicit yes or no answers.
• Say: At the dentist. Point to pictures 1 and 2. Say: I’m nervous or I’m not
nervous? Pupils say and mime their answer. Do the same with At the
hairdresser’s. If some pupils say they’re nervous, say: Don’t worry. It’s OK.
92

LESSON 6
3
I’m nervous Myself and others
• Point to each photo again and ask: Are you
1.12 nervous? Pupils count the number of bars they
Listen coloured, then hold up the same number of
1 Look and tick (✔). Then say. and
fingers, saying: I’m nervous. / I’m not nervous.
sing.
elicit that Peter is nervous. Say: It’s OK. Don’t worry.
Ask pupils to mime how Maya helps Peter feel less
nervous. Then pupils stick the sticker in their books.
✔ ✔
✔ Extra activity (whole class) Tell pupils to
imagine they are at the dentist. Pupils decide
2 3.11
Listen and point. Then act and say. TPR
whether they are nervous or not nervous. They
say: I’m (not) nervous. Invite one pupil to role-
1 2 3 4
1 Rubric play being the dentist. You could play the audio
for support and ask more confident pupils to
repeat some of the words.
Wrap-up
3 Colour for you. Then say. • Look at the Myself and others poster all together.
Point to different emotions, and pupils act them
out. Encourage them to use the target language,
e.g. I’m happy/sad, I’m (not) grumpy), I’m (not)
(nervous).
I’m a
hero!
leave class.

1 Who’s nervous? Circle. Then say for you.
Self-awareness: I can say how I feel. 35
Cam
• Pupils look at the pictures and circle the
character who is nervous. They say and
SUPPORT Pupils act out how they feel in each situation and say only nervous
mime: I’m nervous.
or not nervous.
2 Where do you feel nervous? Colour.
STRETCH Pupils work in pairs, taking turns to respond to each situation. They
• Pupils imagine feeling nervous. They colour
say how they feel, e.g. I’m nervous / not nervous., and their partner responds, if
the part of the body where they feel nervous.
appropriate, e.g. It’s OK. Don’t worry.
1 I’m nervous. // It’s OK. Don’t worry.
2 I’m not nervous.
3 I’m not nervous.
4 I’m nervous. // Don’t worry. It’s OK.
3 Colour for you. Then say.

Draw on the board two arrows, each with five bars, similar to the arrows under
the photos. Point to the first photo and ask: Is Mickey nervous? Make the Mickey
Mouse puppet act not nervous (happy), then colour one bar. Do the same for the
second photo, but this time make Mickey act very nervous. Colour five bars.
• Point to each photo and ask: Are you nervous? Pupils colour the bars for how they
feel about each photo, from one bar (not nervous) to five bars (very nervous).
93

3 Lesson 7: My world Maths: Plus and minus Pupil’s Book page 36
Objectives Warm-up
Lesson aim: do simple sums Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: is, minus, plus
• Play What’s missing? (see Games Bank p.206) to review numbers.
Materials: Audio; Flashcards / Word cards (Numbers Presentation
1–6, Numbers 7–10); Mickey Mouse puppet;
(optional) counting cubes; (optional) lots of bottle tops 1 3.12 Let’s explore! Listen and point. Then show and say.
from water and juice bottles • Write a simple maths sum on the board: 2 + 2 = ?. Say: Two plus two is… .
Pupils answer: four.
• Play the audio, pausing after each word for pupils to point to the symbols.
Skills • Point to each part of the sum in the model on the board and say: two plus
Listening: can recognise cardinal numbers up to ten two is… . Again, pupils say four, then write in the answer. Write another
in short phrases and sentences spoken slowly and sum on the board, this time using minus, e.g. 3 – 1 = ?. Say: Three minus
clearly (10) one is (two), and write 2.
Speaking: can use cardinal numbers up to ten (10); • Show pupils a TPR action for each maths symbol: plus – hold left arm
can say how many things there are up to ten (13) horizontally and cross with right arm vertically, minus – hold left arm
horizontally, is – hold both arms parallel horizontally.
Teacher toolkit • Say each word, and pupils repeat it and do the corresponding TPR action.
Then do a TPR action, and pupils say the corresponding word.
Cross-curricular SUPPORT Say each word, and pupils do the corresponding TPR action.
Using objects and realia can help pupils understand STRETCH Pupils work in pairs, taking turns to do a TPR action for their
abstract concepts such as addition and subtraction. partner to say the word.
Give pupils counting cubes or other objects that they
can manipulate to provide a multi-sensory approach
to maths. Plus and minus
1 plus // 2 minus // 3 is
Home-school link Teaching star

Pupils use classroom objects or toys to make and Support understanding To help pupils complete the sums, draw a
say a sum for their families to solve, e.g. Seven minus number line on the board. Show pupils how to move their finger to jump
three is (four). from one number to the next, e.g. one, two (move your finger from one
to two); one, two, three (move your finger three more spaces from two,
to reach five). Say: Two plus three is five.
0 1 2 3 4 5 6 7 8 9 10
Practice
2 3.13 Think Listen and draw. Then point and say.
• Pupils look at the pictures in the first sum. Ask: How many pencils? Two,
three, five. Do the same with the other sums.
• Draw on the board the three maths symbols (+, –, =). Then point to the
white circle in each sum and ask: Plus, minus or is? Play the first part of
the audio, and pupils point to the correct symbol on the board. Then
they draw this symbol to complete the sum. Do the same for the other
two sums.
• Point to each part of the first sum, and read it as a class: Two plus three is
five. Do the same for the other two sums.
94

LESSON 7
3
Plus and minus
Maths
My world
SUPPORT Go around the class and choose
individual pupils’ sums. Help the pupil say their sum
for the class to solve.
+ − =
1 Let’s explore! Listen and point. Then show and say.
STRETCH Pupils work in pairs, taking turns to make
3.12
a sum for their partner to solve.

1 2 3

2 3.13
Think Listen and draw. Then point and say. After activity 3, you can hand out some bottle
tops and markers to pupils. Pupils can draw
1 different numbers and maths symbols on the
2 bottle tops. Then collect all the bottle tops
and put them into zip-lock bags. Pupils use the
bottle tops to make equations, e.g. 3 + 3 = 6.
2 3 = 5
5 4 = 9
3 Extra activity (extension) Use the Mickey
Mouse puppet to make incorrect sums, using the
number flashcards and the paper symbols from
activity 3. Make Mickey say the sum. Then ask
7 1 = 6 the class to say: No, Mickey! Invite a pupil to
say the correct answer.
3 Do Make and say.

Wrap-up
Draw a picture of a monster on the board. Tell
pupils that your monster is hungry, but that today,
the monster can only eat sums that make five.
Write different simple sums on the board, and
ask pupils to decide whether the monster can eat
36 I can do simple sums.
each one or not.
Sing the Goodbye song (track 0.7), and pupil say
leave class.
1 Two plus three is five.
2 Five plus four is nine.
3 Seven minus one is six. Activity Book page 33
1 Trace and colour. Then say. 1 plus, 2 minus,
3 Do Make and say. 3 is
• Show pupils how to cut out four rectangles from a piece of paper. Alternatively, • Pupils trace over the outlines of the symbols
hand out four small rectangles of paper to each pupil. Show pupils how to make and colour them in. They point and say the
the four symbols by turning and placing the rectangles on the desk, as in the word for each symbol, e.g. plus.
photos.
2 3.6 Draw. Then listen and check. 1 8
• Recreate on a desk the sum from the second photo, using pencils and the paper balls; 2 2 kites
symbols you have prepared. Say: Two plus three is… ., and elicit five. Then place • Pupils count the number of objects in each
five more pencils at the end to complete the sum. sum and work out the answer. They draw
• Pupils make their own sums, using their own classroom objects and their cut-out the correct number of objects in each frame.
symbols. Play the audio, and pupils check their
• Invite individual pupils to recreate their sum on a desk at the front of the class. answers.
They say their sum, e.g. Four minus one is… ., and ask the class to solve it (three).
95

Objectives Warm-up
Target language: classroom objects; How many • Play Where is… ? (see Games Bank p.206) with flashcards from the unit.
(backpacks)? I’ve got (two) (crayons). • Play the song audio (track 3.6), and pupils join in with the actions. If pupils
Recycled language: colours; numbers 1–10 are confident with the words, play the karaoke version (track 3.6_karaoke).
Materials: Audio; (optional) Video 3A, Video 3B; I can do it!
Flashcards / Word cards (School items 1, School items 2,
Numbers 1–6, Numbers 7–10); Stickers; Mickey 1 Play and say.
Mouse puppet; Cut-outs (Unit 3), with a cut-out model • To play the game, you will need the two dice cards and the counter made
prepared; My progress poster; the dice cards and the in Unit 1. Stick the classroom object flashcards on the board in a column,
counter made in Unit 1 one below the other (pencil, book, marker, ruler, pencil case, backpack,
pencil, paintbrush, crayon). Play the game as a class, keeping a tally on
the board next to the corresponding flashcards.
Skills • Start on the picture of Bonnie in the middle of the board. A pupil picks up
Listening: can recognise isolated words related a dice card and says the number of circles on the card, one or two. Follow
to familiar topics, if spoken slowly and clearly and the arrows to move the counter the same number of squares on the game
supported by pictures and gestures (16) board. When you land on a square, elicit, e.g. I’ve got a book., and write 1
Speaking: can say single words related to familiar on the board next to the book flashcard. Continue in the same way,
topics, if supported by pictures or gestures (18) moving onto different squares, going round and round the board, eliciting
sentences and keeping a tally of classroom objects on the board. Play for
a specified time, e.g. five minutes.
Teacher toolkit • Point on the board to each classroom object flashcard and its tally. Ask: How
many (crayons)? Count with pupils or say, e.g. One plus one plus one is three.
Video review Then say: I’ve got (three) (crayons). Do the same for all classroom objects.
You can return to Video 3A and Video 3B at the end SUPPORT Provide sentence prompts to help pupils make sentences:
of the unit for a ‘second play’. Review the vocabulary, I’ve got a… . I’m… . Pupils will show their receptive understanding of the
and pupils wave their hands when they hear one of structures as they complete them.
the words in the video.
STRETCH After playing the game as a class, pupils work in pairs to ask and
answer questions about the number of objects in the tally, e.g. How many
Home-school link backpacks? I’ve got four backpacks.
Pupils share with their families the language they’ve
learnt in the unit, naming and counting classroom Teaching star
objects in their backpacks or at home.
Learning to learn Encourage pupils to help each other learn new
words. Suggest to pupils that if they don’t know a word during the game,
they should listen to their partner or ask them for help. Encourage pupils
to realise that we can learn from each other.
Let’s talk!
2 3.14 Listen and point. Then make and play.
• Pupils cut carefully around the dotted lines of the cut-outs.
• Demonstrate the game. Put the game board on a desk and put the
following cards face up on the board: six pencils, seven rulers, nine markers.
Say: Seven rulers. Point to the corresponding card on the game board and
place a counter on top. Repeat for six pencils and nine markers. Play the
audio, then say: Bingo! I’ve got six pencils, seven rulers, nine markers!
• Pupils choose three cards and place them on their game board. Take the
first card from your pile and say how many of an object are on the card,
e.g. six books. Pupils look at the game cards on their board. If they have
(six books), they place a counter on the picture. Repeat until any pupil has
got a counter on all three pictures. They say: Bingo! then I’ve got… .
as they name the objects in the pictures.
96

LESSON 8
3
I can do it! Review
My Star and Hero! Pupils look at the picture
1 Play and say. of Forky on p.2 in the Pupil’s Book. They say
how they think he feels.
Extra activity (class game) Play Draw it! (see
Games Bank p.206), using the unit flashcards.
Wrap-up
and ask them to identify the picture that reflects
listen (I can ask and answer about school things.
2 Unit 3 Listen and point. Then make and play. I can say I’m (not) nervous.).
3.14 Cut outs
Cut outs
talk!
Cut outs
Let’s
Unit 3
Unit 3

Unit 3 Cut outs
Unit 3 Cut outs Cut outs
Unit 3

Cut outs
Cut outs
Unit 3 Cut outs
Unit 3
Unit 3
Unit 3
Cut outs

play a game.
Cut-outs Sing the Goodbye song (track 0.7), then pupils
3 Draw and say for you.
Then stick! Activity Book pages 34–35
ker
Stic e
tim Audioscript see p.203
My progress journal
✔ Unit 3! 1 3.7 Listen and point.
pictures.
37
2 Tick (✔) what you know.
• Pupils point to each picture and say the
SUPPORT Pupils can play the game in mixed ability pairs. The less confident pupil
word if they can. They tick the words they
know in English.
says only the number and the name of the classroom object.
STRETCH Pupils can play the game in mixed ability pairs. The more confident pupil
3 3.8 Colour and count. Then listen and
point. backpack, ruler, marker, pencil, book,
says full sentences, using I’ve got… ., the number and the name of the classroom object.
pencil case, 4 pencils, 7 books
Audioscript (track 3.14) • Pupils colour and count the uncoloured
A: Eight backpacks… six pencils. objects in the picture. Play the audio,
B: Bingo! I’ve got six pencils. I’ve got seven rulers. I’ve got nine markers! pausing after each sentence or question for
pupils to point to the objects.
3 Draw and say for you. Then stick!
r
Sticke
time
4 Draw your pencil case. Then say.

• Ask pupils to think about their own backpack and draw some classroom objects
• Pupils draw their own pencil case in the
inside the frame.
frame and describe it to a friend, e.g. I’ve
• In pairs, pupils describe their drawings: I’ve got (a pencil). More confident pupils got a pencil case. It’s (blue).
can describe their drawing to the class: I’ve got (two) (crayons).
Choose and stick.
Stick
time
er
• Pupils stick the sticker to show they have completed Unit 3.

about the activity they enjoyed most. They
stick their star sticker next to it.
97

3 Project My desk Pupil’s Book page 90
Objectives Warm-up
Lesson aim: draw and describe my desk Greet pupils with the Mickey Mouse puppet.
Target language: I’m ready! Make Mickey hold up classroom object flashcards, e.g. pencil, crayon,
rubber, ruler, and elicit the words.
Recycled language: classroom objects; numbers;
I’ve got my (pencil). I’ve got (two) markers. • Play the chant audio (track 3.2), and pupils join in with the actions.
Materials: Audio; Flashcards / Word cards (School
items 1, School items 2); Mickey Mouse puppet; pens, Let’s review
pencils, crayons, ruler, rubber, paper; (optional) a box/ 1 9.5 Listen and tick (✔).
tray for each group • Pupils look at the pictures and say the classroom objects they can see
(pencils, ruler, markers, crayons, rubber, pen). Point to each item and ask:
What colour? (green). How many (crayons)? (three).
Skills • Play the audio. Pupils listen and point to the pictures.
Listening: can recognise familiar words in short phrases
• Play the audio again, pausing after each sentence for pupils to find
the corresponding objects in the pictures. They tick the picture which is
pictures (19)
described on the audio.
topics, if supported by pictures (18) Audioscript (track 9.5)
Look! It’s my desk. I’ve got four markers. I’ve got two pencils.

Project skills: Self-management 2 9.6 Listen and point. Then say.
In this lesson, pupils learn how to prepare for project • Explain to pupils they are going to draw their own desk and then describe
work by making sure they have everything they it to a friend. Ask pupils to say what classroom objects they will need to
need before they start. Encourage pupils to think draw their desk and elicit the words. Pupils look at the photo and say what
for themselves about what things they will need to they can see (pencil case, pencils, pens, ruler, etc).
do their project work, e.g. pencils, crayons, ruler, • Play the audio, pausing after each sentence for pupils to point to the
rubber. Ask them to arrange the objects on their corresponding objects in the picture.
desk and prompt them to find any other objects they • Give pupils a few moments to put the classroom objects they need for the
may need. project on their desk. Play the audio again, and pupils hold up each item.
• Play the audio a third time, encouraging pupils to join in with some of the
Extend words if they wish.
Pupils work in groups to create boxes of classroom Audioscript (track 9.6)
objects. Bring to class a box or tray for each group. Look! I’ve got my pencil case.
Invite each group to collect different classroom I’ve got my ruler. I’ve got my pencils and my markers.
objects for their box, e.g. crayons, markers, pencils, I’ve got my rubber. I’m ready!
rulers. Encourage them to count the number of each
item. Groups can also decorate their box using pens
and crayons. Create
3 Draw your desk. Then show a friend.
98

UNIT 3 f-m
anagem
3
My desk
l
Project
en
Se
t
turns to show and describe their picture, e.g. This is
my desk. I’ve got (two) (pencils).
Let’s review • Invite more confident pupils to show and describe
1 9.5
2
1 ACHIEVE
Pupils draw a picture of their desk with the
different classroom objects they need to work on
a project. They talk about what they’ve got, using
I’ve got my… . They count the number of each
✔ classroom object and they name the colours.
SUPPORT
Get ready Pupils recognise the words for classroom objects
and colours, and they say individual words.
2 9.6
Listen and
They understand the structure How many… ?
point. Then say.
STRETCH
Pupils work in pairs, taking turns to talk about
Create the classroom objects they’ve got on their desk:
I’ve got (two) (crayons), and to ask and answer
3 Draw your desk. questions: How many (pencils)?
Then show a friend.
Wrap-up
Place the pupils’ pictures around the classroom.
90 I can draw and describe my desk. • Give pupils time to look at each other’s work.
Encourage them to name the classroom objects,
numbers and colours they can see and respond to
Activity Book page 88 the pictures.
1 Count the crayons and circle. Then point and say. 7 Pupils say goodbye to Mickey as they leave class.
• Pupils name and count the objects in the picture. They circle the correct
number of crayons. Activity Book page 88
2 Now draw for you. 3 Think and colour for your project.
• Ask pupils to draw some of their own classroom objects on the desk. • Pupils colour the stars to show how well they
Encourage them to draw different numbers of each object. think they did in their project.
planning as a draft and draw their desk on a separate piece of paper.
99

4 My body

By the end of this unit, pupils can: Listening: recognise and understand words for
• name parts of the body and different actions parts of the body and the face and action words,
• follow instructions and affirmative and negative instructions
• ask and answer about parts of the body Speaking: talk about parts of their body and their
• name actions and emotions instructions and directions
• understand and say simple instructions

arm, body, feet, hand, head, leg eye, hair, mouth, nose
Vocabulary chant: Look at me! What’s this? It’s my nose.

cry, smile
Lesson 3 Grammar I’m happy. I smile.
Song: Let’s dance! Lesson 7 Technology
My world
Technology: Coding
Lesson 4 Story up, down, left, right
Fun with Shelly Go left!
smile; Don’t cry.
Lesson 8 I can do it!
Cut-outs It’s my body.
Project My snowman
100
Unit overview
Kristoff
A hardworking ice worker whose best friend is
a reindeer (Sven). He’s a bit of a loner but he’s
kind, respectful and does everything he can to
help Anna.
Sven
A reindeer and Kristoff’s best
friend. Kristoff saved Sven’s
life when he was a young
reindeer, and Sven is loyal to
Anna his friend.
Anna (pronounced Ah-na)
Elsa is the younger sister of Olaf
When Elsa’s parents die, she becomes Princess Elsa. She’s kind, A friendly snowman who is
Queen. She tries to stay calm, but she optimistic and brave. She a good friend to Anna and
has kept her emotions inside for many goes in search of her sister Elsa. He’s innocent and very
years and one day she needs to let so they can live together kind, and he loves summer!
them out. happily as a family.
Anna and Elsa are princesses who live in the castle in Arendelle. Elsa has a special power – she can turn things
into ice. However, this can be dangerous, and she must keep her power hidden. During a party, Elsa can’t
d you know
control her power and she freezes the city. She runs away to the mountains,
D i
and Anna goes in search of her sister, hoping to bring her back home. ? The film Frozen
was inspired by
the fairy
tale The Snow
Queen by
Hans Christian
eo stor
Vid
Andersen.
ies The characters
’ names
reflect this: Han
Video 4A: Smile, Anna! s (Anna’s
boyfriend), Kris
toff,
Video 4B: It’s a nose Anna and Sven
.

Lesson
Words with Jj, Kk and Ll sounds in initial position
jump, king, leg
101
Objectives Warm-up
Lesson aim: name parts of my body Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: arm, body, feet, hand, head, leg
Recycled language: colours; sister, happy; This is Elsa. Presentation Video story
Who’s this? Is it a… ? No. It’s a… .
Receptive language: castle, big, snowman; Come on. This is the film Frozen. This is (Anna/Elsa/Olaf/Kristoff/Sven).
Let’s play. Snow! Yippee! Let’s dance! Stamp!
• Point to the characters and ask: Who’s this? (Anna/Elsa). What colour is
Anna smiles.
(Olaf)? (white).
Materials: Video 4A; Audio; Flashcards / Word
cards (Body, Level characters); Sticker (Elsa); Mickey 1 4A Watch and tick (✔).
Mouse puppet Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey. It’s
video time! Let’s watch!
Skills bed. Play the video again, pausing at 0:31. Ask: Who’s in bed? Point to
Listening: can recognise isolated words related the small pictures and say: Anna, Olaf or Elsa? Ask pupils to point to and
to familiar topics, if spoken slowly and clearly and tick the correct character.
chants (18) 2 4A Watch and circle for Anna.
Speaking: can repeat single words, if spoken slowly and • Use facial expression to review happy and pre-teach smile.
clearly (10); can name common parts of the body (23); • Point to each small picture and ask pupils to do the action: cry,
can recite a short, simple rhyme or chant (16) smile. Play the video again, and pupils copy Anna’s behaviour
when she’s happy.
• Ask pupils to circle the correct picture to show what Anna does
Teacher toolkit when she’s happy.
Smile, Anna! Videoscript see p.200 Flashcards / Word cards (optional) Show the flashcards one by one to
Anna and her sister Elsa are in the castle at night.
Anna can’t sleep. She wants to play, so she wakes up
Elsa. Elsa makes snow, and the two sisters have lots of
fun together.
Practice
Expressing my emotions • Hold up each flashcard, and pupils find the corresponding body part in
cry, smile the Big Picture.
Use the video story to talk about the feelings and • Play the audio, pausing after each word. Pupils point to the body part in
behaviour of the characters. Pupils mime how Anna the Big Picture. Play the audio again, pausing for pupils to say the words.
feels (happy) and what she does to express this Play the audio a third time, and pupils say and point to the body parts.
feeling (she smiles/dances). • Hold up the body flashcards and ask: How many? Pupils look at the Big
Self-awareness Picture and count the number of each body part in the picture.
SUPPORT Hold up your book and point to Elsa’s head. Count all the heads
together with the class: one, two, three, four, five. Do the same with the other
1 hand // 2 arm // 3 feet // 4 leg // 5 body // 6 head
102
4
4 My body
LESSON 1 Vocabulary
1 4A
✔
2
2 Watch and circle for Anna.
1 4A
4
6
3 Listen and find. Then say and play.

3 4.1
4 4.2
Collect ?
38 I can name the parts of my body. your friend! 39
page 2
4 4.2 Listen, chant and act. TPR Wrap-up

Make the Mickey Mouse puppet jump around and say: Look at Play Mickey says (see Games Bank p.207). For this version, make
me! Look at me! Then make him say: This is my body. I’ve got one the Mickey Mouse puppet say the names of different body parts
head., etc. Point to the corresponding part of Mickey’s body, and for pupils to touch on their own bodies.
pupils point to it, too. Sing the Goodbye song (track 0.7), and pupils say goodbye to
• Display the flashcards. Play the audio, and pupils listen and Mickey as they leave class.
point to the correct flashcard when they hear the word for each
body part. Activity Book pages 36–37
• Demonstrate TPR actions by pointing to the corresponding part of
your body. Play the audio again. Pupils join in with the chant and Audioscript see p.203
do the actions. 1 4A Watch again and tick (✔). Then circle.
1 I see… a ✔, c ✔, d ✔
Audioscript (track 4.2) Look at me!
• Pupils watch the video again and tick the scenes they see.
Look at me! [x2] This is my body.
2 Anna is… a ✔, c ✔
Look at me! [x2] I’ve got one head.
• Pupils look at the emojis and say the emotions they
Look at me! [x2] I’ve got two arms.
represent. Ask: Is Anna happy or nervous? Smile or cry?
Look at me! [x2] I’ve got two legs.
Pupils tick the corresponding emojis.
Look at me! [x2] I’ve got two hands.
Look at me! [x2] I’ve got two feet. 2 4.1 Listen and colour. Then say. hand – blue, body – pink,
Body. Head. Arms. Legs. Hands. Feet. head – orange, leg – yellow, feet – green, arm – red
• Play the audio, and pupils point to the body parts. Play the
Collect your friend! Show the flashcard of Elsa to help
audio again, pausing after each line for pupils to colour in
each circle. Pupils name the body part next to each circle.
in the Pupil’s Book. Ask: Who’s this? (Elsa).
103
Objectives Warm-up
Lesson aim: name actions Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: clap, shake, stamp, touch
Make Mickey hold up the body flashcards from Lesson 1, and pupils say
Recycled language: body
the words and point to their own body parts.
Materials: Audio; Flashcards / Word cards (Body,
• Say: Listen and chant! Play the chant (track 4.2). Pupils join in and do the
Actions); Stickers; Mickey Mouse puppet
actions.
Skills Presentation
Listening: can understand basic action words, e.g. clap,
stamp (15); can understand simple spoken commands as
part of a game (18)
Speaking: can repeat single words, if spoken slowly and
clearly (10); can use language related to basic actions, 1 4.3 Listen, point and say. Then play.
e.g. clap, stamp (21); can name common parts of the Make the Mickey Mouse puppet demonstrate each of the actions (see
body (23) the TPR box below). Pupils look at the photos and point to the one
showing the same action that Mickey is doing.
Teacher toolkit • Say: Listen and point. Play the audio, and pupils point to the
corresponding photos. Play the audio again, pausing after each action.
Teaching vocabulary Pupils point to the corresponding photo and repeat the word.
Play a game to practise the verbs after presenting • Point to a photo, and pupils do the action shown in the photo and say the
them with the flashcards. Invite two pupils to the word. Repeat with different photos.
front and ask them to stand with one pupil in front SUPPORT Say an action word, and pupils do the corresponding action.
of the other. Tell the pupil in front that she/he is a Start slowly, giving pupils time to think and respond, then gradually say the
puppet. The pupil behind is the ‘puppeteer’. He/She words more quickly.
holds the ’puppet’s arms and moves them around. STRETCH Pupils work in pairs, taking turns to point to a photo for their
Give instructions to the ‘puppeteer’: Touch your partner to name and do the action shown in the photo.
head. Touch the desk. Clap your hands. Shake your
arms., etc. TPR chant
clap – clap your hands
Home-school link stamp – stamp your feet
Pupils teach a family member the different actions touch – touch your feet
they’ve learnt. shake – shake your head

1 shake // 2 stamp // 3 clap // 4 touch
Practice
2 4.4 Listen and stick. Then say.
r
Sticke
time
• Point to the first picture sequence and elicit the actions (clap, shake).
• Then point to the empty sticker frame, and pupils say which action they
think is missing (either stamp or touch). Play the first part of the audio, then
pause for pupils to do the action they hear. Do the same with the second
picture sequence.
• Play the audio again for pupils to listen and stick the correct stickers in the
empty frames.
• Play the audio a third time, pausing for pupils to point and repeat the words.
104
LESSON 2
4
Vocabulary
• Play the audio, pausing after each instruction for
pupils to do the actions.
1 4.3
Listen, point and say. Then play. • Name and demonstrate two actions. Pupils do
these actions. Then name two different actions,
without demonstrating. Pupils do these new
actions. Repeat a few times.
• Invite two confident pupils to name actions for
1 2 the class to do. Repeat with different pupils and
actions.
SUPPORT As you name the two actions, hold up
the corresponding flashcards for pupils to do the
actions.
3 4
STRETCH Pupils work in pairs, taking turns to say
two actions for their partner to do.
2 4.4
Listen and stick. Then say.
clap and shake… stamp and touch… touch and
1
shake… clap and stamp
er
Stick Extra activity (whole class) Play the chant
time
from Lesson 1 (track 4.2), and pupils do the
actions they have learnt in this lesson, e.g. touch
2 your body / shake your head / shake your arms /
stamp your feet or legs / clap your hands / touch
your legs or feet.
3 4.5
Wrap-up
Play Pass Mickey! (see Games Bank p.207).
For this version, pupils count to ten as they pass
40 I can name actions. the Mickey Mouse puppet around. When they
reach ten, show an action flashcard. The pupil
holding Mickey stands up, says the word and does
• Say any three action words in sequence, e.g. shake, touch, clap. Pupils repeat the the action.
words and do the three actions in the correct order. Repeat with different action Sing the Goodbye song (track 0.7), and pupils say
word sequences, changing the order of the actions each time. goodbye to Mickey as they leave class.
1 clap… stamp… shake Activity Book page 38
2 touch… shake… clap Audioscript see p.203
1 4.2 Listen and number. 1 d, 2 c, 3 b, 4 a
Teaching star
• Pupils name the actions in the pictures. Play
Classroom management TPR games can be a fun way to give all pupils the audio, and pupils point to the pictures.
additional language practice but they can easily get out of hand. Use non-verbal Play the audio again, and pupils number the
signals, e.g. hold up your hand to get pupils to stand still and listen, then bring pictures from one to four.
your hand down when you want pupils to move. 2 Match. Then act and say. 1 c, touch;
2 b, clap; 3 d, shake; 4 a, stamp
3 4.5 Listen and do. Then play. TPR • Pupils trace over the matching lines to
• Clap your hands and stamp your feet at the same time. Pupils copy you and say match the silhouettes and actions. They say
the words (clap, stamp). Then shake your head and touch your nose (shake, touch). and act out each action.
105
Objectives Warm-up
Lesson aim: follow instructions Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: Stamp your feet. Don’t touch
your head! Review the actions from Lesson 2. Hold up a flashcard, and pupils say the
word. Then make Mickey do the action. Repeat for all four actions.
Recycled language: body; actions
Materials: Audio; Flashcards / Word cards (Body, Presentation
Actions); Mickey Mouse puppet
• Demonstrate a TPR action for an affirmative and a negative instruction.
Skills Say: Clap your hands! Do the action and encourage pupils to join in. Then
Listening: can understand basic action words, e.g. mime don’t, e.g. shaking your finger from side to side. Say: Don’t clap your
clap, stamp (15); can understand simple negative hands!, and pupils stop clapping.
instructions related to everyday situations, e.g. Don’t… !, • Pupils look at the pictures. Ask: Who’s this? (Olaf). Say: Point to his (head).
if supported by gestures (16); can get the gist of a simple • Play the audio, and pupils listen and point to each picture. Then play the
song, if supported by gestures (21) audio again, pausing after each sentence for pupils to repeat.
Speaking: can use language related to basic actions, • Play the audio a third time, and pupils follow the instructions: they don’t
e.g. clap, stamp (21); can name common parts of the clap their hands; they touch their head; they don’t touch their body; they
body (23); can sing a simple song, if supported by stamp their feet.
pictures (22)
Don’t clap your hands! Touch your head!
Teacher toolkit Don’t touch your body! Stamp your feet.
Teaching grammar Practice

Stand still in front of the class and elicit from a
confident pupil the name of an action from Lesson 2, 2 4.7 Listen and do. Then play. TPR
e.g. stamp. Say: Stamp. Hands? (mime ‘stamping’ your • Use the flashcards to review the names of parts of the body.
hands). Shake your head side to side, then elicit feet • Say: Touch your… . and hold up a flashcard. Pupils touch the
and say: Stamp your feet., doing the action. Pupils corresponding body part on their own body. Do the same with shake and
copy the action and repeat: Stamp your feet. Do the ask pupils to see if they can shake that part of their body, e.g. they might
same with shake (your head), clap (your hands), touch find it difficult to shake their nose!
(your head). • Play the audio and play the game as a class. When Elsa gives an
instruction, pupils do the action and repeat the words. When she says
Differentiation Don’t… ! , they don’t do any action but they repeat the words.
Some pupils may not be able to do the actions or SUPPORT Play a game as a class. Name an action, e.g. Touch your head.,
may not wish to do them. Allow these pupils to and pupils do the action. Then say: Don’t (touch your head)., and pupils stop
remain seated during activities 2 and 3 if they prefer. doing the action. Encourage them to repeat the words.
Invite them to give instructions to their classmates, STRETCH Pupils work in pairs, taking turns to give an action instruction for
but only if they feel comfortable and ready to use the their partner to do or not do.
new language.
Elsa says, ‘Touch your arm.’
Elsa says, ‘Don’t stamp your feet.’
Elsa says, ‘Don’t clap your hands.’
Elsa says, ‘Shake your leg.’
Elsa says, ‘Clap your hands.’
Elsa says, ‘Touch your head.’
106
LESSON 3
4
Grammar
Audioscript (track 4.8) Let’s dance!
Shake, shake, shake your head.
1 4.6
Listen, point and say. Shake your head. [x2]
Shake, shake, shake your head. Shake your head
with me.
[chorus] Let’s dance! Don’t move! [x2]
Stamp, stamp, stamp your feet.
Stamp your feet. [x2]
Stamp, stamp, stamp your feet. Stamp your feet
with me.
[chorus]
2 4.7
Clap, clap, clap your hands.
Clap your hands. [x2]
Clap, clap, clap your hands. Clap your hands
with me.
[chorus]
Touch, touch, touch your head.
Touch your head. [x2]
Touch, touch, touch your head. Touch your head
with me.
[chorus]
El sa
sa ys ...
Extra activity (fast finishers) Pupils play the
game in pairs, giving action instructions to their
3 4.8
partner, with or without don’t.
Sing-along
Wrap-up
• Play Stand in order (see Games Bank p.206) using
the song Let’s dance!
I can follow instructions. 41 Sing the Goodbye song (track 0.7), and pupils say
leave class.
Teaching star
Social and emotional learning Pupils of this age can find competitive games
upsetting when they don’t win. Avoid eliminating pupils in games. The game can
still be fun without a competitive element. 1 4.3 Listen and tick (✔) or cross (✘).
row 1 ✘; row 2 ✔
• Pupils name the actions in the top row of
3 4.8 Listen, sing and act. TPR
the table. Point to the tick in the first row
• Point to the picture of the girl. Say: Look at the girl. Hold up each action flashcard and elicit the action: Clap your hands. Point
and ask: Stamp? Clap? Shake? Touch? Pupils say or mime yes or no to answer to the cross and elicit: Don’t stamp your
about the action the girl is doing (clap). Do the same for Olaf. feet. Play the audio, and pupils put a tick
• Play the song audio and demonstrate suitable TPR actions. Play the song again, or a cross in the empty square in the first
and pupils do the actions and dance during the chorus. Pause after Don’t move and row, depending on whether the action is
demonstrate freezing. Pupils stop dancing and freeze. Then continue the song, and affirmative or negative. Do the same for the
pupils continue moving. second row.
• Play the song a third time and encourage pupils to join in with some of the words 2 Draw. Then say and do.
as they do the TPR actions. When pupils are confident with the words, play the • Pupils draw an action in each frame. They
karaoke version (track 4.8_karaoke), and they sing along. say, e.g. (Stamp) your (feet). / Don’t (clap)
your (hands). They either do the action or
indicate don’t with a gesture.
107
Objectives Warm-up
Lesson aim: understand a story about having fun Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
with a pet Heroes song together (track 0.1).
Story language: smile; Don’t cry. Make Mickey show the story cards from the Unit 3 story. Ask questions
to review the story, e.g. Is Sara happy? (no, nervous) How old is Shelly?
Recycled language: body; classroom objects; actions;
(seven) Is Shelly happy? (yes).
This is Shelly. I’m/He’s happy. Let’s play.
• Show pupils the tortoise picture or toy, or draw a tortoise on the board.
Receptive language: I’ve got an idea. Sorry. Thanks
Hold up the different body flashcards. Elicit the word for each body part,
Materials: Audio; Story cards (Units 3 and 4); Mickey and pupils find it on the tortoise.
Mouse puppet; (optional) a picture of a tortoise or a
toy tortoise; (optional) teddy bear or small toy for each Presentation
pupil; (optional) modelling clay
1 4.9 Listen to the story. Point to Shelly.
Make the Mickey Mouse puppet stand up. Say: Sit down,
Skills Mickey. It’s story time!
Listening: can understand a few basic words and phrases • Point to the small picture of the tortoise in the rubric and ask: What’s his
in a story that is read aloud (18) name? (Shelly).
Speaking: can repeat phrases and short sentences, • Play the audio. Pupils listen to the story and follow in their books, pointing
if spoken slowly and clearly (16); can say how they to Shelly when they see the tortoise in the story frames.(Answer: frames
feel, using a limited range of common adjectives, e.g. 1, 2, 3, 5, 6)
happy (22) • Use the story cards to tell the story again, with or without the audio. Pause
after each story frame to ask a comprehension question, e.g. What’s this?
(point to the box) (a tortoise / Shelly) Who’s this? Leyla’s (sister). Is Leyla
Teacher toolkit happy or sad? (sad) Leyla’s mum says, ‘I’ve got an idea.’ Is Leyla happy
now? (yes).
Story summary
• Ask: Is Shelly six, seven or eight?, holding up each number of fingers
Fun with Shelly
(seven).
Leyla takes Shelly the tortoise home. However, Shelly
doesn’t come out of his shell, and Leyla feels sad. Spot! Pupils find the blue book and the white ruler in the story. (Answers:
Leyla’s mum has got an idea. She makes an obstacle book – story frames 2 and 5, ruler – story frame 5)
course for Shelly, and this makes both Shelly and
Teaching star
Layla happy.
Diversity and inclusion During story time, make sure that pupils have
a comfortable space to sit in and allow them to hold a teddy bear or a
Expressing my emotions small toy. Discuss the rules for story time, e.g. sit still, keep your hands
In the story, Leyla is excited to take home the down, look at the story cards and listen to the teacher.
tortoise Shelly. Hold up the tortoise picture or a toy
tortoise and tell pupils to imagine they can take him
home. Ask: Are you happy/sad/grumpy/nervous? Practice
Pupils say or mime yes or no. 2 4.10 Listen, point and say.
Self-awareness • Point to the pictures and ask: Who’s this? (Leyla, mum, sister). Play the
first part of the audio, then pause for pupils to point to the picture of the
corresponding character (mum). Do the same with the second part of the
audio (Leyla) and the third part of the audio (sister).
• Give each pupil a role: either Leyla, Leyla’s mum or Leyla’s sister. Play the
audio, and pupils role-play their character, saying their lines if they wish to.
1 Leyla’s mum: Don’t cry, Leyla. I’ve got an idea.
2 Leyla: Wow! He’s happy!
3 Leyla’s sister: Clap your hands and smile for Shelly!
108
LESSON 4
4
Fun with Shelly
Story
2 4.10
1 4.9
Listen to the story. Point to .
1 2
3 Look and match. Then show and say.

Leyla’s mum: Oh, thank you! Leyla: This is Shelly. His
Leyla: Wow! I’m happy! body is green. Let’s play! 1 a
3
4
2 b
Leyla’s mum:
Leyla’s sister: No. Sorry. Don’t cry, Leyla.
Leyla: Oh! I’ve got an idea.
5 6
Leyla’s mum: Look. Books, 4 Act out the story.
a pencil, a marker.
Leyla: Wow! He’s happy! Leyla: Thanks, Mum!
Leyla’s sister: Clap
your hands and smile
for Shelly!
Spot!
The end
3 Look and match. Then show and say. Extra activity (story extension) Pupils make an obstacle
course for an imaginary class pet, using different classroom
• Point to picture 1, and ask: Is she happy/sad/nervous?
objects. If you have modelling clay, pupils could make a toy pet
(happy). Ask pupils to find the picture of Leyla when she’s
and make it complete the obstacle course.
happy, then use your finger to draw a line to match the two
pictures. Do the same for picture 2.
• Pupils draw lines to match the pictures showing the same Wrap-up
emotions. • Hold up a story card. Say: I’m (Leyla). I’m (happy)., and pupils
• Point to picture 1 and say: I’m happy. I smile. Smile and mime yes or no. Then do the same with the other story cards and
encourage pupils to copy you. Do the same with sad – cry. with different emotions.
• Pupils work in pairs and take turns to act out happy and Sing the Goodbye song (track 0.7), and pupils say goodbye to the
smile, or sad and cry. Mickey Mouse puppet as they leave class.
SUPPORT Say: I’m happy. I smile., and pupils say the words
and mime the emotion. Do the same with I’m sad. I cry. Activity Book page 40
STRETCH Pupils work in pairs, taking turns to point to Audioscript see p.203
different pictures and say: I’m (happy). I (smile). 1 4.4 Listen and number in order. 1 c, 2 a, 3 b, 4 d
• Pupils listen again to the story. They number the pictures in
4 Act out the story. order from one to four.
• Pupils look at the photos of the girl and the boy. Ask: Is she/he 2 Who’s happy? Draw. Leyla
nervous? Is she/he happy? • Pupils look back at the story in their Pupils’ Book. They find
• Pupils act out different parts of the story and say some of the the character who is happy and draw her to complete the
words, with or without the audio as a prompt. Walk around the picture.
class, praising pupils’ acting efforts.
109
Objectives Warm-up
Lesson aim: ask and answer about parts of the body Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: eye, hair, mouth, nose; What’s this?
It’s my nose. • Remind pupils of the story from Lesson 4. Show story cards 1 and 5, and
ask: How many (arms)? Count together the number of each body part
Recycled language: body; numbers; Who’s this?
shown in each of the story cards, e.g. story card 1 – three heads/noses/
He’s happy. How many (arms)?
bodies, six arms/hands/legs.
Receptive language: Olaf says… . Be careful, Olaf!
Materials: Video 4B; Audio; Flashcards / Word cards characters as they speak.
(Body, Head and face, Actions); Story cards (Unit 4);
Mickey Mouse puppet Presentation
Skills
Listening: can recognise familiar words in short phrases words, and pupils repeat.
pictures or gestures (19) 1 4.11 Listen, point and say. Then play.
Speaking: can repeat phrases and short sentences • Point to the photos. Invite pupils to say any body words they already
if spoken slowly and clearly. (16); can ask about the know.
identity of an object, using a basic phrase, e.g. What is • Say: Listen and point. Play the audio, and pupils listen. Play the audio
it? (21) again, and they point to the photos. Play the audio one more time,
Teacher toolkit • Say a number, e.g. three, and pupils say the word (mouth). Repeat with
other numbers and words.
Video summary – 4B • Pupils can play the game in pairs, taking turns to say a number and the
It’s a nose Videoscript see p.200 corresponding body part.
Anna is with Kristoff and Sven in the snow. There they Audioscript (track 4.11)
meet a new friend – a snowman named Olaf. The 1 eye // 2 nose // 3 mouth // 4 hair
video presents examples of the target grammar in
context, e.g. What’s this? It’s a nose. Video story
2 4B Watch and circle.
• Pupils look once more at the Big Picture in Lesson 1. Remind them of
Teaching grammar what happened in Video 4A in Lesson 1. Point to Sven (the reindeer),
Pupils will likely be familiar with the question What’s and pupils count his body parts.
this? However, they may be used to giving single- • Point to each of the small pictures and elicit each character’s name (Elsa,
word answers. Hold up three fingers to elicit a full Sven, Kristoff, Anna).
answer, one finger for each word, e.g. It’s/my/nose. Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey. It’s
If pupils answer just nose, point to your third finger video time!
and say: nose. Then point to your first finger to elicit
• Play the video, and pupils point to the characters when they see them in
It’s and your second finger to elicit my, and then elicit
the video.
the full sentence: It’s my nose.
• Ask pupils to circle the correct pictures. To check answers, ask: Is (Elsa) in
the video? Pupils mime or say yes or no.
Teaching star
Communication Drilling gives pupils practice of the target structure,
which will help them to use the structure communicatively at a later
stage. Divide the class into two groups to drill questions and answers.
Play the audio for activity 2 and encourage each group to repeat either
the questions or the answers. Then they exchange roles.
110
LESSON 5
4
1 What’s this? // It’s my head.
1 4.11
Listen, point and say. Then play. 2 What’s this? // It’s my nose.
3 What’s this? // It’s my mouth.
4 What’s this? // It’s my arm.
5 What’s this? // It’s my body.
1 2 3 4
Extra activity (story extension) Pupils imagine
they are a snowman that has come to life, like
2 4B
Watch and circle. Olaf from Video 4B. They point to and name
their different snowman body parts. Give
instructions for pupils to follow, e.g. clap your
hands, stamp your feet.
Wrap-up
• Play What’s this? (see Games Bank p.206). Place
all the flashcards face down. Say a word and
invite a pupil to find the corresponding flashcard.
3 4.12
Listen and trace. Then ask a friend. As the pupil turns over each flashcard to reveal
the picture, ask What’s this?, and the pupil names
the picture.
leave class.

1 4.5 Listen and match. 1 b, 2 a, 3 c
Extra Go online
44 I can ask about parts of the body.
Lesson Phonics • Pupils name the parts of the body and the
characters. Play the audio. Pupils listen and
draw matching lines from the part of the
Practice body to the matching character.
2 Draw your robot. Then ask a friend.
3 4.12 Listen and trace. Then ask a friend.
• Pupils draw the face of their own robot.
• Pupils look at the picture and point to the snowman. Elicit or say the names of They show their picture to a friend and
different body parts, e.g. nose, and pupils point to the body parts on the snowman. describe it. They ask the friend about their
• Play the first part of the audio, pausing after the first exchange. Ask pupils to find picture: What’s this?
and trace the snowman’s head. Do the same for the rest of the audio.
• Divide the class into two groups. Drill the question What’s this? with the first group. Online module Phonics Extra
Hold up a body flashcard, e.g. arm, and the second group says: It’s my arm. Repeat Lesson
with different flashcards, then groups exchange roles and start again. Words with Jj, Kk and Ll sounds in initial
position
SUPPORT Ask the question What’s this?, then hold up a flashcard and say: It’s my… .
Pupils repeat and complete the sentence. jump, king, leg
STRETCH Pupils work in pairs, taking turns to ask and answer questions about the
picture, following the model in the audio. They can also ask and answer using the Big
Picture in Lesson 1.
111
4 Lesson 6: Myself and others Feelings and my body Pupil’s Book page 45
Objectives Warm-up
Lesson aim: name actions and emotions Greet pupils with the Mickey Mouse puppet and say the Hi, hello! chant
Target language: cry, smile
Show the Myself and others poster and review different emotions. Make
Recycled language: I’m happy/sad.
Mickey act out the following emotions: happy, sad, nervous, grumpy. Ask:
Materials: Audio; (optional) Video 4A; Myself and Is Mickey happy? Is he nervous? Is he grumpy? Pupils find each emotion
others poster; Stickers; Mickey Mouse puppet; (optional) on the Myself and others poster.
old magazines, construction paper
Skills • Ask: How do you feel? Are you happy?, and pupils respond yes/no /
Listening: can recognise familiar words in short phrases I’m (happy)!
pictures or gestures (19); can understand basic action Presentation
words, e.g. clap, stamp (15)
Speaking: can say how they feel, using a limited
1 4.13 Listen and point. Then say and act. TPR
range of common adjectives, e.g. happy (22); can use • Remind pupils of the situations and the characters in Video 4A in Lesson
language related to basic actions, e.g. clap, stamp (21) 1 and the story. If required, play Video 4A and look at the story again.
• Pupils look at the pictures and say the names of the characters (Olaf,
Leyla, Anna).
Teacher toolkit • Point to the first picture and ask and mime: Is Olaf happy? Is he sad? Is he
grumpy? Do the same for each of the pictures.
Expressing my emotions • Play the audio, and pupils point to the pictures.
In this lesson, pupils start to think about how they • Play the audio again, pausing after each sentence for pupils to do or
express different emotions. At this age, pupils are mime the corresponding actions: cry, smile.
starting to be aware that feelings can have physical
effects. Use the Mickey Mouse puppet to elicit • Point to each picture again, and pupils copy the character’s facial
actions we do when we feel different emotions. expression and action and say: I’m (happy). I (smile).
Make Mickey cry and say: Mickey is sad. He cries. Audioscript (track 4.13)
Make Mickey smile and say: He’s happy. He smiles. Leyla says, ‘I’m sad. I cry.’
You can extend this to include e.g. grumpy – stamp, Olaf says, ‘I’m happy. I smile.’
if you wish. Anna says, ‘I’m happy. I smile.’
Self-awareness
Practice
Home-school link
2 Look, act and say.
Ask pupils to show and tell their families what they do • Point to the first photo. Mime eating ice cream and say: I’m happy. I smile.
when they are happy or sad, e.g. I’m happy. I clap my Pupils do the same mime. Ask: Are you happy? Are you sad? Pupils say
hands. Encourage them to recognise when someone how they feel: I’m… ., and say or act out: I smile or I cry.
at home is happy or sad. • Do the same for the rest of the photos. Use the photos as prompts for your
mimes. Say how you feel, e.g. I’m happy/sad. Ask pupils to mime and say
how they feel and what they do.
SUPPORT As pupils act, they can say single words for the emotions:
happy, sad.
STRETCH As pupils act, they can say the corresponding actions, too, e.g.
I’m happy. I smile. / I’m sad. I cry.
112
4
Feelings Myself and others
LESSON 6
and my body Teaching star

Creativity Allowing pupils the freedom to be
1 4.13
creative and imaginative can help them feel
that they are a valued member of the class.
1.12
Listen Encourage pupils to devise their own actions

and for the dance in activity 3, even if these actions
sing. don’t fit with the target vocabulary.

elicit that Leyla is happy/smiling. Ask pupils to think
2 Look, act and say. of something that makes them smile, then they dance
or clap and say: I’m happy. I smile. Pupils stick the
1 Rubric
1 3 5 sticker in their books.
2 4
Extra activity (fast finishers) Pupils draw
things that make them smile or cry. They could
also cut out pictures from old magazines. They
could stick the pictures onto construction paper,
and you could make a classroom display.
3 4.14
Wrap-up
• Point to the express my feelings picture on the
I’m a
hero! Myself and others poster, and pupils say what
they do to express their feelings, e.g. I’m happy.
I smile. I’m sad. I cry. I’m excited. I jump.
leave class.
Self-awareness: I can name actions and emotions. 45
1 Match. Then point and say. 1 a, 2 c, 3 b, 4 d
3 4.14 Listen and do a happy dance. TPR • Pupils look at the picture and say how
• Point to the small pictures showing actions and elicit the words and phrases (stamp each child is feeling. They draw matching
your feet, clap your hands, shake your head). lines from each emoji to the children in the
• Play the music and dance, doing different actions for four beats, e.g. stamp your picture. They say: I’m happy/sad. / I smile/
feet for four beats, then clap your hands for four beats, then shake your head for cry about each of the children.
four beats. Encourage students to join in with the dance. 2 Think and circle for you.
• Say: I’m happy! I clap my hands. I stamp my feet. I shake my head! • Pupils circle the pictures that show how they
• Make a new dance as a class, doing different sequences of actions. Invite pupils to behave when they’re happy.
choose the actions. Then play the music and do the dance together.
[instrumental – rhythmic music]
113
4 Lesson 7: My world Technology: Coding Pupil’s Book page 46
Objectives Warm-up
Lesson aim: understand and say simple instructions Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: up, down, left, right; Go left!
• Play Follow the leader (see Games Bank p.206). For this version, pupils do
a sequence of actions, e.g. stamp my feet, clap my hands, touch my head.
Materials: Audio; Mickey Mouse puppet; (optional)
a large arrow cut out of card; (optional) masking tape Presentation
1 4.15 Let’s explore! Listen and trace. Then say and act.
Skills • Demonstrate the TPR actions and say the direction phrases. Pupils copy
Listening: can recognise isolated words related the actions.
to familiar topics, if spoken slowly and clearly and • Ask pupils to look at the photo with different arrows. Play the audio, and
supported by pictures or gestures (16) pupils point to each arrow. Draw on the board a left-facing dotted arrow.
Speaking: can repeat single words, if spoken slowly and Play the first part of the audio again, then pause and trace the arrow on
clearly (10); can repeat phrases and short sentences, if the board. Pupils trace the first arrow in their books. Then play the rest of
spoken slowly and clearly (16) the audio, pausing after each phrase for pupils to trace the arrows. Play
the whole audio again, and pupils do the corresponding TPR actions.
• If you have prepared a card arrow, use this to point up/down/left/right.
Teacher toolkit Alternatively, point to the arrows on the page. Ask pupils to say the
correct phrase, then do the TPR action.
Cross-curricular
SUPPORT Say a direction phrase, and pupils repeat it, then do the
Physical movement can help pupils internalise TPR action.
language and concepts. If possible, use masking
STRETCH Pupils work in pairs, taking turns to say a direction phrase and do
tape to design a grid on the classroom floor or
the TPR action.
in the playground, and pupils move around the
grid, following instructions: go left, go right, go up,
TPR chant
go down.
go left – step/jump to the left
go right – step/jump to the right
Home-school link
go up – stand on tiptoes, reaching up with arms
Pupils can play a directions game with their family.
They can use chalk to draw a grid on the floor and go down – crouch down
demonstrate different directions, saying go up,
go right, etc. Audioscript (track 4.15)
Coding
1 go left // 2 go right // 3 go up // 4 go down
Practice
2 4.16 Think Listen and follow. Then tick (✔).
• Point to the picture of Sven (the reindeer) and say: This is Sven. Then point
to Kristoff and say: This is Kristoff. Using L1, ask pupils to help Sven find
Kristoff, pointing to Sven then Kristoff. Point to the pictures of snowflakes
in the grid and explain that pupils need to avoid these.
• Ask: How many squares? Follow the path from Sven to Kristoff, avoiding
the snowflakes, counting the squares as a class: one, two three, four, five.
Then point to the first sequence of arrows and say: go up, go up, go right,
go right, go right. Do the same with the second sequence of arrows.
• Ask pupils to compare the sequences of arrows with the squares in the
grid, avoiding the snowflakes and tick the correct sequence.
• Play the audio, and pupils follow the direction phrases, moving their
fingers along the grid.
114
LESSON 7
4
Coding
Technology
My world

1 4.15
Let’s explore! Listen and After activity 3, pupils can design their own maze
for Shelly to find, e.g. an apple. They show their
maze to a partner and give instructions for their
partner to help Shelly get through the maze.
1 2 3 4
Extra activity (whole class) Set up a treasure

2 4.16
Think Listen and follow. Then tick (✔). hunt in the classroom or in a small area in the
playground. Make clues with arrow sequences,
1 e.g. three left arrows means three steps to the left.
Place the clues in different places to show pupils
where to go next. Pupils can play in teams. The
‘treasure’ pupils find at the end of the hunt could
2 be a fun activity that they enjoy.
✔ Wrap-up
Play Mickey says (see Games Bank p.207). Make
3 Do Draw. Then tell a friend. the Mickey Mouse puppet say direction phrases
for pupil to follow. If necessary, demonstrate each
TPR action as Mickey says it.
Sing the Goodbye song (track 0.7), and pupil say

1 Draw and colour. Then say. 1 go right
(yellow), 2 go down (pink)
46 I can understand and say simple instructions. • Pupils point to each arrow and say the
direction. They draw the final arrow in
each sequence, and say the direction and
Audioscript (track 4.16) the colour.
go right… go right… go right… go up… go up 2 Draw and circle. Then say. 1 Elsa, 2 Sven
• Pupils point to the picture of Anna. Tell
3 Do Draw. Then tell a friend. them they are going to help Anna find her
• Ask pupils to look at the grid, and ask: Where’s Shelly? Pupils point to the picture friends. Pupils look at each set of arrows and
of the tortoise. Say and mime: Shelly is hungry. Point to the picture of lettuce and follow the instructions to help Anna through
tell pupils (using L1) that Shelly needs to get the lettuce. Point to one or two school the maze. They circle the character they
objects and say: Oh, no, a (marker)! Using L1, explain that Shelly can’t pass where reach for each set of instructions, then say
there are school objects. the instructions: (go up, go up, go right).
• Copy or display the grid on the board. Demonstrate how to draw a path from
Shelly to the lettuce. Say: go down, go right, go right, go down, go right.
• Pupils draw the corresponding arrows in their own grids, to draw the path from
Shelly to the lettuce.
• Elicit the direction phrases for Shelly’s path (go down, go right, go right, go down,
go right).
SUPPORT Pupils do the corresponding TPR action for each direction phrase.
STRETCH Pupils work in pairs, taking turns to say the direction phrases for
Shelly’s path.
115
Objectives Warm-up
Flashcards / Word cards (Body, Head and face, Actions);
Stickers; Mickey Mouse puppet; Cut-outs (Unit 4), with
a cut-out model prepared; My progress poster I can do it!
1 Play. Say and draw O or X.
• Pupils look at the pictures in the grid. Elicit or say the corresponding words
Skills and phrases (top row: body, eye, head; middle row: stamp feet, leg, mouth;
Listening: can recognise isolated words related bottom row: nose, clap hands, arm).
to familiar topics, if spoken slowly and clearly and • Copy the grid onto the board. Play as a class in two teams: Team O and
supported by pictures and gestures (16) Team X.
Speaking: can say single words related to familiar • A pupil from Team O chooses a picture from the grid. The pupil says the
topics, if supported by pictures or gestures (18) corresponding word or phrase and does the TPR action.
• If the word or phrase is correct, draw an O in the corresponding square in
Teacher toolkit the grid on the board.
• Then Team X takes their turn in the same way. Teams continue to take
Video review turns. The team that wins three squares in a row (left to right, up down or
You can return to Video 4A and Video 4B at the diagonally) wins the game.
end of the unit for a ‘second play’. Play on mute, • Play the game again, this time allowing Team X to go first.
and pupils say any words or phrases they know as SUPPORT Play the game as a class against the Mickey Mouse puppet.
they watch. Make Mickey make mistakes once or twice to help the class win the game.
Allow pupils to use single words and short phrases.
Home-school link STRETCH Demonstrate the game, then pupils work in pairs to play the
with a family member, e.g. What’s this? It’s my leg. square, say the word or phrase and do the TPR action. One pupil draws O
Encourage pupils’ families to ask the question What’s and the other pupil draws X.
this? to elicit answers in English in different situations Teaching star
at home.
Growth mindset At this age, pupils may find it difficult to play games in
the other team members to whisper the correct answer to the pupils so
they can check their answers. Give a round of applause for each correct
answer and say: Good try! for any incorrect answers.
Let’s talk!
Make sure they only cut around the scissor lines, not the fold lines.
• Show pupils how to fold along the solid lines. Fold back the snowman’s
head and the monster’s legs, so that the picture shows: a snowman’s head,
a boy’s body and a monster’s legs.
on the cut-out. Then play the next part of the audio, and pupils point to
the nose.
• Pupils fold their cut-outs any way they wish. Monitor and help as necessary.
116
LESSON 8
4
I can do it! Review

of Elsa on p.2 in the Pupil’s Book. They point to
1 Play. Say and draw O or X. and name different parts of Elsa’s body.
Extra activity (class game) Play Draw it! (see
Games Bank p.206). Show a pupil a flashcard
from the unit, and they draw it on the board for
other pupils to guess the word.
Wrap-up
2 4.17
Listen and point. Then make and play. listen (I can talk about body and actions. I can
express feelings.).
talk!
Let’s Unit 4
Cut outs
Cut-outs video, sing the song or chant, listen to the story
or play a game.
Key: fold line
Unit 5

3 Draw your snowman and say.
6 1

5
4 3
Then stick! tell him their favourite word from Unit 4.

ker
Stic e
tim
✔ Unit 4! My progress journal

47
• Pupils listen to the audio and point to
the pictures.
• Point to each section of the picture you’ve made on the model cut-out and ask:
What’s this? Elicit: It’s my (head). Pupils point to the same body part on their picture
and say: It’s my (head).
know in English.
3 Match. Then point and say.
answers their partner’s questions, saying only the name of the part of the body.
• Pupils look at the picture and name body
STRETCH Pupils can play the game in mixed ability pairs. The more confident
parts and other vocabulary they know, e.g.
pupil asks: What’s this? and says full sentences to name the parts of the body, e.g.
nose, body, feet, arm, eyes, hands, ball. Point
It’s my head.
to various objects or body parts and ask,
Audioscript (track 4.17) e.g. What’s this? What colour? Pupils match
A: What’s this? each jigsaw piece to its place in the picture
B: It’s my body. What’s this? and say the words.
A: It’s my nose. 4 Choose and circle. Then say and do.
• Pupils choose three actions and circle them.
3 Draw your snowman and say. Then stick!
r
Sticke
time
They say and do each action.
• Ask pupils to imagine and draw a picture of a snowman, including parts of the
Choose and stick.
Stick
time
er
body from Unit 4.

• In pairs, pupils ask and answer about their drawings; What’s this? It’s a (leg). More
confident pupils can describe their drawing to the class: It’s a (head).
117
4 Project My snowman Pupil’s Book page 91
Objectives Warm-up
Lesson aim: draw and present my snowman poster Greet pupils with the Mickey Mouse puppet.
Target language: It’s OK. Don’t be sad. Smile! Make Mickey hold up body flashcards, e.g. arm, leg, head, body, feet,
hand, and elicit the words.
Recycled language: body; colours; Hello, I’m (Max).
I’m nervous. What’s this? It’s my (nose). It’s (big). • Play the chant audio (track 4.2), and pupils join in with the actions.
Materials: Audio; Flashcards / Word cards (Body, Head
and face); Mickey Mouse puppet; pens, pencils, crayons, Let’s review
ruler, rubber, paper; (optional) a sheet of paper that is 1 9.7 Listen and say the number.
bigger than a pupil • Pupils look at the pictures and say the body parts they can see (body,
head, arm, leg, eye, nose, mouth). Point to each snowman’s hat/eye/nose
and ask: What colour? (green) How many (arms)? (two).
Skills • Play the audio, pausing after each question and answer for pupils to find
Listening: can recognise familiar words in short phrases the corresponding body parts in the pictures. Pause after It’s my leg. Ask:
and sentences spoken slowly and clearly, if supported by Picture one or two? Pupils say which snowman is being described (one).
pictures (19) Then play the final line for pupils to see if they were correct.
Speaking: can say single words related to familiar • Play the audio again, and pupils point to the body parts in picture 1.
topics, if supported by pictures (18)
A: I’m a snowman. Who am I?
Teacher toolkit B: What’s this?
A: It’s my body. It’s big.
Project skills: Presentation B: What’s this?
In this lesson, pupils learn how to present their project A: It’s my eye. It’s blue.
work with confidence. Encourage pupils to stand up B: What’s this?
and show their work, and to smile. Tell them it’s normal A: It’s my nose. It’s big.
to feel nervous, but if they smile and look happy, they B: What’s this?
will look more confident. A: It’s my leg.
B: You’re number one!
Extend
Get ready
Place on the floor a large sheet of paper that is
bigger than one of the pupils (a roll of paper works 2 9.8 Listen and tick (✔).
best). Invite a pupil to lie down on the piece of paper • Explain to pupils they are going to draw their own snowman and then
and ask another pupil to draw around him/her with present it to a friend or to the class. Pupils look at the photos. Point to the
a crayon. Stick the body outline in your display area boy in photo 1 and ask: Is he happy or nervous? (happy). Point to the boy
and ask pupils to point to and say the different body in photo 2 and ask the same question (nervous). Smile and say: I’m happy.
parts. Also, ask them to add pictures of actions they I smile!, and pupils copy you. Pretend to bite your nails and look worried.
do with each body part. Keep the body outline for Say: I’m nervous., and pupils copy you.
use in Unit 5. • Play the audio, pausing after each sentence for pupils to point to the
corresponding photo.
• Play the audio again, and pupils tick the photo which shows the boy
presenting his work confidently.
• Ask pupils to act out being nervous. Then say: It’s OK. Don’t be sad. Smile!
Pupils repeat the words and smile.
Max: Hello, I’m Max.
Teacher: Max, are you nervous?
Max: Yes, I’m nervous.
Teacher: It’s OK. Don’t be sad. Smile!
Max: OK! Hello, I’m Max! This is my picture.
118
Pr
esentatio UNIT 4
4
My snowman
n
Project
• Circulate around the class, helping as necessary.
Encourage pupils to put up their hands and ask for
help if needed.
Let’s review • When they are ready, pupils work in pairs, taking
1
2 turns to present their picture, e.g. This is my
1 Listen and say
9.7
picture. It’s a (body). Encourage pupils to stand up
the number. 1 and to smile so that they look confident.
ACHIEVE
Get ready Pupils draw a picture of a snowman, and talk
2
about their snowman’s different parts of the
2 Listen and tick (✔).
9.8
face and body. They present their project
1 with confidence.
SUPPORT
Pupils recognise words for different parts of the
face and body, and they say individual words.
✔ STRETCH
Create Pupils work in pairs, taking turns to ask and
answer about their picture of a snowman, e.g.
3 Draw your snowman. What’s this? It’s my nose. It’s small.
Wrap-up
I can make and present my snowman poster. 91 Mickey clap his hands and say: Well done!
Encourage them to name the body parts, numbers
Create and colours they can see and respond to the
pictures.
3 Draw your snowman. Then tell the class.

3 Think and colour for your project.
1 Find and circle. Then point and say.
• Pupils look at the small pictures and find each part of the body in the
think they did in their project.
snowman picture. They circle each body part and say the word.
2 Now draw for you.
• Ask pupils to complete the drawing of the snowman, adding various parts of
the body from the unit.
planning as a draft and draw their snowman on a separate piece of paper.
119
5 My clothes

By the end of this unit, pupils can: Listening: recognise and understand words for clothes and
• name different clothes items descriptions of clothes
• describe clothes Reading: recognise and understand single words and basic
• say what they’re wearing phrases when supported by pictures, including in a short,
simple cartoon story
• talk about being brave
Speaking: talk about clothes; describe what they are
• talk about clothes and the weather wearing; encourage themselves and others to be brave;
describe the weather

hat, shirt, shorts, trousers boots, gloves, shoes, socks
Vocabulary chant: Hat on my head I’m wearing my T-shirt.

coat, dress, jumper, scarf, skirt, T-shirt Self-management: Being brave
brave; I’m (not) brave.
Lesson 3 Grammar
My coat is red. My trousers are blue. Lesson 7 Science
My world
Song: Colourful clothes Science: Weather
cold, hot, wet
Lesson 4 Story
The school trip Lesson 8 I can do it!
(Maya) is brave. Be nice! That’s brave. Cut-outs I’m wearing my T-shirt.
Project My clothes
Self-management skills: colouring a project
I’ve got my (crayons). I colour my picture.
120
Unit overview
Gideon
Nick A red fox who lives in Judy’s hometown.
A clever red fox who is great at tricking Gideon is bigger than the other children
people. Nick helps Judy as they work and is a bully. He later apologises for his
together to solve a case. bad behaviour.
Finnick
A tiny fox, and
Nick’s friend and
Judy
fellow trickster. A young rabbit who has always
dreamt of becoming a police
officer. Judy is independent and
has got a big heart. She tries to
make the world a better place.
Zootropolis is the city home to all kinds of different animals. Judy Hopps is a young police officer who is
finding her new job more difficult than she expected. However, Judy is determined to be good at her job.
u
id yo know
D Zootropolis
is ?
eo stor the name of th
Vid ies e film
in much of Euro
pe.
Video 5A: Judy is brave In most other re
gions,
the film is know
Video 5B: I’m wearing my hat n by
its American tit
le,
Zootopia!

Lesson
Words with Mm, Nn and Oo sounds in initial position
mum, nose, orange
121
Objectives Warm-up
Lesson aim: name clothes Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: hat, shirt, shorts, trousers
Recycled language: colours; Who’s this? It’s (Judy). Presentation Video story
Receptive language: police officer, big/small; My hat • Pupils look at the Big Picture. Introduce the film and the characters:
is blue; My shorts are black. Be careful. Be nice. Where’s This is the film Zootropolis. This is (Judy/Nick).
Judy? Judy is brave. I’m wearing (blue trousers).
• Hold up the different body flashcards, and pupils point to and name the
Well done!
body parts in the Big Picture.
Materials: Video 5A; Audio; Flashcards / Word cards
(Clothes 1, Body, Head and face, Level characters); 1 5A Watch and tick (✔).
Sticker (Judy); Mickey Mouse puppet Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
It’s video time! Let’s watch!
• Play Video 5A. Pupils watch and listen.
Skills
• Play the video again. Point to each hat picture and ask: Is it Judy’s hat?
Pupils respond yes or no, then they tick the correct hat in their books.
familiar words and phrases in short, simple songs or 2 5A Who’s brave? Watch and circle.
chants (18) • Show pupils a TPR action to express be brave, e.g. put your hands
Reading: can recognise single, familiar everyday words, on your hips and make a ‘superhero’ pose.
if supported by pictures (21) • Play Video 5A again, and pupils do the TPR action when they see
Speaking: can repeat single words, if spoken slowly someone being brave [1:00–1:02; 1:36–2:00, 2:22–2:37].
and clearly (10); can name common items of clothing, • Point to each small picture and ask: Who’s brave? Pupils point to
if supported by pictures (22); can recite a short, simple the characters they think are brave. Then they circle the correct
rhyme or chant (16) picture.
Teacher toolkit Flashcards / Word cards (optional) Show the flashcards one by one to
introduce the new vocabulary. Repeat several times, encouraging pupils
Video summary – 5A to remember the words. Then show each word card, say the words, and
Judy is brave Videoscript see p.200 pupils repeat.
Judy is a young rabbit who wants to be a police
officer. One day, she sees Gideon, a fox, take her Practice
friends’ raffle tickets, and she bravely confronts him. 3 5.1 Listen and find. Then say and play.
Later, Judy becomes a police officer and has her • Play the audio, pausing after each word. Pupils point to the clothes in the
first adventure. Big Picture. Play the audio again, pausing for pupils to say the words. Play
the audio a third time, and pupils point to and say the clothes words.
• Point to the clothes in the Big Picture, in varied order, and pupils read and
Being brave
say the words (hat, shirt, shorts, trousers).
brave, not brave
SUPPORT Say each word in turn, and pupils point to the clothes item in
Use the video story to talk about the feelings and the Big Picture. Start slowly, giving pupils time to think and respond, then
behaviour of the characters. Elicit how Judy feels gradually say the words more quickly.
in different scenes and how she expresses her
STRETCH Pupils work in pairs, taking turns to say a word for their partner to
emotions, especially when she’s being brave at the
find in the Big Picture.
police academy.
Self-management 4 5.2 Listen, chant and act.
Make the Mickey Mouse puppet say: Trousers, trousers. I’ve got trousers.
Trousers, trousers. On my legs. Pupils point to Mickey’s legs and his red
trousers.
• Play the audio. Pupils listen and point to the clothes in the Big Picture
when they hear the corresponding word.
122
5
5 My clothes
LESSON 1 Vocabulary
2 5A
Who’s brave? Watch and circle.
3 5.1
4 5.2
1 shirt
4 hat
1 5A
3 shorts
✔ 2 trousers
Collect ?
48 I can name clothes. your friend! 49
page 2
• Demonstrate TPR actions for each word. Say a word, and pupils Wrap-up
do the corresponding TPR action. Then play the audio again, and • Play Colour hunt with clothes (see Games Bank p.206). For this
pupils do the TPR actions. version, pupils look for colours on clothes.
TPR chant
hat – put your hands on your head
trousers – step into trousers and pull them up Activity Book pages 46–47
shirt – touch your chest as if putting on a shirt
shorts – touch your legs above your knees
1 5A Watch again and tick (✔).
1 I see… b
Audioscript (track 5.2) Hat on my head • Pupils watch the video again and tick the scene they see.
Hat, hat. I’ve got a hat. 2 Judy is brave. b
Hat, hat. On my head. • Pupils think about when Judy is brave in the video (when
Trousers, trousers. I’ve got trousers. standing up to Gideon). Point to each picture and ask: Is
Trousers, trousers. On my legs. Judy brave? Pupils answer yes or no and tick the picture that
Shirt, shirt. I’ve got a shirt. shows Judy being brave.
Shirt, shirt. On my body.
2 5.1 Listen and number. Then point and say. 1 trousers,
Shorts, shorts. I’ve got shorts.
2 hat, 3 shorts, 4 shirt
Shorts, shorts. On my legs.
• Pupils name the clothes they can see in the pictures. Play
Collect your friend! Show the flashcard of Judy to help
the audio, pausing after each word for pupils to number the
pictures from one to four. Play the audio again, pausing after
in the Pupil’s Book. Ask: Who’s this? (Judy). each word for pupils to point to the clothes and say the words.
123
Objectives Warm-up
Lesson aim: name clothes Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: coat, dress, jumper, scarf, skirt, T-shirt
Make Mickey hold up the clothes flashcards from Lesson 1, and pupils say
Recycled language: clothes; colours
the words and point to their own clothes, if they are wearing the same item.
Materials: Audio; Flashcards / Word cards (Clothes 1,
Clothes 2); Stickers; Mickey Mouse puppet; (optional)
the actions.
a bag and a few items of clothing
Presentation
Listening: can identify everyday objects, people or
to remember the words. Then show each word card, say the words, and
animals in their immediate surroundings or in pictures
pupils repeat.
from short, basic descriptions, e.g. colour, size, if spoken
slowly and clearly (19) 1 5.3 Listen, point and say. Then play.
Reading: can recognise single, familiar everyday words, • Say: Listen and point. Play the audio, and pupils point to the
if supported by pictures (21) corresponding photos.
Speaking: can name items of clothing, if supported • Play the audio again, pausing after each word. Pupils point to the
by pictures (22); can answer simple questions about corresponding photo and repeat the word.
objects, e.g. colour, size (22)
• Say the words and demonstrate TPR actions, putting on each clothes item.
Ask pupils to copy you.
Teacher toolkit • Point to different photos, and pupils mime putting on each clothes item
and say the word.
Teaching vocabulary SUPPORT Say each word, and pupils point to the corresponding photo.
Help pupils make connections between the new Start slowly, giving pupils time to think and respond, then gradually say the
vocabulary items and their knowledge about and words more quickly.
experience of the real world. Bring in a few items of STRETCH Pupils work in pairs, taking turns to point to a photo for their
clothing, e.g. a scarf, a T-shirt, a hat, and pupils name partner to say the corresponding word and do the action.
each item. You can also encourage multisensory
learning by allowing pupils to touch the clothes and Practice
feel their texture.
2 5.4 Listen, point and stick. Then say.
r
Sticke
time
• Point to the picture of the washing line and say: Look! A scarf. Then elicit
Home-school link the names of the remaining clothes items.
Tell pupils to look inside their wardrobes at home and • Point to the two empty sticker frames, and pupils say which clothes items
name their clothes. They could also teach the names they think are missing. Play the audio, and pupils point to the clothes items
of the clothes to a family member. as they hear them and place the stickers in the correct positions.
• Play the audio again, pausing for pupils to stick the stickers in the empty
frames. Play the audio a third time, pausing for pupils to point and repeat
the sentences.
• Point to the pictures, and pupils say: (It’s) a (scarf).
SUPPORT Point to the pictures, and pupils name the clothes.
partner to describe, using the audio as a model.
It’s a scarf. It’s orange.
It’s a T-shirt. It’s green.
It’s a coat. It’s red.
It’s a dress. It’s purple.
It’s a skirt. It’s yellow.
It’s a jumper. It’s pink.
124
LESSON 2
5
Vocabulary
Extra activity (whole class) Put some clothes
1 5.3
Listen, point and say. Then play. items inside a bag. Invite individual pupils to
put their hand in the bag and pull out a clothes
item. Keep the neck of the bag closed so they
can’t pull the clothes item all the way out of the
bag. Ask the class to look at what they can see
1 T-shirt 2 jumper 3 dress of the clothes item and guess what it is.
Wrap-up
• Play Miming (see Games Bank p.206). Show a
pupil a clothes flashcard, and they mime putting
4 skirt 5 scarf 6 coat on the item for the other pupils to guess.
er Sing the Goodbye song (track 0.7), and pupils say
2 Listen, point and stick. Then say. Stick goodbye to the Mickey Mouse puppet as they
time
5.4
leave class.

1 5.2 Listen and tick (✔). Then say. 1 a,
2 a, 3 b, 4 b
• Pupils name the clothes and colours in the
3 5.5
Look and guess. Then listen and check. pictures. Play the audio, pausing after each
1 2 3 4 line for pupils to point to the pictures. Play
the audio again, and pupils tick the correct
clothing item in each pair. They then say the
clothes and the colours.
2 Follow. Then say.
50 I can name clothes. • Pupils help Judy find Nick by tracing a path
through the maze. They can choose any
path they like, naming each clothes item as
they pass it. They work in pairs, taking turns
Teaching star to point to and describe the clothes, e.g.
(It’s) a (T-shirt). (It’s) (yellow).
Linguistic competence Some pupils may have difficulty pronouncing the consonant
cluster sk in scarf and skirt. Drill the individual sounds (s, k), then blend them together
(sk), drilling lots of times before asking pupils to attempt saying the full words.
3 5.5 Look and guess. Then listen and check.

• Point to the first photo and ask: What’s this? Hold up each flashcard in turn and ask:
Is it a (jumper)? Pupils say or mime yes or no.
• Do the same with the other photos. Encourage pupils to say what they think each
item is, e.g. (It’s) a (coat).
• Display the flashcards. Play the audio, pausing after each exchange. Pupils point to
the correct flashcard, then check their answer from earlier in this activity.
1 What’s this? // It’s a coat.
2 What’s this? // It’s a scarf.
3 What’s this? // It’s a skirt.
4 What’s this? // It’s a jumper.
125
Objectives Warm-up
Lesson aim: describe clothes Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: My coat is red. My trousers are blue.
• Hold up each clothes flashcard and elicit the word. Then ask: What colour
Recycled language: clothes; colours
is it?, and pupils answer.
Materials: Audio; Flashcards / Word cards (Clothes 1,
Clothes 2, Body, Head and face); Mickey Mouse puppet Presentation
Skills • Pupils look at the pictures. Ask: Who’s this? (Judy, Nick). Point to different
Listening: can identify everyday objects, people or clothes in the pictures and elicit the words (trousers, shirt, hat). For each
animals in their immediate surroundings or in pictures clothes item, ask: What colour?
from short, basic descriptions, e.g. colour, size, if spoken • Play the audio, and pupils point to the corresponding pictures.
slowly and clearly (19); can get the gist of a simple song, • Play the audio again, pausing before each colour word. Pupils complete
if supported by gestures (21) each sentence by saying the colour., e.g. My shirt is (blue).
Speaking: can name items of clothing, if supported by
pictures (22); can sing a simple song, if supported by
pictures (22) ‘My shirt is blue,’ says Judy. ‘My trousers are blue.’
‘My shirt is green,’ says Nick. ‘My trousers are brown.’
Teacher toolkit Practice

Teaching grammar
2 5.7 Listen and tick (✔). Then play.
Teach the difference between the singular and • Point to Maya in the picture and elicit what clothes items she has got
plural forms. Place the flashcards on the board in two and what colour they are. Ask: What’s this? What colour? Do the same
groups: singular (skirt, T-shirt, jumper, dress, hat, scarf, with Peter.
coat) and plural (shorts, trousers). Point and say: My • Play the audio and pause after My jumper is green. Point to the green
(coat) is (blue). My (shorts) are (yellow)., emphasising jumper in the picture and ask: Maya or Peter? (Peter).
the words is and are. • Play the audio, pausing after each sentence for pupils to find the clothing
in the picture. Pause after My hat is purple. Ask: Maya or Peter? Then
Differentiation play the answer.
Some pupils may have difficulty in identifying and • Play the audio again, and pupils repeat each sentence, then point to the
naming similar colours, e.g. distinguishing between correct person in the picture.
dark blue and black or between red and green. • Tell pupils to choose to be Peter or Maya. Say a sentence about
Before you correct any errors, check to see if the the picture, e.g. My jumper is pink. The pupils who have chosen the
pupil can identify the colour correctly, using L1. If corresponding character repeat the sentence.
they can, review the names of colours in English to SUPPORT Pupils listen and point to Peter and Maya in the picture.
make sure the pupil knows them.
STRETCH Pupils work in pairs, taking turns to say a sentence for their
partner to say if it is Peter or Maya.
A: Who am I? My jumper is green. My trousers are blue. My coat is red.
My hat is purple.
B: You’re Peter!
Sing-along
• Point to the pictures and say: Look at Finnick. Look at his shirt. Is it black?
Pupils answer yes or no. Repeat for the picture of the girl, asking about her
coat and hat.
• Play the song audio and ask pupils to say what clothes words they heard
(coat, scarf, dress, shorts, jumper, trousers). You can prompt, using the
clothes flashcards.
126
LESSON 3
5
Grammar
Audioscript (track 5.8) Colourful clothes
[chorus] Clothes! Clothes! Colourful clothes! [x2]
1 5.6
Listen, point and say. My coat is red. [x2]
My scarf is blue. [x2]
Let’s play today!
My dress is white. [x2]
My shorts are black. [x2]
Let’s play today!
[chorus]
My jumper is pink. [x2]
My trousers are green. [x2]
Let’s play today!
2 Listen and tick (✔). Then play. [chorus]
5.7
1 2 Extra activity (fast finishers) Pupils make and

perform a new verse for the song about the
clothes in the picture in activity 2 (choosing
Peter or Maya).
Wrap-up
✔ • Play Let’s listen! (see Games Bank p.206). Provide
pupils with a word from the song Colourful clothes
that they have to listen for. Play the song (track
3 5.8
5.8), with pupils seated. When they hear the
Sing-along word they have to stand up and sing it.
leave class.
I can describe clothes. 51 Activity Book page 49

• Demonstrate the TPR actions. Play the song again, and pupils do the TPR actions. 1 5.3 Listen and match. 1 c, 2 d, 3 a, 4 b
• Pupils name the clothes and colours they
• Play the song a third time and encourage pupils to join in with some of the words
can see in the picture. Play the audio,
as they do the TPR actions. When pupils are confident with the words, play the
pausing after the first sentence for pupils to
karaoke version (track 5.8_karaoke), and they sing along.
trace the matching line with their fingers.
Then play the rest of the audio. Pause after
TPR song each sentence for pupils to draw matching
clothes – put your thumbs and forefingers together to hold up your top, lines from each child to their clothes.
next to your shoulders
2 Colour for you. Then say.
coat/scarf/jumper – mime putting on each item of clothing • Pupils colour the clothes as they wish. They
dress – run your hands down the length of your body work in pairs, taking turns to describe each
item of clothing, using the language from
the lesson, e.g. My (dress) is (red).
127
Objectives Warm-up
Lesson aim: read and understand a story about being Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
brave on a school trip Heroes song together (track 0.1).
Story language: (Maya) is brave. Be nice! That’s brave. Make Mickey show the story cards from the Unit 4 story. Ask questions to
review the story, e.g. Who’s this? (Shelly) Is Leyla happy? (yes/no) Is Shelly
Recycled language: clothes; colours; My trousers
happy? (yes).
are yellow. My yo-yo is orange. Look at the cars.
I’m nervous. I’m sad. Thanks. Tell pupils that Mickey is going on a school trip. They can use L1 to guess
where Mickey is going. Then show pupils story card 2 from the Unit 5
Receptive language: Are you OK? I’m not brave.
story. Tell them that Mickey is going to the amusement park.
Come on, Peter.
Materials: Audio; Story cards (Units 4 and 5); Mickey Presentation
Mouse puppet
1 5.9 Listen to the story. Point to a green T-shirt.
Listening: can understand a few basic words and phrases • Point to the small picture of the T-shirt in the rubric and ask: What’s this?
in a story that is read aloud (18) (T-shirt) What colour is it? (green). Ask pupils to look at the story pictures
Reading: can recognise single, familiar everyday words, and find the green T-shirt.(Answer: story frames 1, 2, 3, 4)
if supported by pictures (21) • Play the audio. Pupils listen to the story and follow in their books.
Speaking: can repeat phrases and short sentences, if • Use the story cards to tell the story again, with or without the audio. Pause
spoken slowly and clearly (16) after each story frame to ask a comprehension question, e.g. Is Maya happy?
(no, sad) Is she brave? (yes) Is Leyla brave? (yes) Is Peter nervous? (yes) Is he
sad? (yes) Why? (L1: He thinks he isn’t brave.) Is Peter brave? (yes).
Teacher toolkit Spot! Pupils find the blue hat in the story. (Answer: story frame 2)
Story summary
Practice
The school trip
The children are on a school trip to the amusement 2 5.10 Listen, point and say.
park. Each child faces a challenge at some point • Point to the pictures and ask: Who’s this? (Peter, Cam, Maya). Play the
on the school trip, and each of them is brave in a first part of the audio, then pause for pupils to point to the picture of the
different way. corresponding character (Cam). Do the same with the second part of the
audio (Maya) and the third part of the audio (Peter).
• Give each pupil a role: either Peter, Cam or Maya. Play the audio, and
Being brave pupils role-play their character and repeat if they can.
In the story, Peter doesn’t think he is brave because
he doesn’t want to go on the rollercoaster. However,
he shows bravery in other situations. Draw pupils’ 1 Cam: My trousers are blue.
attention to how Peter is brave in the school 2 Maya: Wow, Peter! That’s brave.
playground. Point out that there are lots of different 3 Peter: Hey! Be nice!
ways of being brave, and pupils act out some ways
of being brave. 3 Who’s brave? Circle.
Self-management • Remind pupils of the word brave and elicit that Judy was brave
in Video 5A in Lesson 1. Pupils do the TPR action for brave (put
hands on your hips and make a ‘superhero’ pose).
• Show each story card, and pupils find the scenes where someone is
being brave (frames 1, 2 and 5).
• Tell pupils to circle the people who are brave in the story.
• Say each character’s name, and pupils stand up if they chose that
character and act out the situation where the character is being brave.
128
LESSON 4
5
The school trip
Story
2 5.10
1 5.9
Listen to the story. Point to a .
1 2
Maya: My trousers are yellow.

Cam: My trousers are blue.
Maya: Oh, no! Look at my trousers! Leyla: Wow! It’s big!
Peter: Wow! Maya is brave. Peter: Leyla is brave. 3 Who’s brave? Circle.
3
4
Ms Smart: Are
Cam: Look at the cars! Come you OK, Peter?
on, Peter! Peter: No. I’m not
Peter: No, thanks. I’m nervous. brave. I’m sad.
6
5 Wow, Peter! 4 Act out the story.
Girl: It’s my yo-yo!

Maya: Wow, Peter!
My yo-yo is orange.
That’s brave.
Peter: Hey! Be nice!
Peter: Thanks, Maya!
Spot!
The end
52 I can read and understand a story. 53

• Pupils look at the photos of the boy and the girl. Say: They can do • Play Behind the doors (see Games Bank p.206). Hold your hands
it! They’re brave. in front of your face like two closed doors. Make a face showing
• Tell pupils to choose one of the characters: Maya, Leyla, Peter, an emotion, behind your hands. Ask pupils to guess the emotion.
Cam, Ms Smart or Boy. Play the audio, and pupils act out the story Then open the two doors and show pupils your expression. Invite
as they listen. Pupils can join in with the lines if they wish to. pupils to play the game in pairs or small groups.
Teaching star Mickey Mouse puppet as they leave class.
Growth mindset Some pupils may prefer not to speak as they
act out the story. Tell them this is OK but encourage them to Activity Book page 50
be brave and to say some of the words as you play the audio. Audioscript see p.203
When a quieter pupil is brave enough to speak, say: Well done!
1 5.4 Listen and tick (✔). 1 a, 2 b
You’re brave!
• Pupils listen again to the story. They tick the correct picture
in each pair.
Extra activity (story extension) Place story cards in different 2 Peter is brave. Circle and say. 3
parts of the classroom. Say sentences from the story, e.g. • Pupils look back at the story in their Pupils’ Book. They circle
My trousers are yellow!, and pupils go to the correct story card. the picture that shows Peter being brave.
With large classes, play in groups.
129
Objectives Warm-up
Lesson aim: say what I’m wearing Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: boots, gloves, shoes, socks; I’m wearing
my T-shirt. • Remind pupils of the story from Lesson 4. Show story card 6, and pupils
say what clothes items Maya, Cam, Peter and Leyla are wearing.
Recycled language: clothes; numbers; Look at the cars.
He’s/She’s nervous. What’s this? They’re (red). Thank you. • Play the story audio again (track 5.9), and pupils mime each of the
Receptive language: Be careful! It’s hot/cold. I need
my (coat).
Presentation
(Clothes 1, Clothes 2, Clothes 3); Story cards (Unit 5);
Mickey Mouse puppet
remember the words. Then show each word card, say the words, and pupils
repeat.
Skills 1 5.11 Listen, point and say. Then play.
Listening: can recognise familiar words in short phrases • Point to the photos. Invite pupils to say any clothes words they already know.
and sentences spoken slowly and clearly, if supported by Ask about the colour of each clothes item: What colour are they? (red).
pictures or gestures (19)
Reading: can recognise single, familiar everyday words, again, and they point to the photos. Play the audio one more time,
if supported by pictures (21) pausing after each word for pupils to say the word.
Speaking: can name items of clothing if supported by • Say a number, e.g. four, and pupils say the word (boots). Repeat with other
pictures (22); can use a few simple words to describe numbers and words.
objects, e.g. colour, number, if supported by pictures (19)
corresponding classroom objects.
Teacher toolkit 2 5B Watch and circle. Video story
Video summary – 5B • Pupils look once more at the Big Picture in Lesson 1. Remind them of
I’m wearing my hat Videoscript see p.200 what happened in Video 5A in Lesson 1 and the characters. Point to
Judy and Nick and elicit what they are wearing
Judy is at work when she sees Finnick, a very small fox.
Judy follows Nick and Finnick to a cold, snowy place, Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
where she discovers Nick and Finnick’s secret plan. It’s video time!
The video presents examples of the target grammar in • Play the video, and pupils put their hand up when they hear a clothes
context, e.g. I’m wearing my shirt and my trousers. word (shirt, trousers, hat, coat, gloves). Hold up the flashcards for each
clothes item as a prompt.
• Pupils look at the small pictures. Ask them to guess what each item of
Teaching grammar
clothing is. Play the video again and ask pupils to circle the clothes they
As you present the grammar structure I’m wearing… ., saw in the video.
emphasise the m in I’m so that pupils hear it clearly.
Drill the word I’m several times, showing pupils how
to close their lips to form the m sound. Then drill
Practice
I’m wearing my… . and point to your own clothes, 3 5.12 Listen and colour. Then say for you.
eliciting the name of the clothes items. • Pupils look at the picture. Ask: What’s (Leyla) wearing? and elicit the names
of the clothes items (T-shirt, skirt, shoes, hat). Do the same for Cam and Peter.
• Ask: Look at Leyla’s T-shirt. What colour is it? Play the first part of the
audio, pausing for pupils to answer (pink). Pupils colour Leyla’s T-shirt pink.
• Play the rest of the audio, pausing for pupils to colour the clothes in
the picture.
• Describe your own clothes: I’m wearing my (trousers). My (trousers) are
(blue). Pupils look at their own clothes. If they are wearing the same as
you, they say: I’m wearing (trousers). My trousers are (green). Do the same
for other clothes items you’re wearing.
130
LESSON 5
5
Extra activity (whole class) Pupils compare

1 5.11
Listen, point and say. Then play. what they are wearing with a partner. One pupil
makes a sentence, e.g. (I’m wearing) (a jumper).
The other pupil either repeats the sentence if it
is true for them or makes a new sentence if they
are wearing a different clothes item.
1 shoes 2 socks 3 gloves 4 boots
Wrap-up
2 5B
Watch and circle. • Play Whispers (see Games Bank p.207). Sit with
pupils in a circle, and whisper I’m wearing
(clothes item). to the pupil on your left. Ask him/
her to whisper the same sentence to the pupil
on their left, and so on, around the circle, until it
reaches the pupil on your right. Ask the pupil on
your right to say the sentence – is it correct?
leave class.
3 5.12
Listen and colour. Then say for you.
1 2 3 Activity Book page 51
1 5.5 Listen and circle. 1 a, 2 a, 3 b, 4 a
• Pupils name the clothes and colours in the
pictures. Play the audio. Pupils listen and
point to the pictures. Play the audio again,
pausing for them to circle the correct picture
in each pair.
Extra Go online 2 Colour and say.
54 I can say what I’m wearing.
Lesson Phonics
• Pupils colour the picture. They imagine they
are Judy or Nick and describe the clothes
they are wearing, e.g. I’m wearing my (shirt).
SUPPORT Read aloud each sentence from the audio to the class. Pause before the
My (shirt) is (brown).
colour word, and pupils look at their own clothes item and say what colour it is.
STRETCH Pupils work in pairs, taking turns to say what they are wearing, following
the model in the audio. Online module Phonics Extra
Lesson
Words with Mm, Nn and Oo sounds in
initial position
1 I’m wearing my T-shirt. My T-shirt is pink.
2 I’m wearing my socks. My socks are red. mum, nose, orange
3 I’m wearing my gloves. My gloves are green.
Teaching star
Support understanding As you say what clothes you are wearing in activity
3, invite pupils who are wearing the same things to stand up and point to their
own clothes. If any pupils stand up who aren’t wearing the clothes, show the
corresponding flashcard and repeat the clothes word. Ask these pupils to check
whether or not they are wearing the item.
131
5 Lesson 6: Myself and others I’m brave! Pupil’s Book page 55
Objectives Warm-up
Lesson aim: talk about being brave Greet pupils with the Mickey Mouse puppet and say the Hi, hello! chant
Target language: brave; I’m (not) brave.
Show the Myself and others poster and review different emotions. Make
Recycled language: happy, sad, nervous, grumpy
Mickey act out the following emotions: happy, sad, nervous, grumpy. Ask:
Materials: Audio; (optional) Video 5A; Myself and Is Mickey happy? Is he nervous? Is he grumpy? Pupils find each emotion
others poster; Stickers; Mickey Mouse puppet on the Myself and others poster.

Skills • Play the song audio, and pupils join in with the words and the actions.
Listening: can recognise familiar words in short phrases • Ask: How do you feel?, and pupils respond, e.g. I’m (happy)!
pictures or gestures (19) Presentation
of common adjectives, e.g. happy (22)
• Remind pupils of the story from Lesson 4. Hold up the story cards and tell
the story together, encouraging pupils to join in with the words. Then ask:
Teacher toolkit Who’s brave? and elicit answers.
• Point to the picture of Judy and ask: Is Judy brave? If necessary, play
Being brave Video 5A again before eliciting answers (yes – Judy is brave when she
In this lesson, pupils explore different ways of stands up to Gideon and when she chases the thief).
being brave. They also discuss what they can do in • Point to the other pictures and ask: Brave or not brave? Pupils say the
situations where they are not feeling brave. At this words or do the TPR action for brave (hands on hips and ‘superhero’ pose)
age, pupils often find themselves in situations where or not brave (hands covering face).
they have to do things that make them feel nervous, • Play the audio, and pupils point to the pictures. Play the audio again, and
and this is being brave. Using L1, elicit situations pupils repeat the sentences.
when pupils might need to be brave, e.g. when they
fall and hurt themselves, or if they can’t see their Audioscript (track 5.13)
parent in a busy place. Ask pupils how they feel You’re brave, Judy.
in each situation. Then encourage them to say I’m You’re brave, Peter.
brave or I’m not brave. You’re brave, Maya.
You’re brave, Leyla.
Self-management
Practice
Home-school link 2 What can you do to feel brave? Circle.
Encourage pupils to keep a bravery diary. They can • Using L1, discuss with pupils that sometimes we need to ask for help in
draw a picture any time they feel that they were order to be brave. Ask them what they do if they’re not feeling brave
brave or they weren’t brave. Invite a few pupils to (e.g. ask a family member or friend for help).
share their diaries with the class during each lesson, • Point to each picture and help pupils understand the meaning of each
saying: I’m (not) brave. action, using mime (1 laugh, 2 ask for help, 3 imagine the scary thing/
creature as something small and nice, 4 hold hands with a friend).
• Model the activity by miming being scared and saying: I’m not brave.
Ask pupils to mime one of the things you can do to feel brave.
• Pupils circle one or more pictures according to what they do to feel brave.
132
LESSON 6
5
I’m brave! Myself and others
• Pupils work in pairs to compare their answers,
1.12 saying I’m (not) brave. Encourage them to say
Listen how they feel in each scenario (using L1), and to
act out what they do when they don’t feel brave,
sing.
5.13
e.g. ask for help or hold hands with a friend.

SUPPORT Say: I’m brave., and pupils repeat and
act out a scenario in which they feel brave. Do the
same with I’m not brave.
STRETCH Pupils work in pairs, taking turns to talk
about the scenarios in which they are brave and not
brave, recycling any language they know.
2 What can you do to feel brave? Circle.
ask: Is Peter brave? (yes) Are you brave? Pupils stick
1 Rubric the sticker in their books.
Extra activity (whole class) Pupils stand up.

Describe a situation where pupils might need
to be brave, using flashcards and gesture to
support meaning, e.g. It’s a monster. It’s big!
3 Colour for you. Then tell a friend. Pupils mime and say brave / not brave.
Wrap-up
I’m a
hero! • Point to the be brave picture on the Myself and
others poster, and pupils say if they feel brave. If
they don’t feel brave, they act out what they do.
leave class.
Self-management: I can talk about being brave. 55
Teaching star 1 5.6 Listen and tick (✔) brave for Leyla.
Then say. 1, 3
Social-emotional learning Discuss how being brave can mean different things • Pupils look at the pictures and think about
for different people. Being brave is about confronting our fears, and something whether Leyla is being brave or not. Play
that isn’t scary for one person may be terrifying for another. Ask pupils (using the audio, and pupils tick the pictures that
L1) how they can be nice and show concern for each other when they don’t feel show Leyla being brave. They point and say:
brave, using the pictures in activity 2. I’m brave for the pictures they have ticked.
2 Make a badge. Colour the stars for you.
3 Colour for you. Then tell a friend. • Pupils design their own I’m brave! badge.
• Model the activity with the scenario shown in the first photo. Say: It’s big! I’m They colour the stars to represent how
nervous. Then say: I’m brave. / I’m not brave., according to how you feel about it. brave they think they are.
Use mime to help convey brave / not brave, e.g. brave – showing strong arms, not
brave – hiding behind your hands. Then show pupils the boxes under each picture
and ask them (using L1) to colour the boxes to indicate how brave they feel in
each situation: one box – not brave; three boxes – brave.
• Give pupils time to think about the scenario in each photo and colour in the boxes.
133
5 Lesson 7: My world Science: Weather Pupil’s Book page 56
Objectives Warm-up
Lesson aim: talk about clothes and the weather Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: cold, hot, wet
Play Mickey’s card (see Games Bank p.207). Give Mickey a clothes
Recycled language: clothes
flashcard, but don’t let pupils see what is on the flashcard. Pupils take turns
Materials: Audio; Flashcards / Word cards (Clothes 1, to guess the name of the clothes item.
Clothes 2, Clothes 3); Mickey Mouse puppet; (optional)
real clothes or accessories suitable for different weather Presentation
conditions, e.g. a jumper, a raincoat, a T-shirt; (optional)
pictures/photos showing different weather 1 5.14 Let’s explore! Listen, point and say.
• Pupils look at the photos. Remind them of the weather in video 5B and ask
pupils to point to the corresponding photos (hot/cold).
Skills • Point to each photo and show pupils a TPR action for each weather
Listening: can recognise isolated words related condition, e.g. mop your brow to indicate hot, shiver / cross your arms to
to familiar topics, if spoken slowly and clearly and keep warm for cold, mime putting up an umbrella for wet.
supported by pictures or gestures (16) • Play the audio, pausing after each word for pupils to point to the correct
Speaking: can repeat single words, if spoken slowly and photo.
clearly (10); can repeat phrases and short sentences, if • Play the audio again, and pupils repeat the words and do the TPR action.
SUPPORT Say each weather word, and pupils do the TPR action.
Teacher toolkit partner to name the weather.
Cross-curricular
Weather
In this lesson, pupils learn about different types of 1 hot // 2 cold // 3 wet
weather. They also assess which clothes are best
to wear for each weather condition. Help pupils
connect their learning with the real world by thinking Practice
about the weather around them. Ask: Is it (hot/cold/ 2 5.15 Think Match. Listen and check. Then say.
wet) today? If possible, bring in some pictures or • If you have brought to class real clothes, show them to pupils. If possible,
photos showing different weather and ask pupils to let them pass the items around the class and touch them to feel the
describe the weather in each one. material. Alternatively, you can use the clothes flashcards. As you pass
each item or flashcard around, say: I’m wearing a (jumper). Is it hot/cold/
Home-school link wet? Encourage pupils to think about which weather condition each
clothing item is suitable for.
Pupils find clothes items at home which they can wear
in different weather. Invite them to bring one of these • Point to each weather icon and elicit the weather words (cold, wet, hot).
clothes items into the next lesson. Encourage them Point to the clothes items in the photos and ask pupils to name the clothes
to tell a family member the name of the clothes item they can see (hat, dress, gloves, scarf, coat, boots). Point to the cold weather
and the weather condition in which they can wear it: icon, mime being cold and say: I’m cold. I’m wearing… . Pupils point to the
It’s hot. It’s a T-shirt. photo that shows clothes for cold weather and complete the sentence: hat,
scarf and gloves. Do the same for the other weather icons and photos.
• Give pupils time to draw matching lines between each weather icon and
the appropriate photo. Then play the audio for pupils to check their
answers. Pause the audio after each sentence for pupils to point to the
corresponding weather icon and clothes.
• Pupils work in pairs, taking turns to point to each weather and say the
appropriate clothes.
1 It’s cold. I’m wearing my scarf and my gloves.
2 It’s wet. I’m wearing my coat. I’m wearing my boots.
3 It’s hot. I’m wearing my dress. I’m wearing a hat.
134
LESSON 7
5
Weather
S ci e nc e
My world
SUPPORT Give pupils prompts to help them
describe the weather and clothes: Is it (hot)? (yes/
no) It’s (cold). I’m wearing a… . Pupils mime each
1 5.14
Let’s explore! Listen, point and say. weather and complete your sentences by saying
single clothes words.
1 2 3
STRETCH Pupils share their drawings in small
groups, taking turns to describe the weather and
clothes. Monitor, supporting as necessary.

2 5.15
Think Match. Listen and check. Then say. After activity 3, pupils can share their drawings
with the whole class, and compare. They can
1 2 3 analyse the clothes in the drawings and find the
most popular clothes item for hot weather and
the most popular clothes item for cold weather.
a b c
Extra activity (class game) Further develop
pupils’ thinking skills by playing Which is different?
(see Games Bank p.206). Place the scarf, boots,
gloves and T-shirt flashcards on the board. Pupils
say which one is different (T-shirt – it’s for hot
3 Do Draw. Then tell a friend. weather, the other items are for cold weather).
Wrap-up
Draw on the board a picture of a monster, and
tell pupils that today the monster only wants to
eat clothes suitable for hot weather. Show pupils
56 I can talk about clothes and the weather.
different clothes flashcards, and ask them to
decide whether or not the monster can eat each
clothes item.
Teaching star Sing the Goodbye song (track 0.7), and pupils say
Classroom management When using realia or objects as in activity 2, ask pupils leave class.
to sit in a circle, and pass the object around the circle. This will allow all pupils to
see the object clearly. Decide whether pupils will sit on their chairs or on the floor,
model the way you expect them to sit and praise them for their patience. Activity Book page 53
1 Find, colour and say. 1 hot, 2 cold, 3 wet
3 Do Draw. Then tell a friend. • Pupils colour the dotted section in each
puzzle to reveal the weather icon. They say
• Ask pupils to look at the picture frames and elicit the weather shown in each one
the weather shown in each picture.
(hot, cold, wet).
2 Look and circle. Then say. 1 wet, 2 cold,
• Ask pupils to think of an item of clothing they could wear in each weather and to
3 hot
draw it in the frame.
• Point to the first item of clothing and say: I’m
• Give pupils time to draw, then ask them to compare their drawing with a friend. wearing a coat. Is it (hot/wet/cold)? (wet).
Encourage them to say or mime the weather and say the clothes they have drawn; Pupils circle the wet weather icon. Pupils
e.g. It’s (hot). I’m wearing a (dress). work on their own to complete the rest of the
activity, then compare their answers in pairs
and say, e.g. I’m wearing a (jumper). It’s (cold).
135
Objectives Warm-up
Target language: clothes; I’m wearing my (T-shirt). • Play Memory game (see Games Bank p.206). For this version, use the
My T-shirt is (green). My (shoes) are (blue). clothes flashcards. You can increase the challenge by asking questions,
e.g. What colour is the (hat)?
Flashcards / Word cards (Clothes 1, Clothes 2, Clothes 3);
Stickers; Mickey Mouse puppet; Cut-outs (Unit 5), with a
cut-out model prepared; My progress poster I can do it!
1 5.16 Listen and match. Then play.
• Pupils look at the picture. Say: Look! It’s Judy’s mum. And Judy’s dad. Elicit
Skills clothes words pupils can see in the picture, e.g. skirt, shirt, hat, T-shirt,
Listening: can recognise isolated words related shorts, dress. Point to various clothes in the picture and ask: What colour
to familiar topics, if spoken slowly and clearly and is it / are they?
supported by pictures and gestures (16) • Play the audio and pause after the first sentence. Ask pupils to point to the
Speaking: can say single words related to familiar corresponding character in the picture (mum). Play the rest of the audio,
topics, if supported by pictures or gestures (18) pausing after each sentence for pupils to point to the picture.
• Read the numbers one to five, then play the audio again. Pause after
each sentence for pupils to draw a matching line from the numbers to the
Teacher toolkit corresponding characters.
Video review • Check the answers as a class. Say: Number one. My T-shirt is (purple).
You can return to Video 5A and Video 5B at the end • Then pupils work in pairs. They take turns to describe a character’s clothes
of the unit for a ‘second play’. Pupils watch and listen for their partner to guess, using the language from the audio as a model.
for different clothes items in the videos and mime SUPPORT Play the game as a class. Allow pupils to use single words to
putting each item of clothing on. describe the clothes, e.g. (dress) (green).
STRETCH Pupils work in pairs, taking turns to choose one of the characters
and say sentences (e.g. I’m wearing my hat. My hat is green.) for their partner
Home-school link
to point to the correct character in the picture.
Pupils use the language they’ve learnt in the unit to
describe their clothes to their families, e.g. I’m wearing Audioscript (track 5.16)
my (scarf). My (scarf) is (red). 1 She says, ‘My T-shirt is purple.’
2 She says, ‘My dress is green.’
3 He says, ‘My shorts are brown.’
4 He says, ‘My hat is green.’
5 She says, ‘My skirt is yellow and brown.’
Let’s talk!
• Play the audio, pausing after the first part, and pupils point to the green
T-shirt. Then play the next part of the audio, and pupils point to the
blue shoes.
• Ask pupils to draw and colour one more item of clothing in the allocated
space on the cut-out.
• Pupils make the spinner by placing a paperclip in the centre of the circle
and placing the end of a pencil (point down) inside the paper clip.
Demonstrate how to flick the paperclip so that it spins on the pencil point,
and see which clothes item the spinner lands on, e.g. red trousers. Say: I’m
wearing (my trousers). My (trousers) are (red).
• Play the game as a class. Invite a pupil to spin the spinner and say which
clothes item they land on, e.g. yellow jumper. Encourage the class to say:
I’m wearing my (jumper). My (jumper) is (yellow).
136
LESSON 8
5
I can do it! Review

1 5.16
Listen and match. Then play. of Judy on p.2 in the Pupil’s Book. They point to
and name Judy’s clothes.
1 Extra activity (class game) Play Let’s dance!
(see Games Bank p.206), using the song from
4 Lesson 3 (track 5.8).
2
5 Wrap-up
3 Unit
4

2 Listen and point. Then make and play. listen (I can talk about clothes. I can be brave.).
Cut
outs
5.17
• Pupils reflect on which lesson they most enjoyed in

talk!
Let’s Unit
5
Unit 5. Have a class vote and choose one activity
Key:
fold
line
to do again as a class, e.g. watch the video, sing the
6
song or chant, listen to the story or play a game.
1
5
Cut-outs Sing the Goodbye song (track 0.7), then pupils

2
4
say goodbye to Mickey and tell him their

favourite word from Unit 5.
3 Draw you and say. Then stick!
ker Audioscript see p.204
Stic e
tim
My progress journal
✔ Unit 5! • Pupils listen to the audio and point to the

pictures.
57 2 Tick (✔) what you know.
know in English.
SUPPORT Pupils can play the game in mixed ability pairs. They take turns to spin
the spinner, with the less confident pupil saying only the names and colours of clothes 3 5.8 Listen and colour. Then say. green
items: (jumper, yellow). T-shirt, blue trousers, pink jumper, brown shoes
STRETCH Pupils can play the game in mixed ability pairs. The more confident pupil • Pupils look at the picture and name clothes
makes a sentence, following the model from the audio. words they know, e.g. T-shirt, jumper, trousers,
shoes. Play the audio, and pupils point to the
Audioscript (track 5.17) clothes. Play the audio again, pausing after
A: I’m wearing my T-shirt. My T-shirt is green. each line for pupils to colour the clothes. They
B: I’m wearing my shoes. My shoes are blue. describe what each child is wearing, e.g. (I’m
wearing) (my shoes). My (shoes) are (brown).
3 Draw you and say. Then stick!
r
Sticke
time
4 Draw your favourite clothes. Then say.

• Ask pupils to complete the drawing to show themselves wearing their favourite
• Pupils draw and colour their own favourite
clothes, including words from Unit 5.
clothes, then describe them to a friend,
• In pairs, pupils describe their drawings: I’m wearing a (T-shirt). More confident using the language from Unit 5.
pupils can describe their drawing to the class: I’m wearing a (skirt). My (skirt)
Choose and stick.
Stick
time
er
is (red).
137
5 Project My clothes Pupil’s Book page 92
Objectives Warm-up
Lesson aim: draw and describe my party clothes Greet pupils with the Mickey Mouse puppet.
Target language: I colour my picture. I’m wearing a Make Mickey hold up clothes flashcards and elicit the words.
(T-shirt). My (T-shirt) is (green). • Play the chant audio (track 5.2), and pupils join in with the words
Recycled language: clothes; colours; I’ve got my and actions.
(crayons).
Materials: Audio; Flashcards / Word cards (Clothes 1, Let’s review
Clothes 2, Clothes 3, Colours); Mickey Mouse puppet; 1 9.9 Listen and tick (✔).
pens, pencils, crayons, ruler, rubber, paper; (optional) • Pupils look at the pictures and say the item of clothing they can see
life-size body outline made in Unit 4 (T-shirt). Point to the pictures and ask: What colour is it? (pink, yellow,
green, purple).
• Play the audio, pausing after each sentence for pupils to find the
Skills corresponding clothes and colours in the pictures.
• Play the audio again, and pupils tick the T-shirt that is described on
the audio.
pictures (19)
Speaking: can say single words related to familiar Audioscript (track 9.9)
topics, if supported by pictures (18) I’m wearing a T-shirt. My T-shirt is yellow, purple and green.
Get ready
Teacher toolkit
Project skills: Self-management • Explain to pupils they are going to draw and colour some party clothes.
In this lesson, pupils learn how to prepare for project Pupils look at the photo of the girl and say what classroom objects they
work by making sure they have all the classroom can see (markers, crayons). Ask: What colour is the (crayon)? What
equipment they need before they start. colour are the (markers)?
• Play the audio, and pupils listen. Then ask: What colour are the crayons?
(red, green, black, purple). Ask: What clothes? (T-shirt, hat). Use the
Extend colour and clothes flashcards to prompt as necessary.
Use the life-size body outline you made in Unit 4 as a
• Hold up a crayon and demonstrate the action of colouring. Then play
class doll. During this unit, pupils make clothes for the
the audio again, pausing after the first sentence. Ask pupils to hold up a
doll collaboratively. Elicit the names of the clothes
crayon. Then play the rest of the audio and ask pupils to mime colouring
items the doll is wearing and their colours. Encourage
when they hear I colour my picture.
pupils to talk about the doll’s clothes, using the target
structures once they have learnt them. • Tell pupils to prepare their crayons and other classroom equipment they
need before they draw their picture.
I’ve got my crayons. Red, green, black and purple.
I colour my picture. My T-shirt is red and green. My hat is purple.
Create
3 Draw your party clothes. Then show a friend.
138
UNIT 5 f-m
anagem
5
My clothes
l
Project
en
Se
t
picture. It’s a (dress). Encourage pupils to stand up
1 and to smile so that they look confident.
Let’s review
2 • Invite more confident pupils to show and describe
1 9.9
Listen and their picture to the class.
tick (✔).
ACHIEVE
Pupils can draw pictures of different clothes
items, and describe them, using My… is… .
✔ They make sure they have everything they
Get ready need before they begin doing their project.
2 9.10
Listen and SUPPORT
point. Then say. Pupils recognise words for different clothes
items, and they say individual words, e.g. T-shirt,
red and yellow.
STRETCH
Pupils work in pairs, taking turns to describe
Create the clothes they have drawn. They can also
describe the clothes they are wearing.
3 Draw your party
clothes. Then show a friend.
Wrap-up
92 I can draw and describe my party clothes. Encourage them to name the clothes and colours
they can see and respond to the pictures.
1 Tick (✔) the colours you see. Then say. red ✔, blue ✔, yellow ✔ Activity Book page 90
• Pupils look at the picture and name the clothes and colours they can see. 3 Think and colour for your project.
They tick and say the colours they can see in the picture. • Pupils colour the stars to show how well they
2 Now draw for you. think they did in their project.
• Ask pupils to complete the drawing of the wardrobe, by adding drawings of
some of their own clothes.
planning as a draft and draw their party clothes on a separate piece of paper.
139
6 Nature

By the end of this unit, pupils can: Listening: recognise and understand words for bugs and
• name bugs and things in nature things in nature, and what others say they can see
• say what they can see Reading: recognise and understand single words and basic
• describe things in nature phrases when supported by pictures, including in a short,
• work in a team
Speaking: talk about bugs and things in nature; offer to help;
• understand and talk about symmetry talk about symmetry in bugs

ant, beetle, butterfly, ladybird grass, sand, sky, sun
Vocabulary chant: What’s this? What colour is it? It’s yellow.

Social awareness: Teamwork
flower, mushroom, pond, river, rock, tree
Let’s all help. Good idea!
Lesson 3 Grammar
Lesson 7 Maths and Art
My world
I can see a beetle.
Maths and art: Symmetry
Song: Bugs, bugs, bugs! spots, stripes
Lesson 4 Story Lesson 8 I can do it!

A good team
Cut-outs What colour is it?
Help me! It’s a team.
Project My garden
Presentation skills: being a good listener
Thank you! Clap your hands, everyone.
140
Unit overview
Princess Atta
The eldest daughter of the Queen
of the ant colony, she will become
The circus bugs
queen one day. She tries to make Dot Francis is a ladybird and a clown in
the colony a perfect place to live. The younger daughter the circus. Heimlich is a caterpillar
of the Queen of the ant and he’s also a clown. Dim the
colony, Dot is small but rhino beetle acts as a lion at the
has a bright future. circus. Gypsy is a beautiful moth.
Flik
A nice, young ant who
is always inventing
things. He wants to
improve life in the
colony, but his ideas
don’t always go to plan.
Flik is an inventive ant who always ends up getting into trouble. One day, after accidentally destroying the
colony’s crops, Flik leaves the colony and goes on a journey. He meets a group of circus bugs who help him
save the colony. you kn ow
Did ?
The film A Bug’
s Life
is inspired by A
esop’s
fable The Ant
and the
eo stor
Vid ies Grasshopper, th
of a hungry gras
e story
shopper
Video 6A: Flik can help! who spends the
summer
singing instead
Video 6B: What colour is it? of
looking for food
.

Lesson
Words with Pp, Qq and Rr sounds in initial position
pond, queen, rock
141
Objectives Warm-up
Lesson aim: name bugs Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: ant, beetle, butterfly, ladybird
Recycled language: colours; This is… . What’s this? Presentation Video story
It’s a… . Look at the… .
Receptive language: I can see… . Let’s all help. This is the film A Bug’s Life. This is (Flik).
The ants say… . Well done, team!
• Pupils count the number of bugs in the Big Picture (twelve).
• Ask pupils to find and point to different items in the Big Picture.
(Bugs, Body, Head and face, Level characters); Sticker
Ask: Who’s big? Who’s small? Who’s (green)?
(Flik); Mickey Mouse puppet
1 6A Watch and circle.
Listening: can recognise isolated words related • Play Video 6A. Pupils watch and listen. Play the video again. Ask: What do
to familiar topics, if spoken slowly and clearly and the ants make? Then point to each of the small pictures and say: A butterfly,
supported by pictures and gestures (16); can recognise a flower or a bird? Ask pupils to point to, then circle the correct picture.
chants (18)
Reading: can recognise single, familiar everyday words,
if supported by pictures (21) • Try unsuccessfully to hold and show the class six flashcards. Then
invite two pupils each to hold two flashcards for you. Say: We are a
Speaking: can name everyday objects, animals or
team. High-five your team members.
people around them or in pictures, using single words
(18); can recite a short, simple rhyme or chant (16) • Play the video, and pupils high-five each other when they see the
bugs working in a team (1:16).
• Point to each small picture and ask: Is it a team? Pupils say or mime
Teacher toolkit yes or no. They then tick the correct picture.
Flik can help! Videoscript see p.200 introduce the new vocabulary. Repeat several times, encouraging pupils
Flik and the other ants help Princess Atta. They all to remember the words. Then show each word card, say the words, and
work together to build a bird structure to scare off pupils repeat.
grasshoppers. It’s difficult, but they keep trying and
they succeed in the end. Practice
3 6.1 Listen and point. Then say and play.
Teamwork • Play the audio, pausing after each word for pupils to point to the bugs in
Using L1, use the video story to talk about how the small photos. Play the audio again, pausing for pupils to say the words.
the ants work together in a team to make the bird Play the audio a third time, and pupils read, say and point to the bugs.
and then lift the bird together. Then play the video • Invite a confident pupil to say a word, and the rest of the class points to
again, and pupils do a high-five and say: Well done, the correct bug in the photos. Repeat with other pupils.
team! at the end of the video. SUPPORT Say a word, pupils repeat it and point to the correct photo.
Social awareness STRETCH Pupils work in pairs, taking turns to point to a photo for their
partner to name the bug.

Give the Mickey Mouse puppet a flashcard, facing away from the class.
Ask: What’s this? What’s this? It’s a… . Invite pupils to guess which bug is
on the flashcard.
• Display the flashcards. Play the audio and demonstrate the TPR actions.
Pupils listen and point to the correct flashcard when they hear the
corresponding word.
142
6
6 Nature
LESSON 1 Vocabulary
2 6A
✔
3 6.1
Listen and point. Then say and play.
1 2 3 4
ant beetle butterfly ladybird
4 6.2
1 6A
Watch and circle.
Collect ?
58 I can name bugs. your friend! 59
page 3
• Say: Listen and chant! Play the audio again. Pupils join in and do Wrap-up
the TPR actions. • Play Faster and faster (see Games Bank p.206). For this version,
use the bugs flashcards.
TPR chant
ant – move fingers as if running like an ant Mickey Mouse puppet as they leave class.
beetle – stamp around on the spot
butterfly – flap arms slowly Activity Book pages 56–57
ladybird – flap arms quickly Audioscript see p.204
1 6A Watch again and circle.
Audioscript (track 6.2) What’s this? 1 I see… a, b, d
What’s this? [x2] It’s a butterfly. • Pupils watch the video again and circle the characters they see.
Butterfly. [x2] In the sky. 2 It’s a team. b
What’s this? [x2] It’s a ladybird. • Pupils think about how the ants work in a team in the video
Ladybird. [x2] In the sky. (when building the bird). Point to each picture and ask: Is it
What’s this? [x2] It’s a beetle. a team? Pupils answer yes or no and circle the picture that
Beetle. [x2] In the sky. shows a team.
What’s this? [x2] It’s an ant.
2 6.1 Listen and say the number. Then play. butterfly 3,
Ant. [x2] Ants. [x3]
beetle 2, ant 1, ladybird 4
Hurray!
• Pupils name the bugs they can see in the pictures. Play the
Collect your friend! Show the flashcard of Flik to help
audio, pausing after each word for pupils to say the number
of the corresponding bug. Then play the answer on the
in the Pupil’s Book. Ask: Who’s this? (Flik). audio. Pupils play the game in pairs, taking turns to point and
say the bug or number.
143
Objectives Warm-up
Lesson aim: name things in nature Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: flower, mushroom, pond, river,
rock, tree • Play Where is… ? (see Games Bank p.206), using the bugs flashcards.
Recycled language: bugs • Say: Listen and chant! Play the chant (track 6.2). Pupils join in and do the
actions.
Materials: Audio; Flashcards / Word cards (Nature 1,
Bugs); Stickers; Mickey Mouse puppet; (optional) photos
of yourself in nature or pictures from magazines showing Presentation
different kinds of nature; (optional) a cloth bag Flashcards / Word cards (optional) Show the flashcards one by one to
Skills pupils repeat.
Listening: can recognise isolated words related 1 6.3 Listen, point and say. Then play.
Show the Mickey Mouse puppet the flower flashcard. Make Mickey smell
the flower and say: Mmm! A flower! Pupils look at the photos and point to
Reading: can recognise single, familiar everyday words, the flower.
if supported by pictures (21)
• Say: Listen and point. Play the audio, and pupils point to the
Speaking: can use a few simple words to describe objects, corresponding photos. Play the audio again, pausing after each word.
e.g. colour, number, if supported by pictures (19) Pupils point to the corresponding photo and repeat the word.
• Say a word, and pupils repeat it and point to the corresponding photo.
Teacher toolkit Repeat with different words.
SUPPORT Say a word, and pupils mime an action to represent the word,
Teaching vocabulary e.g. smelling a flower, climbing a tree, swimming in a river, picking up a rock,
If possible, bring in some photos of yourself in nature being a frog on a lily pad, eating a mushroom.
to generate interest in the target vocabulary. Say, STRETCH Pupils work in pairs, taking turns to point to a photo for their
e.g. Look! Here’s a (big) (tree)! Look! It’s a (river)! partner to say the corresponding word. They can also mime an action for
Alternatively, bring in pictures from magazines each word.
showing different kinds of nature.
Practice
r
Sticke
Home-school link time
Encourage pupils to go with their families on a nature • Pupils look at the picture. Elicit the nature items they can see.
walk in a local park or in the countryside and point • Point to the empty sticker frames, and pupils say which items they think
out and name the different items they see. might be missing, e.g. mushroom, flower.
• Play the audio, pausing after the description of the mushroom and
the description of the flower for pupils to position the stickers in the
empty frames.
• Play the audio again, and pupils stick the stickers in the frames. Play the
audio a third time, pausing for pupils to point and repeat the sentences.
• Point to an object in the picture and say: Look! A… . Elicit the name of
the object, e.g. mushroom. Then say: It’s… . and elicit the correct colour,
e.g. It’s yellow. Use gestures to indicate big/small and ask: is it (big)?
(yes/no).
Look! A tree. It’s green and brown. It’s big.
Look! A pond. It’s blue. It’s big.
Look! A mushroom. It’s yellow. It’s small.
Look! A rock. It’s brown. It’s big.
Look! A flower. It’s purple. It’s small.
Look! A river. It’s blue. It’s big.
144
LESSON 2
6
Vocabulary
1 A: It’s green and brown. It’s big.
1 6.3
Listen, point and say. Then play. B: Is it a tree?
A: Yes. It’s a tree.
2 A: It’s red and black. It’s small.
B: Is it a ladybird?
A: Yes. It’s a ladybird.
1 flower 2 tree 3 river 3 A: It’s blue. It’s big.
B: Is it a river?
A: No.
B: Is it a pond?
A: Yes. It’s a pond.
4 rock 5 pond 6 mushroom 4 A: It’s black. It’s small.
B: Is it an ant?
A: No.
2 Listen, point and stick. Then say.
er B: Is it a beetle?
Stick
6.4
time A: Yes. It’s a beetle.
Extra activity (class game) Play It’s in the bag

(see Games Bank p.206) with any objects that
pupils know, e.g. classroom objects, clothes,
toys. Pupils guess what is inside the bag by
asking: Is it a… ?
Wrap-up
• Play Draw it! (see Games Bank p.206). Ask a
pupil to come to the board and show them one of
3 6.5
Listen and find. Then play. the nature flashcards. The pupil draws the item on
the board for the other pupils to guess.
60 I can name things in nature. Sing the Goodbye song (track 0.7), and pupils say
leave class.
Teaching star
Learning to learn Show pupils how to draw a picture in order to record key
vocabulary. They can draw a picture scene similar to the one in activity 2 and
then point and say the words. 1 6.2 Listen and colour. pond– blue,
rock – grey, flower – purple, mushroom – red,
tree – green and brown
3 6.5 Listen and find. Then play.
• Play the audio, pausing after each line
• Play the beginning of the audio, pausing after It’s big. Pupils guess which object is for pupils to point to the pictures. Play the
being described. Say: Is it a… ? and elicit ideas. Then play the rest of the first part audio again, and pupils colour each object
of the audio for pupils to check their ideas. accordingly.
• Do the same with the other three parts of the audio. 2 Draw. Then say. 1 rock, 2 mushroom,
Make the Mickey Mouse puppet choose and describe an item from activity 1. 3 flower, 4 tree, 5 river, 6 pond
Pupils ask Mickey questions to guess what it is, e.g. Is it a (rock)? Make Mickey • Pupils look at the pictures and guess
answer yes or no. what each object is. They complete each
SUPPORT Provide pupils with prompts to complete: Is it a… ? drawing, then say the nature word.
STRETCH Pupils work in pairs, taking turns to choose and describe an object for
their partner to guess.
145
Objectives Warm-up
Lesson aim: say what I can see Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: I can see a beetle.
Make Mickey hold up each nature and bugs flashcard and elicit the word.
Recycled language: bugs; nature; colours
Then ask: What colour is it?, and pupils answer.
Materials: Audio; Flashcards / Word cards (Units 1–6);
Mickey Mouse puppet; (optional) cardboard tubes, Presentation
cellophane
• Pupils look at the pictures. Ask: What’s this? (ant, beetle, ladybird).
Skills For each bug, ask: What colour is it? (blue, purple, red, black)
Listening: can get the gist of a simple song, if supported • Play the audio, and pupils point to the corresponding bug.
by gestures (21); can identify everyday objects, people • Play the audio again, pausing for pupils to repeat each sentence and
or animals in their immediate surroundings or in pictures point to the corresponding picture.
from short, basic descriptions, e.g. colour, size, if spoken
slowly and clearly (19) Audioscript (track 6.6)
Speaking: can name everyday objects, animals or people I can see an ant.
around them or in pictures, using single words (18); can I can see a beetle.
sing a simple song, if supported by pictures (22) I can see a ladybird.
Practice
Teacher toolkit 2 Guess, point and say.
Teaching grammar • Use the flashcards to review the names of different bugs.
Mime using a magnifying glass to look for something • Point to one of the magnifying glass pictures, then point to your eye.
and say: I can see… . Move towards one of the Say: I can see (a ladybird).
flashcards, and pupils name the item on the flashcard. • Say another sentence, e.g. I can see a beetle. This time, don’t point to the
Do the same for all the bugs and nature flashcards. corresponding picture. Pupils repeat the word (beetle) and point to the
correct picture in their books. Repeat with the other pictures.
Differentiation • Invite more confident pupils to say: I can see (a butterfly)., and the rest of
Some pupils might not find the target structure very the class repeats the word and points to the correct picture.
challenging. You can also teach the question Can SUPPORT Point to each picture and say: I can see a/an… . Pupils complete
you see… ? and ask pupils to do the activities in pairs, the sentence with the correct word.
taking turns to ask Can you see… ? for their partner STRETCH Pupils work in pairs, taking turns to point to a picture for
to answer yes or no. their partner to name the bugs and things in nature, using the structure
I can see a/an… .
Sing-along
• Point to the pictures and say: I can see an ant. It’s small. Pupils point to the
corresponding picture (Dot).
• Put the bugs flashcards on the board or around the classroom. Play the
song audio. Pupils point to each bug as they hear the corresponding word
in the song.
• Demonstrate the TPR action for I can see. Then review the TPR actions
from Lesson 1 for ant, beetle, butterfly and ladybird. Explain that pupils
can mime any bug during the chorus. Play the song again, and pupils do
the TPR actions.
• Play the song a third time and encourage pupils to join in with some of
the words as they do the TPR actions. When pupils are confident with the
words, play the karaoke version (track 6.7_karaoke), and they sing along.
146
LESSON 3
6
Grammar
Extra activity (whole class) Name objects and

1 6.6
Listen, point and say. pictures in the classroom for pupils to find, using
I can see a/an… .
Wrap-up
• Play Up close (see Games Bank p.206). Cut out
a magnifying glass-shaped hole into a piece of
coloured card (the card should be at least as
big as the flashcards). Place a flashcard from
2 Guess, point and say. Units 1–6 behind the piece of card so that pupils
3
can only see part of the picture on the flashcard.
1 2 Ask pupils to guess what the picture is.
leave class.
6
5
4 Activity Book page 59
1 6.3 Listen and tick (✔) or cross (✘).
Then play. 1 ✘, 2 ✔, 3 ✔, 4 ✔
3 Listen, sing and act. TPR • Play the audio, pausing after each sentence
6.7
for pupils to point to the picture and say yes

or no. Play the audio again, and pupils put a
Sing-along tick or a cross. Pupils play the game in pairs,
taking turns to say a true or false sentence
about each picture for their partner to say
yes or no.
I can say what I can see. 61
2 Match and say. 1 b, tree; 2 d, beetle;
3 a, flower; 4 c, rock
• Pupils trace the example matching line with
their fingers. Say: I can see a (tree). Give
TPR song pupils time to draw matching lines between
the other pictures. Then pupils say what
I can see – put your hand above your eyes as if looking into the distance
they can see.
Audioscript (track 6.7) Bugs, bug, bugs!

[chorus] Bugs, bugs, bugs. Big and small. [x2]
I can see an ant. Small and black. [x2]
I can see a beetle. Big and brown. [x2]
[chorus]
I can see a butterfly. Big and yellow. [x2]
I can see a ladybird. Red and black. [x2]
[chorus]
Teaching star
Creativity Foster creativity by inviting pupils to imagine things they can’t really
see. Bring to class cardboard tubes and cellophane. Pupils make a magnifying glass
to look through and tell a friend what they can ‘see’ through their magnifying glass.
147
Objectives Warm-up
Lesson aim: read and understand a story about working Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
together in a garden Heroes song together (track 0.1).
Story language: Help me! It’s a team. Make Mickey show the story cards from the Unit 5 story. Ask questions
to review the story, e.g. Is Maya brave? (yes) Is Leyla brave? (yes) Is Peter
Recycled language: bugs; numbers; I can see a
brave? (no, sad / yes).
butterfly. Well done!
• Hold up each bugs flashcard and ask questions: What’s this? What colour
Receptive language: My water. Let’s all help.
is it? Is it big or small? How many (legs)?
Good idea!
Materials: Audio; Flashcards / Word cards (Bugs); Story Presentation
cards (Units 5 and 6); Mickey Mouse puppet
1 6.8 Listen to the story. Point to a butterfly.
Listening: can understand a few basic words and phrases • Point to the small picture of the butterfly in the rubric and ask: What’s this?
in a story that is read aloud (18) (butterfly). Ask pupils to race to find the picture of the butterfly in the
Reading: can recognise single, familiar everyday words story as quickly as they can, doing the corresponding TPR action when
if supported by pictures (21) they find it. (Answer: story frame 1)
Speaking: can repeat phrases and short sentences, if • Play the audio. Pupils listen to the story and follow in their books.
spoken slowly and clearly (16) • Use the story cards to tell the story again, with or without the audio. Pause
after each story frame to ask a comprehension question, e.g. Is Leyla
happy? (No, she’s grumpy.) Is Cam happy? (No, he’s grumpy.). Maya can
Teacher toolkit see (a butterfly / ants) Who helps Leyla? (Peter, Cam and Maya).
Spot! Pupils find Shelly the tortoise in the story. (Answer: story frame 5)
Story summary
A good team
The friends are working in the school garden. Both
Practice
Leyla and Cam need help carrying their buckets, but 2 6.9 Listen, point and say.
Maya is busy looking for bugs. In the end, they all • Play the first part of the audio, then pause for pupils to point to the
work together in a team to water the garden. corresponding picture (Leyla, Maya and Peter). Do the same with the
second part of the audio (Leyla and Cam) and the third part of the audio
(Maya).
Teamwork • Give each pupil a role: either Leyla, Cam or Maya. Play the audio again,
In the story, the characters are working in the and pupils act out an appropriate facial expression and repeat if they can.
garden, but not everyone is helping. The characters
realise that they work best in a team. Pupils identify Audioscript (track 6.9)
how Leyla is feeling, first when she is working 1 Leyla: Maya… help me!
alone, and then when all the friends are working 2 Cam: Wow. Let’s all help!
in a team. Encourage pupils to say or act out how 3 Maya: I can see an ant. Five ants.
they themselves can work together in a team in
the classroom.
3 Who’s the team? Circle.
Social awareness • Remind pupils of the word team and elicit that the ants in Video 6A
in Lesson 1 worked together in a team to make the bird.
• Ask pupils to find a team in the story frames. You may wish to use
the story cards for this, showing the cards one by one and asking
pupils to put their thumbs up (team) or down (no team).
• Pupils circle the picture which shows the team in the story.
SUPPORT Point to each small picture and ask: Is (Cam) the team?
Elicit yes or no, then pupils circle the correct picture.
STRETCH Pupils act out how the four children work in a team.
Encourage them to say: Let’s all help! Well done, everyone!
148
LESSON 4
Story
6
A good team 2 6.9
1 6.8
Listen to the story. Point to a .
1 2
Oh, no.
3 Who’s the team? Circle.

Maya: I can see a butterfly! Cam: Peter! My water.
Leyla: Maya... Help me! Peter: Oh, no.
3
Five ants. 4
Maya: I can see an ant. Cam: Wow.

Five ants. It’s a team. Let’s all help!
5
6
Peter: Well done,

everyone! We’re
Leyla: Good idea, Cam.
a good team!
Spot!
The end
Teaching star Wrap-up

• Invite six pupils to the front of the class and give each pupil a story
Social-emotional learning Show pupils story card 1 and elicit card, in random order. Give the pupils ten seconds to stand in the
how Leyla feels (grumpy/sad). Do the same with story card 2 correct order of the story. Count to ten as a class. Then repeat with
and elicit how Cam feels. Then show story card 5 and elicit that a different group of pupils.
the friends are working in a team. Ask: Are they sad/grumpy/
happy? and elicit answers.
4 Act out the story. Activity Book page 60

• Pupils look at the photos of the boy and the girl. Ask, using L1 if
necessary: Do you think they’re a good team? Pupils think, then
say or mime yes or no. 1 6.4 Listen and number in order. 1 b, 2 d, 3 c, 4 a
• Put pupils in groups of four and assign roles: Maya, Cam, Peter • Pupils listen again to the story. They number the pictures in
and Leyla. Play the audio, and pupils act out the story as they order from one to four.
listen. Pupils can join in with the lines if they wish to. 2 Design a team hat. Then say.
• Pupils design their own team hat. They show it to a friend and
Extra activity (story extension) Put pupils in teams of four. say: It’s my hat. It’s a team.
Give each team a piece of paper with a small object on top, e.g.
a rubber or a small ball. All four team members have to hold
the piece of paper with one hand and transport the object to
the other side of the classroom without dropping it. If the object
falls, they have to start again. Encourage pupils to use language
they have learnt in this lesson, e.g. Let’s all help! It’s a team.
Well done!
149
Objectives Warm-up
Lesson aim: describe things in nature Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: grass, sand, sky, sun; What colour
is it? It’s yellow. • Remind pupils of the story from Lesson 4. Show story card 1 and story card 3,
and pupils say which bugs they can see in the pictures, using I can see… .
Recycled language: bugs; colours; I can see a… .
Who’s this? Is it Flik? Yes, it’s Flik. • Play the story audio again (track 6.8), and pupils mime each of the
Receptive language: Flik says, ‘Hello.’ What colour is
he? He’s (purple).
Presentation
(Nature 1, Nature 2, Bugs); Story cards (Unit 6);
Mickey Mouse puppet; (optional) pictures/photos of
different-coloured bugs; (optional) pictures or lists of
repeat.
things in nature
• Point to the photos. Invite pupils to say any nature words they already know.
Skills Ask about the colour of each item: What colour is it? (blue/green/yellow).
Listening: can recognise familiar words in short phrases • Say: Listen and point. Play the audio, and pupils listen. Play the audio
and sentences spoken slowly and clearly, if supported by again, and they point to the photos. Play the audio one more time,
pictures or gestures (19); can identify everyday objects, pausing after each word for pupils to say the word.
people or animals in their immediate surroundings or in
• Say a number, e.g. one, and pupils say the word (sky). Repeat with other
pictures from short, basic descriptions, e.g. colour, size, if
numbers and words.
corresponding classroom objects.
Speaking: can use a few simple words to describe 2 6B Watch and circle. Video story
objects, e.g. colour, number, if supported by pictures (19) • Ask pupils to look once more at the Big Picture in Lesson 1 and remind
them of the film A Bug’s Life and the characters. Point to Flik and elicit
that he’s an ant.
Teacher toolkit
Video summary – 6B video time!
What colour is it? Videoscript see p.201 • Play the video, and pupils point to the corresponding small pictures when
One of the ants, Dot, is looking through a telescope. they see the caterpillar, ladybird and ant.
She sees Flik and his new friends arriving at the • Play the first part of the video again (until 0:43) and ask pupils to point
colony. At first, the ants are scared, but then Flik to Dot in the small pictures.
introduces them to his new friends. The video presents • Pupils circle the correct picture. To check answers, say: Dot is an… . and
examples of the target grammar in context, e.g. What elicit ant.
colour is it? It’s purple.
Practice
Teaching grammar 3 6.11 Listen and tick (✔). Then ask a friend.
Present the target structures with a game of I spy. • Pupils look at the first pair of pictures. Ask: What’s this? (sky) What colour
Stick pictures of different-coloured bugs around the is it? (blue / pink and orange).
classroom. Say: I can see a (ladybird)., and pupils • Play the first part of the audio, and pupils point to and tick the correct
find the ladybirds. Say: Is it blue? Is it yellow? What picture. Do the same for the second and third pairs of pictures.
colour is it?, and pupils repeat the final question.
Then answer the final question, and pupils find the • Choose any one of the pictures. Invite a more confident pupil to ask you:
corresponding picture. What colour is it?, and answer, e.g. yellow. Then invite another pupil to
say which picture it is (sand/sun).
150
LESSON 5
6
Teaching star
1 6.10
Listen, point and say. Then play. Application Take pupils outside into nature, if
possible, and encourage them to notice natural
features around them. You could give pupils
pictures or a list of items to find, e.g. sky, grass,
sun, sand, ant, beetle, butterfly.
1 sky 2 sun 3 grass 4 sand
Extra activity (fast finishers) Pupils look back
2 6B
Watch and circle.
at the Big Picture or at the picture in Lesson 2.
They take turns to point and ask: What colour is
it? (It’s green). Alternatively, they can ask about
various objects in the classroom.
Wrap-up
Play Yes or no? (see Games Bank p.207). Place
individual flashcards on the board, one by one,
and ask the Mickey Mouse puppet the question
What colour is it? Sometimes, Mickey says the
3 6.11
Listen and tick (✔). Then ask a friend. wrong colour. Pupils say Yes! if Mickey says
1 2 3 the correct colour and No! if Mickey says the
incorrect colour.
✔ Sing the Goodbye song (track 0.7), and pupils say

✔ ✔
Extra Go online 1 6.5 Listen and tick (✔). Then point
64 I can describe things in nature.
Lesson Phonics and say. 1 ✔
• Pupils say what they can see in the pictures.
Play the audio. Pupils listen and point to the
SUPPORT Point to a picture and ask: What colour is it? Then say: It’s… ., and pupils
pictures. Play the audio again, pausing for
repeat and complete the sentence with the correct colour. them to tick the picture that is described on
STRETCH Pupils work in pairs, taking turns to choose a picture and ask the audio.
and answer questions about it. 2 Match and colour. Then ask a friend.
Audioscript (track 6.11) 1 purple, 2 red, 3 green, 4 yellow
1 A: I can see the sky. • Pupils name the things they can see. They
B: What colour is it? trace over the dotted lines to match each
A: It’s orange and pink. one to a paint pot. They colour each thing
2 A: I can see grass. accordingly. They work in pairs, taking turns
B: What colour is it? to point and ask: What colour is it? It’s (red).
A: It’s green.
3 A: I can see sand.
B: What colour is it? Lesson
A: It’s yellow. Words with Pp, Qq and Rr sounds in initial
position
pond, queen, rock
151
6 Lesson 6: Myself and others Teamwork Pupil’s Book page 65
Objectives Warm-up
Lesson aim: work in a team Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Heroes song together (track 0.1)
Target language: Let’s all help. Good idea!
Put a few balls of scrunched-up paper on the floor near Mickey. Ask
Mickey to tidy up and make him try to pick up the balls unsuccessfully.
Materials: Audio; (optional) Video 6A; Myself and Say: Let’s help Mickey! Then invite two or three pupils to help Mickey and
others poster; Stickers; Mickey Mouse puppet; a few encourage them to notice how they are working together in a team.
balls of scrunched-up paper; (optional) Alphabet poster;
(optional) a soft ball 1.12 Listen and sing.
• Ask: How do you feel? Are you (happy)?, and pupils say: yes / no /
Skills I’m (happy)!
and sentences spoken slowly and clearly, if supported by Presentation
pictures or gestures (19)
Speaking: can produce very short, fixed expressions
1 Look and circle.
using gestures and asking for help when necessary (21) • Remind pupils of the situations and the characters in Video 6A in Lesson 1
and the story. If required, play Video 6A and look at the story again.
• Pupils look at the pictures. Point to the first picture and ask: Are they in a
Teacher toolkit team? (no). Using L1, elicit that Maya isn’t helping Leyla. Do the same for
the other two pictures.
Teamwork • Tell pupils to circle the pictures showing good teamwork.
In this lesson, pupils explore different ways in which
they can work in a team. They also think about how Practice
teamwork can make things better for everyone. 2 6.12 Listen and point. Then say and act.
Using L1, ask pupils about situations in which they
work in a team, e.g. when they do group work in • Point to the two photos and review classroom objects, furniture and clothes.
class, when playing a team sport such as football or Point to different items in each photo and ask: What’s this? What colour
basketball. Ask: Do you help your team? and elicit is it? What’s (he) wearing?
answers. Point out that sometimes it’s also fine to do • Ask pupils which photo shows good teamwork (photo 1). Using L1,
things by ourselves. discuss why photo 1 shows good teamwork and photo 2 doesn’t (photo 1:
the children and teacher are working together to tidy up the classroom;
Social awareness
photo 2: the boy is tidying up by himself).
• Play the audio, and pupils point to the correct photo.
Home-school link • Play the audio again, pausing after each sentence for pupils to repeat.
Pupils reflect on how they can work in a team at • Put some toys or classroom objects on desks around the classroom. Pupils
home. Encourage them to help their families, saying: work together in a team to tidy up, saying the phrases from the audio.
Let’s all help! They could help with simple chores, e.g. SUPPORT Go around the class, prompting pupils to say the phrases, and
setting the table, putting their clothes in the laundry asking them to repeat after you.
or helping with a younger brother or sister.
STRETCH As pupils tidy up, encourage them to recycle other language
they have learnt this year, e.g. It’s a ruler. I’ve got three books.
Let’s all help. // Good idea!
3 Work in groups. Make ‘TEAM’.

• Point to each photo and elicit that the children are making a letter with
their bodies. Elicit what letter the boy in the first photo is making (T). Pupils
copy the boy’s posture and make a T.
• Ask pupils how else they can use their bodies to make the letter T,
e.g. with their arms or fingers.
152
LESSON 6
6
Teamwork Myself and others
Extra activity (class game) Point out that
1.12
Listen good teamwork also means making sure that

1 Look and circle. and everyone helps. Play Throw the ball (see Games
sing.
Bank p.207) but invite pupils to sit in a large
circle, with some space between each pupil. Tell
them to make sure they help each other keep
the ball inside the circle, and to make sure that
everyone gets a chance to roll the ball.
Wrap-up
• Draw pupils’ attention to the Myself and others
2 Listen and point. Then say and act.
6.12 poster and ask them to identify the picture that
1 Rubric reflects the lesson aim. Elicit what we say when
we work in a team: Let’s all help!
leave class.

1 Circle the teams. Peter’s team – Peter, Maya
3 Work in groups. Make ‘TEAM’. and Sara; Leyla’s team – Leyla, Cam, girl with
I’m a
hero! green trousers, boy with yellow trousers
• Point to the small pictures of Peter and
Leyla and draw pupils’ attention to the red
and blue frames around the pictures. Ask
pupils to find Peter’s and Leyla’s teams in the
bigger picture. Say: Look at Peter. Look at
his team. Circle it red! Pupils circle Peter’s
Social awareness: I can work in a team. 65 team in red, and Leyla’s team in blue.
2 Who’s in your team? Draw.
• Pupils draw a picture of friends they would
• Invite seven pupils to the front of the class and ask them to copy the postures in the choose to have in their own team.
photos, to spell the word TEAM with their bodies. They can do this either standing
up or sitting down. They could also make the letters, using their hands. Then invite
another group of pupils to the front of the class to form the word.
• Afterwards, elicit that pupils needed to work together in a team in order to do this
challenge.
Teaching star
Support understanding Show the Alphabet poster and say the letters of the
alphabet. Show pupils how they can make some of the letters with their bodies.
Make a letter shape for each letter in the word TEAM and say the letter sound
as you do so. Encourage pupils to copy you and say the letter sound.
I’m a hero! Point to the sticker picture and elicit that the four children are
working in a team. Ask: Are they a good team? Do they all help? (yes). Pupils stick
the sticker in their books.
153
6 Lesson 7: My world Maths and Art: Symmetry Pupil’s Book page 66
Objectives Warm-up
Lesson aim: understand and talk about symmetry Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: spots, stripes
• Play Throw the ball (see Games Bank p.207). For this version, each time a
Recycled language: bugs; colours
pupil gets the ball, they say the name of a bug.
Materials: Audio; Mickey Mouse puppet; a soft ball;
(optional) a mirror; (optional) pictures of items with Presentation
coloured spots and stripes, e.g. a red spotted mushroom,
a leopard, a Dalmatian dog, a zebra, a tiger, a striped 1 6.13 Let’s explore! Listen, point and say.
angelfish • Check to see if any pupils are wearing clothes that have got spots or
stripes. If they are, bring these pupils to the front of the class, point to the
spot or stripes on the clothes items and pre-teach spots and stripes. If they
Skills aren’t, show pupils the pictures you’ve brought to class.
Listening: can recognise isolated words related • Pupils look at the photos. Play the audio, and pupils point to each photo.
to familiar topics, if spoken slowly and clearly and • Play the audio again, and pupils point to each photo and say the word.
supported by pictures or gestures (16)
• Demonstrate TPR actions for spots (make a circle with arms) and stripes
Speaking: can repeat single words, if spoken slowly and (hold arms up in two straight lines).
clearly (10); can repeat phrases and short sentences, if
• Point to each photo, and pupils say the word, starting off slowly, then
pointing to each one more quickly.
SUPPORT Say the word, and pupils do the TPR action.
Teacher toolkit STRETCH Pupils work in pairs, taking turns to point to a photo for their
partner to sat the word.
Cross-curricular
Symmetry is usually shown by a line of symmetry,
which divides a picture into two identical halves. Use Symmetry
a mirror to demonstrate the concept of symmetry. 1 spots // 2 stripes
Draw and colour half a simple butterfly on a piece of
paper. Then place the mirror down the middle of the Teaching star
butterfly, so that it is reflected in the mirror as a whole Linguistic competence Some pupils may have trouble pronouncing
butterfly. Pupils point out and count the features, e.g. the consonant clusters sp (spots) and str (stripes). Drill each consonant
spots and stripes. individually first, then gradually blend the consonants, e.g. s / t / r / st /
tr / str / stripes.
Home-school link
Pupils find clothes items or other things in the home Practice
that have spots or stripes or are symmetrical in some
way. If possible, they take a photo of the item, then 2 Think Look and match. Then say.
show it to the class in the next lesson. • Point to picture 1 showing half a bee and say: Look. It’s got stripes. Then
pupils find the other half of the bee, using their finger. Do the same for
picture 2, showing half a ladybird.
• Pupils draw lines to match the bugs’ halves.
• Point to picture 1 again and then to picture b. Say: Look. Stripes and
stripes. Pupils notice that the bee is the same on both sides. Do the same
with picture 2 and picture a. Say: It’s symmetry!
• Pupils count and say the number of spots and stripes on each bug.
3 Do Draw and colour. Then say.

• Ask pupils to look at the picture of the butterfly and notice that it is
incomplete. Say (in L1 if necessary): Look, a head, a body, two wings. Point
to the empty side and tell pupils to draw the other half of the butterfly.
154
LESSON 7
Maths and Ar t
6
My world
Symmetry
Extra activity (extension) Do some research
as a class to find out about other animals
1 6.13
Let’s explore! Listen, point and say. which have spots or stripes, e.g. a red spotted
mushroom, a leopard, a Dalmatian dog, a
1 2 zebra, a tiger, a striped angelfish. Ask pupils
to draw or find pictures and work in groups to
make a display.
Wrap-up
2 Think Look and match. Then say. • Play Colour hunt (see Games Bank p.206) with
patterns. Say a colour and spots or stripes, and
1 a
pupils look for and point to or count related items
in the classroom. These could be pictures you
2 b have displayed around the classroom.
leave class.
3 Do Draw and colour. Then say.
1 Match and say. 1 b, 2 a
• Pupils draw matching lines between the
pictures according to the pattern of stripes
or spots. They point and say, e.g. spots/
stripes.
2 Colour. Then say.
• Pupils colour the splodges as they wish in
order to create a colour key. They then
colour the beetle according to the key.
66 I can understand and talk about symmetry.
They describe their picture to a friend,
e.g. It’s a beetle. It’s (red, black, green). /
Look, (yellow spots), (red stripes)
• Then say: Look, spots. Look, stripes. Count the spots and stripes on each side
together, then pupils draw the same number of spots and stripes on the other side.
• Draw a model butterfly on the board. Then describe it, e.g. It’s a butterfly. It’s red
and yellow. Look, four spots and two stripes.
• Invite pupils to show their completed picture to the class and describe it.
SUPPORT Ask questions to the class as each pupil shows their picture: How many
spots? What colour? How many stripes? What colour?
STRETCH Pupils work in pairs, taking turns to describe their butterfly.
Thinking skills Create/Analyse

After activity 3, pupils can draw half a picture on one side of a folded piece of
paper, e.g. a house, a tree or a flower. They can exchange pictures with another
pupil and complete the pictures, making sure they are symmetrical.
155
Objectives Warm-up
Target language: bugs; nature; I can see… . What
colour is it? It’s (brown). Play Pass Mickey! (see Games Bank p.207) with the unit flashcards.
Recycled language: colours • Play the song audio (track 6.7), and pupils join in with the actions. If pupils
Flashcards / Word cards (Nature 1, Nature 2, Bugs);
Stickers; Mickey Mouse puppet; Cut-outs (Unit 6), with I can do it!
a cut-out model prepared; My progress poster 1 6.14 Listen and say 1 or 2. Then play.
• Pupils look at the two pictures. Ask: What can you see? and elicit nature
and bugs words the pupils know, e.g. rock, tree, grass, beetle, ladybird, ant.
Skills Say: I can see a (rock). Pupils point to the correct picture.
Listening: can recognise isolated words related • Play the audio, pausing after the first line. Ask pupils to point to the
to familiar topics, if spoken slowly and clearly and correct picture and say the number: one or two. Then play the rest of
supported by pictures and gestures (16) the exchange for them to check their answer. Play the rest of the audio,
Speaking: can say single words related to familiar pausing after the first line of each exchange for pupils to point and say the
topics, if supported by pictures or gestures (18) number of the corresponding picture.
• Ask more confident pupils to tell the class what they can see in each
picture, using I can see… .
Teacher toolkit
• Then pupils work in pairs. They take turns to say what they can see in each
Video review picture for their partner to guess, following the model from the audio.
You can return to Video 6A and Video 6B at the end SUPPORT Say: I can see a/an… . and use the flashcards to help elicit the
of the unit for a ‘second play’. Pupils watch and copy name of an item from the pictures. Pupils work in pairs to find and point to
the characters’ intonation when they use the target the item in the pictures.
structures: I can see… . and What colour is it? STRETCH Pupils play the game in pairs, taking turns to make statements
and answer, following the audio as a model.
Home-school link Audioscript (track 6.14)

Invite pupils to point out and tell their families the I can see an ant. It’s purple. // Two. // Yes!
names of nature items they see on their way to or I can see the grass. It’s green. // One. // Yes!
from school. I can see a rock. It’s brown. // One. // Yes!
I can see a beetle. It’s purple and green. // Two. // Yes!
I can see a ladybird. It’s red and black. // Two. // Yes!
I can see a tree. It’s pink and brown. // One. // Yes!
Let’s talk!
• Show pupils how to fold in one bug so it can be seen through the other
side of the magnifying glass. Then show them how to fold back the other
bugs to hide them.
• Using the model cut-out you have prepared, fold in the ladybird. Play the
audio, pausing after the first exchange, and show pupils your magnifying
glass. Then fold in the ant and play the second exchange. Pupils point to
the bugs as they hear the words.
• Pupils choose a bug and fold their cut-outs accordingly so that they can
see the bug through the magnifying glass. Then invite a more confident
pupil to stand up and say: I can see a (beetle). Other pupils ask: What
colour is it?, and the pupil says, e.g. It’s (brown).
• Repeat the activity with different pupils. Then pupils play in groups,
if appropriate.
156
LESSON 8
6
Review
1 6.14
Listen and say 1 or 2. Then play. of Flik on p.3 in the Pupil’s Book. They work in
pairs, taking turns to describe Flik and say or
1 2 mime how he works in a team.
Wrap-up
and ask them to identify the picture that reflects this
unit. Say the I can… statements and pupils listen
2 Listen and point. Then make and play. (I can talk about nature. I can work in a team.).
6.15
• Pupils reflect on which lesson they most enjoyed in

talk!
Let’s
Unit 6. Have a class vote and choose one activity
Unit
to do again as a class, e.g. watch the video, sing the

6
song or chant, listen to the story or play a game.

Cut-outs
Cut
outs

Key:
3 Draw your favourite bug and say.

fold
line

Then stick! er k
Stic e Audioscript see p.204
tim
My progress journal
pictures.
✔ Unit 6! 2 Tick (✔) what you know.

67
know in English.
3 6.7 Listen and circle. Then ask a friend.
orange butterfly, black beetle, yellow flower,
red and black ladybird
says only the name and colours of the bug.
• Pupils name nature words they know in the
picture, e.g. butterfly, ladybird, beetle, tree,
asks What colour is it? and says full sentences, following the model from the audio.
flower, grass. Play the audio, pausing after
Audioscript (track 6.15) each line for pupils to find and circle the
A: I can see a ladybird. corresponding bug or object. They work in
B: What colour is it? pairs, taking turns to ask and answer about
A: It’s red and black. the picture, using the audio as a model:
B: I can see an ant. I can see a… . What colour is it? It’s… .
A: What colour is it? 4 Draw your favourite bug. Then say.
B: It’s brown. • Pupils draw and colour their favourite bug
from Unit 6, then describe it to a friend,
3 Draw your favourite bug and say. Then stick!
r
Sticke
time
using the language from Unit 6.
• Ask pupils to draw their favourite bug from Unit 6 in the frame. They can then
Choose and stick.
Stick
time
er
colour it.
• In pairs, pupils describe their drawings: I can see a (butterfly). It’s (red and blue).
More confident pupils can describe their drawing to the class.
157
6 Project My garden Pupil’s Book page 93
Objectives Warm-up
Lesson aim: make and present my garden poster Greet pupils with the Mickey Mouse puppet.
Target language: Thank you! Clap your hands, Make Mickey hold up nature and bugs flashcards and elicit the words.
everyone. • Play the chant audio (track 6.2), and pupils join in with the words and actions.
Recycled language: bugs; nature; colours; This is my
picture. I can see (grass). It’s (green). Let’s review
Materials: Audio; Flashcards / Word cards (Nature 1, 1 9.11 Listen and say Yes or No.
Nature 2, Bugs); Mickey Mouse puppet; pens, pencils, • Pupils look at the picture. Point to the picture and ask: What can you see?
crayons, ruler, rubber, paper; (optional) things for a (tree, butterfly, pond, flower, grass, ant, ladybird) What colour is it? (green,
nature sensory tray brown, yellow, green, purple, yellow, etc.).
• Play the audio, pausing after the first sentence for pupils to find the
corresponding item in the picture. If they can find it, they point and say:
Skills Yes! If they can’t find the item in the picture, they say: No! Then play the
Listening: can recognise familiar words in short phrases answer on the audio.
• Play the rest of the audio, pausing after each sentence for pupils to find
pictures (19)
the item and say yes or no.
I can see grass. // Yes!
I can see a butterfly. // Yes!
Teacher toolkit I can see sand. // No!
I can see four ants. // Yes!
Project skills: Presentation I can see a beetle. // No!
In this lesson, pupils learn how to show appreciation
for someone else’s presentation by saying Thank you! Get ready
and clapping their hands.
• Explain to pupils they are going to draw their own garden, then present
Extend it to the class. Pupils look at the photos. Ask pupils to point to the photo
Set up a nature sensory tray in the classroom. Fill the which they think shows the right way to present a picture to the class.
tray with grass, moss, leaves, bark and other natural • Play the audio. Pupils listen and point to the corresponding photo. Then
materials. You could also add small pebbles or sand ask: What does the teacher say? (Thank you.) What do the children do?
to provide more texture. Hide objects in the sensory (clap hands). Say: Clap your hands, everyone! and encourage pupils to do
tray for pupils to find, name and describe, e.g. flowers the action.
mushrooms, rocks, plastic bugs or bug shapes cut out
• Play the audio again, pausing after Thank you, Lily! Pupils repeat the
of foam.
phrase and clap their hands.
Girl: This is my picture. I can see a butterfly. It’s red, yellow and orange.
I can see a ladybird. It’s red and black.
Teacher: Thank you, Lily! Clap your hands, everyone.
Children: Thank you, Lily!
Create
3 Draw your garden. Then tell the class.
158
Pr
esentatio UNIT 6
6
My garden
n
Project
• When they are ready, pupils work in pairs,
taking turns to present their picture, e.g. This is
my picture. I can see a (flower). It’s (red). Then
Let’s review encourage pupils to stand up and to show and
describe their picture to the class.
1 Listen and
9.11
• At the end of every presentation clap your hands
say Yes or No. and say: Thank you, (Alex)! Encourage pupils to
repeat the phrase and to clap their hands.
ACHIEVE
Pupils draw and talk about a picture of a garden
Get ready showing different bugs and things in nature,
using I can see… . They show appreciation for
2 9.12
Listen and point. Then say. other pupils’ presentations.
SUPPORT
Pupils recognise the names of different bugs and
things in nature, and they say individual words.
STRETCH
Pupils work in pairs, taking turns to describe
their garden picture. They can ask and answer
Create
questions about different items in their picture,
3 Draw your garden. e.g. What colour is it? It’s (red and black).
Activity Book page 91. Wrap-up
I can make and present my garden poster. 93 Mickey clap his hands and say: Well done!
Encourage them to name the bugs, nature items
Activity Book page 91 and colours they can see and respond to the
pictures.
1 Circle and count. Then say the colours. bug – 1; flower – 2; mushroom – 3
• Pupils look at the small pictures on the right. They find and circle each one in
the big picture. They count the number of each bug or object and write the
corresponding number. They say the colour of each bug or object. Activity Book page 91
2 Now draw for you. 3 Think and colour for your project.
• Ask pupils to complete the drawing of the garden, adding drawings of some • Pupils colour the stars to show how well they
bugs and things in nature. think they did in their project.
planning as a draft and draw their garden on a separate piece of paper.
159
7 Food

By the end of this unit, pupils can: Listening: recognise and understand words for food and drink
• name food and drink items items, and what food people like and don’t like
• say what food they like and don’t like Reading: recognise and understand single words and basic
• recognise the importance of being phrases when supported by pictures, including in a short,
kind and sharing simple cartoon story
• understand and talk about how Speaking: talk about food and drink items they like and don’t
tomatoes grow like; say expressions to be kind; talk about how tomatoes grow

fish, ice cream, pasta, water lemons, peppers, salad, tomatoes
Vocabulary chant: My ice cream I don’t like lemons.

apples, burgers, cake, cookies, pizza, sandwiches Social awareness: Being kind
kind; Let’s all share. Thank you.
Lesson 3 Grammar
I like cake. Lesson 7 Science
My world
Song: Let’s eat! Science: How tomatoes grow
grow, seed, soil
Lesson 4 Story
Cam’s lunch Lesson 8 I can do it!
lunchbox, hungry; Thanks. Cut-outs I like salad.
Project My food
Self-management skills: being helpful and sharing
I can help.
160
Unit overview
Luca
A 13-year-old sea monster who
wants to learn about the human
world. When he comes out of the
sea, he turns into a boy.
Giulia
A 13-year-old girl
who lives with her
father Massimo in Alberto
Portorosso during the A 14-year old sea
summer. She’s kind monster who also
and adventurous, turns into a boy.
but she doesn’t have He’s happy to meet
many friends yet, so Luca, and to have
she’s happy to make a sea-monster-
friends with Luca and turned-human
Alberto. friend to enjoy fun
adventures with.
Luca and Alberto go on an adventure to explore the town of Portorosso. They meet Giulia, and together
they form a club and enter the local summertime race, the Portorosso Cup. Luca and Alberto want to win
the prize money so that they can buy a Vespa scooter and travel the world. But they have to compete
against Ercole, the town bully. you kn
d ow
Di
All of the back
?
ground
eo stor children’s voices
Vid ies hear in the film
you
Luca
Video 7A: Giulia is kind! are local childre
n
in Italy.
Video 7B: I don’t like lemons

Lesson
Words with Ss, Tt, Uu and Vv sounds in initial position
sun, tomato, up, vest
161
Objectives Warm-up
Lesson aim: name food and drink items Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: fish, ice cream, pasta, water
Recycled language: colours; This is (Luca). I’ve got Presentation Video story
(pink)(ice cream). What’s this? Is it… ?
Receptive language: pizza; Mmm. I like (fish). Luca This is the film Luca. This is (Luca).
says… . Let’s have some ice cream. Good idea! Thanks.
• Hold up different clothes (T-shirt, shirt, skirt, hat) and body flashcards
You’re kind. I’m sorry.
(head, hair, eyes, nose, mouth, body). Pupils find and name these items in
Materials: Video 7A; Audio; Flashcards / Word cards the Big Picture.
(Food and drink, Body, Head and face, Clothes 1,
Clothes 2, Level characters); Sticker (Luca); Mickey 1 7A Watch and point to a hat.
Mouse puppet Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
• Play Video 7A. Pupils watch and listen. Play the video again. Ask: Who’s
Skills wearing a hat? (Giulia). Pupils point to Giulia’s hat in the Big Picture. Ask:
Listening: can recognise isolated words related What colour is the hat? (blue).
familiar words and phrases in short, simple songs or 2 7A Who’s kind? Watch and circle.
chants (18) Make the Mickey Mouse puppet act sad. Demonstrate being kind,
Reading: can recognise single, familiar everyday words, e.g. by giving him a hug. Encourage pupils to be kind to Mickey.
if supported by pictures (21) • Show pupils a TPR action for kind, e.g. smile and put your hands out
Speaking: can name everyday objects, animals or as if offering something to a friend.
people around them or in pictures, using single words • Point to each small picture and ask: Who’s kind? (Giulia). Then ask
(18); can recite a short, simple rhyme or chant (16) pupils to circle the correct picture.

Teacher toolkit introduce the new vocabulary. Repeat several times, encouraging pupils
pupils repeat.
Giulia is kind! Videoscript see p.201
Luca and his friend, Alberto, meet and make friends Practice
with Giulia. Giulia is a kind girl and she invites her
new friends for lunch at her house. Giulia’s dad 3 7.1 Listen and find. Then say and play.
cooks lunch, and Luca and Alberto try pasta for the • Play the audio, pausing after each word for pupils to point to the food
first time. items in the Big Picture. Play the audio again, pausing for pupils to say the
words. Play the audio a third time, and pupils read, say and point to the
food items.
Being kind • Invite a confident pupil to say a word, and the rest of the class points to
kind the correct food item in the pictures. Repeat with other pupils.
Use the video story to review emotions: happy, SUPPORT Say a word, pupils repeat it, then point to the correct food item
nervous. Talk about the feelings and behaviour of in the Big Picture.
the characters. Show the scene where Giulia is kind STRETCH Pupils work in pairs, taking turns to point to a food item for their
to Luca and Alberto, and, using L1, talk about how partner to name.
she helps them.
Social awareness
Display the four flashcards (pasta, water, fish, ice cream). Make the
Mickey Mouse puppet say: Mmm, (ice cream). Pupils point to the
correct flashcard.
• Play the audio, and pupils point to the correct flashcard when they hear
each food item.
162
7
7 Food
LESSON 1 Vocabulary
3 7.1
4 7.2
1 pasta
3 fish
2 water
1 7A
Watch and point to a .
4 ice cream
2 7A
Who’s kind? Watch and circle.
Collect ?
68 I can name food and drink. your friend! 69
page 5
3
• Demonstrate the TPR actions. Play the audio again. Pupils join in Wrap-up
with the chant and do the actions. • Play Miming (see Games Bank p.206), using the flashcards from
the lesson.
TPR chant
mmm – rub your tummy Mickey Mouse puppet as they leave class.
fish – make your hand ‘swim’ like a fish
pasta – mime rolling spaghetti on a fork Activity Book pages 66–67
water – mime drinking water Audioscript see p.204
ice cream – mime licking an ice cream 1 7A Watch again and tick (✔).
1 I see… a, b, d
Audioscript (track 7.2) My ice cream • Pupils watch the video again and tick the characters they see.
Fish. Fish. My fish. Mmm, mmm. Fish. 2 Giulia is kind. a
Pasta. Pasta. My pasta. Mmm, mmm. Pasta. • Pupils think about how Giulia is kind in the video (giving the
Water. Water. My water. Mmm, mmm. Water. boys water). Point to each picture and ask: Is she kind? Pupils
Ice cream. Ice cream. My ice cream. Mmm, mmm. Ice cream. answer yes or no and circle the picture that shows Giulia
Collect your friend! Show the flashcard of Luca to help being kind.
? pupils identify the correct sticker. Pupils stick the sticker on p.3 2 7.1 Listen and number. Then say. 1 water, 2 pasta,
in the Pupil’s Book. Ask: Who’s this? (Luca). 3 ice cream, 4 fish
• Pupils name the characters and food they can see in the
Extra activity (video extension) Play Video 7A again. Pupils pictures. Play the audio, pausing after each word for pupils
do the TPR action for each food when they see it. to point to the small pictures. Play the audio again for pupils
to number the pictures from one to four. Pupils point and say
the food words in pairs.
163
Objectives Warm-up
Lesson aim: name food Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: apples, burgers, cake, cookies, pizza,
sandwiches • Play Circle it! (see Games Bank p.206). Draw pictures of the target
vocabulary on the board, or use the food flashcards. Say one of the words,
Recycled language: food; I’ve got (sandwiches).
or describe it, and invite a pupil to come to the front and draw a circle
Materials: Audio; Flashcards / Word cards (Food and around the correct picture or flashcard.
drink, Food 1); Mickey Mouse puppet; (optional) empty
food packaging relating to the target vocabulary
the actions.
Skills Presentation
pupils repeat.
if supported by pictures (21) 1 7.3 Listen, point and say. Then play.
Speaking: can repeat single words, if spoken slowly Show a food flashcard to the Mickey Mouse puppet. Make Mickey
and clearly (10); can use a few simple words to pretend to eat the food item. Say: Mmm, (pizza). Repeat with other
describe objects, e.g. colour, number, if supported by flashcards.
pictures (19) • Say: Listen and point. Play the audio, and pupils point to the
corresponding photos. Play the audio again, pausing after each word.
Pupils point to the corresponding photo and repeat the word.
Teacher toolkit
• Say a word, and pupils repeat it and mime eating each food item, e.g.
Teaching vocabulary making a triangle shape with their hands for pizza, biting into an apple,
holding and eating a burger.
If possible, bring in empty food packaging relating
to the target vocabulary. This will help pupils make SUPPORT Say each word, and pupils point to the corresponding photo.
connections between the photos in their books Start slowly, giving pupils time to think and respond, then gradually say the
and the real world. Elicit the name of the food words more quickly.
item pupils think goes in each package. You could STRETCH Pupils work in pairs, taking turns to point to a photo or mime
then also discuss the topic of recycling packaging eating a food item for their partner to name.
appropriately.
Practice
Home-school link 2 7.4 Listen and tick (✔). Then look and say.
Pupils take a photo, make a video or draw a picture • Point to the first picture of a lunch tray and elicit the different types of
of their lunch at home and name the food items to food pupils can see. Use the flashcards to prompt as necessary, asking
their families. They could show and describe their pupils to find in the picture the item on each flashcard. Then do the same
lunch to the class in the following lesson. with the second picture of a lunch tray.
• Play the audio, pausing after each food item for pupils to look for it on
either lunch tray. Play the audio again, and pupils tick the correct picture.
Play the audio one more time, and pupils point and repeat the words.
• Point to one of the lunch trays and say: I’ve got… ., eliciting the names of
the food items from the class. Do the same with the other lunch tray.
I’ve got sandwiches. I’ve got cookies, apples and burgers.
164
LESSON 2
7
Vocabulary
Teaching star
1 7.3
Listen, point and say. Then play. Communication Give pupils a reason to
communicate by telling them to try to find out
what is the same about their lunches. Tell pupils
to wave their hand when they hear a food item
that they have got in their lunchbox.
1 pizza 2 cake 3 apples
Extra activity (fast finishers) Pupils classify

the food and drink items from Lessons 1 and 2
into healthy/unhealthy foods. They can draw
4 burgers 5 cookies 6 sandwiches pictures in their notebooks with healthy foods
on the right-hand page and unhealthy foods on
the left-hand page.
2 7.4
Listen and tick (✔). Then look and say.
1 2
Wrap-up
• Play Up close (see Games Bank p.206). Cut out
a magnifying glass-shaped hole into a piece of
coloured card (the card should be at least as big
✔ as the flashcards). Place a food flashcard behind
the piece of card so that pupils can only see part
3 Draw your lunch. Then say. of the picture on the flashcard. Ask pupils to guess
what the picture is.
leave class.

70 I can name food. Audioscript see p.204
1 7.2 Listen and tick (✔). a pizza ✔,
c cookies ✔, e sandwiches ✔, f burgers ✔
3 Draw your lunch. Then say. • Pupils name the food in the pictures. Play
• Draw on the board a large version of the lunch tray from activity 3. Invite pupils to the audio, pausing after each line for pupils
choose and stick one or more food flashcards inside the large section and a drink to point to the pictures. Play the audio
or dessert in the smaller section, e.g. burgers, pizza, apples. Say: I’ve got… . and again, and pupils tick the food they hear.
elicit the names of the food items. 2 Find and circle. Then say.
• Pupils draw one or more food items in the larger section and a drink and/or a • Pupils look at the small pictures. They find
dessert in the smaller section in their books. Encourage them to choose food items and circle each food in the main picture.
from this lesson and from Lesson 1. They say the name of each food, e.g. (pizza) /
• Invite a pupil to show their picture to the class and say: I’ve got (pizza), (apples) I’ve got (pizza).
and (water). Ask the other pupils to look at their picture and, if different, say I’ve
got… ., naming their own food items.
SUPPORT Provide pupils with prompts to complete with single words: I’ve got… .
STRETCH Pupils work in pairs, taking turns to describe and compare their pictures.
165
Objectives Warm-up
Lesson aim: say what food I like Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: I like cake.
• Play Where is… ? (see Games Bank p.206). Place the food flashcards
Recycled language: food
from Lessons 1 and 2 around the classroom. Say a word and ask pupils to
Materials: Audio; Flashcards / Word cards (Food and find and point to the correct flashcard.
drink, Food 1); Mickey Mouse puppet
Presentation
Listening: can get the gist of a simple song, if supported • Pupils look at the pictures. Ask: Who’s this? (Luca, Giulia). Point to the
by gestures (21); can identify everyday objects, people food in the pictures and ask: What’s this? (water, pasta).
or animals in their immediate surroundings or in pictures • Play the audio, and pupils point to the corresponding picture.
from short, basic descriptions, e.g. colour, size, if spoken • Play the audio again, pausing after water and pasta. Pupils repeat the
slowly and clearly (19) sentence and say the name of the character.
Speaking: can name everyday objects, animals or • Demonstrate a TPR action for I like, e.g. rubbing your tummy and smiling.
people around them or in pictures, using single words Play the audio again, pausing for pupils to repeat each sentence and do
(18); can sing a simple song, if supported by pictures (22) the TPR action.
Teacher toolkit ‘I like water!’ says Luca.
‘I like pasta!’ says Giulia.
Teaching grammar
Use facial expression to show the meaning of I like. Practice
Make a happy face and hold up a flashcard. Say:
I like (cookies). Reinforce the meaning by saying 2 7.6 Listen and match. Then say for you.
Mmm and doing an appropriate gesture. • Use the flashcards to review the food items, and pupils find each one in
the picture.
Differentiation • Stick the flashcards on the board. Say: I like (ice cream). Draw a smiley
Not all pupils will understand the difference between emoji next to the corresponding picture. Do the same for one or two other
I like and I’ve got, and it will be useful to help food items.
reinforce understanding. Hold a food flashcard and • Pupils look at the picture in their books and at the smiley emojis.
say: I’ve got (pizza). Make a face to show you don’t Play the audio, pausing after each sentence for pupils to point to the
like pizza and move the flashcard away from you. corresponding food in the picture.
Then choose another food flashcard and say: I’ve got • Play the audio again, pausing for pupils to draw a matching line from each
(cookies). Smile and gesture that you like cookies. emoji to the corresponding food.
Say: I like (cookies). Mmm! • Check answers a class. Point to the first emoji and say: I like… ., and pupils
complete the sentence with the corresponding food word (cake). Do the
same for each emoji and food item.
• Pupils look at the picture in their books and say the food they like. Invite
different pupils to say I like… . and a food item. Each time, the other
pupils listen and repeat the sentence if it is true for them.
SUPPORT Point to each item in the picture and say: I like (cake)., and pupils
point to the correct food in the picture.
STRETCH Pupils work in pairs, taking turns to talk about the food they like
in the picture, using I like… .
I like cake! I like sandwiches! I like burgers! I like pizza! And I like apples!
166
LESSON 3
7
Grammar
Audioscript (track 7.7) Let’s eat!
[chorus] Let’s eat! [x2] Let’s eat today.
1 7.5
Listen, point and say. Pizza! I like pizza. I like pizza for you and me!
[chorus]
Apples! I like apples. I like apples for you and me!
[chorus]
Fish! I like fish. I like fish for you and me!
[chorus]
Cake! I like cake. I like cake for you and me!
Teaching star
2 7.6
Listen and match. Then say for you.
Application Encourage pupils to apply the new
language structure to vocabulary they have
learnt in previous units. Encourage them to think
about the toys they like and elicit: I like my
(scooter). Ask them to do the same with clothes
and colours, e.g. I like my (T-shirt). I like (pink).
Extra activity (whole class) Pupils stand or sit

in a circle. Say: I like… . and a food item. Those
pupils who agree with you change places with
another pupil as quickly as possible. Repeat with
3 Listen, sing and act. TPR other food items.
7.7
Sing-along
Wrap-up
• Play Sing my part (see Games Bank p.206).
Divide the class into groups, and give each group
a section of the Let’s eat! song to remember.
I can say what food I like. 71 Play the song (track 7.7), and each group stands
up and joins in when they hear their section of
the song.
Sing-along
3 7.7 Listen, sing and act. Sing the Goodbye song (track 0.7), and pupils say
• Say: Look at Giulia. Hold up each food flashcard in turn and say: Giulia’s got goodbye to the Mickey Mouse puppet as they
(an apple / fish). Pupils say or mime yes or no. Do the same for the boy. Then put leave class.
the flashcards on the board.
• Play the song audio. Pupils point to each flashcard as they hear the corresponding Activity Book page 69
word in the song. Audioscript see p.204
• Demonstrate the TPR actions. Play the song again, and pupils do the TPR actions. 1 7.3 Listen and number. 1 d, 2 c, 3 b, 4 a
• Play the song a third time and encourage pupils to join in with some of the words • Pupils name the food in the pictures. Play
as they do the TPR actions. When pupils are confident with the words, play the the audio, pausing after each sentence for
karaoke version (track 7.7_karaoke), and they sing along. pupils to point to the corresponding picture.
Play the audio again, and pupils number the
TPR chant pictures from one to four.
Let’s eat! – mime eating with a knife and fork 2 Find and tick (✔). Then say for Eric. 1 ✔
I like… . – smile and rub your tummy • Pupils name the food Eric likes (apples,
pizza, cake). They find and tick Eric’s lunch
tray. They imagine they are Eric and say
what food they like: I like (apples).
167
Objectives Warm-up
Lesson aim: read and understand a story about Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
sharing food Heroes song together (track 0.1).
Story language: lunchbox, hungry; Thanks. Make Mickey show the story cards from the Unit 6 story. Ask questions
to review the story, e.g. Who’s this? (Maya/Cam) What can (Maya) see?
Recycled language: I’ve got two sandwiches. I like
(a butterfly / ants) Are they a team? (yes).
sandwiches.
Receptive language: Don’t worry. Let’s all share. Presentation
You’re kind. I’m not hungry now. Shelly likes… .
Materials: Audio; Flashcards / Word cards (Food and
1 7.8 Listen to the story. Who likes apples?
drink, Food 1); Story cards (Units 6 and 7); Mickey Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
Mouse puppet It’s story time!
• Point to the small pictures of apples in the rubric and elicit the word. Say:
Listen to the story! Who likes apples?
Skills • Play the audio. Pupils listen to the story and follow in their books. Ask
Listening: can understand a few basic words and phrases again: Who likes apples?, and pupils answer.
in a story that is read aloud (18) • Use the story cards to tell the story again, with or without the audio.
Reading: can recognise single, familiar everyday words Pause after each story frame to ask a comprehension question, e.g.
if supported by pictures (21) Is Cam happy? (No, he’s grumpy/sad.) Has he got his lunchbox? (no)
Speaking: can repeat phrases and short sentences, Leyla’s got (a sandwich). Maya’s got (a cookie). Peter’s got (an apple).
if spoken slowly and clearly (16) Is Cam hungry? (no).
Spot! Pupils find the apples in each story frame.
Teacher toolkit Practice

Story summary 2 7.9 Listen, point and say.
Cam’s lunch • Play the first part of the audio, then pause for pupils to point to the
Cam hasn’t brought his lunchbox to school, but each corresponding picture (picture 3). Do the same with the second part of
of his friends offer to share their lunch with him. After the audio (picture 1) and the third part of the audio (picture 2).
eating, Cam realises he doesn’t need the apple and • Play the audio again, and pupils repeat the lines. Encourage them to copy
he gives it to Shelly the tortoise. the intonation of each of the characters.
Being kind
1 Cam: Oh, no. My lunchbox!
Leyla: Don’t worry, Cam.
In the story, the children show empathy by sharing 2 Peter: I’ve got two apples.
their lunch with Cam. Tell pupils to imagine they are Cam: Thanks, Peter. You’re kind.
Cam. Ask: How do you feel? (sad, hungry). Then 3 Cam: Shelly is hungry. And Shelly likes apples!
elicit how the other children help Cam (by sharing
their food). Make the Mickey Mouse puppet act
out different situations, e.g. being sad or having 3 Who’s kind? Circle.
difficulty with an English activity. Invite pupils to act • Remind pupils of the word kind and elicit that Giulia was kind to
out how they can be kind to Mickey, e.g. helping Luca and Alberto in Video 7A in Lesson 1.
him do the activity, playing with him.
• Ask pupils to look at the story frames and find the scenes where
Social awareness someone is being kind to another person. You may wish to use the
story cards for this, showing the frames one by one and asking pupils
to do the action for be kind (smile and hug yourself).
• Pupils circle the people who are kind in the story.
• Ask pupils if they think Cam is kind in the story. Elicit yes/no
answers, then point to frame 6 where Cam gives Shelly the apple.
168
LESSON 4
Story
7
Cam’s lunch 2 7.9
1 7.8
Listen to the story. Who likes ? Shelly
1
Cam: Oh, no. My lunchbox! 2 Leyla: Let’s all share.
Leyla: Don’t worry, Cam. I’ve got two sandwiches.
Cam: Wow! I like
sandwiches.
3 Who’s kind? Circle.
3 4
Maya: I’ve got two cookies. I’ve gotPeter.
Peter:Thanks, two apples.
Cam: Yippee! I like cookies. Cam: Thanks, Peter.
You’re kind!
6 4 Act out the story.

5 Cam: Shelly is hungry.
Cam: I’ve got one apple. And Shelly likes apples!
I’m not hungry now.
Spot!
The end
Teaching star Wrap-up

Play Talk to Mickey (see Games Bank p.207). Invite a few pupils
Application Show story card 6 and say: Shelly likes apples. to come to the front of the class, and give each pupil a flashcard.
Yes or no? Then hold up the different food flashcards and elicit Make the Mickey Mouse puppet say: I like (apples). The pupil
whether tortoises like each of the food items. Using L1, elicit with the corresponding flashcard says: I’ve got (apples) and gives
that we should only give some foods to animals, and that we the flashcard to Mickey. Make Mickey say: Thank you.
shouldn’t give them sugary foods like cake, ice cream or juice.
Sing the Goodbye song (track 0.7), and pupils say goodbye to
Pupils draw a picture of a tortoise and the different kinds of food
Mickey as they leave class.
they like.

• Pupils look at the photos of the boy and the girl. Ask: How many
apples? (two). Say: I’ve got two apples. Pupils repeat the sentence, 1 7.4 Listen and match. Then point and say. 1 b, 2 c, 3 a
then mime giving one apple to a friend. • Pupils listen again to the story. They draw matching lines
• Put pupils in groups of four and assign roles: Maya, Cam, Peter from each food to the character who offers it in the story.
and Leyla. Play the audio, and pupils act out the story and say the They point and say the corresponding lines from the story,
lines. e.g. I’ve got (sandwiches). / I like (cookies).
SUPPORT Pupils can say only individual words. 2 Be kind to Cam. Draw and say.
• Pupils draw themselves being kind to Cam by offering him
STRETCH Pupils can work in their group to act out the story in front
some of their food. They show their picture to a friend and
of the class.
say: Let’s all share. / I’ve got (cake).
Extra activity (story extension) Pupils work in pairs to act out
a similar story, using other food items. Encourage pupils to say:
I’ve got two (burgers). I like (burgers).
169
Objectives Warm-up
Lesson aim: say what food I don’t like Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: lemons, peppers, salad, tomatoes;
I don’t like lemons. I like tomatoes. • Remind pupils of the story from Lesson 4. Show story cards 2, 3 and 4 and
elicit the food words by saying sentences for pupils to finish, e.g. I’ve got
Recycled language: food; colours; I like (pasta).
(apples). I like (sandwiches).
I’m hungry/grumpy/nervous. Is it an (apple)?
Receptive language: Luca says… . Let’s go! Oh, dear.
(Food and drink, Food 1, Food 2); Story cards (Unit 7); Presentation
Stickers; Mickey Mouse puppet; (optional) pictures of
food you like and don’t like
repeat.
Skills
Listening: can recognise familiar words in short phrases 1 7.10 Listen, point and say. Then play.
and sentences spoken slowly and clearly, if supported by • Point to the photos. Invite pupils to say any food words they already know.
pictures or gestures (19); can identify everyday objects, Ask about the colour of each item: What colour is it? (red/green/yellow/
people, or animals in their immediate surroundings or in orange).
pictures from short, basic descriptions, e.g. colour, size, if
Reading: can recognise single, familiar everyday words, pausing after each word for pupils to say the word.
• Say a number, e.g. four, and pupils say the word (salad). Repeat with other
Speaking: can use a few simple words to describe numbers and words.
objects, e.g. colour, number, if supported by pictures (19)
corresponding food item.
Teacher toolkit 2 7B Watch and tick (✔) or cross (✘). Video story
Video summary – 7B • Ask pupils to look once more at the Big Picture in Lesson 1 and remind
I don’t like lemons Videoscript see p.201 them of the film Luca and the characters. Point to the different food
items and encourage pupils to think about whether Luca likes each one.
Giulia, Luca and Alberto are exploring the town
Say: Luca likes (ice cream). Yes or no?
on their bikes. They see lots of different food,
and Alberto feels hungry and grumpy. Alberto Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
encourages Luca to ride downhill quickly on his bike, It’s video time!
and Luca is nervous. The video presents examples of • Play the video, and pupils point to the corresponding small pictures when
the target grammar in context, e.g. I like pasta. I don’t they see the lemons and pasta.
like lemons. • Play the video again, pausing after Luca expresses his feelings about
the pasta and the lemons. Rub your tummy and say: I’m Luca. I like… .
Elicit the answer (pasta). Pull a face to indicate don’t like and say: I don’t
Teaching grammar
like… ., for pupils to say: lemons.
Share real information about yourself to engage
pupils and help them connect to the structures. Show • Ask pupils to put a tick or a cross next to each picture, depending on
them a flashcard or other picture of a food you like whether Luca likes or doesn’t like the food.
and say: I like (pizza). Mmmm., doing an appropriate
gesture. Then contrast this by showing a flashcard or Practice
other picture of a food you don’t like and say: I don’t 3 7.11 Listen, point and stick. Then say for you.
r
Sticke
time
like (cake)., doing an appropriate gesture. • Point to the first picture and elicit lemons. Point to the girl’s face and say:
I like lemons or I don’t like lemons? Elicit I don’t like lemons and encourage
pupils to do the TPR action associated with don’t like (pull a face). Repeat
with the picture of tomatoes and like.
170
LESSON 5
7
Teaching star
1 7.10
Listen, point and say. Then play. Support understanding Point to the picture of
lemons and say: I don’t like lemons. I like apples.
Ask: Do you like lemons? and elicit pupils’
answers. Using L1, discuss how it is important to
try new foods even if at first we think we don’t like
1 tomatoes 2 peppers 3 lemons 4 salad them. Elicit from pupils the foods they didn’t like
at first, and which they got to like over time.
2 7B
Watch and tick (✔) or cross (✘).
Extra activity (whole class) Play Jump the line
(see Games Bank p.207), using an affirmative or
a negative sentence: I like / I don’t like (cake).
Wrap-up
✘ ✔ • Play Behind the doors (see Games Bank p.206).
For this version, pupils guess if your answer is
I like… . or I don’t like… .
3 7.11
Listen, point and stick. Then say for you.
leave class.
er
Stick Activity Book page 71
time
1 7.5 Listen and tick (✔) or cross (✘).
1 ✘, 2 ✔, 3 ✘, 4 ✔
• Pupils name the food in the pictures. Play
Extra Go online the audio, and pupils point to the pictures.
74 I can say what food I don’t like.
Lesson Phonics
Play the audio again, pausing after each
sentence for pupils to put a tick or a cross in
each circle to indicate like / don’t like.
• Play the first sentence in the audio, and pupils point to the correct picture. Do the
same for the second sentence. 2 Find and draw or . Then say.
cookies , salad , lemons ,
• Point to the two empty sticker frames. Play the third sentence, and pupils place the sandwiches , peppers , tomatoes
correct sticker in the frame for I don’t like (next to the girl’s sad face). Then play the
• Pupils trace a path through the maze,
fourth sentence, and pupils place the correct sticker in the frame for I like (next to
naming each food and noticing the happy
the girl’s happy face).
or sad faces, indicating like / don’t like. They
• Pupils stick the stickers in their books. draw a happy or sad face for each food in
• Point to one of the pictures and tell pupils whether you like or don’t like the food the chart. They point to each food and say:
item. Then say: And you?, and pupils answer with their opinions. I like / don’t like (cookies).
SUPPORT Pupils point to each food and do the TPR action to indicate whether they
like or don’t like it. Online module Phonics Extra
STRETCH Pupils work in pairs, taking turns to talk about the food they like or don’t Lesson
Words with Ss, Tt, Uu and Vv sounds in
like in the picture, using I like or I don’t like. initial position
Audioscript (track 7.11) sun, tomato, up, vest
I don’t like lemons. I like tomatoes. I don’t like salad. I like peppers.
171
7 Lesson 6: Myself and others Be kind Pupil’s Book page 75
Objectives Warm-up
Lesson aim: be kind Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: kind; Let’s all share. Thank you.
• Review the focus of Lesson 6 in Unit 6 (teamwork), using the story cards
from Unit 6. Show story card 1 and ask: Does Maya help? (no) Is she
Materials: Audio; (optional) Video 7A; Story cards kind? (no). Then show story card 5 and ask: Who helps Leyla? (Cam, Peter
(Units 6, 7); Myself and others poster; Stickers; Mickey and Maya) Are they kind? (yes).
Mouse puppet
Skills • Ask: How do you feel? Are you (happy)?, and pupils say: yes / no /
Listening: can recognise familiar words in short phrases I’m (happy)!
1 Who are they kind to? Match.
• Tell the first part of the story from Lesson 4, using the first two story cards
and playing the corresponding audio as necessary (track 7.8). Point to the
Teacher toolkit picture of Leyla and ask: Is Leyla kind? (yes) Who is she kind to? Pupils
point to the picture of Cam.
Being kind • Play Video 7A again. Point to the picture of Giulia and ask: Is she kind?
In this lesson, pupils explore different ways in which (yes) Who is she kind to? Pupils point to the picture of Luca.
they can be kind to each other, including helping, • Pupils draw lines to match Leyla and Giulia to the characters they are
sharing and giving thanks. At this age, pupils have kind to.
a basic understanding of other people’s emotions.
They start to develop social behaviour and form Practice
stable friendships. Elicit how the people feel in the 2 7.12 Listen and point.
different situations in the lesson, and how we might
help them by being kind. • Point to the two photos and, using L1, ask pupils what they think is
happening in each photo. Ask: Who helps? Who shares?, and pupils point
Social awareness to the different people in each photo.
• Say: Listen and point., then play the audio, and pupils point to the
correct photos.
Home-school link
• Play the audio again, pausing after each sentence for pupils to repeat it
Tell pupils to keep a record of the times they are
and point to the person who is speaking in each picture.
kind to someone during the week. It could either be
someone at school or someone at home. You could Audioscript (track 7.12)
give pupils a checklist containing different ways they 1 Thank you! You’re kind!
can be kind, e.g. help someone, share, say Thank you. 2 Let’s all share. // Yes, good idea!
Teaching star
Support understanding Use the Mickey Mouse puppet to
demonstrate the concept of sharing and to teach the word share. Give
Mickey some crayons. Ask: Do you want a crayon? Offer a crayon to a
pupil but make Mickey take the crayon for himself. Say: Mickey, be kind.
Let’s share. Then make Mickey hand out the crayons to different pupils.
3 Choose and act. TPR
• Review how we can be kind, using the Myself and others poster. Elicit
pupils’ ideas in L1 and provide useful language in English, e.g. share my
food/toys/crayons/book, help my friend/brother/mum, smile, hug my
friend, say ‘Thank you’.
172
LESSON 6
7
Be kind Myself and others
Wrap-up
1.12
• Draw pupils’ attention once more to the Myself
Listen and others poster and ask them to identify the
1 Who are they kind to? Match. and
sing. picture that reflects the lesson aim. Point to the
boy in the picture and elicit be kind. Then point
1 2 to the white text lozenge and elicit what the boy
says Let’s all share!
leave class.
a b c d
1 7.6 Who’s kind? Circle. Then listen and
point. Maya, Cam
• Pupils circle the children who are being kind
in the picture. Point to various characters
2 Listen and point. and ask: Is he/she kind? Play the audio.
Pupils listen and point to the characters.
7.12
1 2
2 Draw. Then say.
• Pupils think about a way they can be kind by
helping their friends or teacher. They draw
I’m a
hero! themselves in the frame. They show their
picture to a friend and say: I can help. /
Let’s all share.
3 Choose and act. TPR
Social awareness: I can be kind. 75
• Point to one of the photos in activity 2 and invite two pupils to act out the
situation. Encourage them to use the expressions from the activity 2 audio,
prompting as necessary. Say: Let’s all share! You’re kind.
• Pupils work in pairs to choose a situation and act it out, using the language from
this lesson, e.g. Let’s all share. Yes, good idea!
• Invite confident pupils to act out their situation in front of the class.
SUPPORT Allow pupils to role-play without any language, but encourage them to
say a simple expression they have already learnt, e.g. Thank you!.
STRETCH As pupils role-play, encourage them to recycle any suitable language
they know, e.g. It’s OK.
I’m a hero! Point to the sticker picture and elicit that Peter is sharing his apple.
Ask: Is Peter kind? (yes) Are you kind? Then pupils stick the sticker in their books.
Extra activity (fast finishers) Pupils look back through Units 1 to 6 and identify
any situations where people are being kind (e.g. Unit 1 – the children invite
Maya to sit with them, Unit 2 – Leyla asks Cam to play with her, Unit 3 – Sara is
kind to Shelly, Unit 4 – Leyla’s mum helps Leyla).
173
7 Lesson 7: My world Science: How tomatoes grow Pupil’s Book page 76
Objectives Warm-up
Lesson aim: understand and talk about how Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
tomatoes grow Heroes song together (track 0.1).
Target language: grow, seed, soil Play Which is different? (see Games Bank p.206) to review food words.
Make Mickey hold up four food flashcards, e.g. lemons, apples, tomatoes,
Recycled language: food; sun, water
cake. Pupils say the food words and name the odd one out (cake). Repeat
Materials: Audio; Flashcards / Word cards (Food with other food flashcards, e.g. fish, pasta, water, pizza (water); ice cream,
and drink, Food 1, Food 2); Mickey Mouse puppet; cake, cookies, sandwiches (sandwiches).
(optional) pictures from magazines showing things with
seeds and things that grow Presentation
1 7.13 Let’s explore! Listen, point and say.
Skills • Show pupils the tomatoes flashcard. Mime rubbing your tummy and say:
Listening: can recognise isolated words related Mmm. I like tomatoes. Ask several pupils: Do you like tomatoes?, and
to familiar topics, if spoken slowly and clearly and encourage pupils to answer yes/no and do the corresponding TPR action.
supported by pictures or gestures (16) • Pupils look at the photos. Point to the first photo and say: Look, seeds. Are
Speaking: can repeat single words, if spoken slowly and they (big) or (small)? (small). Point to the photos in number 2 and ask: What’s
clearly (10); can repeat phrases and short sentences, if this? (water) What colour is this? (green). Point to the final photo and elicit
spoken slowly and clearly (16) tomatoes. Ask: What colour are they? (red). Are they big or small? (big).
• Play the audio, and pupils point to each photo.
• Demonstrate TPR actions for each new word (see Teaching star) and
Teacher toolkit encourage pupils to copy you.
Cross-curricular • Play the audio again, and pupils do the TPR actions as they listen.
A good way for pupils to learn about how plants • Play the audio a third time, pausing after each sentence for pupils to
grow and their needs is by encouraging pupils to repeat it and do the TPR action.
plant seeds. Choose a plant that grows well and SUPPORT Say one of the words from the lesson, e.g. seed, sun, water, grow,
quickly in your particular climate and conditions. and pupils do the TPR action.
Tomato plants can grow to be fairly large, so consider STRETCH Pupils work in pairs, taking turns to point to a photo for their
the space you have available before choosing a partner to say the words.
plant, e.g. herbs/beans.
How tomatoes grow
Home-school link 1 Put seeds in the soil.
Ask pupils to observe their plants at home and watch 2 They need water and sun.
them grow. Pupils talk with their families about what 3 They grow.
these plants need to grow.
Teaching star
Creativity Using TPR actions to express what pupils have learnt will
help them remember new language better. Pupils work in groups to
mime the different stages of how tomatoes grow. For example: seeds –
show something very small with your fingers; soil – mime crumbling soil
between your fingers; water – mime using a watering can; sun – make
the shape of the sun in the sky; grow – use your hands to show something
small and then open your arms to show that the small thing grows.
Practice
2 7.14 Think Listen and tick (✔). Then say.
• Ask pupils to look at the photos and elicit the food words (apples, cake,
burger, lemons). Point to the first pair of photos. Say: Look at the (apples).
Do the TPR action for seeds and ask: Can you see seeds? (yes).
174
LESSON 7
7
How tomatoes grow
S ci e nc e
My world
• Check answers as a class. Say: One. Seeds.
Two. Sun/Water. Three. Grow.
1 Let’s explore! Listen, point and say. • Pupils work in pairs, taking turns to point to the
7.13
3 photos and say the words.
1 SUPPORT Pupils indicate each stage, using single
words or by miming.
STRETCH Pupils describe each stage, using at least
2 one full sentence from activity 1.
Thinking skills Apply

After activity 3, pupils can apply their
knowledge of growing stages to different food
items, e.g. lemons, oranges, apples. They can
2 Think Listen and tick (✔). Then say. draw pictures to show different stages in the
7.14
life cycle.
1 2
Extra activity (extension) In L1, ask pupils to

✔ ✔ think of other food items that have seeds (e.g.
oranges, watermelon, limes, pears) or other
things that grow (e.g. baby, cat, dog). Pupils
3 Do Look and number. Then say. work in small groups to make a poster of things
that have got seeds or things that grow. They
draw pictures of the items or they can cut out
pictures from magazines. Help pupils with any
new vocabulary as necessary.
2 3 1
Wrap-up
76 I can understand and talk about how tomatoes grow. • Play Monster Munch (see Games Bank p.206),
using the food flashcards. Tell pupils that the
monster only wants to eat food that has got seeds.
Do the same for cake (no). Point to the second pair of photos. Say: Look at the Sing the Goodbye song (track 0.7), and pupil say
burger. Do the TPR action for grow and ask: Can it grow? (no). Do the same for goodbye to the Mickey Mouse puppet as they
the lemons (yes). leave class.
• Play the audio, pausing after each sentence. Pupils listen and point to the correct
photo each time. Activity Book page 73
• Play the audio again, pausing for pupils to repeat each sentence and tick the 1 Number in order. Then draw the tomatoes.
corresponding photo in each pair. 1 c , 2 a, 3 b (pupils draw tomatoes on a tomato
• Pupils work in pairs. They point to each photo and say: I can see seeds. / It grows. plant in picture b)
• Pupils number the pictures from one to three
to show the growing stages of a tomato. They
1 I can see seeds. draw the tomato plant to complete picture b.
2 They grow.
2 Circle the odd one out. 1 fish (it hasn’t
3 Do Look and number. Then say. got seeds / it doesn’t grow), 2 pizza (it doesn’t
• Pupils look at the photos showing how grapes grow. Ask: What’s this? (seed, water). grow)
• Pupils name the food in the photos, then circle
• Pupils work in pairs. Ask them to look at the photos, think and number the photos in
the odd one out in each row.
the correct order, from one to three. Play the audio for activity 1 again if necessary
(track 7.13) or read aloud the sentences to prompt pupils.
175
Objectives Warm-up
Target language: food; I like… . I don’t like… .
Play the game Talk to Mickey (see Games Bank p.207). For this version,
use the food flashcards and make Mickey say, e.g. I like (apples). I don’t
Materials: Audio; (optional) Video 7A, Video 7B; like (fish).
Flashcards / Word cards (Food and drink, Food 1,
Food 2); Stickers; Mickey Mouse puppet; Cut-outs
(Unit 7), with a cut-out model prepared; My progress
poster
I can do it!
1 7.15 Listen and draw. Then say.
Skills • Pupils look at the pictures. Ask: What can you see? and elicit food words
Listening: can recognise familiar words in short phrases the pupils know, e.g. lemons, pasta, ice cream, fish. Draw two face emojis
and sentences spoken slowly and clearly, if supported by on the board, with the mouths missing. Rub your tummy and say: Mmm.
pictures or gestures (19) I like (ice cream). Draw a smiley face on the first emoji. Make a sad face
Speaking: can say single words related to familiar and say: Ugh. I don’t like (fish). Draw a sad mouth on the second emoji.
topics, if supported by pictures or gestures (18) • Play the audio, pausing after the first line. Ask pupils to point to the correct
Reading (AB): can recognise single, familiar everyday picture and do the TPR action for like or don’t like accordingly. Play the
words, if supported by pictures (21) rest of the audio, pausing after each line for pupils to point to the picture
and do the corresponding TPR action.
• Play the audio again, pausing after each sentence for pupils to complete
Teacher toolkit the emojis by drawing a happy or sad mouth.
• Then pupils work in pairs. They take turns to point to the pictures and say:
Video review
I like / don’t like (lemons).
You can return to Video 7A and Video 7B at the end
SUPPORT Make I like / don’t like… . statements about the food in the
of the unit for a ‘second play’. Pupils watch and put
pictures. Then ask: And you? Pupils answer yes or no or do the TPR action to
their thumbs up when they see something they like.
indicate like / don’t like.
They put their thumbs down when they see something
they don’t like. STRETCH Pupils make I like / I don’t like… . statements about food and
other items, e.g. toys, colours.
Home-school link
1 ‘Ugh. I don’t like lemons,’ says Luca.
Invite pupils to point out and tell their families the
2 ‘Mmm. I like pasta,’ says Alberto.
names of food items they like or don’t like at home.
3 ‘Ugh. I don’t like ice cream,’ she says.
4 ‘Ugh. I don’t like fish,’ he says.
Let’s talk!
2 7.16 Listen and point. Then make and say.
• Pupils use scissors to cut carefully around the dotted lines of the cards in
the cut-outs.
• Play the first part of the audio, and pupils point to the salad. Pause and
hold up the salad card, then colour in the happy face and say: I like salad.
Play the rest of the audio, and pupils point. Then hold up the peppers card.
Colour in the sad face and say: I don’t like peppers.
• Ask pupils to colour the correct face for each food on the cards, according
to their likes and dislikes.
• Model the game with your cards. Place the cards face down on the desk. Take
the top card and say: I like (apples). And you? Pupils find their apples card.
If they have the same answer, they hold up their card and say: I like (apples).
If they don’t like apples, they can shake their head and say: I don’t like apples.
• Repeat the activity with different pupils. Then pupils play in groups, if
appropriate.
176
LESSON 8
7
I can do it! Review

1 7.15
Listen and draw. Then say. of Luca on p.3 in the Pupil’s Book. They imagine
they are Luca, saying I like… . and I don’t like… .,
1 2 3 4
then mime or say how they are kind to others.
Wrap-up
2 7.16
Listen and point. Then make and say. listen (I can say what food I like or don’t like. I can
be kind.).
talk!
Let’s • Pupils reflect on which lesson they most enjoyed
Cut-outs
play a game.
3 Draw for you and say. tell him their favourite word from Unit 7.
Then stick!
ker Activity Book
Stic e pages 74–75
tim
My progress journal
✔ Unit 7! • Pupils listen to the audio and point to the

pictures.
77
• Pupils point to each picture and read the
know in English.
SUPPORT Pupils can play the game in mixed ability pairs. They take turns to pick up
3 7.8 Colour. Then listen and match.
a card, with the less confident pupil saying the name of the food item and either yes
1 cookies, 2 apples, 3 sandwiches, 4 salad
(if they like it) or no (if they don’t like it).
• Pupils name the food and family members
in the picture. They complete the picture by
says full sentences, following the model from the audio.
colouring the food. Play the audio, pausing
Audioscript (track 7.16) after each sentence for pupils to point to
A: I like salad. And you? the person and the food in the picture. Play
B: I like salad. I like tomatoes. And you? the audio again, pausing for pupils to draw
A: I don’t like tomatoes. I like peppers. And you? matching lines from each family member to
B: I don’t like peppers. the food they like.
4 Draw your favourite food.
3 Draw for you and say. Then stick!
r
Sticke
time
• Pupils draw their favourite food on the
• Ask pupils to draw their favourite food from Unit 7 next to the happy emoji. empty plate in the picture. They show their
Ask them to draw a food they don’t like next to the sad emoji. picture to a friend and say: I like (pizza).
• In pairs, pupils describe their drawings: I like (pasta). I don’t like (burgers). More Choose and stick.
Stick
time
er
confident pupils can describe their drawing to the class.

• Pupils stick the sticker to show they have completed Unit 7. Pupil’s Book and Activity Book and think
177
7 Project My food Pupil’s Book page 94
Objectives Warm-up
Lesson aim: make and describe my food poster Greet pupils with the Mickey Mouse puppet.
Target language: I can help. Make Mickey hold up food flashcards and elicit the words.
Recycled language: food; I like / don’t like (lemons). • Play the Unit 7 chant audio (track 7.2), and pupils join in with the actions.
It’s OK.
Materials: Audio; Flashcards / Word cards (Food and Let’s review
drink, Food 1, Food 2); Mickey Mouse puppet; pens, 1 9.13 Listen and number.
pencils, crayons, ruler, rubber, paper; fruit or vegetables • Pupils look at the food pictures. Point to each picture and ask: What can
for food printing, a knife, paints, paintbrushes; a food you see? (apples, lemons) What colour are they? (green, purple, red,
print; (optional) a food print picture you have prepared orange, yellow). How many (apples)? (seven).
• Play the audio, pausing after the first sentence for pupils to find the
corresponding item and colours in the picture.
Skills
• Play the audio, pausing after each sentence for pupils to write the
number 1 or 2 in the box next to each picture.
pictures (19) Audioscript (track 9.13)
Speaking: can say single words related to familiar 1 Look! It’s my food picture. I like lemons. Yellow, orange and green.
topics, if supported by pictures (18) 2 Look! It’s my food picture. I like apples. Red, green and purple.
Get ready
Teacher toolkit
Project skills: Self-management • Explain to pupils they are going to make their own food picture. Ask:
In this lesson, pupils learn how to offer help to a What do you need? Pupils look at the photo, and elicit classroom objects
classmate who is having difficulty with the task. pupils know, e.g. paintbrush, marker, pencil. Discuss in L1 that the children
Remind them of the concept of sharing, which they are working together and helping each other. Remind pupils of language
learnt about in Lesson 6. Say: Let’s help. Let’s share. from previous units: It’s a team. Let’s share.
• Play the audio. Pupils listen and point to the picture. Then ask: Is the boy
happy? (no) What does the girl say? (It’s OK. I can help.).
Extend
• Play the audio again, pausing after each sentence for pupils to repeat the
Show pupils a food print picture you have prepared.
phrase. Then ask pupils to act out the scenario in pairs, using the language
Then ask them to imagine what the print could be,
from the audio as a model. Less confident pupils can mime the scenario
e.g. a flower, a tree, a hat, a ladybird. Show pupils how
and say only a few key words, e.g. Oh, no! Thanks!
we can combine prints to make a picture. Encourage
pupils to find different items that could be used to Audioscript (track 9.14)
make prints, e.g. other food, leaves, bark or rocks. A: Oh, no! I can’t do it!
B: It’s OK. I can help.
A: Thanks!
Create
3 Make your food poster. Then show a friend.
178
UNIT 7 f-m
anagem
7
My food
l
Project
en
Se
t
turns to describe their picture, e.g. This is my
picture. I like (apples).
Let’s review
ACHIEVE
1 9.13
Listen Pupils make a food poster, printing or drawing
and number. cross-sections of food items. They talk about the
food items and the colours. They offer to help
1 or share with another pupil.
2 SUPPORT
Get ready Pupils recognise words for different food items,
and they say individual words.
2 9.14
Listen and
point. Then say. STRETCH
Pupils work in pairs, taking turns to talk about
different food items they like and don’t like.
Wrap-up
Create
3 Make your food Mickey comment on the projects, e.g. make
Mickey clap his hands and say: I like your picture.
poster. Then show a friend. Well done!
Encourage them to name the food they can see
and respond to the pictures, e.g. I like / don’t like
(lemons).
94 I can make and describe my food poster.

3 Think and colour for your project.
1 Look and number in order. Then say. 1 c, 2 b, 3 a think they did in their project.
• Pupils look at the pictures and number them from one to three, in order to
show the stages of making a food print.
2 Now draw for you.
• Ask pupils to draw or make their own food print in the frame.
planning as a draft and do their food prints on a separate piece of paper.
179
8 Animals

By the end of this unit, pupils can: Listening: recognise and understand words for animals and
• name animals and actions actions, and what actions people and animals can do
• say what actions they can do Reading: recognise and understand single words and basic
• say what animals can do phrases when supported by pictures, including in a short,
• ask for help
Speaking: describe animals and actions they can do; ask for
• understand and talk about animal needs help; talk about what animals need

bird, elephant, lion, monkey, zebra dance, hop, jump, skip
Vocabulary chant: I like elephants Birds can hop.

climb, fly, run, swim, walk Self-awareness: Asking for help
I can do it. I need help.
Lesson 3 Grammar
I can walk. Lesson 7 Science
My world
Song: I can swim Science: Animal needs
food, home, space
Lesson 4 Story
Sports day Lesson 8 I can do it!
I can help. I need help! I can do it! Cut-outs Zebras can fly – yes or no?
Project My animal
Presentation skills: showing appreciation
I like your picture. Well done!
180
Unit overview
Timon
Timon is a meerkat. He and his friend
Pumbaa, a warthog, take care of Simba.
Mufasa
The king of the Pride Lands and Simba’s Zazu
dad, Mufasa is wise and strong. But he also A hornbill bird who advises
loves playing games with Simba. Mufasa. He’s loyal and Rafiki
always tries to protect Simba. Rafiki is a wise, elderly
monkey who helps Simba
make the decision to
Simba Nala return to the Pride Lands.
A lion cub who grows Simba’s best friend, Nala is a
up during the film. female lion cub. She’s clever,
Simba is adventurous, strong and a good friend.
playful and brave.
Simba is heir to the throne in the animal kingdom. When Simba’s father dies, Simba leaves his community
because he feels responsible for his father’s death. However, when an old friend finds him, she convinces
Simba to come home. you kn d o
Di The origin w
al ?
title of The Lion
King
eo stor
Vid ies was King of the
Jungle.
However, ther
e
Video 8A: Simba needs help! was one big pr
oblem
Video 8B: Monkeys can climb – lions don’t liv
e
in the jungle!

Lesson
Words with Ww, Yy and Zz sounds in initial position, and Xx in final
position
walk, yellow, zebra, fox
181
Objectives Warm-up
Lesson aim: name animals Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: bird, elephant, lion, monkey, zebra Heroes song together (track 0.1).
Recycled language: family; ants, big, small, angry;
Presentation Video story
Look at the… . I can see… .
Receptive language: I can do it! I can jump! Simba, go
This is the film The Lion King. This is (Simba/Nala). This is (Zazu) the (bird).
home. Help! I need help. Run! I’m sorry, Dad.
• Pupils count the number of animals in the Big Picture (ten animals,
including three butterflies).
(Animals, Level characters); Sticker (Simba); Mickey
Mouse puppet • Review symmetry by asking pupils to notice the patterns and colours on
the butterflies.
Skills 1 8A Watch and circle.

supported by pictures or gestures (16); can recognise • Play Video 8A. Pupils watch and listen.
familiar words and phrases in short, simple songs or • Point to the small pictures and ask: Who’s angry? Play the video again and
chants (18) pause at 3:14 when Mufasa is angry with Simba. Pupils circle the picture.
if supported by pictures (21) 2 8A Watch and tick (✔).
Speaking: can name everyday objects, animals or • Show pupils the sign for asking for help (see Teacher toolkit).
people around them or in pictures, using single words
• Play Video 8A again, and pupils do the sign when they hear
(18); can recite a short, simple rhyme or chant (16)
someone ask for help. Pause at 3:03 and elicit the phrase Simba
uses (Help! I need help.).
Teacher toolkit • Point to each small picture and ask: Who needs help? Pupils tick the
correct picture.
Simba needs help! Videoscript see p.201 Flashcards / Word cards (optional) Show the flashcards one by one to
Simba is the son of the king in the animal kingdom. introduce the new vocabulary. Repeat several times, encouraging pupils
He goes exploring with his friend, Nala. They find to remember the words. Then show each word card, say the words, and
themselves in danger, and Mufasa rescues them. pupils repeat.
Practice
Asking for help
I need help.
• Play the audio, pausing after each word. Pupils point to the animals in the
Use the video story to review the concept of Big Picture. Play the audio again, pausing for pupils to say the words. Show
helping others. Show pupils sign language to ask for pupils a TPR action for each animal (see activity 4). Play the audio a third
help: hold one hand flat with your palm facing up, time, and pupils read and say the word, then do the TPR action.
then make a ‘thumbs up’ sign with your other hand
• Divide the class into two groups. Hold up a flashcard. One group says the
and bring it down to your palm. While watching the
name of the animal, and the other group does the TPR action. Continue
video, pupils do the sign when they see someone in
with different flashcards, asking the groups to take turns.
need of help.
SUPPORT Call out the name of an animal. Pupils point to the animal in the
Self-awareness Big Picture, then do the TPR action.
STRETCH Pupils work in pairs, taking turns to point to an animal for their
partner to name and mime.
Display the five animal flashcards. Make the Mickey Mouse puppet make
an animal noise, and pupils point to the correct flashcard.
182
8
8 Animals
LESSON 1 Vocabulary
2 8A
✔
1 elephant
3 8.1
4 Listen, chant and act. TPR

3 zebra 8.2
2 lion
1 8A
Watch and circle. 5 monkey
4 bird
Collect ?
78 I can name animals. your friend! 79
page 3
• Play the audio, and pupils point to the correct flashcard when they Wrap-up
hear each animal sound. • Play Let’s listen! (see Games Bank p.206), using the song I like
• Review the TPR actions. Play the audio again. Pupils join in with elephants.
the chant and do the actions. Sing the Goodbye song (track 0.7), and pupils say goodbye to the
TPRchant
elephant – use your arm as a trunk Activity Book pages 76–77
zebra – trot on the spot and move arms up and down
bird – flap your arms like wings
1 8A Watch again.
monkey – bend arms at the elbow, with hands to armpits 1 Number in order. 1 b, 2 a, 3 d, 4 c
lion – roar like a lion • Pupils watch the video again and number the pictures in order.
2 Who helps Simba? Circle. b
Audioscript (track 8.2) I like elephants • Pupils think about how Simba needs help in the video
Elephants! Elephants! I like elephants. Oooooo. Oooooo. (to escape from the hyenas). Point to each picture and
Zebras! Zebras! I like zebras. Hee-Haw. Hee-Haw. ask: Who helps Simba? (dad/Mufasa). Pupils circle the
Birds. Birds! I like birds. Tweet-tweet. Tweet-tweet. correct picture.
Monkeys! Monkeys! I like monkeys. Oh ah. Oh ah. 2 8.1 Listen and number. Then point and say.
Lions! Lions! I like lions. Grrrrr. 1 elephant, 2 bird, 3 monkey, 4 zebra, 5 lion
Collect your friend! Show the flashcard of Simba to help • Pupils name the animals they can see in the picture. Play the
? pupils identify the correct sticker. Pupils stick the sticker on p.3 audio, pausing after each animal word for pupils to point
in the Pupil’s Book. Ask: Who’s this? (Simba). to the picture. Play the audio again, pausing for pupils to
number the pictures from one to five. Pupils point and say
the animal words in pairs.
183
Objectives Warm-up
Lesson aim: name actions Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: climb, fly, run, swim, walk
• Play What’s missing? (see Games Bank p.206). Place on the board the
Recycled language: animals
animal flashcards face up. Ask pupils to say the words one by one. Then
Materials: Audio; Flashcards / Word cards (Animals, turn one of the flashcards over so it’s face down, and pupils say the words
Activities 1); Mickey Mouse puppet; (optional) a table again, including the word for this flashcard. Continue, turning over other
to complete for each pupil; (optional) lolly sticks flashcards, and see if pupils can remember them all.
• Say: Listen and chant! and play the chant (track 8.2). Pupils join in and do
Skills the actions.
Presentation
stamp, jump, walk (15)
Reading: can recognise basic action words, e.g. clap, introduce the new vocabulary. Repeat several times, encouraging pupils
stamp, jump, walk (21) to remember the words. Then show each word card, say the words, and
Speaking: can use language related to basic actions, pupils repeat.
e.g. clap, stamp, jump, walk (21)
Show one of the flashcards. Say (Run), Mickey! and make the Mickey
Teacher toolkit Mouse puppet do the action. Repeat with other action flashcards.
• Say: Listen and point. Play the audio, and pupils point to the
Teaching vocabulary
corresponding photos. Play the audio again, pausing after each word.
Model the action words, using TPR mimes, making Pupils point to the corresponding photo and repeat the word.
sure you choose suitable mimes for the pupils’ age. As
• Say a word, and pupils repeat it and point to the corresponding photo.
you teach each action word, extend and review by
Repeat with different words.
asking pupils (L1) to say which animal can do each
action, e.g. Fly. Lion? (no) Bird? (yes). SUPPORT Say each word, and pupils repeat it and then mime the action.
STRETCH Pupils work in pairs, taking turns to say an action word for their
partner to say the name of the animal that is doing that action in the photo.
Home-school link
Pupils keep a record of all the actions they do during Practice
the week. You could give them a table to complete
with a list of the five actions, and they tick in the list 2 8.4 Listen and number. Then point and say.
each time they do an action. • Point to the first picture from the video and say: Walk. Pupils walk like
ants. Do the same with the other pictures (run, fly, climb).
• Play the audio, pausing after each word for pupils to point to the correct
picture. Play the audio again, and pupils number the pictures in the correct
order. Play the audio one more time, and pupils point and repeat the
words.
1 fly // 2 walk // 3 climb // 4 run
Teaching star
Creativity Pupils make mini-puppets that they can use to show the
action words. They could draw an animal and then cut it out to make a
puppet. Alternatively, you could give them pictures of Simba, Zazu and
Rafiki to cut out. Pupils stick the pictures onto lolly sticks to make the
puppets, then use the puppets to show the actions.
184
LESSON 2
8
Vocabulary
Extra activity (fast finishers) Pupils say the

1 8.3
Listen, point and say. Then play. actions for each animal, e.g. bird – fly, walk,
swim (depending on the type of bird).
Wrap-up
1 run 2 fly 3 climb Play Mickey says (see Games Bank p.207).
Ask the Mickey Mouse puppet to give
instructions to the class for pupils to follow.
Use the actions from the lesson. Demonstrate
each action as Mickey says it.
4 walk 5 swim Sing the Goodbye song (track 0.7), and pupils say
2 Listen and number. Then point and say.

8.4
1 8.2 Listen and tick (✔). Then say.
1 a, 2 b, 3 a, 4 b
2 4 1 3 • Pupils name the animals and actions in the
pictures. Play the audio, pausing after each line
3 Say and act. TPR for pupils to point to the correct picture. Play
the audio again, and pupils tick the correct
picture in each pair. They then say the action
words they have ticked.
2 Match. Then say and act. 1 fly, 2 walk,
3 climb, 4 run
• Pupils look at the small pictures and say the
action verbs. They trace the matching lines
80 I can name actions. from the pictures to the words. They say each
action word and act it out.
3 Say and act. TPR
• Point to each photo and elicit which action each child is doing (swim, walk, climb).
Make the Mickey Mouse puppet act out each of the actions and elicit the action
words from pupils.
Invite individual pupils to tell Mickey what action to do, then ask other pupils to
make Mickey do the action.
• Display the action flashcards on the board. Point to a flashcard, elicit the word,
then pupils mime the action. Repeat with different flashcards.
SUPPORT Invite a pupil to act out one of the actions, and the rest of the class says
the action word.
STRETCH Pupils work in pairs, taking turns to say an action word for their partner
to mime.
185
Objectives Warm-up
Lesson aim: say what I can do Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: I can walk.
Play Pass Mickey! (Games Bank p.207), using the animal and action
Recycled language: animals, actions; river, tree,
flashcards.
sand, grass
Receptive language: I’m big/small, bananas Presentation
Materials: Audio; Flashcards / Word cards (Animals,
Activities 1, Bugs); Stickers; Mickey Mouse puppet;
(optional) bananas • Pupils look at the pictures. Ask: Who’s this? (Simba, Nala, Zazu). Point to
each picture and elicit the actions the characters are doing. Ask pupils to
say or mime the action words.
Skills • Play the audio, and pupils point to the corresponding picture.
Listening: can understand basic action words, e.g. clap, • Play the audio again, and pupils join in with the actions.
stamp, jump, walk (15); can recognise familiar words and • Play the audio one more time, pausing for pupils to repeat each sentence
phrases in short, simple songs or chants (18) and do the TPR action.
Speaking: sing a simple song, if supported by pictures
(22); can use language related to basic actions, e.g.
clap, stamp, jump, walk (21) ‘I can walk,’ says Nala.
‘I can run. And I can climb.’ says Simba.
‘I can fly,’ says Zazu.
Teacher toolkit
Practice
Teaching grammar
r
Sticke
time
Use TPR actions to present I can… . Mime doing

each of the Lesson 2 actions (except fly) successfully • Use the flashcards to review bird, zebra, elephant and beetle. Pupils see
and say: I can (run). Then mime doing some of which ones they can find in the picture.
these actions successfully and some of these actions • Point to the empty sticker spaces, and pupils guess which two animals they
unsuccessfully, e.g. attempting to run but stopping, think are missing, e.g. monkey, bird. Pre-teach bananas, using the real food
showing that you are out of breath. For each action, item, if possible.
say: I can (run). Pupils say yes if you mime doing the • Play the audio, pausing after each sentence for pupils to point to the
action successfully, and no if you mime doing the sticker they think is being described. When the animal is named, pupils
action unsuccessfully. place their stickers in the correct spaces. Play the audio again, and pupils
stick the stickers.
Differentiation • Play the audio one more time, pausing after each sentence for pupils to
Provide different types of support to ensure pupils point and repeat the words.
understand the animal descriptions. For example, hold • Describe one of the animals, e.g. I can run. I’m black and white. I’ve got
up or point to flashcards, use mime and exaggerated four legs. I’m a… . Pupils say the name of the animal. Do the same with
facial expression and display the answer options the other animals.
during an activity. SUPPORT Pupils do the corresponding TPR action after you say each
sentence with I can.
STRETCH Pupils work in pairs, taking turns to describe the animals for their
partner to guess. Encourage them to say the colour, size or body parts, as
well as what action the animal can do.
I can walk. I’m black and white. I’m a zebra.
I can swim. I’m big. I’m an elephant.
I can fly. I’m small. I’m a bird.
I can climb. I like bananas. I’m a monkey.
186
LESSON 3
8
Grammar
Audioscript (track 8.7) I can swim
I can swim, swim, swim. [x2]
1 8.5
Listen, point and say. I can swim in the river. I can swim, swim, swim.
I can climb, climb, climb. [x2]
I can climb in the trees. I can climb, climb, climb.
I can walk, walk, walk. [x2]
I can walk on the sand. I can walk, walk, walk.
I can run, run, run. [x2]
I can run on the grass. I can run, run, run.
Teaching star
2 Listen, point and stick. Then say.
8.6
Creativity Allowing pupils to be creative can
help develop their language and thinking skills.
In the Extra activity below, pupils can use prior
knowledge to help them decide what their
animal will look like (e.g. the animal will need
wings to be able to fly), but also encourage them
er
Stick to use their imagination freely and creatively.
time
Extra activity (fast finishers) Pupils draw a

picture of an imaginary animal, with the body
parts of different animals, e.g. an elephant’s
head, a zebra’s body, a bird’s wings and a lion’s
3 8.7
legs. They present their animal to the class,
Sing-along saying what actions it can do.
Wrap-up
• Play Which is different? (see Games Bank p.206).
I can say what I can do. 81 Place on the board four animal flashcards and
one flashcard from a different vocabulary set.
Ask pupils to say which one is different.
Sing-along
3 8.7 Listen, sing and act. Sing the Goodbye song (track 0.7), and pupils say
• Point to the pictures and elicit what actions pupils think the boy and Simba are goodbye to the Mickey Mouse puppet as they
doing, e.g.: climb/run/walk. leave class.
• Play the song audio. Pupils say what action words they heard. Prompt them by
showing the action flashcards. Say: (swim)?, and they say yes or no. Activity Book page 79
• Demonstrate the TPR actions. Play the song again, and pupils do the TPR actions. Audioscript see p.205
• Play the song a third time and encourage pupils to join in with some of the words 1 8.3 Listen and number. 1 a, 2 d, 3 c, 4 b
as they do the TPR actions. When pupils are confident with the words, play the • Pupils name the actions they can see in
karaoke version (track 8.7_karaoke), and they sing along. the picture. Play the audio, pausing after
each sentence for pupils to point to the
TPR song corresponding picture. Play the audio again,
swim – mime swimming front crawl and pupils number the pictures from one
climb – mime climbing a tree to four.
walk – walk on the spot 2 Tick (✔) for you. Then say.
• Pupils tick the actions they can do. They
run – run on the spot
compare with a friend and say: I can (swim).
187
Objectives Warm-up
Lesson aim: read and understand a story about a school Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
sports day Heroes song together (track 0.1).
Story language: I can help. I need help! I can do it! Make Mickey show the story cards from the Unit 7 story. Ask questions
to review the story, e.g. Who likes (sandwiches/cookies/apples)? (Cam/
Recycled language: actions; shoes; Well done, Leyla!
Shelly). Who is kind? (Maya, Leyla, Peter).
I can (run).
Give Mickey a spoon with an egg or small potato on it (or you could use
Receptive language: glasses; Welcome to Sports day.
a table tennis ball). Tell pupils that Mickey must carry the egg to the other
Yippee! Don’t worry! Thanks! Let’s all help. Here you are.
side of the classroom. Ask: Can he do it? and elicit yes or no. Then make
Materials: Audio; Story cards (Units 7 and 8); Mickey Mickey carry the egg on the spoon, either successfully or unsuccessfully.
Mouse puppet; (optional) a hard-boiled egg, a small Encourage pupils to say: Well done!
potato or a table tennis ball and a spoon
Presentation
Skills 1 8.8 Listen to the story. Who can run?
Listening: can understand a few basic words and phrases Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
in a story that is read aloud (18) It’s story time!
Reading: can recognise single, familiar everyday words, • Point to the small picture in the rubric and elicit the action word (run).
if supported by pictures (21) Say: Listen to the story! Who can run?
Speaking: can repeat phrases and short sentences, if • Play the audio. Pupils listen to the story and follow in their books.
spoken slowly and clearly (16) Ask again: Who can run?, and pupils answer.
after each story frame to ask a comprehension question, e.g. Peter can
Teacher toolkit run. Yes or no? (yes) Who helps Peter? (Leyla) Maya can walk. Yes or no?
(no) Who helps Maya? (Leyla) Who helps Cam? (Leyla) What does the
Story summary teacher say? (Well done!).
Sports day Spot! Pupils find the monkey and the lion in the story. (Answers: the
Leyla can’t take part in Sports day because she’s hurt monkey is on Maya’s T-shirt in story frames 1, 3 and 6, the lion is on the
her hand. As the other children take part in their boy’s T-shirt in story frame 2)
races, Leyla helps each child. In the end, the teacher
gives Leyla a prize for being the Sports day hero!
Practice
2 8.9 Listen, circle and say.
Asking for help • Pupils look at the pairs of small pictures and identify each of the characters.
In the story, Leyla helps her friends when they ask • Play the first part of the audio, pausing for pupils to point to the
for help. Using L1, ask pupils why Leyla gets a corresponding character (Peter). Do the same with parts two and three.
medal at the end of the story (Leyla’s kind and she • Play the audio again, pausing after each sentence for pupils to circle the
helps everyone). Ask pupils if they sometimes ask correct character. Play the audio a third time, and pupils repeat the lines
for help and if they help other people. Then ask and mime the actions.
them how they feel when they help someone,
e.g. happy. Audioscript (track 8.9)
1 Peter: I can run.
Self-awareness
2 Leyla: I can help.
3 Maya: My shoes! I need help.
Teaching star
Linguistic competence To help pupils develop confidence in speaking,
play the audio in activity 2 several times. Pause after each sentence for
pupils to repeat the words. First, pupils repeat each sentence at normal
volume, then they whisper it and finally, they say the sentence loudly.
188
M08 Stars and Heroes TB1 BrE 17691.indd 188 28/02/2023 11:56
LESSON 4
Story
8
Sports day 2 8.9
Listen, circle and say.
1 8.8
Listen to the story. Who can ? Peter 1 2 3
1 2 Peter: Oh, no. My glasses.

I can run. Leyla: I can help.
Peter: Thanks! Now I can run.
Oh, no.
Ms Smart: Welcome to Sports day!
Peter: I can run.
Maya: Yippee! 3 Who needs help? Tick (✔).
3 Thanks.
4 I can do it!
Maya: My shoes!
I need help.
Cam: I need help!
Leyla: Don’t worry.
Leyla: Here you are. ✔ ✔ ✔
Maya: Thanks!
Now I can walk.
Cam: Thanks! Now ✔
I can do it!
6 Well done, Leyla. 4 Act out the story.
5 Ms Smart: Well done, Leyla.
Leyla: Wow! Thanks, Ms Smart.
Leyla: Look at
Ms Smart. Let’s
all help.
Spot!
The end
3 Who needs help? Tick (✔). Extra activity (story extension) Pupils mime trying but failing
to do an action, e.g. running and falling over. They ask another
• Remind pupils of Video 8A from Lesson 1. Using L1, elicit
pupil to help them (I need help) and then say: Now I can (run).
who needed help (Simba and Nala).
• Show each story card, and pupils look in the picture for
someone who needs help. When they find someone who Wrap-up
needs help, they do the TPR action for asking for help (see • Play Follow the leader (see Games Bank p.206). One pupil stands
Lesson 1). at the front and says and does a series of actions from Lesson 2 for
• Pupils point to the people in the small pictures who need the other pupils to copy.
help in the story. Then they tick these characters. Sing the Goodbye song (track 0.7), and pupils say goodbye to the
• Pupils look at the photos of the boy and the girl. Say: Now I
can… ., and elicit an action verb (run). Audioscript see p.205
• Choose one pupil to role-play Leyla and put the other pupils into 1 8.4 Listen and number in order. 1 b, 2 a, 3 d, 4 c
three groups. Each group will act out a different race from the • Pupils listen again to the story. They number the pictures in
story: running race / egg and spoon race / sack race. the order they appear in the story.
• Play the story audio, and each group acts out their scene. The 2 Who needs help? Tick (✔). Then act and say. 1 ✔
pupil playing Leyla goes to ‘help’ the other pupils in each group. • Pupils tick the picture that shows someone needing help.
• At the end, all the pupils clap their hands and congratulate Leyla, They act out both scenarios, using language from the lesson,
saying: Well done! e.g. I need help. / I can help.
189
Objectives Warm-up
Lesson aim: say what animals can do Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: dance, hop, jump, skip; Birds can hop.
• Remind pupils of the story from Lesson 4. Show story cards 2, 3 and 4.
Recycled language: animals; actions; It’s (Nala). I can
Say: Peter can run. Yes or no? Maya can walk. Yes or no? Cam can jump.
see (a tree / sky). Look at the (sand).
Yes or no?
Receptive language: Don’t worry. Nala says… .
Where’s… ?
(Animals, Activities 1, Activities 2); Story cards (Unit Presentation
8); Stickers; Mickey Mouse puppet; (optional) pictures
of different animals; (optional) paper ball, small ball
or beanbag; (optional) videos of real animals doing
different actions
pupils repeat.

Skills • Point to the photos. Invite pupils to say any action words they already
Listening: can recognise familiar words in short phrases know. Ask pupils to mime the action each child is doing.
pictures or gestures (19); can understand basic action
words, e.g. clap, stamp, jump, walk (15)
pausing after each word for pupils to say the word and do the action.
• Say a number, e.g. three, and pupils say the word (skip). Repeat with other
numbers and words.
Speaking: can use language related to basic actions,
e.g. clap, stamp, jump, walk (21)
corresponding action.
2 8B Watch and circle for Simba. Video story

Teacher toolkit
• Ask pupils to look once more at the Big Picture in Lesson 1. Remind
Video summary – 8B them of the film The Lion King and the characters. Point to the different
Monkeys can climb Videoscript see p.201 animals, and pupils say what actions they can do.
Many different animals live in the savannah, and Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
each one can do different actions. A grown-up It’s video time!
Simba and Nala can run and jump. They can swim • Play the video, and pupils do a TPR action when they see the actions
together in a watering hole. The video presents in the video.
examples of the target grammar in context, e.g. • Ask: What can Simba do? Play the video again, pausing at 1:24 (run),
Monkeys can climb. 1:35 (jump) and 1:40 (swim). Say: Simba can… . and elicit the action verbs.
• Pupils circle the correct pictures. Note: adult male lions don’t usually climb
Teaching grammar trees because they are too big and heavy.
To help pupils make connections between the
grammar and the real world, search online to find and Practice
show videos of real animals doing different actions, 3 8.11 Listen and tick (✔) or cross (✘). Then say.
e.g. a monkey climbing, a lion running. • Point to the first picture. Say: Zebras can… . Elicit action verbs, e.g. run,
swim, walk. Do the same for the other animals.
• Play the first sentence in the audio, pausing after dance. Say: Zebras can
dance. Yes or no? Pupils answer, then play the answer on the audio. Play
the rest of the audio, pausing before the answer each time for pupils to
say yes or no.
• Play the audio again, pausing after each line for pupils to put a tick or a
cross according to whether the animals can do the action or not.
190
LESSON 5
8
Extra activity (class game) Play Mickey’s

1 8.10
Listen, point and say. Then play. card (see Games Bank p.207). For this version,
give the Mickey Mouse puppet an animal
flashcard and an action flashcard, but hide them
from the class. Pupils take turns to guess the
sentence, e.g. Zebras can swim.
1 jump 2 hop 3 skip 4 dance
Wrap-up
2 8B
Watch and circle for Simba. • Play Throw the ball (see Games Bank p.207).
Ask pupils to sit in a circle, and throw or roll a
ball to each other. Each time pupils get the ball,
they make a sentence, e.g. Monkeys can climb.
Less confident pupils can mime an action or say a
single animal or action word.
leave class.
3 Listen and tick (✔) or cross (✘). Then say. Activity Book page 81
8.11

1 3
1 8.5 Listen and tick (✔). girl – dance,
skip; birds – hop; lions – jump
2 4
• Pupils name the actions and animals in the
✘ ✘ pictures. Play the audio, and pupils point to
the pictures. Play the audio again, pausing
✔ ✔ after each sentence for pupils to put a tick in
the chart for the actions the girl and animals
Extra Go online can do.
84 I can say what animals can do.
Lesson Phonics
2 Follow. Then say. Monkeys can jump. Birds
can hop. Elephants can swim. Lions can run.
• Pupils trace a path through the maze from each
• Play the audio one more time, and pupils repeat each sentence and answer.
animal to the activity they can do. They say a
• Pupils work in pairs. They point to each animal, taking turns to make true or false sentence about each animal and activity.
sentences about what the animals can do, for their partner to answer yes or no.
SUPPORT Pupils work in mixed ability pairs. The less confident pupil listens to their
partner and answers yes or no. Online module Phonics Extra
Lesson
STRETCH Pupils work in mixed ability pairs. The more confident pupils say full Words with Ww, Yy and Zz sounds in
sentences about what the animals can do, for their partner to answer yes or no. initial position, and Xx in final position
walk, yellow, zebra, fox
1 Zebras can dance. … No!
2 Birds can hop. … Yes!
3 Elephants can skip. … No!
4 Lions can jump. … Yes!
Teaching star
Application Develop pupils’ critical thinking skills through a classification
activity. Put pupils into groups and give each group pictures of different animals.
They classify the animals according to the actions the animals can do.
191
8 Lesson 6: Myself and others Asking for help Pupil’s Book page 85
Objectives Warm-up
Lesson aim: ask for help Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Heroes song together (track 0.1)
Target language: I can do it. I need help.
• Use the Myself and others poster to review being kind and sharing. Elicit
Recycled language: I can… .
that one way of being kind is by helping people. Using L1, encourage
Materials: Audio; (optional) Video 8A; Myself and pupils to suggest different ways they can help people, e.g. helping at
others poster; Stickers; Mickey Mouse puppet; pieces of home, helping a classmate do an activity, helping in class by handing out
paper or thin card for flip signs for each pupil, crayons, materials, etc.
scissors, glue; flip sign you have prepared
Skills • Ask: How do you feel today?, and pupils respond with I’m… . and an
Listening: can recognise familiar words in short phrases emotions adjective.
• Pupils look at the picture of Simba in the Big Picture in Lesson 1 and say
what he can do, e.g. walk, run, swim.
Teacher toolkit • Ask pupils to look at the pictures of Simba and the course characters. Ask:
Who needs help? and elicit answers (Simba and Maya). If necessary, play
Asking for help Video 8A once more and review the story.
In this lesson, pupils explore different situations in • Play the audio, and pupils point to the corresponding pictures. Play the
which they might need to ask for help. At this age, audio again, pausing after each sentence for pupils to repeat.
pupils are starting to be autonomous and need • Point to the second picture and ask: Does Simba need help? (no). Say:
to know when to ask for help. By exploring how I’m Simba. I can do it!, and pupils repeat and act out Simba jumping.
they feel when they need help, pupils will start to
understand when they can offer to help others. Audioscript (track 8.12)
Encourage pupils to think of situations when they Simba says, ‘I need help.’
need help and say, using L1, how they felt when Maya says, ‘I need help.’
they needed help and when someone helped them. Simba says, ‘I can do it.’
Self-awareness
Practice
Teaching star
Home-school link
Remind pupils to ask for help at home when they Social-emotional learning Use the pictures to help pupils understand
need it. Encourage them to say: I need help. When that people have differing abilities. For example, some people may be
they manage to complete a challenging activity, they able to tie their shoelaces, but other people may not – they may not
say: I can do it! have learnt yet or they may have a physical disability that makes this
activity difficult. Encourage pupils to help each other when they see a
classmate having difficulties.
2 Look and say.

Point to the first photo and make the Mickey Mouse puppet say: I can do
it. Make Mickey look both left and right, and then pretend to cross the
road. Do the same with the other photos, making Mickey say: I need help!
with tying his shoelaces and putting up a tent. With the last photo, make
Mickey say: I can do it! Then say: Mickey can make a pizza. It’s yummy!
• Show pupils a TPR action for I can do it! (silent applause or ‘jazz hands’ –
shake both hands in the air) and the action for I need help (see Teacher
toolkit in Lesson 1).
192
LESSON 6
8
Asking for help Myself and others
SUPPORT Drill the expressions with pupils: I need
1.12 help. I can do it! As they show their signs, prompt
Listen them to say the corresponding expression.
sing. STRETCH As pupils act out a scenario in front of
8.12
the class, encourage them to recycle language they

have learnt this year, e.g. I’m wearing my shoes.
I’m a hero! Point to the sticker picture,
remind pupils of the story and elicit that Leyla helps
her friends. Ask: Can Leyla help? (yes) Can you
help? Then pupils stick the sticker in their books.
2 Look and say.
Extra activity (whole class) Invite pupils to
1 3 write some simple maths sums on the board.
1 Rubric 2 4 Give pupils time to look and think, then use
their flip signs to show if they can solve it or if
they need help.
Wrap-up
3 Make a flip sign. Then play. • Draw pupils’ attention once more to the Myself
and others poster. Elicit what we say when we
want someone to help us: I need help. Elicit what
we say when we can help someone else: I can
I’m a
hero! help! I can do it!
leave class.

Self-awareness: I can ask for help. 85 1 Colour for you. Then say.
• Pupils look at the pictures and colour the
circle next to the things they can do. They
• Point to each photo and say or elicit the expressions, supporting pupils as necessary. compare with a friend and say: I can do it!
for the pictures they have coloured.
• Using L1, ask pupils about other situations in which they need help. Elicit ideas,
prompting as necessary, e.g. buttoning clothes, making a sandwich, reading 2 Who helps you? Draw.
and writing. • Pupils think about people who help them,
either at home or at school, and draw
3 Make a flip sign. Then play. a picture.
• Point to the photo showing what the two sides of the flip sign should look like, then
show pupils the flip sign you have made. Show pupils both sides of the flip sign and
say: I need help. / I can do it!
• Pupils draw pictures for their flip signs, e.g. a happy face (I can do it!) and a hand
(I need help.). Tell them to use orange to colour the I can do it! side and green to
colour the I need help side. Pupils may need help sticking the pictures onto their
flip signs.
• Point to one of the photos in activity 2, and pupils place their flip sign on their desk
to show if they can do it, or if they need help.
• Invite a few pupils to act out in front of the class one of the scenarios shown in
activity 2. The other pupils use their flip signs to respond.
193
8 Lesson 7: My world Science: Animal needs Pupil’s Book page 86
Objectives Warm-up
Lesson aim: understand and talk about animal needs Greet pupils with the Mickey Mouse puppet and sing the Hello, Stars and
Target language: food, home, space
• Ask pupils if they asked for help at home and encourage them to share
Recycled language: animals; water, need
their responses with the class.
Materials: Audio; Flashcards / Word cards (Animals,
• Play Up close (see Games Bank p.206). Cut out a magnifying glass-shaped
Units 6–7); Mickey Mouse puppet; (optional) a map
hole into a piece of coloured card (the card should be at least as big as the
and pictures or videos of lions and monkeys in their
flashcards). Place a flashcard behind the piece of card so that pupils can
habitats and their lifestyles
only see part of the picture on the flashcard. Ask pupils to guess what the
picture is.
Skills
Presentation
to familiar topics, if spoken slowly and clearly and 1 8.13 Let’s explore! Listen, point and say.
supported by pictures or gestures (16) Use the Mickey Mouse puppet to pre-teach the concepts of a home,
Speaking: can repeat single words, if spoken slowly and food and space. Say: Mickey is a mouse. Tell pupils that the classroom is
clearly (10); can repeat phrases and short sentences, if Mickey’s ‘home’. If you keep Mickey in a specific place in the classroom,
spoken slowly and clearly (16) ask pupils to point to his home. Then say: Mickey needs food and water
(mime eating and drinking). Indicate with your arms that Mickey needs
space around him and say: Mickey needs space.
Teacher toolkit • Show pupils the bird flashcard. Then point to each photo and elicit any
words pupils know, e.g. birds, fly, sky, water.
Cross-curricular
• Play the audio, and pupils point to each photo. Show pupils TPR actions
Some pupils may not have much prior knowledge for home (make a triangle over your head with your arms, like a roof),
about the animals in the lesson and may only have space (expand your arms to show the space around you), water (mime
seen lions and monkeys in a zoo. Show pupils a map drinking), food (mime eating).
and pictures of each animal’s habitat or show videos
• Play the audio again, and pupils repeat the sentences and do the TPR actions.
that help pupils understand where each animal lives
and the type of food it eats. SUPPORT Read out the sentences again, and pupils do the TPR actions.
STRETCH Pupils work in pairs, taking turns to say a target word (home/
water/food/space) for their partner to do the TPR action.
Home-school link
If pupils have got a pet at home, ask them to tell or Audioscript (track 8.13)
ask their families about what it needs, e.g. food, water. Animal needs
Alternatively, they can ask a friend or neighbour 1 Birds need a home.
about their pet’s needs. 2 Birds need space.
3 Birds need food and water.
Practice
2 Think Circle for lions. Then say.
• Show pupils the lion flashcard. Say: Lions need… . and use the TPR actions
to elicit a home, water, food, space. If you have photos or videos of lions
and their lifestyle and habitat, show them now as examples.
• Point to the photo of the lions and say: Lions need a home. Then point to
each photo one by one and ask pupils to mime or say if it’s a lion’s home.
Do the same for Lions need food. / Lions need space.
• Pupils circle the photos showing what lions need.
• Say: Lions need a home / space/food., and pupils point to the correct photos.
194
LESSON 7
8
Animal needs
S ci e nc e
My world

1 Let’s explore! Listen, point and say. After activity 3, pupils can compare and
8.13
analyse the similarities and differences between
1 2 3
what they have drawn for the monkeys’ home,
food and environment (space) with the lions’
from activity 2.
Extra activity (extension) Draw a Venn

diagram on the board for monkeys and lions.
2 Think Circle for lions. Then say. Elicit what monkeys and lions have got in
common, and what their differences are.
Complete the Venn diagram as a class.
Wrap-up
• Say true or false sentences about animals, using
the flashcards from Units 7 and 8, e.g. Monkeys
need cake. Yes or no? Pupils respond with the TPR
action for yes or no. Try to include humour by
saying unusual sentences, e.g. Elephants can fly.
3 Do Draw for monkeys. Then say. Sing the Goodbye song (track 0.7), and pupil say
leave class.

1 Look and circle. Then say. 1 a, 2 b, 3 b
• Pupils name the animals and think about
86 I can understand and talk about animal needs. what each animal needs (food and water,
home, space). They circle the picture in
each pair that shows what the animal needs.
Teaching star 2 Draw for you.
• Pupils think about their own needs regarding
Classroom management Varying classroom dynamics can help engage pupils. home, food and water, and space. They
You could allow pupils to choose how they approach the last step of activity 3: draw a picture in each frame.
they could describe their picture to a partner or present it to a larger group. You
could also work with a group of pupils to provide support where necessary.
3 Do Draw for monkeys. Then say.

• Show pupils the monkey flashcard. Say: Monkeys need… ., and elicit a home,
water, food, space.
• Point to the photos in activity 2 and ask pupils if they show a monkey’s home. Elicit
(in L1) ideas about where monkeys live (in or near trees). Do the same with a monkey’s
food. Draw the monkey’s home, food and environment (space) on the board.
• Pupils draw pictures of their ideas in the spaces provided.
• Pupils compare their drawings with a partner. Encourage them to point and say:
home, space, food.
SUPPORT Say: Monkeys need a home / space/food., and pupils point to their
corresponding drawings.
STRETCH Pupils present their drawings to the class, saying: Monkeys need… .
195
Objectives Warm-up
Target language: animals; actions; I can… .
Monkeys can… . • Play Which is different? (see Games Bank p.206).
Materials: Audio; (optional) Video 8A, Video • Play the song audio (track 8.7), and pupils join in with the actions. If pupils
8B; Flashcards / Word cards (Animals, Activities 1, are confident with the words, play the karaoke version (track 8.7_karaoke).
Activities 2); Stickers; Mickey Mouse puppet; Cut-outs
(Unit 8), with a cut-out model prepared; My progress I can do it!
poster 1 8.14 Listen and number. Then say.
• Pupils look at the pictures. Elicit animal and action words the pupils know,
e.g. lion, bird, fly, walk, jump, dance. Point to each picture and ask pupils
Skills to mime the action the character is doing.
• Play the audio, pausing after the first line. Ask pupils to point to the
stamp, jump, walk (15)
correct picture and do the TPR action. Play the rest of the audio, pausing
Reading (AB): can recognise single, familiar everyday after each line for pupils to point to the picture and do the corresponding
words, if supported by pictures (21) TPR action.
Speaking: can use language related to basic actions, • Play the audio again, pausing after each sentence for pupils to number
e.g. clap, stamp, jump, walk (21) the pictures from one to four
• Then pupils work in pairs. They take turns to point to the pictures and say:
Teacher toolkit I can (walk).
SUPPORT Make a statement about each picture, using I can… . and TPR
Video review actions. Pupils repeat the sentence and do the TPR action if it is true.
You can return to Video 8A and Video 8B at the end STRETCH Pupils make additional I can… . sentences about each picture,
of the unit for a ‘second play’. Play the videos on mute using other action verbs from Unit 8, e.g. I can (climb).
(without sound), and pupils say the target vocabulary
when they see the related items in the videos.
1 ‘I can walk,’ says Mufasa.
2 ‘I can dance!’ says Timon.
Home-school link 3 ‘I can fly,’ says Zazu.
Pupils share what they’ve learnt in the unit with their 4 ‘I can jump,’ says Simba.
families. Encourage them to say what they know Let’s talk!
about animals they have as toys or animals in story
2 8.15 Listen and say. Then make and play.
books, e.g. Lions can run. • Pupils use scissors to cut carefully around the dotted lines of the cards in
the cut-outs.
• Place your cut-outs face down on the desk in front of you. Make sure
you know where the cards for zebra and fly are, as you will need these for
the example.
• Play the first line of the audio, then pause. Turn over the cards for zebra
and fly. Repeat the sentence: Zebras can fly. Ask: Yes or no? and elicit
answers. Then play the answer on the audio and ask pupils to repeat.
• Pupils place their cards face down on their desk, with the animal cards
on one side of the desk and the action cards on the other. Invite a pupil
to turn over an animal card and say the name of the animal. Then invite
another pupil to turn over an action card and say the name of the action.
Elicit the sentence from the class, and pupils answer yes or no. Repeat the
activity several times with different pupils.
SUPPORT Pupils can play the game in mixed ability pairs. They turn over
two cards, and the less confident pupil responds to their partner’s sentence
with either yes or no.
196
LESSON 8
8
I can do it! Review
Wrap-up
1 8.14
Listen and number. Then say. and ask them to identify the picture that reflects
listen (I can say what I and animals can or can’t
do. I can ask for help.).
Cut outs
Unit 8
2 3 in Unit 8. Have a class vote and choose one
4 1 activity to do again as a class, e.g. watch the
play a game.
2 Listen and say. Then make and play.
8.15
talk! say goodbye to the Mickey Mouse puppet and

Let’s Unit 8
Cut outs

Cut-outs
My progress journal
3 Draw an animal ker 1 8.6 Listen and point.
Stic e
and say. Then stick! ti m • Pupils listen to the audio and point to the
pictures.
• Pupils point to each picture and read the
know in English.
✔ Unit 8! 3 8.7 Tick (✔) for lions. Then listen and

check. 1 ✔, 2 ✔, 4 ✔, 5 ✔
• Pupils name the animals in the big picture
87
and the actions in the small pictures. Ask
them to think about what lions can do and
to tick the actions. Play the audio, pausing
STRETCH Pupils can play the game in mixed ability pairs. The more confident pupil after each sentence for pupils to point to
uses the cards to make a sentence, e.g. (Monkeys) can (swim)., for their partner to the action and to check their answers.
respond yes or no. 4 Say for the animals. Then say for you.
Audioscript (track 8.15) Monkeys can climb/run/jump/walk. Zebras can
Zebras can fly. // No. It’s false. run/walk/jump/swim. Birds can fly/run/jump/walk.
I can (run).
3 Draw an animal and say. Then stick!
r
Sticke
time
• Pupils look at the small pictures and find the
• Ask pupils to draw their favourite animal from Unit 8 in the frame. corresponding animals in the big picture.
• In pairs, pupils describe their drawings: It’s a (lion). Lions can (jump). More They say what each animal can do, using:
confident pupils can describe their drawing to the class. (Monkeys) can… . Then they say the
actions they can do, using I can… .
Choose and stick.
Stick
time
er
My Star and Hero! Pupils look at the picture of Simba on p.3 in the Pupil’s Book. • Pupils look back through the lessons in their
They imagine they are Simba and say what he can do and what his needs are. Pupil’s Book and Activity Book and think
Extra activity (whole class) Give pupils some challenges to complete, e.g. jump
20 times, run on the spot for 30 seconds, walk backwards to the door. Encourage
them to say: I can do it!
197
8 Project My animal Pupil’s Book page 95
Objectives Warm-up
Lesson aim: make and present my animal poster Greet pupils with the Mickey Mouse puppet.
Target language: I like your picture. Well done! Make Mickey hold up animal flashcards and elicit the words.
Recycled language: animals; This is my (animal) • Play the Unit 8 chant audio (track 8.2), and pupils join in with the actions.
picture. I can see (zebras). (Zebras) can (run).
Materials: Audio; Flashcards / Word cards (Animals, Let’s review
Activities 1, Activities 2); Mickey Mouse puppet; pens, 1 9.15 Listen and tick (✔).
pencils, crayons, ruler, rubber, paper; (optional) pupils’ • Pupils look at the pictures. Point to each picture and ask: What can you
flip signs from Lesson 6 see? (birds, zebras, sky, trees) What can (birds) do? (fly) What can (zebras)
do? (run, walk, swim).
• Play the audio, pausing after each sentence for pupils to point to the
Skills corresponding picture.
• Play the audio again. Pupils tick the correct picture and repeat the
sentences from the audio. Elicit similar sentences about the bird picture:
pictures (19)
I can see (birds). Birds can (fly).
I can see zebras. Zebras can run.

Project skills: Presentation 2 9.16 Listen and point. Then say.
In this lesson, pupils learn how to respond to other • Explain to pupils that they are going to make their own animal picture.
pupils’ presentations by expressing their opinion, Pupils look at the photo and discuss in L1 that the children are listening to
e.g. I like your picture. / Well done! the girl’s presentation. Remind pupils of the Unit 6 Project lesson and how
to be a good listener (clap your hands, say: ‘Thank you’).
• Play the audio. Pupils listen and point to the picture. Then ask: What can
Extend she see in her picture? (sun, flower, bird) What do the children say?
Use the pupils’ pictures to make a class lapbook about (I like your picture. Well done!). Show a TPR action for I like your picture.,
animals, with each pupil creating one section of the e.g. make a heart shape with your fingers, and for Well done!, e.g. show a
lapbook. Each pupil can choose an animal, draw and thumbs up.
describe it, using the structures and vocabulary they
• Play the audio again, pausing after I like your picture. / Well done! Pupils
learn in this unit, then stick their work in the lapbook.
do the TPR actions and repeat the phrases.
Girl: This is my animal picture. I can see the sun and a flower. I can see birds.
Birds can fly!
Teacher: I like your picture! Well done, Tammy.
Children: Well done, Tammy!
Create
3 Draw your animal poster. Then tell the class.
198
Pr
esentatio UNIT 8
8
My animal
n
Project
turns to describe their picture, e.g. This is my picture.
I can see (monkeys). (Monkeys) can (climb).
Let’s review • Invite more confident pupils to present their
posters to the whole class. Encourage pupils to
1 9.15
Listen and tick (✔). 2 respond to each presentation, using the phrases
1 from activity 2: I like your picture. Well done!
ACHIEVE
✔ Pupils draw and talk about different animals
doing suitable actions. They express a positive
opinion of other pupils’ presentations by saying:
I like… . Well done!
Get ready
2 Listen and SUPPORT

9.16
point. Then say. Pupils recognise the names of different animals

and actions, and they say individual words.
STRETCH
Pupils work in pairs and swap their pictures.
Create They take turns to talk about their partner’s
picture, using I can see… ., and to talk about
3 Draw your animal actions the animals can do.
poster. Then tell the class.
Wrap-up
Mickey clap his hands and say: I like your picture.
I can make and present my animal poster. 95 Well done!
Encourage them to name the animals they can
Activity Book page 93 see and respond to the pictures, e.g. I can see
(lions). (Lions) can (run).
1 Tick (✔) the actions. Then point and say. hop ✔, climb ✔, swim ✔
• Pupils look at the picture and tick the actions the animals can do. They point
and say: (Monkeys) can (climb).
2 Now draw for you. Activity Book page 93
• Ask pupils to complete the picture, by drawing some animals doing 3 Think and colour for your project.
different actions. • Pupils colour the stars to show how well they
think they did in their project.
planning as a draft and draw their animals on a separate piece of paper.
199
Videoscript
Welcome Unit 3 And Judy is brave. Ouch! Judy is a police

officer now. Oh, no! Who’s this? He’s
Lesson 1 Video 0A Say hello Lesson 1 Video 3A Bonnie’s toys wearing black shorts. Oh, no! Judy says, ‘I’m
with Nemo! This is Woody. Woody is Bonnie’s toy and wearing blue trousers. My shirt is blue, too.’
Look! It’s Nemo and Marlin. He’s orange, her friend. Oh, no! Bonnie’s sad. Look! It’s Oops! Well done, Judy!
white and black. It’s time for school. Wow! Mum and Dad. Dad says, ‘Let’s go, Bonnie.’
Look at the fish. Red! And purple. Green Oh! Where’s Woody? There he is. In Bonnie’s Lesson 5 Video 5B I’m wearing my hat
and blue. Wow! Ha ha. This is Nemo. Say backpack. It’s Bonnie’s school. It’s big. Look at It’s hot. Look at the cars. Look! It’s Judy. It’s
hello, Nemo. Pearl says, ‘Hi. I’m Pearl. I’m the children. This is the teacher. Bonnie says, Finnick. He’s small. And Nick. Nick says, ‘I’m
pink.’ Wow! It’s the teacher. He’s blue and ‘Bye, Mum.’ Bonnie’s nervous. Let’s make a wearing my shirt and my trousers.’ Judy says,
white. He says, ‘Hello.’ Nemo says, ‘Bye!’ toy! Oh, no! Look at Woody. Crayons. ‘I’m wearing my hat and my shirt. Hmmmm.’
A pencil. It’s blue. Two pencils. Bonnie says, ‘Brrr. Now I need my coat and my gloves,’
‘Hmm. Let’s make a toy!’ Who’s this? Wow! says Judy. ‘It’s cold. What’s this? Mmm.
Unit 1
It’s Forky! Bonnie’s happy. And Woody’s They’re red!’ Nick says, ‘Thank you.’
Lesson 1 Video 1A Merida’s family happy. And look! It’s Mum and Dad.
This is Merida. Mmm. Shh. Look! Merida’s Unit 6
family. This is Dad… and Merida’s brothers. Lesson 5 Video 3B How many?
They love stories. This is Mum. Mmm. Look! It’s Bonnie. How many backpacks? Lesson 1 Video 6A Flik can help!
Cake! Who’s this? Oh! It’s Merida’s mum! One. One backpack. How many beds? I can see ants. This is Flik. He’s an ant.
She’s a bear now. Oops. Ouch! Look! Here’s One. One bed. Look! One pen. No. One He’s purple. Look! I can see Flik’s friends.
Merida. Wow! Merida’s happy. marker. Look! How many toys? Two. Two Mmm. I can see a ladybird. It’s red and
toys. It’s Woody and Forky. Woody says, black. What’s this? It’s a bird! Atta says,
Lesson 5 Video 1B Who’s this? ‘Goodnight!’ ‘Let’s all help.’ The ants all help. The ants
Look! Who’s this? This is Merida. And this say, ‘Hurray!’ Wow! Look at the bird. Well
is Mum. It’s fun! Where’s Merida? Merida!
Unit 4 done, team!
And who’s this? Grandad? Cousin? No!
This is Dad. Wow! A present! Oops. Lesson 1 Video 4A Smile, Anna! Lesson 5 Video 6B What colour is it?
Where is it? Here! Look! A castle. It’s big. This is Elsa. Shh. I can see an ant. What colour is it? It’s
Who’s this? It’s Anna. Elsa’s sister. Anna says, purple. Oh! It’s Dot. Look! Who’s this? Is
‘Hello, Elsa! Come on. Let’s play!’ Whee! it Flik? Yes. It’s Flik. Look at the grass! It’s
Unit 2
Wow! Snow! Anna smiles. Yippee! Anna’s green. Flik says, ‘Hello, Dot.’ I can see the
Lesson 1 Video 2A At school happy. Elsa says, ‘Stamp!’ Is it a ball? No. It’s sky and the sun. Ahh! I can see a beetle. It’s
with Mike a snowman. A body. A head. A nose. And Dim. What colour is he? He’s purple, too!
This is Mike. This is Mike’s school. Wow! two arms. He’s white. Hello, Olaf! Whee! And who’s this? It’s Gypsy. She’s blue, purple,
Whee! Let’s play! Come on, Mike! Here’s red and orange. Flik says, ‘Hello!’ Flik says,
Mike’s room. Who’s this? Oh! It’s Randall. Lesson 5 Video 4B It’s a nose ‘Don’t worry.’ Wow!
Mike and Randall are friends. Where’s Brrr. Hi, Sven! He’s happy. Look! It’s Anna
and Kristoff. What’s this? It’s Sven’s head.
Randall? Oh! There he is. Look! A bed,
Who’s this? Olaf! What’s this? It’s a nose.
Unit 7
a desk and posters. Mike’s happy. Who’s
this? Sulley! Mike is grumpy. Sulley! Ha It’s orange. A head. A mouth. Two eyes. Lesson 1 Video 7A Giulia is kind!
ha ha ha ha. A body. And how many arms? Two arms. This is Luca… and his friend, Alberto.
Olaf says, ‘Hi, Sven.’ Ahh! Be careful, Olaf! Look! Fish. Luca says, ‘Oh, no!’ Alberto
Lesson 5 Video 2B Is it a bed? says, ‘Mmm. I like fish.’ Luca says, ‘I like ice
It’s Mike and Sulley’s new house. It’s big. Unit 5 cream. Let’s have some ice cream, Alberto!’
Hello! Is it a toybox? No. It’s a table. It’s Alberto says, ‘Yes, good idea! I’ve got pink
small. Look! Oops. Mmm. Thanks. It’s Mike Lesson 1 Video 5A Judy is brave ice cream.’ Luca says, ‘I’ve got green ice
and Sulley’s room. Is it a bed? Yes. It’s a bed. Who’s this? It’s Judy. She’s small. It’s Judy’s cream. It’s yummy! Look! Pasta for lunch,
Ouch! It’s small. Uh-oh! Mike and Sulley mum and dad. Judy’s hat is blue Who’s this? and water. Thank you, Giulia. You’re kind.’
are grumpy. Uh-oh! Goodnight, Mike. It’s Gideon. Oh! Where’s Judy? Be careful! Oops… Luca says, ‘I’m sorry.’ What’s this?
Goodnight, Sulley. He’s big! Judy says, ‘Be nice, Gideon.’ Judy Is it pizza? No. It’s pasta! ‘Yum! I like pasta,’
is at police school. This is the teacher. says Luca.
‘My T-shirt is blue,’ she says. Judy is small.
200 Videoscript
Z01 Stars and Heroes TB1 BrE 17691.indd 200 22.02.2023 11:30
Lesson 5 Video 7B I don’t like lemons Unit 8 Lesson 5 Video 8B Monkeys can climb
‘Good morning!’ says Giulia. Here are Luca I can see a tree. And the sky. It’s a monkey.
and Alberto. And look! Two big tomatoes.
Lesson 1 Video 8A Simba needs help! Hello, Rafiki. Wow! Monkeys can climb.
Look at the animals! I can see ants and
Ice cream: green, yellow, pink… and Yummy! It’s Timon. Oh, no! Don’t worry.
zebras. And an elephant! It’s big. Look!
water. Ha ha! Alberto says, ‘I like pasta. It’s Nala. Nala says, ‘Where’s Simba?’ Look
A bird. Look! I can see a monkey. It’s Rafiki.
Yum!’ Look! It’s Giulia, Luca and Alberto. at the sand! Here’s Simba. Wow! Lions can
And a lion. It’s Mufasa. Simba’s dad. And
Alberto is hungry. It’s an apple! Alberto is run. Lions can jump. And lions can swim.
Simba. He’s small. It’s Zazu. He’s a bird.
grumpy. Alberto says, ‘I’m hungry. Let’s go!’ Aaaahh! Brrrr.
Simba says, ‘I can do it! I can jump!’ Mufasa
But Luca is nervous. Alberto says, ‘Let’s go,
says, ‘Simba, go home.’ Look! It’s Nala. Nala
Luca! Oh, no! Lemons! I don’t like lemons!’
is Simba’s friend. Wow! Zazu says, ’Go home.’
Oh dear… .
‘Oh, no!’ Simba says. Run! Oh, no! Help!
Simba says, ‘I need help.’ It’s Mufasa! Mufasa
is angry. Simba says, ‘I’m sorry, Dad.’
Activity Book audioscript
Welcome Lesson 2, activity 1, page 8 Lesson 5, activity 2, page 11

Track 1.2 Track 1.5
Lesson 1, activity 2, page 3 1 A: Who’s this?
1 It’s purple.
Track 0.1
2 It’s blue. B: This is my grandma.
Nemo says, ‘Hello. I’m Nemo.’
3 It’s red. 2 A: Who’s this?
Dory says, ‘Hi. I’m Dory.’
4 It’s green. B: This is my cousin.
Lesson 2, activity 2, page 5 5 It’s yellow.
Track 0.2
Lesson 8, activity 1, page 14
6 It’s orange. Track 1.6
Maya: Hello. I’m Maya.
sister… dad… mum… brother
Peter: Hello. I’m Peter. Lesson 3, activity 1, page 9
Track 1.3 one… two… three… four… five… six
Unit 1 1 A: Are you five? grandma… grandad… cousin… baby
Lesson 1, activity 2, page 7 B: Yes. I’m five. Lesson 8, activity 3, page 15

Track 1.1 2 A: Are you two? Track 1.7
A: Blue. B: No. I’m three. A: Look! This is my family!
3 A: Are you six?
B: Mum. B: Who’s this?
B: Yes. I’m six.
A: Green. A: This is my dad.
B: Brother. Lesson 4, activity 1, page 10 B: Who’s this?
Track 1.4
A: Red. A: This is my mum.
Narrator: One.
B: Sister. Maya: One, two, three, four. Oh, no! B: Who’s this?
A: Black. Narrator: Two. A: This is my sister.
B: Dad. Cam: This is my friend, Ted. Ted’s one. B: Who’s this?
Maya: And I’m six. Hello, Ted.
A: This is my baby brother.
B: Who’s this?
A: This is my grandma. And this is me!
Activity Book audioscript
Unit 2 Lesson 5, activity 1, page 21 Lesson 2, activity 1, page 28

Track 2.5 Track 3.2
1 A: Is it a yo-yo? 1 Rulers. One, two, three, four, five, six, seven.
Track 2.1
B: No. 2 Markers. One, two, three, four, five, six,
A: Green.
A: Is it a car? seven, eight.
B: Poster. 3 Pencils. One, two, three, four, five, six,
B: Yes. It’s a car.
A: Yellow. seven, eight, nine.
2 A: Is it a teddy bear?
4 Crayons. One, two, three, four, five, six,
B: Chair. B: No.
seven, eight, nine, ten.
A: White. A: Is it a doll?
B: Yes. It’s a doll. Lesson 3, activity 1, page 29
B: Bed.
3 A: Is it a train? Track 3.3
A: Brown. 1 I’ve got a ruler. I’ve got two pencils. I’ve
B: No.
B: Desk. got four markers.
A: Is it a toybox?
2 I’ve got two pencils. I’ve got a marker.
Lesson 2, activity 1, page 18 B: Yes. It’s a toybox.
I’ve got three crayons.
Track 2.2 Lesson 8, activity 1, page 24 3 I’ve got four markers. I’ve got a crayon.
1 puppet Track 2.6 I’ve got two rulers.
2 scooter bed… chair… desk… poster
3 teddy bear ball… kite… puppet… scooter… Track 3.4
4 yo-yo teddy bear… yo-yo
Narrator: The surprise
car… train… doll… toybox
Lesson 3, activity 1, page 19 Sara: Oh. I’m nervous.
Track 2.3 Lesson 8, activity 3, page 25 Ms Smart: Maya. This is Sara.
1 It’s a yo-yo. It’s yellow. Track 2.7 Maya: Hello, Sara! Nice backpack!
2 It’s a kite. It’s pink. 1 A: It’s a kite. It’s blue. Sara: Thanks.
3 It’s a teddy bear. It’s brown. 2 A: Is it a chair? Ms Smart: Hello, everyone. I’ve got a
4 It’s a bed. It’s blue. B: Yes. It’s a chair. It’s orange. surprise.
3 A: Is it a scooter? Peter: Is it a book?
Lesson 4, activity 1, page 20 Leyla: Is it a puppet?
B: No.
Track 2.4
A: Is it a ball? Ms Smart: This is Shelly. Shelly’s seven.
Narrator: The puppet show
B: Yes. It’s a ball. It’s yellow. Maya: Wow!
Maya: It’s a puppet. It’s pink and purple.
4 A: Is it a poster? Cam: It’s a tortoise!
Peter: Wow!
B: Yes. It’s a poster. It’s green. Sara: Shhh.
Peter: Hello, Cam!
Sara: It’s OK, Shelly. Don’t worry. I’ve got
Cam: Hello, Peter. Hello, everyone.
Unit 3 crayons and pencils.
Cam: Oh! It’s a puppet!
Lesson 1, activity 2, page 27 Maya: Look! He’s happy!
Maya: Yes!
Track 3.1 Peter: Wow, Sara!
Boy: Cam. It’s a yo-yo. Let’s play!
1 It’s a backpack. It’s orange.
Cam: I’m grumpy! Lesson 5, activity 1, page 31
2 It’s a book. It’s red. Track 3.5
Leyla: Cam! Come here. Bring Ted the
3 It’s a ruler. It’s yellow. 1 A: How many pens?
teddy bear!
4 It’s a marker. It’s blue. B: One, two, three, four, five, six, seven.
Leyla: Hello, Ted!
5 It’s a pencil. It’s purple. Seven pens.
Cam: Grrrr!
6 It’s a crayon. It’s green. 2 A: How many rubbers?
B: One, two, three. Three rubbers.
3 A: How many paintbrushes?
B: One, two, three, four. Four paintbrushes.
202 Activity Book audioscript
Lesson 7, activity 2, page 33 Lesson 3, activity 1, page 39 Lesson 2, activity 1, page 48
Track 3.6 Track 4.3 Track 5.2
1 Five plus three is eight. A: Clap your hands. Don’t stamp your feet. 1 It’s a hat. It’s red.
2 Six minus four is two. Don’t shake your head. 2 It’s a jumper. It’s yellow.
B: Don’t clap your hands. Stamp your feet. 3 It’s a coat. It’s brown.
Shake your head. 4 It’s a scarf. It’s green.
Track 3.7
backpack… book… crayon… marker… Lesson 4, activity 1, page 40 Lesson 3, activity 1, page 49
pencil… ruler Track 4.4 Track 5.3
seven… eight… nine… ten Narrator: Fun with Shelly 1 My shorts are white.
pen… rubber… paintbrush… pencil case Leyla’s mum: Oh, thank you! 2 My jumper is green.
Lesson 8, activity 3, page 35 Leyla: Wow! I’m happy! 3 My trousers are yellow.
Track 3.8 Leyla: This is Shelly. His body is green. 4 My hat is blue.
Let’s play!
A: I’ve got a backpack. I’ve got a ruler. I’ve Lesson 4, activity 1, page 50
got a marker. I’ve got a pencil case. I’ve Leyla’s sister: No. Sorry.
Track 5.4
got pencils. Leyla: Oh!
Narrator: The school trip
B: How many pencils? Leyla’s mum: Don’t cry, Leyla. I’ve got
an idea. Maya: My trousers are yellow.
A: One, two, three, four. Four pencils. I’ve Leyla’s mum: Look. Books, a pencil, Cam: My trousers are blue.
got books. a marker. Maya: Oh, no! Look at my trousers!
B: How many books? Leyla: Wow! He’s happy! Peter: Wow! Maya is brave.
A: One, two, three, four, five, six, seven. Leyla: Thanks, Mum! Leyla: Wow! It’s big!
Seven books. Leyla’s sister: Clap your hands and smile Peter: Leyla is brave.
for Shelly! Cam: Look at the cars! Come on, Peter!
Unit 4 Peter: No, thanks. I’m nervous.
Lesson 1, activity 2, page 37 Track 4.5 Ms Smart: Are you OK, Peter?
Track 4.1 Peter: No. I’m not brave. I’m sad.
1 What’s this? Anna says, ‘It’s my nose.
1 A: Blue. It’s my mouth.’ Girl: It’s my yo-yo! My yo-yo is orange.
B: Hand. 2 What’s this? Kristoff says, ‘It’s my eye.’ Peter: Hey! Be nice!
2 A: Pink. 3 What’s this? Elsa says, ‘It’s my hair.’ Maya: Wow, Peter! That’s brave.
B: Body. Peter: Thanks, Maya!
3 A: Orange. Lesson 8, activity 1, page 44
B: Head. Track 4.6 Lesson 5, activity 1, page 51
head… hand… arm… leg… feet… body Track 5.5
4 A: Yellow.
clap… shake… stamp… touch 1 I’m wearing my socks. My socks are white.
B: Leg.
eye… nose…mouth… hair 2 I’m wearing my boots. My boots are
5 A: Green.
brown.
B: Feet.
Unit 5 3 I’m wearing my gloves. My gloves are
6 A: Red. orange.
B: Arm. 4 I’m wearing my shoes. My shoes are
Track 5.1
black.
Lesson 2, activity 1, page 38 1 trousers
Track 4.2 2 hat Lesson 6, activity 1, page 52
1 Shake. 3 shorts Track 5.6
2 Touch. 4 shirt 1 I’m brave!
3 Clap. 2 I’m not brave. I’m scared.
4 Stamp. 3 I’m brave!
Lesson 8, activity 1, page 54 Lesson 4, activity 1, page 60 Unit 7
Track 5.7 Track 6.4
shirt… trousers… shorts… hat… Narrator: A good team
Track 7.1
coat… dress… skirt… scarf… Maya: I can see a butterfly! 1 water
jumper… T-shirt Leyla: Maya… help me! 2 pasta
shoes… socks… gloves… boots Cam: Peter! My water. 3 ice cream
Lesson 8, activity 3, page 55 Peter: Oh, no. 4 fish
Track 5.8 Maya: I can see an ant. Five ants.
1 I’m wearing my T-shirt. My T-shirt is green. It’s a team. Lesson 2, activity 1, page 68
Cam: Wow. Let’s all help! Track 7.2
2 I’m wearing my trousers. My trousers
Leyla: Good idea, Cam. 1 I’ve got pizza. Mmm.
are blue.
Peter: Well done, everyone! We’re a 2 I’ve got cookies. Mmm.
3 I’m wearing my jumper. My jumper
is pink. good team! 3 I’ve got sandwiches. Mmm.
4 I’m wearing my shoes. My shoes are 4 I’ve got burgers. Mmm.
brown.
Track 6.5 Lesson 3, activity 1, page 69
Track 7.3
Unit 6 A: I can see the sky.
1 I like apples.
Lesson 1, activity 2, page 57 B: What colour is it?
2 I like water.
Track 6.1 A: It’s blue. I can see the sand.
3 I like cake.
A: Butterfly.
B: What colour is it? 4 I like cookies.
B: Three.
A: It’s yellow. I can see the grass.
A: Beetle. Lesson 4, activity 1, page 70
B: Two. B: What colour is it? Track 7.4
A: Ant. A: It’s green. Narrator: Cam’s lunch
B: One. Cam: Oh, no. My lunchbox!
A: Ladybird. Leyla: Don’t worry, Cam.
Track 6.6
B: Four. Leyla: Let’s all share. I’ve got two sandwiches.
ant… beetle… butterfly… ladybird
Cam: Wow! I like sandwiches.
Lesson 2, activity 1, page 58 flower… mushroom… pond… river…
rock… tree Maya: I’ve got two cookies.
Track 6.2
sky… sun… grass… sand Cam: Yippee! I like cookies.
1 It’s a pond. It’s blue.
Peter: I’ve got two apples.
2 It’s a rock. It’s grey. Lesson 8, activity 3, page 65 Cam: Thanks, Peter. You’re kind!
3 It’s a flower. It’s purple. Track 6.7
Cam: I’ve got one apple. I’m not hungry now.
4 It’s a mushroom. It’s red. 1 A: I can see a butterfly.
Cam: Shelly is hungry. And Shelly likes
5 It’s a tree. It’s green and brown. B: What colour is it? apples!
A: It’s orange.
Lesson 3, activity 1, page 59 Lesson 5, activity 1, page 71
Track 6.3 2 A: I can see a beetle.
B: What colour is it? Track 7.5
1 I can see a flower.
1 I don’t like peppers.
2 I can see a rock. A: It’s black.
2 I like lemons.
3 I can see a tree. 3 A: I can see a flower.
3 I don’t like tomatoes.
4 I can see a ladybird. B: What colour is it?
4 I like salad.
A: It’s yellow.
4 A: I can see a ladybird.
B: What colour is it?
A: It’s red and black.
204 Activity Book audioscript
Classroom language
Lesson 6, activity 1, page 72 Lesson 4, activity 1, page 80 Using English for classroom routines is an
Track 7.6 Track 8.4 effective way to expose pupils to natural
1 Maya: I can help. Narrator: Sports day language. As you set up activities, give
instructions, play games, and give support
Ms Smart: Thank you. Ms Smart: Welcome to Sports Day! and encouragement, pupils will acquire this
2 Cam: Let’s all share. Peter: I can run. language receptively and in turn be able to
Leyla: Thank you. Maya: Yippee! produce the phrases themselves.
Peter: Oh, no. My glasses.
Lesson 8, activity 1, page 74 Greeting the class
Leyla: I can help.
Track 7.7 Hello. Hi! Sit down, please.
pasta… water… fish… ice cream Peter: Thanks! Now I can run.
Good morning / Stand up, please.
pizza… cake… apples… burgers… Maya: My shoes! I need help.
afternoon. How are you
cookies… sandwiches Leyla: Don’t worry.
Come in. today?
tomatoes… peppers… lemons… salad Maya: Thanks! Now I can walk.
Cam: I need help! Starting the lesson
Lesson 8, activity 3, page 75 Leyla: Here you are. Are you ready? Listen to me.
Track 7.8 Let’s begin. Have you got
Cam: Thanks! Now I can do it!
1 I like cookies. Take out your a (pencil)?
Leyla: Look at Ms Smart. Let’s all help.
2 I don’t like cookies. I like apples. books / pencils. Open your books
Ms Smart: Well done, Leyla.
3 I like sandwiches. Look at me. to page (4).
Leyla: Wow! Thanks, Ms Smart. Turn to page (4).
4 I don’t like sandwiches. I like salad. Look at the board.
Unit 8 Track 8.5
Managing the class
Be quiet, please. Come here, please.
Lesson 1, activity 2, page 77 1 I can dance. And I can skip!
Look at me. Put your hands up.
Track 8.1 2 Birds can hop.
Listen to me. Repeat after me.
1 elephant 3 Lions can jump.
2 bird Words of praise
3 monkey
Track 8.6 Fantastic! Well done.
4 zebra That’s nice. Congratulations!
zebra… bird… monkey… lion… elephant
5 lion Much better. Great work!
climb… fly… run… swim… walk
Lesson 2, activity 1, page 78 jump… hop… skip… dance Performing activities
Track 8.2 Draw / Colour / All together now.
1 swim
Stick / Cut-out… Sorry, try again.
Track 8.7
2 fly Let’s sing. What can you see?
Lions can run.
3 climb
Lions can jump. Ending the lesson
4 walk
Lions can swim. Put away your Tidy up.
Lesson 3, activity 1, page 79 Lions can walk. books / pencils. Goodbye!
Track 8.3 Gather the stickers / See you tomorrow.
1 I can climb. cards / spinners / Have a nice
2 I can run. scissors, please. weekend.
3 I can swim.
4 I can walk.
Z01 Stars and Heroes TB1 BrE 17691.indd 205 28/02/2023 13:00
Games Bank
Flashcard / Word card games TPR (Total Physical Response) games

Faster and faster Colour hunt
Display the flashcards in a row on the board. Point to each one and Say a colour. Ask pupils to look for items of that colour in the
elicit the word. Start off slowly, giving pupils time to think. Then point classroom, point to them or count them. Repeat with other colours.
to each flashcard more quickly, getting faster and faster as pupils
become more confident. Follow the leader
One pupil stands at the front and says and does a series of actions,
Monster munch e.g., stamp my feet, clap my hands, jump, for the other pupils to copy.
Draw a picture of a monster on the board. Tell pupils that your
monster is hungry. But today it only wants to eat certain words, e.g., Let’s dance!
food words or words with at least five letters. Show pupils flashcards. Play the song and ask pupils to make up a dance. Start by making
Ask them to decide whether or not the monster can eat each one. up a funny dance move and ask the pupils to copy you. Then invite
pupils to make up a new dance move. Each time, one pupil comes to
Up close the front, makes up a dance move and everyone copies.
Cut out a magnifying glass-shaped hole into a piece of coloured
card. The card should be at least as big as the flashcards. Place a Song/Chant activities
flashcard behind the piece of card so that pupils can only see part of
the picture. Ask pupils to guess what the picture is. Let’s listen!
Provide pupils with a word from the song/chant that they have to
What’s missing? listen for. Play the recording, and pupils stand up and sing/chant or sit
Place the flashcards face up on the board so that all pupils can see down when they hear the word.
them. Ask pupils to say the words one by one. Then turn one of the
flashcards over so it’s face down, and ask pupils to say the words Sing my part
one by one again, including the word for this flashcard. Continue, Divide the class into groups, and give each group a section of the
turning another flashcard over after each round, and see if pupils can song/chant to remember. Play the song/chant, and each group stands
remember the words for the face down flashcards. up and joins in when they hear their part.
What’s this? Stand in order

Place all the flashcards face down. Say a word and invite a pupil Ask a few pupils to come to the board, and give them flashcards with
to find the corresponding flashcard. As the pupil turns over each items from the song/chant. Pupils listen to the lyrics and stand in the
flashcard to reveal the picture, ask him/her to say the word. Ask the order in which the words from their flashcards appear.
class to say yes or no. Repeat with different pupils.
Guessing games
Where is… ?
Place the flashcards around the classroom. Say a word and ask pupils Behind the doors
to find and point to the correct flashcard. Hold your hands in front of your face like two closed doors. Behind
your hands, make a face showing an emotion. Ask pupils to guess the
Which is different? emotion. Then open the two doors and show pupils your expression.
Place four flashcards from the same set on the board plus one Invite pupils to play the game in pairs or small groups.
flashcard from a different set on the board. Ask pupils to say which
one is different. It’s in the bag
Put an object inside a cloth bag. Ask pupils to take turns to put their
hand in the bag and try to guess what’s inside.
Pencil and drawing games
Circle it! Speaking and listening games
Draw pictures of the target vocabulary on the board, or use the
flashcards. Say one of the words, or describe it, and invite a pupil to Memory game
come to the front and draw a circle around the correct picture or Put several objects on a desk. Point to each one and elicit its name.
flashcard. Then cover the objects with a cloth. Ask pupils to try to remember all
the objects. You can add challenge by asking questions, e.g., What
Draw it! colour is the (crayon)?
Ask a pupil to come to the board and show them an object they
know in their Pupil’s Book, e.g., book, cake, bear, tree. The pupil draws Miming
the object on the board for the other pupils to guess. Show a pupil a word from the unit (a number, a family member or an
emotion). The pupil mimes the word, and the other pupils guess.
206 Games Bank
Throw the ball
Ask pupils to sit or stand in a circle, and throw or roll a ball to each The Mickey Mouse puppet is a recognisable, friendly character
other. Each time they get the ball, they say a word. that can have a particularly stimulating effect on children learning
English. He is a symbol of playing and having fun, which is a great
Whispers starting point for creating a positive attitude in children towards
Sit with pupils in a circle, and whisper a word to the pupil on your learning a foreign language. The Teacher’s Book lesson notes are
left. Ask him/her to whisper the word to the pupil on their left, and so written to include the Mickey Mouse puppet in particular, repetitive
on, around the circle, until it reaches the pupil on your right. Ask the situations. These can be introducing pupils to the lesson, singing the
pupil on your right to say the word – is it correct? Hello, Friends! song together with the class, initiating games, helping
pupils realise their language achievements and saying goodbye
Mickey Mouse puppet games at the end of the class. In this way, the puppet also plays the role
Hello, Mickey! of a friend who provides pupils with a sense of predictability and
Model the game by introducing yourself to the Mickey Mouse encourages linguistic confidence in classes.
puppet. Shake Mickey’s hand or give him a high five, and say: The lesson notes contain specific instructions on how to use the
Hello, Mickey! I’m (name). Then pupils sit in a circle, taking turns to Mickey Mouse puppet to interest and engage pupils, although you
introduce themselves to Mickey. may also wish to introduce him in your own way. Here are some more
suggestions for how to use the puppet during your lessons:
Jump the line
• Make Mickey part of the class experience. You may want to invite
Pupils stand along an imaginary line. The Mickey Mouse puppet
him to listen to a story, join a game or a song, and get
says either an affirmative or a negative sentence: I’ve got / I haven’t
got a pen. I like / I don’t like cake. Pupils jump to the left of the line him to have fun with the class.
if Mickey says an affirmative sentence (I’ve got… . / I like… .), and • Make Mickey greet every pupil at the start of the lesson. This
they jump to the right of the line if Mickey says a negative sentence will make all pupils feel welcome and will encourage them
(I haven’t got… . / I don’t like… .). to say hello.
Mickey says • Use Mickey to model new language. You can have short
Make the Mickey Mouse puppet give instructions to the class for conversations with him to ask questions and give answers.
pupils to follow. Demonstrate each action as Mickey says it. • Use Mickey to revise language at the start of the class.
He can help you ask questions to pupils.
Mickey’s card
Give the Mickey Mouse puppet a flashcard, but hide it from the class. • Use Mickey to model good behaviour. In the
Pupils take turns to guess what is on the flashcard. conversations you have with him, make sure
you treat each other very kindly.
Pass Mickey! • Use Mickey to praise pupils and show
Sit in a circle. Ask pupils to pass the Mickey Mouse puppet around encouragement.
the circle. Count as they pass him around or play music. When
you get to ten (or pause the music), the pupils stop passing Mickey • Use Mickey to say goodbye to pupils,
around. Hold up a flashcard from the unit and ask the pupil holding making sure he addresses each pupil by name.
Mickey to say the word.
Talk to Mickey
Ask four pupils to come to the front of the class and give each pupil
a flashcard. Invite a different pupil to whisper a word to the Mickey
Mouse puppet, e.g. brother. Mickey says the word in a target
structure. The pupil with that flashcard responds appropriately.
Yes or no?
Give the Mickey Mouse puppet a flashcard, and ask him to say the
word. Sometimes, Mickey says the wrong word. Pupils say Yes! if the
word is correct and No! if it’s incorrect.
Games Bank 207
r p rogre ss jo u rn al
My teache
1 Which unit(s) engaged my pupils the most? Why?
2 Which lessons and activities did my pupils enjoy most? Why?
3 Which lessons or activities did pupils find most challenging? What helped them?
4 Which Personal and Social Skills did my pupils develop? Tick (✔).
Social awareness Self-awareness
Relationship skills Self-management
5 Which way of working did my pupils enjoy the most? Rate from 1 (not much) to 5 (a lot).
individually in pairs in groups in larger teams whole class
Reflect on reasons why.
6 Which Teacher toolkit ideas were most helpful? Which would I reuse in the future?
7 Which Teaching star tips were most helpful? Which would I reuse in the future?
8 Which resources were most useful?
9 Is there anything I will do differently next year?
Why not share what works for you

with other teachers? Ask questions
208 My teacher progress journal to learn from them, too!

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Contents

Scope and Sequence 4

Welcome to My Disney Stars and Heroes! 6

Teaching with flashcards and word cards 21

Online module: Phonics 21 6 Nature 140

Teaching the Personal and Social Skills 23 7 Food 160

Teaching cross-curricular content 25 8 Animals 180

Teaching with the unit projects 27 Videoscript 200

Activity Book audioscript 201

Teacher’s Book tour 30 My teacher progress journal 208

F02 Stars and Heroes TB1 BrE 17691.indd 3 01/03/2023 12:37

My toybox Presentation skills: presenting project work Online module Phonics

My snowman Presentation skills: presenting a project confidently Online module Phonics

F01 Stars and Heroes TB1 BrE 17691.indd 4 16.02.2023 16:10

Vocabulary Grammar Personal and Social Skills Cross-curricular

My clothes Self-management skills: colouring a project Online module Phonics

My garden Presentation skills: being a good listener Online module Phonics

Online module Phonics

My animal Presentation skills: showing appreciation Online module Phonics

F01 Stars and Heroes TB1 BrE 17691.indd 5 16.02.2023 16:10

Engaged children will learn better

1 Watch and tick (✔).

storytelling provide a natural and engaging context for language

My Disney Stars and Heroes 4 Listen, chant and act. TPR

Fun with Shelly

a story to read. We believe 5

that this will help pupils Collect ?

3 4.12 Listen and trace. Then ask a friend.

and storytelling, with plenty of 3

opportunities for the teacher

and even to generate new

across every unit of the

F03 Stars and Heroes TB1 BrE 17691.indd 6 22.02.2023 13:46

In the Myself and others lesson

Developing the Personal Feelings LESSON 6 Elsewhere in the unit Pr

Myself and others Project

Lessons and activities that explore 1.12

additionally develop Future Skills

clearly signposted with an icon by focusing on the soft skills of

Pupils build their skills as they

work through each unit, gradually collaboration. In the example

Personal and Social Skills badge I’m a

reaching Lesson 6 (Myself 21st Century skills:

is complete. as well as critical thinking. The Think! icon denotes activities

F03 Stars and Heroes TB1 BrE 17691.indd 7 22.02.2023 13:46

starts with an overview of the

for their pupils to help them make progress.

areas of skills development for

writing, so you can see what is

Level 2 14–24 smile; Don’t cry.

Level 3 17–27 Project My snowman

Let’s play. Snow! Yippee! Let’s dance! Stamp!

Listen, chant and act. TPR

Framework for Young Learners, which provides structured scaffolding

to support teachers and pupils. Within each of the four language

to accuracy and appropriacy, complexity and organisation, and

interaction and strategies, and they are systematically developed

within each level and across the course as a whole.

In addition to the GSE alignment, the vocabulary syllabus is mapped

F03 Stars and Heroes TB1 BrE 17691.indd 8 22.02.2023 13:46

Measuring progress Assessment pack

• Ask pupils tokcircle

F03 Stars and Heroes TB1 BrE 17691.indd 9 22.02.2023 13:46

Mdsah Bre l1 Teacher's Book

Mdsah Bre l1 Teacher's Book