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Jane Boylan
Cambridge University Press
wwvr .cambridge.org/ elt
Cambridge Avysunicnl English
.
wwvr cambndgrrnglwh .org
.
Information on tills title: www.cambridgc orR / 9781108563444
c Cambridge University Press and Cambridge Assessment 2020
This publication is in copyright. Subject to statutory exception
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permission of Cambridge University Press.
First published 2020
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For more fresh ideas, tips and materials to help you prepare learners for the Prc A 1
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 Contents
1 School 4

2 Family and friends 8

3 Move your body! 12

4 At the form 16

5 Clothes 20

6 Food and drink 24

7 Fun! Cool! Great! 28

8 Sports 32

9 Transport 36

10 House 40

11 A great day! 44

12 Hobbies 48

Glossary of teaching strategies 52

Review answer keys and audioscripts 53

Grammar fun! anwer keys 59

Photocopiable lyrics for songs and chants 60

Photocopiable worksheet 63

Acknowledgements 64
1 School
.
• Write the first word , w nd w on the board, or
.
display on the Interactive White Board ( IWB ) Ask for
a volunteer to come and write in the correct letters to
complete tire word , to model the task . Ask the class
Is rhar carreer? and have other learners correct the
spelling if necessary.
Learners then work individually to complete the
words with the missing letters and write two more
classroom words of their own . Give a time limit, then
haw them check their answers in pairs .
Feedback : Ask learners to say the missing letters while
you write them on the board, or IWB. You may treed to
revise the pronunciation of the alphabet before you do
.
this As learners say the missing letters, have them swap
hooks to check each other’s answers.
Extension: Elicit learners' ideas for two more classroom
EXAM PRACTICE listening Part 1 words and ask them to spell these while you write them
MATERIALS Flashcards ol classroom objects, on the board-
colours and numbers 1 20 ( optional};
-
board pens, stop dock or egg timer,
soft ball Answers
1 window 2 board 3 desk 4 tablet
5 computer 6 bookcase

Unit objectives VOCABULARY task 2

LISTENING Match a name to a description of
someone's actions; understand and do • Focus learners on the picture in task 1 .
actions In a song, understand new pupils Ask What colours can you see? ( red, orange, white , green,
in class introducing themselves, match blue, black , pmk and purple )
the sounds ol people playing games and
Ask learners to close or cover their books. Show them
ordering pictures.
SPEAKING Make Introductions; talk about playground the example sentence either in your own copy of the
games .
book or on an IWB covering the answer. Elicit the
READING Identify words for classroom objects; .
answer, yes tlten reveal the answer on tl »e page.
understand simple sentences to describe a Now ask learners to read sentences 1-5 and write the
classroom answer next to each sentence. Give them a time limit.
WRITING Spell words for classroom objects;
Complete simple sentences to describe a Feedback: Have all learners stand up. With books open ,
classroom. read out each sentence arid ask them to sit down for no
VOCABULARY Classroom objects: board, bookcose, and stay standing for yes.
.
computer, desk tobhl wall, window,
Extra support: In a more confident class, you can ask
colour* block , blue, green, orange , pink ,
-
red, introductions What's your name? them to close their books and focus on the page on the
How do you spell thot7; playground games: IWB or to memorise the answers before reading out the
hopscotch skipping gome , tog sentences.
NON -YLE VOCABULARY hopscotch, tog
Extension - Learners write sentences about their OWTI
classroom. Brainstorm what classroom objects and
colours they can see around them. Then model the task
VOCABULARY task 1 by asking for a volunteer to come up to the board and
write a sentence, e.g. The table is green.
• Play a guessing game to activate classroom words that
die learners might already know. Tell learners that Learners work in pairs to write two more sentences
you are thinking of something in the classroom and about their classroom. Ask early finishers to write
they must guess what it is. If you have flashcards of another sentence.
classroom objects, use diese to focus learners on the
.
task (Hold them so that learners can only see die back Answers
of the cards, and have them guess the hidden picture. ) no 2 no 3 no yvs 5 no
1 4
• Focus learners on the window in Ilie picture in task 1
and nominate individuals to say the word . Use this
stage to make sure learners are correctly pronouncing
the target words by having everyone repeat the word
after each answer has been given.

4 School
 321 Track 2
• Ask Iramers whal they can sec in the picture in the Matt: Hello, I ' m new m class.
example sentence, eliciting a bookcase. Then read the
Aim; What s your name ?
'

whole sentence, drawing learners' attention to the

Matt: Matt.
correct word dieted .
Aim: Hi , Matt! Come with me. This is our classroom .
• Tell learners to take a pen or pencil and continue tire Ann; Look , Hugo is drawing on the board
task: they read the sentences, look nt the pictures .
Alice is playing on the computer and look Bill Is putting a book
-.
and circle the corcect words in sentences I A Give In the bookcase.
learners a lime limit. Sam Is learning English on a tablet and Sue is sitting at her desk.
Feedback: If you are using a board , write the two Lucy is standing In front of the window. There 's the playground.
options for each sentence on tlie board, in preparation .
That 's the end of the lesson Let 's go and play
for cliecking the nnswrrs, while learners arc doing die
task Then either ask learners to come up to the board Answers
(or IWB ) and circle die correct answers, or elicit which
1 Hugo - drawing a picture on the board
word should be circled. 2 Alice playing on the computer
3 Bill putting book on bookcase
Answers 4 Sam teaming English on a tablet
1 desk 2 posters 1 boor 4 playground
5 Sue - sitting quietly at her desk
C Lucy standing in front of window
7 Ann - pointing to Matt (the child looking nervous)
Towards
Part
• Matt standing alongside Ann looking nervous
Starters
1
• Before listening, ask tlie class what they can see in
the picture. Start by writing some of the learners’ • Tell teamens to turn to page 63 in tlieir Student’s
ideas on the board . Then put them in pairs and ask
them to name more objects. Give learners a lime
Books. Introduce tlie song. Learners stand up and if .
there is space in your classroom, bring them to an
limit of one minute , using a stop clock or egg timer area without desks nnd chairs; otherwise let them
to add a competitive element. stand by their desks.
• Elicit which words pairs have identified and have • Read each sentence aloud , while learners repeat . As
learners point to the objects in the picture. you read , do tlie following actions foi the lines:
• Draw learners’ attention to the children in the 1 We go to school in the morning: walk briskly , ride a
pirn ire and the list of names Read the list of names .
bike, drive a cor etc ( as appropriate for tlie class );
aloud. Then learners repeat the names to familiarise
themselves with tlie pronunciation in preparation
.
2 Hip hip hoorayk hold hands up high , punch the
air, etc; 3 Hello teacherI : wave to the teacher; d Hello,
for the audio. Ask Do we know who is Alice? Bill ? etc. friends!: turn and wave to friends; 5 Ask How are you
( no ) Then explain that they are going to find out by
listening to the audio.
.
today? to a friend , tlie friend answers I'm fine, thank
you, 6 Let's ha\'e funk wave arms.
• Play the first four lines of the audio ( from Hello, to • Play tlie song, sing along and do tlie actions togetlier
Thu a our classroom ). Tlien stop and ask learners to while the 9ong is playing . Repeat as appropriate.
point to the child they think is Matt. Tlien take a
pencil and model drawing a line from the word Mart Feedback: At the end of tlie song, hove everyone give
to the correct child in the picture. each other a round of applause and praise learners foe
thru efforts to act out the song.
• Say Now let’s find the other children. Tell learners that If possible, add all new vocabulary and sliort phrases from
you are going to play the audio twice: the first time
they listen without writing, tlien after the second
Unit 1 to a classroom Word wall (see p.52) .
time they can draw the lines to identify the children.
• Play the audio twice, tlien give learners lime to Track 3
think and draw lines between the name and the We go to school in the morning. (*2)
corresponding child in the picture. let 's start the day!
• Play the audio again for learners to check their .
Hip hip. hooray!
answers Piny n fourth time if nrrrssnry . It’s English dasv
Feedback : Play the audio again , line by line, stopping
.
Hip, hip hooray4
Hello, teacher!
after each child has hern mentioned , and ask learners
Hello, friend*1
to hold up their books and point to the correct child.
How are you today ?
Alternatively, display the page on an IWB and have
I' m fine, thank you
individual learners come up nnd draw lines showing tlw*
answers Ask the other learners to tell you if they think We go to school In the morning. t*2|
tlie line is correct. Let's have fun!
Let’s leam English!
Extra support: Have learners work in pairs to draw the
We love to learn and play
lines after listening to tlie audio as described above.
Hip, hf >. hooray!( x2)

School 5
 -a * -
i
4• 1
• *
*4*4444.4 a

—— —
fcaa
>»|i o<
Track 4
Diego:
Captain Zoom:
Wego:
HtloJ 'm new In class!
What * your name ?
Diego.
* “*"
r ‘-
je* 7 Captain Zoom:
Diego:

Lucia:
How do you spell that ?
DIE-G-O.
My name 's Lucia
Captain Zoom: How o*d are you ?
•
I «• < * • wrvacser Lucia: I 'm seven l m m class l

£X Answers
1 Diego 2 7.1

• Have learners stand up at their desks. Take a soft • Focus learners on the image of the two boys on
ball and explain that you are going to throw the ball page 8. Explain that Onter is new in class, and dir
to someone who must catch it and say the number other boy is asking him his name.
one- They then throw it to another learner who says • Ask learners to close their books and think about
the number two. Continue up to number twenty, with die dialogue with Diego. Dtaw learners* attention to
learners saying each numbei in sequence. the dialogue and elicit each line from them os far as
• learners sit down again Ask them to look at the possible As they give you the lines, write them on
cluirt in task 1 and ask How many students are there the board . Model reading the dialogue aloud as you
in the class? How many are new stud aits? Note that write it.
the second line shows existing students not the total • Practise reading the dialogue with the class. Use die
number of students, so learners must add the two choral drilling strategics (see Choral drilluig, p.52) to
lin« togctlier. make thr choral drilling morr fun and build Irnmcrs’
• Ask learners to write the nussing numbers in the confidence.
sentences below die chart. • Now put learners in A / B pairs and have them
Feedback : Nominate two learners to come to the board practise the dialogue together First, learner A
,

and write die correct numbers. Ask die res* of die class pretends that he / she is new in class and gives
if they agree. his / her own name (instead of Oner ), dicn diey
swap roles.
Answers Feedback : Ask several learners to ask and answer the
There are 15 pupils in the class. questions What’s your name? and How do you spell that?
There are 3 new pupils in the dasi. as open pairs ( see Open pairs , p.52 ). Praise everyone
.
for die effort diey have made Try to pick out specific
examples of good work, e.g. good pronunciation and
handling of the question forms .
• Focus learners on the picture in task 2. Tell them that Extension When the dialogue is written in full on the
these children are new in class and arr introducing board , do a disnppearing-drill activity ( see Dtstypcaring
themselves. Explain dial learners must read, listen drill , p.52 ) to build fluency and tiave some fun as
to die spelling of the boy 's name and dicn write the learners try to remember the bits of die dialogue that
missing letters They also need to listen to how old have been crased.
the girl is and which class she's in.
• Play the nudio once. Tell learners they nrr going to
listen twice. The first time they only listen but don 't • Focus learners on the inutges and ask What games
write anydiing yet. are the children ptoymg? Read the labels tag. football ,
Play the audio again and have learners write the hopscotch, basketball together , repealing and drilling
missing letters and numbers. Tlien they check in pairs die pronunciation.
before they listen n third time to check again. • Model die speaking task by asking several confident
Feedback: Ask a couple of volunteets to come to learners Which games do you play? Elicit responses
the board , then ask other learners to spell out the ( also teach None of these ). Practise pronouncing the
hoy’s name. words for playground games w ith the whole class,
then put learners in pairs to ask and answer the
question.
Feedback : Ask several learners to ask and answer the
question in open pairs.

6 School
Extension . Ask learners what other playground games • Tell learners Now it’s your turn. Then put them in
they play; write the words on the board and add them small groups and have them show each other and
to the Word wall ( see p. 52 ) if available . talk about their drawings in the same way .
Feedback: Circulate among the groups and listen to
Answers individual learners talking about their drawings, giving
Learners own answers support where necessary . Encourage reticent learners
by asking simple questions about their drawings,
encourage fluency by letting learners speak without
correcting them , but note down common errors for a
• Explain to learnets that they are now going to listen group error correction later. Look out lor, and comment
to some childien playing the games. They must listen
.
on different ways that indicate learners have made on
and number the photos. effort by using above level vocabulary , making on effort
to expand their sentences or simply producing good
• Model the task by playing the audio for the first drawings.
.
game Elicit which game learners can hear, and ask
W7wr nunber u it? Then model writing 1 by the photo
If possible, add all new vocabulary and short phrases
from pages 8 and 9 to the Word wall.
of hopscotch.
• Play the rest of track 5, then play the audio again for
learners to check their answers. Answers

-
Feedback: Write 1 4 on the board and nominate a
learner to tell you which game corresponds with each
Learners own answers

number. Ask the rest of the class if they agree and elicit
corrections, it appropriate.

Track S
1
Soy l: I like playing hopscotch in the playground Look
I 'm on number 4 and 5 .
. .
2
Old I: I like playing with my friends. We kick a football in
the field It's fun '
.

3
Boy 2: I 'm bouncing the basketbalL Come and get It!
4
Ctrl 2: I like running Let 's play lag! Got you!

Answers
1 hopscotch
2 football
3 basketball
4 l ,i

• Focus learners on task 6 in their books and tell them

to draw their favourite game in the space Fell them
to keep their drawing a secret and not show their
friends vet. Give them a time limit . When tliey have
finished , they should cover their drawings.
• VVhile learners ore drawing , do a simple drawing of
your own ‘favourite playground game’ on the board .
Wlven tliey liave finished drawing, focus them on the
drawing and talk about It using simple sentences, e g ..
My favourite playfyound game is I play it with ...;
/ play it every day. It is funf

School 7
2 Family and friends
Suggested answers
ft k
A Africa: a mother / mum and two children.
B Spain or Mexico: a grandmother, a mum / mother:a dad /
father; an aunt; sisters; a brother and sister ( the aunt and
• ' father ); cousim
C Greenland a grandmother and grandfather, a mother /
mum and two sons i brothers )
0 The USA, or Caribbean: a father / dad and son

• Play the audio for Extract 1 . Then stop and ask

^1 .v
learners to match tlie speaker with a photo from
J task 1. Model writing the number I in the box on
o the inrage ( B).
• Play track 6 twice. Tell learners to listen the first time
without wiling , then after the second time number
EXAM PRACTICE Listening Part 2
MATERIALS Board pens, a world map or globe, the remaining photos.
flashcards or visuals of vocabulary Feedback : Point to the images and nominate lenrners to
for famdy members (optional ), say the corresponding number.
te acher's family photos

Track 6
1
Unit objectives . .
Angavu: Hetto my name's Angavu there are three people In
LISTENING Understand numbers of family members and write my family: two children and one woman .
numbers and names; identify -er sound . 2
SPEAKING Describe a photo; talk about your family. Miguel: Hello, my name's Miguel There are nine people in my
RFAOING Recognise singular and plural nouns; read
and draw.
.
family: five women, one man two girls and one boy!
WRITING Complete sentences with target vocabulary; J
describe your family with simple sentences. Tlvf: Hello, my name's Tlvl. There are five people In my
VOCABULARY Family members: aunt , brother, father, grandfather , family: two children, one man and two women
grandmother , mother, sister pets: cot , dog, pet 4
Ben : Hello, my name's Bon , There arc two people m my
family:one man and one boy, me!

• Show learners some photos of your own family .

Have them guess who the family members are and Answers
encourage them lo ask questions. Write words for IB 2 C 3 A 4 D
family members on the board , using this singe to
introduce family words that learners will need in the pjft
.
next stages of the lesson, e g. mum / mother, dad /
^ n:ifTTW^TlFB
Towards
.
father, brvdter, sister, grandma / grttndmotfxr granddad /
grandfather.
Ri
Starters
• Focus learners on the pictures in task 1 and tell them
2
• Drill the family words from the list on the board tlicy arc going to listen again; this time they must
from the first stage. Put learners in pairs and ask read and write the numbers they hear to complete
them to say where ( which countries) they think the the texts. Draw their attention to the pxnmple
people are in. Then ask them to say which family number already written in before people ( 3) Explain .
members they can see in each image. Students can tlutt they also need lo listen for the number of
use LI for this. children and women Angavu talks about as well as
Feedback: Elicit answers for Itow many people ore in the information for the other photos.
each image and who they might be . • Play track 7 again for learners to write in the missing
numbers. II necessary, pause after each extract; then
play again for them to check their answers.
• Learners should be encouraged lo write digits rather
than wotds to avoid spelling mistakes.
Feedback : Head the texts, pausing at each gap. Learners
hold up the number of fingers for each answer Write .
the number on the boaid after each answer.
8 Family and friends
 Track 7 Answer?
1 grandfather
1
2 aunt
Angavu: Hello, my name s Arrgavu . There are three people In 3 sister
my fami ly two children and one woman 4 brother
2 5 mother
Miguel : Hello, my name s Miguel There are nine people in my 6 grandmother
.
f ami ly. five women, one man two girls and one boy! New word: father
3
TM: .
Hello, my name 's TM There are five people In my
family two children , one man and two women
4 • Draw learners' attention to the pictures. Elicit the
B#o: Hello, my name 's Ben There are two people m my .
words for each of the items Have learners listen to
family, one man and one boy, me! track 8. Explain that they will hear the words for
each picture and the er sound appears in some words,
hut not in others. Learners must listen for lire word
Answer? that 's different ( the one without the er sound ) and
choose tlie picture for that word.
A 3, 2, 1
. . .
B 9 5 1.2 1 • Play the example extract from the audio first , pause ,
C 5.2, 1.2 and elidt tire word widiout tire er sound (desA ).
D 7.1 1 . • Play each extract, pausing after each one to elidt the
different word front learners.
Feedback: Have learners look at the picture atid say
die woids again. Ask them to stand up to say the word
• Point to the first picture. Ask How rikiny? Then read without the er sound to emphasise the difference.
tin* whole sentence, drawing learners’ attention to
the correct word circled (people). Emphasise the
difference between the singular and plural nouns by Track 8
holding up four fingers for people, then one finger Example teacher, desk, grandfather
for person. Have learners do the same so the contrast
1 mother, poster, bookcase
is clear . 2 computer, board, sister
• Tell learners to take a pen or pencil and continue the
-
task. I earners read and circle the correct words in
sentences 1-3. Give a time limit.
3 tablet , brother, rubber

Feedback: If you are using a board , write the two Answer?

options for each sentence on die board while learners 1 bookcase
are doing the task. Then either have learners come up 2 board
to the board (or IWB) and circle the correct answer*, 3 tablet
or elicit which word should be circled from Individual
learners.

Answer?
1 child 2 women 3 men

• Remind learners of the words grandfather ,

grandmother, brother , sister. mother, and aunt using the
images in task 1. If you have access to flashcard* or
if other visuals are available, you could use them to
.
elicit names of family members Then put learners
in small groups and have them work together to
complete the words in the puzzle and work out the
mystery’ word . Use a stop dork or egg timer to either
give the groups a time limit or see who can complete
the task in die shortest time .
Feedback : Nominate individual learners to say die
missing letters in each word, then hove a volunteer write
tlie new word on die Ixuird for the daw to chock .

Family and friends 9

 -
• Have learner* complete sentences 1 4 by looking
at the pictures mid writing the corresponding word
••m r n n .
in the spnee Give a time limit and have them check
their answers with a friends before you conduct
w feed bock.
• While learners are woiking , write the sentences 1 4
on die board with lines for the missing words.
-
es
Feedback: Volunteers come to the board and wnte the
missing words to make complete sentences. Ask die
T, T others to check the answers, including spelling.
After feedback, draw learners' attention on tl »e
I «9 determiners, this and these in each sentence. Ask Why is
i it this ’ / These’ heir ? Elicit that this is used for singular
nouns, these for plurals. Highlight or underline each
determiner and corresponding noun to show the link.

Answers
• Write the questions on the board. Choose a confident 1 flat
learner and model asking and answering. Have all 2 pets
learners repeat the questions, using different choral J grandfather
drilling techniques as necessary (see p.52). Then 4 sisters
learners nsk and answer the questions in open pairs
( see p 52 ). . IMI1I
Feedback : Address any pronunciation problems
encoiuitered in the open pairs activity. • Before starting task 4, recap all family vocabulary
dial learners know and write it on the board . Make
sure words such as cousin aunt, uncle are included ,
Answers as well as any wider family vocabulary that learners
learners’ own answers migilt know. The purpose of this is to ensure that
die task is sensitive to different family situation*,
especially if then* are children in the class who don’t
have a mothet or father.
• Focus learners on the picture of Carmen and
introduce the task. Read the text with learners • Model the task by drawing a member of your family
on die board. Tell learners something about die
following in their books- Check understanding
.
of specific vocabulnry (e.g nty , pets, garden ) as family member , and write the sentence, e.g. This is
necessary .
my cousin. He likes football Draw learners’ nttenrion to
• Have learners read the text again independently
.
live example on page 13 too.
and ask them to draw Carmen 's family and pets. If • Explain to learners that they should do the same
necessary, model first by reading the first two lines for task 4: completing the pictures of tlieir family
and have a volunteer draw Carmen and three sisters members and writing about what the people like.
Use the vocabulary brainstormed nt the beginning to
on tlx* Ixiard
make it clear that learners can draw and write about
Feedback : Monitor and circulate while learners are a variety of different family members.
rending mid drawing. Ask questions to individuals as
they work to check understanding, e.g. Who's this? Who • Monitor and circulate as learners work , giving
support wliere necessary , especially with vocabulary
are these people? What's this?
needed to describe what die person likes .
If possible, add vocabulary for family members to the
Word wall (see p.52) . Feedback: Use the monitoring stage to give individual
feedback, then choose several learners to read out their
descriptions .
Answers
Extra support: Adjust the number of texts to be
Picture should include: nine family members: Carmen , completed for less confident learners who need more
three sisters, a baby brother, mum, dad , grandmother,
grandfather; dog and cat
.
support ( e.g. they can do just two or three) Other
learners can complete all four items.
If you have created a Word wall ( see p.52 ), add any
MVi:l i i l new words to describe family members.
• Ask learners what they can see in the pictures. Write
any words not given in task 2, e.g. flat , on the board. Answers
Then write the example srntrncr on the board and Learners ' own answers
ask learners to point to the image of the city

10 Family and friends

 XI
• Refer learners back to the drawing of your own
family and the pictures you drew on the board for
task 4. Add a couple more family members. Model
talking about the different members.
• Put learners in paiis or small groups and have them
talk to each other about their own families, using
their family drawings as a focus.
• Circulate and monitor while learners are talking ,
giving support where necessary . Input vocabulary
as needed and encourage learners to expand their
sentences where possible.
Feedback: Use the monitoring stage to give individual
feedback. Then choose several learners to stand up and
talk about their families, showing their photos to the
class. Pick up on any new vocabulary slronger learners
may have used and teach it to die doss as a whole .

Answers
learners own answers

Family and friends 11

3 Moue your body!
3 Mew your body' Answers

Nil H
1 bead 2 aims 3 body
4 lags 5 feet 6 hands

latere^ • Tell learners to stand up while they listen and

repeat the words on the audio. Have them touch the
relevant body parts as they repent.

Track 10
/armt/ arms
/ bo<lee, body
/f-ee-t/ feet
/ h am hand*
EXAM PRACTICE Spealong Parts 2 , 1
MATERIALS Board pens, coloured pens or pencils /bedhead
-
/ 1+g i/ legs

Unit objectives
LISTENING Understand simple instructions; understand
• Make sure learners have coloured pens or pencils
ready. Lx plain that they are going to listen to tire
short descriptions, understand sample chants.
SPEAKING Ask and answer questions with short simple instructiom and colour in the robot’s body parts in
answers, make very simple sentences to task 1 with the colours they hear. If necessary, review
describe something. colours first.
READING Read and complete a short, simple
description
• The first time, play the whole audio track, telling
WRITING Write words for body parts, complete a simple
learners to sir and listen without colouring Then play
description the first two lines and pause , allowing learners to
LANGUAGE FOCUS hove pot Me vert) mg; ad|ectrve (coloursl colour in. Repent in the same way for each line.
noun Ibody parts) Feedback : Read aloud die lines from the audio again,
VOCABULARY Body parts: arms. body, feet, hands, head ,
but this time with errors in three of the lines (e.g. Its got
legs, activities: cleaning , playing music ,
.
ploying , staging ,dancing , colours: red
blue, green, orongc , purple, ye How, pink ,
blur /erf . Ir't gat a jxirple head ). Stop after each line for
learners to tell you if it is true or false.
block , white Extra support: Instead of having all learners respond to
all the lines of the audio by colouring each body part,
divide the class into groups of five, give each group a
.
• Start the lesson by singing Head Shoulders, Knees
and Toes ( see Total physical response , p.52 ). Sing the
number, and tell them to colour only the corresponding
line describing the colours ( Group 1 colours line I : it’s
got red arms; Group 2 colours line 2: it’s got blue feet. etc. ).
song together and have lenniers touch Uieir heads,
Alternatively, divide die class in two: Group 1 colours
shoulders, knees and toes as they sing. The lyrics can
lines 1 3; Group 2, lines A and 5.
be adapted to incorporate the specific vocabulary for
parts of the body in unit 3, if preferred.
• Focus learners on the picture of the robot on page 16. Track 11
Ask which body parts from the song they can see in This is my robot
tiw pictuie. It's got red arms
• Read the words for body parts with learners pointing It's got blue feet
to each word as you say iL Ask Where do l write It's got green legs
‘arms'? and liave learners point to the correct box on It's got orange hands
the picture. Then ask learners to write the robot's
It 's got a pu rple body and it 's got a yellow head
body parts in the picture .
Feedback : Circulate and monitor as learners label the
picture, giving support as appropriate. If you notice
Answers
ertore, encourage learners to self or peer correct.
See track 11.

12 Move your body '

 1 Extension: Learners, stand up at their desks or bring
them to a free space in the classroom, if av ailable.
• Focus learners on the images and ask what Explain that they are going to practise being robots.
differences they can sec between these robots and Ask them how they think a typical robot moves and tell
the one they coloured in tnsk 3 . them to do « short robot walk. Then give instructions
• Read the names (1 3) and explain that learners must using the vocabulary from task 4 and other words for
listen to match n name to a robot . actions that learners know , e.g . Play football! You could
• Tell learners that they will (tear the audio twice: once also use the ideas that learners brainstormed in the
to match the robots' names and the second time to first stage of like task. Learners do the actions in the
check their answers. Then play the extracts, pausing character of their robot: Play *nh a ball! Sweep the floor!
after each oi»e to give learners time to match. Play some music!
Piny again to check. You can play it n third time If possible, add words for body parts and the robot
if necessary . .
activities to the Word wall ( see p 52 ).
Feedback : Play the audio extracts again, pausing nt the
end of each one. Ask learners to hold up their books, Answers
point to the corresponding picture and say the name of Learners' own answers
like robot described .

Track 12
Old 1: My robot s name Is Dan. it has got a green body and
red arms. It 's got a btue head. My robot likes painting
Boy: My robot 's called Sue. it has got a blue head and red
hands. It s got an orange body. My robot likes singing.
Girt 2: My robot s name is May. It has got white feet and black
.
arms. It s got a purple body My robot likes jumping,

Answers
[from left to right ] Sue, May, Dan

THINK BIG
• Write the Think Htg question on the hoard. Have
.
learners tluuk pair -share ( see p.52 ) flien elicit tlteir
ideas and write them on tlie boaid. Ask lent tiers if
they can remember the activities the robots liked in
task 4 (see track 12 ).
• Ask if they can see any of their ideas in the images
.
in task 5 Then put learners in pairs to talk about the
pictures.
• Before the pairwork stage, remind learners to use
words for pjtrts of the body , numbers, colours and
activities. Elicit or Input tike following structures to
help them talk about flu* rolxrt pictures: Us name is
...
( learners think of a name ); It has got ; It likes . ..
Feedback: Circulate nnd monitor as pairs are talking ,
giving support as necessary.

Move your body! 13

 • Foots learners on the bonrd again and tell them
to look at the quest tom at the bottom of page 18.
Brainstorm more questions to ask about their
robot pictures, e. g . What’s its name? Has your robot
got two heads ? How many feet has it got?, etc. Use
choral drilling techniques to practise the questions
.
(see p 52) to build learners' confidence and ability in
preparation for the next stage 's open pairs activity
• Use the brainstormed questions and tlie examples on
page 18 to conduct an open pairs activity (see p.52)
around tlie class to give learners practice in asking
and answering .
• Put learners in pairs to ask and answer questions
about each other 's robot pictures.
Feedback : Repeat the open - pairs activity by having
learners ask and answer around tlie class using their
• Form learners on thr whiteboard . Begin to draw and own questions.
colour your own robot, talking and asking questions Extra support: Before having learners ask and answer
.
name is
they? etc —
about tlie image as you draw e.g. Here’s my robot! Its

.
How many arms has it got? What colour an

• Focus learners oil the blank space on page 18 and

questions in pairs ( but after the open pairs practice),
give them a few minutes to prepare and write questions
to ask friends. Ask them to write at least three questions
and circulate while they are writing to help with
explain that now they are going to draw their own question forms.
robot . Make sure they have coloured pens or pencils
at hand.
Answers
• Give learners a minute’s silent 'thinking time’ to Learners' own answers
generate ideas, before they draw mid colour their
own robot pictures Give a time limit.
Feedback: Circulate mid monitor as they are drawing -
H i i i i;
and use this opportunity to ask individual learners • Tell learners to stand up at theii desks or move tlie
about their robots, e. g. Who's this? What' s its name? What group to a free space in tlie classroom. You may want
colour are its legs? What does it like doing ? to give learners a photocopiabie version of the chant
from i>age 59 of the Teacher’s Book.
Answers • Introduce the chant ( track 13). Rend each sentence
learners* own answers aloud: learners repeat. As you read , learners do the
following actions:
Yi:uti:rW 1 look at my mbor. point to eyes;
^TT^
• Focus learners again on your robot picture on the
2 It ' s got thrre arms and fair legr hold up three
fingers while waving arms, hold up four fingers
.
board Talk about your picture, using die text in while doing running action with legs;
task 2.
3 Has U got small feet 7. Look down at their feet;
• Explain that learners are now going to write about
their own robots by completing the text in task 2. .
4 Yes if hast: Look up and nod their heads or make
any other physical gesture that means yes;
Rrod through the text together first , then give
learners a time limit for their wriring. 5 This is my robot I like it a lot!: Make ' heart' symbol
Feedback : Circulate and monitor as learners are with both luuids or another physical gesture
writing , giving support as appropriate. If you spot which means like ;
errors in vocabulary or spelling, encourage self or G It likes cleaning make o sweeping action; It likes
,

peer correction, for example, getting learners to show panting: up and down action with a paint brush; If
their descriptions to a friend and offer the friend the likes walking: walk briskly, and talking, opening and
opportunity to correct the error. Also, refer learners closing action with the fingers mid thumbs.
.
to tlie work they did on pages 16 17 if necessary Use • Listen, chant and do the actions together. Repeat two
this opportunity to give feedback to individual learners; or three times, as appropriate.
comment on interesting names, artwork and good Feedback: Finish the chant with a round of applause
handwriting , as well as good language work. from everyone; praise learners for good miming!

Answers
learners' own answers

14 Move your body *

 Extension: Ask learners lo prepare four small object
Track 13 cards of the things they can see in the picture. Then
look at my robot! they close their books and teacher ask students simple
It ’s got three arms and four legs. questions
.
Has it got small feet ? Yes It has! Teacher What’s this? [ pointing to one card )
This Is my robot. I like It a lot! learner: It 's a ( ruler , pencil case, school bag ) .
Look at my robot! Teacher What colour is it?
likes cleaning. It likes painting. Learner: (Grey . red. pink and green. )
It likes walking and talking Teacher Have you got a .. .?
TNs it my robot I like it a lot' learner: Yes. / No.
Pair
Towards
Starters
2, 3
• Say to the children Look al the pteture, it shows a
classroom.
• Focus learners on the picture. Ask one or two general
questions first, c.g. Where is the teacher? Who’s thu?, etc.
• Ask What's this?, pointing to the images of the board,
bookcase, computer and window. Elicit answers
from volunteers or nominate individual learners.
The questions can be answered with simple one- word
answers.
• Ask What 's this? What colour is it? pointing to the
images of the keyboard, skateboard, pencil and ruler .
• Ask How many children are there? How many posters are
there ? What’s the teacher doing? What’s die robot doing?
• Ask What do you do in class? Have learners Ihink -
pair share ( see p.52) before nominating individual
learners to answer.
• Put learned in pairs and tell them to ask and answer
the some questions.
Feedback: Circulate and monitor as learners are
working in pairs. Use this opportunity to work with
individual pairs, asking and answering the questions
to assess level and identify where n >oie support might
be needed .
Extra support: Use choral drilling techniques ( see p.52 )
to help learncts ask the questions in task 5 confidently
during the pairwork stage.
Learners can pmetise with any pictures in the book,
large scenes or single pictures of objects or people, they
need to practise identifying people, animals and things.

Answers
1 Two
2 There are lour.
3 She is writing / She 's talking
4 l earners' own answers

Move your body! 15

4 At the form
Everywhere a moo moo,
Old MacDonald had a farm .
El El O
• Repeat the first vow with othei faun animals and
,
their sounds: pig (oink), duck (quorJr) horse ( nngh),
lamb (baa), chicken { duck ).
• Draw learners ' attention to the photo of Ameena
and the picture of the farm on pages 20 and 21 Ask
Where does Ameena live? to elicit On a farm.
• Ask learners what animals they can see. Elicit or

V pI o i
teach: a cow, some ducks, a mouse, horsex chickenx a
goat, using the pictures on the page (or with separate
flashcards if you prefer, or if learners need more
focused practice). For pronunciation practice use
choral drilling activities ( see p.52).
EXAM PRACTICE Reading and Writing Part 1 • Then have learners ask and answer the questions in
MATERIALS A short,farm-animal -themed song with task 1 in open pairs (see p.52) around the class.
simple lyrics, t .g. Old MacDonald { optional), • Draw learners' attention to the fact that mouse and
flashcards of farm animals (optional it
cow have die same vowel sounds, but different
flashcards are not available,images from
the internet, magahnes or reference books), letters to slum the sound. Learners practise saying
itop-dock or egg timer, coloured pencils, the words loudly, then silently and touching their
real objects (e g classroom objects or small moutlis to focus on the way their mouths move when
toys: see p 22. task 2).a large photo or pre pionouiK' ing the sounds. Then tell them to do the
prepared drawing of teacher 's own favourite sonic activity when pronouncing the other animal
animal or pet words, focusing on the vowel sounds and noticing the
differences in the way their mouths move. Make the
task fun by putting learners in pairs face to face so
they can mirror each other's mouth movements.
Unit objectives | Feedback: Use die open pairs activity to identify
LISTENING Understand main points of a short, simple any further pronunciation problems with the target
description language Use the choral -drilling techniques again
SPEAKING Answer simple questions with short ( see p.52) to address any pronunciation issues.
simple answers, describe a favourite
animal with short, simple sentences.
Extension: Ask learners if there are any farms near
READING Read and understand short, simple where they live, or if they know of a farm. Ask Have
sentences and recognise key words: they been there? What animals are titerr ? What other things
recognise if sentences are true or false can they see on a farm?
WRITING Write and spell simple words for animals.
LANGUAGE FOCUS Determiners: fb*s a singular noun,- these
*
ore •plural rsoun; subject verbs: Nke
.
sleep / eat • Have learners cover their books. Write the first
VOCABULARY .
Farm animals: bird,cal chicken, cow dog, anagram, ocw , on the board and ask for a volunteer

mouse
.
donkey ; duck, frog, goat, hone, lizard to come and unscramble the letters to spell cow.

MON YLE VOCABULARY donkey • Put learners into small groups and explain that they
are going to work together to sort tlie letters of the
other jumbled words to make coned words. Add
a competitive element by giving a time limit (use
• If available, play a short farm animal themed song a stop-clock or egg timer). The first group to finish
with simple lyrics, that learners can sing along and hold their books up.
do actions to, e.g. Old MacDonald. Feedback: As learners are working, write the anagrams
Old Macdonald had a farm . . .
on a whiteboard When time is up have learners come
to the board and write the correct words next to the
E l-E l O,
appropriate anagram. Ask the others to check the answer.
And on his farm, he had a cow,
E-l-E-t-O, Extra support: In tlie group work stage, put learners of
different ability together, so they can help each other
With a moo moo here,
And a moo moo there .
Here a moo, there a moo,

16 At the farm
 Answers
1 due* 2 mouse 3 horse 4 chicken 5 goat • Foots the das on the questions and answers
alongside tasks 4 and 5 and repeat together using
choral drilling techniques ( sec p.52). Then model
this task with a confident learner . Tell learners
• Focus learners on the examples . Draw their attention which letter they are, A or B. Ask a confident Learner
to the use of There's for singular nouns, and There are B What is it? and WTwl colour is it? pointing at the
for plural nouns. pictures in task 5. Learner B answers It’s a { goat ) or
It's ( green ) , as in the examples.
• Have learners work individually to count the animals
in the picture and write the name of the animals in • Explain that Learners A ask tlie questions first and
the appropriate column. learners B answer . Give learners a few minutes, then
Feedback : First tell learners to check their answers with haw them swap over .
a friend then invite individuals to write die answers on Feedback: Circulate and monitor to listen to the
the board for everyone to check ( a + singular noun; individual pairs, giving support where appropriate.
.
nimibei + plural noun ) If there are errors in spelling , Then have learners ask and answer in open pairs .
elicit the correct spelling from the class. Extra support: Organise the A / B pairs to reflect mixed
Extension: After the feedback stage, draw learners' abilities, so learners can help and learn from eadi oilier .
attention to the inegulai plural noun, mice, by erasing Add words for farm animals to the Word wall
the answers and rewriting the animal words as plurals, (see p.52 ), if available.
e g. three goats, two cows, four horses, two inter, three
chickens, two ducks. Focus the class on the phrases and
Answers
ask Which word is different? If learners need prompting,
underline the * s’ in each regular plural, leaving mice to it 's 4 horse It’s yellow.
stand out. .
It's a duck It 's purple ,
it s a dog It 's blue.
Tell learners that we use n ‘different ’ word when It 's a sheep It’s red.
there is more than one mouse. ( You don 't need to use It 's a cat. It 's pink.

—
tlie technical term, irregular, at tills age and leveL )
Ask learners if they know any more "different ' nouns
.
(e g. person -
people; child * children ).
Answers
1 a cow 2 a mouse 3 three ducks 4 four chickens

• Draw learners' attention to the example sentence and

read it together. Then ask them to look at tire picture
in task 1 and ‘draw’ a tick or n cross in the air with
-
their index finger, according to what they think the
answer ts.
• Tell them to take a pencil and read the sentences 1 6,
putting a tick or a cross in the boxes.
Feedback: Tell learners to stand up. Read each sentence
and ask them to "draw ' a tick or a cross in the air, in the
same way as foe tire example. Write tlie answers on tlie
board , too.
Extra support: For tlie main reading task, put learners
in pairs of mixed ability. They should do three
sentences each , then check each other’s answers
Extension: Put learner* in pain with one sitting facing
the back of the other. One learner ' writes' an animal
word in plural form an the bock of lire other, who has
to guess tire word. Then have the pain swap roles.

Answers
1/ 1 3 4 / S X 6 /
*

At the farm 17
 Extra support: Highlight the difference between
-~ A dtis and tftesc before starting thr task. Use real objects
that reflect words that learners already know (e g.
classroom objects such as pens, pencils, etc, or small
.
toys, such as bolls ). Draw learners* attention to the
objects and place one in front of you, asking What s this?
Invite n more confident learner to come to the front of
.' i*
* «#. 4T
£
- —
the doss and stand next to you and pick up the object as
he / she answers. Elicit This is a , (emphasising t/us);

-* •» •

•
P — -
& o
i«« Mi

•_ *
•
then repeat with several of a different object and ask
.
What are these? Elidt These are .. , (emphasising these ).
Wnte short sentences on the board from the task
showing each determiner . Ask learners Why is it Thu’
here? Why is it ‘these 7 Elicit tluit this is used when diere
O is only one ( singular nouns), and these is used when
there is more than one ( plural nouns ). Use colours to
underline or liighlighl the link between the determiners
^Hu' 11
• Ask learners if they have any pets at home and what
and ll »c singular 01 plural nouns.
Extension: Focus learners on the picture in task 1 and
they are. Wnte tlieir answers on the board . Ask wliat pruedse asking and answering die questions What's tins?
the difference is between pets and die odier animals
on the farm. ( Pets often live in the house with the
.
( This is a . . ) and Whor are these? ( These are ...
) using
open pairs.
family , farm animals are used by people for food
or work. )
Answers
• Brainstorm animals that learners can see in the
.
picture Make sure tliey understand the words luanl . l 2 X i / 4 5 f
frog, tiger, bird, donkey , as these are new additions to
the unit. Make sure teamen know dgen are cats.
• Have learners talk about the picture in pain,
identifying which animals are pets. • Ask leamen if they have a favourite pel and elicit
some ( espouses. Tlieti explain tluit tliey me going to
Feedback : Elicit die pets tluit learners identified in the
listen to Jacob talking about his favourite pet.
.
picture Ask them if they can see their own pets in the
picture, too . Read die questions 1 4 with learners mid die answer
options. Focus them on the answers and mime
Answers rirrling one of the choices to make it clear how to
Leamen ' own answers
answer die questions.
Not*: Animals that can be classtfied as pets varies • Play the complete audio once and ask learners to
sigMicantly from culture to culture An animal that may be .
listen fust without writing Make it clear that die
suitable as a pet in one country or culture may be not be audio will be played two more times so that they can
acceptable in another Common pets are: birds, cats and choose their answers mid check. Play more times if
dogs. necessary .
Part
Feedback : Play the audio again, pausing after each
Towards answer ( 1 4 ) is revealed and elicit the answer from
Starters
• Focus learners on the example picture and read the
1 learners.

sentence These are rows. Ask learners Is it nghf ? Shake Track 14

your liead and write a big cross on the bouid. Elicit
what die animals ore ( donkeys ) . Woman: How many pels have you got Jacob? .
Jacob: We 've got two dogs , a cat and a goat . My favourite pet
• Explain dial learners must read die sentences 1 5, is our cat Its name is Tobby ,
look at the pictures and put a tick or a cross in the Woman: What does Tobby eat ? Does it eat fruit ?
boxes to show if the sentences are correct or incorrect.
Jacob: .
No, it doesn’t , it eats fish
• 1 lave learners work individually on die task and give Woman: Does Tobby like sleeping?
a time limit.
Jacob: Ves. it does It doesn t like running, and it can't jump
Feedback : Write the item number mid uninml words Woman: And where does Tobby sleep?
on the board. Either use the same feedback technique Jacob: It doesn't like sleeping in the garden tt sleeps on a
,

as for task 4 on page 21 ( learners stand up and draw a chair ot In the halL
tick or a cross in die air as you rend out each sentence ),
or read the sentences and have learners stand up if the
sentence is correct but remain seated if It is incorrect .
Answers
For the latter, record the ticks and crosses for pach
answer on die board , to ensuie learners are cleat about 1 cat 2 fish 3 sleeping 4 in the hall
the answers .
18 At the farm
• Foow learners on the blank space in task 4 and ask
tliem to draw then favourite animal. It can be a pet
or another animal that they like and know a little bit
about. Make sure they have pencils or pens at hand
and give them a time limit .
• While learners are drawing , draw your own favourite
animal on the board or put up a photo or pre
prepared drawing.
Feedback: Circulate and monitor while learners are
drawing to ensure they keep to the time limit. Use
the opportunity to prepare them for the next task by
asking simple questions randomly to individuals about
their drawings (especially learners who may need extra
support in the next stage) .
Lp
• Focus learners on your own photo or pie prepared
drawing of your favourite animal or pet. Talk about
.
it using the questions in task 3 as a guide, e g. My
favourite animal a .... ... ...
It eats . It Ike* . it sleeps ....
Write the questions as headings of columns.
• Write the words favourite , eats, likes, sleeps on tire
board as prompts for the speaking task. Tdl learners
that they are now going to talk about thm favourite
animal in the same way with a friend .
• Give learners time to think about what they are going
to say. Encourage them to ask you any questions
about vocabulary and write up useful words on the
board in dear columns indicating which question the
words are intended to answer .
• Bring the class together again and draw learners *
attention to possible answers to the questions in
task 3 in tlie columns on tlie board. Muke sure that
learners have clear options for tlie answers to tlie
questions in items 3 (e. g. sleeping / running / eating /
playing / flying ) and 4 ( e.g. under a tree / in the hall /
m the garden ). Higlilight tlie use of prepositions in tlie
answers to question in item 4 .
• Put learners in pairs and (ell them to talk about their
aninvil drawings. Circulate and monitor , listening
to learners talking and helping with vocabulary and
language where needed . Encourage any attempts to
expiuid tlie descriptions.
Feedback : Choose some learners to stand up and
describe their favotuite animal without saying wliat it is
and have the others guess.
Add new words or plirases to the Word wall, if
available.

Answers
Learners ' own answers

At the farm 19
5 Clothes
• Put Irnmers in pairs and tell thrm to look at the
picture together and tick the clothes they can see in
U »c list, 1 -8.
Feedback: Head each item aloud for learners to answer
yes or no. If the answer is yes, ask them to point to the
item in their Student 's Book .
Extension: Have learners compare Frankie's bedroom
.
with their own bedroom Do n class survey: My bedroom
a tidy / unruiy

Answers
1 shoes / 2 hat / 3 shirts / 4 shorts /
S jeans t T-shirt / 7 skirt / S socks /

EXAM PRACTICE
MATERIALS
-
Rc ading and Writing Part 2
A bag of clothes {see task 1) to Hxlu de items • In pairs, learners look for Frankie s other shoe in the
listed in task l , board pens, coloured pens picture and tell each other where it is .
or pencils, a pre prepared coloured drawing Feedback: FJicit the phrase The shoe u / It's under
foe p. 29 task 5 (optional: we task notes for the bed
alternative )

Answers
The shoe is / It 's under the bed.
Unit objectives
LISTENING Understand a simple chant , understand
very basic descriptions of
what people
are wearing • Focus learners on the picture again and read the
SPEAKING Give very simple descriptions of what example question. Point out the answer and stress
someone is wearing. tlvat learners must now answer the questions ( 1 4)
READING Read short sentences describing a picture about the picture by writing n one-word answer.
and say whether they are true or not.
WRITING Spell words for clothes, write one word .
• Rend each question with the doss Then tell learners
answers to simple questions: write short, to work individually to write the one-word answers.
simple descriptions . Give a lime limit .
LANGUAGE FOCUS He / She is*eanog .. . Feedback : Ask learners to check their written answers
VOCABULARY Clothes glasses, hot , jacket, /cam , shirt,
,

shoes, shorts, skirt, socks, T shirt with a friend before inviting volunteers to come up to
NON YLE VOCABULARY helmet , superhero .
the board and write the answers (1 4 ) Ask tin* rest of
the doss to check the answers, confirming or correcting
as appropriate.
mvl ±AAkimm* m
• Put together a bog with some clothes inside ( include Answers
the type of items shown in the picriire on page 26)
1 p« nk 2 no 1 on* 4 no
and ask learners to guess what clothes are in the
bag. When they guess correctly, take die item out
of the bag. When they have guessed every item ,
put everything bark again and have them try to
remember the contents. As they call out the words, • Focus learners on the pictures in task 4 and the
write them on the board for learners to repeat using .
example (7-jWit) Ask them lo take a pen or pencil
choral drilling (see p.52) . and write the coned word under each picture. (Yon
• Focus learners on the picture of Frankie's bedroom might want them to work in pencil at first then write
.
and ask what they rnn see If you haven’t used die in pen when they are sure of the answers. ) Point out
.
bag as a warmer , use this stage to activate learners’ dial dieic is one space for each letter Remind them
prior knowledge ol clothes vocabulary ( also bedroom to take special care with spelling .
furniture and odiei items) . Feedback: Nominate one oi more learners to come
• Introduce the concept of tidy and untkfy in relation to .
up to tl »r board to write the answers Nominate other
this picture. Ask learners Is the bedroom tidy or untidy? learners to spell each word for the first learner to write .
Is your bedroom like this? Elicit individual responses. Extension 1: Model the extension activity by doing a
quick drawing of your own clothes on the board.

20 Clothes
Ask learners what you are wearing and complete the Pan
sentence Today, I'm wearing
—
Ask learners to do a
similar drawing in their notebooks. Make sure coloured
pencils are at hand and give a rime limit Then tell them
3 Towards
Starters
• Focus learners on the wardrobe picture and ask them
2
. .
to complete the sentence Today I 'm wearing ... . to describe what they can see. F-ncourage them to use
prepositional phrases to expand their answers (e.g.
Circulate and monitor while learners are drawing and
writing, and use the opportunity to ask questions, e.g. There are two jackets at the top.).
What’s this? What colour is a? When learners are finished, • Draw their attention to the example and point out
have them swap books and check each other 's drawings tlie answer. Explain that they must read the other
and sentences. sentences . 1-5, look at the picture and write yes or no.
Extension 2: Ask several confident learners to present Feedback: Read out the sentences and have learners
themselves and describe what they are wearing in class. stand up for yes and stay seated for no.
Play a Guess who game. Each leameT picks out the Extra support: Learners work individually , or in mixed
name of another child from a doth bag hat or box .
Tlte learner describes what the child in question is
. ability pairs if you think it would help them to guide
and learn from each oilier.
wearing without revealing his / her name for the rest of Extension 1: Put learners in small groups of mixed
the class guesses who it is. ability and ask them to write two more sentences about
one of the pictures on page 26 or 27 on a piece of
Answers paper, to then be given to you to read out to the class.
1 jeans 2 shoes 1 dress 4 skirt S socks shirt For extra ctiallcnge, ask for each sentence to include a
* preposition and a colour . Tlien collect the sentences,
read them out and have learners respond by standing up
for yes answers, as per feedback activity.
Extension 2: Carry out a listening dictation activity
• Ask learners to listen to you saying rhe following
words. Tell them to focus on the sounds of the words: with learners to practise the clothes vocabulary with
can they tell you die odd one out? T shirt jeans, shoes, colours ( or extended further to practise prepositional
shirt ( jetuts the other words lvive tin* sh sound ). phrases ). Make sure they liuve paper or notebooks
and coloured pens and pencils to hand . Then describe
• Play die diant and ask learners to stand up, listen a set of clothing. lear ners listen , draw and colour in
and repeat. As they repent tlwy do the following according to your instructions. Give tlie set of dollies a
.
actions: 1 Sh sh. sh!: pm their index fingers to .
context, e g. shorts, T shirt and hat / cap for ‘a trip to
tlieir lips as if to say Quiet! , 2 Say with me point to the beach'; jeans, jumper , shoes and socks to ‘go and
tbenwelves; 3 1, 2, 3: show these numbers widi their play outside with your friends’ .
.. .
fingers; 4 Shirt . shoes . . T shut, point to these items
If possible, add words for clothes to tlie Word wall (see
of clothing on thrmselves or other learners
p.52 ). Use the Word wall to play short review games
Extension Put learners in pairs facing each other . .
with tlie dollies vocabulary , e g. learners look at tlie
Ask them to repeat tlie chant again , this time focusing words collected and identify categories such as clothes I
specifically on the shapes made by their moutlis wear for school / at the weekend , etc
when pronouncing the sh sounds. Encourage them to
exaggerate and have some fun with the actions.
Answers
Finally, give the pairs a minute to think of more wards
beginning with sh (e g. sheep): then take feedback from 1 no 2 yes 3 no 4 yes 5 no
tlie class, listing any suggestions on tlie board .
Create a special sh sound section on the Word wall.

Track 16
..
Sh sh sh!
Say with me
. .
Sh sh sh!
.
1.2 3
. . - ..
shirt .. shoes . . T shirt

Clothes 21
 Feedback : Play cadi extract for a third lime arid ask
I fill ners to tell you which photo is being described.
Extension : Encourage further speaking practice by
asking learners questions such as, What is the pirate
H•earmg? What does the boy have on his head? ( point to the
astronaut 's a helmet ) Who is tfns girl? { the doctor )

Track 17
1 She's wea nng a yellow T shirt an died shorts. She’s a
superhero!
2 She’s wearing a white jacket and glasses. She's a doctor *
-
3 She’s wearing red trousers, a black and white T shirt and a
black hat. She’s a pirate*
4 He 's wearing an orange T-shirt and a red and white helmet
He 's an astronaut!
.
-
1J A l 'l [rWfflTfE
Answers
THINK BIG ID 2 B 3 A 4 C
• Write die Think Big question on the board. Tlieii
focus learners on the pi iotas and ask What’s he / site
wearing? What does she / he look like? Which clothes
do you like? If necessary, pre teach ptrate, doctor, • Read the example sentence mid ask for a volunteer to
astronaut , superhero, helmet , glasses, and He / She looks conic and write the missing woid { hat ) on die boaid .
hkc a ....
Write new vocabulary and phrases on the • Have learners work individually to complete
board as prompts to help with the pnirwork stage. sentences 2-4 in die same way. Give a time limit.
NB Doctor, astronaut and pirate are all above level for
Starters, but they arc still Young Learner vocabulary Feedback : Have volunteers come up to die board and
and useful for the following levels write die missing words. Ask the other learners to check
the answers for correct spelling .
• Input more phrases to help widi the pairwork stage Add new words or phrases to the Word wall , if
.
and write than on the board, e g. He / She looks like
.
... .. .. .
a , I like the . , My favourite clothes are the . Drill
available
die phrases using choral -drilling techniques (set* p.52 ).
• Put learners in pairs for them to talk about the photos Answers
using die prompts on the board. 1 hat
Feedback : Monitor and circulate, giving support to
.
2 jackrt glasses
3 I shirt , white
individuals as appropriate. 4 T- shirt , shorts
Extra support: For the pairwork activity, put learners
of mixed ability together, so they can support and leant
from each odier.
.
Vi lfctl .
• Focus learners on the pictures and point out thnt
Answers Captain Zoom and Rudy need some clothes. Tell
learners that dicy arc now going to design some
Learners' own answers
clothes for the characters. Elicit some ideas.
• Make sure learners have coloured pens or pencils
to hand and give them a time limit to design the
characters’ outfits. Encourage them to be creative.
• Focus learners on the white boxes next to each photo
in task 1 . Explain that they are going to listen to a
• While learners are creating their designs, draw your
sliort description of each picture, and that learners own design for one of the characters or get your own
must number the photos ( A D) in the order they hear pre-ix-epared drawing ready to show learners for the
thr descriptions . next task .
• Play the first extract. Pause the audio and ask the Feedback : Monitor and circulate, commenting
Iramrrs to point to the correct photo to number I . positively on learners ' creations. Use diis opportunity to
Model writing / next to photo D. generate language to piepare for the follow* on activities
by asking questions about the designs , e.g. What's he
• Play the rest of the audio, pausing after each extract
.
for learners to write Then play the audio again all
wearvtg? He looks like a ....
the way through so they can check their answers. Extra support: Have learners design an outfit in pairs
or small groups for one of tlie diameters: encourage
learners to use vocabulary from previous activities, e.g.
helmet , glasses. As you monitor and look at learners'
creations, you could award points or stickers for
particularly imaginative ideas.

22 Clothes
• Model this task by focusing learners on your own .
• Ask Ir imcrs what they can see in the card pictures to
drawing of one of tlie characters on the board. Elicit elicit a pirate, a clown and an astrcunnit.
sentences about the picture using the prompts in the • Choose a confident learner to model this task with
..
Student’s Book (e.g. Captain Zoom is nranng a . ). you: describe one of the cards and ask him / her to
• Model putting the sentences together into a short guess which one ojid then swap roles.
paragraph. Highlight the use of different structures • Put the learners into pairs and assign them letter A ot
such as the present continuous tense, e.g. Rudy is B. If necessary, give them a little time to think first
wearing a ... and prepositional phrases, e.g. ... on to prepare and then have them play the gnme in the
his head same way. Learner A starts by describing a card for
• Have learners work individually to create sentences Learner B to guess. Tliey tlien swap over.
about the characters. Give a time limit . Feedback: Circulate and monitor, giving support where
Feedback: Monitor and circulate, giving support with needed. If learners are reticent, take over one of the
vocabulary and sentence structure where necessary. roles to reinforce the activity.
Extra support and extension: Wlien eliciting sentences Extension: Round off the activities on page 29 by
in the modelling stage, elicit the number of sentences describing some of the learners in the doss for others
tliat you require as n minimum requirement from all to guess. Then continur die activity with volunteers
learners. Tlien, use the monitoring stage ( as learners are describing other learners in the same way . This coold
writing ) to encourage stiouger learners to extend their become a team game, with gioups earning poinLs for
descriptions with more varied vocabulary and sentence correct guesses.
structures.
Answers
Answers Learners own answers
'

learners' own answers

• Tell learners to rover tlieir written descriptions. Then

put them in pairs to compare and talk about their
drawings. Tell them that they can look quickly at
their descriptions if they get stuck , but otherwise try
to talk about the clothes in task 5 without rending
from their descriptions.
• If learners have already seen their friend’s designs
in the previous task, tell tliem to work with a
new friend so they con all look and compare new
drawings and ideas.
Feedback: Monitor and circulate as learners are talking.
Then ask learners to share the most intetesting features
of tlieir friend’s designs.

Answers
learners' own answers

Clothes 23
6 Food and drink
• Ask questions such ns What do you hmr for breakfast /
hatch / dinner? Elicit sentences with / have , e.g....
I have fruit for breakfast.
• Encourage learners to ask and answer the questions
in open pairs ( sec p.52 ) around the class.
Feedback: Use the open pairs activity to address any
pronunciation issues that arise, in preparation for the
next task .
Suggested answers
Photo 1: Breakfast: apple, tomato, bread,milk, yoghurt
Photo 2: Lunch: fish, chips, peas
Photo J: Dinner, chicken, rice, beans

EXAM PRACTICE
MATERIALS
Reading and Writing Part 3, Speaking Part 4
A basket or large plate of food and drinks
&
• Tell learners to turn to page 67 in their Student 's
that can b« handled lo g, fruit , vegetables, Books. Alternatively, give them n photocopiablr
wrapped food and dunks in containers, version of the song from page 61 of the Teacher’s
u»e p. 30 task |), board pem, flashcards,
Book. Play the song and ask learners to stand up,
. .
.
reaha or magabne cuttings of food and
drink (optional: see p 33 task 5);coloured
pens or pencHs IIncluding red and green);
listen and repeal Tell learners to point to the food
and drink in the photos as they sing the words, e.g.
a pee prepared coloured image for p.33, brrakfast , nnlk , bread in the song. During the lines Me
.
task 4 (optional see p.33 task 5 notes
for alternative)
too! learners point to themselves .
• Do a practice turn and then play the song several
limes as appropriate .
Unit objectives Track 18
LISTENING Listen and recognise key words;1stenfor It's time for breakfast
information in a dialogue . What can you see ? ( repeat )
SPEAKING Talk about different types of food and

READING
likes and dislikes; name healthy food.
U nderstand simple descnptions of food.
.
M »ik bread and fru« too .
Move milk 1

WRITING Write and spell simple words for food Me too!

and drink.
LANGUAGE FOCUS ..
I have got . ; I bka / lo>va... It 's time for lunch!
VOCABULARY Food and drink apple, banana, beans,
,

bread, cake, carrot,cheese, chnkcn, What can you see? ( repeat )

.
chips , eggs fish, frw>r, gropes, hamburger,
juice, kiwi, mi /k , orange, peas, rice, salad,
Fish, chips and peas,too
I love chips!
.
tomato, yoghurt , adiectives: long, round Me too!

It's time for dinner!

What can you see? ( repeat)
• Prepare a basket or a large plate of food that learners Rice, chicken and beans,too
can touch and pick up ( see Materials ). This can be I love rice!
presented as 'the teacher’s favourites' or be a general Me too!
display of a selection of recognisable food and drink.
Make sure some breakfast foods are included. Walk Towards
Part
around the class or have learners gather around a
table. Talk about llie food and ask questions, e.g.
Which are your favourites? Which food is good for you? ,
Starters

• Focus learners on the pictures and jumbled letters

3
etc. Allow learners to handle the food during the task . .
and the exaruptr ( m i l k ) Ask learners to take a
• Fonts learners on the photos and ask What food can pen or pencil and write the correct word next to
you see? Use the photos to pre tench any unknown
each picture. Remind tlkcm to take special care with
food words. spelling, pointing out that the number of dashes
given indicates the number of letters in each word.
• Encourage them to compare (he photos with whac
tl»ey have during these mealtimes. Ask What u the Feedback : Nominate a learner to come up to the board
untie? What is different? to write the answers. Nominate other learners to spell
each word for the first learner to write.

24 Food and drink

 Answers AUce: Do you like carrots I do.
’
Max: No, I don't , but I love cake!
1 fish 2 beans 2 rice 4 apple S chicken
AUce : So, do If

Hugo: Do you like grapes? I like grapes

AUce: Me too I love grapes and eggs too!
• Model the task by doing a quick drawing of youi Hugo: Oh , I dootkke eggs, I 'm allergic to them.
favourite food for one of the nicals. Say My favourite
breakfast is fruit and ontngr / rare. Abet: Do you like orange juice?
Hugo: yes, I love orange juice
• Ask learners to do the same for all three meals. Moke
sun* pens and pencils are at hand and give a time limit . AUce: Me too ' And cheese? Do you like cheese ?
• When learners have finished drawing , put them in Hueo: yuck .
no, I dontl
pairs or small groups and get them to ask VV7iaf ’syour AUce: Oh, I love cheese!
favourite breakfast food? or What s your favourite food
far lunch? Chuldrcn can answer with short answers.
Answers
Feedback: Circulate and monitor while learners
are talking and use the opportunity to ask questions 1 Bananas Hugo V Alice V 2 Carrots Hugo A Alice /
J Cake. Hugo * Alice * 4 Grapes. Hugo / Alice *
about their drawings, especially with learners who nre
5 Eggs Hugo / AliceV 6 Orange juice Hugo * Alice V
reticent about participating in the speaking task . It is 7 Cheese Hugo Z Alice *
not important that they can ask the questions, but they
should be able to give short answers, even to a basic
question of Wbar 's your favourite food ?. uS3iTEW TTi
Extension: Divide learners into 'breakfast’, ’lunch ’
^
• Ask learners to complete the Me tow of the table in
and dinner’ groups. Hand out flashcards, realm , or task 5. While they aic doing that, complete your own
magazine cuttings of food and drink, and ask learners answers for that section on the board.
to find food and drink items tiuit they would eat and
• Draw learners' attention to youi answers on the
drink in their country during these mealtimes. They
board and choose a confident learner to model the
should then present the pictures to the class, using
task with you for the class. Tell your friend which
..
( first person plural ), We have . for breakfast / lunch /
foods you like and love and encourage him / her to
dutner. Encourage them to use other phrases they may
..
know, such ns, We like / love . and Our favmnte food for
answer cither Me tool So do I I or / don’t I like /
.. .
breakfast / lunch / dinner is .... love . Write the responses on the board to help
learners with the next pairwork stage.
• Use this stage to check learners’ understanding of
Answers don't. Draw a happy face on the board, npxt to the
Learners’ own answers sentences with 1 Wee / love ....
Then ask learners what
kind of face goes next to don't (a sad / unhappy face ).

&
• Ask lcarncis to naiue tlic food in tlic pictures at the
Write on the boatd as follows, c.g.
/ like bananas, ( happy face ); / km* grapes. ( Itappy face );
/ don’t like carrots, (sad face); He / She doesn't Wee ntilk .
tops of tlie columns. Then explain that they are going
(sad face)
to listen to Hugo and Alice talking about the food
Uiey like and love. They must put a tick under tlie • Put learners in pairs for them to talk to each other
food for Idee and draw a heart for loir . in the same way as the modelling stage Ask them
• Play the audio and pause after Hugo says Me too! DD you like the same things?
Point to tlie boxes in die table , under the Ixutann Feedback: Ask learners to tell the class the similarities
picture and next to Hugo and Alice and ask learners and differences with their friend in the food they like,
What do 11nit here? ( a heart in bath boxes ). love and don’t like. Make sure that tliey use llie first
• Play the rest of the audio and tell learners to listen person to talk about themselves, the third person to talk
about their partner, and the first person plural to tnlk
without writing. Then play again , pausing after each
about themselves and their friend e.g.
section to allow learners to answer. Then play again
for learners to check (or repent as many times as / like eggs , bur Ah doesn't like eggs
appropriate for your class ) We like chicken and nee.
Feedback : Play each section again, pause and elicit
answers from learners. Answers
Learners' own answers

Track 19
Hugo: H Alice!
.
Alice: Hi Hugo!

Hugo: Do you like bananas ?

.
AUce: Yes I love bananas!
Hugo: Me too!

Food and drink 25

 .
W ' l ;1 > 11
• Foais learners on the plates and ask Why is thu a
healthy plate? Elicit the foods that make the plate
‘healthy’.
• Point out tliat tliere ore faces’ on the plates and, if
.
necessary review the parts of face vocabulary by
having learners point to each part ( mouth, nose, etc )
.
as you say tl »e word aloud Then explain that learners
must complete the sentences by looking at the food
on the plates.
• Do the Hist sentence together. Draw learners'
attention to the gapped word and ask learners what
tire first letter is (6). Elicit the word, banana , and
write it on tlie board. Then have learners work
individually to complete the sentences. Remind than
to look nt the number of dashes to help them Spell
VOCABULARY task 1 the missing words.
THINK BIG Feedback: Elicit the missing words and write on the
• Ask learners to name the items of food and drink in board, asking individuals to spell the words.
the photos. Then tell them to take a green and red Add new words or phrases to the Word wall , if available.
pen or pencil. Have them tick the food that is good
for us and put a cross for food that is bad for us Answers
• Ask learners to work individually, then compare their 1 banana
answers with a partner. 2 kiwi
Feedback : Ask volunteers to stand up and point to the 3 apple
4 orange , banana
photos of either ‘good’ or ‘ bad’ food in their student
5 banana
books. Ask other learners if they agree with the choices . 6 carrot, apple
Extension: Ask learners if they can tell you why the
good ' food and drink is good for your body and healtli,
e.g. Milk makes strong bones. Fruit has Vitanun C, which
prevents colds. • Explain to learners that they are going to draw tlieii
Ask learners if they can name more food and drinks that own healthy' plate’. (Jive them some time to think
.
are ‘good’ or ’bad ' for us learners can do this in LI . first to prepare and ask questions, if necessary.
• Have learners draw' their own ‘ healthy plates’ in the
Answers plate frame on page 33. Monitor and circulate, givuig
Ticked: egg, fruit, mi Ik support where needed. Give a time limit .
Crossed: hamburger, chips, cake • While learners are drawing, draw your own healthy
plate on the board , or put up a pre prepared image.
Feedback : Monitor and circulate, talking to learners
about theii pictures. Make sure that they liave the
• Focus learners on the picture in question 1 and read necessary vocabulary to talk about their pictures in the
tlw sentences together. Elicit the answer ( apple ) and next task.
ask learners to spell the word as you write it on the
board.
• Have learners work in pairs to complete 2 -4 Remind
them to pay attention to spelling.
Feedback: Read out rnch description and ask
volunteers to come and write the missing word on the
board . Ask the other learners to check lire spelling.
Extension: Put learners in small groups and have them
write two more descriptions in the style of task 2
.. ...
( I'm . , I'm a ) for another group to answer .
Answers
1 apple 2 carrot 3 milk 4 banana

26 Food and drink

• Mrxlrl this cask by focusing Iramrrs on your own
picture of a healthy plate. Talk to learners about your
plate, using the prompts in the Student's Book (e.g.
... ...
There’s a on my piair. Thrrr arr , roo. ). Write
... .
useful phrases on the board (e g . There is / are )
• Put learners in pairs and tell them to talk to each
other in the same way about their plate and food
pictures.
Feedback : Monitor and circulate, giving support with
vocabulary and sentence structure where necessary.
Encourage stronger learners to expand their sentence*
where passible , Then ask two or three confident
learners to describe their plates to the class; ask
oilier learners to listen out for similarities with their
own plates.

Food and drink 27

7 Fun! Cool! Qreat!
Feedback: Read each item aloud and ask learners lo
respond yes or no. If they say yes , ask them to point to
the item in their Student 's Book.
Extension Tell learners to compare this amusement
park with a similar place in their own town or city Ask .
dvetn to tell you which tilings arc similar and which
things arc different in the local theme park .

4
Answers

&4Q ‘ * book X a balloon /

afi /ardX >C» erram
trees X
a ball X
aKat /
boots X

o = =
8 s .| . 8 28 o 39
• Point out the different children in the piemre and
tell learners that their task is to find out which one
EXAM PRACTICE Reading and Writing Part 5
is Toby.
MATERIALS Board pens, coloured pens or pencils, a set
of images ot theme parks to reflect opposite • Ask learners to read die text and put their hand up
.
adjectives (sec p. 37 task 3: find online or
from magarinesl
-
when they think the) know which child is Toby.
Feedback: Have learners check their answer with their
friend thou nominate a learner to point to Toby in the
picture.

Unit objectives
Answers
LISTENING Understand simple descriptions.
Toby is in front of the big wheel. He 's wearing a yellow hat.
SP1AXING Make simple comparisons about
activities you like ; describe pictures using
simple language.
REAOING Recognise key vocabulary; understanding
a short description, choose words for • Dtaw learners* attention to the adjective list and
simple questions read the words together. Say the adjectives and
WRITING Wilte single woid opposite adjectives,
have learners repeat; make the task fun by using
complete sentences to say why you want /
don!want to do something; write short
the choral drilling techniques (see p 52) . .
answers to simple questions • Ask learners if they can remember what an adjective
LANGUAGE FOCUS .
Ad|cctiv*s question forms with Now Now . is (a ward that describes / gives us information about
marry, What, Who, Where . a noun ).
VOCABULARY Amusement / theme parks: bolioon, bxj
boat, btg wheel, ghost tram, ice creom, • Explain that learners must look at the adjectives in
rollercoaster , tea cups. adjectives and bold in the text in task 2, and match than to tlieir
their opposAev clean, dirty , happy , long, oppositr in the list , 1 A. If learners are unsure wlint
sod, Short , toll, Pity, scary, funny , other an qpponre means, do the first one together and
beak , lamp use gestures to show the difference between long
NON Ylt VOCABULARY .
beak , big boat big wheel, ghost from
rotkrcooster, tea cups, scary, srify
. and short.
• Give learners a time limit to read and write the
VOCABULARY task l remaining opposites next to die list in task 3.

• Show pictures of popular parks, theme parks, water

. .
Feedback: Write the adjective list 1-4 on the board
and nominate learners to come and write die opposite
parks or adventure playgrounds in your country ot next to each one. Ask the others to check the answers.
city. Ask learners which ones they like and why, which
.
one* they have been to or would like to go to, etc . Extension: Show learners a set of images to ask tliem to
identify the adjectives in different contexts, e.g. long /
• Focus learners on the picture of Cool Park and ask short, a giraffe with a long neck, a bulldog with a short
what they can sec Use this stage to activate learners’
neck; sad / happy, a child looking pensive and sad , a
prior knowledge of the target vocabulary . group of children laughing at a birthday party; clean /
• Put learners in pairs and have them look at the dirty a T shirt or similar, looking freshly washed and
,

picture together and tick die items they can see in

the list.
-
ironed ; small / big a tiny mouse or hamster and a
huge elephant.

28 Fun! Cool ! Great!

Put the images together , preseiilnig the opposites side
by side. Show the images eulaiged ill front of the class
and ask learners Shaw me someone who xs happy / sad:
.
Show me something that u long / short, etc Learners
come up to the front of the class and point to the
correct image

Answers
1 long - short
2 sad happy
-
2 Clean dirty
4 small - big

• Focus learners on the map of Cool Park. Read and

.
point out each place in the labels Ask learners if
they would like to go to Cool Park . Why? Which rides
look good?
• Read the example sentence with learners. Then think
of on example foi yourself and ask them to guess
which ride you , the readier, would like to go on.
Then write the sentence on the board and add an
adjective, e.g. / want to go on die Big Wheel It's great. If
you feel it is necessary , do an example for the second
sentence in the negative, too.
• Tell learners to write their own sentences in the same
way as the examples. Give them a minimum number
of sentences to write according to their level and
.. .
time consu an its (e g four sentences ) Give a time
limit. Early finishers can write more sentences.
Feedback: Circulate and monitor while teamen tue
writing and talk to them about their sentences in
.
preparation for the next task e g. Which ndes do you f
don Y you want to go on? Why?
Extension: If you have time you could do a class survey
to find out which is the most popular and least popular
rides.
Put learners Into groups of tlirce or six. Give students
the name of one or two rides depending on the size of
the group.
Learners make a table with two or three columns The .
first is a list of learners' names. Columns two and three
are headed by the names of the rides. Learners go
around the class and ask other learners if they like oi
don’t like the ride (s).
When another learner answers, they put a tick or cross
next to the learner's name in the correct column .
When they hnvr asked everybody (and put in an answer
for themselves ), they add up the answers and put the
result togetlier with the answers the other people in
tlnrir group collected.
Encouiage them to write sentences about the activities,
e.g. Ten people like the Tea Cups, but only one person likes
the Ghost Train.

Answers
Learners ' own answers

Fun! Cool! Great! 29

 Answers
•f Picture 1
1 How many
2 Who
•e 1 What

Picture 2
4 What colour
*•*» < 5 What
6 Who

A A
45 4 0
• Rend thr words with learners and tell them that those
words are the answers to the questions in task 2.
• Put learners in pairs and have them work together
to match the answers with die questions in
task 2. Remind them to use the pictures in task 1
• l,ook at the pictures with the whole class and elicit to help them
the story. Ask the questions in task 2 How many Feedback: Read out each question in task 2 tuid have
children are (here? Who are the children with? etc . learners give the answer from the choice in task 3.
This also helps prepare learners for the following
exam type task . Extension: Drill questions 1-6 in task 2 with die
learners; make the task fun by using the choral drilling
• Draw learners’ attention to the key points, e.g. How techniques ( see p.52). Then divide the learners into five
do the children feel tn picture 17 Why7 How does rhe girl groups and give each gioup a question, telling diem
feel in picture 27 What about the boy? etc . to keep it a secret from the others. Give each group
• Pre teach mask and lamp by using the images in the a couple of minutes morr to practise their question
picture. Prr - teach the adjectives, scary and funny .
again, using the whispering drills ( see Choral drilling
( these ore needed for die listening task in task 4 ) p.52 ). Then have each gioup stand up and usk then
by asking learners Are the masks scary or funny? Use question in a chorus to the Hass. The first learner to
gestures to express the meanings, e g. point to the answer correctly wins a point for their group. Have
mask in the picture and look scared , then point die groups ask their questions in random order , so
again and laugh. Follow this up by liaving learners that the others can 't predict which question is coming
pull ‘scary’ faces and then 'funny’ fnces, to make the next and ask everyone to cover the picnires to add the
difference dear. extra challenge of having to answer the questions from
• Learners work in pairs and describe die pictures to memory.
each other.
• Add new words or phrasrs to the Word wall , if Answers
available . 1 two 2 dad 3 lamp 4 blue S photo 6 boy

Answers
learners’ own answers
• Focus learners on each pair of pictures 1-3 and ask
Part them to describe the images and find the differences.
:I .bh.Td Tl.T»
Towards
^ Starters
• Focus learners on question 1 and ask which words
5. • Use this stuge to pre - teach sitfy by writing on the
board and using the costume in item 2 to explain
tl >e meaning .
How or How many , must be crossed oirt to make
the question correct ( make it clear that questions • Ask them to find something in the pictures that they
1-3 refer to picture 1 and 4-6 refer to picture 2)
Demonstrate crossing out the incorrect option ( How )
. -
think is scary Then ask what animals they think
are scary. Draw a spider on the board with a speech
bubble saying I 'm scary. Ask Is that right? If most
• Ask learners to read the other questions, 2-6, and learners agree , draw n butterfly with n sprrdi bobble
cross out the wrong words. Give a time limit and saying I’m scary. Ask again Is that right ? The chances
have learners check with their friends when they are diat most learners will disagree, so duuige die
have finished. speech bubble to fVn not scary, and usk again Is that
Feedback : Nominate learners to read out their answers right? Then drill the two responses so learners are
( reading out the whole question ). better able to recognise the negative form in the
Where possible , show learners where there are patterns listening task to follow.
with the use of the question words, e.g. whut is • Explain dial they are going to listen to the audio in
generally used with objects and actions; who people; tliree parts. They must dniose which picture is being
how many numbers and quantity; where places. described in each part and put a tick. Remind them
to think of the differences between each picture pair
and listen for key words.
30 Fun! Cool! Great!
• Play each pari, pausing briefly to allow learners to
put tile ticks. Play again to allow learners to check
and repeat ns many timrs ns necessary for your elms.
Feedback: Play each section and ask learners to Isold
up their books and point to the picture described. Elicit
the key words in each section which helped learners
decide which pictures were coned (e.g. blue hair, new .
furviy mask ) .
Track 21
1 My name’s JtIL I work at Cool Park . Today, I’ve got btuc hair'
2 These are my clothes They look silty They ' re new'
3 Today, I’m not scary. Tm wearing a funny mask.

Answers
1 left picture
2 nght picture
1 left picture

Fun! Cool! Great! 31

8 Sports
Track 22
Sound effects for 1 tennis 2 football 3 swimming
4 basketball S skateboarding

Answers
baseball basketball football hockey Jumping
skateboarding swimming table tennis tennis

• Give learners a minute or so to look nt the sports, ticking

the ones they play and crossing ones they don't play .
• While they arc doing this, write your own list on the
board with ticks and crosses.
• Focus learners on the board and talk to them about
EXAM PRACTICE
MATERIALS
listen mg Part 3
Board pens stop dock (see p. 40, task 2 ) ,
- . . .
your list e g . / play tennis I go swimming I don’t play
coloured pens or pencils, real toys , e g a ban . table tennis. I don't go skateboardtrig.
teddy , small doll , small cuddly toy , etc, or
flashcards of toys
-
Extension : Write on the board / play tennis , circling play ,
1 go swimming , circling go. Put learners in pairs or small
groups and ask them to match the other sports words
Unit objectives with the verbs play or go. Also tell them that there is
LISTENING Liston and point ; understand simple
one ‘odd one out ' .
conversations; understand simple Set this up ns a competition with a time limit (use a
descriptions: listen to a song. stop-clock to quicken the pace). Within the time limit,
SPEAKING Talk about sports you play, ask and learners need to match as many verbs and activities
answer questions about sports and toys; correctly ns they can ( gaining n point for each correct
act out a song. match ) and work out the odd one out ( to gain three
READING Understand simple descriptions; match bonus points ).
simple questions to answers.
WRITING Spell and write words for sports and toys . When going through the answers to the game, draw up
LANGUAGE FOCUS Simple Wh - questions; present a list of verb / tusk combinations (e.g. play baseball , go
continuous forms; possessive s; pin uses swimming, etc.) and drill the phrases.
with prepositions of place
Sports baseball, bosket boll , football , Model llie pairwork task in the next stage by choosing
VOCABULARY ,

hockey, swimming , table tenon, tennis:

several confident learners and asking What sports do
.
Actions bounce , hold , jumping , moise ride
,
you play'? What sports dent you play? Encourage them
.
Toys• a Iren boll, doif , monster, robot to make sentences using the first person , e.g. / go
NON WE VOCABULARY ikoteboardmg , teddy skateboarding, I play hockey or / like jumping. Write die
example sentences on the board to help learners in the
next stage .
• Focus learners on the pictures and ask them what Put learners in pairs to talk about their sports to each
they can see. Use tills stage to activate learners' prior other in the same way.
knowledge by eliciting the words for sports tliat they Feedback: Monitor and circulate, giving support where
already know. needed. Encourage learners to expand their sentences
• Play the audio and explain to learners that they will where possible .
hear sounds of sports being played. They must look,
listen and point to the sports. Answers
• Put learners in small groups to work together and Learners’ own answers
complete the words. Renund them that the number
of dashes for each word shows the number of letters
needed. Given time limit.
Feedback: Conduct feedback after the listening task and • Ask learners to listen to you saying the word baseball.
then again after learners have completed the words. Ask How many syllables are there? ( two ) Which one is
After tlie second pan of the task, ask volunteers to come stressed? ( the first syllable )
up to the board and write the complete words. Ask • Play the audio and ask learners to listen and repeat.
others to check the spelling of the answers.
• Play tl »e audio again and have learners mark the
syllables and syllable stress by clapping or using
gestures for emphasis.

32 Sports
 2
Track 23
Han: Wtut are you playing, Kim?
BASE ball BASketball FOOTball HOchey JUMplng Kim: I 'm playing table tennis with my friends.
SKATtboardmg SWIMnUng TABIe TENnis TENnls 3
Woman : Nick , what are you holding
Answers
’
Nick: I 've got a basketball. Look t'm going to throw it.
,

( number of syllables in brackets ) 4

. . .
BASE ball ( 2), BASketball (3) FOOTball (2) KOckey ( 21
.
. . ».
JUMpmg (21 SKATE boarding (3| SWIMmmg (2 TABIe TENms
Man:
Pat:
Pat what are you doing’
I 'm playing hockey It 's fun!
(4 ), TENnis ( 2 >
Answers
1C 2 B 3 B 4A
• Draw learners’ attention to the images A- E and elicit
which sports they ran see.
• Read the example sentence and indicate the line
3
which matches the sentence and image on the page. • Bring a confident learner to the front of the class to
Explain that learners are going to match sentences model the task. Ask him / her to mime one of the
1- 4 to the images in the same way. sports; ask questions, as in the example, e.g. Are you
• Tell learners to read the sentences first, then
playing basketball? Elicit responses Yes, 1 am or No I’m .
not. Write the short answers on the board .
match If necessary , they should look for key words
( e. g. swimming, ball, bat , skateboard ) to help them • Ask for more volunteers to come to tire front and
understand the whole sentence. mime different sports. Encourage learners to ask
• heamers work individually, then check with a friend . questions in the same way, e. g . Are you playing .. ? Are .
.
you rafmg a ..? Write useful vocabulary oil the board.
Feedback : Nominate learners to give answers and write
• Put learners in pairs and have them mime a sport
on the whiteboard and ask and answer in tire same way. Monitor and
Write the verbs move , bounce, hold , nde , on the board . circulate as learners are doing the task.
Read tlie words aloud while learners stand up and
repeat, miming the following actions as tltey say the Answers
word: 1 move: move arms and legs as if swimming:
2 bounce: mime bouncing a ball up and down; 3 hold .
mime holding a bat ; 4 ride mime balancing on a
- learners’ own answers

moving skateboard, with linnds held out at either side.

.
Add new words or phrases to the Word wall If available. • Tell students to turn to page 68 in their Student’s
Rooks. Alternatively, give them a photocopiable
Answers version of tire song from page 61 of tire Teacher's
ID 2 B 3 E 4 C Book. Introduce the song: with learners standing up .
read each sentence aloud, while learners repeat. As
Towards
Part you read , the class do the following actions:
Starters
• Highlight to learners that this is an exam style task.
3 1 Wr >r skateboarding: stand with arm* out at eitlier
side, swaying as if balancing on a skateboard; 2 WeYe
junipuig up high: jump in tire air; 3 We Ye sHVitnung.
-
Read questions 1 4 with learners and form them on
.
the lluee pictures under each question Ask students
make actions with amis os if swimming; 4 We're
kicking a bait mime kicking a ball; 5 We're bouncing
to describe the images and find the differences. a ball: nrinre bouncing a ball; 6 W'eVr rhrowi/ tg a ball :
• Explain lliat they are going to listen to die audio in mime tluowing a ball.
four parts. They must tick the box for the picture • Play tire song, sing along and do the actions togetlrer.
being described in each case. Remind them to think Repeat two or three times, as appropriate .
of the differences between the pictures and listen for
Feedback : Finish the task with a round of applause.
key words .
• Play each part, pausing briefly to allow learners
to put the ticks in rise boxes. Play again to allow Track 25
learners to check and repeat as many times as We' re having fun at We re having fun at
necessary for your class school today. school today.
Feedback: Play each section and ask learners for the Let's have a good time! Let's have a good time!
correct letters A, B or C Elicit key words in each section ( repeat ) ( repeat )
which helped learners decide which pictures were correct . We’re skateboarding . We're kicking a ball .
We’ re jumping up high We're bouncing a ball,
Track 24 We’re swimming C*2) We're throwing a ball! ( x2 )
1 We' re swimming We’re throwing a ball!
Woman: Areyou ndioga horse Joe ?. Sports for everyone ( x 2) Sports lor everyone (<2)
Jo: No, I ' m on my skateboard
Sports 33
 • Elicit what the first letters are for each toy and write
tiicm on the board.
• Play the first sentence of the audio and ask learners
what tl»c answer is to elicit Teddy. Point to the T in
the sandpit. Tell them to listen and do the same with
the other toy's.
• Play the audio, pausing after each part to allow
.
learners to wnte Repeat the audio as many times as
you feel is necessary foi your class.
Feedback : Play the audio again, pause after each part
and elicit the place and the toy mentioned.

Track 26
Example Teddy is in the sandpit.
1 The monstei is under the tree .
2 The alien n m front of the wal .
• Using the images of toys, teach or elicit the target J The doH a on the table.
.
vocabulary: alien, ball, dod monster, robot, teddy. Write
die words on die board. Read die words and have
4 Tile ball is next to the flowerv
5 The robot is behind the door.
learners repent. Ask which toys lenmcrx like or have
at home.
• Rend the names of die six children in the photos, Answers
pointing to each photo as you say their names. Say Tr*«: M
to learners The children can't find their toys. Let's help W» tl: A
them! Read die example sentence and point to the Table: D
jumbled word and then the correct word written Flowers: B
in the space. Explain to learners that they must Door : R
complete sentences 1-5 in die same way and draw a
line to match the child and their toy. ga
• Erase ot partially erase die list of toy vocabulary tluit • Practise the questions in open pairs (see p.52) around
you wrote on the boaid in die earlier stages. the dnss, using the pictures on page 42 .
Feedback : Nominate learners to write die unjumbled
• Then have learners read the sentences and match the
words on the board and ask the others to cheek the
responses.
spelling . Then ask them to say which letter A- F is the
right toy. Feedback: Check answers using open pairs around
the class again. Use this stage to check learners’
Add new words for toys to the Word wall, if available.
pronunciation of the questions and target vocabulary.
If needed, practise pronunciation using choral drilling
Answers techniques ( see p.52) to prepare learners for the
1 A robot 2 B doll 3 E alien 4 F ball S C monster next task .

Answers
1 Whose is the teddy ? rt’sKim'v
• Start by reviewing prepositions of place. Show real -
Where is it ? tt ’s In the sandpit .
toys ( see Materials ) or toy flashcards and elicit toy
vocabulary by asking the class IVhor’s this? Then put -
-
2 Where is the ball ? It 's on the table.
Whose ts it ? It ’s Sam 's.
die toys in places uround die classroom dial reflect
die prepositions of place mentioned in the audio,
..
e.g. in the bag under the chair, on the ••• 9 next to the . , -J ^ H i.TTWTE
behind the ... . ..
I/ I front of the . . Have all learners • Put learners in pairs and tell them to ask and answer
covet dieir eyes while you place die toys mound questions about the toys in tasks 1 and 2, using the
the classroom. quesdons and answers in task 3 as a guide.
• Tell learners to open their eyes and ask the class Feedback: Circulate and monitor during pairwork .
.
Where's the . .? Elicit the targer language, e.g. It's listening to learners asking and answering and giving
...
under the , and wnte the prepositional phrasrs on support where needed
die board to help learners with die task.
• Draw learners ' attention to the words for toys in
task 1 and die places in the pictures. Read die
words and explain that learners are going to listen
and match n toy with a place by writing the first
letter of the toy in the space in each picture .

34 Sports
Extra support : This task is quite challenging os there
is a loi of different forms of language to be practised.
If necessary, do further practice in open pairs before the
pairwork Have learners practise the various questions
and ( espouses using choral drilling to build confidence
.
(see p.52) Keep the phrnses with prepositions of place
written on the hoard for learners to refer to if needed.

Answers
Learners ' own answers

.
• Ask learners to choose five toys from task 1 They
read the prepositional phrase under each box on
page 43 and draw the toys in the place mentioned .
Give n time limit.
• Show learners the example and tell them to complete
tin* gap* next to the other boxes in the same way
They must write the name of the toy they have
drawn in each picture and make a sentence.
• When they have finished writing , have learners
compare and talk about their drawings with
a partner .
Feedback: Circulate and monitor , talking to individual
learners about their drawings. Ask questions, e.g . What’s
this? Whose u it? Where is if ?

Answers
Learners ' own answers

Sports 35
9 Transport
• Model the pairwork task with a confident learner
Ask What tyi $ of transport can yon see ? and elicit the
*
reply, / can set a — Write the full sentence on the
board and drill with the class.
• Put learners in pairs and have them tell each other
what they can see in the piclurc, using the target
sentence and vocabulary, leave the prompts on the
board to help them.
• Then erase the information from the hoard ( in
preparation for the next task ).
Extension: Ask learners what other things can they see
. .
in the picture to elicit trees, city nxid biriis and beach.

Answers
.
helicopter, plane, tram, bus, car lorry, motorbike, boat
EXAM Pit AC TICS Reading and Wnting Part 4
MATERIALS Board pens,coloured pens or pencils

• Show learners the word snake; ask them to find the

first transport word ( from). Point to the circle around
Unit objectives it and explain that they have to find other words
and circle them in the same way. Then tnke a pen or
LISTENING Understand mam points m short simple
dMdpnons, identifying spec f >c words .
pencil and circle the word Explain they have to write
in a song. the word in the space next to the train in the picture
SPEAKING Talk about types of transport;ask and in task 1 .
answer questions about how you travel, • Tell learners to circle the other transport w'ords in the
READING
talk about travelling safely
Understand simple descriptions of
word snake and label the picture in the same way .
pictures, read a gapped text and choose Feedback: Ask learners to come and write the words on
and copy missing words . the board in the order they appear in the word snake.
WRITING .
Label a peture copy words accurately; Ask others to check the spelling.
spell target vocabulary accurately,
complete sentences using transport Extension: Ask learners to share their favourite types
phrases. of transport from the list. Ask Has anyone ever been in a
VOCABULARY . . .
Transport boot bus cot helicopter, lorry,
motorbike, plane, train, Travel verbs ,
helicopter / in a lorry / on a motorbike?

. .
drive, fly go tide; prepositional phrasev
Answers
by bike / bus / cor / plane / train
NON VIE VOCABULARY helmet, on hot , reflective jacket, seatbelt I helicopter 2 plane 2 train 4 bus i car
A lorry 7 motorbike 8 boat
h‘j Y f A rTrKwn
^
• Play a miming game to activate learners' prior
knowledge of vocabulary for types of travel Put . • l>raw learners' attention to the characters (A-D) and
learners into small teams and give them one minute
to brainstorm words for transport. Ihen one person ask them to name each one. Ask How do our favourite
from each group comes to the from of the class and characters go to the beach? Elicit the types of transport
mimes a word. The other teams score points if they in the images (1-4).
can guess thr word and extra points for correct • Tell learners to listen to each character and match the
spelling. character to a type of transport . Play the audio all the
• Focus learners on the picture and ask What types of way through once first and tell learners to listen but
transport can you see? Write learners' suggestions on not match yet. Then play again, pausing after each
the IXMKI. Elicit or teach all the target vocabulary character speaks to allow learners time to match .
and write it on the board. Play again to check ( as many rimes as necessary for
your class).
• Read the words from the board and have learners
-
repeat. Use choral drilling techniques (sec p.52) to Feedback: Play the audio again, pausing after each
make the task fun and emphasise syllable stress character speaks to elicit the transport mentioned .

36 Transport
 Track 27
A
• Practise this task first as a class, asking tamers
W7»rrr do you go by car? Elicit their answers and write
Max: .
Hi chi Idren! I love the beach! I go by bike!
on the board. Ask the same question about the other
B types of transport in the pictures and elicit answers
Nedda: yippee let 's go to the beach! How do I go to the with useful vocabulary and write on the board ( in
.
beach ? Listen That 's right! I go by plane! preparation for die poirwock task later).
C • Put learners in pairs to ask and answer in the same
Piper: Hooray! It 's sunny! let s go! How do I go to the beach ? way, using the vocabulary on the board to help with
That 's right ! I go by car! answers.
0 Feedback: Have learners ask and answer around die
Leon: .
Hi children! Do you like the beach ? Me too? doss in open pairs (see p.52) .
..
I go to the beach by train . and today it 's sunny, Extra support: If your class needs to build confidence
hooray! with asking and answering questions, practise the target
language first using choral drilling techniques (see p.52 )
before the pairwork stage.
Answers
A 2 B 3 Cl 0 4 Answers
Learners’ own answers

-
• Focus learners on the example and read the sentence
together . Point out the use of the preposition by when
referring to transport.
• Learners write sentences for 1-3, about the characters
in task 3 .
Feedback: Write the answers on the board but make
one or two amweis incorrect. Have learners check dieir
answers and correct Ihe incorrect sentence .
Extra support: Pul learners in pairs or groups of
three to do the task so they can help each other with
vocabulary and sentence building. Haw them first
identify the transport words in the pictures, then look at
tire example sentence to see how it is structured Use a .
.
finger drill (sec Choral drilling p.52) to emphasise each
word and how the sentence builds up
Extension: Model the task by doing a simple drawing of
one of the types of transport . Ask tamers How do I go to
the beach? Elicit the answer and write the sentence I go
..
to the beach by . at die top of die drawing.
Draw dien attention to the use of die first person
mid Itow this changes die verb form. Use diis task to
tench the phrase on foot , ( pointing out the change in
preposition ) for tamers to use in tlieir own sentences
and / or in preparation for task 5 .
learners draw a picture and write a sentence in the
.
some way Give a time limit.
As learners ate drawing and writing, circulate and
monitor , asking questions to encourage speaking in
preparation for the next task .
Add new words and phrases to the Word wall,
if available.

Answers
1 by bike
2 to the beach by cor
1 goes to the be jeh by pi jne

Transport 37
 •IK
• Draw learners' attention to thr pictures and ask Whnf
transport can you set? Elicit car, lorry , bike and plane.
• Read sentences A and B in question 1 and ask
learners wtiidi sentence matches picture 1. If learners
need support , ask than first to tell you what they can
see in the picture ( car ) and which sentence has the
word car, then elicit sentence A .
"M . I
M i 15 ..
'
M -
.
i
• Put learners in pairs to do question 2-4 Remind
them to look for the transport word first in the
( SiU :: sentences to help them choose the correct one. Give a

« j 1.1» A A
time limit.
• Elicit the correct answer , A or B, for each question
and read out the corresponding sentence,
emphasising the transport word .

Answers
• Ask learners to cover or close their books. Have them 1 A 2 B 3A 4 A
work in small gioups and give them a minute to
write down as many types of transport as they can Part
Towards
dl:W..V1I ?mTPEB
remember. Then have them divide the words into
transport that you drtvr in , fly on / in and ride on.
Starters
• Talk about the picture with learners, and read the
4
• Ask learners to look at the picture in task 1 and ask
them what they can see. Point our tlie lines of the words (pets, toys, etc.) together. Explain that they
sang uround tlie picture with tlie noises connected to must rend the text and put these words in the correct
each way of travelling. Tell learners to think about spaces.
which words in the lozenges go in which line Go . • Ask them to read the whole text first without writing
through their suggestions- anything. Then read again and write one of tlie words
• learners listen to the song and write in the missing in each space .
words. Tlien play the song again for learners to check . • Remind learner* that each answer is only one word
Feedback: Write the sentences from the song on the and they need to be alert to singular and plur als.
board with the gaps. Invite volunteer* to come lip to Feedback : Read the text , stopping at each gap and elicit
tlie board and wiite the words. Ask other leamcis to tlie correct word. Tlien read tlie text in full.
check their spelling. Read the whole sentence, drawing Extra support: Tell learners to look at tlie other words
attention to the use of prepositions, e.g. We drtve in a car. just after the space for dues about which word to put;
Add new words or phrases for transport to the Word words such as fun, drink , cats and dogs , teddy and ball
wall , if available. give strong clues about the missing words.
Extension: Ask lenmers How do you go to school? What
Track 28 do you do on the way? and give them a minute to think
and visualise tlieir journey to scliool. Then read tlie
Hurry, hurry
Don't be latel
.
completed text from task 3 pausing after each sentence,
l ^eamers listen and stand up if the sentence is true tor
It’s time to go to school them.
Drtve In a car Wnte the stems below on tlie board and ask learners to
Ride a b» ke copy them into their notebooks or onto a piece of paper.
Walk with fnends Lear ners then complete the sentences about themselves.
Ride a horse Brainstorm idem first with the da«, then have them
Ride a bus work in pan* to help each other complete the sentences:
fly In a blue plane I go to school ...
Hurry, hurry I go with ...
Don't be late! We ...
It’s time to go to school Collect tl *e pieces of paper or then notebooks and
read some sentences to the class without revealing any
Answer* names (.earners guess who they are about.
walk (with Inends )
drive (In a car ) Answer*
ndeia bike 1 classmates 2 food 3 pets 4 toys
ride (a horse )
nde ( a bus )
fly ( in a fast plane)

38 Transport
THINK BIG
• Talk to learners about the pictures and ask them to
look for items which make the children safe Write
. .
helmet seatbelt reflective jacket on the board and add
then ) to the Word wall if possible.
• Model language for talking about the pirmres using .
the vocabulary prompts, e.g. Site’s nearing a seatbelt
She isn’t wearing a helmet , etc.
• Put learners in pairs and have them talk about die
pictures, putting a tick against the images showing
which children are safe.
Feedback: Circulate and monitor, talking and asking
learners about the pictures. Personalise the topic by
asking learners if they wear these items when they are
travelling.
Extension: Expand the speaking task by having learners
draw llkcir favourite transport and describe it to then
friend Ask them to add a safety item and label it in the
drawing.
Provide the following speaking prompts to help as they
describe tl »eir transport , e.g .
77iii is itty (scooter).
It's btg / small.
It's slow / fast
It’s .
( colour )
I ride / drive to school.
I wear a .
( helmet / seatbelt / reflective jacket )

Answers
1 first picture 2 first picture 3 first picture

Transport 39
10 House
Answers
Manuel / Clatm. Mat
Zlav: apartment
Aikoi house

• Model this task by making a simple drawing of your

own home on the board. Then ask learners to tell you
what to write to complete the text. Model the text on
the short texts in task 1, but show how the text can
be extended , e g. / hove a house. It's got a red door. I 've
got two {*>is - a dog and a cat, etc
• Ask learners Where do you five ? Then give them a time
limit to draw their own Ironies in the box on page 50.
• After drawing, focus learners on the box for the
KXAM PRACTICE Listen*>g Part 4 written text. Show them your example and ask them
MATERIALS Plrotos of your home (see p.50. task 1). bond
pons, coloured pern or pencils, paper tor to write something similar about their Ironies.
dr awing ( optional); pictures Irom magarines • Circulate and monitor learners as they work, helping
or the internet them to generate and expand their language by
talking to them about their drawings and asking
questions.
Unit objectives • Check and praise learners' work as you monitor. II
LISTENING Match verses of a song to pretures; listen you spot errors, encourage self - or peer correction.
to words, colours and prepositions; locate
objects and colour correctly. Answers
SPEAKING Give simple descriptions of rooms m
a house, give simple instructions to learners' own answers
colour objects
READING Understand simple descriptions of
homes, objects and where they arr ask
about where Usings are in a picture.
.
• Have learners close or cover their books. Elicit words
WRITING Write a simple description of where you
live; spelling objects In a house correctly.
for rooms in n house by asking questions such as
VOCABULARY Types of home : apartment , Hat, house; Where do you sleep / eat breakfast / watch TV? etc.
rooms, bathroom, bedroom dining room Write die target vocabulary for rooms on the board.
.
bait, krtchen tnr /ng room, objects and • Focus learners on the picture in task 3. Read the parts
.
furniture: bath, bed camera, chair, clock ,
of the house and drill die words.
mot , mirror, phone, rug, sofa, table, window
NON YIE VOCABULARY rug • Learners look at the picture and number die parts of
die house. Give a time limit.
Feedback: Have learners check dieir answers widi
a friend, then elicit the names for each room in the
• Show learners some photos of you and your family picture .
or friends nnd the place where you live ( these can
be of the real or an imaginary place ). Talk about the Extension : Ask learners Which is your favourite room?
photos using similar language to the short texts in Encourage them to tell you why .
task 1, to prepare learners for the activity .
• Focus learners on the photos, introducing the Answers
children in the images. Read the short texts together,
highlighting the type of home: house, flat, qpamrimr.
• Have learners read die short texts again and match
tliem to the three drawings ( house, flat , apartment ) ,
Note: The difference between the two is often
due to which country diey are in. The word flat is
commonly used in tlie UK mid a/ tart/ nmt is used in
North America. However, people in the UK also use
apartment foi larger, newer , more expensive flats.
Feedback : Ask where each child in the photos lives and
elicit die phrase, I/I a flat / apartment / house. 5 4

40 House
• Foow learners on the picture in task 3 and elicit what
objects and furniture they can sec. Be sure to elicit or
teach the words needed to complete this task. Write
the words on the board .
• Rend the words you wrote on the board and drill
them. Then erase the words and tell learners to work
-
in pairs to complete the words 1 6.
Feedback: Invite volunteers to write the words on the
board . Ask the other learners to check the spelling and
correct it if necessary.
Extension: Ask learners where these items are in tlieir
homes , e.g. in the bathroom, m the bedroom, etc .
Answers
1 mat
2 mirror
3 bed
4 window
5 hall
6 chair

^ 1‘JII
• If possible, model the task by projecting lire picture
from task 3 onto a screen or IWB. or point to one of
the rooms in the picture in a copy of the Student s '

Book. Model talking about one of the rooms, e.g. Via

is the bedroom. There's a bed and a window. There’s a
Htmirobe, too Write useful structures on the board ,
e.g. Thais ••• # There a / 77aw are .... Model how
learners can expand the sentences, e.g. 77m is the
living room. There's a btg sofa. It’s my favourite room.
I worth TV here.
• Give learners practice in saying the sentences by
using choral drilling (ser p 52 ). Make tin* task fun
and dynamic to build learners' confidence for the
pairwork task to follow.
• Put learners in pairs and haw them talk about the
house in the same way.
• Monitor and circulate, giving support where needed .

Answers
Learners own answers

House 41
 There'S a tiger In the kitchen .'
What tan I do?
Don 't worry!
I'm coming!
I can help you!
There's a lizard m the living room!
What can I do?
Don 't worry'
I ' m coming!
I can help you!

Part
Towards
Starters
• Point out to learners that this is an exam style task.
4
Focus learners on the picture in task 2 and give them
a few minutes to study the details; Ask them to notice
• Focus learners on the pictures in task 1 and elicit what objects are in the picture and where they are.
wliat is liappetring in tile house. Review the words for Learners need ten coloured pencils for Lius part. Make
rooms and animals.
• Learners stand up. Play llie first verse of die song and
-
sure they know tlx names of the colours.
• Pie teach pteturt. rt$» and camera if necessary.
tell learners to point to die corresponding picture. • Talk about the picture as a class. Prepare learners for
Then play each line and have learners repent and live listening task by drawing their attention to objects
sing. and where they are. Ask What 's this? Where is it?
• Repeat for each verse. Then play the song all the • Explain that tlicy arc going to listen to the audio
way through: learners sing the lines and point to the and follow the instructions. They must point to the
pictures. objects mentioned and colour them in Make sure
• Add a couple of acdom as follows: I What can I do?: learners have tlx* relevant coloured pens or pencils
sluug shoulders and hold luuids out; 2 I’m conun&l
mime running on the spot .
. to hand .
• Play the first section and pause, allowing learners
• Play the song as many times ns appropriate . .
to point and colour in Tlien repeal for the other
Extension: Write the following prompt on the board: sections. Play again for learners to check (as many
There’s a in the times as is needed for your class).
Put learners in pairs and ask them to diink of some Feedback : learners check their answers with a friend.
more lines for the song by putting other animals in Then play the audio again and pause after each section.
different rooms. Have learners hold up their books and point to the
coloured objects, saying the colour and the object.
You could vary the number of lines they write according
to their level , e . g. less confident learners write one
or two, more confident learners write diree or more. Track 30
Learners could create a new verse to add to the song,
Child 1: Let 's colour the picture on the wall.
writing the whole verse to go with their new lines and
drawing a picture. Child 2: OK, have you got a grey pencil?
Draw learners” attention to the picture at the bottom
Child 1: .
Grey? Yes here it is.
Child 2: Great! That 's a nice pict ure!
of die page and ask learners if they have ever had
.
any animals or insects appear in died homes Wliat CNld 1: Can you see the nig?
happened? Child 2: Tes t can see it Can i colour it blue ?
Child 1: OK . That ‘s a nice colour.
Track 29 CNld 2: .
Yes blue is my favourite
There's a bee in the bathroom! CNld 1: Now, let 's colour the lamp yellow.
What can I do? CNld 2: Which one? There are twa
I ' m coming' CNld 1: Oh yes. Colour the one on the table.
Don't worry! CNld 2: OK, I con colour that one yellow
lean help you!
CNld 2: What can we colour now ?
There s a snake m the bedroom I CNld l: I know! The camera on the bookcase. Have you gpt a
What can I do? purple pencil ?
Don't worry' CNld 2: Ves. look! Purple31 love that colourl
I ' m coming* CNld I: Great!
lean help you!

42 House
 Answers
1 grpy picture
2 blue rug
3 yellow temp
4 purple camera

-
• Read sentences 1 i> with learners, emphasising llie
prepositional phi AM*. Explain that the sentences are
about task 2; some nrr true and some are false.
• Learners read tike sentences, then look in the picture.
They then tick the true sentences Give a time limit .
• Circulate and monitor, helping with vocabulary if
necessary.
Feedback: Read out the sentences tuid have learners
stand up for true sentences and keep seated for false
ones.
Extension: Ask learners to correct the false sentences

Answers
l 2 A 1/ 4 /r s; *

i tiT
• Put learners in pairs and explain that they are going

—
to tell each other to find more objects in the picture
in task Z Elicit the instruction Find the
• Drill the instruction and question ( see OtontI dnlhng,
p.52). Then model the task with a confident learner .
• Ask learners to clioosc three objects in llie picture.
They take it in turns to tell each otliei to find the
chosen objects. Make sure learners use the target
.
language , e g. Find the ... Your turn!
Feedback: Circulate and monitor, helping with
vocabulary if needed. Then ask some pairs to tell the
class what objects they found.
Extension: Bring pictures of other rooms into the class
and give them to learners to describe.

Answers
Learners own answers

House 43
11 A great day!
• Explain co learners that they are now going to listen
to Moyo talking to his cousin Grace. Focus them on
tlie example sentence and ask Is it right? Point to the
answer no. Ask Whose birthday is it? and rend the
-
sentences ( 1 4 ) with learners hxplain that they must
,

listen to find out if the sentences are true or false and

write yes or no.
• Play the audio twice and tell learners to listen while
the audio is playing and to wait until tire end before
writing anything.
• At the end of the second listening , give them tune
to write their answers. Then play again for them to
check ( repeat as many times as necessary lor your
class).
SXAM PRACTICE Reading and Writing Part 5 Feedback : Play the audio again and pause at the points
MATERIALS Flashcaid* oi images ol d <sily loulines. which correspond to the statements, eliciting die answer
board pens , ettra paper for task 4 p.59 yes or no.

Track 32
Unit objectives Moyo: Hello, Grace.
LISTENING Understand the main points m a dialogue and . .
Grace: Mi Moyo happy birthday 1 This is a present for you

.
decide if statements are true or false ( write
yes / no )
Moyo: Thank you ' What is it ? A watch !
Grace: Do you tike it?
SPEAKING Ask and answer questions about daily
routines and record answers; describe a
.
Moyo: Yes I love it. It 's groat! It's green.
very simple story, using pictures. answer the .
Grace: Yes your favourite colour
question What do you like more .. ? .
READING Match words to pictures, match sentence
ports; read and complete a gapped text
Answers
WRITING Write short answers to simple questions
about a picture; write one-word answers to 1 yes 2 no 3 yes 4 yes
questions about a picture story.
VOCABULARY Times of the day: morning , aternoon, evening.
night; dally actions: do homework, listen to the
teocher, go to bed / school, play football, eat • Read the first pan of the first sentence ( Every day,
.
hove breakfast / dower reod a story
Moyo gets ...) together with the class. Ask learners to
.
read sentence halves A F and choose the one which
matches ( fO .
• Start the task by writing afternoon, evening, morning • Put learners in pairs and ask them to match the
and at ntght on the board and tell learners to copy beginnings of the rest of the sentences ( 2-b) with
tliem and put tlie time expiessions in ordci from UK? remaining endings.
earliest to latest in the day. If you have flashcards of Feedback: After learners have rend and checked their
daily routines available, hold up the cards and ask matclied sentences, elicit tlie answers.
learners to match a task with a time of day . Extension: Have learners read through the complete
• Focus learners on the photos of Moyo and elicit the matched sentences and tick tlie ones that are true for
details of tlie story of his day. Check understanding them. If any arc not true, encourage them to make a
of birthday party. Then read tlie words for times of tlie senteiKe that is true for them .
day together, checking pronunciation .
If available, add new vocabulary and phrases to the
• Learners read sentences 1 4 and write in tlie correct Word wall ( see p. 52 ). Record vocabulary from task 3
rinse expression in the spaces. as collocations, e. g. go to school, listen to the teacher, eat
Feedback : Read tire sentences and elicit the correct lunch, play games, etc.
time expression.
Answers
Answers IF 28 ID 4 C 5 E ( A
1 morning 2 afternoon 3 evening 4 night

44 A great day!
• Pul lcflmm into four groups and have them
brainstorm daily activities in four categories: t/i the
nhoning , in the afternoon, in the evening, at night.
• As learners are working together, monitor and
circulate, checking and helping with vocabulary
where needed .
• Next, ask around the class What do you do in the
morning ? Elicit answers, then expand into on open -
pairs activity ( see p.52 ) Encourage learners to ask
and answer as per tlie example in task 4, using
different time expressions. Practise the questions with
.
choral drilling techniques ( see p 52) if learners need
to build confidence or liave difficulty managing the
longer question forms.
• When learners are ready , put them in pairs and
have them ask and answer the questions about
tlie different times of day. They must also write
their friend ’s answers in the table under the time
expressions in task 4.
Feedback: Monitor and circulate while learners are
talking , giving support where needed . Then ask some
confident learners to report to ti»e class what thcii
friend does on a typical day

Answers
Learners' own answers

A great day! 45
 : XSSQ • If necessary, do gap 1 togedier . Elicit the missing
word ( football) and point out to learners Uiat this
word is the only possibility here with the verb play .
• Learners work individually to write the missing
words in the gaps to complete the text .
Feedback: Tell learners to swap books; elicit the
missing words while learners check each other's
answers.
Extension: Ask learners to read the completed text
and tick the sentences that are tme for them Ihen .
give them a few minutes to flunk pair sluire ( see p.52)
.
what they usually do on n Saturday Elicit activity

< ideas from the class and list on the board; focus on
time expressions and people, loo: in the morning, at five
o'clock , nxy nun, my brother, my friends, etc .
Provide learners with a writing template to complete
with information about themselves:
• Talk about the picture with the class Then put
learners in pairs; have them work together to ask and
.
answer die questions (1-3) writing die answers in
the spaces provided. Note that the answers are not
Thu u what I do on Saturdays
ID in the 2 )
_
clear art , so allow any that seem plausible. Then 13 )
Feedback: Nominate learners to come and write I 4) with my 5 ) m the 6 )
the answers on the board. Ask the class to check the Then I go to 7 ) at 8 )
answers.
What do you do?
Extension: Give learners two minutes to talk with a See you soon I
friend about what they have for breakfast. Is it the same
every day? Then bring die class togcdicr to share ideas,
building up a list of new food items on the board. Drill You could have learners write to another learner in
the food words with the class. the class ( put names in a bag and ask them each to
Drill the question What do you hove for breakfast? Then pick a name), wlio then leads die ‘email’ at the end.
have learners ask and answer in open pairs ( see p.52 ) Alternatively, learners cosild start their emails with Hi,
around die class. class / classmates / /bends Then display them around
the dass and learners can walk around and read each
other's emails. Ask learners to find other people who
Suggested answers do the same activities as them, go to bed at the same
1 kitchen time, etc.
2 bread / toast / a sandwich
3 milk / water / orange juice
Answers
1 football 2 TV 3 book 4 dinner S bed
Vl
^
• Read the words with the class, then focus learners on
the pictures and ask them to match die words with
the pictures. • Talk to learners about each picture and ask about the
Feedback : Say the words and have learners tell you the family members in them, rhe time of day, where they
number of the corresponding pictures. are, and bow the children feel.
• Put learners in A / B pairs and ask them to explain to
each other who is in the pictures. Organise learners
Answers
so dial learner A starts die conversation by saying
l TV 2 dinner 3 book 4 football 5 bed a sentence about the picture, followed by learner
B adding another sentence learners should aim to
,

make at least two sentences about each picture .

Feedback : While learners are talking, monitor and
• Focus learners on the text and explain that it is an circulate, giving support wldi sentence structure and
email to Moyo from his cousin Grace,
vocabulary , where needed. Then clwose a few confident
• Read the gapped sentences with the class, then ask learners to stand up and describe the pictures to the class.
learners to underline all the verbs. Tell thou to use
the words in task 2 to complete the gaps; if they arc
not sure which word is corrrc1, they should look at
the verhs to give them clues .

46 A great day!
 Suggested answers
Picture 1: The grandma and the children are m the living
room, the girl Is angry. Grandma Is unhappy.
The boy is happy .
Picture 2: Grandma and the two children are in the bring
room. They are happy.

Part
Towards
W ' i:1 i i 11 H
Starters
• Read the questions with the class and make it clear
5
dial they refer to die pictures in task 4 . Have learners
work individually to answer die questions, using the
conversations in task 4 for reference

• Key questions like Where and Wfirri are often

misinterpreted or confused in this part of the test.
• Circulate and monitor as learners nrc writing. If you
spot errors, encourage self or peer correction
Feedback: Have learners ask and answer tin* questions
in open pairs (see p.52).

Answers
1 grandma 2 book 3 toy train
4 the gtrl 5 sofa 6 story

• Before the pairwork task, read the example question

with learners and higlilight more. Show them that
dicre are three choices after more { playing with toys,
watching TV or reading books) so more is a word that
asks what is better, when there is a choice. Show
learners other examples, e.g. What do you hke more:
chocolate , fruit or fish? What do you like more: can,
trams or planet?
• Ask the question from die book around the doss,
encouraging learners to expand the conversation with
further questions, e g.
A; What do you like more: playing with toys, watching TV
or rradittg books?
B: / like playing with toys.
A: Who do you play with?
B: My brother or my friends,
A: When do you play?, etc
• Write useful questions and vocabulary on the board,
to help learners with the next stage.
• Put learners in pairs and have them ask and answer
.
questions in the same way using the prompts on the
hoard for support.
Feedback: Monitor and rircuiate as learners are talking .
helping with question forms and vocabulary as needed .

Answers
Learners own answers

A great day! 47
12 Hobbies
Feedback: Call out each verb and have learners answer
with the matching object (e.g. read a book, read a comic,
etc). Add the verbs to the list of objects already written
on the board so there is a clear record of the target
phrases. Have learners repeat each phrase so they are
comfortable with pronouncing die verbs and nouns
together as a 'chunk of words.
'

Answers
1 read : book , comic
2 play: guitar , board game , piano
3 draw a picture
4 luterr to a radio
5 fly: a helicopter
6 watch : TV

EXAM PRACTICE Speakmg Part 1 n?

MATERIALS -
Board pens, a stop clock, coloured pees or
• Model the task by pointing to the pictures in task 1
pencils , pre prepared bar chart posters with
numbers against vertical axis and questions and telling the class about activities you ( the teacher )
on honrontai axis, coloured stickers like doing. Highlight the like + verb + tng structure
(optional| by writing an example sentence on the board.
.
• Put lear ners in pairs Have them point to the pictures
and tell each other about activities they like doing in
the same way .
Unit objectives Feedback: Monitor and circulate, checking
LISTENING Understand Instructions to draw obyocts pronunciation and learners’ ability to convert the
on a picture; sing and do actions; listen verb / noun phrases into sentences with like Ask a few
and number pictures learners to share which activities they like doing with
SPEAKING Talk about hobbles; give Instructions for
a game; ask and answer questions for a tire doss.
hobby questionnaire
READING Read and complete gapped texts and a Answers
song.
WRITING Answer simple questions with single learners ' own answers
words, complete gapped sentences.
VOCABULARY Hobbies verbs: draw, Dy, listen, ploy, read, Viuifr:l>lI . 1*
watch, hobbles nouns: ball, board games ,
book, camera, comic, doll, game, guitar, • Talk to tile class about the picture , eliciting which
.
helKopter kite, mouse, pencil, piano, objects they can see and asking what they think the
radio, skateboarding , songs , TV children like doing
• Put learners in small groups. Draw learners' attention
VOCABULARY task 1 to the words ( 1-8) with missing letters. Ask them
to use the picture to guess and write in the missing
• To activate prior knowledge of vocabulary for
hobbies, draw or mime one of your hobbies for letters. Use a stop clock to sec which group can
learners to guess. Then have volunteers come to tlie complete the words correctly in the shortest time.
front of the class to do the same. Write die hobbies When they have completed all the words, they should
on tlie board as learners guess the words (e.g. draw, hold up their books .
play football , read , etc.). Feedback : Have one learner from the winning group
come to the front and write the complete words on
• Tench or elicit the words for the items in the photos.
Write tlie words on the board ( e.g. book , gintar, radio. the whiteboard . Ask the other learners in tlie group to
..
etc ) Practise pronunciation for each word. spell the words and have the rest of the class check the
answers.
• Read the verbs ( 1 -6 ) with learners, drawing attention If available, add new vocabulary and verb / noun
to the numbers in front of each verb. Then put
phrases to the Word wall (see p.52 ).
learners in pairs to match tlie verbs with the objects.
Point out that some of the verbs can be used more
titan once Give n time limit . Answers
I pencil 2 mouse 3 camera 4 kite
S helicopter 6 radio 7 comic
•
skateboard

48 Hobbies
 Track 33
• Give learners a couple of minutes 'thinking time' Point to Eva reading * book . Point to Tom reading a comic in the
to look at tl»e picture and lake in the details. Ask Reading Corner Draw a table in between Tom and Eva.
learners to notice where the children are, what they
Well done! Now, draw two books on the table.
are doing and what objects they can see.
Now, can you sec Sam ? He's flying his helicopter. Draw a tree
• Ask the class questions about tlie picture, e.g. Where next to Sam
are the children? What hobbies / ncmitirs do they hke
doing? As well as preparing learners for this task, Point to the piano. Draw a spider on the piano.
make sure you dtaw theii attention to the features
they will need for the listening in task 5. Answers
• Go through the example with the class. Then read See track 32
questions 1 5 together. Learners work individually to
answer tlie questions by looking again at the picture Part
Towards
Feedback: Tell learners to check their answers in pairs.
Ask them to check each other's spelling of the answers.
as well as whether they are correct or not. Then elicit
Starters
• Say Look at the picture. It’s hobby day! The children
1
the answers from the class. .
are haringfim Then ask the children some more
questions about the picture: 1 ) Where is Bill ?
2) Where is Sam? 3) Where is the helicopter? 4 ) Where
Answers is the kite? Children con respond by pointing.
1 piano and guitar
2 purple , orange and yellow • In this task, learners work in pairs; they draw three
3 a comic simple pictures on three email pieces of paper, then
4 a boot give each other instructions to put the pictures in
5 Sam specific places an tlie picture in task 4.
• Hand out pre prepared small cut out pieces of paper,
three for rarh learner . Have learners draw three
items from the word box .
• First, have learners point to all the children in the • Model the task with a confident learner Give an
picture in task 4 and say dieir names. Then make instruction, using one of die objects drawn on die
sure learners have a pencil at hand and explain that pieces of paper (e.g. ball, robot , TV), e.g. Draw a ball
some objects are missing from the picture. They are next to the trre The lenmrr follows the instruction,
going to listen to some instructions and draw the then gives an instruction to you.
missing objects in die picture. • Put Irnmcrs in pairs and have them do the task in the
• Play the first part of tlie audio ( from Point to Eva same way .
to Drxtw a table between Torn and Eva ). Pause tlie Feedback: Monitor and circulate, to make sure learners
audio and have learners follow the instructions, first stay on track and to give support where needed .
pointing to Tom and Eva in the picture, then drawing
Extension: learners could draw objects associated with
a table between the two children.
their own hobbies and use diese in tlie instructions.
• Piny the rest of the nudio without pausing and ask Depending on the level of your dnss, more pnqKxsilion il .
learners to sit and listen first . Then play a second phrases could be inputted to give them more options for
time, this time learners should try to follow the the instructions.
instructions. Tell them that you are going to pause
after each part to allow them to point and draw , then
you will play die audio again for them to clieck dieir Answers
answers. Learners * own answers

• Play the audio twice more, pausing to allow learners

to follow the instructions and check. Play again if
appropriate for your class .
Feedback: Play ench part again and pause; point and
show learners where the drawings should be (either on
a projected page or by holding a copy of tlie book in
front of the class) .
Highlight the prepositional phrases in the audio
iiLstiuctions and write on the board : in between, on
... ...
the , next to . Learners will need to use
these phrases in the next activity.

Hobbies 49
 Track 34
I like redding books
and singing songs.

j ti~
S-
i —
—
I like listening to the radio, too:

I like ( lying kites,

Playing board games
I like listeni ng to the radio, too:
Do you , do you, do you like these things too?
Do you , do you, do you like these things too?
I like reading books
And singing songs.
I like listening to the radio, too!
I like flying kites
And playing board games
I like listening to the radio too!
• Rend the words aloud . Then read the song lyrics and Do you , do you, do you like these things too?
highlight thr missing words. Hxplain that they must
Do you , do you. do you like these things too?
choose from the five words to complete each line of
the song.
• Have learners work individually to write tire missing (Q
words in thr song lyrics. Give a time limit, then have • Tell learners that they are going to listen to four
them cherk with a friend . children from different countries talking about their
Feedback: See task 2. hobbies. Tlicn give learners time to look at cadi
Extra support: Ask learners to underline all tire veil) picture and brainstorm words that tlrey irright Irear in
+ iitg forms in thr song lyrics before choosing words to the audio in small groups
complete the lines. This will help them decide which is • Take feedback from the groups, writing key words on
the correct word to choose. the hoard .
• Play the first part of track 3S to fwmting. Then stop
Answers and ask learners to match it with a photo. Remind
1 books 2 songs 3 radio 4 kites them to listen for key words to help them match.
5 board games • When you have established the correct picture, model
writing the number 1 in tire box on the corresponding
image ( B ).
• Play track 35 twice: tell lear ners to listen the first
• Play tlie song, stopping after each line so learners can time wit!rout writing , then after the second time and
check tlscir answers for task 1. number the remaining photos 2 4 ,
.
• Now sing tire song: learners stand up Read each Feedback : Point to the images and nominate learners to
sentence aloud while learners repeat. As you read, do say the corresponding number .
the following actions:
Extension : Ask learners if they do these activities with
1 / like eroding books: put hands together mid open out
family members and friends. What other activities do
so palms are facing upwards , miming a book opening;
they do?
.
2 . . and singmg songs: look upwards and tiold hands
up high; 3 I like listening to the radio, too: cup die tight
hand behind the right ear to mime ‘listening’; Track 35
4 / like flying kites: raise hands and move up and
1
down as if controlling the strings of a kite in the
air; 5 Playing board games: mime throw ing dice and .
Magnus: Hi my name's Magnus and this is my friend Lukas
We like painting Do you like my rainbow painting?
.
moving pieces on n board with both hands.
2
Play the song, sing along and do the actions togedier.
Wen: Hello' My name’s Hlen I like making model ships
Repeat two or three rimes, as appropriate. with my grandpa at the weekends.
Feedback : Finish the task with n round of npplnuse 3
from everyone . Jessica: My name's Jessica and this Is my brother Jacob.
Extension: Ask learners which of these hobbies tliey We like making things Today, we are m the garden
like doing , too. When / Where do they do them ? We re painting our bird 's house green and yellow.
W1K> widi? 4
khicka: Hi, I’m Ichicka! I like playing board games. In this
photo, I'm playing my farourlte game, chess Do you
like p< trying board games?

50 Hobbies
 Answers Feedback : Monitor and circulate as learners are
I B 2 C 3 A 4 D
completing the charts, giving support where needed.

Answers
SB Learners' own answers
• Explain to learners that they are going to ask their
friend questions about their hobbies. Show how the
example question (1 ) has been made by using the
picture of an elephant painting and an image of a
paint pnlrtte to represent the missing word to make • Put Irnmers in pain . They look nt the questions and
the question Do you like pauuing? results of the questionnaire on their graphs and work
Ask learners to work in pairs to look at the pictures together to complete sentences 1 5. They need to
and write a word to complete the questions. Refer input numbers and complete the sentences to show
them to vocabulary recorded on tlie Word wall, if the hobbies surveyed in the questions .
available, to help. Circulate and monitor to check • If necessary, do the first sentence together as an
and give support where needed example. Then haw learners work together to
• Elicit the missing words and write them onto the complete sentences 2-5. Give a time limit .
board to check spelling. Then drill the complete Feedback: Nominate pairs or groups to complete each
questions with the wliole class using choral drilling line. Ask other learners to check if they agree with tlie
(see p.52). answer given .
• Model asking die first question with a confident
learner. Focus the class on the hobby questioiumire Answers
table and show where to record the two yes / no l earners' own answers
answers.
• When the questions are complete, put learners in
pairs to ask and answer the questions, recording
tlicirs and tlieir friend s answers as in the example.
'

Feedback: Ask learners to share which hobbies they

have in common with their friend and which are
different
Answers
2Do you like playing board games?
3 Do you like playing video games ?
4 Do you like playing the guitar?
3 Do you like reading books?
Learners' own answers

• Explain to learners that they are going to make

a graph to show the results of a new hobby
questionnaire .
• Write die questions (1 5) on the board and put
learners in five groups numbered 1-5. Give each
group the question that corresponds to their number
(e.g. Group 1 gels question 1). Have each group
.
practise their question in n choral drill Then nsk one
person from the group to ask their question to the
class. Ask learners to first raise tlieir hands for yes
.
and count; then repent tlie procedure for no Make
sure the total number adds up to the number of
learners in the class. Record the number of responses
for yes and no next to each question .
• Hand out the pre-prepared bar-chart posters ( see
.
p 63): one pet learner Have learners recoid the
results of the class qucstiuiuuiii r on die bar charts,
Inbelling the columns with the questions (column
1 = question 1 ) and using colouied stickers, or by
colouring columns to SIJOW Jesuits.

Hobbies 51
glossary of teaching strategies
Choral drilling Other strategies
Choral drilling is often necessary ns part of speaking Open pairs: Here , learners practise asking and answering
practice, to help learners develop pronunciation and questions as a dass. The teacher asks a question to one
intonation skills and build confidence. Here are some learner, who answers then turns and asks the same
tips to ensure that choral drilling is effective and keeps question to another learner across the dass, and so
learners engaged : on . This approach keeps learners focused because they
Bockchaining: This method is especially effective when don't know when they might be railed upon to ask and
.
drilling questions Start by getting learners to repeat answer . It also gives the teacher an instant picture of
the last word only , then build die question from there, learners’ ability and levels of confidence in practising
adding another word each time. Therefore, the question specific language and provides a model before extending
How do you go to school? would be drilled like this: the task into dosed pairs.
school? ( learners repeat ) to school? go to school? you go
to school? do you go to school? How do you go to school?
-
Think - pair share: Learners first take time to think about
their ideas, then talk them through with a friend before
Learners enjoy the novel approach of creating the sharing these ideas with a larger group or the rest of
question backwards', and the technique really helps the dass.
them to get their mouths mound different structures. Total Physical Response ( TPR ) songs and chants:
Loud and soft: Have learners repeat the target language Learners act out the lyrics to a song or rliant by using
in whispers and low voices, dien change to louder .
physical movement This engages tiiem fully in the task,
voices. Whispering really helps less confident learners, and the movement helps make the target language more
and young learners generally respond well to the play memorable TPR activities are especially effective in
with different sound levels. energising young learners, generating interest in specific
Group drills: Have learners drill in groups rather than topics and helping them to focus at the start of the class.
always as a whole class. This could be by table , or I lave learners stand up at their desks for the task or
in mixed classes, girls, then boys, or more randomly, together in an empey space in the classroom.
everyone wearing trousers!, everyone with short hair?
TPR song example:
This helps keep the class pace brisk and keeps learners
on their toes, as they don’t (mow wlien their group will Heads, shoulders, knees and toes
be called on . Heads, shoulders, knees and toes
Using fingers: Drill target language by indicating each Knees and toes

-
word by using your fingers, and have learners do the
same as they repeat . This technique can help them
build sentences as they say the words, and they enjoy
Heads, shoulden, knees and toes
Knees and toes
And eyes and ears
the tactile approach , too. It is also a useful teduiiquc
to highlight contractions in sentences ( i.c. by pushing And nwuth and nose
your fingere together to highlight contractions, e g. I' ve Heads, shoulders, knees and toes
instead of / have ).
Knees and toes
Disappearing drill: Write a short dialogue on a
whiteboard and have learners practise the sentences Word wall: A place where key vocabulary can be
using some of the choral drilling techniques described displayed in the classroom, so learners con instantly
above. Then erase a small part and have learners refer to it during tasks. As the Word wall builds up with
practise the sentences, but tills time they must try and new vocabulary, it also provides a record of progress.
remember tlir erased dialogue from memory. Keep For suggestions on liow to exploit the Skills checklists
erasing more and more of the dialogue until it has and Word lists in die Student’s Book, go to
mostly disappeared , and have learners keep repeating www.cambridge.org/funskillsresources.
the dialogue, with the challenge of try ing to remember
more and more of tltc sentence* from memory This.
task ( which should be approached as a fun activity and
not a strict memory test ) promotes fluency and builds
confidence, as learners enjoy llte challenge of trying to
remember the erased ports. It prepares learners well for
practising the dialogue in follow on pairwork.

52 Glossary of teaching strategies

Reuiew answer keys and audioscripts
~
rmr - \E
j

1 There are ( two desks.)

2 There are two chairs ) .
3 There n (one window.)
4 There is (one bookcase )
5 There ts (one board.)
4 There is (one poster )
7 There are two cupboards.)
8 There is one computer )

Total marks:8
(1 mark lor correct phrase and number)
Total marks for Unit 1Review: 20

Unit 2
Unit 1 VOCABULARY task 1

VI :lhil.'!*iffTO n e f s b n p b 1 I 9 • no

1 board old
m u
a
t
n
p
d
b
T
y
a
p
t

c
h

k
e

l
r
o
a
n
m y
o (T)
2 bookcase
3 desk g h r r m i s n n r b i
P
4 window °
5 cupboard r h e l i a e u a i d r o %
6 computer
7 poster
Total marks: 7
r
pc
a
^rj
s
i
u
n
o
r
n
e
m
a
e
g
k
a
l
m
o
i
P
e
t
t
e

.
(All words must be correctly spelled )
e a a t m r r 9 (m i o t
!f
h e r
| 4 Vi =f
.
s e e e y i a m k o h g o k

.
ffT7T!rMHVH
p y
11 n 11 kSTT
o s e w l
1
o
r
t

y
h
r
e
r
jrJ o m
e p g
^
Learners should circle or highlight the to8owing words in
.
the word puzzte:father, sfstef , grandmother mother, brother,
grandfather.
Total marks:i>

Total marks: 5
-
o Track 9
took, this is a picture of my family There are si people This

Picture A
Total marks: 2

ijlt

1 vbc 2 women 3 grandmother

5 father 4 children 7 brother
Total marks: 7
* and
is my mother and father and here 's my grandmother
grandfather Look , this is my brother He's standing ne t to me.

4 men
*

Total marks for Unit 2 Review: IS

Review answer keys and audioscripts 53

 Suggested answers
1 She's got yellow feet and blue legs She' s got a blue body
and a blue head.
It's Maya 1

2 He's got a green head and yellow eyes. He s got a blue

'
body and green feet It's Lee!
3 She's got a black nose and light brown feet. She's got a
brown body and brown legs. It 's Clara !
Total marks: 6
( There are 2 marks per picture Ask learners to produce
two sentences as above. 1 mark for each correct sentence
,
describing the pictures, v mark for correct information but
with mistakes w the construction )
Total marks for Unit 3 Review: 20
Unit 3
VOCABULARY task 1 Unit 4
VOCABULARY task 1

IF 2 C 3 E 4 A S B 6 D

A &
Total marks: 6

Track 15
1 There' s a cow behind the house
2 This Is a cat . It 's In the house.
Learners should colour the two pictures as shown above. 3 There are two luards In the tree
4 There's a chicken under the tree
4 marks for each picture.
5 There are three ducks on the wall.
Picture 1
blue arms and legs - 1 mark
a yellow body and orange head - 1 mark
black hair and green eyes - 1 mark ID 2 A 3 B 4 E SC
black hands and red feet - 1 mark Total marks: S
Picture 2
brown face and orange harr = I mark
Mi!*
green body - 1 mark
purple arms and red hands = 1 mark
^
white legs and blue feet - 1 mark
Lcjrnen' own answers
Total marks: tf
Total marks: 9
(Learners make four sentences each using There rt / There
MYillfcllkUrTVl’M ore •antmal( s). 2 marks for each correct sentence describing
the picture 1 mark for correct information but mistakes in
the construction. Add 1 bonus mark If all the sentences are
1 arms 2 hands 3 feet 4 face 5 hair c legs correct )
Total marks: 6 Total marks for Unit 4 Review: 20
AH words must be correctly spelled )

54 Review answer keys and audioscrlpls

 Unit 6

Track 20
1 I'm making apple juice with my dad.I love apples!
2 I like bananas ...one banana,two banana,three banana, four !
3 We re making carrot juice with Odd.
4 Mmmm! Watermelon.I'm making a juice with my mum .
ID 2 C 3 B 4 A

Total marker 4

Unit 5

IB 2 C 3 A 40

1 shorts Total marks: 4

-
2 T shirt
3 cap
4 boots
5 jeans
6 Jacket Learners' own answers
Total marks: 6
/ Mce . ..= 2 marks
...in my juke = 2 marks
each fruit = 1 mark
Total marks: 7

1 Total marks for Unit 6 Review: 15

Learners duw the following,
blue trousers:1 mark
red and blue T - shirt » 1mark
purple trainers = 1 mark

2
red skirt = 1 mark
yellow and green shirt - 1 mark
black shoes - 1mark
l&ve Vi mark for each item and Vi a mark for Its colour.)

Total marks:6

Learners ' own answers

Hi, my namei= 1mark
l weor = 1mark
-
use of colours 2 marks
clothes words = 3 marks
cor reel preposition of place 1 mark
Total marks:8
Total marks for Unit 5 Review: ?0

Review answer keys and audioscripts 55

 Unit 8

(eddy, doll, alien, roboc

hockey, baseball, swimming, basketball
Total marks: 8
i 1 mark for each word in any order)

•IK
a doll nest to the hone = 1 mark
a ball under the window - 1mark
a skateboard on the floor = 1 mark
a monster on the hone = 1mark
Unit 7 car on the bo -Imark
*
Total marks: 5
*

1 paper
2 big
J noisy Whose is the ball ? It 's Nicks.
4 coloured
5 fun Whose is the racket ? It's Sam's . ’.
Whose is the skateboard? ft's Joe s

Whose is the table tennis bat ? It s Pat 's .

4 beautiful
Whose is the horse? it 's Alex 's.
Total marks: 4 Whose is the bike? It 's Ben’s
Total marks: 7
d;< 7.!»71 (1 mark for each question and answer
1 bonus mark for getting them all correct.)

1 yes Total marks for Unit 8 Review: 20

2 yes
J r»o
4 no
5 yes
S yes

Total marks: &

The boys are on the beat They look happy Three boys are
wearing black hats and one boy is wearing a r£jj hat Two
boys are wearing eye masks and one is holdInga longsword.
Total marks: 8
(1mark for each word and 2 bonus marks for getting ail the
answers correct ).
Total marks for Unit 7 Review: 20

56 Review answer keys and audioscrlpls

 Unit 10

^/:
r i 11 j|

bedroom botbroom j bedroom

Total marks: S
(lining room

CA Irvma room •
Unit 9

-
gH J JJi liTTTrWyfT1
^w 1 mat

.
a helicopter, a plane, a tram, a bus a scooter, a bike,
2 mirrors
1 chair
three cars 4 phone
Total marks: 7 5 chairs
Total marks: $

1 red
.
2 red blue
Track 31
3 helicopter
4 yellow Rudy: HI.children! My name's Rudy and this »s my house
5 tram Do you like it ?
6 black, white
This is the hall, can you draw a char
Total marks: 8 In the kitchen draw a table
11 mark for each gap) In the kvlng room draw a TV on the wall
In the bedroom draw a tablet on the bed.
In the bathroom, draw a mirror on the walL

1 car : chair m thehall = 2 marks

2 by bike. table m the kitchen = 2 marks
3 school by bus a TV on the wall m the living room = 2 marks
4 to school by tram. a tablet on the bed in the bedroom - 2 marks
5 goes to school by motorbike. a mirror on the bathroom wall - 2 marks
Total marks:5 Total marks: 10
Total marks for Unit 9 Review: *0. Total marks for Unit 10 Review:20

Review answer keys and audioscripts 57

 ** M M l
' IA A fTTW
1
^TB
1 «3 Ume ( e.g 10 o'clock! = 1mark
lime of day (eg, in the morning! * l mark
activity 3lmark
Total marks:8
aa A Total marks for Unit 11 Review: 20

•• 4 Unit 12
VOCABULARY task 1

•
•
a 1 play 2 read 3 listen to 4 fly
5 watch 6 draw

Unit 11 Total marks: 6

VOCABULARY task 1
iTT^w
ri »]
^ryB
1C 2 F 3 A 4 G
SB 6 0 7 E 1X 2 / 3 X
4 5 X
Total marks: J
Total marks: 6

Track 36
Woman: What do you do in the afternoon ? For each activity.
..
Iltkr . - 1 marks
Boy I play basketball in the playground at the o'clock
-
the activity 1mark
The words must be spelkd correctly,
M an: 'Miat do you do In the morning?
Girt: I go to my grandpa s house at 11 o'clock. Total marks: 8
Total marks for Unit 12 Review: 20
Worn an; What do you do In the morning?
Boy. .
Igo to the beach with my friends We go at nine
o'clock

M an: What do you do In the evening?

Girt: Ihave a bath at eight o’clock.
Woman: What do you do In the afternoon?
Boy: Ihave lunch with my family at two o'clock .

Total marks: 5

58 Review answer keys and audioscripts

Qrammar fun! answer keys
Unit 1 Unit 6
i
One ... Two ... 1 like; love 2 like. low ,do 3 too
*
poster posters
wmdow windows
Unit 7
1
desk desks
ID 2 E SB 4 A
classroom classrooms
2
bookcase bookcases 1 He's an old man.
board boards 2 This is my favourite T shirt .
3 The photos are beautiful
2 4 The table is dirty.
1 These are pupils . 5 Is the do big or small?
2 Is th«s a new game?
3 ThtsisawalL
*
4 Are these new computers? Unit 8
i
Unit 2 1 Leon's
2 Piper 's
3 Frankie's
One ... Two ... 2
child children 1 Whose hat is It ?
2 Whose chips are they?
person people 3 Whose skirt is it
woman women
’
4 Whose glasses are they ?
man men
2
Unit 9
.
1 There are women 1
2 There are; windows 1 his 2 our 3 their 4 its
3 There rs; pet
4 Are there; children 2
5 Is there;desk 1 my 2 our 3 its 4 your

Unit 3 Unit 10
i I
I s got 2 hasn't got 3 hasn't got 4 sgot 1A 2 C 3 B 4 D

2
1 Let s clean the house.
Unit 4 2 Let s eat In the dining room
l 3 Let 's play m the living room.
1 There are two 4 Let 's sit on the sofa
2 There's a
3 There 's a
4 There aren’t any Unit 11
5 There are three i
2 1 in 2 at 3 at; In 4 In 5 in
1A 2 B 3 0 2
1 In the morning 2 in the evening 3 in August
4 on Wednesday
Unit 5
i
1 Fva isn't playing In the garden Unit 12
2 Abdullah rs eating an egg. 1
3 I'm not singing a song 1 don't like cleaning
4 Hugo and Jill are watching TV. 2 likes flying
2 3 like listening
.
1 Ho he isn’t. 4 doesn't like driving

...
2 Yes they are.

.
.
3 No I'm not. / No we're not
4 Yes I am. / Yes we are.
2
1 like playing the guitar, love dravwng

Grammar fun! answer keys 59

Photocopiable lyrics for songs and chants
Unit 1, page 7, task 5
Song

We go to school in the morning. (& )

Let's start the day!
Hip. hip. hooray!
It s English class.
Hip. hip. hooray!
Hello, teacher!
Hello, friends!
How are you today?
I'm fine, thank you.
We go to school in the morning. (x2)
Let s learn English!
Let's have fun!
We love to learn and play!
Hip. hip, hooray! (x2)

Unit 3, page 19, task 4

Chant

Look at my robot!
It's got three arms and four legs.
Has it got small feet?
Yes. it has!
This is my robot
I like it a lot!
Look at my robot!
It likes cleaning.
It likes painting .
It likes walking and talking
This is my robot.
I like it a lot!

60 O Cambfidge University Press and Cambridge Assessment

 Unit 6, page 30, task 2
Song

It's time for breakfast!

What can you see? (repeat)
Milk, bread and fruit, too.
I love milk!
Me too!

It's time for lunch!

What can you see? (repeat)
Fish, chips and peas. too.
I love chips!
Me too!

It’s time for dinner!

What can you see? (repeat)
Rice, chicken and beans, too.
I love rice!
Me too!

Song

We re having fun at school today.

Let's have a good time! (repeat)
We're skateboardsg .
We re jumping up high
We're swimming (x2)
Sports for everyone (x2)

We re having fun at school today.

Let s have a good time! (repeat)
We re kicking a ball.
We're bouncing a ball.
We're throwing a ball! (x2)
Sports for everyone! (xH)

> Cambridge University Press and Cambridge Assessment 61

 Unit 10, pagg S 2, task 1
Song

There’s a bee in the bathroom!

What can 1 do?
I'm coming!
Don't worry!
1 can help you!

There’ s a snake in the bedroom!

What can 1 do?
Don't worry!
I'm coming!
1 can help you!

There’s a tiger in the kitchen!

What can I do?
Don't worry!
I'm coming!
I can help you!

There’s a lizard in the living room!

What can I do?
Don't worry!
I'm Coming!
I can help you!

S»c
.
Unit 12 page > 2 , task 2
Song

I like reading books and singing songs

I like listening to the radio, too!
.
I like flying kites
Playing board games
Do you like these things, too? (x2)
(repeat)

62 £> Cambridge University Press and Cambridge Assessment

Photocopiable worksheet
Unit 12

1 Ask Do you like . .? .

1 ... painting?
2 ... playing board games?
3 ... playing video games?
4 ... playing the guitar ?
5 ... reading books?
2 Count how many people like each activity.
/Jo you hke pamring? W1

3 Draw a har in the graph to show each number . Draw one bar for each question. Colt HIT each bar a
different colour.

10
9

7 -
6
5
4 -
3

2
1

T T T T

1painting 2 playing 3 playing 4 playing 5 reading

board games video games the guitar books

•- Cambridge University Press and Cambridge Assessment 63

Acknowledgements
Author acknowledgements
Jane Boylan would like to thank Lynn , Ann Marie, Jackie and Catriona she really enjoyed working with
them all.

Acknowledgements
The authors and publishers acknowledge the following sources of copyright material and
.
are grateful for the permissions granted While every effort has been made, it has not always
been possible to identify the sources of ull the material used , or to trace all copyright holders.
If any omissions arc brought to our notice, wc will be happy to include the appropriate
acknowledgements on reprinting ft in the next update to the digital edition , as applicable .
Photography
Snapshots from Fun Skills Srutirnf 's Hook I pages 6-67.

Illustrations
Fran Brylewska ( Beehive Illustration ); Dave Williams (The Bright Agency ); Pablo Gallego ( Beehive
Illustration ); Collaborate Agency ( Advocate ); Wild Apple Design Lid . ; Leo Trinidad (The Bright Agency ).

Design
Design and typeset by Q2A Media Services Pvt . Ltd .
Cover design by Collaborate agency.

64 Acknowledgements