Ab Eibi 2nd Children Flor

POPTROPICA ISLANDS 1
2ND CHILDREN L Y M 10-11

UNITS 7 & 8
AB EIBI
7
Learning adventure
7 Food Ask pupils, How many words for food

items do you know now? Give pupils a
minute to tell their partner the new words
they know.
1 What do you know? 2
3:01
Listen. • Ask pupils, Where are you on your learning
adventure now? Ask pupils which words they
find easiest or most difficult to remember. Tell
pupils, Well done! to reinforce the progress
they are making.
Pop quiz
salad bread
cake
Write the food words on the board
fruit in random order. Hand out the
flashcards. Pupils stick them next to the
corresponding words.
juice
n
3 Listen and circle.
5
3:02
3:03
3:04
Listen and chant.
Listen and say.
so
I like fruit and yoghurt.
I don’t like fish and cheese.
I like cake and milk and salad.
Can I have some, please?
78 Lesson 1 Can identify food items

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M07 Poptropica English Islands PB1 GLB U07 98125.indd 78 23/03/2017 11:43
• Play the chant again. Pupils put their thumbs up when they hear
the children saying they like a food and put their thumbs down
when they hear them saying they don’t like a food. Explain (in
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L1) the expression Can I have some, please?

• Play the chant again, pausing for pupils to listen and repeat.
• When pupils are confident with the chant, use the karaoke
version, (see Active Teach). Pupils chant along to the music using
the text on the page or substituting the food words for others of
their choice.
Activity Book page 68
1 Draw. Then write.

• Pupils complete the drawings of the food items and label them,
choosing the correct word from the word bank each time.
ANSWER KEY
1 bread 2 yoghurt 3 milk 4 cheese 5 fruit 6 fish
7 salad 8 cake
179
M01 Poptropica English Islands TB1 GLB MAIN 12982.indd 179 09/05/2017 15:10
7
3:05
I like cake and milk.

I don’t like salad and fish.
yoghurt cheese
milk
fish
6 Listen and match. Then ask and answer.
n
3:06
Qu
so
Look for an apple today.
es
t
A balloon, a cake, a tablet,

3:07
a photo, a teddy, a bird,
a door and an apple!
I like fish. You’re Waldo. Look for an apple today!
Lesson 2 Can talk about food using I like… and I don’t like… 79
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Pop quiz
Stick photos of food on the board. Ask pupils, What food do
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you like? Pupils point at one of the pictures and answer,

e.g. I like (pizza).
Online World
• Direct pupils’ attention to the tomatoes card. Tell pupils to go
online to the Online World and find the item. Once pupils click
on the card within the game, they are taken to a supplementary
language task.
181
7
ANSWER KEY
7 Listen and stick. Then a2 b4 c3 d1
2 I don’t like jelly
3:08
listen again and say.

1 2 3 4
3 I like meat.
4 I don’t like cheese
sandwich water chocolate honey

5 6 7 8
Learning adventure
ice Ask pupils, How many food words do you
jelly vegetables cream meat know now? Give pupils a minute to tell
their partner the new words they know.
Listen and circle. Then sing.
8
3:09
• Ask pupils, Where are you on your learning
find easiest or most difficult to remember.
I like / . It’s nice and sweet!
Tell pupils, Well done! to reinforce the progress
I like / . It’s good to eat! they are making.
I like / . But I don’t like / .
I like / . But I don’t like bees!

Pop quiz
on
Yes, I like honey. But I don’t like bees. (x3) As pupils are leaving the room, show
them the flashcards in turn, e.g. cheese,
and either smile or frown. Ask pupils to say,
I like/don’t like cheese, accordingly.
uts
Cut-o
rs
p:125
80 Lesson 3 Can identify more food items
a
5
3:10
Listen and number. Then circle and write.
• Play the audio. Pupils listen and number the bear that is talking
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each time.
Audioscript CD3, Track 10

1 Do you like honey?
Yes, I do. I like honey.
2 Do you like jelly?
No, I don’t. I don’t like jelly.
3 Do you like meat?
Yes, I do. I like meat.
4 Do you like cheese?
No, I don’t. I don’t like cheese.
• Pupils then read the numbered sentences, which now

correspond to the numbered bears. Pupils circle like or don’t like
and complete each sentence with the correct food word chosen
from the word bank.
183
7
9
3:11
Listen and write ✓ or ✗. Do you like Yes, I do.

7 6 Listen and number.
3:12 3:14
Then ask and answer. honey? No, I don’t.

• Pupils look at the pictures and identify the
food items. Ask pupils to predict whether
the children in the pictures like or dislike the
different foods.
Ellie ✓ • Play the audio. Pupils listen and number the
Me
pictures. Play the audio again for pupils to
check their answers.
My friend
Do you like Me too!

honey? Yes, I do. 1 Do you like salad?
Yes, I do.
10
3:13
Listen and guess. 2 Do you like sandwiches?
No, I don’t.
3 Do you like sandwiches?
Yes, I do.
a 4 Do you like salad?
✓ ✗ ✓ No, I don’t.
n
b
✗ ✓ • In pairs, pupils can then ask their partner
about the food items using Do you like… ?
c
d
✓ ✓
so
✓
✗
✗
ANSWER KEY
a4 b2 c3
Lesson 4 Can ask and answer questions about food using Do you like…? 81
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7 Look and write.
• Pupils look at the pictures and read the
C: I like milk. questions. They complete the answers, using
I like meat. Yes, I do. or No, I don’t., according to the
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I don’t like bread. expressions on the children’s faces.

I’m small.
I’m black and white. ANSWER KEY
Who am I? Yes, I’m a cat. 1 Yes, I do. 2 No, I don’t.
D: I like meat.
I don’t like fruit.
I’m big.
I’m black. Pop quiz
Who am I? Yes, I’m a dog.
B: I like bread. As pupils are leaving the class, ask them,
I don’t like cheese. Do you like… ? They reply, Yes, I do. /
I’m small. No, I don’t. and make the corresponding facial
I’m yellow. Who am I? Yes, I’m a bird. expression.
ANSWER KEY
a cat – milk, meat b bird – bread c dog – meat
d mouse – cheese, bread
185
7
Pop quiz
11 Listen and read. Then act out. Say a sentence from the story, e.g. I like
apples. Pupils identify the character
3:15
1 2
This is the market.
(Waldo).
Help! The bull
is out.
Look at the food!
Role playing the story

Additional story practice:
Yum! Apples! • Pupils draw or describe their favourite
I like apples.
character.
3
Oh, no! Come on up!
4 Argh! Look at
the apples! • You might like to give pupils feedback.
You could give pupils two stars and
one wish, e.g. Fantastic actions! Great
teamwork! Speak a bit louder next time.
This could be given in L1.
Story card activities

5
OK, bull.
6 Well done, Waldo! Here, an For suggestions on how to use the story
ice cream for you.
Stop now! card activities, please see p. 22.
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Be polite.
Oooh!
so Mmm. Thank you!
I like ice cream!
82 Lesson 5 Can understand and act out a simple story

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1 Happy birthday!
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Thank you!
2 I’m sorry.
It’s OK.
3 Hello, I’m Jess.
Hello, I’m Mrs Black.
4 Milk?
Yes, please. Thank you.
• Play the audio again. Pupils listen and repeat.

• Pupils then work in pairs, making up their own polite
conversations to act out to the rest of the class.
ANSWER KEY
a3 c4 d2
187
7
12 Listen.
7 Audioscript
1 w, /w/
CD3, Track 21
2 j, /j/
3:17
j ss v w 3 ss
1 2 3 4
4 v, /v/
13
3:18
Listen, point and say.
ANSWER KEY
14 Listen and blend the sounds.
3:19
2 j 3 ss 4 v
1 j a m jam 2 j e t jet
3 k i ss kiss 4 m e ss mess
13
3:22
Listen and write the words.
5 v a n van 6 v e t vet
• Play the audio. Pupils listen and write the
7 w e b web 8 w i g wig words they hear. Play the audio again for
pupils to check the activity.
15 Underline j, ss, v and w. Read the words aloud.
1 j et 2 wig 3 k iss Audioscript CD3, Track 22

1 mess
2 vet
on
3 jam
4 web
4 web 5 va n 6 ja m
ANSWER KEY
rs
2 vet 3 jam 4 web
Lesson 6 Can use the sounds jj,, ss
ss,, v and w 83
Pop quiz
a
11
3:20
Listen to the sounds and circle the letters. Hold up a flashcard of a word with a sound
• Play the audio and ask pupils to listen and circle the letter(s) pupils have learnt, e.g. web. Explain (in L1)
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that correspond(s) to each sound. Play the audio again for pupils that things with the same sound as the flashcard
to check the activity. are things that you like and things with a
different sound are things you don’t like. Say, I
like white. I don’t like green. I like wigs. I don’t like
chicken., etc. Pupils stamp their feet when you
1 /s/ /s/
make a mistake, e.g. I like fish.
2 /v/ /v/
3 /w/ /w/
4 /j/ /j/ For the next lesson
• Tell pupils (in L1) that in the next lesson they
will be talking about healthy/unhealthy food.
ANSWER KEY Pupils could bring in any pictures/photos/
2v 3w 4j other objects which represent healthy/
unhealthy food.
12
3:21
Listen and write the letters.
• Play the audio. Pupils listen and write the letters they hear.
Play the audio again for pupils to check the activity.
189
7
Learning adventure
16 Listen and number. Then say. Ask pupils, How many words for healthy
and unhealthy foods do you know now?
3:23
a
b
c Give pupils a minute to tell their partner the
new words they know.
sausages carrots chips they are making.
17 Look and ✓ the foods that are good for you. Then say.
Pop quiz
I like salad. It’s I like chocolate.
good for me. It’s bad for me. Call out food words. Write the words on
the board or show wordcards one
by one. Pupils stand up if the food is healthy
and stay sitting if it’s unhealthy.
1 2 3 4
Extension questions
Ask pupils questions which will help to
n
develop their engagement and extend their
thinking.
5 6 7 8
so Examples of extension questions are:

• Questions which do not have a definite
Yes/No answer, and could elicit a range of
answers (e.g. Which is the odd one out?)
• Statements for pupils to agree or
84 Lesson 7 Can talk about foods that are good and bad for me
disagree with, giving reasons
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M07 Poptropica English Islands PB1 GLB U07 98125.indd 84 23/03/2017 11:44 (e.g. Dogs are better than cats.)
• Giving the answer, for pupils to work out
possible questions leading to that answer
(e.g. Answer: Five. Possible question:
14 Follow and write.
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How many cousins do you have?)

• Read the words sausages, chips and carrots from the word bank. • Point of view, encouraging pupils to
• Pupils then follow the tangled line from each food picture to its imagine things from different perspectives
labelling line and choose and write the correct word from the (e.g. How do you think the boy felt?)
word bank. This type of questioning requires pupils to
use higher cognitive skills than just factual
ANSWER KEY recall, and helps to illustrate their learning.
1 c carrots 2 a chips 3 b sausages
15 Read and ✓. Then draw.

• Pupils read the food words, then put a tick next to the
healthy foods. They then draw the healthy food on the plate.
Encourage pupils to make sentences, e.g. Salad is good for me.
ANSWER KEY
fruit salad bread yoghurt milk juice
191
7
What have you got? Ask a classmate
7
17
and ✓.
W i d e r World • Pupils work with their partner to choose their
own school dinner from the menu. Encourage
them to invent their own dialogues, following
Packed lunches the model in Activity 16.
18 Listen and read. Then match.
a
• Pupils practise then acting out their dialogues
3:24
to the rest of the class.
1 I’ve got sandwiches and fruit.
I’ve got a yoghurt. I like yoghurt Pop quiz
but I don’t like jelly. I like milk
but I don’t like juice. b
Play a game of Fill my lunch box. This is a
2 I’ve got bread and cheese and version of Feed the monster but with
salad. I like salad but I don’t like
fruit. I like chocolate. I like juice pupils making a chain to fill an empty lunch box
but I don’t like milk. instead. Start the chain off by saying, In my
3 I’ve got chicken and vegetables. c
lunch box I’ve got a sandwich and ice cream.
I don’t like bread. I like juice and Pupils then continue the chain.
I like chocolate. I don’t like milk
and I don’t like yoghurt.
For the next lesson
19 Ask and answer.
• Ask pupils to bring a small packed lunch or
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What do you like
Have you got a
for lunch?
snack to the next lesson.
packed lunch?
Do you like
sandwiches?
Project success criteria
20
1 Draw your favourite packed lunch.

2 Write about your picture.
3 Talk about your picture with your classmates.
LINK
so
HOME
SCHOOL
SCHOOL
Talk about your lunch with your
family. Is it good for you?
Make sure that pupils understand the steps
to success for the project, to enable them to
carry out the project successfully and to the
best of their ability. For example, instead
Lesson 8 Can write and talk about packed lunches 85 of just asking them to create a poster, give
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them clear step-by-step instructions:
1. Choose or draw the pictures you want
to use.
2. Fill the page.
E = ELLA J = JOSH
3. Use lots of colour.
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E: Hi Josh!
4. Write the words neatly next to the
J: Hi Ella! What have you got for lunch?
pictures.
E: I’ve got meat. I don’t like fish.
J: Have you got vegetables? Show pupils what is required of them. Some
E: No, I haven’t. I’ve got salad. pupils may need more support to keep in
J: Do you like ice cream? mind all the key elements of a successful
E: No, I don’t like ice cream. I like yoghurt. project. Other pupils may be aware of
J: What have you got to drink? the key elements but may require further
E: I’ve got water. It’s good for me. suggestions to motivate them to improve.
Above all, project work is a chance for
pupils to produce the language they have
• Play the audio again, pausing for pupils to repeat. Volunteers been learning in class, and will provide
can also take turns to play the role of Josh or Ella.
useful assessment and remediation
opportunities.
ANSWER KEY
Ella has got meat, salad, yoghurt and water.
193
7
I C AN
21 Look and write. DO IT!
T!
1 2 3 4 5
bread
6 7 8 9 10
22 Draw and write. Then say.
I like I don’t like
on
and . and .
23 Ask and answer.
Do you like
fish? Yes, I do.
It’s good for me.
rs
86 Lesson 9 Can assess what I have learnt in Unit 7
a
• Ask pupils to turn to the Picture dictionary on p. 110 of the
Activity Book. They complete the colouring activity in pairs.
For each category, Pupil A reads a caption and Pupil B colours
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the corresponding item. They switch roles. When they have

finished, they compare their picture dictionaries with other
pupils in the class.
Learning adventure
Ask pupils, How do you feel about your learning? Pupils say
what they have found easy or difficult. Encourage pupils to
feel positively about their learning.
• Ask pupils, Where are you on your learning adventure now? Pupils
discuss where they think they are. Tell pupils, Well done! to
reinforce the progress they are making.
Pop quiz
Tell pupils to look back through the unit and pick out a
word they found difficult and try to remember it.
195
7
24 Find and draw or .
7
Then ask and answer.
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I like
chocolate. You’re Harry.
so
Lesson 10 Can use what I have learnt in Unit 7 87
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Learning adventure
Ask pupils, What do you think you have learnt in Unit 7?
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Give pupils a minute to tell their partner the new language

they know.
• Ask them, Where do you think you are on your learning adventure?
Pupils indicate where they think they are on the learning
adventure poster. Tell pupils, Well done! to reinforce the progress
they are making.
• Ask pupils if they are ready to move onto the next unit. Tell
them that it is fine if they do not remember everything as they
will continue to practise throughout the level.
• Encourage pupils to ask if they’ve got any questions about what
they have learnt in Unit 7.
Pop quiz
Play a game of Secret picture. Take a food flashcard and a
piece of paper. Using the paper, cover up the flashcard so
that only a small part of the picture is showing. Pupils have to
guess what the picture is. If pupils find it hard to guess, show a
little more of the picture until they guess correctly.
197
8
8 I’m happy! 1 Look and write.

• Pupils identify the characters in the pictures
and any other English words they know, e.g.
1 What do you know? 2 Listen. teddy bear, flower, milk, hotdog, etc. Pupils say
3:27
how each character is feeling.

• Pupils then complete each sentence with the
correct feelings word, copying it from the
hungry word bank.
thirsty scared happy

tired ANSWER KEY
1 scared 2 tired 3 happy 4 hungry
5 thirsty
Learning adventure
3
3:28
Listen and number. 4
3:29
Listen and say. Ask pupils, How many words for feelings
do you know now? Give pupils a minute to
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5 Listen and chant. Are you tired, tired, tired? tell their partner the new words they know.
Are you tired?
3:30
No, I’m not. • Ask pupils, Where are you on your learning
Are you hungry, hungry, hungry? Are you scared, scared, scared? adventure now? Ask pupils which words they
Are you hungry?
No, I’m not.
Are you thirsty, thirsty, thirsty?
Are you thirsty?
No, I’m not.
Are you scared?
No, I’m not. so
Are you happy, happy, happy?
Are you happy?
Yes, I am!
Tell pupils, Well done! to reinforce the
progress they are making.
Pop quiz
88 Lesson 1 Can identify feelings
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As pupils are leaving the class, say, e.g.
I’m happy. Ask them to mime the feeling.
Chant Repeat for other feelings from the lesson.
5 Listen and chant.
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3:30
• Pupils close their books. Write the feelings words on the board
and ask pupils to choose and write one on a piece of paper.
• Play the chant and ask pupils to listen and put their hands
up or stand up and mime when they hear their feelings word
mentioned.
• Then play the chant again. This time, pupils stand up and change
places when they hear their word.
• Point at the characters in the main illustration one by one and
elicit how they are feeling. Ask Is he/she (tired)?,etc.
• Play the chant again, pausing for pupils to repeat.
• Divide the class into two groups and play the chant again.
One group chants the questions and the other group chants
the answers.
• When pupils are confident with the chant, use the karaoke
version, (see Active Teach). Pupils can adapt the answers
according to how they are really feeling.
201
8
ANSWER KEY
3:31
2 No, I’m not 3 No, I’m not 4 Yes, I am
Yes, I am.
Are you hungry?
No, I’m not.
3 Find. Then read and circle.

• Point at the cake, the bed, etc. and ask, What’s
this? You may need to teach the word spider.
Pupils follow each character’s matching line to
find a picture. The picture is a clue as to how
that character is feeling.
• Pupils then read the corresponding sentences
and circle the correct adjective.
6
3:32
Listen and match. Then ask and answer. ANSWER KEY
a b c d e 1 c, She’s tired. 2 e, He’s thirsty.
3 a, He’s happy. 4 b, She’s scared.
5 d, He’s hungry.
1 2 3 4 5
n
Pop quiz
Qu Stick the flashcards on the board and
so
Look for a hat today. number them 1–5. Say the feeling.
es
Are you scared?

t
A balloon, a cake, a tablet,

3:33
a photo, a teddy, a bird,
Say, e.g. I’m happy. Pupils say the number
Yes, I am.
a door, an apple and a hat! under the correct card. Ask pupils to continue
You’re Waldo. Look for a hat today! the activity in pairs.
Lesson 2 89
Can ask and answer questions about how people feel using Are you…?
Online World
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• Direct pupils’ attention to the bird card.
Activity Book page 79 Tell pupils to go online to the Online World

and find the item. Once pupils click on the
2 Listen and circle. card within the game, they are taken to a
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3:34
supplementary language task.
• Point at the characters and ask, Who’s this? Elicit, e.g. Harry.
Then say, Is he scared? Elicit, Yes.
• Play the audio. Pupils listen and circle the correct answer for
each picture. Pupils can then ask and answer the questions
in pairs.

C = CHILD B = BETH H = HARRY
C = CODY W = WALDO
1
C: Are you scared?
H: Yes, I am.
2
C: Are you hungry?
B: No, I’m not.
3
C: Are you thirsty?
C: No, I’m not.
4
C: Are you tired?
W: Yes, I am.
203
8
For the next lesson
7 Listen and act.
• Ask children to bring in some pictures of
3:35
people showing different feelings. They print
Then listen again and say.
these off the internet or cut them out from
magazines.
1 2 3
sad cold hot

4 5 6 7
ill hurt angry bored

8
3:36
Listen and circle. Then sing and act out.
5, 4, 3, 2, 1. Wiggle your toes.

I’m ( hot / cold ) Let’s all lie down.
And ( sad / happy ). Roll over once.
Let’s have fun! Now turn around.
Clap your hands. 5, 4, 3, 2, 1.
n
Stamp your feet. I’m ( angry / tired )
Click your fingers. And ( bored / scared ).
Drink and eat. Good night to you!
6, 7, 8, 9, 10.
I’m ( hurt / cold )
And sick.
I’m going to bed!
so Cut-o
uts
p:127
90 Lesson 3 Can identify more feelings

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5 Read and answer the questions. Then draw

yourself.
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• Pupils read and answer the questions with Yes, I am. or

No, I’m not., according to their own feelings and draw a
picture of themselves. They can then ask and answer the
questions in pairs.
Learning adventure
Ask pupils, How many feelings words do you know now?
Give pupils a minute to tell their partner the new words
they know.
• Ask pupils, Where are you on your learning adventure now?
Ask pupils which words they find easiest or most difficult to
remember. Tell pupils, Well done! to reinforce the progress they
are making.
Pop quiz
Stick Flashcards – Adjectives 1 and 2 on the board. Divide
pupils into two teams. Call a pupil from each team to stand
a few metres from the board. Say, I’m angry. Pupils race to the
board. The first pupil to touch the angry flashcard wins a point
for his/her team.
205
8
Pop quiz
9 Listen and stick. Then circle.
8 Play a game of Guess the feeling. Ask a
volunteer to wait outside the classroom.
3:38
1 2
3:37 Choose an adjective with the rest of the class,
Yes, he/she is.
e.g. tired. Then ask the volunteer to come back
Is he/she cold? No, he/she isn’t.
He’s/She’s hurt.
into the classroom. He/She asks a pupil to do
Yes, they are.
an action, e.g. Clap your hands. That pupil claps
bored / scared hot / cold Are they bored? No, they aren’t. his/her hands in a very tired way.
3
They’re tired. The volunteer has to guess the adjective from
aren’t = are not the way the other pupil is doing the action,
e.g. Is (he) bored? Repeat with other volunteers
waiting outside.
happy / sad
10 Ask and answer.
1 2 3
n
4 5 6
Are they thirsty?
No, they aren’t.

Are they hurt?
Yes, they are.

so Number 6!
Lesson 4 Can ask and answer questions about how people feel using Is he/she…? and Are they…? 91
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• In pairs, pupils can then ask and answer about the pictures,
using different adjectives in the questions.
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ANSWER KEY
a2 b3 d4
7 Look. Then circle and write.

Pupils look at the pictures and read the questions underneath.
They then circle the correct answer and write the correct
adjective.
ANSWER KEY
1 No, I’m not. I’m sad. 2 Yes, they are. They’re hot.
3 Yes, she is. She’s bored. 4 No, he isn’t. He’s hurt.
207
8
11
3:40
Listen and read. Then act out.
1 Oh, wow! The Ooh! I’m 2
circus! happy!
Hot Dogs Drinks
Well done! You’ve got
all the stickers!
CIRC CC
CIRIR
C
The circus?
What is it, Aunt Fifi?
What’s a circus?
3 He’s angry. And I’m hungry! 4

Wow!
Oh! Now I’m

thirsty.
Thank you, Aunt Fifi! 5 6
Yes, I love the circus!
on
Good! Let’s go home.
I’m tired now. OH, WALDO!
rs
Respect feelings. Help others.
92 Lesson 5 Can understand and act out a simple story
a
Pop quiz
Say some of the lines from the story. Ask pupils to tell you
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which character says the line. Repeat with other lines from
the story.
Role playing the story

Additional story practice:
• Pupils draw or describe their favourite character.
• You might like to give pupils feedback. You could give
pupils two stars and one wish, e.g. Fantastic actions! Great
teamwork! Speak a bit louder next time. This could be given
in L1.
Story card activities

For suggestions on how to use the story card activities,
please see p. 22.
209
8
Listen and write the letters.
8
12
3:46
12 Listen. • Play the audio. Pupils listen and write the

3:42
letters they hear. Play the audio again for
qu x y z zz
1 2 3 4 5
13 Listen, point and say. Audioscript CD3, Track 46

1 z, /z/
3:43
2 qu, /kw/
14 Listen and blend the sounds.
3:44
3 y, /y/
1 qu i z quiz 2 qu i ck quick
4 zz [say: double z] , /z/
5 x, /ks/
3 b o x box 4 t a x i taxi
5 y e s yes 6 y e ll yell
7 z a p zap 8 z i p zip ANSWER KEY

9 b u zz buzz 10 f i zz fizz 2 qu 3 y 4 zz 5 x
15 Underline qu, x, y, z and zz. Read the words aloud.

1 zi p 2 ta xi 3 buzz 13
3:47
Listen and write the words.
• Play the audio. Pupils listen and write the
on
words they hear. Play the audio again for
4 yes 5 quiz 6 box
1 quiz
rs
2 fizz
3 zip
Lesson 6 Can use the sounds qu
qu,, xx,, y,
y, z and zz 93 4 yell
a
11
3:45
Listen to the sounds and circle the letters.
ANSWER KEY
• Play the audio and ask pupils to listen and circle the letter(s) 2 fizz 3 zip 4 yell
Pe
that correspond(s) to each sound. Play the audio again for

Pop quiz
1 /ks/ /ks/ Play a game of Relay race to practise
2 /y/ /y/ spelling the new words. See p. 240.
3 /z/ /z/
4 /kw/ /kw/
ANSWER KEY
2 y 3 zz 4 qu
211
8
Learning adventure
16 Listen and say. Then circle. Ask pupils, How many words for animals
that live in hot and cold places do you know
3:48
h o t c o ld now? Give pupils a minute to tell their partner

1 2 3
the new words they know.
they are making.
It’s ( hot / cold ). It’s ( hot / cold ). It’s ( hot / cold ). Pop quiz
17
3:49
Listen and match. Then say. As pupils are leaving the class, show
1 2 3 4
them a picture of an animal from the
lesson and ask them to tell you what it is and
say, It’s hot. or It’s cold.
penguin snake polar bear turtle Extension questions

Ask pupils questions which will help to
n
a b c d
develop their engagement and extend their
thinking.
It’s a snake.
so It’s hot.
Examples of extension questions are:
• Questions which do not have a definite
Yes/No answer, and could elicit a range of
answers (e.g. Which is the odd one out?)
• Statements for pupils to agree or
94 Lesson 7 Can identify animals that live where it’s hot and cold
disagree with, giving reasons
ar
M08 Poptropica English Islands PB1 GLB U08 98125.indd 94 23/03/2017 11:39 (e.g. Dogs are better than cats.)
• Giving the answer, for pupils to work out
possible questions leading to that answer
(e.g. Answer: Five. Possible question:
14 Look and match.
Pe
How many cousins do you have?)

• Pupils match the places to the correct sentence. Check as • Point of view, encouraging pupils to
a class. imagine things from different perspectives
(e.g. How do you think the boy felt?)
ANSWER KEY This type of questioning requires pupils to
1 It’s hot 2 It’s cold 3 It’s cold 4 It’s hot. use higher cognitive skills than just factual
recall, and helps to illustrate their learning.
15 Look and circle.

• Pupils look at the pictures and circle the correct words. Check as
a class.
ANSWER KEY
1 polar bear, cold 2 snake, hot
213
8
8 Project success criteria
W i d e r World Make sure that pupils understand the steps
to success for the project, to enable them to
carry out the project successfully and to the
best of their ability. For example, instead
Hot and cold places in the USA
of just asking them to create a poster, give
18
3:50
Listen and read. Then match. 3
This is my house in them clear step-by-step instructions:
Florida. I like my house.
1. Choose or draw the pictures you want
1 I’m Fay. I live 2 I’m Sam. I live in
It’s cold here.
in Alaska.
Florida. It’s hot here.
to use.
I’ve got
a hat. I like the sea. 4 This is my house in 2. Fill the page.
Alaska. I like snow! 3. Use lots of colour.
4. Write the words neatly next to the
a
b
c
pictures.
d
Show pupils what is required of them. Some
pupils may need more support to keep in
mind all the key elements of a successful
project. Other pupils may be aware of
19 Read and circle.
the key elements but may require further
1 ( Florida / Alaska ) is cold. 2 ( Florida / Alaska ) is hot. suggestions to motivate them to improve.
on
3 Sam likes the ( sea / snow ). 4 Fay likes the ( sea / snow ). Above all, project work is a chance for
pupils to produce the language they have
been learning in class, and will provide
20 useful assessment and remediation
HOME
SCHOOL
SCHOOL opportunities.
1 Draw where you live.
LINK
2 Write about your picture.
rs Talk about your home with your
3 Make a poster with your classmates. family. Is it hot or cold?
Lesson 8 Can write about where I live 95

Feedback
Let pupils know what they have done
successfully and what they can improve
a
17 What about you? Draw and write. upon. For example:
Good! Your pictures are interesting and
• Pupils draw a picture of themselves and write about where they colourful. Draw a frame for each picture.
Pe
live. They use the texts in Activity 16 to help them.

Write a heading at the top of your poster.
Pop quiz Create feedback messages on stickers or
pieces of paper, which you can hand out to
Hand out the flashcards and wordcards for the unit. Make pupils. For example:
more if necessary so that every pupil has got one. Pupils
walk around the class and say their words until they have found
• Well done!
their corresponding card.
• Good spelling!
• Neat work!
• Very colourful!
• Interesting pictures!
Giving pupils feedback about what they
have done successfully and what they need
to improve upon can lead to a positive
impact on their achievement.
215
8
I C AN
21 Look and write. DO IT!
T!
I’m happy . I’m .
1 3
2 4
I’m . I’m .
22
3:51
Listen and number. Then write.
a b c d
He’s She’s She’s He’s

thirsty . . . .
n
23 Ask and answer.
Are you ill?
Are you
happy?
No, I’m not.
Yes, I am.
so
96 Lesson 9 Can assess what I have learnt in Unit 8
ar
• Ask pupils to turn to the Picture dictionary on p. 111 of the

Activity Book. They complete the colouring activity in pairs.
For each category, Pupil A reads a caption and Pupil B colours
Pe
the corresponding item. They switch roles. When they have

finished, they compare their picture dictionaries with other
pupils in the class.
Learning adventure
Ask pupils, What do you know about feelings now?
How do you feel about your learning? Pupils say what they
have found easy or difficult. Encourage pupils to feel positively
about their learning.
• Ask pupils, Where are you on your learning adventure now?
Pupils discuss where they think they are. Tell pupils, Well done!
to reinforce the progress they are making.
Pop quiz
Tell pupils to look back through the unit and find a word
they found difficult and try to remember it.
217
8
24 Find and match.
8
Then ask and answer.
1 2 3 4
5 6 7 8
n
Is he scared?
Number 1.
Yes, he is. so
Lesson 10 Can use what I have learnt in Unit 8 97
ar
Learning adventure
Ask pupils, What do you think you have learnt in Unit 8?
Pe
Give pupils a minute to tell their partner the new language

they know.
• Ask them, Where do you think you are on your learning adventure?
Pupils indicate where they think they are on the learning
adventure poster. Tell pupils, Well done! to reinforce the progress
they are making.
• Encourage pupils to ask if they’ve got any questions about what
they have learnt in Unit 8.
Pop quiz
Hold up one of the Flashcards – Adjectives but cover it with
a sheet of paper, hiding the image. Ask, Is he (sad)? Slowly
pull down the paper to reveal the flashcard. The first pupil to
answer correctly, Yes./No. wins a point for their team. Continue
with other flashcards and questions.
219
8
R e v i ew Units 7 and 8 3
3:53
Listen and ✓. Then ask and answer.
1 2
a b a b
1
3:52
Listen and draw or .
Max Anna
3 a b
4 a b
2 Read and number. No, he isn’t.

Is he scared?
He’s sad.
4 Look and write.
1 I like chocolate.
a b c
2 I don’t like honey.
3 I don’t like juice.
4 I like cake.
5 I like ice cream.
n
d e f
6 I don’t like jelly.
1 She’s 2 He’s 3 She’s 4 He’s
cold . . . .
98 Review
M08 Poptropica English Islands PB1 GLB U08 98125.indd 98
Video story
so
Can talk about food and dislikes
23/03/2017 11:40
Review
Pop quiz
Can talk about feelings 99
23/03/2017 11:40
ar
Watch the video story Food on the Active Teach or the As pupils are leaving the class, ask them, Do you
Online World. Ask pupils what happened in the story. like… ? followed by a food word. Pupils respond
Watch again, stopping at key points and ask them about appropriately.
the language, the images or the story. Ask the pupils
to act out the story. Assign the roles of two of the
Pe
characters to confident speakers and let other pupils play

the other parts. Encourage them to say as much of the
dialogue as they can and prompt them where necessary.
Learning adventure
Ask pupils, How many food and feelings words do
you know now? Give pupils a minute to tell their
partner as many food and feelings words as they can.
• Ask pupils, Where are you on your learning adventure
now? Ask pupils which words they find easiest or most
difficult to remember. Tell pupils, Well done! to reinforce
the progress they are making.
221
8
R e v i ew Units 7 and 8 3
3:53
Listen and ✓. Then ask and answer.
1 2
a b a b
1
3:52
Listen and draw or .
Max Anna
3 a b
4 a b
2 Read and number. No, he isn’t.

Is he scared?
He’s sad.
4 Look and write.
1 I like chocolate.
a b c
2 I don’t like honey.
3 I don’t like juice.
4 I like cake.
5 I like ice cream.
n
d e f
6 I don’t like jelly.
1 She’s 2 He’s 3 She’s 4 He’s
cold . . . .
98 Review
Video story
so
Can talk about food and dislikes
23/03/2017 11:40
Review
Pop quiz
Can talk about feelings 99
23/03/2017 11:40
ar
Watch the video story Food on the Active Teach or the As pupils are leaving the class, ask them, Do you
Online World. Ask pupils what happened in the story. like… ? followed by a food word. Pupils respond
Watch again, stopping at key points and ask them about appropriately.
the language, the images or the story. Ask the pupils
to act out the story. Assign the roles of two of the
Pe
characters to confident speakers and let other pupils play

the other parts. Encourage them to say as much of the
dialogue as they can and prompt them where necessary.
Learning adventure
Ask pupils, How many food and feelings words do
you know now? Give pupils a minute to tell their
partner as many food and feelings words as they can.
• Ask pupils, Where are you on your learning adventure
now? Ask pupils which words they find easiest or most
difficult to remember. Tell pupils, Well done! to reinforce
the progress they are making.
221

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POPTROPICA ISLANDS 1

2ND CHILDREN L Y M 10-11

7 Food Ask pupils, How many words for food

78 Lesson 1 Can identify food items

L1) the expression Can I have some, please?

Activity Book page 68

1 Draw. Then write.

I like cake and milk.

A balloon, a cake, a tablet,

you like? Pupils point at one of the pictures and answer,

listen again and say.

sandwich water chocolate honey

I like / . But I don’t like bees!

80 Lesson 3 Can identify more food items

Audioscript CD3, Track 10

• Pupils then read the numbered sentences, which now

Listen and write ✓ or ✗. Do you like Yes, I do.

Then ask and answer. honey? No, I don’t.

Do you like Me too!

I don’t like bread. expressions on the children’s faces.

Role playing the story

Story card activities

82 Lesson 5 Can understand and act out a simple story

Audioscript CD3, Track 16

• Play the audio again. Pupils listen and repeat.

1 j et 2 wig 3 k iss Audioscript CD3, Track 22

so Examples of extension questions are:

How many cousins do you have?)

15 Read and ✓. Then draw.

1 Draw your favourite packed lunch.

22 Draw and write. Then say.

I like I don’t like

23 Ask and answer.

the corresponding item. They switch roles. When they have

Give pupils a minute to tell their partner the new language

8 I’m happy! 1 Look and write.

how each character is feeling.

thirsty scared happy

3 Find. Then read and circle.

Are you scared?

A balloon, a cake, a tablet,

Activity Book page 79 Tell pupils to go online to the Online World

Audioscript CD3, Track 34

sad cold hot

ill hurt angry bored

5, 4, 3, 2, 1. Wiggle your toes.

90 Lesson 3 Can identify more feelings

5 Read and answer the questions. Then draw

• Pupils read and answer the questions with Yes, I am. or

10 Ask and answer.

Are they thirsty?

No, they aren’t.

Yes, they are.

7 Look. Then circle and write.

3 He’s angry. And I’m hungry! 4

Oh! Now I’m

Thank you, Aunt Fifi! 5 6

Yes, I love the circus!

92 Lesson 5 Can understand and act out a simple story