teacher’s book

d
mize
sto n
Cu ditio
e

new
beep 3
Brendan Dunne
Robin Newton

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 Contents

Key vocabulary

Hello! p. 4
1-20 Wha
How

1 Ready for school p. 7

book, pen, pencil, pencil case, rubber, ruler, school bag,
sharpener
I’ve
Hav
behind, in, on, under No,
Review p. 15 Whe
It’s i

2 Busy morning! p. 17
get up, have a shower, get dressed, have breakfast,
brush my teeth, go to school
Wha
It’s s
I (ge
Review p. 25

3 Story World p. 27
dragon, dwarf, giant, pirate, prince, princess, superhero,
witch
He’s
Her
fat, scary, short, strong, tall, thin
Review p. 35

4 Sports p. 37
basketball, cycling, football, gymnastics, rollerblading, skiing,
swimming, tennis
She
He c

Review p. 45

5 Nature Park p. 47
bear, butterfly, eagle, fish, snake, spider, squirrel, wolf
claws, legs, tail, wings
It’s b
Has
Can
Review p. 55

6 After school fun! p. 57

dancing, doing puzzles, gardening, making models,
playing cards / the guitar, singing, reading
Wha
guita
bathroom, bedroom, garden, hall, kitchen, Whe
Review p. 65 living room He’s

7 Transport p. 67
boat, bike, bus, car, helicopter, plane, ship, train
big, small; fast, slow; new, old
It’s f
Is it

Review p. 75

8 Summer fun p. 77
camping, eating ice cream, making sandcastles, playing frisbee,
sailing, snorkelling, surfing, taking photos
Do y
I do

Review p. 85

Festivals p. 87
Chinese, dragon, lantern

2
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 0.0

listening
Culture
Key structures CLIL
Phonics
song/chant
What’s your name?
How old are you? I’m eight.
speaking
I’ve got two pencils. Collections Drawing a plan of a classroom
Have you got a blue sharpener?
No, I haven’t. reading
Where’s the ruler? Initial sound p
It’s in/under/on/behind…
writing
What time is it? Reading as a hobby Describing a day’s activities
It’s seven o’clock.
I (get up) at half past seven.
The ee sound

He’s tall. Carnival time and Describing and drawing

Her nose is big. dressing up invented characters

The ie sound

She doesn’t like tennis. Popular sports for children A school sports day:
He can ride a bike. in the UK identifying races

Initial sound j

It’s big and green. The work of a park vet Describing animals by
Has it got a tail? No, it hasn’t. their features and abilities
Can it fly? Yes, it can.
Initial sound b

What’s he doing? He’s playing the Free time activities Identifying and writing
guitar. about hobbies
Where’s Karim?
He’s in the kitchen. Initial sound g

It’s fast/new… London transport Learning about hot-air balloons

Is it slow? No, it isn’t.

Initial sound tr

, Do you like sailing? Yes, I do. Surfing and other water sports Describing summer
I don’t like playing frisbee. holiday activities

Initial sound s

World Book Day

Chinese New Year

3
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 Methodology

Creating the right conditions Speaking / Communication

for language learning
In New Beep, the children are always given
Language learning begins and ends with meaning. It is opportunities to see, hear and absorb language in
a guiding principle of New Beep that all contexts and context before speaking activities. In addition, all
situations where our learners encounter the language activities have clear models and make use of familiar
should be meaningful and relevant to them and draw situations, such as a shopping role play or playing a
on their own worlds, both real and imaginary. The child guessing game. Speaking practice comes in many
characters that present new language and appear in forms, including:
the stories are appealing and it’s easy for the learners
to identify with them and the situations they find • Choral repetition activities such as chants, songs and
themselves in. tongue twisters.
• Dialogues where the children take roles and read a
There are also frequent opportunities for the learners to script aloud.
bring their own lives into the classroom. In addition to • Surveys and questionnaires.
activities such as surveys, pair work and personalised • Card games, which involve saying words, asking
writing, the children are often asked to talk about their questions or giving descriptions to play a game.
interests and experiences, making the learning process • Role plays and question and answer exchanges with
much more meaningful for them. a partner.

Learning is most successful when it is enjoyable. Songs,

chants, stories and games provide fun ways in which Literacy
to address a range of activity preferences and learning
styles.
Literacy skills are key not just to language learning,
but to all learning in general and literacy development
Peer support has been shown to be a vital factor in
plays a central role in New Beep. In addition to the two
classroom learning and learners are actively encouraged
stories per unit, the children engage in a broad range of
to support each other through pair and group work.
text-based activities to develop literacy skills, including
songs, chants, phonics, tongue twisters, dialogues,
surveys, puzzles and games. The children are called on
Language awareness increasingly to use what they have learned in their own
writing; building from word to sentence to paragraph
The extent to which rules about form are taught or level, so that by Primary years 5 and 6 they can work
made explicit to the children depends on the year. with and produce more sophisticated texts.

In Primary years 1 and 2, new language is taught

implicitly as formulaic ‘chunks’ that the children use to Stories
talk about themselves or ask questions. There is minimal
focus on the structure of forms, though the children
Stories are a main focus in each unit. Appealing
begin to look at basic elements such as the difference
characters and plots, which often make use of humour
between he and she.
and dramatic tension, reinforce the positive experience
of reading in English. The stories act as a vehicle for
In Primary years 3 and 4, new language is still mostly
introducing or revisiting core unit language and provide
taught as chunks, though the children are asked to
opportunities to encounter the language in meaningful
focus more on sentence building and distinctions between
contexts. For each level of New Beep, there is also
affirmative and negative forms such as can and can’t.
a graded reader, featuring the child characters, which
reviews language from the level and provides extended
In Primary years 5 and 6, the focus on form is a lot more
reading practice and comprehension activities.
explicit and there is some use of basic meta-language
such as the name of tenses.

New language is introduced in Lessons 2, 3 and 6 of

each unit and is presented in context with a listening
activity or embedded in a story.

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 Learning about other cultures Learning through English (CLIL)

Children are naturally curious about each other and Exploring other areas of the curriculum in English can
learning about different cultures and how children live provide variety and interest and is very motivating for the
in other parts of the world is of immense social and children. Each unit of the course has a CLIL (Content
pedagogical value. An awareness of how their lives and Language Integrated Learning) page, which links to
are different or similar to other children’s helps them a subject from the school curriculum. On these pages,
to have greater empathy and to find their own place in children explore cross-curricular content, such as
the world. This is especially important when a growing making maps, healthy eating or animal habitats through
number of the children in their own classes will come the medium of English.
from different cultural backgrounds.

Learning about other countries and cultures will broaden

Review
our the children’ horizons and hopefully make them
want to go and explore for themselves in the future. Reviewing and recycling of the language are vital for
Doing this through the medium of English will show long-term retention. All units have a review page in the
them how important the language is to communicate Activity Book, where the children revise and practise
with people in other countries. the new language. In Primary years 1 and 2 there are
also three review sections in the Student’s Book. From
At the pedagogical level, a focus on culture offers Primary year 3 to year 6 this review section in the
great opportunities for more extended reading and Student’s Book is at the end of each unit.
comprehension in a way that’s highly motivating.
The children can not only review the grammar and
vocabulary they’ve studied but also encounter a broader Diversity
range of language in more natural contexts.
Learners may come from a variety of backgrounds
Pronunciation and phonics and bring a diversity of abilities and experiences to
the classroom. They learn at different rates, and have
different learning styles and preferences. New Beep
The complexity of letter-sound relationships in English fosters and caters for diversity in a number of ways.
presents a big challenge for our learners and is given Pair and group work encourage cooperation and
special focus throughout the course. The audio CD peer scaffolding. There is a wide range of activity types
provides strong models of pronunciation for all new that will appeal to all learning styles and intelligences
language. The phonics tongue twisters in each unit and allow for participation at all levels. Teacher’s notes
provide a specific focus on letter-sound relationships. highlight activities that lend themselves best to this.
These are carefully graded in difficulty throughout the The Teacher’s Book also includes a series of language
course. In the lower levels the emphasis is on simple worksheets for supporting learners with different levels.
initial sounds. In later levels, there is a progression
to the more sophisticated phonemes of consonant
clusters and blends, vowels and dipthongs, and Additional interactive material
stressed and non-stressed pronunciations. Rhyme and
Arts & Crafts
rhythm are essential in order to facilitate and emphasise
pronunciation and to enhance the humorous nature of Mixed abilities
these verses.
Playing cards

Poster

Teaching tip
X.X
X.X Track reference

(YLE) Young Learner / Trinity Exam

preparation

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 Student’s Materials Te
LESSON 1
Hello!
.
LESSON 1 3 Listen and sing LESSON 2
3 Listen and sing.
1.4

1.2
r name?
1 Listen and sing
. What’s you .
you? I’m Lucy. I’m eight
How old are

I’m Tom. I’m eight

.
I’m Karim. I’m eight
.
How about you?
Student’s Book
How about you? I’m Olga. I’m nine. How about you?
How about you?
All the core work for the year is divided into
a welcome unit and eight main teaching
units. The units in turn are divided into
seven lessons, followed by a revision area.
Additionally there is a section which covers
What’s this letter?
special days at the end of the book.
M
1.3
answer.
2 Listen. Ask and
I’m Mark.
How old are you?

I’m eight.

Kay
r.
with your finge
4 Draw letters
Mark
4 Draw letters with your finger.
3 Find and colou
r.
How old are you? 5
Greetings Reviewing the alphabet
05/02/15 12:57
4 B words = yellow
C words = orang
Tom. e P words = green
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T words = blue
I’m
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6.indd 4 . 1

Hello!
3 Find and colour.

Activity Book and Audio CD 1 te.

Read, match and comple

Lucy nine eight

I’m Karim

Reflecting the Student’s Book structure, the I’m . I’m

I’m eight.
. I’m Olga.
I’m . I’m
Tom.
.
4 Unscramble
the letters and
write.

additional support is divided into a welcome unit,

I’m eight.

eight main units as well as a ludic section. The work

o
What’s
your na s o
I’m me? r
e
can be done in class or set as homework.
la t p n
How old
. h s o
are you
?
d
I’m
4 Unscramble the letters and write.

The accompanying CD provides the audios for the 2 Draw yourself and answer.
What’s
It’s
your fav
ourite co
lour?
.

n
359604 _

listening activities in the Activity Book and the .

e
s

p e
k
Picture dictionary, as well as the songs and What’s your name?
a
a
p l
a
b i
b
r
t

stories from the Student’s Book.

I’m
.

How old are you?

I’m
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2
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3

d 2
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Beep on grammar
349815Beep

Hi Kar
We ar ing! Ther like the D
Beep on grammar covers all the It’s am orld here
Story ease com

im!
Island.

e on
Tom

az
W

holid s a theme osaur

Pl

basketball grammatical structures in the ay in

e’
.I

cycling
Port park called
e!

Sunlig

Student’s Book in simple tables

4
8

in

ht.
5

for the children’s reference.

1

football
The tables are followed by a ne
w
gymnastics
short exercises to support and
lg a! got
Hi O e’ve d is a
!W Da lease
ere
ic h ck. His at. P
ntast Ja is bo
It’s fa called o n h

consolidate the grammar point.

Tom and Lucy nd e go
are on holiday frie n. W
They’re writing with Mum and rma
postcards to Karim Dad. fishe too!
and Olga. e
com

This is an adaptable component 364493 _ 0001-00

Luc
y

that can be
rollerblading 24.indd
5

skiing
2

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Reader
BEEP 3 Unit 4 Story
6

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reviewed at Unit 3
ThePosReader provides an
d 7

Adjectives: tall, sh
364445 _ 0001-0032.ind

any time you ort, fat,

thin, strong, scary sessive pronouns: h
swimming
tennis consider tall.
short.
additional storyis, h for
er
the
children to read. The story has
BEEP 3 Unit 4 Vocabulary He’s fat.

appropriate
364445 _ 0001-0032.ind
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She’s thin.

Cut-outs
13/10/11 14:56
strong.

the same characters as the

scary.

for the class. 1

The Cut-outs include mini-
Look and describe
the characters.

1 Look and comp unit stories in their Student’s

versions of the stories so
lete the sentences
with His or Her.

Book and is accompanied by

that the children can make
5

7
a CD with the audio. There
their own booklets. There
3
8

are worksheets provided in

are also mini versions of the
2
4

the Teacher’s Resource Book.

6
1

Flashcards for the children 1

This work can be done in
to play revision games with. 2 5

class or set as homework.

3 6

4 7
8
6

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 Teacher’s Materials UNIT 3 LESSON
2
5 Listen and play. 1.30 UNIT 3 LESSON
3

Unit 3 - Lesson 3A
Student’s Book, page 29

Objectives Getting started

To listen and play a game. Ask the children if they remember the song from Lesson 1, Come to Story
World. Help them remember and sing the song again as a class. Then, divide
To act out a short dialogue.
the class in two and ask each group to sing the song.

Target language

Teacher’s Book
5 Listen and play. 1.30
Vocabulary:
dragon, dwarf, giant, pirate, Say: Open your books at page 29. Look at the pictures in Activity 5. Ask
prince, princess, superhero, the class to identify the characters. Tell the children they are going to listen
witch; fat, scary, short, strong, to descriptions of the characters. Ask them to look at the pictures of the
characters as they listen. Play the CD. The children listen. Play the recording

The spiral bound guide contains interleaved Student’s Book reproductions,

tall, thin
again, and this time the children try to identify the correct character during the
Structures: pause. Play the CD again and stop after each sentence. Say: Who is it? The
He’s tall and fat. children answer aloud.
She’s short and thin.

complete step-by-step teaching notes plus extra suggestions for exploiting

Who is he/she?
6 Play a game.
Explain to the children that they are going to play a game. The class describe
Materials a character to the best of their ability. More competent children might be
Teacher’s i-book encouraged to give longer descriptions. She’s (tall and thin). She’s wearing

the course. It also provides the transcripts and answer keys, assessment
CD (a black hat). She’s (sitting on a chair), etc. Less able children might be
encouraged to mime their characters to support their descriptions.
Play a game. 6
Finishing off

guidance, cross references to support material and information about the Key
Ask a volunteer to think of one of the characters without telling the class. Ask
the class to suggest mimes for the volunteer to do in the She’s
role of
tallthat character
and
(read a book, write your name on the board, eat a banana, etc.). After thin.
two or
three mimes, invite the class to guess which character it is.
It’s the witch.

Competences. A valuable Activity Bank offers suggestions of how to make Story characte

the most of all the course materials and there are useful sections on how to
rs Adjectives
(He’s) (tall and
600717 _ 0027-0036.in fat). Who is (he)?
dd 29
29
SCC Students develo
p their social
for the rest of skills by playin 05/02/15 14:20
the class and g a mime game.

anticipate difficulties when preparing for the lessons.

student’s comm they have to They must act
unicative compe guess who it out a character
tence. is. This activit
y helps develo
p

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Transcript
.indd 125
125
Listen and play. 1.30
09/06/15 11:06

He’s tall and fat. Who is he? She’s short and strong. Who is she?
She’s short and fat. Who is she? He’s green and scary. Who is he?
for school
Unit 1 Ready He’s tall and thin. Who is he? She’s got red hair. She’s tall and strong. Who is she?

124

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Can I borrow
a ...?
RUBBERS
How do you say Posters
... in English?
All of the Posters are double sided. They
It’s my/your present the key vocabulary in the unit
Teacher’s Class CD Audio
BAGS
SCHOOL

turn!
and the unit tongue twister. There are
How do you
also posters to help the children revise The teachers are provided
spell ...?
new grammar points from each unit. The with a complete audio
It’s time to go! Teacher’s Book Activity Bank contains containing all the songs,
1.13

Pink and purple penci

ls,
suggestions for exploiting the posters in listening activities, and stories
2012
Educación S.L.

cases.
Pens and pencil
Can I go to the
BEEP 3 © Santillana

Peter and Patricia, .

Drawing funny faces
the course. in each level.
EAN: 8431300158542

07/10/11
14:08
toilet, please?
1
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Flashcards and Word cards

The teacher uses the Flashcards
and Word cards in lessons to
help with the presentation of
sailing vocabulary. There are also many
suggestions for games using the
Flashcards and Word cards in
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the Teacher’s Book Activity Bank.

Phonics
worksheets
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Story card 5
Unit 7
The lighthouse!

© Santillana Educació
n S.L. 2012
plane.
Karim: Hey! Look at that
We’re late.
Olga: Oh no! The boat is going. PHOTOCOPIABLE

106

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S.L. 2012

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BEEP 3 © Santillana Educación

:26

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d 91
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Teacher’s Resource Book

The Teacher’s Resource Book contains a
as
wealth of photocopiable worksheets divided
DVD 364563 _ 0097-0112.indd
into sections: Communicative activities,
The DVD includes one
105

07/10/11 14:19

DVD, Language (this section includes one

y
animated story, as well Story cards worksheet for each level: Reinforcement,
as sketches with native The Story cards are large Consolidation and Extension), Newcomers,
speakers. There are versions of the story vignettes, Phonics, Reading and Writing (activity types
k.
worksheets available in the with the audio script on the for the Cambridge YLE exams), Reader and
Teacher’s Resource Book. back of each card. Tests.

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 Aw
Digital Materials Le
Teacher’s i-book for IWB
Herein a solution to bring your teaching to life in the classroom. The Teacher’s i-book is a fully interactive version of the New 3
Beep course, which integrates all the teaching and learning materials cross-referenced into one single format for use
with an IWB or projector.
1 2 2
Key features:
• The Teacher’s i-book also includes
clips featuring real children.
• The one-touch zoom-in feature
guarantees the easiest and quickest
access to all the activities, answers,
audio material and transcripts.
• It includes the amazing
Vocabulary Game Generator
to create your own IWB games
3 at any time! See page 20 to learn
more about this tool.
• Interactive Term Review Games
and posters also included.
• The Teacher’s Book includes
digital icons on the Student’s Book
lesson notes pages to help you identify
where every additional interactive
5 resource is located at a glance.
4

1 Quick access to i-posters, 3 Additional interactive activities to 5 Richmond i-tools to personalise

i-flashcards and i-story cards reinforce the lesson content the i-book
2 Interlinked components at page 4 All course material included
level

Student’s CD-ROM Activity Generator

The children are provided with an interactive This is the solution to edit or create your own
CD-ROM to help them revise key vocabulary personalised worksheets from the Teacher’s Re
whilst having fun. The activities on the Resource Book. Either use an existing
Student’s CD-ROM are ideal for fast finishers, worksheet and edit it, or create a worksheet R
as wrap-up activities or homework. from scratch using the images, texts and design
Includes learning progress report. elements from the Teacher’s Resource Book. Te

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 A walk through the unit
Lesson 1
3. Story World
LESSON 1
3. Story World
1 Listen and sing
.
1.27
1 Circle and labe
l.
ld,
Come to Story Worre.
Everybody’s theprincess,
A prince and a hair.
With long blac k
witch,
A dragon and a k cat. P W F E
S W X O
P D
With a little blac pirate, L E I P
I R A T E
And there’s a big white hat.
In this lesson vocabulary
O N R T W
and S O M G
With a blac k B Z G T R A
C C V D
S U P E K R
and a giant,
There’s a dwarf the sky,
With his head inerhero!
J H R A V
K U I O W
R H E R O
P W A R
F
E
is presented using labelled
E R G D M
illustrations. The vocabulary items
And look , a sup V T N L
S J G O
She can fly! S E C W D A
P R I N C
are also presented in the context
ld, K I E J E
Come to Story Wor R F S E
U H A Y
T G
Don’t be late. ! Z A S X
D W N W
Q A
ries
of a song. There are always one or
We love sto S C T V
at! D B
Stories are gre

1.28
two listening tasks on this page.
and say.
2 Listen, point
2 Complete and
draw.

princess
dwarf
prince
i-activity
superhero

witch
The Teacher’s i-book
giant
pirate
dragon
27
provides an additional
Story characte
rs
05/02/15 14:20
My favourite stor
y character is
the interactive activity for this
27 293837 _ 0021-0
lesson.
21
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A walk through the unit

2
Lesson 2
UNIT 3 LESSON
5 Listen and play
.

1.29

3 Listen and read

.
3 Listen and num
ber the charact
ers. 3.3

t. He’s tall.
Look at the gian
at the dwarf.
5 Look, circle and
write.
Yes, and look
She’s short.

Can you see the

pirate? He’s fat.
This lesson offers some controlled
witch.
Yes! Look at the
She’s thin. production of the new vocabulary
o! She’s strong.
I like the superher
dragon.
and introduces a new form through
I don’t like the
He’s scary. a dialogue. This is followed by
?

6 controlled practice of the language

Am I scary, Olga
aren’t scary! Look and com
No, Karim. You plete.

(a role play, information exchange,

page 6.

game, etc.).
mar,
Beep on Gram
4 Look and writ
e, then draw.

4 Play a game. He’s She’s

1
tall. 2
6 Play a game.
short. 3
strong.

4
scary. 5
fat. 6
thin.

7
scary. 8
t). (He’s) (tall). fat.
Look at the (gian
rs Adjectives
Story characte 22 05/02/15 14:20

28

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Resources
Reading and Writing
Teacher’s Resource Book, page 139

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 A walk through the unit Aw
Lesson 3 Le
3
UNIT 3 LESSON
S
2
UNIT 3 LESSON 1.30
5
5 Listen and play
.
Look, circle and
write.

The functional use of the

t a l l f a t
forms presented in the unit are
s t r o n g
highlighted here. Occasionally,
t h i n s c
a r y s h o
r t

new vocabulary related to

6 Look and com
plete. the unit topic is introduced or
1
2
3
4
alternatively, vocabulary from
earlier units is revised. There is
5

6 always a listening activity.

3
strong.

i-activity
6
6 Play a game. thin.
It’s the witch.

She’s tall and thin

. The Teacher’s i-book
1 He’s

2 He’s
.
4 He’s
provides an additional
(He’s) (tall and
fat). Who is (he)?
29
3 She’s
.
5 She’s
.

.
interactive activity for this
Adjectives

lesson.
Story characte
rs .
05/02/15 14:20 6 He’s
.

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A walk through the unit

Arts & Crafts lesson S

I lik

Art and Crafts

e st
orie
s abou
I like stories about...

3
drag t...
ons
dragons

witc
witches
hes

dw
arfs
dwarfs

supe
rher
superheroes oes

giants
gian
ts
I like stories about..
pirates
pira
tes
.

dragons

dwar
fs An arts and crafts style activity is
superh
eroes
witches
provided in each unit. Once the craft
giant
s
element has been constructed it can be
dwarfs used to practise the target vocabulary
pirates
and structures.
superheroes
ll
tba
foo
M ien

play
fr
y

Na he
/S
me
He
ds
Na he
He
me
/S

Na he
/S
me
He

giants
Na he
He
me
/S

© Santillana Educac
ión S.L. 2012

pirates

129
PHOTOCOPIABLE

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Resources Re

Arts and Crafts D

Teacher’s Resource Book, page 16 DV
Te

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 A walk through the unit
Lesson 4
4
UNIT 3 LESSON Fin d
ty!
Sleeping beau
and
UNIT 3 LESSON say!
4
Fin d
and
1.31
say! ing down the trees with his sword.
cutt
y. The prince is
listen to the stor
7 Read and
lives in a big cast
le.
The princess
play.
in the school
The children are The prince is
cutting down
uty.
It’s Sleeping Bea the trees with
his sword.

More features a double P P

Oh, no! Olga
This lesson More
is really asleep.

practice
.
Karim is in the play
This is his sister, practice
Salma. Don’t worry,
Princess.
page spread with a colourful story.
I’m coming!
Ah, Olga is At the top of the double page
F F
the princess. Look at Don’t worry,
her dress! Princess.
I’m coming! spread, there’s a pre-reading
activity to exploit the story artwork
2 I am the prince.
for vocabulary practice. As the
SC SC
Wake up,
1 Princess!
2 lots
children progress, the activity will
e are
. Look, now ther
The prinThe
cessprin cess is sleeping
is slee
He’s very
ping. Look, now strong! Zzz-zzz-zzz!
’s the witch. of trees.of trees. there are lots 5
Here’s Lucy. She
Please wake up, 6 move towards comprehension,
Princess!
Zzz-zzz-zzz!
Where am I?
Moreor other personalisation
discussion More
phonics
activities. phonics
Go to sleep,
Princess!

Oh, no!
She’s scary!

4 It’s a very
It’s Tom. And Karim is his funny story!
He’s the prince. y!
3 horse! He’s funn Look at her dres
s.
context
4 Adjectives in
A traditional school play
Look out, Karim!
7
30
A traditional scho
ol play 05/02/15 14:20
Adjectives in
context Look at her dres
s.
Everyone likes
the play!
8 The Teacher’s i-book
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31
provides
i-poster
an animated
05/02/15 14:20 version of the story.

i-flashcards

ty!
e.
y and complet
Sleeping beau 9 Look at the stor

ures, then read

and write True
or False. 9 Look at the stor
y and complet
e.
IWB i-book
7 Order the pict
2
,
Princess!

1 He’s
!

a dress and jack

et.
Lucy is the
Lucy is the witc
witc h.
h.
3 In this lesson, there are also
Olga is wearing ,
more exercises based on the
story (true or false exercises
word. 4
and completing sentences).
find the mystery
10 Complete and
I? Finally there is an opportunity
Tom is the prin is the prince.
Tom ce.
10 Complete and
find the mystery
to make a story booklet, with
word.
The play is calle
d Cinderella.
the templates and stickers
8 Read the stor
y and complet
e.
Karim provided, based on the story.
Salma
Lucy
Tom

rd.
3 has got a swo
3 got
has
k cat. 4 a sword. the horse.
has got a blac is
1 is4the horse.
r.
is Karim’s siste
2 Karim is in the
play. He is the
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Resources
DVD 1 Story cut-outs
DVD 1 Animated Story: Sleeping Beauty! Teacher’s Resource Book, pages 109 – 110
Teacher’s Resource Book, page 29

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 A walk through the unit Aw
Lesson 5 Le
5
UNIT 3 LESSON wer.
10 Read and ans

11
1.32

8 Listen and cha

nt.
Look and circ
le.

h.
This is the witc . 13 Look, read and
She’s got a cat circle the cor
rect answer.
Her nose is big,
Her hat is black.
s,
This is the princes
She's got a crown.
red,
Her shoes are n.
Her hair is brow
This is the prince,.
And his horse too ng,
His arms are stro . This lesson uses a chant or
His eyes are blue
1 Her / His
cat is black.
2 Her / His
listening activity to review
vocabulary and introduce a new
4 Her / His bird is scary.
dog is short. 3 Her / His
mar, page 7. 5 Her / His
dog is tall. cat is white.
Beep on Gram
ouns: his, her 6 Her / His
Possessive pron
is
12 Write in order
and colour the
bird is fat.
structure. There is invariably
hair black.
pictures.
His white.
Her shoes are

11 Read and dra

w. a game to reinforce these
9 Read and say
A or B. 14 elements.
Write and colo
ur.
B
A

1 hat Her purple is

4 is His hat black
.
2 is jacket
red. red
white. 4 Her hair is His .
3 Her cat is is orange. 5
are orange. green. 8 His jacket jacket is pink
green. 2 Her shoes 7 His book is . Her
1 Her hair is is purple. 3 parrot
blue. 6 His jacket green Her is
5 His kite is 6
.
big. parrot His
(Her) nose is blue is
adjectives .
His and her with 05/02/15 14:20

32 26 .

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A walk through the unit

Lesson 6
6
UNIT 3 LESSON

5
UNIT 3 LESSON wer. 13
10 Read and ans
Superinsect
Superdragon Look, read and
circle the cor
rect answer.
Superboy
Supergirl

This CLIL lesson explores a curriculum

area related to the theme of the unit, for
His ears are gree
n.
2 His legs are thin.
3 Her ll and strong.
smacat
He is/ His is whit
example measuring ourselves in a unit
1 his name? e.
about the body.
w. Wha/ t’s
His eyes are yello 6 Her His bird is fat.
He is scary. 1 He’s fat.
e?
What’s his nam Yes / No
2 He’s strong.
4 Her hair is red. Yes / No
4 She’s scar
y.
le. 3 His Yes / No
t and yellow. Her legs are purp shoes are blac 5 She’s shor
3 His hair is shor k. Yes / No t.
She is tall. Yes / No
His cape is red. e? 6 Her shoes
e? What’s her nam are white.
What’s his nam 14 Write and colo
ur.
Yes / No

His hair is
.
11 Read and dra
w.
His jacket is
.

1 This is Supergirl.
Her hair is pink.
She’s strong.
His cape is
. i-activity
His trousers are
er.
rmonst .
is Supe hands
2 This t blue
He’s go He’s scary.
and le
gs .
His shoes are
. The Teacher’s i-book
red.
His cat is
33 . provides an additional
4 Her hair is
interactive activity for this
ted character
is orange. drawing an inven
8 His jacket Describing and
adjectives
His and her with 05/02/15 14:20

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lesson.
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Resources Re

Language DVD 2 P
Teacher’s Resource Book, pages 55 – 57 DVD 2: Real Kids Te
Teacher’s Resource Book, page 30

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 A walk through the unit
Lesson 7
Review
7
UNIT 3 LESSON
Culture
.
n. Then write
1 Read and liste

In this lesson students will work

swer.
12 Read and an with more extended reading and
ival!
C ar n comprehension set in a context
from another country. A phonics
activity follows with a fun tongue
twister which children will love.

Review
Miguel Alba

rnival, th ere is a parade

vourite
1AtinCa
Look
my an.dMco
town umms,plda ds and
Carnival is my faol, we wear
et
e.. This
stumes
my sc ho children wear coa witch. She’s
festival. At aring a pirate year, my mu m is
costumes. I’m we t is red and a giant. He’s
scary. My dad is a superhero.
costume. My ha My teacher’s tall and thin. I’moes. They’re
.
my shirt is white e’s a princess. I like superher !
name is Clara. Sha crown and a strong
She’s wearing ess.
green dr 1 p nc s
2 p rh r
. 3 p at
. 4 Alba likes … 4 d

2 Clara is …
. 23 Alba’s dad is …
Look an ddfatwrite.
a witches
o

aring … . a tall an b princesses

1 Miguel is we a a superhero b tall and thin c superheroe
s
a a red shirt b Alba’s mum c short and thi
n
b a blue hat c Miguel’s tea
cher
c a white shirt

1.33
er.
a tongue twist
13 Listen and sa
y
2 Write the nam
e.

kites.
Giants like flying bikes.
Pirates lik e rid ing
I like climbing. e?
What do you lik
and flying
d ie as in like
(scary)! Phonics soun
gon costu me). They’re
I’m wearing (a dra 05/02/15 14:2
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34 Carnival

3 Look and co
mplete with Hi
-0036.indd 34
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1
name is Karim
.
2
cat is black.
3
name is Lucy.
4
sister’s name
is Salma.
5
nose is scary.

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Phonics
Teacher’s Resource Book, page 95

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 A walk through the unit Aw
Review Pi
UNIT 3 A review is provided at the end
Review of the unit to revisit the most
IT 3 LESSON 7 1.34 important unit structures and
n. Th en write. vocabulary. The children will
1 Read and liste
practice the four skills here, and
Hello 1 ... ,
come in! at the same time, they will enjoy
the ludic approach while following
the adventures of the Beep robot
Beep, 2 ... ! character.
Hi!
necklace.
pirate taking a
Beep and Robb
. Th
y are at a fancy
ey ’re wearing co
wboy costume
s. Robby sees the
Reviewiw
th his lasso.
dress party Beep stops the
4 ...

ate!
Oh, no! What a bad pir
3 Read and wr
ite. UNIT 3
1 crown / dr
ess / long hair = pr
incess
2 fire / big tee Ok! I’ve got
th / fly you now!
I’ve got
an idea! 3 black hat /
pa rrot / boat
Now he’s taking 4 black cat /are heroes, 6 ... !
her 3 ... . d Robby big hat / fly
Now Beep an
Wow! Fantastic 5 crown / sh
costumes! ort hair / jacke
t

4 Say and gues

s.
….
4 Alba likes
a witches
b princesses
s
c superheroe She’s Beep!
yodu, th
takll an
Than
It’s not a 5 ... . ! Her hair is pink.
in.
We are the police

ns are blue. The princess!

2 Write the nam
e.
4 He’s got a
big hat. His jea
e. He r dress is pink.
t a black hat. 5 She’s got a
ne ck lac
green. She’s go red and white
hat.
1 Her nose is ck an d white hats. 6 He’s got a
aring bla He’s fat.
2 They’re we w and green.
are blue, yello 35
3 His clothes 5 Draw anve
Possessi wrjec
d ad tives
ite.
y Adjectives
Unit vocabular 05/02/15 14:2
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© Santillana Educac
This is a dw
arf.
His name is
Jack.

ión S.L. 2012

He’s short
and fat.
Do you like

PHOTOCOPIABLE
dwarfs?

36
Unit vocabular
y: story chara
cters Describing sto
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 A walk through the unit
Picture dictionary
nary 3
Picture dictio
3.11

dwarf

dragon

get dressed
___________
pirate
In the picture dictionary, the key
____________ giant
vocabulary of a unit is summarised
in alphabetical order together with
illustrations for reference. The
princess children complete the dictionary
prince
with the key words in their mother
go to school
____________
___________ tongue.

witch

superhero

t
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___________
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A walk through the unit

Evaluation
Unit 3 Test Unit 3 Test
Class:

Name: Name:

1 3 Class:

1.35

1
1.44
W
D
S

This lesson provides guidelines for

testing children as well as the Test
P
P
script and answer keys.
P
4
2
© Santillana Educac

His / Her legs

are long.
2
© Santillana Educac

His / Her hair

Is he fat?
ión S.L. 2012

is short.

Is he short?
© Santillana Educac

Is he strong?
PHOTOCOPIABLE
ión S.L. 2012

Is he scary?
ión S.L. 2012
PHOTOCOPIABLE

His / Her cat

155
PHOTOCOPIABLE

is black.
e. (Track 1.35)
1 Listen and circl er. 3 His / Her dog
tions and answ Write the word is fat.
2 Read the ques 4 Circl
s.
e the correct answ
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Resources
Playing cut-outs Unit 3 Test
Teacher’s Resource Book, page 123 Teacher’s Resource Book, pages 155 – 156

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 Getting the most out of the Teacher’s i-book G
The Teacher’s i-book integrates all the teaching
and learning materials cross-referenced into one i-posters
single format for use with IWB or projector.

The Teacher’s i-book is very user-friendly. Using The i-posters offer two interactive activities to
the i-book in class is a wonderful way to focus the present and to reinforce the key vocabulary from
children’s attention on the specific content you wish the unit in a different way. The use of this flexible
to work with, since what they see on the IWB is also resource in combination with the Richmond i-tools
in their books. also permits a wide range of extra interactive
activities to evaluate or to expand the course content.

Direct links to other books, i-flashcards

sections or pages
The i-flashcards can be used to practise all four
Throughout the Teacher’s i-book there are various language skills in a very user-friendly way. You can
coloured links which lead to corresponding sections decide which functions to use depending on your
in other components of the course: specific needs:

takes you to the Student’s Book. • Show a picture and ask the children to name it or
ask them to use the Richmond i-tools to identify
takes you to the Activity Book. one of the pictures. All the pictures are placed
at the bottom of the screen to make them easily
takes you to the Teacher’s Resource accessible.
Book. • Show the written form and promote reading skills.
i-poster i-flashcards i-story cards i-activity
open the • Listen to the word and practise the correct
additional interactive resources for the unit. pronunciation.
• Open the Richmond i-tools and ask them to
write or copy the word.
The Teacher’s Book includes these icons on
the Student’s Book lesson notes pages to help
you identify at a glance where every additional Term Review games
interactive resource is located.

The interactive games are ideal to revise the term

Use the i-flashcards and the i-posters to present core content with the whole class. Roll the interactive
content and revise key concepts throughout die and move the counter to the corresponding
the unit. Use the i-activities to reinforce the lesson square. Ask the children to answer the question.
content. Alternatively, you can form groups and ask each
group to answer taking turns. Use the timer on
The buttons for the children are placed at a lower the Richmond i-tools to make the revision more
level on the screen to facilitate their participation with challenging for the children and to allow them to stop
the IWB. The buttons for the teacher are located at and think before they answer.
the top of the screen to help you guide and control
the children’s work.
Term Review posters
Encourage class interaction and develop children’s
digital competence by allowing them to use the
Richmond i-tools to follow your instructions. Their ludic approach make content revision great
fun. Use the Richmond i-tools to help the children
focus their attention on the key concepts you wish
to revise. For ideas on how to make the most of
this resource in the classroom check the game
suggestions on the Teacher’s i-book.

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k Getting the most out of the Teacher’s i-book
Match it!
The Richmond i-tools The children match the pictures with the words. Use
the feedback button to validate individual answers.
The game also includes an interactive answer key.
Take the book and make it yours!
This feature allows you to take the Teacher’s i-book Simon says
and make it yours by inserting notes, hyperlinks and Tap to start the game. The children look and
external files. It is also possible to write or paint on memorise the sequence as the pictures are
the i-book and in the zoom windows. highlighted. They tap the pictures to repeat the
sequence. Watch the sequence again. The number
By using the Richmond i-tools you can easily add of pictures in the sequence increases as they
your own material for the classroom, or stress the play. Choose a class representative to play on the
important points of a unit or activity. IWB. The rest of the class help the representative
repeating the sequence after first watching it. Use
The Richmond i-tools allows for two levels of the Richmond i-tools to write the words for the
personalisation: pictures on the screen if needed.
– On the main pages of the i-book by adding
reminders, general points or materials for the class. Drag it!
– On the zoom windows by including materials or The children drag words to the correct pictures. Use
explanations to enrich a particular section. the feedback button to validate individual answers.
The game also includes an interactive answer key.
Check out the User’s guide on the Teacher’s Grammar practice: once the activity is completed,
i-book to learn more about the new functionalities. use the Richmond i-tools to write full sentences
containing the key words on the blank space
My notes provided on the screen.
This feature allows you to access blank pages
on the Teacher’s i-book. Use My notes and Memory
the Richmond i-tools to add any content you The children have to memorise the position of words
consider relevant for your classes and keep it for and pictures. Once the cards turn, the children say
future sessions. This content can be in the form of the numbers to find the pairs. This can be done as a
presentations, notes, expanded explanations, etc. competition between two teams or individual children.
You can print everything you add or present in My Alternatively, use the timer on the Richmond i-tools
notes. The access to My notes is located at the top and give each team two or three minutes to do as
of every double page of the Teacher’s i-book. much as possible during their turn at the IWB.

Vocabulary Game generator What’s missing?

The children look at the sequence of pictures, read
the words and drag the correct word to complete
the sequence. This type of game also promotes
Apart from all the course teaching and learning
the development of the children’s mathematical
materials, the Teacher’s i-book also includes the
competence.
Vocabulary Game Generator.

This tool allows you to create your own IWB games Guess it!
at any time. Use the Vocabulary Game Generator Choose at least four pictures to create the game.
to introduce the key vocabulary at the start of a Four teams take turns to play. A hidden picture
lesson, to review the key vocabulary at any time in appears on the screen. Start the game. As the
the unit or as a quick class filler. The games are also timer runs on, more of the picture is revealed. The
ideal as wrap-up activities. children say Stop! when they know the answer. Stop
the timer. Use the Richmond i-tools to write team
Check out the User’s Guide on the Teacher’s scores and the time record on the chart provided.
i-book to see how to create your games. Spelling practice: Once they have guessed the
word, a team member spells the word. Another
The Vocabulary Game Generator includes six member uses the Richmond i-tools to write it on
different types of games: the IWB. Reveal the word to validate.

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 Beep Activity Bank
Getting the most out of narratives
Who said that? Correct the mistakes!
Write the names of the characters on the board (include Choose a line from the cartoon (it can be a speech bubble
the narrator). Divide the class into two teams. Players or a caption) and read it out including a mistake; this could
from each team take turns to compete against each other be omitting or substituting a word. The children have to
for points. This activity should come after the children a) identify which scene the line is from, and b) correct the
have seen the story a few times. Read out a line from the mistake.
speech bubble or caption. The children race to the board;
the first player to touch the correct character name wins Act out!
the point. Divide the class into groups making sure there are parts
for each of the characters and the narrator where relevant.
Which scene? Also, give some of the children the role of providing sound
Begin to describe a scene from the story. The children put effects. They can practise several times and change roles.
their hands up if they know which scene you are describing. Get the groups to practise the mini-play and then perform
Choose a volunteer to say which scene it is. If they answer for the rest of the class. You could choose several of the
correctly, they take a turn to describe a scene. stories for an end of year performance.

Beep Activity Bank

Getting the most out of Story cards
The right order the back, but make a mistake with one of the words.
Stick the cards to the board in random order. Ask the Encourage the children to spot your mistake and
class to help you put the cards in the right order to tell correct it.
the story. Encourage them to describe the characters or
actions in the first scene, then the second and so on. Who’s talking?
Hold up a Story card. Read out part of the dialogue and
Take a part ask the class to say who’s speaking.
Ask the children to have their Student’s Books open with
the story in front of them. Divide the class into different Who is it?
groups and give each group a role in the story. Hold up Put the Story cards on the board. Tell the class that you’re
Story card 1 and cue the groups using the dialogue on the thinking of a character from the story and encourage the
back: children to ask you questions about the character: Is it a
Teacher: Narrator. boy or a girl? Is he/she wearing …? Has he/she got …?
Narrator group: It was Monday morning. Fran called his What’s he/she doing?
friend Carla.
Teacher: Fran. Run and touch
Fran group: Hi Carla, I need to ask a favour! Stick the Story cards up around the room. Ask three
Encourage the children to speak with as much expression volunteers to stand up. Describe the action in one of the
as possible when they say their parts. scenes and tell the volunteers to run and touch the scene
you are describing. The first child to touch the scene is the
Say it wrong winner and stays in the game. The others sit down and
Ask the children to have their Student’s Books open in two new volunteers can stand up and play the game.
front of them. Hold up Story card 1 and start to read

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 Beep Activity Bank
Getting the most out of songs and chants
Clap the rhythm They can alternate roles between verses. Runners have
Read out a line from the song. Then, read it again but this to go out of the class as quietly as possible (no more than
time clap with each syllable. Encourage the children to join three runner pairs can be outside of the class at once,
in. Then, clap the rhythm without saying the lines. Do this and runners are not allowed to talk to each other) and
for each line of the song. You can ask the children to clap memorise a line from the song (including gaps or extra
lines without singing and have the others guess the line. words). They then return to class and whisper the line to
This works best where there is more rhythmic variation their scribe partners who write it down. They are allowed
between lines. to spell out words if necessary. This is a good activity to
focus and develop memory and to encourage the children
Match the rhymes to work quietly. The first group to write out the song words
This is a good activity for focusing on word sounds. Write correctly is the winner.
up the rhyming words from the ends of song lines on the
board, in a jumbled order. Choose volunteers to come Humbug
up and draw lines between the pairs of words that rhyme. Once the children are familiar with the song, try humming
Once all the pairs have been matched, tell the children to lines from the song to the class and choose volunteers
work with a partner to find other pairs of words that rhyme. to say or sing the words that go with that line. This works
better with songs that have more melodic variety. This
What comes next? activity could still work with chants as even spoken words
This is a memory game. Once the children are fairly have melodic intonation; you just have to exaggerate it!
familiar with the song, ask them to close their books. Play
the track and stop at key points. Choose volunteers to tell Echoes
you the word or line that comes next. This is the simplest and perhaps the oldest way to learn
and memorise language. Read out lines of the song
Disappearing lyrics and ask the children to repeat back to you. Although
Write the song words up on the board and, depending apparently simple, this activity can be made quite
on how familiar the children are with the song and how sophisticated by insisting that the children mimic accent
confident they are at singing, sing or recite the words. and intonation. By varying these features each time, you
Then, rub out the last few words of the song. The class can really get them to focus on minute detail and develop
then has to read or sing the song, remembering the listening skills.
missing words. Each time remove more words or lines,
until the class can sing or recite from memory. Funny voices
This is a good activity for practising song lines. This
Correct the mistakes activity follows on from Echoes. Read or sing lines
Write the song words out on the board but include some using funny voices and gestures, and tell the children to
mistakes, substituting certain words at an appropriate mimic you. You can also sing lines as if you were a story
level for your class. Play the track. The children call out character or a famous person, for example, sing a line as
Stop! if they see a mistake and say what the correct if you were Spiderman or Messi!
word is.
Answer back
More or less Some songs and chants naturally lend themselves to
Print out a version of the song, either with some words two-part singing; especially those that have a question
taken out and substituted with others or with some words and answer format. But most songs and chants will work
added to the lyrics. Play the song as many times as with this. Divide the class in half. Ask each half of the class
necessary until the children have identified the missing or to sing alternate lines. The halves of the class can swap
extra words. roles. This can also work with more than two groups, if
your students are confident singers.
Running dictation
This activity is good to combine with missing words or Actions
extra words. It is best done on a day when you have less We normally associate action songs with younger ages,
children in class. Write out the song words on a sheet of but adding actions to songs can be fun even for this age
paper (with or without alterations) and pin it up outside of group. The children can be encouraged to think of their
the classroom. Divide the class into small groups. A pair own actions to accompany songs, to reinforce meaning or
from the group act as runners and the others as scribes. to add a comedic element to their performance.

19

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 Dance routines Predictions
A great deal of popular music is ‘dance’ music. Most As a lead into the song or chant, and with the books closed,
of the music videos the students see will have dance in write up a few key words from the lyrics on the board and
them. A great many children, not just girls, are interested ask the children to predict what the song is about. Also tell
in dance. Divide the class into groups and ask them to them to suggest other words that might be in the song. This
invent a dance routine to accompany a song. can be a starting point for discussion if the theme of the song
is particularly important or relevant to them. Finally, listen to
Play back the song to see which predictions were correct.
We tend to think of play back or miming as cheating, but
it’s actually quite difficult to do effectively. It’s also a great Ordering
way to focus on the shapes that words make, without This activity works well with pairs or small groups. Print
worrying about singing in tune. You may find that some the lyrics and cut them into strips with different lines on
of your more shy students are doing this anyway during each strip. Each pair or group has a set of strips. The
singing. Many children will be much less shy about miming children listen to the track and arrange the lyrics in the
than singing and because of this it’s a great way to correct order. You will need to play the song several times.
increase confidence and break through the shyness. If some children find it very difficult, you can pause the
track to give extra time for reading.

Beep Activity Bank

Getting the most out of tongue twisters
Hunt the sound Tongue twister competition
Divide the class into two groups and ask them to work Once tongue twisters have been practised as whole class
together to find more words that contain the key sounds. repetition, divide the class into small groups and tell them
Let them use dictionaries. This is a good activity for to practise together. Groups can then compete against
drawing their attention to the fact that particular letters each other for the best performance. At the end of the
don’t always make the same sound in English. course you could hold a competition in your school for the
best performance of a tongue twister.
Different characters
Tongue twister practice can be extended and made more Invent your own tongue twister
enjoyable by encouraging the children to repeat the lines Encourage the children to make up their own tongue
using funny voices, varying the pitch, speed and volume, twisters. This could be a great way to encourage
and also repeating the lines as if they were different dictionary use. With computer access you can also
characters, fictional characters or real world celebrities. introduce the children to rhyming dictionaries. Point out
that tongue twisters don’t necessarily have to make a
great deal of sense and that they are often funny.

20

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 Beep Activity Bank
Getting the most out of Playing cards
What’s missing? and again children with that card turn it over. The first
The children work in pairs. Child A removes a card from child to turn over all five cards, calls out Bingo!, and wins
the set without Child B seeing. Child A puts the remaining the game.
cards on the table for Child B to see and asks, What’s
missing? Child B looks at the cards and says the missing Memory
card. If children are very familiar with the words, then two The children play in pairs or a group of four. They combine
or more cards can be removed. their cards, shuffle them and place them face down on the
table in a grid. Child A turns over two cards and says the
Have you got a “spider”? words. If the cards are the same, the child wins the pair
The children work in pairs. Each child selects three cards and keeps them. If not, then he/she turns the cards back
and holds them in front of them so their partner cannot over and Child B turns over two cards. The children try to
see them. The children take turns to guess each other’s remember the cards and win pairs. The winner is the child
three cards by saying, Have you got …? For example, who wins most pairs.
Child A asks, Have you got a (spider)? If Child B has a
spider, he/she gives it to Child A. Then, Child B has a turn Play a mime game
to try and guess one of Child A’s cards. The winner is the The children play in a group of three. They combine their
first player to guess all three of their partner’s cards. cards and put them in a pile face down on the table. Child
A takes a card and looks at it without Child B and Child C
Bingo! seeing it. Child A mimes the word or makes sound effects
This is a game for the whole class. Children choose any to show the word. Child B and Child C try to guess the
five cards and place them face up on the table in front word and the first one to guess it wins the card. He or she
of them. The teacher calls out a word. Children with that then has a turn to take a card and mime it for the other
card turn it over. Then the teacher calls out another word two children.

Beep Activity Bank

Getting the most out of Story cut-outs
What’s the scene? face down on the table. Make statements about the scene
Children put their story cut-outs face down on the table and ask the children to tell you if the statements are True
in front of them. Say three things about one of the scenes or False. For example, Lucy’s running, there’s a monkey
and then count down, three, two, one, go!, and ask the on the car, Tom’s wearing a blue hat, it’s raining, there are
class to quickly turn over their cards and find the scene three pencils on the table, etc.
you are describing. As soon as they find it, they hold it up.
You can also say some dialogue from one of the scenes Guess the scene
and ask the children to find the scene. Ask the class to put their cards face up on the table. Tell
the class you are thinking of a scene and invite them
True or False memory game to ask you questions to guess the scene. Can you see
Ask the class to study a scene for 30 seconds and Karim? Are there any animals? What’s Karim doing? Is
remember as much as possible about it. Then they put it there a car?

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 Beep Activity Bank
Getting the most out of Posters
I spy Memory quiz
The rhyme for this old favourite in English goes as follows: The children study the Poster for two minutes and try to
I spy with my little eye something beginning with (n). Do it remember as much as possible. Turn the Poster away and
first to set the example and then have a volunteer choose ask questions about it: How many ... are there? Where’s
an alternative element in the Poster. The other children the ...? What colour is the ...? Award points to teams for
take turns to guess what object might begin with (n). Is it a correct answers.
(nose)? If they have difficulty guessing the correct answer
the questions allowed can be opened to questions that Who am I?
can produce a Yes or No answer. S: Is it (blue)? Choose one of the people in the Poster and tell the
children to ask questions to guess who you are.
A to Z S: Are you running? Have you got blue hair?
The children work in pairs and have five minutes to write
a word from the Poster beginning with each letter of Guess the word
the alphabet. It is always hard to come up with a word Divide the class into teams. Start to write a word from the
beginning with q, x, z, etc., so nobody will get 26 words. Poster on the board, slowly, letter by letter. The teams put
Explain this to the children before they begin the game their hands up to try and guess the word. The first team to
and tell them that the winners are the pair with the most guess correctly wins a point and then can win a second
words after five minutes. point if they can complete the word with the correct spelling.

Beep Activity Bank

Getting the most out of Flashcards and Word cards
Play
Hunt a mime
the soundgame Repeating
Tongue game
twister competition
Askthe
Divide a volunteer
class intototwo thegroups
front ofand
the get
class. Hold
them to awork
Flashcard Sticktongue
Once the Flashcards to the
twisters have board.
been Point to
practised asawhole
Flashcard
class
over the
together volunteer’s
to find more words head that
so that the rest
contain the of
keythe class can
sounds. and say the
repetition, word.
divide the Ifclass
the word is correct,
into small groups the children
and get them
Let see
themit, use
but dictionaries.
the volunteerThis cannot. Encourage
is a good activitythe
forchildren
drawingto torepeat
practiseit. together. Groups can then compete against
theirmime the word
attention to theforfact
thethat
volunteer to guess.
particular letters don’t always If not,
each theyforkeep
other silent.performance.
the best This can be extended
At the endbyof using
the
make the same sound in English. sentences:
course These
you could areapencils.
hold It’s a ingreen
competition your snake.
school for the
Easy maths best performance of a tongue twister.
Stick the Flashcards
Different charactersto the board and write a number What’s the word?
undertwister
Tongue each practice
one. Saycan
a sum: (cycling plus
be extended andtennis). The
made more Hold a Flashcard
Invent your own so that the children
tongue cannot see it.
twister
enjoyable by encouraging the children to repeat the lines up
children add the numbers and say the word they add Describe the word
Encourage for to
children themake
classuptotheir
guess. For
own example, It’s
tongue
to,funny
using (swimming).
voices,This game
varying thecan be speed,
pitch, played with addition
and volume an animal. It can’t fly. It’s long. It hasn’t got any legs. (A
twisters. This could be a great way to encourage dictionary
and also repeating the lines as if they were different away
(cycling plus tennis) or subtraction (basketball take snake.)
use. With computer access you can also introduce the
football).fictional characters or real world celebrities.
characters; children to rhyming dictionaries. Point out that tongue
Can don’t
twisters you necessarily
remember? have to make a great deal of
Look and point sense
Stickand that they aretooften
six Flashcards funny.in a row, point to each
the board
Stick the Word cards up around the classroom. Hold up card in turn and chant the words with the children. Take
a Flashcard, say the word and ask the children to look for one of the Flashcards away and chant the words again,
the matching Word card and point to it as quickly as they pointing to the blank space where the card was and
can. Once children get used to the game, you can hold up saying the word. Then take another card away, point and
two cards. chant again. Repeat until all the cards are gone.

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 Beep Activity Bank
Getting the most out of the class
The reality of many classroom groups these days is that Social skills
they are composed of mixed assortments of children Discuss the concept of social skills within the class with
insofar as their level of language, academic capacity, the children. Give examples such as being a good listener,
previous schooling, nationality, culture and social skills. The taking turns, remaining on task, accepting differences,
concept of a homogeneous class is not a practical reality respecting ourselves, others and items, conflict skills, etc.
so it’s important for teachers to work with this heterogeneity Designate a particular week to one social skill.
or diversity as best they can. Also, an inclusive classroom Here we will take listening as an example. Ask the
atmosphere that celebrates diversity promotes the children: What does a good listener do? How can you tell
construction of an inclusive society and fights discriminatory if someone is a good listener? What are the qualities of a
attitudes. The activities suggested here do not all focus on good listener? Elicit all the ways we interpret that someone
English as such, but very much on communication and on is listening to us or not. Then, organise the children into
creating a positive classroom climate. small groups. They take turns to recount something.
It could be something that happened, or alternatively
Cook up they could choose to read one of the stories from Beep.
Bring a pot and a wooden spoon into the classroom. Ask There is a listener figure and evaluator(s). The latter make
the children to think about what ‘ingredients’ are necessary notes about whether the listener maintained eye contact,
to make a pleasant classroom atmosphere and what leaned forward, nodded when it was appropriate, asked
‘ingredients’ won’t work. You could give some examples, for clarification or had to have the speaker repeat and
like working quietly or not interrupting when a classmate avoided making judgements. They all take turns to change
speaks. Ask the children to write their suggestions on roles. You could decide to award sporadic ‘good listener’
individual strips of paper and put it all into the pot. Give certificates to the children.
the pot a good stir and read out their recipe for a pleasant
classroom atmosphere. Discuss the different ideas as they Button jar
come up. You might be surprised by what the children Distribute a quantity of buttons among the children, so that
suggest! You can choose to display the recipe on a each child has a small collection. They must be on the lookout
classroom poster. for when a classmate demonstrates great social skills. If, for
example, they see someone helping another child or sharing,
Secret friend they can ask to put a button in the jar. The teacher can do this
This is a variation on the Kris Kindle or Secret Santa too. You might say: I really like the way you all cooperated in
structure for the exchange of gifts. In this case though, the clearing the art supplies. Establish a small reward – a class in
‘gift’ is an act of kindness towards a classmate. Each week the open air, some extra DVD in English time, etc., for filling the
the children draw the name of a classmate – their secret button jar with an agreed amount of buttons in a designated
friend. They commit to doing acts of kindness to this secret time frame.
friend for a week. At the end of the week give the children
an opportunity to guess who their secret friend is. This is a How are you today?
very effective technique for improving relationships within An activity that focuses on courteous interaction among
the class. classmates could be the following: create a circle structure
with everyone seated, except one child on the exterior. The
Spider’s web child chooses a classmate to approach and says: (Milena),
You can take any language structure you are working with how are you today? The child responds: I’m fine, thanks.
and apply it to the following activity. Ask the children to With that, both walk around the circle and must exchange
form a circle structure. Holding the thread end of a ball of a second courteous question and response before they can
wool, toss it to one of the children, indicating their name try to grab an empty seat. While they are walking around,
and say: (Ana), my favourite food is (pizza) and my favourite their classmates quickly change seats, so the empty seat is
day is (Tuesday). The catcher, (Ana), holds on to her part no longer in the original place. If the child in the centre finds
of the woollen thread and calls out another child’s name it difficult to get a seat, he can ask at some point: How are
and repeats the sentence structure with her preferences. you all?, and all the children respond together and move
The woollen ball moves around the circle. Each participant seats.
keeps a hold of a point of the woollen thread and thus a
spider’s web structure is formed. Point out how the web
can only remain strong if the whole group supports it.

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 Key Competences for lifelong learning

Competence refers to the capacity to use one’s acquired knowledge and abilities in different contexts and situations.

Key Competences feature the following characteristics:

• They encourage the development of skills rather than the assimilation of theoretical content.
• They are dynamic because they develop progressively and can be acquired in different learning situations.
• They are interdisciplinary and transversal because they integrate knowledge that originated in different academic disciplines.
• Once acquired, they will become part of the lifelong learning experience.

LC Linguistic competence
This competence develops the use of language as a tool for communication. It involves understanding oral messages,
communicating verbally, reading and writing. The games and personalised activities in the series motivate children to
speak right from the outset. The emphasis on understanding oral messages is developed by the stories, dialogues
and songs, where children learn to listen to extract relevant information. The ability to read and understand texts is
systematically introduced and developed throughout the New Beep series.

MST Competence in Maths, Science and Technology

This competence develops the ability to use numbers and mathematical reasoning to solve a range of problems
and to use science to explain the natural world. The course provides plenty of opportunities for children to apply
their mathematical thinking in everyday contexts, for example, telling the time, using charts, completing surveys or
sequencing events. Children are made aware of the world around them and the effect human activity has on it.

DC Digital competence
This competence involves the confident use of computers and other technology for learning, communication
and recreation. Through the integration of digital and multimedia resources, the children develop familiarity and
competence in this area. The children are encouraged to use the interactive material and, in higher levels, to research
information on the internet.

SCC Social and Civic competences

These competences equip children with the necessary skills to participate fully in social and civic life. Collaboration and
tolerance is developed throughout the course by the inclusion of pair and group work. Children learn about healthy
lifestyles, can empathise with characters in the stories and learn social rules through games and role plays.

CAE Cultural awareness and expression

This competence is developed through a wide range of fun songs, chants, drama, stories and craft activities.
The pop-outs provide the opportunity to create and assemble games which are then used for language practice.
There is also a strong emphasis on appreciation and enjoyment of culture by the inclusion of popular stories and works
of art. The culture focus present in each unit shows aspects of life in different countries.

LL Learning to learn
This competence means children develop and become aware of effective ways to organise and manage their own
learning. The incorporation of the unit reviews encourage the children to be responsible, aware learners who can
reflect on their own progress. Throughout the course children are offered opportunities to build on prior learning,
to apply their knowledge and to make use of guidance.

IE Sense of initiative and entrepreneurship

This competence refers to the ability to turn ideas into action. The skills to be able to work both proactively as a
member of a team and individually are developed by activities where the children create a product. Throughout the
course they are continually encouraged to use their imagination and to be creative.

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 Introduction
Welcome. Hello!
Unit objectives Anticipating difficulties
To introduce the characters in The first English lesson after the summer holidays may be a bit confusing. Some
the book. children may feel confident after having spent time in an English-speaking
country or having completed a summer course. Others may feel disorientated
To introduce and practise target after spending such a long time without exposure to the English language.
vocabulary and structures.
To participate in songs and Teaching tip
chants.
Take advantage of the exciting atmosphere offered by the first day back to do
some activities that are both fun and motivating. You could ask the children to
Target language think of a word in English that the others may not know or may have forgotten.
Vocabulary: (Have a few words prepared to help the weaker students.) Invite the children
the alphabet; numbers 1 – 20; to go around teaching their words to their classmates. Afterwards you could
blue, green, orange, pink, try to mix the new words together in sentences or have a quiz to see who
purple, red, yellow remembers the word that each classmate provided. Use the cut-out classroom
language poster to remind the children of sentences that you use regularly in
Structures: the classroom and also to provide colourful decoration.
Hello! What’s your name?
I’m (Tim).
How old are you? I’m (eight).
How about you?
What’s the letter?
How many (boats) can you Can I borrow
see?
a ...?
Materials
classroom language poster How do you say
... in English?

It’s my/your
turn!
How do you
spell ...?

It’s time to go!

Can I go to the
toilet, please?

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 Welcome - Lesson 1A
Student’s Book, page 4

Objectives Getting started

To recognise the characters in Introduce yourself, say: Hello! My name’s (Paul). What’s your name? Ask
the book. the children individually. Say: I’m very old. I’m (thirty-one). How old are you,
(David)? Encourage the children to ask each other the questions. S1: Hello, my
To learn and sing a song.
name’s (María). What’s your name? S2: I’m (David). S1: How old are you? S2:
To act out a simple dialogue. I’m (nine). Write the numbers 1 – 10 on the board and make sure the children
To say Hello! know them. Point to a number and ask: What’s the number?

To say one’s name and age.

1 Listen and sing. 1.2
Say: Open your books at page 4. Write the number on the board. Ask the class
Target language
to look at the picture and say: This is Tom, Olga, Karim and Lucy. Point to the
Vocabulary: characters and ask: What’s (his) name? SS: (Tom). Explain to the children that
numbers 1 – 10 they are going to listen to a song on the CD and that you want them to sing
Structures: along with it. Tell them to listen very carefully and to point to the characters as
Hi! What’s your name? they listen. Play the CD twice. Point to the characters and ask their names and
I’m (Tim). ages and then play the CD again. Encourage the children to join in with the song.
How old are you? I’m (eight).
How about you? 2 Listen. Ask and answer. 1.3
Ask the children to look at the photograph on page 4 and play the CD twice.
Divide the class into pairs and ask the children to repeat the scene using their
Materials own names and ages.
Teacher’s i-book
CD
Finishing off
Ask the children to look at the board and begin to write a character’s or child’s
name on it. Say the sounds of the letters as you write. The children guess
whose name it is before you finish writing.

Transcript
Listen. Ask and answer. 1.3

Girl: Hi! What’s your name?

Boy: I’m Mark.
Girl: How old are you?
Boy: I’m eight.
Boy: And you? What’s your name?
Girl: I’m Kay.
Boy: How old are you?
Girl: I’m nine.

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 Hello! LESSON 1
3 Listen and sin

1 Listen and sing.

1.2

What’s your name?

How old are you?
I’m Tom. I’m eight. I’m Lucy. I’m eight.
How about you? How about you?
I’m Olga. I’m nine. I’m Karim. I’m eight.
How about you? How about you?

2 Listen. Ask and answer.

1.3

I’m Mark.

How old are you?

I’m eight.

Kay
Mark
4 Draw letters w

4 Greetings How old are you?

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DC Students develop abilities in Digital competence by extracting specific information from a

short CD recording. They point to the characters and try to sing along with the song.

27

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 Hello!
1 Read, match and complete. 3 Find and colou

I’m Karim Lucy nine eight

I’m L u c y . I’m Olga. I’ m Tom.

I’m K a r i m .
I’m eight. I’m eight. I’m n i n e. I’m e i g h t .

2 Draw yourself and answer.

4 Unscramble th

What’s your
name?
I’m Child’s own
answers
.
How old are
Child’s own drawing. you?
I’m
.
What’s your
favourite colo
ur?
It’s
.

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IE Students develop initiative by drawing themselves and answering personal questions.

They share information about themselves with the rest of the class in English.

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 Welcome - Lesson 1B
Activity Book, page 2

Objectives Getting started

To practise target language and Go through the colours with the children. Point at a red object in the
structures. classroom (a pencil, for example) and say: What colour is this? SS: (Red). Then
choose a green object (a green pencil case, for example) and say: My favourite
To draw oneself.
colour is (green). What’s your favourite colour, (David)? S1: (Blue). Encourage
the children to ask each other the question. Then say: My name is (Paul).
Target language I’m (thirty-one) and my favourite colour is (green). Encourage the children to
Vocabulary: introduce themselves and then say: Now open your Activity Books at page 2.
numbers 1 – 20; blue, green,
orange, pink, purple, red, 1 Read, match and complete.
yellow
Ask the children to look at Activity 1. Ask a volunteer to read the words in the
Structures: box and then ask four volunteers to identify the characters. Point at one of the
Hi! What’s your name? characters and say: Who’s this? S1: It’s (Olga). Ask the children to match the
I’m (Tim). sentences to the correct character and to complete the sentences with the
How old are you? I’m (eight). words from the word box. When they have finished, check the activity by asking
What’s your favourite colour? four volunteers to read their sentences.

Materials 2 Draw yourself and answer.

Say: Now look at Activity 2. Ask the children to draw a picture of themselves
Teacher’s i-book
and then to answer the questions in the box. Check the activity by asking the
questions: What’s your name?, How old are you? and What’s your favourite
colour? The children read their answers.

Finishing off
Ask a volunteer to come to the front of the class. Explain that you are going
to cover his/her eyes. Point to another child to come to the front of the class
without speaking. The blindfolded child touches the other child’s face and hair
and tries to guess who it is.

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 Welcome - Lesson 2A
Student’s Book, page 5

Objectives Getting started

To recognise the letters of the Go around the class asking the children their names and their ages. Encourage
alphabet. them to use full answers. Ask a volunteer to take your role. Repeat with other
volunteers. Ask one of the children their name and then say: David? That’s D-A-
To write the letters of the
V-I-D. Write the letters on the board. Repeat with other children’s names.
alphabet.
To spell names.
3 Listen and sing. 1.4
Say: Open your books at page 5. Write the number on the board. Tell the
Target language children they are going to sing The Alphabet Song. Play the CD. Ask the
Vocabulary: children to follow the letters of the alphabet in their books and play the CD
the alphabet again. Encourage them to join in with the song.
Structure:
4 Draw letters with your finger.
What’s the letter?
Ask the students to write their names, drawing the letters with their fingers. Ask
for volunteers to repeat the exercise but this time ask them to say the letters
Materials aloud while they are drawing them.
Teacher’s i-book
CD Finishing off
Ask two volunteers to come to the front of the class. Ask them to face the
board, one in front of the other. One child draws a letter on the other’s back
and says: What letter is it? The other child has to guess the letter. If he/she
gets it wrong, ask the class to tell you what the letter is. Repeat with other
volunteers.

Transcript
Listen and sing. 1.4

abcdefg
hijklm
nopq
rstu
vwxyz

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LESSON 1 LESSON 2
3 Listen and sing.
1.4

What’s this letter?

4 Draw letters with your finger.

Reviewing the alphabet 5

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LC Students develop Linguistic competence by singing along to The Alphabet Song while
following the letters in the book with their fingers. Knowing the alphabet provides an
important foundation for linguistic competence.

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 3 Find and colour.

B words = yellow C words = orange P words = green T words = blue 1

Tom.
I’m .

4 Unscramble the letters and write.

o
r
s o
e o
e? lat p n h s d
.
plant shoes door

.
n
te colour?
s
e b
e p t
.
k a p l a r
a b i

snake apple rabbit

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SCC Students develop Social and Civic competences by playing a colours game as a class
and then letting volunteers take over the teacher’s role and give orders to other members
of the class.

32

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 Welcome - Lesson 2B
Activity Book, page 3

Objectives Getting started

To practise the alphabet. Choose different items you see around the classroom. Say: (David), touch
the (green) pencil. Play this several times until all the colours have been said.
To recognise colours.
Ask volunteers to take over your role and give orders to other members of the
To work out simple anagrams. class. Then, write the alphabet on the board and make sure the children can
say it correctly.
Target language
Vocabulary: 3 Find and colour.
the alphabet; blue, green, Ask the children to look at the picture in Activity 3. Explain to the children that
orange, pink, purple, red, yellow they have to colour the objects different colours depending on what letter the
words begin with. Go around the class to check that the children are doing it
Materials correctly.

Teacher’s i-book 4 Unscramble the letters and write.

bag
Ask the children to identify the objects in Activity 4. Then, explain that they must
classroom objects
put the letters in the correct order to spell the words. Go around the class to
check that the children are doing it correctly.

Finishing off
Hide a crayon in a bag and ask the children to take turns guessing the colour.
Repeat several times and then let volunteers hide a crayon.

33

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 Welcome - Lesson 3A
Student’s Book, page 6

Objectives Getting started

To recognise colours. Check that the children know the numbers 1 – 20. Write them on the board,
point to a number and ask the children to call it out. Say: What number is this?
To count from 1 to 20.
Go around the class counting first from 1 – 20 and then from 20 – 1. Introduce
the colours to the children using crayons. Then, point to different objects in
Target language the classroom and ask: What colour is this? Get volunteers to ask the same
Vocabulary: question.
numbers 1 – 20; blue, green,
orange, pink, purple, red, 5 Listen and sing. 1.5
yellow
Say: Open your books at page 6. Write the number on the board. Ask the
Structures: children to look at the picture and play the CD. Play it again and encourage
How many boats can you see? the children to join in with the song. Tell them to look at the picture again and
What number is it? What colour ask questions: How many (orange) boats can you see? Divide the class into
is it? pairs and tell them to ask and answer questions. Play the CD again and tell the
children to join in with the song.
Materials
Teacher’s i-book Finishing off
CD Ask the children to put different coloured crayons on their desks in front of
crayons them. Tell them to put more than one crayon of each colour. Call out a colour
and the children stand up if they have that colour on their desk, then ask: How
many (red) crayons have you got? Continue with the other colours.

Transcript
Listen and sing. 1.5

One, two, three, four, five, six, seven,

How many boats can you see?
Eight, nine, ten, eleven, twelve,
Come on Robby count with me,
Thirteen, fourteen, fifteen, sixteen,
Orange, yellow, green and blue,
Seventeen, eighteen, nineteen, twenty,
Pink and red and purple too!

34

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 LESSON 3
5 Listen and sing.
1.5

hree, four, fve, six, sev

e , two, t en... How many
On
?
boats can you see
in e , te n , e l e v e n , t w elve... Com
ht, n
Eig
e on Robby count ith me,
w
n , f o u r te e n , f ft e e n, s i x
r tee teen... Orang
Thi , e ig h te e n , n i ne t
e, yellow, green and blue,
e n e e n , twenty...
ente
S ev Pink and red and purple too!

6 Reviewing numbers 1-20 and colours

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LC Students develop Linguistic competence through spoken fluency practice by revising

colours and numbers. This type of guided activity gives students motivating freedom of
choice in their language production.

35

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 5 Read and colour the boats.

three ➜ orange
eight ➜ purple
eleven ➜ brown
thirteen ➜ blue
sixteen ➜ pink
seventeen ➜ red

6 Add and match, then write the number.

18 14 15 8 10 20 12

twenty

twelve 10 + 10 7+8 fifteen

5+7
ten

eight
3+7
fourteen 9+5 6+2 9+9 eighteen

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MST Students develop Mathematical competence by revising and using the numbers 1 – 20 in
English. This session includes ordering numbers verbally, doing sums and playing Bingo!
to consolidate linguistic expression and mathematical skills.

36

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 Welcome - Lesson 3B
Activity Book, page 4

Objectives Getting started

To recognise colours. Practise saying the numbers from 1 – 20 with the children. Show them the
pieces of paper with the numbers on, first in order and then out of order and
To count from 1 to 20.
ask them to say the numbers. Repeat several times showing the numbers
more and more quickly.
Target language
Vocabulary: 5 Read and colour the boats.
numbers 1 – 20; blue, green,
Ask the children to look at the picture in Activity 5. Explain to the children that
orange, pink, purple, red,
they have to colour the boats different colours according to the key. Go around
yellow
the class to check that the children are doing it correctly.
Structures:
How many boats can you see? 6 Add and match, then write the number.
What number is it? Ask the children to look at Activity 6. Ask volunteers to read out the numbers
What colour is it? at the top of the activity. Then, explain that they must do the sums and find the
correct answer. First they should match each balloon with the correct answer
Materials and then write the number in the space provided. Go around the class to check
that the children are doing it correctly.
Teacher’s i-book
pieces of paper with numbers
on them Finishing off
crayons Play Bingo! The children draw a six-square grid in their notebooks. Ask them
to write a different number from 1 – 20 in each square. Say a number and
Review if they have it they cross it out. The first child to cross out all the numbers
shouts Bingo! and is the winner. Play several times.
blue, green, orange, pink,
purple, red, yellow

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 Welcome - Evaluation
Objective Even young children can get tense about doing evaluations. To help contribute
to a more relaxed atmosphere in the class, you could play the karaoke songs
To evaluate children’s
in the background while they are doing the part of the evaluation that does not
background knowledge.
correspond to the listening. Tracks 3.26 and 3.37 of the class audio are karaoke
melodies.
Target language
Vocabulary: 1 Listen and match the children to the bingo cards. 1.1
numbers, colours, greetings, the The children have to listen to the CD and correctly match the pictures of the
alphabet characters to a bingo card, according to what they hear. They draw a line from
each character to a bingo card.
Structures:
How old are you? 2 Read and colour.
I’ve got numbers one and four.
Show the children the different pictures. Explain that they must read the
sentences and colour the objects according to the directions given.
Materials
Teacher’s i-book 3 Match the sentences.
CD The children read the speech bubbles. Explain that each speech bubble in the
photocopies of left column has a corresponding speech bubble response in the right column.
Teacher’s Resource Book, The children draw lines to match the speech bubbles.
pages 149 and 150
4 Write the alphabet.
Point out that the computer screen contains 26 squares for the complete
alphabet. The children fill in the squares in the correct order.

Diagnostic Test Diagnostic Test

Name: Class: Name: Class:

1 2 4 3 Hello! I’m eight. 1

9
1.1 12 16 1.14

1 6 How are you? Good morning!

7 11
Tom Karim
18

3 8
What’s your name? My name is Peter.
10
15 19

5
13 14
Good morning! I’m fine, thank you.
Olga 17 20 Lucy

How old are you? Hello!

2
2
4
The jumper is blue and red. Colour the crocodile grey and yellow.

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

The penguin is black and white. Colour the bike orange and pink.

The grapes are green and purple. The footballer is black and white.

1 Listen and match the children to the bingo cards. (Track 1.1) 3 Match the sentences.
2 Read and colour. 4 Write the alphabet.
149 150

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Transcript
Diagnostic Test. Activity 1. Listen and match the children to the bingo cards. 1.1

Lucy: Hello, I’m Lucy. I’ve got numbers one, six, seven, eleven and eighteen.
Tom: Hi, I’m Tom. I’ve got numbers five, thirteen, fourteen, seventeen and twenty.
Olga: Hi, I’m Olga. I’ve got numbers two, four, nine, twelve and sixteen.
Karim: Hello, I’m Karim. I’ve got numbers three, eight, ten, fifteen and nineteen.

38

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 Introduction
1. Ready for school
Unit objectives Anticipating difficulties
To identify and describe In the first few classes the children may have difficulty in getting into the routine
classroom objects. of using classroom language again. Some children may even find it difficult
to produce some of the sounds, because the muscles in their mouth are out
To learn the prepositions of practice, and this could make them feel self-conscious when it comes to
behind, in, on and under. speaking.
To sing a song and a chant.
Teaching tip
To read and understand a story
You could choose a few of the phrases used most frequently in the classroom
and a cartoon.
and get the children to express the phrases in different ways using gestures
To read and understand short and facial expressions. All emotions are welcome but it is important that they
descriptions. are expressed clearly. Expressing an emotion helps retain the accompanying
To draw a simple plan. information in the long-term memory.

To say a chant and practise the

p sound.

Target language Unit 1 Ready for school

Vocabulary:
book, pen, pencil, pencil case,
rubber, ruler, school bag,
sharpener; behind, in, on,
under
Structures: RUBBERS

I’m ready for school.

I’ve got my school bag.
How about you?
Have you got a pencil?
Yes, I have. / No, I haven’t. SCHOOL BAGS

Here you are.

Where’s the book?
I can see.
Can I have a pencil?

Review
blue, green, orange, pink,
purple, red, yellow 1.13

Pink and purple pencils,

Pens and pencil cases.
EAN: 8431300158542 BEEP 3 © Santillana Educación S.L. 2012

Peter and Patricia,

Drawing funny faces.

359604 _ 0001-0016.indd 1 07/10/11 14:08

39

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 Unit 1 - Lesson 1A
Student’s Book, page 7

Objectives
Getting started
To introduce and learn Put the poster of the classroom objects on the board. Say the name of each
classroom objects vocabulary. one as you point to it, and ask the children to repeat the words as a group.
To learn and sing a song. Point to one object and ask: What’s this? SS: A (pencil case). Ask a child to
come to the front of the class and point to one of the objects. T: Point to the
To act out a simple dialogue.
(school bag). Then ask another volunteer to the front of the class and get the
To describe classroom objects children to ask each other questions, pointing at the poster. S1: What’s this?
using colours. S2: It’s a (pen).

Target language 1 Listen and sing. 1.6

Vocabulary: Say: Open your books at page 7. Ask the class to look at the picture and ask them
book, pen, pencil, pencil case, who the boy and the girl are. Tell them they are going to hear a song about getting
rubber, ruler, school bag, ready for school. Play the CD and ask the class to listen. Play the CD again and ask
sharpener the class to try to follow the song in the book with their fingers. Play the recording
again and encourage the children to join in the singing. Join in yourself. Play the CD
Structures:
a few times until they are more confident. Then divide the class into groups and ask
Are you ready for school?
them to sing the song.
I’m ready for school.
I’ve got my (school bag).
2 Tell a friend.
Ask the children to look at the pictures of the classroom objects in Activity 2.
Materials Ask volunteers to name the objects. Then say: It’s (red). What is it? SS: The
Teacher’s i-book (pencil). Divide the class into pairs and tell one of them to say a colour and the
CD other to say the object. Then ask: What colour is the (book)? SS: It’s (blue). Tell
Unit 1 poster the children to ask each other questions using colours.
Unit 1 flashcards
Finishing off
i-activity Turn the flashcards face down against the board and divide the class into
two teams. Ask a volunteer from one team to come to the front of the class.
Say: Find the school bag. The child turns over a flashcard and tells the other
i-poster members of the class what the object is. S1: It’s a (pen). If the child gets the card
right they get a point for their team. Turn the cards face down again and repeat
the process. Play until all the members of the teams have had a turn.
i-flashcards

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 1. Ready for school LESSON 1

1 Listen and sing.

1.6

Are you ready

for school?
I’m ready for school,
Yes, school is cool!

I’ve got my big school bag,

And my sharpener too.
I’ve got my books and my pencils.
How about you?
I’ve got my favourite ruler,
And my pencil case.
I’ve got my pen and my rubber,
And a smile on my face!

2 Tell a friend.
It’s yellow.
The pencil case.

pencil book ruler pen

pencil case sharpener school bag rubber

Classroom vocabulary Colours I’ve got my (books). 7

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LL Students develop their learning skills by playing a game to practise the vocabulary.

41

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 1. Ready for school
1 Look and write.

pencil

school bag
book
pen

sharpener

sharpener pencil case

ruler

book rubber
school bag

rubber

pencil case pencil

pen

ruler

2 Read and colour the objects.

1 The book is orange. 5 The rubber is pink.

2 The pen is blue. 6 The ruler is yellow.
3 The pencil is red. 7 The school bag is black.
4 The pencil case is purple. 8 The sharpener is green.

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LC Students develop Linguistic competence in spoken and written fluency by revising

vocabulary for classroom objects. At the end of the lesson students should feel
comfortable producing most of the language.

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 Unit 1 - Lesson 1B
Activity Book, page 5

Objective Getting started

To practise classroom objects Show the flashcards one at a time and ask the children, as a group, to name
and colours. them. Then, hold out the flashcards face down and ask a child to come to
the front, choose a card and name it. Repeat with other children. If there are
Target language children who still need help, ask them to repeat the word several times. Say
the first sounds of the word so that the child can guess what it is and finish off
Vocabulary: the word. Go through the colours with the children. Hold up different coloured
book, pen, pencil, pencil case, pencils and ask the children: What colour is this?
rubber, school bag, sharpener;
black, blue, green, orange, pink,
purple, red, yellow 1 Look and write.
Say: Open your Activity Books at page 5. Ask the children to look at the objects
and name them one by one. When they have done that, explain that they have
Materials
to write the names of each object in the box provided. Go around the class
Teacher’s i-book checking their spelling and checking that they have written the correct word.
Unit 1 flashcards
2 Read and colour the objects.
Say: Look at Activity 2. Read the sentences with the children and then explain
that they must colour in the objects in Activity 1 according to the instructions.
When they have finished, check the activity by asking: What colour is the
(book)?

Finishing off
Hide a flashcard behind your back and the children take turns to guess
what it is. Continue until the children have guessed all the objects. Then ask
volunteers to take over your role.

Resources
Reading and Writing
Teacher’s Resource Book, page 137
Activity 1: The children have to study all the sentences in the box, and then draw all the objects mentioned,
ensuring that each object is drawn in the correct place.
Activity 2: Tell the children to look carefully at each picture, and to write sentences naming all the objects in each
picture and describing their position.

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 Unit 1 - Lesson 2A
Student’s Book, page 8

Objectives Getting started

To name the classroom Put the classroom objects in a bag. Take the objects out of the bag very
objects. slowly, one by one, and say: What’s this? Make sure the children answer the
question with a full sentence and encourage them to use a colour in their
To ask questions about the
sentences. SS: It’s a (yellow) (pencil).
objects using colours.

Target language 3 Listen and read. 1.7

Say: Open your books at page 8. Ask the children to look at the picture and
Vocabulary:
elicit who the people are: Lucy and Karim. Ask the children to look at the desk
book, pen, pencil, pencil case,
in the first picture and ask: What has Karim got? SS: Pencils, a rubber, scissors
rubber, ruler, school bag,
and a sharpener. Ask the children to look at the second picture and ask: Has
sharpener
Lucy got a (rubber)? SS: No. Ask: What has Lucy got? SS: A picture. Play the
Structures: CD and ask the children to follow the dialogue with their fingers. Play the CD
Have you got a (rubber)? again, pausing at various points and choosing volunteers to say the next line.
Here you are. Then, tell the children to get into pairs and ask them to role play the dialogue,
Do you like my picture? taking turns to play each character. Finally, choose pairs to come to the front
and act out for the rest of the class.
Materials
4 Ask and answer.
Teacher’s i-book Ask the children to look at Activity 4 and to tell you what objects they can see
CD in the picture. Ask the children to take out their school bags and put a pencil,
classroom objects a ruler, a rubber and a pencil case inside. Ask volunteers to read the examples
bag on the page out loud and then explain that they are going to make similar
questions and answers. Divide the class into pairs and do the activity. S1: Have
you got a (blue) (pen)? S2: Yes, I have. / No, I haven’t.
i-activity

Finishing off
Put one classroom object in a bag. Make sure the children do not see what it
is. Ask a volunteer to come to the front of the class. With his/her eyes closed,
the volunteer puts his/her hand in the bag and tries to guess what the object
is. Repeat the process with other volunteers.

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 UNIT 1 LESSON 2
3 Listen and read.
1.7
5 Listen and s

Hello Karim!

Hi Lucy!

Karim, have you got a pencil?

Yes, I have. Here you are.

Have you got a rubber?

A rubber? Yes, I have.

Thanks. Have you got a ruler?

No, I haven’t. Sorry!

Do you like my picture? 6 Spin and ask

Yes, it’s very interesting!

Beep on Grammar, page 2.

Have you got … ?

4 Ask and answer. Have you got a

pencil?
rubber?
Yes, I have.
No, I haven’t.
sharpener?

Have you got

a blue pen?
Yes, I have.

Have you got a

blue pencil case?

No, I haven't.

8 Classroom vocabulary Have you got a (pencil)?

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IE Students develop initiative by getting into pairs and doing a role play of the dialogue,
taking turns to play each character and acting for the rest of the class.

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 3 Listen and tick (✓) or cross (✗). 3.1
5 Read, follow t

Kate

Eric

4 Complete and write your answers. Child’s own answers.

✓ = Yes, I have. ✗ = No, I haven’t.

1 Have you got a blue p e n ?

2 Have you got a p e n c i l c a s e?

6 Read and dra

3 Have you got a r u l e r?

4 Have you got a yellow p e n c i l ?

5 Have you got a white r u b b e r ?

6 Have you got a s h a r p e n e r ?

364537 _ 0005-0012.indd 6 31/10/11 09:58

DC Students develop abilities in Digital competence in the classroom by extracting specific

information from a short CD recording. They fill in a table with a tick or a cross using the
information from a dialogue about classroom objects.

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 Unit 1 - Lesson 2B
Activity Book, page 6

Objectives Getting started

To name the classroom Tell the children you are going to play a guessing game. Begin to draw a
objects. school bag in the air. Ask: What’s this? The children answer with a complete
sentence: It’s a school bag. Let volunteers take over your role and draw
To ask questions about the
objects in the air for the others to guess.
objects using colours.

Target language 3 Listen and tick ( ) or cross ( ). 3.1

Tell the children to open their Activity Books at page 6. Ask them to identify the
Vocabulary:
school items in Activity 3. Play the CD. The children listen. Play the recording
book, pen, pencil, pencil case,
again and ask the children to fill in the table with a tick or a cross. Correct the
rubber, ruler, school bag,
activity by asking: Has Kate got a (school bag)? SS: Yes/No.
sharpener
Structures: 4 Complete and write your answers.
Have you got a (rubber)? Tell the children to look at Activity 4. Identify the pictures of the school objects.
Yes, I have. / No, I haven’t. The children complete the questions and write true answers. Correct the
exercise by asking the children to read out and answer the questions in pairs.
Materials
Teacher’s i-book Finishing off
CD Begin to write one of the classroom words on the board. The children have
to try and guess what the word is before it is completely written. Repeat with
other words from the activity.

Transcript
Listen and tick ( ) or cross ( ). 3.1

Narrator: Hi, Kate! Narrator: Hello Eric!

Kate: Hello! Eric: Hi!
Narrator: Kate, have you got a sharpener? Narrator: Have you got a sharpener, Eric?
Kate: A sharpener? No, no, I haven’t. Eric: Yes, I have. Look!
Narrator: Have you got a school bag? Narrator: Good! And a school bag? Have you got a
Kate: Yes, I have. It’s blue, look! school bag?
Narrator: Have you got a pencil case? Eric: Yes, I have. Here it is.
Kate: Yes, I have. Here it is. Narrator: Fine! Have you got a pencil case?
Narrator: Good! Kate, have you got a ruler? Eric: No, I haven’t.
Kate: No, I haven’t. Sorry! Narrator: OK! Have you got a ruler?
Narrator: OK. And, have you got a pen? Eric: A ruler? Yes, I have. Here it is!
Kate: A pen? Yes, I have. It’s a blue pen. Narrator: And a pen? Have you got a pen?
Narrator: Thanks, Kate, bye! Eric: Umm... No, I haven’t. No pen!
Kate: Bye! Narrator: Well, thank you, Eric. Bye!
Eric: Bye!

47

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 Unit 1 - Lesson 3A
Student’s Book, page 9

Objectives Getting started

To listen to and understand a Hold up your pencil case and take out the classroom objects. Call out the
short dialogue. names of the objects as you show them to the children. Say: Look. I’ve got
two pens in my pencil case. Continue with the other objects.
To act out a short dialogue.

Target language 5 Listen and say the pencil case. 1.8

Say: Open your books at page 9. Look at the pictures. Ask the class to identify
Vocabulary:
the characters. Tell the children they are going to listen to the characters
book, pen, pencil, pencil case,
describing their pencil cases. Tell them to look at the pictures of the pencil
rubber, ruler, school bag,
cases on the right of the page. Play the CD. The children listen. Play the
sharpener
recording again and this time they try to identify the correct pencil case. Play
Structure: the CD again and stop after each sentence. Say: Point to (Olga’s) pencil case.
I’ve got a (ruler) in my pencil
case. 6 Spin and ask a friend.
Explain to the children how to play with the wheel. The students hold a paper
Materials clip in the middle of the circle with the tip of a pencil. They then spin the paper
Teacher’s i-book clip, which lands on one of the objects. They have to describe their own object
CD and say its colour. For example, if the paper clip points to the pencil case, they
Unit 1 poster describe their own pencil case, saying: I’ve got a (blue) pencil case. Tell the
classroom objects: pencil case, children to get into pairs. Ask them to look at the classroom objects on the
ruler, sharpener, two pens, wheel and to identify them. Then one of them spins the paper clip and the other
rubber asks a question. S1: Have you got a (blue) (pencil case)? S2: No, I haven’t. I’ve
paper clips (one for each child) got a (yellow) (pencil case). Repeat the process until they have asked about all
the items on the wheel.

i-poster Finishing off

Show the children the poster. Ask them to tell you the colours and names of
the objects. T: What colour is the (ruler)? SS: It’s (red). T: What’s this? SS: It’s a
(book). Ask for volunteers to ask the questions. Repeat until everyone has had
a chance to ask or answer a question.

Transcript
Listen and say the pencil case. 1.8

Olga: Hi, this is Olga. I’ve got a ruler, a sharpener and a pen in my pencil case.
Tom: Hello, I’m Tom. I’ve got two pens and a ruler in my pencil case.
Lucy: Hi, my name’s Lucy. I’ve got a rubber, a sharpener and a pencil in my pencil case.
Karim: Hello, I’m Karim. I’ve got two pencils and a rubber in my pencil case.

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IT 1 LESSON 2 UNIT 1 LESSON 3
5 Listen and say the pencil case.
1.8

1 2

3 4

6 Spin and ask a friend.

Have you got

a blue school bag?

No, I’ve got

a pink and black
school bag.

Classroom vocabulary I’ve got a (green) ruler and a (purple) pen. 9

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SCC Students develop Social and Civic competences by working in pairs to play Spin and
say with a friend. These types of games help to enable students to use real language in
meaningful situations.

49

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 5 Read, follow the line and circle.
1

I’ve got a pencil / pen.

2

3 I’ve got a ruler / pen.

I’ve got a rubber / school bag.

4

I’ve got a book / ruler.

5

I’ve got a ruler / pencil case.

I’ve got a book / pencil.

6 Read and draw.

This is my pencil case.

I’ve got a sharpener,
two pencils and a ruler.

364537 _ 0005-0012.indd 7 31/10/11 09:58

LC
Students develop Linguistic competence in literacy through practising reading in a
controlled context. They follow the lines from the characters to the sentences circling the
correct words.

50

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 Unit 1 - Lesson 3B
Activity Book, page 7

Objectives Getting started

To listen to and understand a Place the flashcards around the classroom. Say the name of one and ask
short monologue. a volunteer to go to the flashcard, hold it up and say: I’ve got a (ruler). Ask
another volunteer to take over your role of naming objects. Repeat several
To practise target language.
times with other volunteers.

Target language
5 Read, follow the line and circle.
Vocabulary:
Say: Open your books at page 7. Look at the pictures. Ask the class to identify
book, pen, pencil, pencil case,
the characters and the classroom objects. Then, tell them to follow the lines
rubber, ruler, school bag,
from the characters to the sentences. They read the sentences and circle the
sharpener
correct words. Correct the exercise by asking the children to read out their
Structure: answers.
I’ve got a (ruler).
6 Read and draw.
Materials Tell the children to look at Activity 6. Explain that they must read the sentences
and draw the classroom objects inside the pencil case. Go around the class to
Teacher’s i-book
correct the activity.
Unit 1 flashcards

Finishing off
Ask the children to take out their pencil cases. Ask them to tell you what
they’ve got in their pencil cases. T: What have you got in your pencil case,
(David)? S1: This is my pencil case. I’ve got a (sharpener, two pencils and a
ruler). Ask for volunteers to ask the question and repeat until everyone has had
a chance to ask or answer a question.

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 Unit 1 - Lesson 3C
Arts & Crafts

Objectives Getting started

To practise target vocabulary Provide the children with paper bags. Ask them to put a selection of items
and structures. from their pencil cases into the bags. If they have repeated items, two rubbers
or three pencils for example, they can place them in the bag also. Ask them to
To interact with classmates.
work in pairs. To demonstrate, ask one child to come to the front of the class
and try to identify the items in your bag by feeling them. Once he/she has
Target language identified the items ask him/her to close his/her eyes. Take one or two items
Vocabulary: out of the bag and the child must feel inside the bag again and say what is
books, pencil cases, pencils, missing: You haven’t got (a rubber).
pens, rubbers, rulers, school
bags, sharpeners
Make a booklet
Structures: The children have to make a six-page booklet by first cutting along the dotted
I’ve got a pencil case. line, then folding the sheet to make three double-sided pages. Then, they
I haven’t got a rubber. complete the pages appropriately, with words, drawings (of themselves, their
The rubber is (in) the bag. teacher, their friends) and colouring.

Materials
Teacher’s i-book
paper bags
scissors

IE Students develop
initiative by creating
a personalised
booklet of information. Making
a booklet builds confidence
and develops a task-based
approach to learning.

Finishing off
Play Simon says. Ask all the children to stand up. Give instructions to the
children to do an activity, but they must only do it if you say Simon says.
T: Simon says put your rubber on the book. The children put their rubbers on
the book. T: Put your pencil in the pencil case. The children must not do the
action or they are out and have to sit down.

Resources
Arts & Crafts
Teacher’s Resource Book, page 14

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 her.
Me

teac
and

SC

my
HO
my

OL

is
e:
sch

This
Nam
ool.

Hi!
My
nam

s.
e’s

clas in
I’m
ss
.

Cla
I’ve
got schoo
a l ba
g.

SCH
OOL
SCHO
OL

I’ve go Me a
.
t a nd my s
chool
Me and school
bag. .
my sch ’s
ool.
y name
Hi! M

ta
I’ve go school bag.
. SCHOOL

name’s
Hi! My
Me and my school.

53

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 Unit 1 - Lesson 4A
Student’s Book, pages 10 and 11 A school trip! UNIT 1 LESSON 4 UNIT 1 LESSON 4
Find
and
say!
7 1.9

Objectives
Read and listen to the story.

The children are at the zoo. They’re drawing the

To enjoy a story. monkeys.

Hurry up, Hurry up,

To read and listen for please. please.

comprehension.
To consolidate the language of
Hurry up,
Tom!

the unit.
Let’s go and see
the crocodiles.

Target language
Oh, no! Tom leaves his hat and coat
on the chair and his bag under the
Tom likes this monkey. 1 bin. And what is the monkey doing? 2 2 sung
But look! The monkey’s got Tom’s

Vocabulary: Oh, no! The monkey is putting on Tom’s jacket

and hat and he’s got Tom’s school bag. Oh, dear!
Lookand
Tom isn’t drawing and the teacher isn’t happy.Tom isn’t drawing behind you, monkey!
the teacher isn’t happy.

banana, coat, crocodile, fruit,

hat, monkey, sandwiches, Look at
the monkey!
Look at
the monkey!
sunglasses, yoghurt Tom!

Structure:
I haven’t got my school bag.
I haven’t got my I haven’t got my
school bag. school bag.
Look, monkey!
Materials 3 4
I’ve got a banana.

4
Teacher’s i-book 10 Passive presentation of the Present Continuous Have got inof
Passive presentation context I haven’t
the Present got my schoo
Continuous

CD
Unit 1 story cut-outs
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Unit 1 flashcards
photocopies
More
oftice
prac
More
practice
Getting P started
P
Play a game with the flashcards. Show the class the picture flashcards and
Teacher’s Resource Book,
elicit the name of each classroom object. Then, stick the cards on the left side
pages 105 and 106 F Fwith the pictures facing the board. Next, repeat with the word
of the board,
cards and stick them face down on the right side of the board.
DivideSC SC into two teams. Ask a volunteer from Team A to turn over a
the class
i-flashcards picture card and a word card and say the actions. If they match, the team wins
More More
the pair. If not, turn them over again. Next, a volunteer from Team B has a turn.
phonics phonics The winner is the team that wins the most pairs.
i-story cards

Before you read

Say: Open your books at page 10 and look at Lesson 4. Elicit the names of
the characters in the story. Then, hold up your book and point to the series of
pictures at the top of page 11. Say: Find the (sunglasses) in the story and elicit
i-poster
the scene number (scene 1). Tell the class to work in pairs and find the other
items in the story. Correct as a class. Where possible, extend the activity with
i-flashcards
questions: Has Karim got the banana? What are the children drawing?

7 Read and listen to the story. 1.9

IWB i-book Play the CD and tell the class to read and listen to the story. Check comprehension
with questions: Where are the children? SS: At the zoo. T: What are they drawing?
SS: The monkeys. Write the main characters in the story on the board: Tom, Lucy,
Olga, Karim, narrator, the teacher, the monkey. Divide the class into groups of
seven and tell them to play a part each and read the story. Follow up by asking
the children about the zoo and the animals: Do you like the zoo?, and encourage
them to say why or why not.

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 UNIT 1 LESSON 4 CAE Students develop cultural expression by
Find Find
and
say!
and
say! participating in creating their own story booklet
with the template and stickers.
Now, the children are in the snake house. It’s time for lunch.

Hurry up,
please. I’ve got
sandwiches. I’ve got fruit
and yoghurt.

Look at the monkey,

Tom! It’s behind you!
Tom! Come
down now!

The monkey has got Tom’s lunch box.

2 sunglasses.But look! The monkey’s got Tom’s sunglasses.
But look! The monkey’s got Tom’s 5 The teacher is very cross now. 6
Lookand
t drawing behind you, monkey!
the teacher isn’t happy. Look behind you, monkey! The monkey is in the cage again and it’s time to
go back to school.

Goodbye, monkey!
Look at
the monkey!

I haven’t got my
school bag.
Look, monkey! Look, monkey! Tom, where are
I’ve got a banana. I’ve got a banana. your sunglasses?

4 7 8

Have got inof

ve presentation context I haven’t
the Present got my school bag. Have got in context
Continuous I haven’t got my school bag. 11

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Make a story booklet

Ask the children to take the booklet template from the cut-out envelope (or
give them copies of the cut-outs from the Teacher’s Resource Book, pages
105 and 106). Instruct them to look at the Student’s Book story and then to
assemble the booklets. The envelope also contains the speech bubbles for
each story in sticker format. Instruct the children to stick the speech bubbles
in the correct places, and to draw a v-shape on the bubble to clarify who is
speaking. They might feel confident doing this from memory or they may prefer
to refer to the story in the Student’s Book. Move around the class and help
those children who need it.

Finishing off
Tell the class to open their books at the story pages and to hold the books
on their heads with the pages open like a hat. Read out a speech bubble or
part of a caption, say Go! and instruct the children to race to find which scene
it is in. Tell them to stand up when they find it. When most of the class are
standing up, elicit the scene number. Repeat with other speech bubbles or
captions.

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 A school trip!
9 Look at the st
7 Order the pictures, then read and write True or False.
2 4

1 Tom! It´s

Tom has got his bag. False The monkey has got Tom’s sunglasses. False

3 1

3 Look, monkey!
got

10 Look and writ

The cage door is open. True Olga is drawing a crocodile. False

8 Read the story and complete.

Lucy Tom Olga The Monkey

1 Olga has got a banana. 3 The Monkey has got Tom’s sunglasses.
2 Tom likes the monkey. 4 Lucy has got sandwiches.

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LC Students develop Linguistic competence by gaining oral fluency through re-reading the
story aloud. This speaking activity provides a structured, guided activity where students
do a role play with other class members.

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 Unit 1 - Lesson 4B
Activity Book, page 8

Objectives Getting started

To focus on comprehension of Remind the class about the story by asking them questions about it: What
the unit’s story. are the names of the children? Where are they? Is Olga drawing a crocodile?
What is she drawing? Then, ask them to open their Student’s Books at Lesson
To review key vocabulary from 4. Assign the characters to five volunteers (Lucy, Tom, Olga, Karim, narrator).
the story. Read the story out loud.

Target language
7 Order the pictures, then read and write True or False.
Vocabulary: Ask the children to look at and number the scenes in the same order as they
banana, coat, crocodile, fruit, appear in the Student’s Book. Then, write the first sentence on the board: Olga
hat, monkey, sandwiches, is drawing a cocodrile. Ask the children to look at their Student’s Books and say
sunglasses, yoghurt whether the sentence is True or False.
Structure:
Olga has got a banana. 8 Read the story and complete.
Ask the class to tell you the names of the characters from the story: Lucy, Tom,
Olga, the monkey. Write the following sentence on the board: ________ has got
Materials Tom’s sunglasses. Ask the children to look at the story and say the character’s
Teacher’s i-book name to complete the sentence (The monkey). Tell the children to read the
sentences and complete them with a character’s name.

Resources
DVD 1
DVD Unit 1 Animated Story: A School Trip!
Teacher’s Resource Book, page 25
Activity 1: Play the DVD. The children look at the five pictures and write below each picture the answer to the
question What is it?
Activity 2: The children study the five pictures and write an appropriate sentence under each one.

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 9 Look at the story and complete.
2 Tom! Come
down now !

1 Tom! It´s
behind you !

unglasses. False

3 Look, monkey! I’ve 4 Goodbye ,

got a banana . monkey!

10 Look and write.

1
Y
Down 2 3
S C R O C O D I L E
1 2 5
U G
4 5
N S C H O O L B A G
G U A
Across 6
L R M O N K E Y
3 4 6 7
J A C K E T A
S N
8
S S N A K E
7 8
got Tom’s sunglasses.
E
got sandwiches. S

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LL Students develop their learning skills by spotting mistakes. They recognise untrue information
and offer the correct version. This activity helps to activate long term memory skills.

58

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 Unit 1 - Lesson 4C
Activity Book, page 9

Objectives 9 Look at the story and complete.

To focus on comprehension of Tell the children to look at the first scene and write the speech bubble text on
the unit’s story. the board: Tom! It’s ___________! Invite a volunteer to come and complete the
sentence on the board: Tom! It’s behind you! Explain that the task is to complete
To review key vocabulary from each speech bubble by referring to the story in the Student’s Book.
the story.
10 Look and write.
Target language Draw a picture of a banana on the board and write the letters in random order
Vocabulary: below it: a a n n b a. Point to the picture and ask: What’s this? Then, ask the
banana, coat, crocodile, fruit, class to call out the letters in the correct order to spell banana. Tell the class to
hat, monkey, sandwiches, fill in the crossword using the picture clues.
sunglasses, yoghurt
Structure: Finishing off
I’ve got a banana. Play Spot the mistakes. Tell the story again with mistakes. Ask the class to call
out Stop! when they hear you make a mistake, and invite them to tell you the
correct word or phrase: The children are in the park. (Stop! They’re at the zoo.)
Materials They are drawing the monkeys. Tom doesn’t like the monkey. (Stop! Tom likes
Teacher’s i-book the monkey.) and so on.

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 Unit 1 - Lesson 5A
Student’s Book, page 12

Objectives Getting started

To introduce and practise Practise behind, in, on and under. Take one of the classroom objects and say:
behind, in, on and under. What’s this? SS: It’s a (book). Put the book on a chair and say: Look! The book
is on the chair. Put some other classroom objects around the room on other
To sing a chant.
things (table, shelf) and say: Look! The book is on the chair. The (ruler) is on the
(table) and the (school bag) is on the (shelf). Write the word on on the board.
Target language Do the same for in, under and behind. When the children have practised, say:
Vocabulary: The book is on the chair. Where’s the ruler? Use gestures and expressions to
behind, in, on, under make the meaning clear. Ask a volunteer to address the questions to the rest
of the class.
Structures:
Where’s the book?
It’s (under) the table. 8 Listen and chant. 1.10
There it is. Play the CD and encourage the children to listen. Say: Open your books at
page 12. Play the recording again and ask the children to follow the song in
Materials their books. Then, tell the class to stand up, play the song again and ask the
children to sing along and march on the spot. Then, divide the class into two
Teacher’s i-book teams. Ask Team A to say the first verse and Team B to recite the second. For
CD example, Team A: Where’s the (book)? Look and find! In, on, under or behind?
classroom objects Team B: There it is! I can see. It’s (under the table), one, two, three! Then,
reverse roles and repeat. Divide the class into pairs and tell the children to ask
and answer the questions following the examples in the book. S1: Where’s the
i-activity
(ruler)? S2: It’s (in the school bag).

9 Listen and say. 1.11

Ask the children to look at the picture on page 12 of their Student’s Book.
Identify all the different objects in the picture. Say: Can you see a (lion)?
SS: Yes. T: What colour is the (lion)? SS: It’s (orange). T: Where’s the (lion)?
SS: It’s (behind the plant). Play the first item on the CD, pause the recording
and ask the class to put up their hands to name the object in the picture. Play
the CD again. Pause it after each statement to give the children time to find the
objects.

Finishing off
Divide the class into two teams. Ask the children to hide all kinds of objects
around the classroom. Each team describes the object (colour) and its position
(in, on, under, behind) as they heard in the CD. If the opposing team guesses
the object correctly, they get a point. Team A: It’s in the school bag. It’s green.
Team B: It’s a (book).

Transcript
Listen and say. 1.11

It’s in the pencil case. It’s blue. It’s on the table. It’s blue.
It’s under a chair. It’s green. It’s behind the plant. It’s orange.
It’s behind the computer. It’s grey. It’s under a chair. It’s red.

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 UNIT 1 LESSON 5
8 Listen and chant.
1.10
10 Look at the p

Where’s the book?

Look and find!
In, on, under or behind?

There it is!
I can see,
It’s under the table,
One, two, three!

’s the ruler? … It’s in

Where the school bag...
e re ’s th e b al l ? … It’s on the chair...
Wh

Beep on Grammar, page 3.

9 Listen and say.

1.11
11 Make a plan o

12 Classroom vocabulary in, on, under, behind Where’s the (book)?

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LC Students develop their language skills by hiding objects in the classroom and playing a
game recognising, describing and guessing classroom objects.

61

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 11 Look and circle. 14 Look and wr

in / behind on / under under / behind in / on

12 Look, read and match.

1 It’s on the computer. A ruler

2 It’s under the table. A sharpener
3 It’s in the schoolbag. A robot
4 It’s under the chair. A dog
5 It’s on the table. A ball
15 Draw a classro

13 Look and write.

baby apple door girl computer tent family umbrella

1 The family is in the tent .

2 The apple is on the computer .
3 The girl is behind the door .
4 The baby is under the umbrella .

10

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LC Students develop their language skills in various activities where they demonstrate
understanding of the language they have learned.

62

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 Unit 1 - Lesson 5B
Activity Book, page 10

Objective Getting started

To practise behind, in, on and Practise behind, in, on and under. Ask for volunteers and give them
under. instructions. T: (David), put the pencil case on the book. (Maria), put the pen
under the sharpener. Then, ask for volunteers to take over your role giving
Target language the instructions and continue until everyone has either given an instruction or
completed an action.
Vocabulary:
behind, in, on, under
11 Look and circle.
Structure:
It’s on the (computer). Say: Open your Activity Books at page 10. Look at Activity 11. Ask the children
to identify the classroom objects. Then, tell them to circle the right preposition.
Correct the exercise by asking: Where is the frog, (in or behind) the (pencil case)?
Materials
12 Look, read and match.
Teacher’s i-book
Ask the children to look at the picture in Activity 12. Ask five volunteers to read
out the five statements and another five volunteers to read out the names of the
objects. Then, tell the children to match the correct object with each sentence.
Correct the activity by naming one of the objects and asking the children to
read the correct sentence. T: A ruler. SS: It’s in the school bag.
13 Look and write.
Ask the children to look at the list of words in Activity 13 and to find the objects
in the pictures. Then, tell them to complete the sentences. When they have
finished, ask volunteers to read out their sentences.

Finishing off
Do a picture dictation. Ask the children to open their notebooks. Tell them that
they must draw and colour what you say. T: A (blue) (book) is (under) a (red)
(computer). Ask volunteers to take turns giving the instruction. Move around
the classroom checking the drawings.

Resources
Language

Teacher’s Resource Book, pages 49 – 51

Reinforcement
Activity 1: The children look at the four pictures, read the pairs of words below each picture and then circle the
single word that corresponds to the picture.
Activity 2: Tell the children to read the three sentences and to draw what they have read.
Consolidation
Activity 1: The children have to complete the four sentences so that they correctly describe the situation in the
picture.
Activity 2: Tell the children to read the two sentences in the bubble, and to tick or cross the boxes to show what
Lucy has and hasn’t got.
Extension
Activity 1: Tell the children to look at the six drawings and to write six complete sentences describing what each
picture shows.
Activity 2: The children have to look at the four pictures and complete the sentences correctly.

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 Unit 1 - Lesson 6A
Student’s Book, page 13

Objectives Getting started

To count the objects on a plan. Display the poster and cover each word label with a piece of paper. Then,
divide the class into teams of four and give each team a felt-tip pen and a
To make a plan of the
sheet of paper. Point to the picture of the rulers and elicit the word and the
classroom.
number. Give the teams twenty seconds to write the word and the number
on a piece of paper, then tell the teams to hold up their pieces of paper. Ask
Target language the teams to read what they have written. Each team with correct spelling
Vocabulary: gets two points and teams with one mistake get one point. Repeat with other
bin, board, bookcase, chair, items.
computer, cupboard, plant
10 Look at the plan and count the objects.
Materials Say: Open your books at page 13. Look at the plan. This is a plan of Zoe’s
Teacher’s i-book classroom. Can you see a (table)? SS: Yes. T: Count the tables. SS: Eight.
Unit 1 poster Encourage the class to count the other objects in the plan.
paper
11 Make a plan of your class.
Say: Look at Activity 11. We’re going to make a plan of our class. Using the
i-activity vocabulary from Zoe’s classroom ask questions: Can you see a (bin) in our
classroom? Ask the children to make a plan of the class.
i-poster
Finishing off
Display the children’s plans. Encourage them to talk about their work and to
describe their plans. S1: Twelve tables, twelve chairs, one bin, one board,
three bookcases, etc.

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NIT 1 LESSON 5 UNIT 1 LESSON 6
10 Look at the plan and count the objects.

Zoe’s classroom I can see three plants!

plant
bin

book case

board

table

chair

cupboard

computer

11 Make a plan of your class.

Identifying objects and drawing floor plans 13

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MST Students develop mathematical competence by using rulers to measure and make a
plan of the classroom using straight lines, circles, rectangles, etc., in order to create
a realistic model.

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 14 Look and write.
Hello! My name’s Leo.
This is my school.

in / on
1 I’m in class 3B. 2 These are my friends.

This is my teacher.
I’ve got a white ruler.
I’m in class 3B.
These are my friends. This is my teacher. I’ve got a white ruler.
3 4

15 Draw a classroom plan.

table

chair

computer

plant
Child’s own drawing.
bin

bookcase

cupboard

board

11

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LC Students develop Linguistic competence by gaining practice in writing sentences. They

use visual cues in order to write sentences, then they read them aloud to the class to
practise pronunciation.

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 Unit 1 - Lesson 6B
Activity Book, page 11

Objectives Getting started

To write about school. Ask the children questions about school. T: What’s your teacher’s name?
What class are you in? Have you got lots of friends? What have you got in your
To make a plan of the
school bag?
classroom.

Target language 14 Look and write.

Vocabulary: Say: Open your Activity Books at page 11. Look at Activity 14. Ask four volunteers
bin, board, bookcase, chair, to read out the sentences. Then, tell the children to match the sentences to the
computer, cupboard, plant pictures. When they have finished, ask them to read their sentences.

Structures: 15 Draw a classroom plan.

My name’s (Lee). Say: Look at Activity 15. We’re going to draw a classroom plan. Tell the children to
This is my teacher. look at the list of classroom objects and explain that they must include these in their
I’ve got a (white ruler). plan. The children draw and colour in their classroom plan. Go around the class
I’m in class 3B. looking at the children’s pictures to make sure they include all the objects.
These are my friends.

Finishing off
Materials
Make a display of the children’s plans.
Teacher’s i-book

Resources
DVD 2
DVD Unit 1 Real Kids
Teacher’s Resource Book, page 26
Activity 1: Tell the children to watch and listen to the DVD. Tell them to tick the words they hear and then complete
the sentences.
Activity 2: The children have to find words in the wordsearch. Once they have found them, they have to write the
word next to the photo.

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 Unit 1 - Lesson 7A
Student’s Book, page 14

Objectives Getting started

To read a text about children’s Show the children a collection of objects, and explain what a collection is.
collections. Ask the children if they collect things and encourage them to talk about their
things.
To say a tongue twister and
practise the p sound.
12 Read and say True or False.
Target language Tell the children to read through the text. Then, ask some volunteers to read the
sentences aloud. Ask them what each child collects. The children then decide
Vocabulary:
if the sentences are true or false. Put them into small groups to check their
pencil case, pencil sharpener,
answers. Then, check the answers together as a class.
robot, shells, toy cars
Structures: Answers
I’m from Valencia. 1 False 4 False
I collect toy cars. 2 True 5 False
3 False 6 True
Materials
Teacher’s i-book 13 Listen and say a tongue twister. 1.12
Unit 1 poster Put the poster on the board and ask the children to look at the names on the
children’s shirts. Repeat the names with the children: Peter and Patricia. Ask
the children to tell you the colours of the crayons on the floor. Play the CD
and encourage the children to repeat each line in the pauses. Emphasise the
p sound at the beginning of the words and ask the class to repeat. Say each
line of the tongue twister in turn. Play the CD again and invite the class to
chant again. Then, teach the children a clapping pattern to do in pairs together
with the chant. The pairs face each other, clap hands as they say the line and
then clap hands with a partner at the end of each line. Do this very slowly to
begin with and faster as the children get more familiar with the chant and with
clapping along.

Finishing off
Put the children into small groups. Ask each group to write two sentences
about the texts from Activity 12, either true or false. The children all close their
books. The groups then take turns to read out one of their sentences for the
rest of the class to say true or false.

Resources
Phonics

Teacher’s Resource Book, page 93

Activity 1: Tell the children to listen and to repeat each sound and each word that they hear.
Activity 2: The children have to read about Patricia and then colour in the drawing in accordance with the written
description.
Activity 3: The children look at the four pictures and complete the sentences appropriately.

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 Culture UNIT 1 LESSON 7
Review
12 Read and say True or False. 1 Read and lis

Collections

Hi, I’m Patricia. I’m from Valencia.

I go to the beach on holiday.
I collect shells. Look at my shell
pencil case. I really like it!

My name’s Peter. I’m from

London. I collect pencil
sharpeners. I’ve got 20. This is
my favourite. It’s a robot!

Hello, I’m Alexandra. I’m from

New York. I collect toy cars.
I’ve got lots and lots. I haven’t
got a favourite one.

1 Patricia is from London. 4 Patricia collects robots.

2 Peter has got 20 pencil sharpeners. 5 Peter goes to the beach on holiday.
3 Alexandra collects shells. 6 Alexandra has got lots of toy cars.

13 Listen and say a tongue twister.

1.12

2 Look and co

Pink and purple pencils,

Pens and pencil cases,
Peter and Patricia,
Drawing funny faces!

14 Likes and favourites I collect (cars). Phonics initial sound p as in pencil

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LC Students develop Linguistic competence by developing a musical, rhythmic association

between phonology and word stress by learning a tongue twister for the sound p.

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IT 1 LESSON 7
Review UNIT 1
1 Read and listen. Then write.
1.13

Can I have four

boxes of coloured
1 ... , please? And can I have
two electric
sharpeners?

Yes, follow me.

Yes, they’re on
Robby is helping Beep in the stationery shop. the 2 ... .
... and four, five,
Here you are! six rubbers. And fourteen An d fourteen
blue pens, eleven blue pens, eleven
4 ... pens and five 4 … pens and five
rulers. rulers.

And three
pencil cases and
Ok! six 3 ... .
And a school bag...
... and five 5 ... ! please!

AAAArgh!

holiday.
oy cars.
Be careful, Robby! Robby, the very BIG school
bags are 6 ... you!

2 Look and complete the list.

My list
4 boxes of coloured pencils
2…
…

Unit vocabulary: classroom objects, numbers, prepositions 15

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LL Students develop their learning skills by speculating about missing words based on their
previous knowledge of the language.

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 Unit 1
Unit 1 - Review
Review 1
Student’s Book, page 15
Teaching notes

Objectives Getting started

To read and listen to a cartoon Put classroom objects in, on, under and behind other things in the classroom
story. and then make sentences about the objects with some true and some false
statements. Tell the class to call out true or false: The blue pen is behind the
To review the language of the
yellow pencil case. The red book is under the white table, and so on. Ask for
unit.
volunteers to make sentences while the rest of the class say true or false.

Target language
1 Read and listen. Then write. 1.13
Vocabulary:
numbers 1 – 20 Tell the children to look at the Beep cartoon, and explain that Robby is helping
book, pen, pencil, pencil case, Beep in the stationery shop. Ask the children to read the cartoon and to make
rubber, school bag, sharpener; suggestions for the missing words. Play the CD and instruct the children to read
behind, on and listen to the cartoon. Play it again and they write down the missing words.
Read out half a caption or speech bubble and ask the children to complete it: And
Structures: fourteen blue … Repeat with the other sentences. Follow on by asking the class to
Can I have a pencil? read the cartoon aloud in pairs, with S1 saying the narrator’s and the girl’s parts and
Here you are. S2 saying Beep’s and Robby’s parts.
They’re on the table.
Answers
Materials 1 pencils 4 black
Teacher’s i-book 2 table 5 rulers
CD 3 rubbers 6 behind
Unit 1 poster
2 Look and complete the list.
Point to the first picture of the cartoon and tell the children that the girl has a
i-story cards shopping list. Explain that they are going to write out her list by looking back at
the cartoon.

i-activity
Finishing off
Divide the class into teams and take turns to ask the teams questions about
i-poster
the language in the unit.

i-flashcards

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 Review UNIT 1
3 Look and write.
1 2 3

4 5 6

4 Look at page 12. Answer.

1 It’s under a chair. It’s red and green. What is it? 4 Where’s the banana?
2 It’s behind the computer. It’s grey. What is it? 5 Where’s the sharpener?
3 It’s in the school bag. It’s yellow. What is it? 6 Where’s the lion?

5 Ask a friend. Have you got a ruler?

Yes, I have.

1 Have you got a ruler?

2 Have you got a black pen?
3 Have you got a white rubber?
4 Have you got a red pencil?
5 Have you got a blue school bag? No, I haven’t.
6 Have you got a pencil case?

16 Unit vocabulary: classroom objects, colours, prepositions Where’s the (pen)?

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LC Students develop their language skills through various activities to review the language
learned in the unit.

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 Unit 1 - Review
Student’s Book, page 16

Objective Getting started

To review the language of the Ask a child to come to the front and give them a flashcard without anyone else
unit. seeing what it is. Let other children ask them: Have you got a (pencil)? Until
someone guesses correctly. Continue with other children.
Target language
Vocabulary: 3 Look and write.
pen, pencil, pencil case, rubber, The children look at each picture and write down what they think it is. Let them
ruler, school bag share their ideas in small groups.
Structures:
Where’s the banana? Answers
It’s under the table. 1 ruler 4 pencil case
Have you got a ruler? 2 book 5 rubber
3 pencil sharpener 6 pen
Materials
4 Look at page 12. Answer.
Teacher’s i-book
Give the children a minute to look at page 12 and then tell them to close their
Unit 1 flashcards
books. Ask them a few questions to test their memory, for example: Where is
the aeroplane? What colour is the ruler? The children then read the questions
i-poster and write the answers in their notebooks. Encourage them to answer from
memory and then check in their book.

i-flashcards Answers
1 an apple 4 on the teacher’s table
2 an elephant 5 in the pencil case
3 a ruler 6 behind the plant

5 Ask a friend.
Tell the children to go around the class and ask six friends the six questions.
When they have finished, do a class survey. Find out how many children
answered yes to the questions and how many answered no.

Finishing off
Put the children into pairs and ask them to write a question about page 12.
The children then all close their books. Ask a volunteer pair to read out their
question. The first pair to answer correctly can read out their question.

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 Review

1 Write the questions and circle your answers. Child’s own answers.

got you a dog? Have Have you got a dog?

Yes, I have. No, I haven’t.

you Have bike? got a Have you got a bike?

Yes, I have. No, I haven’t.

a got Have you computer? Have you got a computer?

Yes, I have. No, I haven’t.

cat? got a you Have Have you got a cat?

Yes, I have. No, I haven’t.

2 Look at the table and write.

in under the books. the apple.
It’s
on behind the chair. the pencil case.

1 It’s in the pencil case .

2 It’s behind the apple .

3 It’s on the books .

4 It’s under the chair .

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LL Students develop their learning skills by playing a game with their dictionary and then
writing in the words. This activity helps children participate in the learning process of
creating their own materials for reference.

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 Unit 1 - Lesson 7B
Activity Book, page 12

Objectives Getting started

To practise reading and writing Put the poster on the board. Point to a picture and ask a volunteer to tell you
skills. something about it, for example: It’s a ruler, or It’s blue, or I’ve got a red ruler.
Continue until all the children have had a turn to speak.
To revise the vocabulary from
the whole unit.
1 Write the questions and circle your answers.
Target language Say: Open your Activity Books at page 12. Look at Activity 1. Ask the children to
Vocabulary: write the questions putting the words in the right order. Then, tell them to circle
book, pen, pencil, pencil case, the correct answer. When they have finished, ask the children to work in pairs,
rubber, school bag, sharpener; asking and answering the questions.
bin, board, bookcase, chair,
computer, cupboard, plant; 2 Look at the table and write.
black, blue, green, orange, Say: Look at Activity 2. We’re going to make four sentences by choosing the
pink, purple, red, yellow; right words. Tell the children to look at the table of words and the pictures.
banana, coat, crocodile, fruit, Explain that they must write sentences to describe the pictures. When they
hat, monkey, sandwiches, have finished, ask four volunteers to read out one of their sentences.
sunglasses, yoghurt; behind, in,
on, under Picture dictionary 3.9
Structures: Ask the children to look at the Picture dictionary on page 69 of their Activity
Are you ready for school? Books. Hold up your two index fingers and signal to the class to do the same.
I’m ready for school. Say: Point to the rubbers and the pens. Encourage the class to quickly point to
I’ve got my school bag. the two pictures and check with the child next to them. Repeat with other words
How about you? from the page. Tell the children to trace each word on the dictionary page. Play
Have you got a pencil? the recording and ask the children to look at the pictures and repeat the words.
Yes, I have. / No, I haven’t.
Here you are. Finishing off
Where’s the book? Put the flashcards around the room. Mime using one of the classroom objects.
I can see it. Ask a child to point to the correct flashcard and to name it. If they say it
Can I have a pencil? correctly, then they can mime the next object.
Do you like my picture?
It’s (under) the table.
My name’s (Lee).
This is my teacher.
I’ve got a (white ruler).
I’m in class 3B.
These are my friends.

Materials
Teacher’s i-book
CD
Unit 1 poster
Unit 1 flashcards
classroom objects

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 Unit 1 - Evaluation
Beep on grammar
Objective Unit 1 Test

To evaluate children’s Name: Class:

Unit 1
Have you got...? Pre
1
understanding of target language 1.14

from the unit. pencil?

Yes, I have.
Have you got a rubber?
No, I haven’t.
sharpener?

Target language 1 Write the questions and answers.

1 Look and answer.

Vocabulary: 1 Have you got a pencil

Have you got a sharpener

? ✓ Yes, I have

No, I haven’t
.

2 ? ✗ .
books, pencil cases, pencils, 2
3 Have you got a school bag ? ✗ No, I haven’t .

pens, rubbers, rulers, school Hi! I’ve got a pencil case and a book. 4 Have you got a ruler ? ✓ Yes, I have .

bags, sharpeners; behind, in, 5 Have you got a rubber

Have you got a book
? ✗ No, I haven’t
Yes, I have
.

6 ? ✓ .
on, under Hello! I’ve got a book and a school bag.
2 This is your bag. Answer the questions in 1.

Structures:
© Santillana Educación S.L. 2012 PHOTOCOPIABLE

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

1 No, I haven’t.
Hello! I’ve got a rubber and a pen.
Yes, I have.
I’ve got a pencil case.
2

3 Yes, I have.

I haven’t got a rubber. Hi! I’ve got a pencil case and a sharpener.
4 No, I haven’t.

The rubber is (in) the bag. 5 No, I haven’t.

1 Listen and number. (Track 1.14) 6 Yes, I have.

2 Read and match.
151 2

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Teacher’s i-book Unit 1 Test

Have you got...? Prepositions of place
CD Name: Class:

photocopies of 3 1
Teacher’s Resource Book, 1.26
the book?
on
under
the table.
the chair.

pages 151 and 152 Where’s the ruler? It’s the computer.
behind
the pen? the school bag.
in
the cupboard.
1 Write the questions and answers.

1 ? ✓ Yes, I have .
1 Look and answer.

Students develop
1 The rubber is .
2 ? ✗ No, I haven’t .
LC 2 The sharpener is .

their learning 3 The school bag is

4 The book is
3

? ✗ the chair.No, I haven’t

? ✓
.
Yes, I have
.

.
skills by applying 5 The pen is
5
the school bag.
? ✗ No, I haven’t .

acquired learning strategies 4 6 ? ✓ Yes, I have .

such as, focusing attention 2 This is your bag. Answer the questions in 1.

and memory recall, as well 1

2
as comprehension and
© Santillana Educación S.L. 2012 PHOTOCOPIABLE

1 Where’s the shoe? It’s under the table.

3 2 Where’s the cat? It’s behind the plant.

linguistic expression in order 4 3 Where’s the computer?

4 Where’s the football?
It’s on the table.
It’s under the table.
to complete an end of unit 5

6
2 5 Where’s the ruler? It’s
6 Where’s the school bag?
in the school bag.
It’s on the bed.
assessment. I’ve got a red rubber, a blue sharpener, three pink pens and a green pencil case.

3
3 Complete the sentences.
4 Read and draw.
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Transcript
Unit 1 Test. Activity 1. Listen and number. 1.14

1 The book is in the school bag. 4 The pencil is behind the pencil case.
2 The rubber is on the table. 5 The ruler is in the school bag.
3 The chair is next to the school bag. 6 The pencil is under the table.

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 Introduction
2. Busy morning!
Unit objectives Anticipating difficulties
To identify and describe daily Participation is important to learning. It is important, therefore, to identify those
routines. shyer children who try to avoid participating. All children should be encouraged
to make at least one comment or ask a question every day. Teachers can
To tell the time with o’clock and help children be more active participants by teaching their classmates to
half past. demonstrate active listening signals: having them nod at the child who speaks,
To learn the days of the week. requiring that they be able to repeat what the child says and leaning towards
the speaking child.
To sing a song and a chant.
To read and understand a story Teaching tip
and a cartoon. Children, in their enthusiasm to participate, often talk over each other. Taking
To read and understand short turns is a social skill everyone needs to learn for communication to be fluid and
descriptions. effective. A technique to teach children how to take turns is to ask them to hold
their palm against their shoulder to indicate they are speaking. When the first
To write a short description of child finishes speaking, they bring their palm down. This signal indicates they are
your favourite day. finished and their partner can answer. Their partner then raises their palm to their
To practise pronunciation: i. shoulder to continue the conversation.

Target language
Vocabulary: Unit 2 Busy morning!

brush my teeth, get dressed, brush my teeth

get up, go to school, have
breakfast, have a shower;
Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, get dressed get up
Sunday
Structures:
What time is it?
It’s six o’clock. / It’s half past have a shower
nine.
I get up at half past seven. have breakfast
On Monday, I play basketball. go to school

1.25

When Beep can’t sleep,

He counts sheep,
EAN: 8431300158542 BEEP 3 © Santillana Educación S.L. 2012

Reads a magazine,
And eats ice cream.

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 Unit 2 - Lesson 1A
Student’s Book, page 17

Objectives Getting started

To introduce and learn daily Write breakfast on the board. Some children may know this word already.
routines vocabulary. Tell the class what you have for breakfast. T: For my breakfast, I like … . Stick
pictures of the food and drink on the board. Encourage the children to tell their
To learn and sing a song.
classmates what they have for breakfast, supporting them where necessary
To play a mime game. and noting vocabulary on the board.

Target language 1 Listen and sing. 1.15

Vocabulary: Say: Open your books at page 17. Ask the class to look at the picture and ask
brush my teeth, get dressed, them who the boy is. SS: Karim. Tell them they are going to hear a song about
get up, go to school, have Karim’s morning. Play the audio and ask the class to listen. Play the audio again
breakfast, have a shower and ask the class to try and follow the song in the book with their fingers. Play
Structure: it a third time and encourage the children to join in with the singing. Join in
Get dressed, quick! yourself. Play the track a few times until they are more confident. Then, divide
the class into two groups. Ask one group to chant tick, tock, tick, tock while
the other group sings the song to this rhythm. Swap groups so that each has a
Materials chance to sing.
Teacher’s i-book
CD 2 Listen, point and repeat. 1.16
magazine pictures of breakfast Ask the children to look at the pictures of Karim and play the CD. Tell them to
foods repeat the actions each time. Play the recording again, this time pausing before
the narrator says the action. Elicit the action from the children. Finally say
numbers one to six at random and choose volunteers to say the action.
i-activity

Finishing off
Play Mime. Mime one of the actions and choose a volunteer to say which one
you are miming. Ask the children to get into pairs. Child A mimes an action.
Child B points to the corresponding picture and says the action. Swap roles
and repeat.

Transcript
Listen, point and repeat. 1.16

1 (Karim snoring and alarm clock sound.) 3 (Shower noise.)

Karim: Uhhh… what time is it? 4 Karim: Oh, no! My jacket!
2 (Karim brushing his teeth.) 5 Karim’s mum: Hurry up, Karim!
Karim’s mum: Hurry up, Karim! Karim: I’m having my breakfast!
Karim: I’m brushing my teeth.
6 Tom: Hi Karim, you’re late!

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 2. Busy morning! LESSON 1

1 Listen and sing.

1.15

Tick, tock,
Look at the clock.
Busy morning,
Can’t stop.

Get up now!
Brush my teeth!
Hurry up! I’m still asleep!
Have a shower,
Get dressed, quick!
Look at the clock.
Tick, tock, tick!
Have my breakfast.
Mmm! Great!
Go to school.
Oh, no! I’m late!

2 Listen, point and repeat.

1.16

get up brush my teeth have a shower

get dressed have breakfast go to school

Morning routines (Get dressed), quick! 17

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CAE Students develop cultural expression through playing a mime game. They must act out an
action and the rest of the class guesses what it is.

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 2. Busy morning!
1 Match.

get up

have a shower

brush my teeth

get dressed

have breakfast

go to school

2 Look and write.

1 2

have a shower get dressed

3 4

brush my teeth have breakfast

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LL Students develop their learning skills by raising awareness of spelling–meaning

relationships by playing flashcard-reveal. They use visual cues in order to activate their
mental lexicon.

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 Unit 2 - Lesson 1B
Activity Book, page 13

Objective Getting started

To practise actions vocabulary. Display the poster and elicit the actions from the class. Then, choose a
child to come to the front. Ask them to point to one of the actions and say
Target language it in a grandmother’s voice. The child then chooses another volunteer and a
character; for example, monster, ghost, baby, etc. They come up and point
Vocabulary: to an action and say it in the voice of the character chosen for them. Repeat
brush my teeth, get dressed, this with other volunteers.
get up, go to school, have
breakfast, have a shower
1 Match.
Materials Review the vocabulary by playing a clapping game with the children. Clap twice
before each action: (clap, clap) Get up (clap, clap) have a shower (clap, clap)
Teacher’s i-book brush my teeth (clap, clap), etc. Then say: Open your Activity Books at page 13.
Unit 2 poster Tell the children to complete the matching exercise and check their answers
Unit 2 flashcards with a friend.

2 Look and write.

Introduce the vocabulary by playing Flashcard-reveal. Place the word flashcards
between the pages of a book. Hold this up to the class and gradually pull one
of the cards out so that the children can see the letters of the words being
gradually revealed. Ask them to say the individual letters as they see them.
Children put up their hands when they think they know the action. When the
card is revealed, ask the class to spell out the action together. Then say: Look
at Activity 2. Tell the children to complete the exercise. Finally, display the
flashcards and ask the children to check their answers.

Finishing off
Tell the class you are going to play Simon says. Call out actions: Simon says
brush your teeth, etc. When you have gone through the actions once, choose
a volunteer to come to the front and take a turn as Simon. Repeat this with
other volunteers.

Resources

Reading and Writing

Teacher’s Resource Book, page 138
Activity 1: Tell the children to look at the four clocks and to write underneath each clock the time that it shows.
Activity 2: First, the children have to work out the correct spellings of the words with jumbled-up letters and
insert them into the four sentences. Then they have to draw the minute hand and the hour hand on each clock-
face to show correctly the times mentioned in each sentence.

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 Unit 2 - Lesson 2A
Student’s Book, page 18

Objectives Getting started

To review numbers 1 – 20. Ask the class to chant the numbers 1 – 20 together a few times, then tell them
they are going to have a maths quiz. Divide the class into two teams. Children
To learn to ask and tell the
from each team take turns to answer simple maths questions. T: What’s seven
time.
plus six? What’s twenty minus five?, etc. Note down points for each team on
the board. Draw a clock on the board with the hands at one o’clock. T: What
Target language time is it? It’s one o’clock. Change the hands to a different time and ask the
Structures: children to answer. Do the same for half past (one).
What time is it?
It’s eight o’clock. 3 Listen and read. 1.17
It’s half past three.
Say: Open your books at page 18. Ask the children to look at the picture and
elicit who the people are: Olga and her mother. Ask the children to look at the
Materials clock in the first picture and ask: What time is it? SS: It’s eight o’clock. Do the
Teacher’s i-book same for the second picture. Play the CD and tell the children to follow the
CD dialogue with their fingers. Play the audio again, pausing at various points and
choosing volunteers to say the next line. Then, tell the children to get into pairs
and ask them to role play the dialogue, taking turns to play each character.
i-activity Finally choose pairs to come to the front and act out for the rest of the class.

4 Listen, point and say the clock. 1.18

Ask the children to look at the clocks. Say: It’s (seven) o’clock. What colour is
the clock? SS: (Yellow). Play the CD. Pause after each exchange and choose a
volunteer to say the colour of the clock. Divide the class into pairs and tell them
to ask and answer the time for each of the clocks. Move among the pairs and
also ask questions about the clock times.

Finishing off
Tell the class you are going to mime being a clock. Hold both arms pointing
vertically above your head, making one slightly shorter than the other and ask:
What time is it? Choose a volunteer to answer: It’s twelve o’clock. Then, hold
both arms vertically down and choose a volunteer to say: It’s half past six. Call
children to the front of the class and ask them to mime being a clock showing
different times with their arms.

Transcript
Listen, point and say the clock. 1.18

Narrator: What time is it? Narrator: What time is it?

Boy: It’s seven o’clock. Girl: It’s half past five.
Narrator: What time is it? Narrator: What time is it?
Girl: It’s half past two. Boy: It’s ten o’clock.
Narrator: What time is it? Narrator: What time is it?
Boy: It’s three o’clock. Girl: It’s half past nine.

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 UNIT 2 LESSON 2
3 Listen and read.
1.17
5 Listen to the l

Hello, Olga! Get up, please!

What time is it?

It’s eight o’clock.

OK, Mum.

Olga, go to school, please!

What time is it?

It’s half past eight.

OK, Mum, bye!

Bye, Olga!

Beep on Grammar, page 4.

4 Listen, point and say the clock.

1.18

1 2 3 6 Read and say

4 5 6

18 Telling the time It’s (half past eight).

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MST Students develop mathematical competence by learning to tell the time in English thus
transferring knowledge from their L1. They listen to the time and find the correct hour on
different coloured clocks.

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 3 Look and write the number. 5 Listen and dra

1 2 3

4 5 6

It’s four o’clock. It’s half past two.

It’s half past nine. It’s seven o’clock.

It’s six o’clock. It’s half past four.

6 Write and circ

4 Look and write the times.
What time is it?

1 It’s three o’clock. 4

2 It’s half past ten. 5

3 6

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LC Students develop Linguistic competence by gaining oral fluency through listening to the
expression of different times and writing them on the board or in their books on a clock.

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 Unit 2 - Lesson 2B
Activity Book, page 14

Objective Getting started

To practise telling the time. Draw two clock faces without hands on the board and divide the class into
two teams. The teams line up facing the clock faces. Give the first player in
Target language each line a pen or chalk to write on the board. Call out a time: It’s (half past
three). The first player in each team runs up to the board and draws the hands
Structures: on the clock to tell that time. Give a point to the team of the first child to draw
What time is it? the hands in the correct position. Repeat this until everyone has had a turn.
It’s eight o’clock. / It’s half past
three.
3 Look and write the number.
Materials Say: Open your Activity Books at page 14. Explain to the class that they are
going to write the number of the clock next to the corresponding time below
Teacher’s i-book and choose a volunteer to tell you the time on the first clock. Tell the children
to complete the exercise and then check their answers by calling out a number
and asking: What time is it?

4 Look and write the times.

Introduce the activity by drawing a couple of clock faces on the board showing
two different times (o’clock and half past). Call up volunteers to write the
times under the clocks. Then say: Look at Activity 4. When the children have
completed the exercise, ask for further volunteers to come and write their
answers on the board.

Finishing off
Ask the children to think about what they do at particular times of the day.
Explain that you will give them a day and a time and they must mime what
they do at that time. T: It’s Saturday! It’s eight o’clock. It’s Tuesday! It’s half
past ten…

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 Unit 2 - Lesson 2C
Arts & Crafts

Objectives Getting started

To practise target vocabulary To revise saying the time, play the traditional game Bingo! using times instead
and structures. of whole numbers. Draw a grid on the board with 12 spaces. Demonstrate
to the children by filling in the grid with times (8:00, 12:30, 4:30, etc.). When
To interact with classmates.
all the children have filled in their grid say a selection of times until someone
shouts Bingo!
Target language
Vocabulary:
Make a clock
brush my teeth, get dressed,
get up, go to school, have a The children cut out the clock face and the two hands. They then colour the
shower, have breakfast numbers. Finally, using a paper fastener, they attach the hands to the clock.

Structures:
What time is it?
I get up at eight o’clock.
I have my breakfast at half past
eight.

Materials
Teacher’s i-book
card
scissors
paper fasteners

LC Students develop
Linguistic competence
by developing
hands-on literacy practice Finishing off
through the construction of Divide the children into groups of five or six. Ask each group to stand in a
a clock to practise telling the line and explain that one end of the line represents early and the other end
time. They use the clocks to represents late. Then say: I get up at … . Ask the children to adjust their
test one another in pairs. clocks to the time they get up. They compare with each other and organise
themselves in a line to visually represent the time order they get up at. The
child who gets up earliest would be at the top of the line, etc. Repeat the
activity using different daily routines.

Resources

Arts & Crafts

Teacher’s Resource Book, page 15

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 12

12

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 Unit 2 - Lesson 3A
Student’s Book, page 19

Objective Getting started

To learn how to say the time at Play Memory. Put up the picture flashcards on the board one by one and elicit
which we do certain actions in the daily routines vocabulary from the class. Then, divide the class into pairs
the day. and give out the playing cards. The pairs combine their two sets of cards,
shuffle them and place each one face down. Student A turns over two cards
Target language and keeps the pair if they match. Ask the children to say the activities as they
turn over the cards (brush my teeth, get dressed, get up, go to school, have a
Vocabulary: shower, have breakfast). If the cards do not match, they are turned face down
brush my teeth, get dressed, again. Student B takes a turn and so on until all the cards have been won. The
get up, go to school, have winner is the child with most pairs at the end of the game.
breakfast, have a shower
Structures: 5 Listen to the lazy prince and point. 1.19
I get up at nine o’clock. Say: Open your books at page 19. Ask the class to look at the first picture and
I go to school at ten o’clock. ask them to identify the character (a prince). Explain that the prince is lazy and
takes a long time to do everything. Ask the children the times on the different
Materials clocks. Play the CD and tell the children to point to the corresponding picture.
Play the recording again and ask the children to check their answers with a
Teacher’s i-book friend. Check as a class by calling out the times in each picture and choosing
Unit 2 cut-outs volunteers to say the corresponding action.
Unit 2 flashcards
6 Read and say True or False.
i-flashcards Tell the children to get into pairs. Ask them to read the speech bubbles and decide
whether they are true or false. Then, tell the class that you will read them out as if
you are the prince (use a funny voice to do this) and they will call out true or false.

Finishing off
Call for a volunteer to come to the front and stand facing away from the class.
Choose another child to say a sentence using the prince’s voice. SS: I get up
at 12 o’clock. / I go to school at one o’clock. The volunteer then has to guess
which child is talking. Repeat with other children and encourage them to use
funny voices for different characters: a queen, a monster, a ghost, etc.

Transcript
Listen to the lazy prince and point. 1.19

Hello, I’m a prince. I get up at 9 o’clock.

I have a shower at half past 9.
I get dressed at 10 o’clock.
Oh... oh... oh, dear!
I have breakfast at 11 o’clock.
I brush my teeth at half past 11.
I go to school at 12 o’clock. Bye, bye Mummy! Bye, bye Daddy!

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NIT 2 LESSON 2 UNIT 2 LESSON 3
5 Listen to the lazy prince and point.
1.19

I get up at
nine o’clock.

6 Read and say True or False. Beep on Grammar, page 5.

The Present Simple for routines
get up seven o’clock.
3 I at
have my breakfast half past eight.
I have a shower at
half past nine.
4
I get dressed at
2 half past ten.
I brush my teeth at
eleven o’clock.

5
1
I have breakfast I go to school at
at ten o’clock. twelve o’clock.

Describing routines I (get up) at (nine o’clock). 19

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SCC Students develop Social and Civic competences by playing the card game Memory in
pairs in order to revise and practise saying everyday actions in a meaningful context.
Games enable fluency practice in the classroom while developing social skills.

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 5 Listen and draw the times. 3.2

1 2 3

4 5 6

6 Write and circle.

brush my teeth have breakfast go to school get dressed

1 I at seven o’clock / nine o’clock.

2 I at half past ten / half past eight.

3 I at nine o’clock / ten o’clock.

4 I at half past five / half past seven.

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DC Students develop abilities in Digital competence in the classroom by extracting specific

information from a short CD recording. They fill in the faces on the clocks from a listening
dictation.

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 Unit 2 - Lesson 3B
Activity Book, page 15

Objective Getting started

To practise saying the time at Divide the class into two teams and write up lines for each letter of a sentence
which we do certain actions. thus: __ (I get up at ten o’clock). Each team starts with five points. Children
from each team take turns to call out letters. They get a point for each time
Target language that letter appears in the sentence, and lose a point if the letter does not
appear in the sentence. Write the letters in the corresponding lines as you play
Structures: and note letters that do not appear to one side.
I get up at seven o’clock.
I go to school at eight o’clock. 5 Listen and draw the times. 3.2
Say: Open your Activity Books at page 15. Tell the children to look at the
Materials pictures and ask who they can see: An alien. Play the CD, pausing if necessary
Teacher’s i-book to allow children to draw the hands on the clock faces. Check their answers
card by calling out actions and choosing volunteers to come up and draw the clock
faces showing the times on the board.
6 Write and circle.
Say: Look at Activity 6. Elicit the actions in the text box by miming them and
choosing children to say what they are. Explain to the class that they are going
to look at the pictures to choose the appropriate action from the text box, and
they will look at the clocks in each picture to choose the appropriate time to
circle. Check the answers with the class by choosing volunteers to read their
finished sentences.

Finishing off
Draw the following grid on the board:

7 o’clock half past 7 8 o’clock

I have a shower
I have breakfast
I brush my teeth
Prepare three sentences on cards using the information on the grid, for
example: I have a shower at half past seven. The children then have to guess
your three sentences. Place ticks or crosses in the corresponding grid squares
to show if they have guessed correctly or not. When all three sentences have
been guessed, divide the class into pairs. The children draw similar grids in
their notebooks (they may add more actions and times to their grid if they
wish), and write three sentences under their grid. They take turns to guess
each other’s sentences. The first to guess all three, wins.

Transcript
Listen and draw the times. 3.2

Hello boys and girls. I’m an alien. Look at my day. I get up at four o’clock.
And then I have a shower at half past four.
I get dressed at five o’clock.
And I have breakfast at six o’clock. Look! I like eggs.
Then I brush my teeth at half past seven.
I go to school at eight o’clock. Bye!

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 Unit 2 - Lesson 4A
Student’s Book, pages 20 and 21

Objectives Lucy’s new watch! UNIT 2 LESSON 4 UNIT 2 LESSON 4

Find
To enjoy a story. and
say!
To read and listen for 7 Read and listen to the story.
1.20

comprehension. Lucy has got a new watch. It can talk. It’s morning.

To consolidate unit language.

Target language
Vocabulary:
brush my teeth, get dressed, It’s nine o’clock. It’s eight o’clock.
get up, go to school, have Brush your teeth.
It’s time for bed!
It’s time for
breakfast.

breakfast, have a shower It’s seven o’clock.

Time to get up!
1 2 2
Structures:
Lucy’s new watch is very clever. Tom is still asleep. Tom and Lucy look for Mum and D
It’s eight o’clock. in the living room.

It’s half past three. Tom, get

dressed!

Materials It’s time to have

a shower!
Teacher’s i-book
CD Oh, no!
Unit 2 story cut-outs Where’s Tom? Oh, no!
More P P
I’m tired!
Unit 2 flashcards More
practice practice
photocopies of 3 4 4

Teacher’s Resource Book,

F F
20 Morning routines The time Imperatives It’s time for
Morning routines Thebreakfast.
time

pages 107 and 108 600717 _ 0017-0026.indd 20 05/02/15 14:17

i-flashcards
SC SC
Getting started
More More Show the class the flashcards and elicit the name of each daily routine. Then
phonics phonics stick the flashcards on the left side of the board, with the pictures facing the
i-story cards
board. Next, repeat with the word cards and stick them face down on the right
side of the board. Divide the class into two teams. Ask a volunteer from Team
A to turn over a flashcard and a word card and to say them. If they match, the
team wins the pair. If not, turn them over again. Next, a volunteer from Team B
has a turn. The winner is the team to win the most pairs.

i-poster
Before you read
Say: Open your books at page 20 and look at Lesson 4. Elicit the names of the
i-flashcards
boy and girl characters in the story (Tom and Lucy). Then, hold up your book
and point to the series of pictures at the top of page 21 (ball, plant, watch,
book, toast). Ask: What is this?, and point to the first picture. Elicit the answer
IWB i-book (ball) and the scene number (scene 4). Tell the class to work in pairs and find the
other items in the story. Correct as a class. Where possible, extend the activity
with questions. T: Is the plant in the kitchen? Who’s reading the book?

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 UNIT 2 LESSON 4 LC Students develop Linguistic competence by
Find Find
and
say!
and
say! listening to and reading a story in their books.
Stories help children develop important literacy
skills. Comprehension is verified by having a reading
It’s half past eight.
Go to school!
race to find specific parts of the text.

Quick, Tom!
Eat your breakfast.

Where are Mum

and Dad?

It’s eight o’clock. It’s eight o’clock.

It’s time for It’s time for
breakfast. breakfast.

Hurry up, Tom!

2 You’re late for school! 5 6

Tom and Lucy look for Mum and Dad Tom and Lucy look for Mum and Dad Get up, Mum!
in the living room. in the living room. We’re late for school!

But it’s Saturday!

Oh, no! Where are
they? We’re late!

4 7 Tom likes Saturday. There’s no school! 8

Imperatives It’s time for

Morning routines Thebreakfast.
time Imperatives It’s time for breakfast. 21

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7 Read and listen to the story. 1.20

Show the class your watch and introduce the word. Play the CD and tell the
class to read and listen to the story. Check comprehension with questions:
T: What can the watch do? SS: It can talk. T: What time do Tom and Lucy have
breakfast? SS: 8 o’clock. Write the main characters in the story on the board:
Narrator, Tom, Lucy, Watch. Divide the class into groups of four and tell them
to play a part each and read the story. Follow up by asking the children about
the watch. T: Do you like Lucy’s new watch? and encourage them to say why or
why not.

Make a story booklet

Tell the children to find the cut-outs for the story booklet (or hand out
photocopies of the Teacher’s Resource Book, pages 107 and 108). Show them
how to make a cover for their booklet and write the title: Lucy’s new watch! The
children cut out the pictures and put them in the correct order. Go around the
class to help the children who need help assembling the booklet.

Finishing off
Tell the class to open their books to the story pages and hold the books on their
heads with the pages open like a hat. Read out a speech bubble or part of a
caption, say: Go!, and instruct the children to race to find which scene it is in.
Tell them to stand up when they find it. When most of the class are standing up,
elicit the scene number. Repeat with other speech bubbles or captions.

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 Lucy’s new watch!
9 Look and com

7 Order the pictures, then read and write True or False.

1 It’s
4 1 . It’s ti
for breakfast.

Tom is tired. True Tom and Lucy go to bed at half past nine. False

2 3

10 Look and write

It’s seven o’clock. True It’s time to have breakfast. False

8 Read the story and complete.

Mum Tom Lucy

1 Tom likes Saturday. 3 Mum is reading a book.

2 Lucy has got a new watch. 4 Tom has got a ball.

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CAE Students develop cultural expression by participating in creating their own story booklet
with the template and stickers.

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 Unit 2 - Lesson 4B
Activity Book, page 16

Objectives Getting started

To focus on comprehension of Ask the class questions about the story. T: What are the names of the children?
the unit story. What has Lucy got? What can the watch do? Do Lucy and Tom go to school?
What’s Mum doing? Then say: Open your Student’s Books at page 20. Look at
To review key vocabulary from
Lesson 4. Assign the parts (Lucy, Tom, narrator) to three volunteers and ask the
the story.
rest of the class to take the part of the watch. Read the story out loud.

Target language
7 Order the pictures, then read and write True or False.
Vocabulary:
brush my teeth, get dressed, Put the story cards on the board, using Blu-Tack, in the wrong order. Ask
get up, go to school, have volunteers to suggest the right order and have them come to the board to
breakfast, have a shower correct the story card presentation. Then, say: Open your Activity Books at
page 16. Ask the children to look and number the scenes in the same order as
Structures: the story cards now appear. Then, write the first sentence on the board: Tom
Tom and Lucy go to bed at half and Lucy go to bed at half past nine. Elicit or mime the meaning of tired. Ask the
past nine. children to look at their Student’s Books and say if the sentence is true or false.
It’s time for breakfast. Continue with the other pictures.

Materials 8 Read the story and complete.

Ask the class to tell you the names of the characters from the story: Lucy,
Teacher’s i-book
Tom, Mum and Dad. Write the following sentence on the board: ___ is brushing
Unit 2 story cards
her teeth. Ask the children to look at the story and say the character’s name
Blu-Tack
to complete the sentence (Lucy). Tell the children to read the sentences and
complete them with a character’s name.

Resources
DVD 1
DVD UNIT 2 Animated story: Lucy’s new watch!
Teacher’s Resource Book, page 27
Activity 1: Play the DVD. The children study the five pictures and then write each of the five words under the
corresponding picture.
Activity 2: Tell the children to read the five sentences and to tick those in which the information corresponds to
what is shown in the boxes and then cross those in which it differs.

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 9 Look and complete.
2 Where are Mum
and Dad ?
1 It’s eight
o’clock . It’s time
for breakfast.

alf past nine. False

4 But it’s
Saturday !
3 Oh no! Where are
they ? We’re late!

10 Look and write.

1 thacw 2 deb 3 whesor

watch bed shower

a book. 4 akbfarest 5 colosh 6 hetet

ball. breakfast school teeth

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LL Students develop their learning skills by spotting mistakes. They recognise untrue
information and offer the correct version. This activity helps to activate long term
memory skills.

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 Unit 2 - Lesson 4C
Activity Book, page 17

Objectives 9 Look and complete.

Tell the children to look at the last scene and write the speech bubble text on
To focus on comprehension of
the board: But it’s ___________! Invite a volunteer to come and complete the
the unit story.
sentence on the board: But it’s Saturday! Explain that the task is to complete
To review key vocabulary from each speech bubble by referring to the story in the Student’s Book.
the story.
10 Look and write.
Target language Draw a picture of a shower with water coming out on the board and write the
letters in random order below: r e s h w o. Point to the picture and ask: What’s
Vocabulary: this? Then, ask the class to call out the letters in the correct order to spell
bed, breakfast, school, shower, shower. Tell the class to write each word using the letters below the picture.
teeth, watch
Structures: Finishing off
It’s late.
It’s time for breakfast. Tell the story again with mistakes. Ask the class to call out: Stop! when they
hear you make a mistake and invite them to tell you the correct word or phrase.
T: Lucy has got a new computer. SS: Stop! It’s a watch. T: The watch can talk.
Materials At 10 o’clock, the watch says: Have a shower. SS: Stop! Brush your teeth,
Teacher’s i-book and so on.

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 Unit 2 - Lesson 5A
Student’s Book, page 22

Objectives Getting started

To introduce and practise the Write the days of the week on the board in order. Point to each day, say the
days of the week. word and encourage the children to repeat. Practise several times. Then,
chant the days in a monster voice swaying from side to side with the children
To sing a song.
joining in with you. Invite the children to suggest other funny voices (ghost
To listen to a description of a voice, squeaky voice, whisper and so on) and chant the days.
child’s week.

8 Listen and sing. 1.21

Target language
Play the CD and encourage the children to listen. Say: Open your books at
Vocabulary: page 22. Play the recording again and ask the children to follow the song
Monday, Tuesday, Wednesday, in their books. Then, tell the class to stand up. Play the song again and ask
Thursday, Friday, Saturday, the children to sing along and march on the spot. Then, divide the class into
Sunday two teams. Ask Team A to say the days and Team B to recite the words. For
Structure: example:
On Wednesday, I eat pizza. Team A: Monday, Tuesday.
Team B: I get up and go to school.
Then, reverse roles and repeat.
Materials
Teacher’s i-book 9 Listen and say the number. 1.22
CD Say a day of the week and ask the children to put up their hands and tell you
which day comes next. Say: Look at Activity 9. Look at the pictures of Lucy.
These are the things she does on the different days of the week. Elicit the
i-activity actions: Read a book, ride a bike and so on. Play the first item on the audio,
pause the CD and ask the class to put up their hands to say the number of the
picture. Repeat with the other days. Play the CD again. Pause it after each item
and invite the children to give a thumbs up if they like the activity, a thumbs
down if they do not like it, and a thumbs sideways if they think it is okay.

Finishing off
Ask two volunteers to come to the front. Tell them to take turns to say the
days of the week. Each volunteer can say one or two days at a time. The
winner is the child who says Sunday. For example S1: Monday. S2: Tuesday,
Wednesday. S1: Thursday. S2: Friday. S1: Saturday, Sunday! Ask the children
to play five rounds of the game in pairs taking turns to start. The winner is the
child who says Sunday most.

Transcript
Listen and say the number. 1.22

On Monday, I play football. Goal! On Friday, I play computer games.

On Tuesday, I swim. On Saturday, I ride my bike.
On Wednesday, I eat pizza. Mmm, delicious! On Sunday, I read books.
On Thursday, I sing. La, la, la, yeah! Yeah!

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 UNIT 2 LESSON 5
8 Listen and sing.
1.21
10 Read and list

Monday, Tuesday,
I get up and go to school.

Tuesday, Wednesday,
I see my friends. School is cool!

Wednesday, Thursday,
Lots to do and lots to see.

Thursday, Friday,
A, B, C and 1, 2, 3!

Saturday, Sunday,
Hurray! Hurray! My favourite days.

Saturday, Sunday,
NO SCHOOL! It’s time to play!

11 Look and say

9 Listen and say the number.

1.22

1 2 3

4 5 6 7

12 Write about y

22 Days of the week Regular activities Monday! I (play football).

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LC
Students develop and consolidate their language skills by learning the days of the week
and talking about activities they normally do in their free time.

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 11 Find and circle the days. Write in order. 13 Read and cir

M O N D A Y E S L O 1 Monday
P L A D O G U U I M
E E B W S A F N I T 2
R T O E S U R D M H
3
L E E D F G I A X U
A Z W N Q K D Y O R
4
F A U E V O A M Y S
T U E S D A Y I P D
5
O C W D I P C E T A
N M E A J Y E N Z Y
6
X P E Y C A T K I X
O P S A T U R D A Y
7

12 Read, then write the days.

3

Hi! I’m Olivia.

l.
On Monday, I play basketbal
4
On Tuesday, I eat pizza.
.
On Wednesday, I do karate
.
On Thursday, I read comics
On Friday, I listen to music. 5 14 Write about y
park.
On Saturday, I run in the
o’clock.
On Sunday, I get up at 10

1 6

2 7

• Now write about your week. Child’s own answer.

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IE
Students develop initiative by planning a perfect week on a blank piece of paper, drawing
some pictures to represent their ideas and then talking about them.

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 Unit 2 - Lesson 5B
Activity Book, page 18

Objectives Getting started 1.21

To review the days of the week. Elicit the days of the week from the class. Play the CD from Lesson 5 and ask
the children to sing along. Invite suggestions of an action the class can do for
To practise writing the days.
each pair of lines. For example, everyone walk on the spot for the first pair,
To read a short text. give a friend a high-five for the second pair and so on. Play the song again
with the class doing the actions as they sing.
Target language
Vocabulary: 11 Find and circle the days. Write in order.
Monday, Tuesday, Wednesday, Say the days in order with one missing and ask the children to tell you which
Thursday, Friday, Saturday, one is missing. Repeat several times. Say: Open your Activity Books at page 18.
Sunday Look at Activity 11. Instruct the children to find the seven days in the word grid.
Structure: They circle each one and then write the words in the correct order on the right.
On Monday, I play basketball. To follow on, ask: What’s the day? and mouth saying a day. Invite the class to
read your lips and guess which day it is. Invite volunteers to have a turn too.

Materials 12 Read, then write the days.

Teacher’s i-book Say: Look at Activity 12. Explain that the girl’s name is Olivia and each picture
CD shows an action she does on a different day. Invite volunteers to read out
paper sentences from Olivia’s diary. Then, point to the first picture and ask: What’s the
day? SS: It’s Sunday. Explain that the children should read the diary and write
the corresponding day next to each picture. Mime an action from Olivia’s week
and ask the children to read out the diary entry. For example, mime running in the
park and elicit: On Saturday, I run in the park. Ask volunteers to mime days from
Olivia’s diary too.

Finishing off
Write My perfect week on the board and tell the class about your perfect
week: On Monday, I eat chocolate ice cream. On Tuesday, I read a book. On
Wednesday, I listen to music all day, and so on. Give out blank paper and ask
the children to write about their perfect week and ask them to draw a small
picture for each day.

Resources
Language
Teacher’s Resource Book, pages 52 – 54
Reinforcement
Activity 1: The children look at the four clocks, and from each pair of sentences they circle the sentence that
corresponds to the time shown on the clock above it.
Activity 2: Tell the children to read the four sentences and to match them to the four photos.
Consolidation
Activity 1: Tell the children to match the times mentioned by the six children to the times shown on the six clocks.
Activity 2: The children have to put the words in the correct order to make four correct sentences.
Extension
Activity 1: Tell the children to write in words the times shown on the six clocks.
Activity 2: The children have to look at the four photos and write relevant sentences about each one.

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 Unit 2 - Lesson 6A
Student’s Book, page 23

Objectives Getting started

To read and listen to a short Display the poster and cover each word label with a post-it. Then, divide the
description. class into teams of four and give each team a felt-tip pen and sheet of paper.
Point to the picture for brush my teeth and elicit the word. Give the teams
To answer questions about a
twenty seconds to write the phrase on a piece of paper, then tell the teams to
text.
hold up their papers. Ask the teams to read what they have written. Each team
To tell a partner about your with the correct spelling gets two points and teams with one mistake get one
favourite day. point. Repeat with the other items.

Target language 10 Read and listen. 1.23

Vocabulary: Say: Open your books at page 23. Look at picture one. This is Marco. What
brush my teeth, get dressed, sport is he doing? SS: Riding his bike. Do the same for picture two and Emma.
get up, go to school, have Play the CD and tell the class to listen and read. Play the recording again
breakfast, have a shower; (or read aloud), pausing half way through the sentences: My name’s Marco.
Monday, Tuesday, Wednesday, My favourite day is … . I get up at … . Encourage the class to complete the
Thursday, Friday, Saturday, sentences. Finally, organise the class into pairs. Student A reads Marco’s text
Sunday aloud and Student B reads Emma’s.

Structures: 11 Look and say Emma or Marco.

I get up at half past seven. Say: Look at Activity 11. Point to the watch and ask: What time is it? SS: It’s half
I play computer games on past seven. Tell the children to look at the descriptions in Activity 10 and find
Friday. the sentence with this time. Ask: Is it Emma or Marco? SS: Emma. Do the same
with the other pictures. Then, put the class into pairs and tell them to look at
Materials the pictures and find the sentences for the pictures in either Emma’s or Marco’s
Teacher’s i-book descriptions. Review the answers as a class. Finally, tell the class to close their
CD books. Make statements about Marco and Emma and invite the class to say
Unit 2 poster true or false. For example: T: Marco has got a red bike. SS: False.
post-its
paper and felt-tip pens for each 12 Write about your favourite day. Then, ask a friend.
team of four children Ask the children to write about their favourite day individually. When they have
a large poster-sized bar chart finished, ask them to tell their partners about their favourite day. Then, invite
small pieces of coloured paper volunteers to tell the class about their favourite days. Write model answers on
the board: My favourite day is (Friday). I get up at (eight o’clock) and so on.

i-activity Finishing off

Display a bar chart. Write numbers on the vertical axis and the days of the week
i-poster on the horizontal axis. Explain that you are making a class chart of favourite
days and give each child a small rectangle of coloured paper. Instruct them to
write their names and draw a picture of something from their favourite day on
the rectangle (a bike, a dog, a football kit, etc). Invite the children to stick their
rectangles onto the chart above their favourite day. Display the finished chart
and count the number of people choosing each day.

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NIT 2 LESSON 5 UNIT 2 LESSON 6
10 Read and listen.
1.23

Hi! My name’s Marco. Hi! My name’s Emma.

My favourite day is Saturday. My favourite day is Wednesday.
I get up at ten o’clock. I get up at half past seven.
I ride a bike with my dad in the park. I play basketball with my friends at school.
I’ve got a black bike. I like basketball.

11 Look and say Emma or Marco.

2 3
1

6
5

12 Write about your favourite day. Then, ask a friend.

What’s your favourite day?

My favourite day is ... It’s Friday. I play
I get up ... computer games on Friday.

Describing a day’s activities I (play basketball) (on Friday). 23

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Students develop Linguistic competence by talking about their favourite day with a
LC
classmate following a model given on the blackboard. They gain fluency by doing pair
work in class.

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 13 Read and circle.

My favourite day is Thursday / Friday.

I get up at eight / ten o’clock.
I play the piano / guitar.

My favourite day is Saturday / Monday.

I get up at half past seven / nine.
I do karate / gymnastics.

My favourite day is Wednesday / Thursday.

I get up at six / seven o’clock.
I play basketball / football.
Saturday

Monday
14 Write about your favourite day. Draw.

Thursday
.
My favourite day is
.
I get up at
Wednesday I Child’s own answer . Child’s own drawing.

Friday

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SCC Students develop Social and Civic competences by participating in a mingle activity to
finish off the session. They develop an ability to show and share emotions by giving a
high-five to those who like similar things.

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 Unit 2 - Lesson 6B
Activity Book, page 19

Objectives Getting started

To read descriptions of Tell the class about your favourite day. Elicit their participation with drawings
favourite days. and mimes. For example: My favourite day is __ (start to write S-U- on the
board and elicit the day), I get up at __ (draw a clock with nine o’clock on the
To write a short description of
board), then I ___ (mime having a shower) and so on.
your favourite day.

Target language 13 Read and circle.

Vocabulary: Say: Open your Activity Books at page 19 and look at Activity 13. Tell the class
Monday, Tuesday, Wednesday, to look at the first picture. Ask: What day is it? SS: It’s Friday. T: What time is it?
Thursday, Friday, Saturday, SS: It’s eight o’clock. Do the same for the other pictures. Then, write the first
Sunday; do karate, do sentence on the board: My favourite day is Thursday/Friday. Invite a volunteer
gymnastics, play basketball, to come and circle the correct day. Tell the class to look at the other sentences
play football, play the piano, and tell them to circle the correct word in each one. Check the answers in pairs
play the guitar and then review as a class.

Structure: 14 Write about your favourite day. Draw.

My favourite day is Monday. Explain that the children’s task is to write about their favourite day. Elicit
favourite days and actions from the children and write them on the board: I go
Materials to the park. I play football, and so on. Then, instruct the children to write about
their favourite days and draw a picture. Follow up by asking six children to
Teacher’s i-book
the front. Collect their books from them and read out one of their descriptions
(without saying whose it is). Invite the class to guess whose description it is.
Continue with the other descriptions.

Finishing off
Ask the children to mingle and show each other their descriptions and pictures
from Activity 14. When they find someone with the same favourite day, time or
action, they give each other a high-five.

Resources
DVD 2
DVD UNIT 2 Real Kids
Teacher’s Resource Book, page 28
Activity 1: Tell the children to watch and listen to the DVD, and to use the words in the box to complete the
sentences below.
Activity 2: Tell the children to look at the picture on the left and then ask them to write what the people do at the
opera on the right.

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 Unit 2 - Lesson 7A
Student’s Book, page 24

Objectives Getting started

To read a text about children’s Show the children the books and comics and tell them about your favourite
reading habits. type of book and when you like to read. Ask the children to say what kind of
books they like to read.
To say a tongue twister and
practise the ee sound.
13 Read and complete.
Tell the children to read through the texts. Then, ask some volunteers to read
Target language
the sentences aloud. Ask them what each child likes to read. The children then
Vocabulary: copy and complete the sentences. Put them into small groups to check their
adventure, comics, ghost, answers. Then, check the answers together as a class.
magic, stories; before, after
Structures: Answers
I like reading in the morning. 1 Devon 4 Sunil, Indran
My friend likes reading too. 2 Indran 5 Devon
We read after school. 3 Kaz 6 Kaz
My favourite books are comics.
14 Listen and say a tongue twister. 1.24
Materials Write the tongue twister on the board: When Beep can’t sleep, / He counts
Teacher’s i-book sheep, / Reads a magazine, / And eats ice cream. Play the CD and encourage
CD the children to repeat each line in the pauses. Underline the ee in Beep, say ee,
Unit 2 poster and ask the class to repeat. Say each line of the chant in turn and invite the
a selection of books and children to identify two words in each line with the ee sound. Play the CD
comics again and invite the class to chant again. Then, teach the children a clapping
pattern to do in pairs along with the chant. Pairs face each other, clap hands as
they say the line and then clap hands with their partner at the end of each line.
Do this very slowly to begin with and faster as the children get more familiar
with the chant and clapping along.

Finishing off
Do a survey with the children about their reading habits. Mark the results on the
board. Ask them to raise their hand if they read after school, if they read with
another person, if they read comics, if they like adventure stories, if they like
stories about magic.

Resources
Phonics
Teacher’s Resource Book, page 94
Activity 1: Tell the children to listen and to repeat each sound and each word that they hear.
Activity 2: The children have to write the correct spelling of each jumbled-up word.

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 Culture UNIT 2 LESSON 7
Review
13 Read and complete. 1 Read and liste

reading!
I like

Hi, I’m Devon!

I like reading on the
train. My favourite
books are comics
but I like animal
stories too.

My name’s Sunil.
I like reading in the
morning. I read in My name's Kaz.
the playground before I love reading with
school starts. my dad. We read after
My friend Indran likes school. I like stories about
reading too! magic and Dad likes
We like adventure ghost stories.
stories.

1 ... reads on the train. 4 ... and ... like adventure stories.
2 ... is Sunil’s friend. 5 ...’s favourite books are comics.
3 ... reads after school. 6 ... reads with his dad.

14 Listen and say a tongue twister.

1.24

2 Write the time

When Beep can’t sleep,
He counts sheep,
Reads a magazine,
And eats ice cream.

24 Reading I like/love reading. Phonics sound ee as in sleep, cream and magazine

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Students develop Linguistic competence by creating a rhythmic association between

LC
phonology and word stress by saying a tongue twister.

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IT 2 LESSON 7
Review UNIT 2
1 Read and listen. Then write.
1.25

It’s twelve o’clock. It’s two o’clock. Beep’s counting 2 ... .

Robby’s asleep.

Oh, no! I can’t 1 ... .

...fifteen, sixteen.
Oh, it’s no good!
I can’t sleep.

It’s three o’clock. Beep’s got another idea. It’s five o’clock and Beep still can’t sleep.
He’s reading.
This is a fantastic
3 ... !

name's Kaz. I know! I’ll eat

reading with some 4 ... .
We read after
ike stories about It’s 5 ... past six and Beep’s asleep. Shhh!
and Dad likes
st stories.
Quick! 6 ... up, Beep.
It’s seven o’clock.

ries.
mics. Oh, noooo!

Poor Beep. Now he can sleep!

2 Write the times.

1 Beep eats ice cream. It’s ... . 4 It’s time for Beep to get up. It’s … .
2 Robby’s asleep. It’s ... . 5 Beep’s asleep. It’s ... .
3 Beep is reading. It’s ... . 6 Beep is counting sheep. It’s ... .

The time: o’clock and half past The Present Simple and the Present Continuous 25

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LL Students develop their learning skills by speculating about missing words based on their
previous knowledge of the language.

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 Unit 2 - Review
Student’s Book, page 25

Objectives Getting started

To read and listen to a cartoon Draw a clock on the board and review telling the time with o’clock and half
story. past. Then, tell the children about your day with some true and some false
statements. Invite the class to guess if the statements are true or false.
To review the language of the
T: I get up at half past six. I have bread and milk for breakfast. I go to school at
unit.
eight o’clock, and so on.

Target language
1 Read and listen. Then write. 1.25
Vocabulary:
magazine Tell the children to look at the Beep cartoon and explain that Beep cannot
sleep. Ask the children to read the cartoon and to make suggestions for the missing
Structures: words. Play the CD and instruct the children to read and listen to the cartoon.
It’s twelve o’clock. Read out half a caption or speech bubble and ask the children to complete
I can’t sleep. it. T: It’s half past six and… SS: Beep’s asleep. Shhh! Repeat with the other
Robby’s asleep. sentences. Follow on by asking the class to read the cartoon aloud in pairs with
Student A saying the narrator’s and Robby’s parts and Student B saying Beep’s
Materials part. Finish off by inviting volunteers to tell the class what they do when they
cannot sleep. Also, explain the importance of sleeping eight hours a night.
Teacher’s i-book
CD Answers
Unit 2 poster
1 sleep 4 ice cream
2 sheep 5 half
i-story cards 3 magazine 6 Get

2 Write the times.

i-activity
Tell the children to look back at the Beep cartoon. Put them in pairs to read the
sentences and to write the times that Beep does each activity.
i-poster
Answers
1 five o’clock 4 seven o’clock
i-flashcards 2 twelve o’clock 5 half past six
3 three o’clock 6 two o’clock

Finishing off
Divide the class into teams and take turns to ask the teams questions about
the unit language. For routine verbs: mime an action and ask children to say the
action. For times: draw a clock on the board and ask: What time is it? For days
of the week: say a day and ask the teams to say which day comes next. For
spelling: say a daily routine verb or day of the week and ask teams to spell it.

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 Review UNIT 2
3 Say the day.

Tuesday, Thursday,
Monday, Sunday,
Saturday, Wednesday.
Friday!

4 Look and complete.

I ... at half past seven. I have a shower at ... . I ... at half past eight.

I get dressed at ... . I ... at half past nine. It’s Saturday today. I don’t ... !

5 Look and say in pairs.

1 2 3
What time is it?

4 5 6

26 Morning routines The time: o’clock and half past

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LC Students develop their language skills through various activities to review the language
learned in the unit.

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 Unit 2 - Review
Student’s Book, page 26

Objective Getting started

To review the language of the Play a guessing game with the children. Tell them they have to guess what you
unit. do at certain times of the day. Say: What do I do at (7 o’clock in the morning)?
Mime the activity if they need help. Continue with other times in the day to
Target language review routine activities.

Vocabulary:
brush my teeth, get dressed, 3 Say the day.
get up, go to school, have Review the days of the week with the children. Then, tell them to listen carefully as
breakfast, have a shower; you name six of the days and ask them to tell you which one is missing. Put the
Monday, Tuesday, Wednesday, children into pairs to do the activity.
Thursday, Friday, Saturday,
Sunday 4 Look and complete.
Structures: Look at the pictures and ask what the owl is doing in each picture. The children
What time is it? then copy and complete the sentences.
It’s seven o’clock. / It’s half past
Answers
one.
I get up at half past seven.
I have a shower at eight o’clock.
Materials I brush my teeth at half past eight.
Teacher’s i-book I get dressed at nine o’clock.
An analogue clock I have breakfast at half past nine.
It’s Saturday today. I don’t go to school!
i-poster 5 Look and say in pairs.
Tell the children to work in pairs. They take it in turns to point at a clock and to
ask: What time is it? When they have finished, correct the activity by asking the
i-flashcards
class the question and pointing to the clocks at random.
Answers
1 It’s half past one. 4 It’s one o’clock.
2 It’s seven o’clock. 5 It’s half past seven.
3 It’s half past three. 6 It’s half past twelve.

Finishing off
Put the children into pairs. They take it in turns to say statements about activities
they do at the times of the clocks in Activity 5. The other child has to guess if the
statement is true or false.

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 Review

1 Look and match.

get breakfast

have a dressed

brush my up

get shower

have school

go to teeth

2 Look and complete.

1 It’s __________________. 3 __

2 It’s half past eight. 4 It’s seven o’clock.

3 Cross out the extra letters and order the days.

W E D F N E S D A Y
S L U N B D W A Y C
T Y H R U R S D A Y
T U E L S D O A R Y
S A T U R V D A Y M
Q M O N P R D A Y W 1
E T F R U I D A Y S

20

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LC Students develop Linguistic competence by remembering the correct spelling of words by

playing a game. This game helps to focus awareness on relating sounds and spelling.

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 Unit 2 - Lesson 7B
Activity Book, page 20

Objective Getting started

To review key language from Show the picture flashcards and elicit the words. Remove a flashcard but do
the unit. not show the class. Show the other flashcards again one by one and then ask
the class to tell you which flashcard is missing. Play several times and then
Target language play with the word flashcards.

Vocabulary: 1 Look and match.

brush my teeth, get dressed,
get up, go to school, have Say: Open your Activity Books at page 20 and look at Activity 1. Tell the class to
breakfast, have a shower; look at the first picture and elicit the action: Get up. Ask a volunteer to write get
Monday, Tuesday, Wednesday, up on the board and explain that the children’s task is to draw a line to match
Thursday, Friday, Saturday, each picture to the first and second parts of the action phrases.
Sunday
2 Look and complete.
Structures: Say: Look at Activity 2. Draw a clock on the board and review telling the time.
It’s six o’clock. / It’s half past Then tell the class to write times for the top two clocks and draw hands on the
nine. bottom two clocks. Invite the children to check their answers with a partner.

Materials 3 Cross out the extra letters and order the days.
Teacher’s i-book Say: Look at Activity 3. Chant the days of the week with the class. Say: Day 3
Unit 2 playing cut-outs and elicit the day: Wednesday. Repeat with other days. Write an example on the
Unit 2 flashcards board: T U O E S B D E A Y. Tell the class: This is Tuesday but there are three
extra letters. Invite volunteers to come and cross out the extra letters. Then, tell
the children to cross out letters to show a day in each line of the grid in their
books. Encourage them to look at Lesson 5 in their Student’s Books to check
the spelling. Finally, explain that they should write numbers next to each word
in the correct order: Monday = 1, Tuesday = 2, etc.

Picture dictionary 3.10

Ask the children to look at the Picture dictionary on page 70 of their Activity Books.
Hold up your two index fingers and signal to the class to do the same. Say: Point
to get up and have breakfast. Encourage the class to quickly point to the pictures
and check with the child next to them. Repeat with other words from the page. Tell
the children to write each word on the gap lines provided for each picture. Play the
recording and ask the children to look at the pictures and repeat the words.

Finishing off
Invite a volunteer to the front of the class. Hold up a flashcard (get up) and ask
the volunteer to make a sentence with the time, for example: I get up at seven
o’clock. Repeat with the other flashcards and more volunteers. Tell the children to
get their playing cards and put them into pairs. Student A places a playing card
on the table and Student B makes a sentence about the card: I have a shower at
half past seven. Then, Student B places a card on the table and so on.

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 Unit 2 - Evaluation
Beep on grammar
Objective Unit 2 Test

To evaluate children’s Name: Class: Unit 2

1 1 A What time is it? Present sim
understanding of target 1.26

language from the unit.

2 B seven o’clock.
What time is it? It’s
half past nine.

Target language
3 C
1 Read and draw the time.
1 Write sentences.

Vocabulary: 4 D

brush my teeth, get dressed, 1 It’s eight o’clock. 2 It’s half past twelve.

get up, go to school, have a

5 E

shower, have breakfast

3 It’s half past seven. 4 It’s three o’clock.
6 F

Structures: 2 Look and write the time.

What time is it?

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

I get up at eight o’clock. 1 2

I have my breakfast at half past 2

M T

eight. W S

3 4
1 Listen and match. (Track 1.26)
2 Complete the days of the week.
153 4

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436917 _ 0001-0016.indd 4 20/02/12 8:30

Teacher’s i-book Unit 2 Test

CD What time is it? Present simple for routines
Name: Class:

photocopies of 3 1
Teacher’s Resource Book,
I
1.35
get up seven o’clock.
I have my breakfast at half past eight.

pages 153 and 154 I

go to school nine o’clock.

1 Read and draw the time.

1 Write sentences.

LL Students develop 1

their learning skills by I

participating in an end A
2

4
of unit summative assessment 1 I get up at eight o’ clock. 3 I get up at half past six.

procedure where they apply 2 Look and write the time.

B

acquired knowledge such 2 I get dressed at half past eight. 4

2
© Santillana Educación S.L. 2012 PHOTOCOPIABLE

as attention, concentration, C 2
5
memory, comprehension and
3 I have breakfast at nine o’clock.

linguistic expression.
D

4 I go to school at half past nine. 4 6

5
3 Look and write the sentences.
4 Read and match.
154 436917 _ 0001-0016.indd 5 20/02/12 8:30

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Transcript
Unit 2 Test. Activity 1. Listen and match. 1.26

1 I have breakfast at nine o’clock. 4 I go to school at half past nine.

2 I brush my teeth at half past seven. 5 I have a shower at eight o’clock.
3 I get up at seven o’clock. 6 I get dressed at half past eight.

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 Introduction
3. Story World
Unit objectives Anticipating difficulties
Sometimes a child may not be easily accepted by the class because they
To understand and use target
have some kind of physical disability and this could lead to low self-esteem
language.
and lack of confidence at the moment of speaking. To avoid this situation,
To understand short dialogues. children need to be able to feel empathy for each other. One way to achieve
To follow and enjoy a story. this is by encouraging them to put themselves in another person’s shoes,
who, for example, is less fortunate.
To participate in songs and
chants. Teaching tip
To say a chant and practise the Invite the children to put themselves in the shoes of someone else who is
ai sound. perhaps deaf, blind or elderly. Ask them to make up a story about them,
focusing on daily life and challenges they may face. What tasks do they find
difficult? What do they need help with?
Target language
Vocabulary:
dragon, dwarf, giant, pirate, Unit 3 Story World

prince, princess, superhero, witch superhero

witch; fat, scary, short, strong,
tall, thin
giant
Structures:
He’s tall.
She’s short.
His eyes are blue.
Her hair is pink. pirate

Review
blue, green, orange, pink,
purple, red, yellow princess
prince dragon

dwarf

1.34

Giants like flying kites.

Pirates like riding bikes.
EAN: 8431300158542 BEEP 3 © Santillana Educación S.L. 2012

I like climbing.
What do you like?

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 Unit 3 - Lesson 1A
Student’s Book, page 27

Objectives Getting started

To introduce and learn target Put the poster of the story characters on the board. Ask the children if they
vocabulary. can see Beep and Robby. Explain to the children that Beep and Robby are
at a fancy-dress party. Tell the children that Beep and Robby are dressed
To learn and sing a song.
as robots. Go around the class naming the characters as you point to them.
To identify characters using Encourage them to use full answers. Ask a volunteer to take your role. Repeat
colours. with other volunteers. Say the name of each one of the characters as you point
to them and ask the children to repeat the words as a group. Point to one of
Target language the characters and ask: Who’s this? SS: A (princess). Ask a child to come to the
front of the class and point to one of the characters. T: Point to the (witch). Then,
Vocabulary: ask another volunteer to the front of the class and tell the children to ask each
dragon, dwarf, giant, pirate, other questions, pointing to the flashcards. S1: Who’s this? S2: It’s a (pirate).
prince, princess, superhero,
witch
1 Listen and sing. 1.27
Structures: Say: Open your books at page 27. Ask the class to look at the picture and ask
Who is she/he? them if they can see Olga and the other characters. Then, ask them who else they
She’s got long black hair. can see. Tell them they are going to hear a song about Story World. Play the CD
He’s got a green frog. and ask the class to listen. Play it again and ask the class to try to follow the song
in the book with their fingers. Play the CD again and encourage the children to
Materials join in singing. Join in yourself. Play the recording a few times until they are more
confident. Then, divide the class into groups and ask them to sing the song.
Teacher’s i-book
CD
Unit 3 cut-outs 2 Listen, point and say. 1.28
Unit 3 poster Ask the children to look at the pictures of the story characters in Activity 2.
Ask volunteers to name the characters. Then say: She’s got a (green) (frog).
Who is she? SS: The (princess). Play the CD and ask the class to listen. Then,
i-activity play the recording again and this time ask the class to point to the characters
as they hear the descriptions. Play the CD again, but this time stop after each
description and ask the children to identify the character. Describe the position
i-poster of a character and elicit the correct name. Say: She’s next to the dragon. SS:
The witch. Divide the class into pairs and tell one of them to give a description
with either the position or a colour and the other to identify the character.

Finishing off
Tell the children they are going to play a game. Divide the class into groups of
three. Combine three sets of cards. Shuffle and deal the cards among the three
players. All the players put down the matching pairs that they have in their
hand. Player A asks either Player B or Player C: Have you got a (giant)? If B or
C has the giant, they have to give it to A. If not, the turn moves to Player B, who
can ask either A or C. The first player to pair up all their cards is the winner.

Transcript
Listen, point and say. 1.28

1 Look, she’s got a frog. A green frog! Who is she? 5 He’s got a big mouth and he’s green. Who is he?
2 He’s big. He’s got brown hair and a grey and green hat. Who is he? 6 He’s small and he’s got a red hat. Who is he?
3 She’s got a black cat. Who is she? 7 Look! He’s got a bird. Who is he?
4 He’s got black hair and look, he’s got a teddy! Who is he? 8 She’s got purple hair. Who is she?

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 3. Story World LESSON 1

1 Listen and sing.

1.27

Come to Story World,

Everybody’s there.
A prince and a princess,
With long black hair.
A dragon and a witch,
With a little black cat.
And there’s a big pirate,
With a black and white hat.
There’s a dwarf and a giant,
With his head in the sky,
And look, a superhero!
She can fly!
Come to Story World,
Don’t be late.
We love stories!
Stories are great!

2 Listen, point and say.

1.28

superhero princess dwarf prince

giant pirate dragon witch

Story characters 27

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SCC Students develop Social and Civic competences by playing a card game with the
vocabulary words in the unit. Games enable fluency practice in a meaningful context while
developing social skills.

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 3. Story World
1 Circle and label.

witch superhero

P W F E S W X O P D
L E I P I R A T E W
O N R T S O M G R A
prince B Z G T C C V D K R giant
S U P E R H E R O F
J H R A V P W A R E
K U I O W E R G D M
V T N L S J G O D A
princess S E C W P R I N C E dwarf
K I E J U H A Y T G
R F S E D W N W Q A
Z A S X S C T V D B

pirate dragon

2 Complete and draw.

Child’s own drawing.

R
My favourite story character is the Child’s own answer.

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CAE Students develop Cultural awareness and expression by drawing a picture of their
favourite story character and writing a brief description.

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 Unit 3 - Lesson 1B
Activity Book, page 21

Objectives Getting started

To practise target vocabulary. Put the flashcards of the story characters on the board. Begin to write the
name of one of the characters on the board. The children try to guess which
To associate pictures and words.
character it is before you have finished writing. Ask volunteers to come to the
To draw a favourite story board and do the same.
character.

1 Circle and label.

Target language
Say: Open your Activity Books at page 21. Explain to the children that they are
Vocabulary: going to do a word search to find the story characters. Tell them to circle the
dragon, dwarf, giant, pirate, words when they find them and then to label the pictures. Correct the exercise by
prince, princess, superhero, walking around the room and looking at the children’s work while they are doing
witch Activity 2.

Materials 2 Complete and draw.

Teacher’s i-book Ask the children to draw a picture of their favourite story character and then to
Unit 3 flashcards complete the sentence under the picture. Ask for volunteers to come to the front
to show their drawings and read their sentences.

Finishing off
Display the children’s pictures. Encourage them to look at each other’s work
and to make comments if they can.

Resources
Reading and Writing
Teacher’s Resource Book, page 139
Activity 1: Tell the children to carefully read the description of Sylvia the witch and then draw a picture of her and
colour it correctly. The picture must match the written description as closely as possible.
Activity 2: The children have to work out the correct spellings of the words with jumbled-up letters, and then write
them in the five sentences.

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 Unit 3 - Lesson 2A
Student’s Book, page 28

Objectives Getting started

To name and describe the Put the poster on the board. Mime a sentence: I don’t like giants. Point to
characters in the story. yourself (to elicit I), give a thumbs down (to elicit don’t like) and point to the
giant. Repeat the process for the opposite: I like superheroes. Ask volunteers
To ask questions about the
to mime sentences too. Then, mime sentences for the adjectives. Say: Look at
characters using adjectives.
the giant. He’s tall (pull yourself up to look tall). Repeat for the other adjectives
and then ask volunteers to do the same.
Target language
Vocabulary: 3 Listen and read. 1.29
dragon, dwarf, giant, pirate,
prince, princess, superhero, Say: Open your books at page 28. Ask the children to look at the picture and
witch; fat, scary, short, strong, elicit who the characters are. Ask the children if they can see Olga and Karim.
tall, thin Play the CD and tell the children to follow the dialogue with their fingers. Play
the CD again, pausing to allow the children to provide the adjective. Say: Look
Structures: at the giant… SS: He’s tall. Then, tell the children to get into pairs and ask them
He’s fat. to role play the dialogue, taking turns to play each character. Finally choose
She’s short. pairs to come to the front and act out for the rest of the class.
I like the (pirate).
4 Play a game.
Materials Ask the children to look at Activity 4 and to tell you which characters they can
Teacher’s i-book see in the picture. Encourage them to use adjectives and complete sentences.
CD Explain that they are going to play a game. Divide the class into pairs. The first
Unit 3 poster child describes a character. S1: She’s short. The second child points to the
correct picture.

i-activity Finishing off

Display the poster and divide the class into two teams. Ask a volunteer from
i-poster each team to come to the board and give them pens. Point to one of the
characters in the poster. The SS race to write the word correctly on the board.
The first one to write the word correctly wins a point.

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 UNIT 3 LESSON 2
3 Listen and read.
1.29
5 Listen and pla

Look at the giant. He’s tall.

Yes, and look at the dwarf.

She’s short.

Can you see the pirate? He’s fat.

Yes! Look at the witch.

She’s thin.

I like the superhero! She’s strong.

I don’t like the dragon.

He’s scary.

Am I scary, Olga?

No, Karim. You aren’t scary!

Beep on Grammar, page 6.

4 Play a game.

6 Play a game.

28 Story characters Adjectives Look at the (giant). (He’s) (tall).

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LC Students develop Linguistic competence by playing a poster-spelling race. This game

helps to focus awareness on relating sounds and spelling.

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 3 Listen and number the characters. 3.3
5 Look, circle an
6
2
5 1

3
4

6 Look and com

4 Look and write, then draw.

He’s She’s

1 He’s tall. 2 He’s short. 3 He’s strong.

4 She’s scary. 5 She’s fat. 6 He’s thin.

Child’s Child’s
7 own scary. 8 own fat.
drawing. drawing.

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DC Students develop Digital competence in the classroom by extracting specific information

from a short CD recording. They match descriptions of characters with numbers.

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 Unit 3 - Lesson 2B
Activity Book, page 22

Objectives Getting started

To name and describe the story Practise the adjectives fat, scary, short, strong, tall and thin. Put the poster on
characters. the board and identify the story characters. Then ask questions. T: Is the giant
short or tall? SS: He’s tall. T: Is the superhero fat? SS: No, he isn’t. Ask for
To ask questions about the
volunteers to ask the questions.
characters using adjectives.

Target language 3 Listen and number the characters. 3.3

Say: Open your Activity Books at page 22. Look at Activity 3. Tell the children to
Vocabulary:
look at the picture and elicit who the characters are. Ask the children who they
dragon, dwarf, giant, pirate,
can see in the window. Play the CD. The children listen. Play the recording again
prince, princess, superhero,
and ask the children to number the picture. Correct the activity by asking: Who
witch; fat, scary, short, strong,
is number one? SS: The superhero. Encourage the children to use an adjective
tall, thin
as well. SS: The superhero. She’s strong.
Structures:
He’s (fat). 4 Look and write, then draw.
She’s (short).
Ask the children to look at Activity 4 and to tell you the characters they can see
in the pictures. Then tell them to look at the word box and remind them that He
Materials is masculine and She is feminine. Tell the children to complete the sentences
Teacher’s i-book and to draw the last two characters.
CD
Unit 3 poster Finishing off
Back writing. Ask two volunteers to come to the front of the class. One of them
starts to write one of the adjectives (fat, scary, short, strong, tall, thin) on the
other one’s back and the first volunteer tries to guess which word it is. Repeat
with other volunteers until all of the children have had a turn.

Transcript
Listen and number the characters. 3.3

1 Boy: Wow! She’s strong! She’s a superhero.

2 Girl: Look! He’s thin! He’s a prince.
3 Boy: Ugh! Look! He’s scary! He’s a pirate.
4 Girl: Look! She’s short! She’s a witch.
5 Boy: Oh look! She’s fat! She’s a dragon.
6 Girl: Wow! He’s tall. He’s a giant.

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 Unit 3 - Lesson 3A
Student’s Book, page 29

Objectives Getting started

To listen and play a game. Ask the children if they remember the song from Lesson 1, Come to Story
World. Help them remember and sing the song again as a class. Then, divide
To act out a short dialogue.
the class in two and ask each group to sing the song.

Target language
5 Listen and play. 1.30
Vocabulary:
dragon, dwarf, giant, pirate, Say: Open your books at page 29. Look at the pictures in Activity 5. Ask
prince, princess, superhero, the class to identify the characters. Tell the children they are going to listen
witch; fat, scary, short, strong, to descriptions of the characters. Ask them to look at the pictures of the
tall, thin characters as they listen. Play the CD. The children listen. Play the recording
again, and this time the children try to identify the correct character during the
Structures: pause. Play the CD again and stop after each sentence. Say: Who is it? The
He’s tall and fat. children answer aloud.
She’s short and thin.
Who is he/she?
6 Play a game.
Explain to the children that they are going to play a game. The class describe
Materials a character to the best of their ability. More competent children might be
Teacher’s i-book encouraged to give longer descriptions. She’s (tall and thin). She’s wearing
CD (a black hat). She’s (sitting on a chair), etc. Less able children might be
encouraged to mime their characters to support their descriptions.

Finishing off
Ask a volunteer to think of one of the characters without telling the class. Ask
the class to suggest mimes for the volunteer to do in the role of that character
(read a book, write your name on the board, eat a banana, etc.). After two or
three mimes, invite the class to guess which character it is.

Transcript
Listen and play. 1.30

He’s tall and fat. Who is he? She’s short and strong. Who is she?
She’s short and fat. Who is she? He’s green and scary. Who is he?
He’s tall and thin. Who is he? She’s got red hair. She’s tall and strong. Who is she?

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IT 3 LESSON 2 UNIT 3 LESSON 3
5 Listen and play.
1.30

6 Play a game.

She’s tall and thin. It’s the witch.

Story characters Adjectives (He’s) (tall and fat). Who is (he)? 29

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SCC
Students develop their social skills by playing a mime game. They must act out a character
for the rest of the class and they have to guess who it is. This activity helps develop
student’s communicative competence.

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 5 Look, circle and write.

tall
fat

t a l l f a t s t r o n g t h i n s c a r y s h o r t
strong
thin
scary
short

6 Look and complete.

1 2 3 4 5

strong.

thin.

1 He’s fat . 4 He’s strong .

2 He’s scary . 5 She’s long .

3 She’s tall . 6 He’s thin .

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LC Students develop Linguistic competence by practising target language using descriptive

adjectives to complete a description. Written exercises help to consolidate language
learning.

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 Unit 3 - Lesson 3B
Activity Book, page 23

Objective Getting started

To practise target language and Put the eight flashcards on the board and ask about each of the characters:
structures. T: Is the pirate (short) or (tall)? SS: He’s (tall).Tell the class to look at the
characters for 30 seconds and try to say the correct adjective to describe
Target language them. Divide the class into two teams and remove the flashcards. Hold
a flashcard so that the class can’t see it. Call out the name of one of the
Vocabulary: characters: The pirate. If Team A gives the correct adjective, give them a point
dog, genie, giraffe, pirate, and show the class the flashcard. If not, ask Team B and give them a point for
skeleton; fat, scary, short, a correct answer. Continue the game, asking each team questions in turn.
strong, tall, thin
Structures: 5 Look, circle and write.
He’s tall and fat.
She’s short and thin. Say: Open your Activity Books at page 23. Look at Activity 5. Tell the children
they have to find six adjectives in the word chain and circle each one. Then,
they have to copy out the adjectives in the spaces given on the right of the
Materials page.
Teacher’s i-book
Unit 3 flashcards 6 Look and complete.
Say: Look at Activity 6. What can you see in the pictures? The children identify
the different characters. Explain that they must complete the sentences with an
appropriate adjective from the list they have made in Activity 5.

Finishing off
Ask the children to choose a story character and two adjectives. Tell them to
draw the character and to write a sentence under their picture. When they
have finished, read out the descriptions, and the children try to guess when it
is their picture.

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 Unit 3 - Lesson 3C
Arts & Crafts

Objectives Getting started

To practise target vocabulary Bring in pictures of famous cartoon characters that the children are sure to be
and structures. familiar with. Show them the pictures one by one and ask questions. T: Is she
short? Is she a princess? See if the children can identify the film or book the
To interact with classmates.
cartoon character is from.

Target language
Vocabulary: Make a bookmark
dragon, dwarf, pirate, prince, The children cut round the template, fold it down the middle and stick the two
princess, strongman, witch; fat, halves together to make a bookmark. They then colour in the pictures of all the
long, scary, short, strong, tall, characters. Finally, the children have to tick the characters in their favourite stories.
thin
Structures:
Is he tall?
Is she scary?
Her hair is short.
His dog is fat.

Materials
Teacher’s i-book
card
pictures of cartoon characters
scissors

CAE Students develop

cultural expression by
creating a bookmark
and colouring it in. Being
actively involved in creating
art work and receiving praise
facilitates wanting to later
present the work done as an
Finishing off
artistic production.
Allow the children some time to read quietly. You can invite them to bring in
their own books to read if the class or library selection is not adequate. Soft
music in the background would contribute to a pleasant atmosphere while the
children read.

Resources
Arts & Crafts

Teacher’s Resource Book, page 16

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 I like stories about...

dragons I li
ke
sto
rie
s ab
dra ou
witches t..
go .
ns

dwarfs wi
tch
es

superheroes
dw
ar
fs

sup
giants erh
ero
es

gia
pirates nts

pir
ate
s

dwarfs

roes
superhe

giants

pirates
My end

ll
tba
foo
fri

play

Nam he
S
e

He/
s
Nam he
He/

e
S

Nam he
S
e

He/
Nam he
He/

e
S

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 Unit 3 - Lesson 4A
Student’s Book, pages 30 and 31 Sleeping beauty! UNIT 3 LESSON 4 UNIT 3 LESSON 4
Find
and
say!

Objectives 7 Read and listen to the story.

1.31

The children are in the school play. The princess lives in a big castle. The prince is cutting down the tree
To enjoy a story. It’s Sleeping Beauty.

To read and listen for Karim is in the play.

This is his sister,
comprehension. Salma.

To consolidate the language of Don’t worry,

Ah, Olga is Princess.
the unit. the princess.
Look at
I’m coming!
her dress!

Target language
Vocabulary: 1 2 2

dragon, dwarf, giant, pirate, Here’s Lucy. She’s the witch. The princess is sleeping. Look, now thereThe
are princess
lots is sleeping. Look, now there are lots
of trees. of trees.
prince, princess, superhero,
witch; castle, sword; fat, funny,
scary, short, strong, tall, thin
Go to sleep,
Structures: Princess!

It’s Tom. Oh, no!

She’s scary!
He’s the prince.
Look out!
It’s Tom.
3 He’s the prince. And Karim is his 4 4
horse! He’s funny!
Materials 30 A traditional school play Adjectives Look
in context school
A traditional at her dres
play

Teacher’s i-book 600717 _ 0027-0036.indd 30 05/02/15 14:20

CD
Unit 3 story cut-outs Getting started
More
Unit 3 flashcards
practice
More
practice P with
Play a game P the flashcards. Show the class the eight flashcards and elicit
photocopies of each story character. Then, stick them on the left side of the board, with the
Teacher’s Resource Book, pictures facing the board. Next, repeat with the word cards and stick them face
pages 109 and 110 down onF the right
F side of the board. Divide the class into two teams. Ask a
volunteer from Team A to turn over a flashcard and a word card and to say the

i-flashcards
SCIf theySCmatch, the team wins the pair. If not, turn them over again. Next, a
actions.
volunteer from Team B has a turn. The winner is the team to win the most pairs.
More More
phonics phonics
i-story cards Before you read
Say: Open your books at page 30 and look at Lesson 4. Elicit the names of the
characters in the story. Then, hold up your book and point to the series of pictures
at the top of page 31. Say: Find the (sword) in the story and elicit the scene number
(scene 5). Tell the class to work in pairs and find the other items in the story. Correct
as a class. Where possible, extend the activity with questions: Is Olga the princess?
i-poster What’s she wearing?

7 Read and listen to the story. 1.31

i-flashcards
Play the CD and tell the class to read and listen to the story. Check comprehension
with questions: Where are the children? SS: At the school play. T: Is Karim in the
school play? SS: Yes, he is. Write the main characters in the story on the board:
IWB i-book Narrator, Karim’s dad, Karim’s mum, Salma, Lucy, Tom, Olga. Divide the class into
groups of seven and tell them to take a part each and read the story. Follow up
by asking the children about the play and the characters: Who is the princess?
Who is the witch? Is she scary? Who is Tom? Is Karim funny? Why? When they
have finished the story, check comprehension by asking them to match sentence
halves:

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 UNIT 3 LESSON 4
LC Students develop Linguistic competence by
Find Find
and
say!
and
say! reading and listening to a story. Comprehension
is checked by matching sentence halves that
summarise and retell the story by reformulating it in
The prince is cutting down the trees with The prince is cutting down the trees with his sword.
his sword. Oh, no! Olga is really asleep.
other words.

Don’t worry, Don’t worry,

Princess. Princess.
I’m coming! I’m coming!

I am the prince.
Wake up,
Princess!
Zzz-zzz-zzz!
He’s very
2 strong! 5 6

leeping. Look, now there are lots Where am I?

Please wake up,
Princess!
Zzz-zzz-zzz!

It’s a very
funny story!

4 Look out, Karim!

7 Everyone likes the play! 8

Adjectives
A traditional Look
in context school at her dress.
play Adjectives in context Look at her dress. 31

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The children are the trees with his sword.

The princess lives likes the play!
Please wake in the school play.
The prince is cutting down up, Princess.
Everyone in a big castle.

Make a story booklet

Ask the children to take the booklet template from the cut-out envelope
(or give them copies of the cut-outs from the Teacher’s Resource Book,
pages 109 and 110). Instruct them to look at the Student’s Book story and then
to assemble the booklets. The envelope also contains the speech bubbles for
each story in sticker format. Instruct the children to stick the speech bubbles
in the correct places and to draw a v-shape on the bubble to clarify who is
speaking. They might feel confident doing this from memory or they may prefer
to refer to the story in the Student’s Book. Move around the class and help
those children who need it.

n Finishing off
Tell the class to open their books at the story pages and to hold the books on
their heads with the pages open like a hat. Read out a speech bubble or part
of a caption, say: Go! and instruct the children to race to find which scene it is
in. Tell them to stand up when they find it. When most of the class are standing
up, elicit the scene number. Repeat with other speech bubbles or captions.

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 Sleeping beauty!
9 Look at the sto
7 Order the pictures, then read and write True or False.
3 2

Olga is wearing a dress and jacket. False Lucy is the witch. True

1 4

10 Complete and
The play is called Cinderella. False Tom is the prince. True

8 Read the story and complete.

Tom Lucy Salma Karim

1 Lucy has got a black cat. 3 Tom has got a sword.

2 Salma is Karim’s sister. 4 Karim is the horse. R
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LC
Students develop Linguistic competence by revising the story from the previous lesson and
completing comprehension questions. Understanding and enjoying stories are an important
part of developing literacy.

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 Unit 3 - Lesson 4B
Activity Book, page 24

Objectives Getting started

To focus on comprehension of Remind the class about the story by asking them questions about it: What are
the story in the unit. the names of the children? Where are they? What is Olga wearing? What is
the play called? Is Tom the princess? Then, ask them to open their Student’s
To review key vocabulary from
Books at Lesson 4. Assign the parts to seven volunteers (Tom, Olga, Lucy,
the story.
Salma, Karim, Karim’s mum, Karim’s dad, Narrator). Read the story out loud.

Target language
Vocabulary: 7 Order the pictures, then read and write True or False.
dragon, dwarf, giant, pirate, Ask the children to look at and number the scenes in the same order as they
prince, princess, superhero, appear in the Student’s Book. Then, write the first sentence on the board: The
witch; castle, sword; fat, funny, play is called Cinderella. Ask the children to look at their Student’s Books and
scary, short, strong, tall, thin say whether the sentence is true or false.
Structures:
8 Read the story and complete.
It’s Tom.
He’s the prince. Ask the class to tell you the names of the characters from the story: Tom, Lucy,
Look out! Olga, Salma, Karim, Karim’s mum, Karim’s dad. Write the following sentence on
the board: ___ has got a black cat. Ask the children to look at the story and say
the character’s name to complete the sentence (Lucy). Tell the children to read
Materials the sentences and complete them with a character’s name.
Teacher’s i-book

Resources
DVD 1
DVD Unit 3 Animated Story: Sleeping Beauty!
Teacher’s Resource Book, page 29
Activity 1: Play the DVD. Tell the children to look at the five silhouettes and to label them with the correct words.
Activity 2: The children read the five definitions and then match them to the five words in the box.

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 9 Look at the story and complete.
2 Wake up ,
Princess!

1 He’s very
strong !

3 Look out ,
Karim

4 Where
am I?

10 Complete and find the mystery word.

W I T C H

S W O R D

T R E E

C A S T L E

D R E S S
sword.
e. Karim is in the play. He is the horse .

25

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LL Students develop their learning skills by spotting mistakes. Students recognise untrue
information and offer the correct version. This activity helps to activate long term memory
skills.

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 Unit 3 - Lesson 4C
Activity Book, page 25

Objectives 9 Look at the story and complete.

To focus on comprehension of Tell the children to look at the first scene and write the speech bubble text on
the story in the unit. the board: He’s ____________ ____________! Invite a volunteer to come and
complete the sentence on the board: He’s very strong! Explain that the task is to
To review key vocabulary from complete each speech bubble by referring to the story in the Student’s Book.
the story.
10 Complete and find the mystery word.
Target language Draw a picture of a castle on the board and write the letters in a random order
Vocabulary: below: l a s c e t. Point to the picture and ask: What’s this? Then, ask the class
dragon, dwarf, giant, pirate, to call out the letters in the correct order to spell castle. Tell the class to fill in the
prince, princess, superhero, crossword using the picture clues and tell them they will find a mystery word.
witch; castle, sword; fat, funny,
scary, short, strong, tall, thin Finishing off
Structures: Spot the mistakes. Tell the story again with mistakes. Ask the class to call
It’s Tom. out: Stop! when they hear you make a mistake, and invite them to tell you the
He’s the prince. correct word or phrase: Karim is in the play. Olga is the sleeping beauty (Stop!
Look out! She’s the princess). Lucy is scary. Karim is the dog (Stop! Karim is the horse)
and so on.
Materials
Teacher’s i-book

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 Unit 3 - Lesson 5A
Student’s Book, page 32

Objectives Getting started

To practise descriptions of Practise his and her. Ask two volunteers to be models and to come to the
characters. front of the class. Then say: Look at (Silvia). Her hair is (brown). Now look at
(Sam). What colour’s his hair? Emphasise the words his and her. Continue
To practise his and her.
with the colour of their eyes. Then move on to their clothes: What colour is
To sing a chant. his/her jumper? And so on. Ask for two different volunteers to be the models
and tell the first two children to ask the questions. Repeat the process until
Target language you are sure that the children can understand the difference and can repeat
the questions and answers correctly.
Vocabulary:
crown, hair, hat, jacket, kite,
shoe 8 Listen and chant. 1.32
Structures: Play the CD and encourage the children to listen. Say: Open your books at page
His kite is blue. 32. Play the recording again and ask the children to follow it in their books.
Her hair is green. Then, tell the class to stand up, play the song again and ask the children to
sing along and march on the spot. Then, divide the class into three teams. Ask
Team A to say the first verse, Team B to recite the second and Team C to chant
Materials the third.Then, change roles and repeat. Divide the class into pairs and tell the
Teacher’s i-book children to invent a description and to ask their partner: Who is it? S1: She’s got
CD a cat. Her nose is big. Who is it? S2: The witch. His arms are strong. Who is it?
S1: The prince.

i-activity 9 Read and say A or B.

Ask the children to look at the pictures on page 32 of their Student’s Book.
Identify all the different things in the picture. Say: Can you see a (kite) in
picture A? SS: Yes. T: What colour is the (kite)? SS: It’s (blue). T: Can you see
a (kite) in picture B? SS: Yes. T: What colour is the (kite)? SS: It’s (red). Ask the
children to read the eight sentences and to decide whether they relate to picture
A or picture B. Ask a volunteer to read the first sentence and another volunteer
to say the picture’s letter out loud. Repeat with other volunteers until you have
read all the sentences.

Finishing off
Make sure you are not wearing your watch. Explain to the children that you saw
a thief take your watch. Give the children a quick description of the thief and ask
them to draw him. He’s short. His hair is brown. He’s got a big nose. He’s fat.
His jacket is black, etc. Next, ask the children to imagine a crime and make a
Wanted poster with a picture and a description of the wanted character.

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 UNIT 3 LESSON 5
8 Listen and chant.
1.32
10 Read and ans

This is the witch.

She’s got a cat.
Her nose is big,
Her hat is black.

This is the princess,

She's got a crown.
Her shoes are red,
Her hair is brown.

This is the prince,

And his horse too.
His arms are strong,
His eyes are blue.

Beep on Grammar, page 7.

Possessive pronouns: his, her
hair is
His black.
Her white.
shoes are

9 Read and say A or B.

11 Read and dra
A B

1 Her hair is green. 2 Her shoes are orange. 3 Her cat is white. 4 Her hair is red.
5 His kite is blue. 6 His jacket is purple. 7 His book is green. 8 His jacket is orange.

32 His and her with adjectives (Her) nose is big.

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LC Students develop and consolidate their language skills by describing classmates using
his or her in a descriptions game.

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 11 Look and circle. 13 Look, read a

1 Her / His cat is black. 2 Her / His bird is scary. 3 Her / His cat is white.
4 Her / His dog is short. 5 Her / His dog is tall. 6 Her / His bird is fat.

12 Write in order and colour the pictures.

14 Write and co

1 hat Her purple is 4 is His hat black

Her hat is purple . His hat is black .
2 is jacket red His 5 jacket is pink Her
His jacket is red . Her jacket is pink .
3 parrot green Her is 6 parrot His blue is
Her parrot is green . His parrot is blue .

26

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LC
Students develop Linguistic competence by consolidating knowledge about language
in this lesson. They practise putting the words of sentences in order. This type of activity
allows students to internalise grammar rules such as adjective + noun word order.

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 Unit 3 - Lesson 5B
Activity Book, page 26

Objectives Getting started

To practise his and her. Practise his and her. Place the flashcards on the board and say: Look at
the (pirate). His (hair) is (brown). Look at the (superhero). What colour is (her)
To follow instructions to colour
(hair)? Continue asking questions about the other characters and then ask a
a picture.
volunteer to take over your role and ask a question.

Target language
Vocabulary: 11 Look and circle.
crown, hair, hat, jacket, kite, Say: Open your Activity Books at page 26 and look at Activity 11. What can you
shoes; fat, scary, short, strong, see in the two pictures? SS: A dog, a cat and a bird. Tell the children to look at
tall, thin the six sentences, and explain that they must circle either his or her for each
one of the animals. When they have finished, ask for volunteers to read out the
Structures: correct sentences.
His (jacket) is (red).
Her (cat) is (white). 12 Write in order and colour the pictures.
Ask the children to look at the pictures for Activity 12 on page 26 of their
Materials Activity Book. Explain that there are six sentences to describe the pictures but
Teacher’s i-book that each sentence has been jumbled up. They have to put the words in the
Unit 3 flashcards right order and then colour the picture according to the instructions. When they
have finished, ask volunteers to read out the sentences. Go around the class,
looking at the pictures.

Finishing off
Display the children’s pictures. Encourage them to walk around looking at
each other’s work and talking about the pictures. S1: Look! His hat is black.
S2: Yes, and her jacket is pink.

Resources
Language
Teacher’s Resource Book, pages 55 – 57

Reinforcement
Activity 1: Tell the children to look at the picture and to circle the correct answers to the four questions.
Activity 2: The children have to complete the blanks to form words which correspond to the eight pictures.

Consolidation
Activity 1: The children look at the picture again. They read the questions and answer each one appropriately with
Yes, she is or No, she isn’t.
Activity 2: The children have to choose the correct word from the box to write under each of the eight pictures.

Extension
Activity 1: Tell the children to write a sentence about each picture. Each sentence has to include an adjective.
Activity 2: The children have to write eight words, each corresponding to one of the eight pictures.

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 Unit 3 - Lesson 6A
Student’s Book, page 33

Objective Getting started

To invent and describe a Display the poster and ask a volunteer to find the superhero. Ask the
superhero. children if they know any more superheroes: Superman, Batman, Spiderman,
Superwoman, etc. Ask the children what they have in common. For example,
Target language they are all strong, they have superpowers, etc. Explain to the children that
some animals have powers like those of superheroes: geckoes can climb like
Vocabulary: Spiderman, a hummingbird flaps its wings more than 70 times a second, an
crown, hair, hat, jacket, kite, ant can carry something up to 50 times its own body weight, frogs can jump
shoes; fat, scary, short, strong, up to 20 times their own body length. Ask the children if they have a favourite
tall, thin superhero and ask them to tell you what superpowers they have.
Structures:
Her legs are purple. 10 Read and answer.
His legs are thin. Say: Open your books at page 33. Look at the pictures. Ask the children to
She is thin. read the headings in the four pictures: Supergirl, Superboy, Superinsect and
He is strong. Superdragon. Ask the children to read the four short descriptions and to answer
the questions: What’s (his/her) name?
Materials
Answers
Teacher’s i-book
Unit 3 poster 1 Superdragon
2 Superinsect
3 Superboy
i-activity 4 Supergirl

11 Read and draw.

i-poster Say: Look at Activity 11. We’re going to draw and describe our own superheroes.
Ask for volunteers to read out the two sample descriptions. Then, the children
describe their superheroes and each child draws a picture to match their
description.

Finishing off
Display the children’s drawings and descriptions. Encourage them to talk
about their work and to describe their superheroes. Read out some of the
descriptions and ask the children to guess which one is their superhero.

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IT 3 LESSON 5 UNIT 3 LESSON 6
10 Read and answer.

Supergirl Superboy Superinsect Superdragon

1 His ears are green. 2 His legs are thin.

His eyes are yellow. He is small and strong.
He is scary. What’s his name?
What’s his name?

3 His hair is short and yellow. 4 Her hair is red.

His cape is red. Her legs are purple.
. What’s his name? She is tall.
What’s her name?

11 Read and draw.

1 This is Supergirl.
Her hair is pink.
She’s strong.

r.
upermonste
2 This is S d s
e han
He’s got blu
s . H e ’s scary.
and leg

Her hair is red.

His jacket is orange.

His and her with adjectives Describing and drawing an invented character 33

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IE Students develop their initiative by imagining a superhero in order to create a personalised

drawing and description. Later, they share their work with the class in a mini
presentation.

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 13 Look, read and circle the correct answer.

s cat is white.
s bird is fat. 1 He’s fat. Yes / No 4 She’s scary. Yes / No
2 He’s strong. Yes / No 5 She’s short. Yes / No
3 His shoes are black. Yes / No 6 Her shoes are white. Yes / No

14 Write and colour. Child’s own answers.

His hair is .

His jacket is .

His cape is .

His trousers are .

His shoes are .

R
His cat is .

27

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LC Students develop Linguistic competence by practising target language to identify and

describe pictures. They read a description to identify the correct superhero and then repeat
orally using their own drawings.

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 Unit 3 - Lesson 6B
Activity Book, page 27

Objective Getting started

To describe a superhero. Display the pictures of the superheroes on the board and ask the children
if they can recognise them. Point to one of them and say: Who’s this?
Target language SS: (Superman). Then, ask questions about the superheroes. T: Is (Superman)
(strong)? Is (Batman) (fat)? What colour is (Batman’s) (cape)? What colour are
Vocabulary: (Catwoman’s) (trousers)? Ask a volunteer to take over your role and to ask a
crown, hair, hat, jacket, kite, question. Continue until all the children have asked a question.
shoes, trousers, cat; fat, scary,
short, strong, tall, thin
Structures: 13 Look, read and circle the correct answer.
He’s strong. Say: Open your Activity Books at page 27. Look at the pictures. Who can you
She’s scary. see? SS: Super Pirate and Super Princess. Explain that there are six sentences
His shoes are green. describing the superheroes, but only some of them are true. Ask the children to
read the sentences and to circle Yes or No. When they have finished, read the
Materials sentences out loud while the children call out Yes or No as appropriate.

Teacher’s i-book 14 Write and colour.

pictures of some superheroes
Say: Look at Activity 14. We’re going to colour in the picture of Super Boy.
Explain to the children that first they must complete the sentences and decide
which colours they want to use for each thing. Tell them to write their sentences
and then to colour in the picture of Super Boy. When they have finished, the
children read out their sentences and display their pictures.

Finishing off
Play True and False. Divide the class into pairs. The children describe their
pictures to their partners, but they do not have to give correct descriptions.
S1: His (cape) is (red). S2: True/False. S2: His (shoes) are (green). S1: True/False.

Resources
DVD 2
DVD Unit 3 Real Kids
Teacher’s Resource Book, page 30
Activity 1: Tell the children to watch and listen to the DVD, and to use the words in the three boxes to write three
correct sentences.
Activity 2: The children study the chart and then tick the sense that people use to experience each of the things
shown in the left-hand column (sometimes more than one sense is used).

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 Unit 3 - Lesson 7A
Student’s Book, page 34

Objectives Getting started

To read a text about Carnival. Talk to the children about the different festivals they celebrate throughout
the year. Ask them if they like to celebrate Carnival. Ask them if they wear a
To say a tongue twister and
costume for it and how they celebrate.
practise the ie sound.

Target language 12 Read and answer.

Tell the children to read through the texts. Then, ask some volunteers to read
Vocabulary:
the sentences aloud. Ask them what each child is wearing. The children then
costume, crown, dress, festival,
copy and complete the sentences. Put them into small groups to check their
giant, hat, parade, pirate,
answers. Then, check the answers together as a class.
princess, scary, shirt, strong,
superhero, tall, thin, witch
Answers
Structures: 1 c, 2 c, 3 b, 4 c
I’m wearing a pirate costume.
My hat is red.
My dad is a giant. 13 Listen and say a tongue twister. 1.33
She’s scary. Put the poster on the board and ask the children to look at it. Ask them to name
all the things they can see in the poster. Play the CD and encourage the children
Materials to repeat each line in the pauses. Emphasise the ie sound in the words and
ask the class to repeat. Say each line of the tongue twister in turn. Play the CD
Teacher’s i-book again and invite the class to chant again. Then, teach the children a clapping
CD pattern to do in pairs together with the chant. The pairs face each other, clap
Unit 3 poster hands as they say the line and then clap hands with a partner at the end of
each line. Do this very slowly to begin with and faster as the children get more
familiar with the chant and with clapping along.

Finishing off
Ask the children to draw a picture of themselves in a carnival costume. Get
them to label as much as they can of it. They then show and describe their
pictures in groups.

Resources
Phonics

Teacher’s Resource Book, page 95

Activity 1: Tell the children to listen and repeat each sound and each word that they hear.
Activity 2: The children have to draw, and colour if necessary, pictures corresponding to the three written
descriptions.
Activity 3: Instruct the children to write the words in the correct order to form the five statements or questions.

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 Culture UNIT 3 LESSON 7
Review
12 Read and answer. 1 Read and list

Carnival!

Miguel
Alba

n Carnival is my favourite At Carnival, there is a parade

festival. At my school, we wear in my town. Mums, dads and
costumes. I’m wearing a pirate children wear costumes. This
costume. My hat is red and year, my mum is a witch. She’s
my shirt is white. My teacher’s scary. My dad is a giant. He’s
name is Clara. She’s a princess. tall and thin. I’m a superhero.
She’s wearing a crown and a I like superheroes. They’re
green dress. strong!

1 Miguel is wearing … . 2 Clara is … . 3 Alba’s dad is … . 4 Alba likes … .

a a red shirt a a superhero a tall and fat a witches
b a blue hat b Alba’s mum b tall and thin b princesses
c a white shirt c Miguel’s teacher c short and thin c superheroes

13 Listen and say a tongue twister.

1.33

Giants like flying kites. 2 Write the nam

Pirates like riding bikes.
I like climbing.
What do you like?

34 Carnival I’m wearing (a dragon costume). They’re (scary)! Phonics sound ie as in like and flying

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LC Students develop Linguistic competence by creating a rhythmic association between

phonology and word stress by saying a tongue twister.

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IT 3 LESSON 7
Review UNIT 3
1 Read and listen. Then write.
1.34

Hello 1 ... ,
come in!

Hi!
Beep, 2 ... !

Beep and Robby are at a fancy

dress party. They’re wearing cowboy costumes. Robby sees the pirate taking a necklace.

Oh, no! What a bad pirate! Beep stops the 4 ... with his lasso.

I’ve got Ok! I’ve got

Now he’s taking an idea! you now!
her 3 ... .

Wow! Fantastic Now Beep and Robby are heroes, 6 ... !

costumes!

4 Alba likes … .
a witches
b princesses
c superheroes

It’s not a 5 ... .

We are the police! Thank you, Beep!

2 Write the name.

1 Her nose is green. She’s got a black hat. 4 He’s got a big hat. His jeans are blue.
2 They’re wearing black and white hats. 5 She’s got a necklace. Her dress is pink.
3 His clothes are blue, yellow and green. He’s fat. 6 He’s got a red and white hat.

Unit vocabulary Adjectives Possessive adjectives 35

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LL Students develop their learning skills by speculating about missing words based on their
previous knowledge of the language.

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 Unit 3 - Review
Student’s Book, page 35

Objectives Getting started

To read and listen to a cartoon Put the poster on the board and ask for volunteers to describe what they
story. can see. Encourage them to use the structures and the vocabulary they have
To review the language of the learned in Lesson 6 (I can see a strong pirate, etc.).
unit.
1 Read and listen. Then write. 1.34
Target language Tell the children to look at the Beep cartoon and explain that Robby and Beep
have gone to a fancy dress party. Ask the children to read the cartoon and to make
Vocabulary:
suggestions for the missing words. Play the CD and instruct the children to read
costumes, cowboy, lasso,
and listen to the cartoon. Read out half a caption or speech bubble and ask the
necklace, pirate, police
children to complete it: Robby sees the pirate taking … a necklace. Repeat with the
Structures: other sentences. Follow on by asking the class to read the cartoon aloud,
They’re wearing cowboy with volunteers taking the parts of Beep, Robby, the narrator, the witch, police
costumes. officer A and police officer B. Repeat with different children doing the reading.
He’s taking a necklace.
Answers
Materials 1 boys 4 pirate
Teacher’s i-book
2 look 5 costume
CD 3 bag 6 superheroes
Unit 3 poster
2 Write the name.
Put the children into pairs to read the sentences and write the names of the
i-story cards characters or costumes. The pairs then check their answers with other pairs.

Answers
i-activity 1 the witch 4 Beep the cowboy
2 the police 5 the princess
i-poster 3 the superhero 6 the pirate

i-flashcards Finishing off

Ask the children to choose a story character and make a mini-book about
him/her. For example:
Page 1: His/her name is… He/she is (strong) + picture of the character.
Page 2: Her/his shoes are (black) + picture of the character’s shoes.
Page 3: His/her house is (big and purple) + picture of the character’s house.
Page 4: His/her pet is (scary) + picture of the pet.
Page 5: His/her favourite food is (chocolate) + picture of the character’s
favourite food.
Page 6: His/her favourite hobby is (riding a broomstick) + picture of the hobby.

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 Review UNIT 3
3 Read and write.

1 crown / dress / long hair = princess

2 fire / big teeth / fly

3 black hat / parrot / boat

4 black cat / big hat / fly

5 crown / short hair / jacket

4 Say and guess.

She’s tall and thin.

Her hair is pink.

The princess!

5 Draw and write.

This is a dwarf.
His name is Jack.
He’s short and fat.
Do you like dwarfs?

36 Unit vocabulary: story characters Describing story characters

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LC Students develop their language skills through various activities to review the language
learned in the unit.

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 Unit 3 - Review
Student’s Book, page 36

Objective Getting started

To review the language of the Invite a volunteer to the front. Give them a flashcard without anyone else
unit. seeing it. Tell the child to describe the character for the others to guess.
Continue with other children and characters.
Target language
Vocabulary: 3 Read and write.
big, crown, draw, fat, hair, Ask the children to keep their books closed. Read out the three clues for number 1
prince, princess, short, tall, thin and tell the children to guess that it is describing a princess. The children open their
books and use the clues to guess the other characters.
Structures:
She’s tall and thin.
Answers
Her hair is pink.
2 dragon
3 pirate
Materials 4 witch
Teacher’s i-book 5 prince
Unit 3 flashcards
Unit 3 poster 4 Say and guess.
Tell the children to work in pairs. Explain that they must choose one of the
figures and describe him or her using the adjectives they know. The children do
i-poster the activity. Walk around the class listening to their answers.

5 Draw and write.

i-flashcards
Let the children look at the example in their books. They choose a character,
draw a picture and write a short text using the model as a guide. The children
Term Review game show their pictures and read out their descriptions to their classmates.

Term Review poster

Finishing off.
Put the poster on the board and play I spy with the class.

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 Review

1 Look and complete.

1 p r i nc e s s 2 s u p e rh e r o 3 p i r at e 4 d r a g o n

2 Look and write.

dwarf pirate princess

giant dragon superhero

3 Look and complete with His or Her.

1 His name is Karim.
2 Her cat is black.
3 Her name is Lucy.
4 His sister’s name is Salma.
5 Her nose is scary.

28

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LL Students develop their learning skills by playing a game with their dictionary and then
writing in the words. This activity helps children to be included in the learning process of
creating their own materials for reference.

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 Unit 3 - Lesson 7B
Activity Book, page 28

Objective Getting started

To review the language and Put the flashcards on the board and ask for volunteers to describe what they
structures of the unit. can see. Encourage them to use relatively complex structures, such as: The
(pirate) is (tall). He has got (black) (hair). His (trousers) are (brown). Continue
Target language until all the children have had a turn.

Vocabulary:
dragon, dwarf, giant, pirate, 1 Look and complete.
prince, princess, superhero, Say: Open your Activity Books at page 28 and look at Activity 1. Ask the children
witch to identify the different characters. Then, tell them to fill in the missing letters.
Structures: When they have finished, ask volunteers to spell the different words.
Who is she/he?
She’s got long black hair. 2 Look and write.
He’s got a green frog. Tell the children to look at Activity 2 and to describe the pictures. Then, tell them
Her cat is black. to write the correct word under each picture.
His hair is long.
3 Look and complete with His or Her.
Materials Say: Look at Activity 3. Who can you see in the picture? SS: Karim and Lucy.
Teacher’s i-book T: That’s right. Now, remember Karim is a boy and Lucy is a girl. The children
CD complete the five sentences using his or her where appropriate. When they
Unit 3 flashcards have finished the activity, ask volunteers to read their answers.

Picture dictionary 3.11

Ask the children to look at the Picture dictionary on page 71 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the dragon and the princess. Encourage the class to quickly point
to the two pictures and check with the child next to them. Repeat with other
words from the page. Play the recording and ask the children to look at the
pictures and repeat the words.

Finishing off
Write the following words on the board: prince, princess, tall, she’s, trousers,
his, her, dress, blue, he’s, pink, thin. Tell the children to use the words to write
two sentences about a prince and two sentences about a princess. When they
have finished, ask them to draw an illustration for their sentences.

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 Unit 3 - Evaluation
Beep on grammar
Objective Unit 3 Test

To evaluate children’s Name: Class: Unit 3

Adjectives: tall, short, fat, Possessive p
1
understanding of target 1.35
thin, strong, scary
language from the unit. tall.
short.
He’s fat.
She’s thin.
strong.

Target language scary.

1 Look and describe the characters.

1
Vocabulary: Look and complete the sentences with

dragon, dwarf, pirate, prince,

princess, strongman, witch; 5

fat, long, scary, short, strong, 7

3

tall, thin 8

Structures: 2
© Santillana Educación S.L. 2012 PHOTOCOPIABLE

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

4 6 1
Is he fat?

Is he tall? Is he short?

Is he strong?

Is she scary? Is he scary? 1 She’s strong. / She’s short. 5 He’s scary. / He’s strong.
2 She’s tall. / She’s thin. 6 She’s strong. / She’s tall.
Her hair is short. 3 He’s tall. / He’s thin. 7 He’s fat. / He’s short.
4 She’s fat. / She’s short. 8 He’s fat. / He’s tall.
His dog is fat. 1
2
Listen and circle. (Track 1.35)
Read the questions and answer.
155 6
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Materials Unit 3 Test

Adjectives: tall, short, fat, Possessive pronouns: his, her
Teacher’s i-book Name: Class: thin, strong, scary
CD 3 1
photocopies of 1.44
hair is black
His
Teacher’s Resource Book, W D S
Her
shoes are white

pages 155 and 156

1 Look and describe the characters.
1 Look and complete the sentences with His or Her.

LL Students develop P P P

2
learning skills by 4
participating in an end
of unit summative assessment
procedure. Clear assessment His / Her legs are long. His / Her hair is short.

criteria and constructive

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

feedback on mistakes and 5 He’s scary. / He’s strong.

6 She’s strong. / She’s tall.
1 His
Her
dog is black and white. 5 His
Her
nose is small.
2 nose is big. 6 shoes are white.
teacher expectations before 7 He’s fat. / He’s short. 3 Her cat is black. 7 His hair is short.
8 He’s fat. / He’s tall. 4 His shoes are grey. 8 Her hat is big.
the test play an important role His / Her cat is black. His / Her dog is fat.
7
in improvement. 156
3
4
Write the words.
Circle the correct answer.

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Transcript
Unit 3 Test. Activity 1. Listen and circle. 1.35

1 The princess is fat. 4 The prince is very strong.

2 The pirate has got a big hat. 5 The witch is short.
3 The dragon is scary. 6 The giant is tall.

152

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 Introduction
4. Sports
Unit objectives Anticipating difficulties
To understand and use target Nowadays children tend to read very little, and often new technologies are
language. favoured. Children may be lacking in motivation to read. Invite children to bring in
their favourite books and comics and explain to their classmates what they like
To understand short dialogues. and don’t like about them. You could hold a vote at the end of the session to see
To follow and enjoy a story. which book or comic seems to be the most interesting.
To participate in songs and
Teaching tip
chants.
The importance of play at this age is often underestimated, but play can foster
To say a chant and practise the a healthy, happy environment in the classroom, which is important in English
j sound. language acquisition. To practise directions you could invent a giant map in the
class or outside in the playground. The children’s desks or trees or rocks could
Target language represent different shops and you could draw a zebra crossing on the floor with
chalk or represent it with a black and white jumper. The children then work in pairs.
Vocabulary:
One is the master, and he/she has to give directions to his/her robot to arrive at a
basketball, cycling, football,
specific destination.
gymnastics, rollerblading,
skiing, swimming, tennis; ball,
bike, clock, cup, rollerblades,
Unit 4 Sports
shirt; hands and feet race,
running race, sack race, three skiing
legged race; climb, do, juggle,
ride, rollerblade swimming
Structures: football
He likes tennis.
She doesn’t like cycling.
She can ride a bike.
basketball rollerblading

tennis

cycling

gymnastics

1.43

Jane can juggle lots of balls.

Jim can do gymnastics.
EAN: 8431300158542 BEEP 3 © Santillana Educación S.L. 2012

John can jump and Jenny can jog.

I think they’re all fantastic!

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 Unit 4 - Lesson 1A
Student’s Book, page 37

Objectives Getting started

To introduce and learn target Put the poster on the board and explain to the children that Beep and Robby
vocabulary. are at the sports centre. Then, take out the flashcards one by one and hold them
up to elicit the names of the different sports from the children. Put them on the
To learn and sing a song.
board and ask a volunteer to come and point at the correct flashcard as you
To recognise and learn the call out the name of the sport, and then to find and point to the same activity
names of different sports. on the poster. Repeat the process with other volunteers and then ask one of the
children to take over your role. Try to make sure that all the children have a turn
Target language at saying the sports.
Vocabulary:
basketball, cycling, football, 1 Listen and sing. 1.36
gymnastics, rollerblading, Say: Open your books at page 37. Ask the class to look at the picture and ask
skiing, swimming, tennis them if they can see Olga, Karim and the other characters. Tell them they are going
Structures: to hear a song about sports. Play the CD and ask the class to listen. Play the
I like tennis. recording again and ask the class to try to follow the song in the book with their
I don’t like skiing. fingers.
Do you like football? Then play it again and encourage the children to join in and sing. Join in yourself.
Yes, I do. / No, I don’t. Play the CD a few times until they are more confident. Then, divide the class into
groups and ask them to sing the song.

Materials 2 Ask a friend.

Teacher’s i-book Ask the children to look at the flashcards again. Remind the children of I like
CD and I don’t like. Point to one of the flashcards and say: I like (football). Use facial
Unit 4 cut-outs expressions to show what you mean. Point to another flashcard, frown and say:
Unit 4 poster I don’t like (skiing). Point to another flashcard and say: I like (swimming). Do
Unit 4 flashcards you like (swimming), (child’s name)? S1: Yes, I do. / No, I don’t. Ask a volunteer
to come to the front to make the statement and ask a question. Repeat the
process with other volunteers. Ask the children to look at Activity 2 and to identify
i-activity the different sports. Ask two volunteers to read out the dialogue. Then divide
the class into pairs. The children do the exercise.
i-poster
Finishing off
i-flashcards Tell the children they are going to play a game. Divide the class into groups
of three. Combine their sets of cards. Shuffle the cards and place them face
down between the three players. Player A takes a card and mimes the sport.
Player B and Player C race to say the sport. The first to say it correctly keeps
the card. The winner is the person with the most cards at the end of the game.

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 4. Sports LESSON 1

1 Listen and sing.

1.36

Are you ready

for school?
Sports are great!
Sports are fun!
Lots of sports for everyone!

I like tennis. Yes, I do!

I like rollerblading too.

I like cycling in the sun.

I like basketball. It’s fun!
I like swimming in the pool,
And gymnastics, it’s so cool!
I like skiing in the snow.
I like football. See me go!

2 Ask a friend.

Do you like football?

Yes, I do.

football gymnastics tennis swimming

rollerblading basketball cycling skiing

Sports vocabulary Expressing likes and dislikes I like (tennis). 37

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SCC Students develop Social and Civic competences by playing a card game in groups of three
that features the new vocabulary words in the unit. Games enable students to use social
skills in class via interaction while allowing fluency practice.

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 4. Sports
1 Complete the puzzle.

Across
4 7 8 1 2 3
B S R
A K O
4 5
S W I M M I N G L
K I Y L
E N M E
Down 6
T G N R C
1 2 B A B Y
A S L C
7
L F O O T B A L L
L I D I
3 5 6 C I N
8
T E N N I S N G
G

2 Look and complete.

I like football . I like tennis . I like skiing . I like basketball .

29

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LC Students develop Linguistic competence by revising the vocabulary from the previous lesson
while completing a crossword. Crosswords are very helpful at getting students to notice the
correct spelling of words since they must fit into an exact space to be completed.

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 Unit 4 - Lesson 1B
Activity Book, page 29

Objectives Getting started

To practise target vocabulary. Put the flashcards on the board. Ask the children if they can name any of the
sports. Point to one of the flashcards and ask: What sport is this? Repeat the
To do a puzzle.
process with other volunteers and then ask one of the children to take over
To recognise different sports your role. Try to make sure all the children have a turn at saying the sports.
from photos.

1 Complete the puzzle.

Target language
Say: Open your Activity Books at page 29. Explain that the Across sports
Vocabulary: words go in a horizontal direction and the Down ones in a vertical direction. Go
basketball, cycling, football, through the pictures naming the sports with the children and then ask them to
gymnastics, rollerblading, complete the crossword puzzle. Correct the children’s answers by calling out:
skiing, swimming, tennis Four across.
Structures: SS: Swimming. T: One down. SS: Basketball, and so on until they have named
I like tennis. all the sports.
I don’t like football.
2 Look and complete.
Ask the children to look again at the pictures of the sports in Activity 1. Point to
Materials one of the sports and say: I like (football). Ask the children to look at Activity 2
Teacher’s i-book and to identify the different sports. Ask them to complete the sentences. Check
Unit 4 flashcards the exercise by asking four volunteers to read out their answers.

Finishing off
On one side of the board write I like and on the other write I don’t like. Ask the
children to stand in a line perpendicular to the board. Call out sports words,
and the children jump to one side or the other depending on whether they like
the sport or not.

Resources
Reading and Writing
Teacher’s Resource Book, page 140
Activity 1: Tell the children to look at the six pictures and to write underneath each one the name of the sport that it
depicts.
Activity 2: The children have to study the attitudes of the children in the four photos and decide which child is
enjoying the sport depicted and which child is not. They then draw lines joining the words underneath the photos
and form true statements.

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 Unit 4 - Lesson 2A
Student’s Book, page 38

Objectives Getting started

To talk about likes and dislikes. Put the flashcards on the board. Choose two flashcards and say: I like (football).
I don’t like (tennis). Ask a volunteer to come to the front of the class to choose
To ask questions in the third
two flashcards and say: I like (swimming). I don’t like (skiing).Turn to the class
person singular about sports.
and ask: Does (Pedro) like (swimming)? SS: Yes. Encourage the class to say:
Yes, he does. (Pedro) likes (swimming). Emphasise the s at the end of likes. Turn
Target language to the class and ask: Does (Pedro) like (skiing)? SS: No. Encourage the class
Vocabulary: to say: No, he doesn’t. (Pedro) doesn’t like (skiing). Make sure they realise that
basketball, cycling, football, there is now no s at the end of the word like. Repeat the process with another
gymnastics, rollerblading, two volunteers. Then name the three children in turn and say the sports they
skiing, swimming, tennis like and don’t like. Hold up one of the flashcards and elicit: SS: (A) doesn’t like
(skiing). (B) likes (football).
Structures:
He likes tennis.
She doesn’t like football. 3 Listen and read. 1.37
Does he like football? Say: Open your books at page 38. Ask the children to look at the picture and
Yes, he does. / No, he doesn’t. elicit who the characters are. Ask the children if they can see Olga and Tom.
Explain to the children that Olga and Tom are looking at some photos of Olga’s
Materials family. Ask them what sports they can see in the photos. Play the CD and tell
the children to follow the dialogue with their fingers. Play the CD again, pausing
Teacher’s i-book to allow the children to continue the sentence. Look at my mum… SS: She likes
CD gymnastics. Then, tell the children to get into pairs and ask them to role play the
Unit 4 flashcards dialogue, taking turns to play each character. Finally choose pairs to come to
the front and act out for the rest of the class.
i-activity
4 Look and say with a friend.
Ask the children to look at Activity 4 and to read the characters’ names out loud.
i-flashcards Tell them to name the sports. Divide the class into pairs and ask one child to
describe one of the characters: She doesn’t like skiing. Ask the other child to
identify the character: Tina.

Finishing off
Hand out the flashcards to various volunteers and ask them to come to the front
of the class. Tell them to hold up the flashcards and either frown or smile. Divide
the class into two teams. Ask a member of one of the teams to say either a
child’s name or a sport. The other team have to make a sentence: David doesn’t
like football. Change the volunteers and repeat the process, but this time, one
team has to make a sentence and the other team has to guess the person.
Team A: He doesn’t like (football). Who is it? Team B: (David.)

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 UNIT 4 LESSON 2
3 Listen and read.
1.37
5 Listen and sa

Do you like photos, Olga?

Yes, I do. Is this your family?

Yes, look at my mum. She likes

gymnastics.

Oh yes, but your dad doesn’t

like skiing!

No, he can’t ski. Look, my sister

likes rollerblading.

Here’s your grandad. He likes

tennis.

And this is my granny.

She doesn’t like football.

No, she isn’t happy. Poor granny!

Beep on Grammar, page 8.

Like / doesn’t like
tennis.
He likes
4 Look and say with a friend. She doesn’t like
football.
rollerblading.

6 Read and wri

She doesn’t
like skiing.

Sam Helen Joe Paula

Tina!

Erica Greg Tina Ben

38 Sports vocabulary Expressing likes and dislikes (She) (doesn’t like football).

600717 _ 0037-0046.indd 38 05/02/15 13:02

SCC
Students develop Social and Civic competences by playing a flashcard game with the
whole class to finish off the lesson. Make sure everyone participates. Group games help
create a different pace in the class.

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 3 Follow the lines and complete. 5 Listen and circ

He likes tennis .

She likes basketball .

She likes swimming .

He likes rollerblading .

4 Solve the code and match.

=A =B 1=C =D 2=E =F =G =H =I 6 Write in order
=J 3=K =L =M 4=N =O 5=P 6=Q =R
=S 7=T 8=U =V =W 9=X =Y 10=Z

1 2 32 7244 She likes tennis .

2 2 32 34 He likes skiing .
3 2 32 114 She likes cycling .
4 2 32 7 He likes football .

4 3 1 2

30

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MST Students develop mathematical competence by solving a code and then creating their own.
Using logical deductive skills to break a code develops math skills and communication skills.

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 Unit 4 - Lesson 2B
Activity Book, page 30

Objectives Getting started

To talk about likes and dislikes. Put the flashcards on the board. Ask the children individually if they like one
of the sports (basketball, cycling, football, gymnastics, rollerblading, skiing,
To practise talking about sports
swimming, tennis). When a child says Yes to a sport, hand them the flashcard
using the third person singular.
and ask them to come to the front of the class and hold up the flashcard.
When you have handed out the eight flashcards and the eight children are in a
Target language line at the front of the class, walk along the line, touch a child on the shoulder,
Vocabulary: name the child and the sport and say: (María) likes swimming. When you have
basketball, cycling, football, done that, call out a child’s name and encourage the class to say He or She
gymnastics, rollerblading, likes (football). Emphasise the ‘s’ at the end of likes.
skiing, swimming, tennis
Structures: 3 Follow the lines and complete.
He likes tennis. Say: Open your Activity Books at page 30. Ask the children to try to guess what each
She likes football. person likes. Say: Look at picture 1. Do you think he likes tennis or rollerblading? Do
the same with the other three pictures and then say: Let’s see who was right. Ask
Materials the children to follow the lines and then complete the sentences. When they have
finished ask for four volunteers to read out the answers.
Teacher’s i-book
Unit 4 flashcards 4 Solve the code and match.
Quickly go through the alphabet on the board to remind the children of the letters.
Ask some of the children to say some of the letters at random. Then, ask the
children to look at Activity 4. Explain the code to them. Then choose one of the
code signs (5) and write it on the board. Say: What letter is this? SS: (P) Repeat
with other code signs and then tell the children to solve the code and match the
four sentences to the four pictures. When they have finished, go through the
exercise by saying: Let’s solve the code. Sentence (1). SS: She likes (tennis).

Finishing off
Tell the children they are going to work in pairs and that they are going to use the
code in Activity 4 to send a message to their partner. When they have written the
code, their partner must solve the code and write out the sentence properly.

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 Unit 4 - Lesson 3A
Student’s Book, page 39

Objectives Getting started

To listen and identify Ask the children if they remember the song from Lesson 1, Sports are great!
characters. Help them remember and sing the song again as a class. Then, divide the
class in two and ask each group to sing the song.
To describe a friend.

Target language 5 Listen and say. 1.38

Vocabulary: Say: Open your books at page 39. Look at the pictures. Ask the class to identify
basketball, cycling, football, the characters and the sports. Ask the children if they like the three sports in
gymnastics, rollerblading, the pictures. Say: (Ana), do you like (football)? S1: No, I don’t. Then ask another
skiing, swimming, tennis child: Does (Ana) like (football)? S2: No, she doesn’t. Repeat the process with
other children. Then, tell the children they are going to hear what sports our
Structures: friends like and don’t like and that they must say who it is. Play the CD. The
He likes tennis. children listen. Play the CD again and this time the children try to identify the
She doesn’t like football. characters. Play the CD again and stop after the question: Who is it? The
Does he like football? children identify the characters. Divide the class into pairs and ask them to ask
Yes, he does. / No, he doesn’t. each other questions. S1: Does Tom like rollerblading? S2: No, he doesn’t. Does
Olga like tennis? S1: Yes, she does.
Materials
Answers
Teacher’s i-book
1 Tom, 2 Olga, 3 Lucy, 4 Karim
CD

6 Read and write about a friend.

Explain to the children that they are going to describe and draw a friend. Ask
three volunteers to read one sentence each, aloud, from the Student’s Book.
Divide the class into pairs. Each of the children asks their friend questions
to find out which sports he/she likes and doesn’t like and then writes their
descriptions. Encourage the more able children to write longer texts with forms
such as He’s/She’s got (a red bike), He’s/She’s (eight years old). Those who
finish first can draw a picture of their friend with the correct sports equipment.
Ask the children to read their descriptions out loud when they have all finished.

Finishing off
Draw a chart on the board that is similar to the one in Activity 5 on page 39
of the Student’s Book. Write the names of five children across the top and
the names of three sports down the side. Ask the children to ask the ‘named’
children if they like the sports, and fill in the table. Then, ask a volunteer to say
a sentence: He doesn’t like (football). The rest of the class have to guess who
it is. If they cannot guess, ask the volunteer to give them another sentence,
and so on until they have guessed correctly. Repeat the process with other
children making the statements.
Transcript
Listen and say. 1.38

1 Who’s this? He likes football. He likes tennis. He 3 Who’s this? She likes football. She likes tennis. She
doesn’t like rollerblading. doesn’t like rollerblading.
2 Who’s this? She doesn’t like football. She likes tennis 4 Who’s this? He likes football. He doesn’t like tennis
and she likes rollerblading. and he doesn’t like rollerblading.

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IT 4 LESSON 2 UNIT 4 LESSON 3
5 Listen and say.
1.38

6 Read and write about a friend.

This is my friend, Andrea.

She likes tennis and football.
Tina! She doesn’t like rollerblading.

Describing likes and dislikes (She) (likes tennis). (He) (doesn’t like rollerblading). 39

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CAE Students develop cultural expression by interviewing a friend in class, then drawing their
portrait with sports equipment and writing a brief description. They display their work and
comment on it.

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 5 Listen and circle the faces. 3.4

   
Lucas

   
Isabel

=H =I 6 Write in order and number.

=Q =R
0=Z 1 2 3 4

tennis .
skiing .
cycling .
football .

like rollerblading doesn’t He He doesn’t like rollerblading . 2

2
gymnastics likes She She likes gymnastics . 1
likes He basketball He likes basketball . 3
doesn’t skiing She like She doesn’t like skiing . 4

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DC Students develop Digital competence in the classroom by extracting specific information

from a short CD recording. They match descriptions of characters with pictures.

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 Unit 4 - Lesson 3B
Activity Book, page 31

Objectives Getting started

To listen and associate Ask for two volunteers (a boy and a girl) to come to the front of the class. Put
characters with sports. the flashcards on the board. Explain that you are going to call out a name and
a sport and the volunteer will make either a smiley face or a frown, depending
To put jumbled sentences in
on whether he or she likes the sport or not. The rest of the class will say the
the correct order.
appropriate sentence. Say: David. Basketball. (David frowns or smiles.) SS: He
(likes/doesn’t like) basketball. Continue with the other sports and then repeat
Target language the process with different volunteers.
Vocabulary:
basketball, cycling, football, 5 Listen and circle the faces. 3.4
gymnastics, rollerblading,
skiing, swimming, tennis Say: Open your Activity Books at page 31. Look at the pictures. Ask the class to
identify the sports. Then, tell the children they are going to hear what sports
Structures: Lucas and Isabel like and don’t like and that they must circle the correct face
He likes tennis. under the picture. Play the CD. The children listen. Play the CD again, and this
She doesn’t like football. time the children circle the faces. Play the CD again, pause after each statement
and check the children’s answers.
Materials
6 Write in order and number.
Teacher’s i-book
Ask the children to look at Activity 6. Explain that the sentences have all the
CD
words in the wrong order. First they have to write the sentences correctly and
Unit 4 flashcards
then match each sentence to the correct picture. When they have finished,
check the exercise by calling out the number of the picture and asking a
volunteer to read the sentence. T: Picture 1. S1: She likes gymnastics.

Finishing off
Do a class questionnaire. Tell the children they are going to do a class
questionnaire about sports. Ask for eight volunteers. Put the flashcards face
down on the table and ask the children to pick one. When they each have their
sport, they must ask their other classmates: Do you like (tennis)? Then, they
make a note of the answers. When they have finished, write the sports on the
board and ask about the children. T: Volunteer 1, does (David) like football?
S1: Yes, (he) likes football. / No, (he) doesn’t like football. Put a tick or a cross
under the appropriate sport. When you have finished, work out what the
class’s favourite sport is.

Transcript
Listen and circle the faces. 3.4

Narrator: Tennis. Narrator: Football.

Girl: Lucas likes tennis. Boy: She likes football.
Narrator: Cycling. Narrator: Swimming.
Girl: He doesn’t like cycling. Boy: Isabel likes swimming.
Narrator: Basketball. Narrator: Rollerblading.
Girl: No, he doesn’t like basketball. Boy: No, she doesn’t like rollerblading.
Narrator: Skiing. Narrator: Gymnastics.
Girl: Yes, he likes skiing! Boy: Yes, she likes gymnastics!

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 Unit 4 - Lesson 4A
Student’s Book, pages 40 and 41 Sports day! UNIT 4 LESSON 4 UNIT 4 LESSON 4
Find
and
say!
Objectives 7 Read and listen to the story.
1.39

To enjoy a story. Tom likes rollerblading.

To read and listen for

comprehension. What’s this? It’s
a football shirt.

To consolidate the language of

the unit.
The football
starts soon.
Oh, no, we’re
Target language late!
Oh, no! You’ve got
Vocabulary: It’s Sports day. Karim is in the football team. Olga
Karim’s bag. Don’t
worry! I’ve got
is in the gymnastics competition. Lucy is in the
basketball, cycling, football, cycling race and Tom is in the rollerblading race. 1
an idea.
2 2
gymnastics, rollerblading, Look at Lucy! She can ride fast. Look at Lucy! She can rideOlga
fast.is very good at gymnastics
skiing, swimming, tennis She can walk on her hands.

Structures:
Tom likes rollerblading.
Karim can run fast.
The football starts at two Oh, no! This
o’clock. isn’t my bag.

The football match is starting. It’s OK, Karim.

I can help.
Oh, no!
Oh, no! It’s nearly two o’clock.
3 The football match is starting. 4
Tom has got an idea. 4
Materials
40 Sports vocabulary Ability: She can ride fast.
Sports vocabularyExpressing She can(Tom)
Ability: likes likes (rollerb
ride fast.
Teacher’s i-book
CD 600717 _ 0037-0046.indd 40 05/02/15 13:03

Unit 4 story cut-outs

More
Unit 4 flashcards
practice
More
practice Getting P
P started
photocopies of
Show the class the flashcards and elicit the name of each sport. Then, stick the
Teacher’s Resource Book,
pictureFcards F
on the left side of the board, with the pictures facing the board.
pages 111 and 112
Next, repeat with the word cards and stick them face down on the right side of
the board. Divide the class into two teams. Ask a volunteer from Team A to turn
over aSC SCcard and a word card and to say the actions. If they match, the
picture
i-flashcards
team wins the pair. If not, turn them over again. Next, a volunteer from Team B
More More has a turn. The winner is the team to win the most pairs.
phonics phonics
i-story cards
Before you read
Say: Open your books at page 40 and look at Lesson 4. Elicit the names of
the characters in the story. Then, hold up your book and point to the series of
pictures at the top of page 41. Say: Find the (clock) in the story and elicit the
scene number (Scene 2). Tell the class to work in pairs to find the other items in
i-poster the story. Correct as a class. Where possible, extend the activity with questions:
Is it two o’clock? What time is it? Who is (rollerblading)?
i-flashcards
7 Read and listen to the story. 1.39
Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: Where are the children? SS: In the gym. T: What
IWB i-book
time does the football start? Whose bag has Olga got? Whose bag has Karim
got? Can Tom rollerblade fast? Write the main parts from the story on the board:
narrator, Karim, Tom, Olga, Lucy. Divide the class into groups of five and tell
them to take a part each and read the story. Follow up by asking the children

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 LC Students develop Linguistic competence
UNIT 4 LESSON 4
Find
and Find
and
by listening to, reading and acting out a
say! say! story from their books. Stories help children
to develop important literacy skills. Knowledge is
Tom likes rollerblading. Tom likes rollerblading. Karim likes football. He can run
checked by having a reading race to find specific
Hey, look!
fast and score lots of goals.
parts of the text.
There’s Tom.

GOOOAAL!

He can rollerblade
very fast.

2 5 Well done, Karim! 6

an rideOlga
fast.is very good at gymnastics. Olga is very good at gymnastics. Later that day...
She can walk on her hands. She can walk on her hands.
Olga, that’s my cup!
No, it isn’t!

You’re fantastic, Olga!

Oh, no!

4 7 8

bularyExpressing She can(Tom)

Ability: likes likes (rollerblading).Expressing likes
ride fast. (Tom) likes (rollerblading). 41

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about the Sports day and the sports: Who is good at football? Who is good
at gymnastics? Who can rollerblade fast? Who can ride fast? When they have
finished the story, check comprehension by asking them to match sentence
halves:
Olga has got and score lots of goals.
Look at Lucy go! She can walk on her hands.
Karim can run fast Karim’s football shirt.
Olga is good at gymnastics. She can ride fast.

Make a story booklet

Ask the children to take the booklet template from the cut-outs envelope (or give
them copies of the cut-outs from the Teacher’s Resource Book, pages 111 and
112). Instruct them to look at the Student’s Book story and then to assemble the
booklets. The envelope also contains the speech bubbles for each story in sticker
format. Instruct the children to stick the speech bubbles in the correct places,
and to draw a v-shape on the bubble to clarify who is speaking. They might feel
confident doing this from memory or they may prefer to refer to the story in the
Student’s Book. Move around the class and help those children who need it.

Finishing off
Ask the children to put their books face down on their desks. Read out a
sentence from the story (caption or speech bubble) and signal to the children
to turn over their books and find the sentence. When they have found it, they
raise their hands. Elicit the scene number from the children.

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 Sports day!
9 Look at the sto

7 Order the pictures, then read and write True or False.

3 4

Karim is wearing his football shirt. False Lucy is in the cycling race. False

1 2

10 Find the words

It’s nearly two o’clock. True Olga has got Tom’s bag. False

8 Read the story and complete.

Tom Lucy Olga Karim

1 Tom is good at rollerblading. 3 Olga wins the gymnastics competition.

2 Karim scores a goal. 4 Lucy rides a bike.

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LC Students develop Linguistic competence by revising the story from the previous lesson.
Comprehension is checked by ordering pictures and then answering true or false questions
about the story. These activities help develop literacy skills and students’ self confidence.

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 Unit 4 - Lesson 4B
Activity Book, page 32

Objectives Getting started

To focus on comprehension of Remind the class about the story by asking them questions about it: What are
the story in the unit. the names of the children? Where are they? Is Karim wearing his football shirt?
What time is the football match? Then, ask them to open their Student’s Books
To review key vocabulary from
at Lesson 4. Assign the parts to seven volunteers (Lucy, Tom, Olga, Karim,
the story.
boy, girl, narrator). Read the story out loud.

Target language
7 Order the pictures, then read and write True or False.
Vocabulary:
Ask the children to look at and number the scenes in the same order as they
basketball, cycling, football,
appear in the Student’s Book. Then, write the first sentence on the board: It’s
gymnastics, rollerblading,
nearly two o’clock. Ask the children to look at their Student’s Books and say
skiing, swimming, tennis
whether the sentence is true or false.
Structures:
He likes tennis. 8 Read the story and complete.
She doesn’t like cycling. Ask the class to tell you the names of the characters from the story: Lucy, Tom,
She can ride a bike. Olga, Karim, boy, girl. Write the following sentence on the board: _____ is good
at rollerblading. Ask the children to look at the story and say the character’s
Materials name to complete the sentence (Tom). Tell the children to read the sentences
and complete them with a character’s name.
Teacher’s i-book

Resources

DVD 1

DVD Unit 4 Animated Story: Sports day!

Teacher’s resource book, page 31
Activity 1: Play the DVD. Tell the children to look at the five pictures and to write below each one the name of the
sport that it depicts.
Activity 2: The children have to look at the chart and then circle the affirmative or negative forms of the verbs in
the five sentences.

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 9 Look at the story and complete.

1 He can
rollerblade very fast.

2 Well done ,
Karim!

3 You’re fantastic ,
Olga!
4 Olga, that’s
my cup !

10 Find the words, then write.

clock rollerblades
A F P O I U Y T R E L K
R O L L E R B L A D E S
J O H G F D T S A M N O
B T V C X R L M I J N I
U B H B I G P T B A G P cup shirt
R A D H E U Z W I A P T
I L S J C L O C K H U Y
T L G F U C F D E R C L
A S D F L J U H Y G T F

nastics competition.
ball bike

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LL
Students develop their learning skills by spotting mistakes. They recognise untrue
information and offer the correct version. This activity helps to activate long term memory
skills and language expression.

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 Unit 4 - Lesson 4C
Activity Book, page 33

Objectives 9 Look at the story and complete.

Tell the children to look at the first scene and write the speech bubble text
To focus on comprehension of
on the board: ______ ______ ______ very fast. Invite a volunteer to come and
the story in the unit.
complete the sentence on the board: He can rollerblade very fast. Explain that
To review key vocabulary from the task is to complete each speech bubble by referring to the story in the
the story. Student’s Book.

10 Find the words, then write.

Target language
Draw a picture of a clock on the board and write the letters in a random order
Vocabulary: below it: o c l k c. Point to the picture and ask: What’s this? Then, ask the class
basketball, cycling, football, to call out the letters in the correct order to spell clock. Tell the class to find the
gymnastics, rollerblading, words in the word search and then write them out.
skiing, swimming, tennis; ball,
bike, clock, cup, rollerblades,
shirt Finishing off
Spot the mistakes. Tell the story again, with mistakes. Ask the class to call
Structures:
out Stop! when they hear you make a mistake and invite them to tell you the
He likes tennis.
correct word or phrase: The gymnastics start soon. (Stop! The football starts
She doesn’t like cycling.
soon.) You’ve got Karim’s pencil case. (Stop! You’ve got Karim’s bag.) It’s
She can ride a bike.
nearly two o’clock. The football match is starting, and so on.

Materials
Teacher’s i-book

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 Unit 4 - Lesson 5A
Student’s Book, page 42

Objectives Getting started

To practise sports vocabulary. Practise can/can’t. Put the flashcards on the board and point to them one by
one. Say: I can swim. I can’t rollerblade. Use gestures to remind the children
To practise can/can’t.
of the meaning. Ask for volunteers to come to the board and do the same.
To sing a chant. Then ask the children individually. Can you (swim)? S1: Yes, I can. / No, I can’t.
Emphasise the difference between the pronunciation of can and can’t.
Target language
Vocabulary: 8 Listen and chant. 1.40
climb, do, juggle, ride, Play the CD and encourage the children to listen. Say: Open your books at
rollerblade page 42. Ask the children to look at the picture and name the children they can
Structures: see there. Play the CD again and ask the children to follow it in their books.
He can ride a bike. Then, tell the class to stand up. Play the song again and ask the children to sing
She can’t swim. along and march on the spot. Then divide the class into two teams. Ask Team A
Can you swim? to chant the first line of each verse and Team B to chant the second. Then
Yes, I can. / No, I can’t. reverse roles and repeat. Read out a line from the chant and ask the children to
His name is Paul. find the line that comes next. T: Her name’s Dee. SS: She can climb a tree.
Her name is Dee. Continue until you have completed the rhyme. Divide the class into pairs and
tell the children to make statements and ask questions such as: S1: He can do
gymnastics. What’s his name? S2: His name’s Patrick.
Materials
Teacher’s i-book 9 Look and say.
CD Ask the children to look at the pictures on page 42 of their Student’s Books.
Unit 4 flashcards Identify all the different characters. Say: Who can you see? S1: I can see
(Olga). S2: I can see (Karim). Ask the children to try to match each character
with a sport. Give them a few minutes to work out the activity and then show
i-activity them the example of the activity: Tom can climb a tree. Ask for volunteers to
complete the sentences. Repeat with other volunteers until all the children
i-flashcards have said a sentence.

Finishing off
Divide the class into pairs. Ask the children to write down two sports they can
do and two sports they can’t. Then, tell them to ask each other questions and
to make notes about each other. When they have finished, ask for volunteers
to read out their results. S1: His name is (Daniel). He can (ride a bike) and he
can (play football). He can’t (ski) and he can’t (juggle). Continue the process
with the other children.

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 UNIT 4 LESSON 5
8 Listen and chant.
1.40
10 Listen, read a

His name’s Patrick,

He can do gymnastics. Kim
Dee

Her name’s Jade, Mike

She can rollerblade. Patrick

His name’s Mike,

He can ride a bike.
Her name’s Kim,
She can swim.

His name’s Paul,

He can juggle balls.
Paul
Her name’s Dee,
She can climb a tree. Jade

Beep on Grammar, page 9.

9 Look and say.

Tom can climb a tree.

11 Read and an

42 Ability (He) can (climb a tree).

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LC Students develop and consolidate their language skills by conducting a personal interview
with a classmate. They must get information and report back about their classmate’s
abilities playing different sports.

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 11 Look and circle. 13 Read and ma

2 3
6

1 4

1 He / She can juggle. 4 He / She can ride a bike.

2 He / She can play basketball. 5 He / She can do gymnastics.
3 He / She can climb a tree. 6 He / She can rollerblade.
14 Write about y

12 Write a caption for each picture.

He ride a bike play tennis

can
She do gymnastics swim

15 Draw your fav

1 She can do gymnastics. 2 She can play tennis.

3 He can ride a bike. 4 He can swim.

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LC Students develop Linguistic competence by perfecting their writing skills. This provides
structured guided practice where students write sentences.

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 Unit 4 - Lesson 5B
Activity Book, page 34

Objective Getting started

To practise can with different Practise He can and She can with the children. Ask six volunteers, three boys
sports verbs. and three girls, questions like: Can you climb a tree? Can you juggle? Can you
ride a bike? Tell the rest of the class that they must remember the answers.
Target language Then, touch one of the volunteers on the shoulder and ask: Can he play
basketball? Can she rollerblade? And so on. Then, ask for a volunteer to take
Vocabulary: over your role and another two volunteers to answer the questions.
basketball, bike, gymnastics;
climb, do, juggle, play, ride,
rollerblade 11 Look and circle.
Say: Open your Activity Books at page 34. Look at the picture. Ask the children
Structures:
to identify the sports activities that they can see in the picture. Then, explain
She can (juggle).
that they have to circle the correct personal pronoun in the six sentences
He can (climb a tree).
beneath the picture. The children do the activity. When they have finished, ask
them to read out their answers.
Materials
Teacher’s i-book 12 Write a caption for each picture.
Say: Look at Activity 12. Ask the children to look at the four pictures and to
make a caption using the words above. When they have finished, ask for
volunteers to read out their answers.

Finishing off
Ask the children to invent a character. Tell them to draw their character and
write a description of her/him. This is Mike. He can climb trees. He can juggle
100 balls and he can ride a bike. Exhibit the children’s work and encourage
them to walk around, talking about their posters.

Resources

Language

Teacher’s Resource Book, pages 58 – 60

Reinforcement
Activity 1: The children use the eight pictures to complete the crossword.
Activity 2: Tell the children to insert likes or doesn’t like in the eight sentences, according to what the pictures reveal.
Consolidation
Activity 1: The children have to look at the pictures, write the correct spellings of the four words, and then match
them to the pictures.
Activity 2: Tell the children to read the sentences to find information about the four children. They then complete the
grid with ticks and crosses.
Extension
Activity 1: The children have to label each of the four pictures.
Activity 2: Tell the children to use the ticks and crosses in the grid to help them complete the sentences correctly.

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 Unit 4 - Lesson 5C
Arts & Crafts

Objectives Getting started

To practise target vocabulary Write the letters of the word f-r-i-e-n-d-s on the board. You can choose to do
and structures. this activity individually, in pairs or in groups. Give the children a set time of
three minutes. They must try to write as many words as they remember that
To interact with classmates.
begin with these letters, in the established time. Stipulate that they cannot use
place names or proper names.
Target language
Vocabulary:
Make a booklet
cycling, doing gymnastics,
playing basketball, playing The children have to make a six-page booklet by first cutting round the dotted
football, playing tennis, line, then folding the sheet to make three double-sided pages. They then
rollerblading, skiing, swimming complete the four blank pages by drawing on each one a picture of a friend and
their hobby. Underneath each picture the children write the name of the friend
Structures: and a sentence beginning: He/She can... The children use the picture of the
I like cycling. different hobbies and sports to practise He/She can plus different verbs. The
I don’t like playing football. last page of the booklet serves as a reference for spelling.

Materials
Teacher’s i-book
scissors

SCC Students develop

Social and Civic
competences by
playing a game with the
whole class to finish off the
lesson. Make sure everyone
participates. Group games help
create a different pace in the
class.

Finishing off
Play Pictionary. Divide the class into three teams. Slowly start to draw part of
a vocabulary item on the board, for example, a pencil case. Ask: What’s the
object? Encourage the children to ask: Is it a (pencil case)? Give a point to
the first team that guesses correctly. Repeat with other vocabulary items from
previous units, or ask volunteers to the board to draw vocabulary items for the
class to guess.

Resources
Arts & Crafts
Teacher’s Resource Book, page 17

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 My end

ll
tba
foo
fri

play

Nam he
S
e

He/
s
Nam he
He/

e
S

Nam he
S
e

He/
Nam he
He/

e
S

My My
fri
en
Name
frie He/S
n ds
he
ds Name
He/S
he

Name
e
He/Sh
Name My
e
He/Sh
friends

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 Unit 4 - Lesson 6A
Student’s Book, page 43

Objective Getting started

To learn about different sports. Ask the children if they remember the title of the story in this unit. Write it on
the board: Sports day! Explain to the children that Sports day is very important
Target language in all schools in the United Kingdom and that when the children are young,
there are some very special races on Sports day. Tell them they are going to
Vocabulary: learn about some of these races. You could explain about a different race that
hands and feet race, running isn’t in the Student’s Book, to give them an idea, for example, an egg and
race, sack race, three legs race spoon race. Ask them if they know any other races like this.
Structures:
There are boys and girls. 10 Listen, read and say the race. 1.41
They’re running.
Say: Open your books at page 43. Look at the photos. Ask the children to read
the headings in the four photos: sack race, hands and feet race, running race,
Materials and three legs race. Ask a volunteer to read the text in the speech bubble. Play
Teacher’s i-book the CD and ask the children to follow the text in their books. Play it again and
CD then ask the children to read the four short descriptions aloud. Ask for four
volunteers to read the race descriptions again, and elicit the answers from the
rest of the class. S1: In the photo, there are boys and girls. They’re running.
i-activity T: What race is it? SS: The running race.

Answers
1 running race
2 three legs race
3 sack race
4 hands and feet race

11 Read and answer.

Say: Look at Activity 11. Divide the class into pairs and tell them to ask and
answer the questions in the speech bubbles. When they have finished, ask for
volunteers to act out the dialogue for the class. Repeat with other volunteers.

Finishing off
Ask the children to write a small paragraph about Sports day in their school.
When they have finished, ask for volunteers to read out what they have
written. Ask the children to refer to the sports vocabulary in the unit if they
want. Tell them they can invent a Sports day, if their school does not hold one.

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NIT 4 LESSON 5 UNIT 4 LESSON 6
10 Listen, read and say the race.
1.41

sack race hands and feet race

running race three legs race

1 In this photo, there are boys and girls.

I’m from the United Kingdom. They’re running.
Look at the photos of sports 2 In this photo, there are four girls. Look, they’ve
day at my school.
got three legs!
3 In this photo, there are two boys and a girl.
They’re jumping.
4 In this photo, there are two boys. One boy
is walking on his hands.

11 Read and answer.

Can you run fast?

What’s your favourite race?

Have you got a medal?

Can you walk on your hands?

Traditional races on a school sports day Answering questions 43

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CAE Students develop cultural awareness by learning about the British cultural tradition of
Sports day. They listen to the descriptions of different races and identify the photos that
match the description.

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 13 Read and match.

1 They’re jumping.
Sack race

ce
2 She’s walking on her hands. Running ra

d feet race
3 They’re running. Hands an

race
Three legs
4 Look! They’ve got three legs.

tics.

14 Write about you. Child’s own answers.

I like  I don’t like 

1 the hands and feet race. 2 the running race.

3 the three legs race. 4 the sack race.

15 Draw your favourite sport and write.

Hello! My name’s
.
Child’s own answers.
Child’s own drawing.
My favourite sport is
.

35

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IE Students develop their initiative by inventing a character with a personalised drawing and
description. Later, students share their work with the class talking about their posters.

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 Unit 4 - Lesson 6B
Activity Book, page 35

Objectives Getting started

To practise the Present Put the flashcards on the board and ask for volunteers (a boy and a girl) to
Continuous. pick out the sports that they like and dislike and to tell the rest of the class.
S1: I like tennis. I don’t like football. S2: I like basketball. I don’t like gymnastics.
To practise I like and I don’t
Then, ask S1 to talk about S2, and vice versa: S1: She likes basketball. She
like.
doesn’t like gymnastics. S2: He likes tennis. He doesn’t like football.
To write about your favourite
sport.
13 Read and match.
To review the language of the Say: Open your Activity Books at page 35 and look at Activity 13. Ask the
unit. children if they remember the special races you spoke about for Sports day in
Lesson 6. Ask them to look at the pictures and to try to identify the four races.
Target language Then, explain that they must match the names of the races to the pictures and
also the sentences on the left of the page. When they have finished, call out
Vocabulary:
one of the races: Sack race. The children call out the correct sentence: They’re
basketball, cycling, football,
jumping. Continue with the other three races.
gymnastics, rollerblading,
skiing, swimming, tennis; ball, 14 Write about you.
bike, clock, cup, rollerblades, Say: Look at Activity 14. Ask the children to fill in the sentences with I like or I
shirt; hands and feet race, don’t like. When they have finished, ask volunteers to read out their sentences.
running race, sack race, three
legs race; climb, do, juggle, 15 Draw your favourite sport and write.
ride, rollerblade Ask questions individually, such as: (David), do you like gymnastics? S1: Yes, I like
Structures: gymnastics. T: Do you like swimming? S1: No, I don’t like swimming. T: Do you
He likes tennis. like football? S1: Yes, I like football. T: Is gymnastics your favourite sport? S1: No,
She doesn’t like football. it isn’t. T: What is your favourite sport? S1: Football is my favourite sport. Repeat
Does he like football? the process with other children and then say: Look at Activity 15. We’re going to
Yes, he does. / No, he doesn’t. draw our favourite sport. The children write and draw their favourite sport.
There are boys and girls.
They’re running. Finishing off
She can (juggle).
Revision of all the target structures with general questions: He likes tennis.
He can (climb a tree).
She doesn’t like cycling. She can ride a bike. He can juggle. Do you like
football? I like/don’t like gymnastics. The children should answer the questions
Materials correctly. Continue with the questions. You can do this activity with flashcards
Teacher’s i-book from all the previous lessons.
CD
Unit 4 flashcards

Resources

DVD 2

DVD Unit 4 Real Kids

Teacher’s resource book, page 32
Activity 1: Tell the children to listen and to tick only the Activity 2: The children watch and listen to the DVD,
sports that George and Hannah mention. and choose words from the box to complete the six
sentences accordingly.

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 Unit 4 - Lesson 7A
Student’s Book, page 44

Objectives Getting started

To read a text about popular Do a quick survey with the children about their favourite sports. Write the
sports in the UK. following sports on the board: football, tennis, basketball, swimming, cycling,
gymnastics and athletics. Tell them they can only put their hand up once. Ask
To say a tongue twister and
them to put up their hand if their favourite sport is (football). Make a note of
practise the j sound.
the numbers for each sport and list the top five.

Target language
12 Read and answer.
Vocabulary:
athletics, cycling, football, Tell the children to read through the texts. Then, ask some volunteers to read
gymnastics, rollerblading, the sentences aloud. Ask them what each likes and doesn’t like. The children
swimming then copy and complete the sentences. Put them into small groups to check
their answers. Then check the answers together as a class.
Structures:
She likes swimming. Answers
She rides her bike with her 1 Jim 4 Jim
mum. 2 Jenny 5 Jenny
He doesn’t like rollerblading.
3 Jenny 6 Jim
He can run fast.

13 Listen and say a tongue twister. 1.42

Materials
Play the CD and encourage the students to repeat each line in the pauses.
Teacher’s i-book Emphasise the j sound at the beginning of the words and ask the class to
CD repeat. Say each line of the chant in turn. Play the CD again and invite the class
Unit 4 poster to chant again. Then, teach the students a clapping pattern to do in pairs along
with the chant. The pairs face each other, clap hands as they say the line and
then clap hands with a partner at the end of each line. Do this very slowly to
begin with and faster as the students become more familiar with the chant and
clapping along.

Finishing off
Tell the children to imagine a friend in the UK. Ask them to write a description
of them based on the examples in Activity 12. If they have time they can draw
a picture and then introduce their friend to their classmates.

Resources
Phonics

Teacher’s resource book, page 96

Activity 1: Tell the children to listen and to repeat each sound and each word that they hear.
Activity 2: The children have to use the pictures and the jumbled letters to find the correct words, which they
write in the spaces provided.

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 Culture UNIT 4 LESSON 7
Review
12 Read and answer. 1 Read and liste

os t popular spor ts in the UK

M

1 swimming
2 football
3 cycling
4 athletics
5 gymnastics

This is Jenny. She’s from the UK. She likes swimming.

She can swim fast. Jenny likes cycling too. She’s got
a red bike. On Saturdays, she rides her bike with
her mum. Jenny doesn’t like gymnastics.

This is Jim. He’s from the UK too. He can

run fast. Jim likes football and athletics.
On Sundays, he plays football with his friends in
the park. Jim doesn’t like rollerblading.

1 ... likes athletics. 4 ... plays football with friends.

2 ... can swim fast. 5 ... goes cycling on Saturdays.
3 ... doesn’t like gymnastics. 6 ... doesn’t like rollerblading.

13 Listen and say a tongue twister.

1.42

Jane can juggle lots of balls.

Jim can do gymnastics. 2 Copy and cor
John can jump and Jenny can jog.
I think they’re all fantastic!

44 Popular sports in the UK (He) can (cycle) fast. Phonics initial sound j as in jog and gymnastics

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LC
Students develop Linguistic competence by creating a rhythmic association between
phonology and word stress by saying a tongue twister.

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IT 4 LESSON 7
Review UNIT 4
1 Read and listen. Then write.
1.43

Beep and Robby are in the mountains. Beep doesn’t like skiing but Robby 2 ... ski very
Robby 1 ... skiing. fast.

Come on Beep, This is fantastic!

let’s go!

Look out! There’s a rock!

Look at Robby! Look at Robby! He can ski on one 4 ... !

He can jump!

Oh, yes!
I like 3 ... !

Be careful,
Robby! Weeee!

Robby can ski very 5 ... ! Look at Robby now! He can 6 ... !

Robby! Look out!

s.
ys.

Don’t worry, Beep! Oh, Robby!

You’re fantastic!

2 Copy and correct.

1 It’s raining in the mountains. 4 Beep says ‘Look out! There’s a tree.’
2 Robby likes swimming. 5 Robby can rollerblade on one leg.
3 Beep can ski very fast. 6 Robby can’t fly.

Unit structures: expressing likes and dislikes, can for ability 45

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LL Students develop their learning skills by speculating about missing words based on their
previous knowledge of the language.

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 Unit 4 - Review
Student’s Book, page 45

Objectives Getting started

To read and listen to a cartoon Put the poster on the board and ask for volunteers to describe what they
story. can see. Encourage them to use the structures and the vocabulary they have
To review the language of the learned in the unit. (He can rollerblade. She can swim, etc.)
unit.
1 Read and listen. Then write. 1.43
Target language Tell the children to look at the Beep cartoon and explain that Robby and Beep are in
Vocabulary: the mountains. Explain that Robby is skiing, but that Beep doesn’t like skiing. Ask
fantastic, fly, jump, leg, the children to read the cartoon and to make suggestions for the missing words.
mountains, skiing Play the CD and instruct the children to read and listen to the cartoon. Choose
vignettes arbitrarily for the next activity. Read out half a caption or speech bubble
Structures: and ask the children to complete it. T: Robby and Beep are … SS: In the mountains.
Robby likes/doesn’t like skiing. Repeat with the other sentences. Follow on by asking the class to read the cartoon
He can/can’t ski on one leg. aloud with volunteers taking the parts of Beep, Robby and the narrator. Repeat with
different children doing the reading.
Materials
Answers
Teacher’s i-book
CD 1 likes 4 leg
Unit 4 poster 2 can 5 fast
3 skiing 6 fly

i-story cards 2 Copy and correct.

Put the children into pairs. Explain that they are now the teachers and they have
to correct the mistakes which are underlined. Ask them to rewrite the sentences
i-activity correctly.

Answers
i-poster
1 snowing 4 rock
2 skiing 5 ski
i-flashcards 3 Robby 6 can

Finishing off
Ask the students to invent a monster or a story book character. You can
choose to have them do this individually or in small groups. Tell them to draw
their monster on A4 size paper and write a description of her/him. SS: This
is Monster Mike. He can climb trees. He can juggle 100 balls. He can’t swim.
Exhibit the children’s work and encourage them to walk around talking about
their posters.

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 Review UNIT 4
3 Look and write the sport.

1 2

4 5
6

4 Look at the story and complete.

1 ... can ride ... .

2 Tom ... rollerblade very ... .
3 ... can run fast and ... lots of goals.
4 Olga can ... on her ... .

5 Read and say True or False.

1 He likes tennis.
2 She doesn’t like cycling.
3 She likes swimming.
4 He likes football.
5 She likes rollerblading.
6 He doesn’t like swimming.

46 Unit vocabulary: sports and sports equipment (Karim) can (ride) very fast.

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LC Students develop their language skills through various activities to review the language
learned in the unit.

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 Unit 4 - Review
Student’s Book, page 46

Objective Getting started

To review the language of the Put the children into four teams. Give them one minute to write down as many
unit. sports as they can think of. Ask them to say their words and write them on the
board to check spellings.
Target language
Vocabulary: 3 Look and write the sport.
basketball, cycling, football, The children look at the equipment and write the name of each sport. Ask
rollerblading, swimming, tennis volunteers to write the words on the board and check their spellings.
Structures: Answers
Tom can rollerblade very fast.
He likes tennis. 1 tennis 4 basketball
She doesn’t like cycling. 2 rollerblading 5 cycling
3 swimming 6 football
Materials 4 Look at the story and complete.
Teacher’s i-book Remind the children of the story. If there is time, play the story audio. Ask them
CD what Tom, Karim, Olga and Lucy can do. The children look at the story and then
Unit 4 poster copy and complete the sentences.

Answers
i-poster
1 Lucy can ride fast.
2 Tom can rollerblade very fast.
i-flashcards 3 Karim can run fast and score lots of goals.
4 Olga can walk on her hands.

5 Look and say True or False.

Tell the children to look at the table and, working in pairs, to say whether the
statements are true or false. When they have finished, go through the answers
with the whole class.

Answers
1 False 4 True
2 True 5 False
3 True 6 True

Finishing off
In pairs the children ask each other more true/false statements about the table.

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 Review

1 Write the sports.

m w o f d r e a g
c n
g s l o
l ri c
i t
n b g l
i m a l l o n b i y l
1 swimming 2 football 3 rollerblading 4 cycling

2 Look and complete.

1 She doesn’t like cycling. He / She 2 He likes gymnastics.

likes / doesn’t like

3 She likes skiing. 4 He doesn’t like rollerblading.

3 Look and write.

1 She likes pizza . 1 He doesn’t like vegetables .

2 She likes painting . 2 He doesn’t like reading .
3 She likes cycling . 3 He doesn’t like rollerblading .

36

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LL Students develop their learning skills by playing a game with their dictionary and then
writing in the words. This activity helps students to be included in the learning process of
creating their own materials for reference.

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 Unit 4 - Lesson 7B
Activity Book, page 36

Objective Getting started

To review the language and Put the flashcards on the board and ask the children to say the sport. Ask
structures of the unit. them to think of more sports they know. Write them on the board. Choose
a sport and ask the children to put their hands up if they like the sport. Call
Target language out their names and tell the children it is important to remember the names.
Continue with two more sports. Finally, ask the children: Does (David) like
Vocabulary: (football)? Encourage the children to give full answers: No, (he) doesn’t like
basketball, cycling, football, (football). Yes, (she) likes (swimming).
gymnastics, rollerblading,
skiing, swimming, tennis; ball,
bike, clock, cup, rollerblades,
1 Write the sports.
shirt; hands and feet race, Say: Open your Activity Books at page 36 and look at Activity 1. Ask the children
running race, sack race, three to identify the sport. Then, tell them to write the word carefully. When they have
legs race; climb, do, juggle, finished, ask volunteers to spell the different words.
ride, rollerblade
2 Look and complete.
Structures:
Tell the children to look at the first picture and describe it. When they answer,
He likes tennis.
point to the structure and repeat. Then, tell them to write the correct words
She doesn’t like football.
under each picture.
Does he like football?
Yes, he does. / No, he doesn’t.
3 Look and write.
There are boys and girls.
They’re running. Say: Look at Activity 3. What can you see in the picture? Elicit cycling, painting,
She can (juggle). pizza. Say: Does the girl like pizza? SS: Yes, she likes pizza. T: That’s right. Do
He can’t (climb a tree). the same for all examples and drill structure and rhythm. Tell the students to
write the answers and check their work.

Materials Picture dictionary 3.12

Teacher’s i-book Ask the children to look at the Picture dictionary on page 72 of their Activity
CD Books. Hold up your two index fingers and signal to the class to do the same.
Unit 4 flashcards Say: Point to the girl skiing and the boy doing gymnastics. Encourage the class
to quickly point to the two pictures and check with the child next to them.
Repeat with other words from the page. Tell the children to trace each word on
the dictionary page. Play the recording and ask the children to look at the pictures
and repeat the words.

Finishing off
Write the following words on the board: painting, swimming, basketball, pizza,
reading. Say: Write one thing you like and one thing you don’t like. Tell the
children to stand in a circle, (where possible) boy/girl, boy/girl. Each child
gives their answers to the child on the right. Ask for a strong volunteer to give
the answer: (Marta) likes (pizza), (she) doesn’t like (painting). The child to the
left gives their answer, continuing until they complete the circle.

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 Unit 4 - Evaluation
Beep on grammar
Objective Unit 4 Test

To evaluate children’s Name: Class: Unit 4

Like / doesn’t like
1
understanding of target language 1.44

from the unit.

tennis.
He likes
football.
She doesn’t like
rollerblading.

Target language 1 Look at the table and write sentences. 1 Look and write sentences.

Vocabulary: Skiing Swimming Tennis Cycling

cycling, doing gymnastics, 2

playing basketball, playing
football, playing tennis,
rollerblading, skiing, swimming She likes . They like .

Structure:
© Santillana Educación S.L. 2012 PHOTOCOPIABLE

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

1 He doesn’t like skiing.
2 He likes swimming.

I like cycling. 3
4
He doesn’t like tennis.
He likes cycling.
I don’t like playing football. 5 She likes skiing.
She likes swimming.
6
They like . He likes . 7 She likes tennis.
1 Put a tick or a cross. (Track 1.44) 8 She doesn’t like cycling.

Materials
2 Complete the sentences.
157 8
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Teacher’s i-book 436917 _ 0001-0016.indd 8 20/02/12 8:30

CD Unit 4 Test
Like / doesn’t like Can
photocopies of Name: Class:

Teacher’s Resource Book, 3 E R B H S U I N L O P E X V D A 1

V G H S K E W Q M F V H F J L M
pages 157 and 158 C
S
O
F
Y
H
U I O H A R J G K E B D
K I Q R Y U C Y C L I N
V
G
2.9
He
can
climb a tree.
swim.
She
do gymnastics.
Z C B N N W R Y I P M S F H K X
V N Q A G Z W S X E N D C R F V
T G
1
B Y H N U J M I A K O L P
Look at the table and write sentences.
Z
1 Look and write sentences.
LC Students develop M
J
F
O
A
R
L Q P X N S K S W O C B
U A Z Q S X W T D C E F
F
V
R O L L E R B L A D I N G H K J Cycling
Linguistic competence T
N
T
B
G
T
B H J U T D G C L P O N
P Q D Y V M I S L A A G
S
Y
by participating in I
J
A
L
G
T
U I S Y E P S D A O P U
N L W E E F T E N N I S
T
L
2
a final assessment of the N L D R A J A O C G D U O O O M

unit content. Demonstrating 4

linguistic knowledge through
recognition tasks is a positive Mary
1
2 Mary Mary
1 He can swim.
2 He can play tennis.

way to get students used to

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

play football. rollerblade. play basketball. He can ride a bike.

3 3
4 4 He can play basketball.
summative testing. 5 5 She can play football.
She can rollerblade.
6 6
7 7 She can ski.
Mary 8 Mary Mary 8 She can do gymnastics.
ski. swim. play tennis.
9
3 Find the six sports.
4 Write about what Mary can do.
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Transcript
Unit 4 Test. Activity 1. Put a tick or a cross. 1.44

Olga doesn’t like rollerblading. Karim likes cycling.

Karim likes rollerblading. Tom doesn’t like swimming.
Lucy doesn’t like cycling. Olga likes swimming.

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 Introduction
5. Nature park
Unit objectives Anticipating difficulties
To understand and use target With the hectic rhythm of life nowadays, many children find it difficult to enjoy
language. some quiet space, and their concentration often suffers as a result. Ask the
children to think quietly about something they value very much, something they
To understand short dialogues. consider a treasure. Providing time for inner reflection can sometimes have very
To follow and enjoy a story. positive results. Knowing that their personal opinion is valued can help boost
the children’s self-esteem, and this would be reflected in their communication
To participate in songs and
skills.
chants.
To practise pronunciation: b. Teaching tip
One way of raising the children’s self-esteem could be to prepare an attractive
Target language box with a mirror inside. Tell them that there is a very valuable treasure inside
Vocabulary: the box, something which is very special, important and unique. They will be
bear, butterfly, eagle, fish, snake, excited, motivated and intrigued to see what is inside the box. One by one, in
spider, squirrel, wolf; claws, feet, silence, they are all invited to see what is inside the box. It would be interesting
legs, tail, wings to hear their individual comments at the end of this activity.

Structures:
It’s got wings.
Unit 5 Nature park
It hasn’t got wings. eagle
Can it fly? squirrel
Yes, it can. / No, it can’t.

wolf
spider

snake

fish
bear

butterfly

2.8

Birds and butterflies everywhere.

But look behind you!
EAN: 8431300158542 BEEP 3 © Santillana Educación S.L. 2012

A big, bad bear!

AAAAARGH! What a scare!

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 Unit 5 - Lesson 1A
Student’s Book, page 47

Objectives Getting started

To introduce and learn target Put the poster on the board. Ask the children if they can see Beep and Robby.
vocabulary. Explain to the children that Beep and Robby are in a nature park and that Robby
is taking lots of photos of the animals. Divide the class into pairs or small groups
To learn and sing a song.
and ask them to name any animals they already know. Go around the class,
To identify animals using asking the children the names of the animals, or telling them those they don’t
adjectives. know. Encourage them to use full answers. Then, say the names of each one of
the animals as you point to them on the poster and ask the children to repeat
Target language the words as a group. Point to one of the animals and ask: What’s this? SS:
A (snake). Ask a child to come to the front of the class and point to one of the
Vocabulary: animals. T: Point to the (squirrel). Then, ask another volunteer to come to the
bear, butterfly, eagle, fish, front of the class and tell the children to ask each other questions, pointing at
snake, spider, squirrel, wolf the poster. S1: What’s this? S2: It’s a (wolf).
Structures:
There’s lots to do.
1 Listen and sing. 2.1
There’s lots to see.
The bear’s big and brown. Say: Open your books at page 47. Tell the class to look at the picture and ask
them if they can see Karim and the other characters. Ask them where they are
(In a nature park.) Then, ask them what else they can see. Tell them they are
Materials going to hear a song about a nature park. Play the CD and ask the class to
Teacher’s i-book listen. Play the recording again and ask the class to try to follow the song in the
CD book with their fingers. Play the recording again and encourage the children to
Unit 5 poster join in singing. Join in yourself. Play it a few times until they are more confident.
Then, divide the class into groups and ask them to sing the song.

i-activity 2 Look and say.

Ask the children to look at the pictures of the animals in Activity 2. Ask
i-poster volunteers to name the animals. Then say: It’s (long and green). What is it?
SS: The (snake). Ask the children to work in pairs and to describe and guess
the different animals.

Finishing off
Tell the children to look at the poster. Start writing an animal word on the board
(S – Q – U…) letter by letter, and invite the children to guess which animal it is.
Alternatively, start with the last letter. Then, ask a volunteer to come to the board
and to begin an animal word. Repeat the process with the other children.

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 5. Nature park LESSON 1

1 Listen and sing.

2.1

Come to the nature park with me,

There’s lots to do and lots to see.

Animals, animals everywhere,

A big grey wolf, a big brown bear.
There’s an eagle in the sky,
Look! A pretty butterfly!
A squirrel climbing in a tree,
Aaargh! A spider next to me!
See the fish in the lake,
Look behind you! There’s a snake!

Come to the nature park with me,

There’s lots to do and lots to see.

2 Look and say.

It’s big and brown.

The bear!

bear snake eagle spider

wolf fish butterfly squirrel

Animals Descriptions It’s (big) and (green). 47

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MST Students develop and consolidate their knowledge of science by recognising, describing
and guessing familiar animals.

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 5. Nature park
1 Look and write.

wolf snake eagle spider bear fish butterfly squirrel

eagle
squirrel

wolf

bear

butterfly
fish

spider

snake

2 Read and colour the animals.

1 The wolf is grey. 2 The eagle is brown. 3 The squirrel is orange. 4 The spider is black.

• Now choose and colour. Child’s own answers.

5 The fish is . 7 The butterfly is .
6 The snake is . 8 The bear is .

37

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IE Students develop their initiative by personalising their drawings and then sharing or
presenting them with the rest of the class via a show and tell presentation.

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 Unit 5 - Lesson 1B
Activity Book, page 37

Objectives Getting started

To recognise and write the Put the animal flashcards on the board. Ask the children to identify the
names of animals. animals. Point to a flashcard and ask: What’s this? Then ask: What colour is
it? Repeat this process for all the animals. Encourage the children to answer
To identify animals using
using complete sentences: It’s a (bear). It’s (brown).
colours.

Target language 1 Look and write.

Vocabulary: Say: Open your Activity Books at page 37. Ask the children to look at the picture
bear, butterfly, eagle, fish, and to identify the animals. Say: What animals can you see? The children
snake, spider, squirrel, wolf; identify the animals. Then, ask them to write the names of the animals in the
black, brown, grey, orange boxes, choosing the correct word from the list of animals in the box.

Structures: 2 Read and colour the animals.

There’s lots to do. Ask the children to look at Activity 2. Explain that they are going to colour in the
There’s lots to see. picture and that the four animal colours are given in the activity. Don’t choose the
The bear’s big and brown. colour. Then, explain that they can choose the colours to colour in the other four
animals.
Materials
Finishing off
Teacher’s i-book
Unit 5 flashcards Display the children’s pictures and encourage them to go around the class to
look at what the other children have done. Encourage them to talk about the
pictures.

Resources
Reading and Writing

Teacher’s Resource Book, page 141

Activity 1: The children read the three sentences and write the names of the three animals they think are being
described.
Activity 2: The children have to insert ticks or crosses appropriately into the table. They then answer the five
questions writing Yes, it can or No, it can’t.

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 Unit 5 - Lesson 2A
Student’s Book, page 48

Objectives Getting started

To name and describe an Put the poster on the board. Point to one of the animals and say: This is a
animal. (bear). Has it got (claws)? Mime claws for the children by curling your fingers
and gesturing. Continue until you have introduced all the animal parts (claws,
To play a game about animals.
feet, legs, tail, wings). Then, call out one of the body parts and ask the children
to copy your mime.
Target language
Vocabulary: 3 Listen and read. 2.2
bear, butterfly, eagle, fish,
snake, spider, squirrel, wolf; Say: Open your books at page 48. Ask the children to look at the picture and
claws, feet, legs, tail, wings ask them what they can see. Tell them Karim is trying to guess the animal. Play
the CD and ask the children to follow the dialogue with their fingers. Play the
Structures: recording again, pausing to allow the children to provide the correct answer.
Has it got claws? Yes, it has. / No, it hasn’t. Then, tell the children to get into pairs and ask them
Yes, it has. / No, it hasn’t. to act out the dialogue, taking turns to play each character. Finally, choose pairs
to come to the front and act out for the rest of the class.
Materials
4 Play a game.
Teacher’s i-book
Ask the children to look at Activity 4 and tell you which animals they can see
CD
in the picture. Explain that they are going to play a game. Divide the class into
Unit 5 poster
pairs. The first child describes an animal. S1: It’s got claws. The second child
Unit 5 flashcards
tries to guess which animal it is. S2: Is it the bear? S1: No, it isn’t. It’s got a long
tail. S2: Is it the wolf? S1: Yes, it is. The children then reverse their roles.
i-activity
Finishing off
i-poster Choose an animal flashcard but don’t show it to the class. Invite a volunteer
to ask a question to guess the animal: Has it got (claws)? Reply, and then
give the class a chance to guess the animal. If they guess correctly, give them
i-flashcards three points. If not, elicit another question and give two points for a correct
guess. Finally, allow a third question and give one point for a correct guess.
If the class hasn’t guessed the animal, show it to them and award yourself
three points. Then, play again with a different animal.

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 UNIT 5 LESSON 2
3 Listen and read.
2.2
5 Read, listen a

What’s the animal, Karim?

Has it got legs?

Yes, it has.

Has it got wings?

No, it hasn’t.

Has it got a tail?

Yes, it has.

Has it got claws?

Yes, it has.

Is it a squirrel? Beep on Grammar, page 10.

Has it got … ?
Yes, it is! Look!
Has it got
legs?
a tail?
Yes, it has.
No, it hasn’t.
6 Play a game.

4 Play a game.

48 Animal body parts Short answers Has it got (a tail)? (Yes, it has).

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LC Students develop Linguistic competence by asking and answering questions about

animals and their body parts in order to practise oral production skills and consolidate
vocabulary.

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 3 Look and write. 5 Listen and num
wings tail claws legs

tail wings

6 Complete the
claws legs

4 Read and write the answers.

Yes, it has. ✓ No, it hasn’t. ✗

1 Has it got a tail? 4 Has it got wings?

Yes, it has . Yes, it has .
2 Has it got wings? 5 Has it got six legs?
No, it hasn’t . Yes, it has .
3 Has it got two legs? 6 Has it got claws?
No, it hasn’t . No, it hasn’t .

38

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LL Students develop their learning skills by reviewing new vocabulary. They use visual cues to
help them remember the names of the animal body parts and label them in English.

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 Unit 5 - Lesson 2B
Activity Book, page 38

Objectives Getting started

To practise using animal body Put the animal body parts flashcards on the board. Point to the flashcards
parts. and ask: What’s this? or What are these? The children answer and identify the
animal body parts. Then, point to one of the animal flashcards and ask: Has a
To describe an animal using
(bear) got (claws)? SS: Yes, it has. Repeat with all the body parts and then ask
animal body parts words.
the children to work in pairs, asking each other questions and answering them.

Target language
3 Look and write.
Vocabulary:
Say: Open your Activity Books at page 38. Ask the children to look at the picture
bear, butterfly, eagle, fish,
and ask them what they can see. SS: It’s an eagle. Tell them to write the body
snake, spider, squirrel, wolf;
parts in the correct place. Walk around the class to check that the children have
claws, feet, legs, tail, wings
done the activity correctly.
Structures:
Has it got claws? 4 Read and write the answers.
Yes, it has. / No, it hasn’t. Ask the children to look at Activity 4 and to tell you the animals they can see in
the pictures. Explain that they have to read the questions and write the answers
Materials using Yes, it has or No, it hasn’t. The children do the activity. When they have
finished, ask and answer the questions orally.
Teacher’s i-book
Unit 5 flashcards
Finishing off
Hand out the animal flashcards to eight volunteers and the animal body parts
flashcards to another five volunteers and ask them to come to the front of the
class. The children with the animal body parts flashcards ask the questions
(according to the flashcard they are holding) and the other volunteers answer
(again according to the flashcard they are holding). S1: Has it got (claws)? S2:
Yes, it has. / No, it hasn’t. The rest of the class have to try to guess what each
animal is.

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 Unit 5 - Lesson 3A
Student’s Book, page 49

Objective Getting started

To describe an animal using Children can get very enthusiastic about their pets. If you identify a child in the
animal body parts. class who is particularly shy or slow to participate, but whom you know has a
pet, invite them to bring a photo of the pet to class and use it to practise the
Target language unit structures (It has four legs, etc.).

Vocabulary:
bear, butterfly, eagle, fish, 5 Read, listen and say the animal. 2.3
snake, spider, squirrel, wolf; Ask the children to look at Activity 5. Ask them first to silently read the
claws, feet, legs, tail, wings sentences. Then, ask a volunteer to read the first sentence while the other
Structures: children follow the text with their finger. Finally, ask the children to listen to the
Has it got claws? CD. Elicit which of the four animals is being described.
Yes, it has. / No, it hasn’t.
6 Play a game.
Materials Ask the children to look at Activity 6. Explain that there are some animals
hidden in the picture and they must try to find them. Then, ask them questions
Teacher’s i-book about where they can see the animals: Is the (wolf) in the water? SS: No, it isn’t.
CD Repeat with all the animals and then ask the children to work in pairs, asking
each other questions and answering them.

Finishing off
Play a Memory game with the children. Write the following sentence on
the board: My friend Frank has a… Then, say: My friend Frank has a snake.
Indicate a child near you and ask them to repeat: My friend Frank has a snake
and a dog. Ask another child to continue: My friend Frank has a snake and
a dog and a spider. Continue the game with all the children in the class. If
they enjoy the Memory game, you can repeat the activity but add numbers to
make it more challenging: My friend Frank has a snake and three dogs and five
spiders, etc.

Transcript
Read, listen and say the animal. 2.3

1 Guess the animal. It’s got wings. It hasn’t got a tail.

2 Guess the animal. It’s got four legs. It hasn’t got wings.
3 Guess the animal. It’s got eight legs. It hasn’t got claws.
4 Guess the animal. It’s got a tail. It hasn’t got legs.

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IT 5 LESSON 2 UNIT 5 LESSON 3
5 Read, listen and say the animal.
2.3

1 It’s got wings. It hasn’t got a tail.

2 It’s got four legs. It hasn’t got wings. a spider

fish
3 It’s got eight legs. It hasn’t got claws.

a butterfly
4 It’s got a tail. It hasn’t got legs.

a wolf

Yes, it has.
No, it hasn’t.
6 Play a game.

Animal descriptions It (hasn’t) got (wings). 49

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SCC
Students develop social skills by playing the card game Memory in order to revise and
practise saying animals and numbers. Games enable fluency practice in the classroom
while developing social skills.

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 5 Listen and number the animals. 3.5

wings 2 4 5 1 3

6 Complete the sentences.

It’s got ✓ It hasn’t got ✗

1 It’s got four legs.

2 It hasn’t got wings.
3 It’s got a tail.

4 It’s got a tail.

5 It hasn’t got six legs.
6 It’s got claws.

• Now look and write.

Model answer
ngs?
. 7 It’s got four legs .
legs? 8 It’s got a tail .
. 9 It hasn’t got wings .
aws?
T
.

39

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DC Students develop Digital competence in the classroom by extracting specific information

from a short CD recording. In this activity, students match animals and descriptions.

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 Unit 5 - Lesson 3B
Activity Book, page 39

Objectives Getting started

To listen and guess the animal. Put the poster on the board. Ask the children to look at the poster and ask
questions: How many animals can you see with (claws)? SS: (Four.) T: Which
To play an animal game.
are they? SS: (The bear, the eagle, the squirrel and the wolf.) Continue with
the other body parts. Ask volunteers to take over your role and repeat the
Target language process.
Vocabulary:
bear, butterfly, eagle, fish, 5 Listen and number the animals. 3.5
snake, spider, squirrel, wolf; Say: Open your Activity Books at page 39. Look at the pictures. Ask the class
claws, feet, legs, tail, wings to identify the animals. Tell the children they are going to listen to descriptions
Structures: of the animals. Tell them to look at the pictures of the animals as they listen.
It’s got a tail. Play the CD. The children listen. Play the CD again, and this time the children
It hasn’t got feet. number the animals during the pause. Play it once more and stop after each
sentence. Say: What animal is it? The children answer aloud.
Materials 6 Complete the sentences.
Teacher’s i-book Explain to the children that they have to complete the sentences using It’s got
CD or It hasn’t got. Ask them to look at the photographs and identify the animals,
Unit 5 poster and then ask them to complete the nine sentences. When they have finished,
Unit 5 flashcards ask nine volunteers to read out their answers.

Finishing off
Put the animal flashcards on the board and describe one of the animals. Say:
It’s (brown). It’s got (claws). It hasn’t got (wings). What animal is it? SS: It’s a
(bear). Ask for a volunteer to describe an animal and then repeat the process
until all of the children have had a turn.

Transcript
Listen and number the animals. 3.5

1 What’s this animal? It’s got four legs and it’s got a tail. It hasn’t got wings.
2 What’s this animal? It’s got eight legs. It hasn’t got claws and it hasn’t got wings.
3 What’s this animal? It’s got wings. It hasn’t got a tail. It’s small and it’s got lovely colours.
4 What’s this animal? It’s got two legs and it’s got claws. It’s got wings and it’s got a tail.
5 What’s this animal? It hasn’t got wings and it hasn’t got legs.

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 Unit 5 - Lesson 3C
Arts & Crafts

Objectives Getting started

To practise target vocabulary Display the unit poster. Name an animal from the poster. Throw a ball to one
and structures. of the children and ask them to come to the front of the class and point to the
animal you said. Continue with the other children until all the words have been
To interact with classmates.
revised.

Target language
Make an animal wheel
Vocabulary:
bear, butterfly, eagle, fish, Tell the children to cut out the templates, including the dotted window. Using
snake, spider, squirrel, wolf a split pin, they then attach the two wheels together, with the animal pictures
on the lower wheel. As one wheel is spun and stopped, the name of the animal
corresponding to the revealed picture appears in the window.
Materials
Teacher’s i-book
Unit 5 poster
photocopies of Teacher’s
Resource Book, page 18
split pin
scissors
ball

LL Students develop
their learning skills
by creating an animal
wheel. Being actively involved
in creating art work and
receiving praise facilitates
wanting to learn more and
show off their work.

Finishing off
Divide the class into two groups. Have a list of the animal words (and others)
prepared in anagram format. Explain to the children that you will write the
anagrams on the board, letter by letter, and the first team to guess the animal
word gets a point. To make the game more challenging, you can warn them
that the words may not always correspond to animals, but to other target
vocabulary covered in the course. If they guess incorrectly, the other team gets
an opportunity to answer.

Resources
Arts & Crafts

Teacher’s Resource Book, page 18

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 w o lf
sp fl y
i er
de

tt
bu
r

s n a ke
e a gl e

el

ar
be

i rr

u
sq
fi s h

fi s h
fi s h

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 Unit 5 - Lesson 4A
Student’s Book, pages 50 and 51 Bear attack! UNIT 5 LESSON 4 UNIT 5 LESSON 4
Find
and
say!

Objectives 7 Read and listen to the story.

2.4

Don’t be silly, Olga!

The children are at the nature park. Olga can see an animal. It’s just a spider.
To enjoy a story. It can’t hurt you!

To read and listen for

comprehension.
To consolidate the language of
the unit.
Come on Olga.
Let’s go for a walk. Oh, no! What’s that?

Target language Be careful! I don’t know.

It’s got a big tail.

Vocabulary: 1 2 2

bear, butterfly, eagle, fish, Olga can see something scary with her binoculars.
Olga can see something scary with her binoculars.

snake, spider, squirrel, wolf;

claws, feet, legs, tail, teeth,
wings; big, hairy, horrible, scary
Help! It’s a wolf.
Structures:
Don’t be silly, Olga.
Let’s go for a walk. It’s a squirrel.

Be careful! Aaargh! It’s a horrible monster.

It’s got a big tail.

It’s just a spider. Look at the squirrel. It can climb very fast. 3 4 4

50 Animals Animal descriptions It’sAnimals

got big eyes an

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Teacher’s i-book
CD
Getting started
Unit 5 story cut-outs
Show the class the animal flashcards and elicit the names of the animals. Then,
More
Unit 5 flashcards
practice
More
practice P P
stick the flashcards on the left side of the board, with the pictures facing the
photocopies of
Teacher’s Resource Book, board. Next, repeat with the animal body parts flashcards and stick them face
pages 113 and 114 down F on theFright side of the board. Divide the class into two teams. Ask a
volunteer from Team A to turn over a flashcard and name the animal. Do the
same with the body parts and ask the volunteer to make a sentence: A (bear)
SC(claws).
has got SC A (fish) hasn’t got (claws). If the sentence is correct, the team
i-flashcards
wins a point. Turn the cards over again and change their positions. Next, a
More More volunteer from Team B has a turn. The winner is the team to win the most
phonics phonics
i-story cards points.

Before you read

Say: Open your books at page 50 and look at Lesson 4. Elicit the names of
the characters in the story. Then, hold up your book and point to the series of
pictures at the top of page 51. Say: Find the (claws) in the story and elicit the
i-poster
scene number (scene 6). Tell the class to work in pairs to find the other items in
the story. Correct as a class. Where possible, extend the activity with questions.
i-flashcards

IWB i-book

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 LC Students develop their language skills by
UNIT 5 LESSON 4
Find
and
say!
Find
and creating their own story booklet with the
say!
template and stickers.
Don’t be silly, Olga! Don’t be silly, Olga!
It’s just a spider. It’s just a spider.
It can’t hurt you! It can’t hurt you!

Oh, no! It’s a bear.

It’s got big eyes Quick! Run!
and hairy legs... GRRRRR!
2 5 6

mething scary with her binoculars. It’s time to go home.

It’s got big teeth
and claws... Thanks for the bear
costume. Goodbye!

GRRRRR!

Don’t be silly, Lucy! Tom! Run!

It’s just Tom.
4 7 8

Animal descriptions It’sAnimals

got big eyes and hairyAnimal
legs. descriptions It’s got big eyes and hairy legs. 51

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7 Read and listen to the story. 2.4

Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: Where are the children? SS: At the Nature Park.
T: Does Tom go for a walk with Olga and Lucy? SS: No, he doesn’t. T: Can Olga
see a monster? SS: No, she can’t. T: What is it? SS: It’s a spider. Write the main
characters in the story on the board: narrator, Teacher, Olga, Lucy. Divide the
class into groups of four and ask them to take a part each and read the story.
Follow up by asking the children about the play and the characters: What
animals do Olga and Lucy see? Has the squirrel got a big tail? Is the spider
scary? Has it got big eyes or small eyes? Is it a real bear?
Make a story booklet
Ask the children to take the booklet template from the cut-out envelope
(or give them copies of the cut-outs from the Teacher’s Resource Book,
pages 113 and 114). Instruct them to look at the Student’s Book story and then to
assemble the booklets. The envelope also contains the speech bubbles for each
story in sticker format. Instruct the children to stick the speech bubbles in the
correct places, and to draw a v-shape on the bubble to clarify who is speaking.
They might feel confident doing this from memory or they may prefer to refer to the
story in the Student’s Book. Move around the class and help those children who
need it.

Finishing off
Tell the class to open their books at the story pages and to hold the books on
their heads with the pages open like a hat. Read out a speech bubble or part
of a caption, say: Go! and instruct the children to race to find which scene it is
in. Tell them to stand up when they find it. When most of the class is standing
up, elicit the scene number. Repeat with other speech bubbles or captions.

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 Bear attack!
9 Look at the sto
7 Order the pictures, then read and write True or False.
4 1

Olga can see a wolf. False Karim is taking a photo. True

2 3

10 Solve the puzz

Lucy isn’t scared. True Lucy can see a butterfly. False

8 Read the story and complete.

Tom Lucy Olga Karim

1 Olga has got binoculars. 3 Lucy isn’t scared of spiders.

2 Tom pretends to be a bear. 4 Karim is wearing a hat.

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LC Students develop Linguistic competence by gaining oral fluency through re-reading the
story aloud. This speaking activity provides a structured, guided activity where students do
a role play with other class members.

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 Unit 5 - Lesson 4B
Activity Book, page 40

Objectives Getting started

To focus on comprehension of Ask the class questions about the story to check what they can remember:
the story in the unit. What are the names of the children? Where are they? Is Karim taking a photo?
What can Olga see? Then, ask them to open their Student’s Books at Lesson
To review key vocabulary from
4. Assign the parts to six volunteers (Lucy, Tom, Olga, Teacher, Tom (the bear),
the story.
Narrator). Read the story out loud.

Target language
7 Order the pictures, then read and write True or False.
Vocabulary: Ask the children to look at and number the scenes in the same order as they
bear, butterfly, eagle, fish, appear in the Student’s Book. Then, write the first sentence on the board: Karim
snake, spider, squirrel, wolf; is taking a photo. Ask the children to look at their Student’s Books and write
claws, feet, legs, tail, wings, whether the sentence is true or false.
teeth; big, hairy, horrible, scary
Structures: 8 Read the story and complete.
It’s got wings. / It hasn’t got Ask the class to tell you the names of the characters from the story: Lucy, Tom,
wings. Olga, Teacher, Tom (the bear). Write the following sentence on the board:
Can it fly? ­­­_____ has got binoculars. Ask the children to look at the story and say the
Yes, it can. / No, it can’t. character’s name to complete the sentence (Olga). Tell the children to read the
Let’s go for a walk. sentences and complete them with a character’s name.
Be careful!
It’s just a spider.

Materials
Teacher’s i-book

Resources
DVD 1

DVD Unit 5 Animated story: Bear attack!

Teacher’s Resource Book, page 33
Activity 1: Tell the children to read the five names of animals in the box. Play the DVD and ask the children which
animals they recognised. Next, they read the five sentences and try to match the descriptions with the five animals
named in the box. Play the DVD again, so that the children can check that they have written the correct names.
Activity 2: Tell the children to look at the pictures of the five animals. Play the DVD. Next, the children have to write
the answers to the five written questions, using short answers (Yes, it is. No, it doesn’t, etc.) when appropriate.

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 9 Look at the story and complete.
1 It’s got
big eyes and
hairy legs .

2 Oh no! It’s
a bear .
Quick! Run!

3 It’s got
big teeth and
claws ...

4 Thanks
for the
bear costume!

10 Solve the puzzle.

Across 1
B
2 4
2
S P I D E R
3
6 7 Q A C
4 5
B U T T E R F L Y

Down
I E A
6
1 2
R E W O L F
R T S
3 5 E H
7
f spiders. T A I L
hat.

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LL Students develop their learning skills by spotting the mistakes. They recognise untrue
information and offer the correct version. This helps to activate long term memory skills.

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 Unit 5 - Lesson 4C
Activity Book, page 41

Objectives 9 Look at the story and complete.

Tell the children to look at the first scene and write the speech bubble text on
To focus on comprehension of
the board: _____ _____ big eyes and _____ _____. Invite a volunteer to come
the story in the unit.
and complete the sentence on the board: It’s got big eyes and hairy legs.
To review key vocabulary from Explain that the task is to complete each speech bubble by referring to the
the story. story in the Student’s Book.

10 Solve the puzzle.

Target language
Draw a picture of a butterfly on the board and write the letters in a random order
Vocabulary: below: f u b e l t r y t. Point to the picture and ask: What’s this? Then, ask the
bear, butterfly, eagle, fish, class to call out the letters in the correct order to spell butterfly. Tell the class to
snake, spider, squirrel, wolf; solve the puzzle by writing the words from the picture clues.
claws, feet, legs, tail, wings,
teeth; big, hairy, horrible, scary
Finishing off
Structures: Tell the story again with mistakes. Ask the class to call out Stop! when they
It’s got wings. / It hasn’t got hear you make a mistake, and invite them to tell you the correct word or
wings. phrase: The children are at the Nature Park. Olga can see a car (Stop! Olga can
Can it fly? see an animal). The squirrel can climb very fast. It’s a lovely monster (Stop! It’s
Yes, it can. / No, it can’t. a horrible monster) and so on.
Let’s go for a walk.
Be careful!
It’s just a spider.

Materials
Teacher’s i-book

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 Unit 5 - Lesson 5A
Student’s Book, page 52

Objectives Getting started

To understand different animal Practise can and can’t. Hold one of the animal flashcards behind a book
characteristics. and slowly pull it out asking: What animal is this? SS: A bear. Then ask:
Can it (swim)? Practise all the verbs for this unit and make sure that you ask
To practise can and can’t.
questions that require both can and can’t in the answers.
To sing a chant.

8 Listen and chant. 2.5

Target language
Play the CD and encourage the children to listen. Say: Open your books at
Vocabulary: page 52. Play the recording again and ask the children to follow it in their
climb, fly, jump, swim books. Then, tell the class to stand up, play the chant again and ask the
Structures: children to chant along and march on the spot. Then, divide the class into three
Can a bear swim? teams. Ask Team A to say the first verse, Team B to recite the second and Team
Can it fly? C to chant the third. Then, reverse roles and repeat. Divide the class into pairs
Yes, it can. / No, it can’t. and tell the children to think of a description and ask their partner: What is it?
It can climb, but it can’t fly. S1: It can swim. It can’t climb a tree. What is it? S2: The fish. It can climb, but it
can’t fly. What is it? S1: The squirrel.

Materials 9 Read the questions and answer. Listen and check. 2.6
Teacher’s i-book Tell the children to look at the two photos on page 52 of their Student’s Books.
CD Ask: What animals can you see? Tell the children to read the three sentences for
Unit 5 flashcards each animal and to write down their answers. Play the CD and ask the children
to listen and check whether or not they have given the correct answer. When
they have finished, ask a volunteer to read the questions and another volunteer
i-activity to give the correct answers for the first photo. Do the same for the second
photo.
i-flashcards
Finishing off
Ask the children to think of two different animals and to write a short description.
For example: It’s big and grey. It can run but it can’t jump. It’s got big ears. (An
elephant.) Divide the class into pairs, and each child reads their description to
their partner. The partner tries to guess the animal.

Transcript
Read the questions and answer. Listen and check. 2.6

1 Boy: Can a bear swim? 4 Boy: Can a wolf jump?

Girl: Yes, it can. Girl: Yes, it can.
2 Boy: Can it climb trees? 5 Boy: Can it climb trees?
Girl: Yes, it can. Girl: No, it can’t.
3 Boy: Can it fly? 6 Boy: Can it swim?
Girl: No, it can’t! It hasn’t got wings! Girl: Yes, it can.

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 UNIT 5 LESSON 5
8 Listen and chant.
2.5
10 Read and ma

A fish can swim.

Oh yes, it can!
A fish can swim all day,
But can it climb in a tree?
No, it can’t.
No way!
A squirrel can climb.
Oh yes, it can!
A squirrel can climb all day,
But can it fly in the sky?
No, it can’t.
No way!
An eagle can fly.
Oh yes, it can!
An eagle can fly all day,
But can it swim in the lake?
No, it can’t.
No way!

9 Read the questions and answer. Listen and check.

2.6

11 Write and dr

1 Can a bear swim? 4 Can a wolf jump?

2 Can it climb trees? 5 Can it climb trees?
3 Can it fly? 6 Can it swim?

52 Animal ability Can (a squirrel) jump?

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SCC Students develop social skills by working in pairs to talk about animals’ abilities in
a guessing game. This helps to enable students to use real language in meaningful
situations.

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 11 Write the words in order and underline the correct answer. 13 Look, match a

1 Can run it Can it run ? 4 it Can fly Can it fly ?

Yes, it can. No, it can’t. Yes, it can. No, it can’t.
2 swim it Can Can it swim ? 5 Can climb it Can it climb ?
Yes, it can. No, it can’t. Yes, it can. No, it can’t.
3 it sing Can Can it sing ?
Yes, it can. No, it can’t.
14 Complete the
12 Draw an animal and answer the questions.
Yes, it can. ✓ No, it can’t. ✗

1 Can it climb trees?

Child’s own answers.
2 Can it run?

15 Write a descri
3 Can it swim?
Child’s own drawing.

4 Can it jump?

5 Can it fly?

42

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LC
Students develop Linguistic competence by perfecting their writing skills. This provides
structured, guided practice where students form questions and answers describing an
animal they have drawn.

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 Unit 5 - Lesson 5B
Activity Book, page 42

Objectives Getting started

To understand different Practise can and can’t. Ask the children questions using the target verbs
characteristics about animals. climb, fly, jump, run, sing and swim: Can you (swim)? S1: Yes, I can. / No, I
can’t. Then, put the poster on the board. Ask the children to look at the poster.
To practise can and can’t. Point to one of the animals and say: Can the (eagle) (swim)? SS: No, it can’t.
Continue with the other animals and the other verbs. Ask volunteers to take
Target language over your role and repeat the process.
Vocabulary:
climb, fly, jump, run, sing, swim 11 Write the words in order and underline the correct answer.
Structures: Say: Open your Activity Books at page 42. Look at Activity 11. Tell the children
Can a bear swim? to look at the photographs and identify the animals. Then, ask the children to
Can it fly? write the words in order to make questions and then circle the correct answer.
Yes, it can. / No, it can’t. When they have finished, ask one child to read out the first question and
another to give you the answer. Repeat the process for the other four questions
with other volunteers.
Materials
Teacher’s i-book 12 Draw an animal and answer the questions.
Unit 5 poster Ask the children to choose an animal and draw a picture of it. Then, ask them to
answer the questions. When they have finished, go around the class correcting
the activity while the children colour in their drawings.

Finishing off
Ask one child to think of an animal and tell the other children what animal it is.
The next child must say something it can do, and the next one something
it can’t do, and so on until one of them can’t think of any more things. This
child chooses another animal and the process is repeated: S1: A bear.
S2: It can climb. S3: It can’t fly. S4: It can swim. S5: It can’t sing. S6: It can
run. S7: I don’t know any more. A butterfly. S8. It can fly.

Resources
Language
Teacher’s Resource Book, pages 61 – 63
Reinforcement
Activity 1: Instruct the children to look at the eight pictures of animals and to match them to the correct names.
Activity 2: Each child has to draw their favourite animal in the blank square, and then complete the description on
the right.
Consolidation
Activity 1: The children have to read the five descriptions and write the names of the five corresponding animals.
Activity 2: Tell the children to draw their favourite animal (which may or may not be the same as in the previous
task!) in the blank square, and then to name it and write a description of it below the square.
Extension
Activity 1: Tell the children to find in the word search puzzle the names of the eight animals whose pictures appear
in Activity 2. They then write the correct names on the lines (in the order in which they find the words).
Activity 2: The children look at the numbered pictures of animals and compose one sentence about each animal
on the corresponding numbered line.

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 Unit 5 - Lesson 6A
Student’s Book, page 53

Objective Getting started

To describe and draw an Brainstorm the children for the names of animals that they haven’t yet seen
animal. in this unit. Give them clues like: It’s got four legs. It’s got a tail. It’s got claws.
It’s a favourite pet. (Dog/cat.) or It’s scary. It’s from Africa. It’s brown and
Target language very fierce. (Lion.) Mime any words the children might not know. Write all
the new animals on the board. Choose an animal and ask a volunteer to tell
Vocabulary: you something it can do and something it can’t, something it has got and
dolphin, lion, monkey, penguin something it hasn’t, and to give you an additional sentence to describe it (its
Structures: colour, for example). Repeat the process with other volunteers.
It’s got claws.
It hasn’t got wings. 10 Read and match.
It can climb trees. Say: Open your books at page 53. Look at the photos. Ask the children to read
It’s strong. the headings in the three photos: penguin, tiger, dolphin. Ask the children to
read the three short descriptions and to match the descriptions with the correct
Materials animal. Correct the activity by asking volunteers to read the descriptions and to
Teacher’s i-book tell you which animal they have chosen.
paper
Answers
1 tiger
i-activity 2 dolphin
3 penguin

11 Write and draw.

Say: Look at Activity 11. We’re going to draw and describe an animal. Ask for
volunteers to read out the sample description. Then, the children describe their
animal and draw a picture to go with the description.

Finishing off
Display the children’s drawings and descriptions. Encourage them to talk about
their work and to describe their animal. Read out some of the descriptions and
ask the children to guess when it is their animal.

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NIT 5 LESSON 5 UNIT 5 LESSON 6
10 Read and match.

penguin tiger
1
It’s got claws.
It hasn’t got wings.
It can climb trees.
It’s strong.

2
It hasn’t got legs.
It can swim.
It can’t climb trees.
It’s grey.
dolphin

3
It’s got wings.
It can swim.
It can’t fly.
It’s black and white.

Beep on Grammar, page 11.

11 Write and draw.

It’s got a tail.

It hasn’t got wings.
It can climb trees.
It can’t fly.

Descriptions of animals and their abilities 53

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IE Students develop initiative by creating a personalised artistic creation of an animal and

then a show and tell presentation in front of the class.

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 13 Look, match and write.

1 It’s got zebra

2 It hasn’t got run
3 It can four legs
4 It can’t
5 It’s black and white
6 It’s a claws
?

1 It’s got four legs. 4 It can’t fly.

climb ?
2 It hasn’t got claws. 5 It’s black and white.
3 It can run. 6 It’s a zebra.

14 Complete the description.

wings swim climb trees a tail

It’s got a tail . It hasn’t got wings .

It can swim . It can’t climb trees .

15 Write a description.

Child’s own answer.

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LC Students develop Linguistic competence by developing literacy skills. Writing a description

of a crocodile from a model provides structured, semi-guided practice. Afterwards,
students describe the animal they have drawn.

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 Unit 5 - Lesson 6B
Activity Book, page 43

Objective Getting started

To describe an animal. Write a list of animals on the board (crocodile, elephant, lion, monkey, parrot,
tiger, zebra) and tell the children you are going to describe one of the animals
Target language and that they have to see who is the first to guess which one it is, but only one
answer can be given each time. Say: It’s got four legs. S1: A zebra. T: No, it
Vocabulary: isn’t a zebra. It’s brown. S2: A lion. T: No, it isn’t a lion. It can climb trees. S3:
crocodile, parrot, zebra A monkey. T: Yes, that’s right. It’s a monkey. Then, ask the child who guessed
Structures: the animal to describe one, and so on until you have described all of the
It’s got four legs. animals.
It hasn’t got claws.
It can run. 13 Look, match and write.
It can’t fly.
It’s black and white. Say: Open your Activity Books at page 43. Look at Activity 13. Ask the children
It’s a zebra. to identify the animal. Then explain that they have to match the two halves of
the sentence and write out the sentences in order, from one to six. When they
have finished, ask volunteers to read their answers (there is no right order for
Materials this activity).
Teacher’s i-book
Unit 5 flashcards 14 Complete the description.
Say: Look at Activity 14. We’re going to complete the description of a crocodile.
Ask the children to look at the words in the box and then complete the
sentences. When they have finished, ask them to read out their descriptions.

15 Write a description.
Tell the children to use Activity 13 and Activity 14 as models to write a
description of the parrot. When they have finished, ask them to read out their
descriptions.

Finishing off
Put the animal flashcards face down on the table. Divide the class into two or
three teams. Tell the children you are going to give them the beginning of a
sentence. They have to finish the sentence and then turn over the flashcard to
see if their sentence is correct for the animal. If it is, they get a point for their
team. Use the sentences in Activity 13, say: It’s got... It hasn’t got... It can... It
can’t... It’s a... It’s...

Resources

DVD 2

DVD Unit 5 Real Kids

Teacher’s Resource Book, page 34
Activity 1: Tell the children to watch and listen to the DVD. They then have to read the eight questions and write the
answers below.
Activity 2: The children have to complete the sentences by filling in the gaps.

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 Unit 5 - Lesson 7A
Student’s Book, page 54

Objectives Getting started

To read a text about a park vet. Show the map of the UK and help the children to locate Cumbria and the Lake
District. Explain that it is a national park and that there a lot of animals there.
To say a tongue twister and
Ask them if they have seen an eagle.
practise the b sound.

Target language 12 Read and write True or False.

Vocabulary: Tell the children to read through the text. Then, ask some volunteers to read the
eagle, scared, vet, wing sentences aloud. Ask them who the people are in the photos. The children then
decide if the sentences are true or false and write their answers. Put them into
Structures: small groups to check. Then, check the answers together as a class.
He lives in Cumbria.
It’s got a broken wing. Answers
The eagle can fly. 1 False 4 False
2 True 5 False
Materials 3 False 6 True
Teacher’s i-book
CD 13 Listen and say a tongue twister. 2.7
Unit 5 poster
a map of the UK Play the CD and encourage the children to repeat each line in the pauses.
Emphasise the b sound at the beginning of the words and ask the class to
repeat. Say each line of the tongue twister in turn. Play the CD again and invite
the class to chant again. Then, teach the children a clapping pattern to do in
pairs along with the tongue twister. The pairs face each other, clap hands as
they say the line and then clap hands with a partner at the end of each line. Do
this very slowly to begin with and faster as the children get more familiar with
the tongue twister and with clapping along.

Finishing off
Put the children into small groups and ask them to think of as many words as
they can in English that start with the letter b. Give them a time limit and then
let them read out their lists. See which group has the most words.

Resources
Phonics

Teacher’s Resource Book, page 97

Activity 1: Tell the children to listen and repeat each sound and each word that they hear.
Activity 2: The children have to look at the word search puzzle and find six words beginning with b. They then copy
the words onto the lines at the side.
Activity 3: Tell the children to look at the four pictures and write the corresponding words underneath them.

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 Culture UNIT 5 LESSON 7
Review
12 Read and write True or False. 1 Read and list

ar
The p k vet

This is Guy. He’s eight. He lives in the Cumbria

National Park in the UK. Guy’s dad is a vet. He
looks after sick animals. On Saturdays, Guy goes
into the park with him to help.

Look at this eagle. It’s got a broken wing. It’s in

the park animal hospital. Guy and his dad work very
quietly and don’t move quickly because eagles are
scared of people.

Now the eagle can fly again!

1 Guy lives in France. 4 The eagle has got a broken claw.

2 Guy’s dad is a vet. 5 Eagles love people.
3 Guy helps him after school. 6 Guy’s dad helps the eagle fly.

13 Listen and say a tongue twister.

2.7

2 Write the sen

Birds and butterflies everywhere.
But look behind you!
A big, bad bear!
AAAAARGH! What a scare!

54 Vets and their work Now the eagle can fly again! Phonics initial sound b as in behind

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LC
Students develop Linguistic competence by developing a musical rhythmic association
between phonology and word stress for the sound b.

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IT 5 LESSON 7
Review UNIT 5
1 Read and listen. Then write.
2.8

Beep and Robby Oh, no! What is the 2 ... doing?

are having a 1 ... .

Ah, here’s my banana!

Squirrels are my
favourite animals!

Where’s my Now it’s got Robby’s banana.

? Robby!
3 ...

What a
Look at the squirrel. It’s got Beep’s sandwich. scary 4 ... !
Now the squirrel is eating Robby’s banana.
It’s the squirrel!

claw.

fly.
Where’s my Squirrels are NOT
? Beep?
5 ... my 6 ... animals!

2 Write the sentences in order.

1 Robby is reading a story about a wolf. 4 The squirrel takes Beep’s sandwich.
2 Beep can’t find his sandwich. 5 Robby takes a photo of the squirrel.
3 The squirrel is eating Robby’s banana. 6 The squirrel takes a cake.

Unit structure: have got The Present Continuous and the Present Simple 55

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LL Students develop their learning skills by speculating about missing words based on their
previous knowledge of the language.

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 Unit 5 - Review
Student’s Book, page 55

Objectives Getting started

To read and listen to a cartoon Put the poster on the board and ask for volunteers to describe what they can
story. see. Encourage them to use the structures and vocabulary they have learned
To review the language of the in the unit: I can see an eagle. It’s got wings and it can fly, etc.
unit.
1 Read and listen. Then write. 2.8
Target language Tell the children to look at the Beep cartoon and explain that Robby and Beep are
Vocabulary: having a picnic in the country. Ask the children to read the cartoon and to make
banana, favourite, sandwich, suggestions for the missing words. Play the CD and instruct the children to read
squirrel, wolf and listen to the cartoon. Read out half a caption or speech bubble and ask the
children to complete it. T: Look at the squirrel, it’s got… SS: Beep’s sandwich.
Structures: Repeat with the other sentences. Follow on by asking the class to read the cartoon
They are having a picnic. aloud, with volunteers taking the parts of Beep, Robby and the narrator. Repeat
Where’s my sandwich? with different children doing the reading.
It’s got Beep’s sandwich.
Answers
Materials 1 picnic 4 wolf
Teacher’s i-book 2 squirrel 5 banana
CD 3 sandwich 6 favourite
Unit 5 poster
2 Write the sentences in order.
Put the children into pairs. Tell them to read through the sentences and then
i-story cards to write them out in the correct order. Ask a volunteer to read out the first
sentence, get the rest of the class to say if they agree or not. Continue with the
rest of the sentences and other volunteers.
i-activity
Answers
i-poster 1 Robby takes a photo of the squirrel.
2 The squirrel takes Beep’s sandwich.
3 Beep can’t find his sandwich.
i-flashcards 4 Robby is reading a story about a wolf.
5 The squirrel is eating Robby’s banana.
6 The squirrel takes a cake.

Finishing off
Ask the children to draw a made-up animal. It can have characteristics
from other animals, for example, an eagle’s claws, a zebra’s tail, and so on.
They think of a name for it and write a description of the animal. Display the
children’s drawings and descriptions. Encourage them to talk about their work
and describe their animal. Read out some of the descriptions and ask the
children to guess when it is their animal.

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 Review UNIT 5
3 Unscramble and write.

1 tubertfyl 2 alege 3 rideps

4 querlsir 5 kanes 6 rabe

4 Look and complete.

1 It’s ... wings and claws. 2 ... four legs and a big tail.
It can ... in the sky but ... swim. ... climb trees but ... fly.

5 Ask in pairs.

a b c
✓ = Yes, it has.
✗ = No, it hasn’t.

1 Has it got wings?

2 Has it got legs?
3 Has it got a tail? d
4 Has it got claws?

56 Unit vocabulary: animals Animal descriptions Short answers

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LC Students develop their language skills through various activities to review the language
learned in the unit.

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 Unit 5 - Review
Student’s Book, page 56

Objective Getting started

To review the language of the Put the children into four teams. Give them one minute to write down as many
unit. animals as they can think of. Ask them to say their words and write them on
the board to check spellings.
Target language
Vocabulary: 3 Unscramble and write.
bear, butterfly, eagle, snake, Write the word wolf on the board with mixed up letters, oflw. Ask a child to say
spider, squirrel; claws, legs, tail, what animal it is and to come and write the word correctly. The children then
wings look at the mixed up animal words in their books and write them properly in their
Structures: notebooks. Check the answers by asking children to come out and write the words
It’s got wings and claws. correctly.
Has it got legs?
It can fly but it can’t swim.
Answers
1 butterfly 4 squirrel
2 eagle 5 snake
Materials
3 spider 6 bear
Teacher’s i-book
CD 4 Look and complete.
Unit 5 poster Look at the picture of the eagle and ask volunteers to read out the sentences
saying the missing words. Repeat with the squirrel. The children then copy and
write the descriptions.
i-poster
Answers
i-flashcards 1 got, fly, can’t
2 It’s got, It can, it can’t

5 Ask in pairs.
Tell the children to work in pairs. They take it in turns to point at an animal and
ask a question. When they have finished, correct the activity by asking the class
the questions and pointing to the animals at random.

Finishing off
Tell the children to all write down the name of an animal in secret. Choose one
child to come out. The rest of the class then ask questions like in Activity 5 to
guess the animal. Continue with other children.

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 Review

1 Look and complete.

1 fish 2 bear 3 spider 4 snake 5 eagle

2 Follow and circle the right word.

It’s got wings / a tail.

It’s got two / four legs.

It’s got claws / wings.

It’s got wings / a tail.

It’s got six / eight legs.

It’s got a tail / legs.

3 Write the question and tick (✓) or cross (✗).

1 2 3 4

lfy trs
1 Can it fly ? licbm ee 3 Can it climb trees ?

nur 2 Can it run ? miws 4 Can it swim ?

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LC Students develop Linguistic competence through fluency skills by responding to the

teacher’s questions about the unit poster. They consolidate language learning while
building both fluency and accuracy.

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 Unit 5 - Lesson 7B
Activity Book, page 44

Objectives Getting started

To review the language of the Put the poster on the board. Ask the children questions: Which animals can
unit. fly? Which animals can’t fly? Which animals have got four legs? Which animals
have got claws? Which animals have got a tail? Which animal is black? Which
To review the structures of the
animal has got eight legs?, etc.
unit.

Target language 1 Look and complete.

Vocabulary: Say: Open your Activity Books at page 44 and look at Activity 1. Ask the children
bear, butterfly, crocodile, eagle, to identify the animals. Then say: Now complete the words. The children
fish, parrot, snake, spider, complete the words. When they have finished, ask them to spell out the five
squirrel, wolf, zebra; claws, animals. Make sure they pronounce the letters correctly. You can also ask them
feet, legs, tail, teeth, wings; big, to spell some of the other animals they have learned in this lesson.
hairy, horrible, scary
Structures: 2 Follow and circle the right word.
It’s got wings. / It hasn’t got Say: Look at Activity 2. What animals can you see? The children identify the
wings. animals. Then, ask the children to follow the lines from the animals to the
Can it fly? sentence boxes. Explain that they have to circle the right answer for each
Yes, it can. / No, it can’t. animal. When they have finished, ask six volunteers to read out their answers.
There’s lots to see.
The bear’s big and brown. 3 Write the questions and tick ( ) or cross ( ).
Has it got claws? Say: Look at Activity 3. What animals can you see? The children identify the animals.
Yes, it has. / No, it hasn’t. Then, ask the children to write the questions and tick or cross the boxes. When they
Let’s go for a walk. have finished, ask the questions and tell the children to answer Yes or No.
Be careful!
It’s just a spider. Picture dictionary 3.13
Ask the children to look at the Picture dictionary on page 73 of their Activity Books.
Materials Hold up your two index fingers and signal to the class to do the same. Say: Point to
the wolf and the snake. Encourage the class to quickly point to the two pictures and
Teacher’s i-book
check with the child next to them. Repeat with other words from the page. Then, tell
CD
the children to write the words beside the corresponding pictures. Play the recording
Unit 5 poster
and ask the children to look at the pictures and repeat the words.

Finishing off
Ask the children to choose an animal that they have not studied in this lesson.
You may have to give them the name of the animal in English. Ask the children
to draw and colour in a picture of their animal and then write six sentences to
give a short description. Display the children’s work and encourage them to talk
and answer questions about their pictures and their animals.

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 Unit 5 - Evaluation
Beep on grammar
Objective Unit 5 Test

To evaluate children’s Name: Class: Unit 5

Has it got...? It’s got...
1
understanding of target language 2.9

from the unit. legs?

a tail? Yes, it has.
Has it got
claws? No, it hasn’t.
wings?

Target language 1 Write the questions and answer.

1 Look and complete.
Vocabulary:
bear, butterfly, eagle, fish, 2 eagle squirrel fish bear

snake, spider, squirrel, wolf fly ✓ ✗ ✗ ✗ 1 it / claws / got / Has ?

Has it got claws?
Structures:

run ✗ ✓ ✗ ✓
Yes, it has.
It’s got wings.
No, it hasn’t. No, it hasn`t.
swim ✓ ✓
✗ ✗ 2 wings / it / Has / got ?

It hasn’t got claws.

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

Has it got wings?
1 Can a squirrel fly? Yes, it can. No, it can’t.

It can fly.
2 Can an eagle run? Yes, it can. No, it can’t.
Yes, it has. No, it hasn’t. No, it hasn’t.
3 Can a bear swim? Yes, it can. No, it can’t.

It can’t jump. 4 Can a fish fly? Yes, it can. No, it can’t.

5 Can a squirrel run? Yes, it can. No, it can’t.

3 got / it / Has / a tail ?
Has it got a tail?

6 Can an eagle fly? Yes, it can. No, it can’t.

No, it hasn’t. Yes, it has. No, it hasn’t.
1 Listen and number. (Track 2.9)

Materials 2 Look at the table and answer the questions about the animals.
159 10

Teacher’s i-book 436917 _ 0001-0016.indd 10 20/02/12 8:30

CD Unit 5 Test
Has it got...? It’s got... / It hasn’t got...
photocopies of Name: Class:

Teacher’s Resource Book, 3

pages 159 and 160 It’s got
a tail.
wings.
It hasn’t got legs.
claws.

1 Write the questions and answer.

1 Look and complete.

LL Students develop
learning skills by
applying acquired 4
learning strategies such 1 It’s got a tail. 5 It’s got a tail.
as focusing attention and No, it hasn`t.

memory recall, as well as 2 It hasn’t got wings. 6 It’s got claws.

comprehension and linguistic

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

No, it hasn’t.
3 It hasn’t got six legs. 7 It’s got
expression, in order to
two legs.

complete an end of unit 1 It’s got three green arms. 4 It’s got one yellow eye.
No, it hasn’t.
4 It’s got a tail. 8 It hasn’t got claws.

assessment. 2 It’s got four blue legs.

3 It’s got one pink wing.
5 It’s got purple hair.
6 It’s got two brown mouths.
11
3 Write the words.
4 Read, draw and colour.
160 436917 _ 0001-0016.indd 11 20/02/12 8:30

Transcript
Unit 5 Test. Activity 1. Listen and number. 2.9

1 It’s got wings and it can fly. It’s got lots of colours. 4 It’s got a tail and it’s got four legs. It runs very fast.
2 It’s got claws and it’s got legs. It’s very big. 5 It hasn’t got any legs or any wings. It can’t fly.
3 It hasn’t got wings and it’s got eight legs. It can’t fly. 6 It’s got wings and it’s got claws. It can fly very high.

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 Introduction
6. After school fun!
Unit objectives Anticipating difficulties
To understand and use target There will always be a certain amount of teasing in the classroom. Children
language. get teased for all sorts of reasons whether it be their size, colour or the way in
which they do certain things. However serious the teasing is, it could make day
To understand short dialogues. to day life quite difficult like, for example, concentrating on school work.
To follow and enjoy a story.
To participate in songs and Teaching tip
chants. There are many ways of dealing with teasing. Sensitive issues such as size
could be dealt with by playing cooperative games and storytelling. Tell the
To say a chant and practise the children stories where the smallest element is the best and ‘wins’ or that the
g sound. ‘odd one out’ saves the day and becomes the hero. This way the children can
see that it’s not always the biggest or obvious element that wins every time.
Target language
Vocabulary:
dancing, doing jigsaws, Unit 6 After school fun
gardening, making models,
playing cards, playing the
guitar, reading, singing;
bathroom, bedroom, garden,
hall, kitchen, living room
Structures:
What’s he/she doing? playing
He/She’s playing the guitar. the guitar
Where is Olga? singing
She’s in the kitchen.
dancing
playing
cards

making
models

gardening

reading
doing puzzles

2.17

Gordon’s good at gardening.

Gail’s good at guitar.
EAN: 8431300158542 BEEP 3 © Santillana Educación S.L. 2012

But Gary’s good at playing golf.

He’s a superstar!

359604 _ 0001-0016.indd 7 07/10/11 14:08

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 Unit 6 - Lesson 1A
Student’s Book, page 57

Objectives Getting started

To introduce and learn target Put the poster of the activities on the board. Ask the children if they can
vocabulary. see Beep and Robby. Explain to the children that Beep and Robby are at an
after-school club. Explain that the children are doing one of their favourite
To learn and sing a song.
activities. Go around the class telling the children the different activities and
To identify animal characters asking about their favourite ones. Encourage them to use full answers. After
using adjectives. the third or fourth child, tell a strong student about their favourite activity,
then ask them ‘to be the teacher’ and ask the question to another child, who
Target language answers, and then this child asks another child the same question. Continue
until everyone has asked and answered, helping where necessary. Then, point
Vocabulary: to an activity and ask the children about the activities. T: (Fiona), do you like
dancing, doing puzzles, (dancing)? Go through all the different activities. Then, encourage the children
gardening, making models, to ask you questions about the activities. Before you answer, encourage them
playing cards, playing the to predict your answer with thumbs up for a Yes answer and thumbs down for
guitar, reading, singing a No. Hold your thumb in the neutral position and then turn it to reveal whether
Structure: you like the activity or not.
I like reading.
1 Listen and sing. 2.10
Materials Say: Open your books at page 57. Ask the class to look at the picture and
Teacher’s i-book ask them if they can see Karim and the other characters. Ask them what they
CD are doing. Tell them they are going to listen to a song about hobbies. Play the
Unit 6 poster CD and ask the class to listen. Play it again and ask the class to try to follow
the song in the book with their fingers. Play the CD again and encourage the
children to join in the singing. Join in yourself. Play the recording a few times
i-activity until they are more confident. Then, divide the class into groups and ask them
to sing the song.
i-poster 2 Mime and say.
Ask the children to look at the pictures of the activities in Activity 2. Ask
volunteers to name them. Then, mime one of the activities and say: I like
(reading). Ask the children to work in pairs and to mime and guess the different
activities, following the example in their books.

Finishing off
Tell the class to watch your mouth and say one of the activities silently, just
moving your lips. Invite the children to guess which activity you said. Repeat
the process with volunteers and then ask the children to play in pairs.

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 6. After school fun! LESSON 1

1 Listen and sing.

2.10

After school there’s lots to do,

Lots to do, lots to do.
After school there’s lots to do,
Lots of fun for me and you!

I like making models,

And I like playing cards.

I like doing puzzles,

And playing the guitar.

I like singing songs,

And I like dancing too.

I like gardening, I like reading.

How about you?

2 Mime and say.

Reading!

making models playing cards singing dancing

gardening reading playing the doing puzzles

guitar

Free time activities 57

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CAE Students develop cultural awareness by creating a musical/rhythmic association for new
vocabulary from the unit via learning a song. Songs help students activate and store
information in their long term memory.

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 6. After school fun!
1 Look and write.

making models singing reading playing the guitar making models sing
playing cards dancing gardening doing puzzles playing cards danc

gardening
dancing
making
models

doing
playing
puzzles
cards
reading

playing
the guitar singing

2 Cross out the extra letters. Find the sentence.

S h e ’ s o p l a y i n g t t h e r g u i t a r e a n d l h e ’ s l s i n g i n g s.

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LC
Students develop Linguistic competence by focusing on the relationship between spelling
and meaning. Developing awareness of spelling is an important aspect of communication
and expression in any language.

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 Unit 6 - Lesson 1B
Activity Book, page 45

Objective Getting started

To practise target vocabulary. Put the flashcards of the activities on the board. Mime one of the activities
and ask a volunteer to come to the board, point to the correct flashcard and
Target language read out the activity. The volunteer then mimes a different activity and the first
person to guess what it is comes to the front of the class, points to the correct
Vocabulary: flashcard and reads out the activity. Continue the process until you have read
dancing, doing puzzles, all the activities or until all the children have had a turn.
gardening, making models,
playing cards, playing the
guitar, reading, singing 1 Look and write.
Structures: Say: Open your Activity Books at page 45. Ask the class to look at the activities
He’s gardening. in the box and then to look at the picture. Tell them they must write the correct
She’s playing the guitar. activity in the appropriate box. When they have finished, hold up your book,
What’s he/she doing? point to one of the characters and ask: What’s (he) doing? The children read out
their answers.

Materials 2 Cross out the extra letters. Find the sentence.

Teacher’s i-book Ask the children to look at Activity 2. Explain that the sentence describes two
Unit 6 flashcards activities from the picture but that there are some extra letters. Explain to the
children that they must cross out the extra letters if they want to be able to read
the sentence. The children cross out the letters. When they have finished, ask a
volunteer to read out their sentence.

Finishing off
Divide the class into pairs. Tell the children they must choose two activities
from the picture in Activity 1 and write a sentence with extra letters for their
partner to work out. When they have finished, ask the children to read out their
sentences.

Resources
Reading and Writing
Teacher’s Resource Book, page 142
Activity 1: The children have to match the four photos to the corresponding sentences.
Activity 2: Tell the children to rearrange and write the words so as to form four correct sentences.

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 Unit 6 - Lesson 2A
Student’s Book, page 58

Objective Getting started

To say and describe what Put the poster on the board. Point to one of the activities and say: What’s (he/
someone is doing. she) doing? SS: (Making models.) Continue until you have gone through all
the activities. Then call out one of the activities and ask the children to mime
Target language it. Ask a volunteer to mime an activity for the class. The children call out the
activity. The first child to get it right mimes another activity.
Vocabulary:
dancing, doing puzzles,
gardening, making models, 3 Listen, point and say the name. 2.11
playing cards, playing the Say: Open your books at page 58. Ask the children to look at the picture and
guitar, reading, singing ask them who they can see. Play the CD and tell the children to follow the
Structures: dialogue with their fingers. Play the recording again, pausing to allow the
He’s playing the guitar. children to point to the correct character. Play the CD again, this time allowing
She’s reading a comic. the children to provide the correct name in the pause. Then, ask the children
questions such as: Is Karim reading a comic? SS: Yes, he is. T: Is Olga playing
cards? SS: No, she isn’t.
Materials
Teacher’s i-book 4 Look and say.
CD Ask the children to look at the picture in Activity 3 again and then the two
Unit 6 poster speech bubbles in Activity 4. Divide the class into pairs. One child chooses an
paper activity and the other says the character who is doing it. Encourage the stronger
students to make longer sentences. S1: He’s reading a book. S2: It’s Karim.
Karim is reading a book. The children then reverse their roles.
i-activity
Finishing off
i-poster Ask the children to draw their family, friends or favourite famous people doing
different activities. Then, ask them to write a label for each person: This is my
sister. She’s playing the guitar. When they have finished, display the children’s
work and encourage them to talk about their pictures.

Transcript
Listen, point and say the name. 2.11

1 He’s playing the guitar. What’s his name? 4 She’s singing. What’s her name?
2 She’s doing a puzzle. What’s her name? 5 He’s playing cards. What’s his name?
3 He’s reading a comic. What’s his name? 6 She’s dancing. What’s her name?

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 UNIT 6 LESSON 2
3 Listen, point and say the name.
2.11
5 Listen and re

6 Ask, follow an

What’s Karim doing

4 Look and say.

Karim!

He’s reading a comic.

58 Free time The Present Continuous (She’s) (doing a puzzle).

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CAE Students develop Cultural awareness and expression by creating their own personalised
poster of friends and family doing different activities. They then present their work to share
it with their classmates.

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 3 Look, read and number. 5 Listen and ma
6
1 2 5

He’s reading. 4 He’s making models. 6

She’s playing cards. 1 He’s playing cards. 2
She’s playing the guitar. 5 She’s doing a puzzle. 3
6 Look at Activit
4 Look and write.
He’s She’s reading playing cards singing dancing playing the guitar gardening

1 She’s 4 She’s
reading . gardening . 7 Correct the se
2 He’s playing 5 She’s
cards . dancing .

3 He’s 6 He’s playing

singing . the guitar .

46

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LC
Students develop Linguistic competence by looking at pictures of people doing different
activities and completing a sentence in writing to practise the Present Continuous.

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 Unit 6 - Lesson 2B
Activity Book, page 46

Objective Getting started

To say and describe what Put the poster on the board. Explain that the children have to correct your
someone is doing. statements. Point to one of the activities. Describe the activity incorrectly.
Point to the character who is singing and say: He’s (making models).
Target language SS: No, he isn’t. He’s (singing). Continue until you have gone through all the
activities. Then, ask for volunteers to take over your role while the rest of the
Vocabulary: class call out the correct answers.
dancing, doing puzzles,
gardening, making models,
playing cards, playing the 3 Look, read and number.
guitar, reading, singing
Say: Open your Activity Books at page 46. Tell the children to look at the picture,
Structures: and ask them who they can see. Say a number and ask what the character
He’s playing the guitar. is doing. Say: Look at number (one). What’s (she) doing? SS: (She’s) (playing
She’s reading a comic. cards). Tell the children to read the sentences and put the correct numbers in
the boxes. The children do the activity. When they have finished, read each
Materials sentence and prompt the children to say the numbers.

Teacher’s i-book 4 Look and write.

Unit 6 poster
Ask the children to look at the pictures in Activity 4, then go through the verbs
photographs from a magazine
with them. Explain that they must choose the correct verb and then add He’s or
She’s to complete the sentences. The children do the activity. When they have
finished, ask six volunteers to read out their sentences.

Finishing off
Find a couple of photographs of from a magazine (for example, a busy street
scene or a beach scene) and ask the children to describe what the different
people are doing.

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 Unit 6 - Lesson 3A
Student’s Book, page 59

Objectives Getting started

To listen and say different Display the poster and point at each of the activities in turn, asking: What’s he/
activities. she doing? Go through all the activities, asking different children the question.
Ask for volunteers to take over your role and repeat the process. Encourage
To ask about different activities.
the children to use complete sentences.

Target language
5 Listen and read. 2.12
Vocabulary:
dancing, doing puzzles, Say: Open your books at page 59. Look at the picture. Ask the class to identify
gardening, making models, the characters in the picture. Tell the children that Tom and Lucy are talking
playing cards, playing the about the others. Tell them to look at the picture as they listen. Play the CD. The
guitar, reading, singing children listen. Play the recording again, and this time the children read along
with it and try to identify the correct character in the picture. When they have
Structures: finished, repeat Tom’s questions and ask the class to answer. Then, ask for
He’s playing the guitar. volunteers to come to the front of the class and act out the dialogue between
She’s reading a comic. Tom and Lucy. Prompt them where necessary.
What’s he/she doing?

6 Ask, follow and say.

Materials
Ask the children to look at the pictures in Activity 6. First go through the
Teacher’s i-book activities with them, and then the characters’ names. Explain that each
CD character is doing something different. Ask the children to look at the speech
Unit 6 poster bubbles. (What’s Karim doing? He’s doing a puzzle.) Point out that each activity
is connected to a child by a line to explain what they are doing. Divide the
class into pairs and tell them to ask the questions, follow the lines and say the
i-poster answers. When they have finished, check the activity by asking random children
the questions and telling them to answer out loud.

Finishing off
Ask a volunteer to mime and say an activity (I’m singing). Ask another
volunteer to mime and repeat the first activity, and then mime and say a
new one (I’m singing and I’m gardening). Ask another volunteer to mime and
say the first two activities and then mime and say a new one (I’m singing,
I’m gardening and I’m dancing). Continue until you have a string of all the
activities. If anyone makes a mistake, the next child must start from the
beginning again.

Transcript
Listen and read. 2.12

Lucy: Tom, what’s Grandad doing? Tom: She’s doing a puzzle.

Tom: He’s making models. Lucy: And Dad? What’s Dad doing?
Lucy: What’s Mum doing? Tom: He’s reading and what are you doing?
Tom: She’s playing the guitar. Lucy: I’m drawing you!
Lucy: What’s Granny doing?

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IT 6 LESSON 2 UNIT 6 LESSON 3
5 Listen and read.
2.12

Tom, what’s Grandad doing?

He’s making models.

What’s Mum doing?

She’s playing the guitar.

What’s Granny doing?

She’s doing a puzzle.

And Dad? What’s Dad doing?

He’s reading. And what

are you doing?

I’m drawing you!

Beep on Grammar, page 12.

The Present Continuous
he doing? He’s reading.
What’s
6 Ask, follow and say. she doing? She’s playing the guitar.

What’s Karim doing?

He’s doing a puzzle.

Lucy Karim Pat Olga Emma Tom

Hobbies The Present Continuous What’s (Mum) doing? 59

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DC Students develop Digital competence in the classroom by extracting specific information

from a short CD recording where students match people and actions.

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 5 Listen and match. 3.6

Tracy Danny

Tony Anna

Sally Max

6 Look at Activity 5 and answer the questions.

1 What’s Danny doing? He’s playing the guitar.
2 What’s Anna doing? She’s gardening.
e guitar gardening 3 What’s Sally doing? She’s doing a puzzle.
4 What’s Tony doing? He’s reading.

7 Correct the sentences.

1 She’s gardening. 2 He’s playing the guitar. 3 He’s doing a puzzle.

She’s reading. He’s cooking. She’s doing a puzzle.

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LC Students develop Linguistic competence by practising target vocabulary and matching

people with activities. Repetition of key vocabulary and structures helps students to
internalise and consolidate knowledge.

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 Unit 6 - Lesson 3B
Activity Book, page 47

Objective Getting started

To listen and understand Display the flashcards and point at each one of the activities in turn, asking:
different activities. What’s he/she doing? Go through all the activities, asking different children
the question. Ask for volunteers to take over your role and repeat the process.
Target language Encourage the children to use complete sentences.

Vocabulary:
dancing, doing puzzles, 5 Listen and match. 3.6
gardening, making models, Say: Open your Activity Books at page 47. Look at the pictures. Ask the class
playing cards, playing the to identify the characters in the picture. Tell the children that each character is
guitar, reading, singing doing one of the activities shown in the centre. Tell them to look at the pictures
as they listen. Play the CD. The children listen. Play the recording again, and
Structures:
this time the children try to identify the correct activity for each character. Play
He’s playing the guitar.
the CD again, and this time the children draw a line between the character and
She’s reading a comic.
the activity. Correct this activity when you correct Activity 6.
What’s (Tony) doing?
6 Look at Activity 5 and answer the questions.
Materials Ask the children to answer the questions. When they have finished, ask the
Teacher’s i-book questions orally and ask the children to read their answers. When you have
CD finished, ask the questions for Tracy and Max.
Unit 6 flashcards
7 Correct the sentences.
Ask the children to look at Activity 7. Explain that the sentences do not
correspond to the photos and that they have to write down the correct
sentences. The children do the activity. When they have finished, ask volunteers
to read out the correct sentences.

Finishing off
Divide the class into two teams. Hand out the flashcards and ask the children
to hold them up. Point at one of the children and say: He’s playing the guitar.
The children must call out true or false. If they are right, their team gets one
point. If the response is false, you can say: What’s (he) doing? If the children
answer correctly, their team get another point.

Transcript
Listen and match. 3.6

1 Girl: What’s Tracy doing? 4 Girl: What’s Anna doing?

Boy: Tracy? She’s dancing. Boy: She’s gardening.
2 Girl: What’s Danny doing? 5 Girl: What’s Sally doing?
Boy: He’s playing the guitar. Boy: She’s doing a puzzle.
3 Girl: What’s Tony doing? 6 Girl: What’s Max doing?
Boy: He’s reading. Boy: He’s playing cards.

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 Unit 6 - Lesson 4A
Student’s Book, pages 60 and 61 Where are they? UNIT 6 LESSON 4 UNIT
Find6 LESSON 4
and
say!

Objectives 7 Read and listen to the story.

2.13

To enjoy a story. The children are playing hide and seek. Here’s Dad. He’s making a model. Here’s Salma. She’s playing the g

To read and listen for Let’s hide in Hi, Dad! Hi, Dad!
the bedroom! Where’s Tom? Where’s Tom?
comprehension.
To consolidate the language of
the unit. I don’t
know!
Fourteen, fifteen,
sixteen...
Target language
Vocabulary:
1 2 2
dancing, doing puzzles,
Here’s Mum. She’s gardening. Here are Olga and Lucy. Oh, no! They can’t find Tom!
gardening, making models,
Hi, Mum!
playing cards, playing the Where’s Olga?

guitar, reading, singing;

bedroom, cupboard, kitchen
Structures:
Where’s Tom?
He’s in the cupboard.
She’s in
Here’s Grandad, he’s playing the bedroom,
I can see you!
Come out!
with Lucy.
cards. 3 4 4
I don’t know.
60 The Present Continuous in context TheRooms a house inWhere’s
PresentinContinuous context(Olga)?

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More
practice
Teacher’s i-book
More
practice P P
CD Getting started
Unit 6 story cut-outs F F
Remind the class about Where…? Place all kinds of objects around the
photocopies of
classroom in, on and under other objects. Pick up your book and place it on
Teacher’s Resource Book,
pages 115 and 116 SC andSCsay: The book is on the table. Where’s the (pencil case)? The
the table
children try to find it and then call out the answer: The pencil case is (under the
More More chair). Repeat the process with the other objects.
phonics phonics
i-story cards
Before you read
Say: Open your books at page 60 and look at Lesson 4. Elicit the names of
the characters in the story. Then, hold up your book and point to the series of
pictures at the top of page 61. Say: Find the (castle) in the story and elicit the
scene number (scene 2). Tell the class to work in pairs to find the other items in
i-poster the story. Correct as a class. Where possible, extend the activity with questions:
Is the castle in the kitchen?
i-flashcards 7 Read and listen to the story. 2.13
Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: What are the children doing? SS: Playing
IWB i-book hide and seek. T: What’s Karim’s dad doing? SS: Making a model. Write the
main parts from the story on the board: Narrator, Lucy, Karim, Salma, Karim’s
grandad, Karim’s dad. Divide the class into groups of six and tell them to
take a part each and read the story. When they have finished the story, check
comprehension by asking the children to match sentence halves:

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 LC Students develop and consolidate their
UNIT
Find6 LESSON 4
and
say!
Find
and language skills by reviewing prepositions
say!
of place to find objects hidden around the
classroom.
Here’s Salma. She’s playing the guitar. Here’s Salma. She’s playing the guitar. Here’s Grandad. He’s playing cards.

Hi, Salma! Hi, Grandad!

Hi, Dad! Where’s Tom? Where’s Tom?
Where’s Tom?

He’s in the
kitchen.

I don’t
know!

2 5 6
Oh, no! They can’t find Tom! Oh, no! They can’t find Tom! It’s Tom! He’s in the cupboard.
I’m bored! Let’s
have some biscuits.

He’s eating
all the biscuits!

4 7 8

TheRooms a house inWhere’s

PresentinContinuous context(Olga)? Rooms in a house Where’s (Olga)? 61

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The children are eating all the biscuits.

Karim’s grandad is playing the guitar.
Karim’s dad is playing hide and seek.
Salma is playing cards.
Tom is making a model.

Make a story booklet

Ask the children to take the booklet template from the cut-outs envelope (or
give them copies of the cut-outs from the Teacher’s Resource Book, pages
115 and 116). Instruct them to look at the Student’s Book story and then to
assemble the booklets. The envelope also contains the speech bubbles for
each story in sticker format. Instruct the children to stick the speech bubbles
in the correct places, and to draw a v-shape on the bubble to clarify who is
speaking. They might feel confident doing this from memory or they may prefer
to refer to the story in the Student’s Book. Move around the class and help
those children who need it.

Finishing off
Ask the children to put their books face down on their desks. Read out a
sentence from the story (caption or speech bubble) and signal to the children
to turn over their books and find the sentence. When they have found it, they
raise their hands. Elicit the scene number.

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 Where are they?
10 Look at the s
8 Order the pictures, then read and write True or False.
2 4

Dad is playing cards. False Lucy and Olga are hiding behind the cupboard.
False

1 3

11 Complete an
Karim is counting. True Here’s mum. She’s gardening. True

9 Read the story and complete.

Salma Tom Dad Olga

1 Tom is eating the biscuits. 3 Salma is playing the guitar.

2 Olga is hiding in the bedroom. 4 Dad is making a model.

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LC
Students develop Linguistic competence by revising the story from the previous lesson.
Comprehension is checked by ordering pictures and then answering true or false questions
about the story. These activities help develop literacy skills and students’ self-confidence.

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 Unit 6 - Lesson 4B
Activity Book, page 48

Objectives Getting started

To focus on comprehension of Ask the class questions about the story to check what they can remember:
the story in the unit. What is Dad doing? Where is Karim? Is Mum gardening? What is Karim doing?
Then, ask them to open their Student’s Books at Lesson 4. Assign the parts to
To review key vocabulary from
six volunteers (Karim, Salma, Grandad, Karim’s mum, Karim’s dad, Narrator).
the story.
Read the story out loud.

Target language
8 Order the pictures, then read and write True or False.
Vocabulary:
Ask the children to look at and number the scenes in the same order as they
dancing, doing puzzles,
appear in the Student’s Book. Then, write the first sentence on the board: Karim
gardening, making models,
is counting. Ask the children to look at their Student’s Books and say whether
playing cards, playing the
the sentence is true or false.
guitar, reading, singing;
bedroom, cupboard, kitchen
9 Read the story and complete.
Structures: Ask the class to tell you the names of the characters from the story: Karim,
Where’s Tom? Salma, Grandad, Karim’s mum, Karim’s dad, etc. Write the following sentence
He’s in the cupboard. on the board: _____ is eating the biscuits. Ask the children to look at the story
Here’s Grandad, he’s playing and say the character’s name to complete the sentence (Tom). Tell the children
cards. to read the sentences and complete them with a character’s name.
I don’t know.

Materials
Teacher’s i-book
CD

Resources
DVD 1
DVD Unit 6 Animated Story: where are they!
Teacher’s Resource Book, page 35
Activity 1: The children have to match the five pictures to the five sentences.
Activity 2: Tell the children to rearrange and write the words on each line to form five correct sentences.

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 10 Look at the story and complete.
1 Hi, Salma! Where’s
Tom ?

2 He’s in the
kitchen !
3 I’m bored! Let’s 4 He’s eating
have some biscuits. all the
hind the cupboard. biscuits .

11 Complete and find the mystery word.

1 2 3 4 1
g. B E D R O O M
2
G U I T A R
3
S N A K E
4
5 6 7 8 C A R D S
5
C U P B O A R D
6
K I T C H E N
7
B U T T E R F L Y
8
S I X T E E N

e guitar. Complete the sentence with the mystery word, then circle your answer.
model. Do you like biscuits ? Yes. / No. Child’s own answer.

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LL Students develop their learning skills by spotting mistakes. They recognise untrue
information and offer the correct version. This activity helps to activate long term memory
skills.

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 Unit 6 - Lesson 4C
Activity Book, page 49

Objectives 10 Look at the story and complete.

Tell the children to look at the first scene, and write the speech bubble text on
To focus on comprehension of
the board: Hi, Salma! ______ ______? Invite a volunteer to come and complete
the story in the unit.
the sentence on the board: Hi, Salma! Where’s Tom? Explain that the task is to
To review key vocabulary from complete each speech bubble by referring to the story in the Student’s Book.
the story.
11 Complete and find the mystery word.
Target language Draw a picture of a 16 on the board and write the letters in random order below:
x e t e n i s. Point to the picture and ask: What’s this? Then, ask the class to call
Vocabulary: out the letters in the correct order to spell sixteen. Tell the class to complete
dancing, doing puzzles, the puzzle by writing the words from the picture clues and then to write the
gardening, making models, sentence including the mystery word.
playing cards, playing the
guitar, reading, singing;
bedroom, cupboard, kitchen Finishing off
Spot the mistakes. Tell the story again with mistakes. Ask the class to call
Structures:
out: Stop! when they hear you make a mistake, and invite them to tell you the
Where’s Tom?
correct word or phrase: The children are playing football (Stop! The children are
He’s in the cupboard.
playing hide and seek). Dad’s playing cards (Stop! Dad’s making a model). Mum’s
Here’s Grandad, he’s playing
gardening. Salma’s eating biscuits (Stop! Salma’s playing the guitar) and so on.
cards.
I don’t know.

Materials
Teacher’s i-book
CD

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 Unit 6 - Lesson 5A
Student’s Book, page 62

Objectives Getting started

To learn the names of the Draw a cross-section of a house on the board and label the rooms. Give
different rooms in a house. out blank paper and ask the children to copy your drawing. Encourage the
children to ask about your family members. SS: Where’s Dad? T: He’s in the
To practise Where?
living room. The children then draw the family in different rooms according to
To sing a chant. your answers. To check the exercise, repeat the questions.

Target language 8 Listen and chant. 2.14

Vocabulary: Play the CD and encourage the children to listen. Say: Open your books at
bathroom, bedroom, garden, page 62. Play the recording again and ask the children to follow it in their books.
hall, kitchen, living room Then, tell the class to stand up, play the chant again and ask the children to
Structures: chant along and march on the spot. Then, divide the class into two teams. Ask
Where’s Dad? Team A to say the question part of the first verse (Where’s (Dad)?) and Team
He’s in the bathroom. B to reply (He’s in the (bathroom).) and reverse the roles for the second verse.
Team B: Where’s (Granny)? Team A: She’s in the (kitchen). Then, reverse roles
and repeat.
Materials
Teacher’s i-book 9 Look and ask.
CD Ask the children to look at the four pictures at the bottom of page 62 of their
paper Student’s Book. Ask: Who can you see? The children name the characters.
Then, divide the class into pairs and tell them to ask and answer the questions.
Check the activity by asking the class the questions and eliciting the answers
i-activity out loud. T: Where’s (Dad)? SS: He’s in the (kitchen).

Finishing off
Describe the scene inside a room and ask the class to guess which room it is.
Say: There’s a table and two chairs. I can see Granny and she’s making a
cake. (The kitchen). Ask the children to think of a room and write down a short
description. Then, divide the class into pairs and play Visualise the room.

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 UNIT 6 LESSON 5
8 Listen and chant.
2.14
10 Read, listen a

bathroom
Where’s Dad?
He’s in the bathroom.
Where’s Mum? bedroom
She’s in the car.
Where’s Salma?
She’s in her bedroom, living room kitchen
Playing the guitar!
Where’s Granny?
She’s in the kitchen.
Where’s Grandad?
He’s in the hall.
Where’s Karim? hall
He’s in the garden,
Playing basketball!

garden

Beep on Grammar, page 13.

9 Look and ask.

Where’s Dad?

11 Write about

62 Rooms in the house and around Family members Where’s (Grandad)?

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SCC
Students develop Social and Civic competences by working in pairs to describe a room so
their partner can draw it on a sheet of paper. This activity helps to enable students to use
real language in a communicative context.

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 12 Read and match. 14 Look and com
living room bedroom kitchen hall bathroom garden

I like
computer games.

15 Write the word

13 Read, look and complete.
1 Where’s Dad? He’s in the kitchen .
2 Where’s the girl? She’s in the garden .
3 Where’s Granny? She’s in the bedroom .
4 Where’s the boy? He’s in the bathroom .
5 Where’s Mum? She’s in the living room .
6 Where’s Grandad? He’s in the hall .

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LC Students develop Linguistic competence by perfecting their writing skills. This provides
structured guided practice where students complete sentences.

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 Unit 6 - Lesson 5B
Activity Book, page 50

Objectives Getting started

To learn the different rooms in Write the following words on the board: bathroom, bedroom, garden, kitchen,
a house. living room. Say: I am watching television. Where am I? SS: You’re in the living
room. T: I am cooking. Where am I? SS: You’re in the kitchen. Encourage the
To practise Where?
children to make complete sentences if they can, rather than just saying the
room. Continue the process until you have revised all the rooms. Then, ask a
Target language volunteer to take over your role.
Vocabulary:
bathroom, bedroom, garden, 12 Read and match.
hall, kitchen, living room Say: Open your Activity Books at page 50. Look at Activity 12. Ask six
Structures: volunteers to read the words in the boxes. Tell the children to look at the picture
Where’s Dad? of the house. Explain that they have to draw a line from each word to the right
He’s in the bathroom. part of the house. Go around the class as they are working to correct the
activity.
Materials 13 Read, look and complete.
Teacher’s i-book Say: Look at Activity 13. Explain that the children must answer the questions by
looking at the picture in Activity 12. The children read the questions and answer
them. Check the activity by asking the class the questions and eliciting the
answers out loud. T: Where’s (Dad)? SS: (He’s) in the (kitchen).

Finishing off
Ask the children to look at the picture in Activity 12 again and ask questions
like: Where’s the bed? Where’s the sofa? Where’s the table? What’s Dad
doing? What’s the girl doing? Then, divide the class into pairs and ask each
pair to ask and answer questions.

Resources
Language
Teacher’s Resource Book, pages 64 – 66
Reinforcement
Activity 1: Tell the children to match each of the four sentences to the corresponding picture.
Activity 2: The children have to look at the pictures and choose from the box the words which describe each
picture. They write the words under the pictures.
Consolidation
Activity 1: The children write below each picture the name of the action depicted.
Activity 2: Tell the children to look at the photos and complete the sentences, this time using the appropriate
pronouns.
Extension
Activity 1: Tell the children to look at the jumbled letters and rearrange them into the correct spellings.
Activity 2: The children have to look at the picture of the six children and write six sentences describing what each
child is doing.

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 Unit 6 - Lesson 5C
Arts & Crafts

Objectives Getting started

To practise target vocabulary Ask for two volunteers to come to the front of the class. Show them a card
and structures. which indicates where they are (In the kitchen). Give them a minute or two to
prepare and then they must mime activities they would do in that room. Elicit
To interact with classmates.
from the rest of the class where they are. Then, divide the class into pairs and
give each pair a card indicating a place. You can expand the places beyond
Target language the target vocabulary to include in a car, on a bus, in a restaurant, etc.
Vocabulary:
dancing, doing puzzles,
Make a house
gardening, making models,
playing cards, playing the The children first have to colour in the five family figures at the bottom of the
guitar, reading, singing sheet and then cut them out and stick them into whichever spaces in the house
or garden they wish. They then ask each other where each person is and give
Structures: the answers (Where’s Dad? He’s in the kitchen, etc.).
What is he doing?
He is gardening.

Materials
Teacher’s i-book
cards
scissors

CAE Students develop

cultural awareness
by creating a house
and then playing with it. Being
actively involved in creating
art work and receiving praise
facilitates wanting to later
present the work done as an
artistic production.
Finishing off
Play Chinese whispers. Organise the class into lines and explain the game.
Give a piece of card with a sentence to a child at one end of each line, for
example: He/She is (gardening). The child reads the instruction without
showing it to anyone and then whispers it to the next child in the line, taking
care not to let anyone hear. This is repeated until it reaches the last child in the
line, who has to perform the action. Compare the action with the instruction on
the piece of paper. Repeat with other instructions.

Resources
Arts & Crafts

Teacher’s Resource Book, page 19

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 253

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 Unit 6 - Lesson 6A
Student’s Book, page 63

Objective Getting started

To listen and say an activity. Put the word cards on the board one by one. Read them out and make a face
to show whether you like the activity or whether you don’t. Say: I like/don’t like
Target language (playing cards). Put the activities you like on the left of the board and those
you don’t on the right. Ask a volunteer to come to the board to do the same.
Vocabulary: Ask the children to describe the volunteer: He likes (playing cards and making
dancing, doing puzzles, models). Don’t worry about the negative at this stage. Repeat the process with
gardening, making models, other volunteers.
playing cards, playing the
guitar, reading, singing
10 Read, listen and say the number. 2.15
Structure:
I like dancing. Say: Open your books at page 63. Look at the photos. Ask the children to read
the captions of the six photos. Then, ask the class to read the captions out
loud. Ask for six volunteers to read out the sentences. Explain that they are
Materials going to listen to the CD and that the order of the sentences has been mixed
Teacher’s i-book up. They must listen and say the correct number. Play the CD. The children
CD listen and point to the correct photo. Play the recording again but this time
Unit 6 flashcards stop after each sentence and say: What number is it? The children call out the
paper numbers.

Answers
i-activity 2, 5, 1, 6, 4, 3

i-flashcards 11 Write about your hobbies.

Say: Look at Activity 11. We’re going to write about our hobbies. Before they
start writing, divide the class into pairs or small groups and ‘brainstorm’
hobbies, sports and other activities from this unit and previous units and make
a list. Children can then work at their own level to write about their hobbies.
Some may need to copy the model I like… Others might be encouraged to write
longer texts with more information: I like gardening. I’ve got three plants.

Finishing off
Ask the children to make a poster about their hobbies. The children draw
pictures of their favourite hobbies and label them. Display the children’s
posters. Encourage them to talk about their work and to describe their hobby.
Read out some of the descriptions and ask the children to guess when it is
their poster.

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NIT 6 LESSON 5 UNIT 6 LESSON 6
10 Read, listen and say the number.
2.15

• I like doing puzzles. • I like gardening. • I like playing cards.

• I like dancing. • I like making models. • I like playing the guitar.

1 2

bedroom

kitchen

3 4

5 6

11 Write about your hobbies.

I like ...

Identifying hobbies Like with ing 63

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SCC Students develop initiative by creating a personalised poster about their favourite hobbies
with a brief description. Afterwards, they do a show and tell presentation in front of the
class.

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 14 Look and complete.
garden doing listening singing playing reading dancing

I like doing
puzzles.

I like singing
and dancing .

I like playing I like listening to music

computer games. and reading books.

15 Write the words in order and match.

1 TV like watching I
I like watching TV .
2 like models I making
I like making models .
3 books I reading like
I like reading books .
room . 4 doing I like puzzles
. I like doing puzzles .

51

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SCC Students develop their social skills by creating a group feeling through participating in a
class survey about likes and dislikes. The teacher does a questionnaire and writes up the
results.

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 Unit 6 - Lesson 6B
Activity Book, page 51

Objectives Getting started

To practise writing about Put the flashcards on the board. Read them out: (Playing cards). Then say:
activities. (Maria), what do you like doing? S1: I like (reading). Say: Good. Now ask a
friend what she likes doing. S1: (David), what do you like doing? S2: I like
To write about activities you
(doing jigsaws). Continue the process until all of the children have asked and
like.
answered a question.

Target language
14 Look and complete.
Vocabulary: Say: Open your Activity Books at page 51. Look at the pictures. Look at
dancing, doing jigsaws, Picture 1. What’s she doing? SS: She’s singing and dancing. Continue with
gardening, making models, the other three pictures. Then, ask the children to look at the pictures and to
playing cards, playing the complete the sentences. When they have finished, ask for volunteers to read
guitar, reading, singing out their sentences.
Structure:
I like dancing. 15 Write the words in order and match.
Say: Look at Activity 15. Ask the children to identify the activities from the
Materials pictures and then explain that the words for the sentences are not in the right
order. Tell them to write the sentences correctly and then match them to the
Teacher’s i-book right picture. When they have finished, ask four volunteers to read out their
Unit 6 flashcards sentences.

Finishing off
Do a class questionnaire. Ask the children to make a list of five things they like
doing and five things they don’t like doing. When they have finished, ask them
to read out their lists. Make a note on the board of the activities and tell the
children to find out which activity is the favourite.

Resources
DVD 2
DVD Unit 6 Real Kids
Teacher’s Resource Book, page 36
Activity 1: First, instruct the children to read aloud (in chorus?) the eleven ordinal numbers in the box. They then
watch and listen to the DVD, writing the ordinal numbers (in the same form as in the box) to number the sentences
in the order in which they hear them.
Activity 2: Tell the children to write sentences using the words provided.

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 Unit 6 - Lesson 7A
Student’s Book, page 64

Objectives Getting started

To read a text about children’s Write on the board: gardening, playing an instrument, singing, dancing, doing
hobbies. a sport, playing cards. Do a survey with the children to find out which is the
most popular activity in the class. Name one of the activities and ask the
To say a tongue twister and
children to raise their hand if they like it. Count the hands and write in the
practise the g sound.
score for each one.

Target language
12 Read and correct.
Vocabulary:
listen to music, look at, play Tell the children to read through the texts. Then, ask some volunteers to read
cards, play the guitar, sing the sentences aloud. Ask them what each child is doing and where they are.
a song, water the plants; The children then copy and correct the sentences. Put them into small groups
bedroom, garden, living room to check their answers. Then, check the answers together as a class.

Structures: Answers
He’s watering the plants. 1 guitar 4 garden
Gail’s in her living room. 2 Gordon 5 playing cards
Gary’s in his bedroom.
3 plants 6 living room
Gail likes music.

13 Listen and say a tongue twister. 2.16

Materials
Play the CD and encourage the children to repeat each line in the pauses.
Teacher’s i-book Emphasise the g sound at the beginning of the words and ask the class to
CD repeat. Say each line of the chant in turn. Play the CD again and invite the class
Unit 6 poster to chant again. Then, teach the children a clapping pattern to do in pairs along
with the chant. The pairs face each other, clap hands as they say the line and
then clap hands with a partner at the end of each line. Do this very slowly to
begin with and faster as the children get more familiar with the chant and with
clapping along.

Finishing off
Put the children into pairs. Tell them to write a statement about one of the
children in Activity 12, it must be either true or false. The children then all close
their books. The pairs take turns to say their sentence and the rest of the class
must say if it is true or false.

Resources
Phonics

Teacher’s Resource Book, page 98

Activity 1: Tell the children to listen and to repeat each sound and each word that they hear.
Activity 2: The children read the four words on the left and match each one to the appropriate picture.
Activity 3: The children have to rearrange the words on each line, so as to write four correct sentences.

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 Culture UNIT 6 LESSON 7
Review
12 Read and correct. 1 Read and liste

Free time!

1
Today, Gordon is at his granny’s
house. He’s watering the plants Gordon
and his granny is looking at the
flowers. Gordon likes gardening.
Gail

2
Gail likes music and she’s got a
new guitar. Today, Gail’s in her
living room at home. She’s playing Gary
the guitar and singing a song.

3
It’s raining today and Gary’s in
his bedroom at home.
He’s playing cards at the table.
He’s listening to music too.

1 Gail has got a new puzzle. 4 Gordon is in the kitchen.

2 Gary is at his granny’s house. 5 Gary’s dancing to music.
3 Gordon is watering the flowers. 6 Gail’s in the dining room.

13 Listen and say a tongue twister.

2.16

2 Read and writ

Gordon’s good at gardening.
Gail’s good at guitar.
But Gary’s good at playing golf.
He’s a superstar!

64 Free time activities (She’s) (doing a puzzle). Phonics initial sound g as in good

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LC Students develop Linguistic competence by creating a rhythmic association between

phonology and word stress by saying a tongue twister.

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IT 6 LESSON 7
Review UNIT 6
1 Read and listen. Then write.
2.17

Beep and Robby are playing 1 ... .

What’s he doing?
It’s your turn Robby. Look at 2 ... . He’s making a model.

What a clever trick! Oh no! What’s Robby 4 ... ?

Ah... aah...
Let’s take a photo! aaah!
Where’s my 3 ... ?
Look at Robby. He’s a 6 ... .

5 ... !

CHOO! What a clever trick!

2 Read and write Beep or Robby.

1 2 3 4
Where’s my camera? CHOO! What’s he doing? Smile!

5 6
Let’s take a photo! What a clever trick!

Unit structure: the Present Continuous What’s (Beep) doing? 65

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LL Students develop their learning skills by speculating about missing words based on their
previous knowledge of the language.

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 Unit 6 - Review
Student’s Book, page 65

Objectives
Getting started
To read and listen to a cartoon
Put the poster on the board and ask for volunteers to describe what they
story.
can see. Encourage them to use the structures and the vocabulary they have
To review the language of the learned in the unit. They point at the characters and say the activities: (He’s
unit. making models, playing cards, doing a jigsaw, etc.)

Target language 1 Read and listen. Then write. 2.17

Vocabulary: Tell the children to look at the Beep cartoon and explain that Robby and Beep are
clever trick, make a model, play playing cards. Ask the children to read the cartoon and to make suggestions for
cards the missing words. Play the CD and instruct the children to read and listen to the
cartoon. Read out half a caption or speech bubble and ask the children to complete
Structures:
it: Beep and Robby are … playing cards. Repeat with the other sentences. Follow
What’s he doing?
on by asking the class to read the cartoon aloud, with volunteers taking the parts of
He’s making a model.
Beep, Robby and the narrator. Repeat with different children doing the reading.
Where’s my camera?
Answers
Materials 1 cards 4 doing
Teacher’s i-book 2 Robby 5 Smile
CD 3 camera 6 flower
Unit 6 poster
2 Read and write Beep or Robby.
Ask the children to read through the cartoon again. In pairs they look at the
i-story cards speech bubbles and decide who says each one, either Beep or Robby.

i-activity Answers
1 Beep 4 Beep
2 Robby 5 Robby
i-poster 3 Beep 6 Beep

i-flashcards Finishing off

My incredible pet. Draw pictures of a pet cat doing different activities (reading
a book, singing, dancing). Present the cat to the class. Tell the children about
the amazing things the cat can do. Say: Look at my cat! He’s reading a book,
he’s dancing and he’s singing. Ask the children to draw pictures of a pet doing
amazing things. Display the children’s drawings and descriptions. Encourage
them to talk about their work and to describe their animal. Read out some of
the descriptions and ask the children to guess when it is their animal.

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 Review UNIT 6
3 Look and write the activity.
1 2 3

4 5 6

4 Look at the story. Answer.

1 Where’s Grandad 2 Where’s Mum 3 Where’s Salma 4 Where’s Tom

5 Look and say in pairs.

What’s Ruth doing? She’s playing

the guitar.

66 Unit vocabulary: free time activities Speaking in the Present Continuous

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LC Students develop their language skills through various activities to review the language
learned in the unit.

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 Unit 6 - Review
Student’s Book, page 66

Objective Getting started

To review the language of the Mime a hobby and ask the children to guess what it is. When someone
unit. guesses it is their turn to mime. Continue until all the hobbies they have
learned have been covered.
Target language
Vocabulary: 3 Look and write the activity.
dancing, gardening, jigsaw, The children look at the picture clues and write the name of each hobby. Ask
painting, playing cards, volunteers to write the words on the board and check their spellings.
reading; bathroom, bedroom,
garden, hall, kitchen, living Answers
room 1 doing a jigsaw 4 dancing
Structures: 2 gardening 5 painting
Where’s Grandad? 3 playing cards 6 reading
He’s in the hall.
What’s Ruth doing? 4 Look at the story. Answer.
She’s playing the guitar. Remind the children of the story. If there is time, play the story audio. Ask them
what Tom, Karim, Olga and Lucy can do. The children look at the story, then
copy and complete the sentences.
Materials
Teacher’s i-book Answers
CD 1 He is in the living room.
Unit 6 poster
2 She is in the garden.
3 She is in her bedroom.
4 He’s in the kitchen.
i-poster
5 Look and say in pairs.
i-flashcards Tell the children to work in pairs. Explain that they must ask questions about the
characters. When they have finished, get pairs to show some of their questions
and answers.
Term Review game

Finishing off
Term Review poster Put the poster on the board and play Guess the word: Divide the class into
teams, start to write a word from the poster on the board, slowly, letter by letter.
The teams raise their hands to try to guess the word. The first team to guess
correctly wins a point; they can win a second point if they can spell the word
correctly.

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 Review

1 Read, follow the lines and circle.

1 He’s dancing. True False

2 She’s gardening. True False

3 He’s doing a puzzle. True False

4 She’s reading. True False

2 Look and answer.

1 What’s Oscar doing?
He’s reading .
2 What’s Naomi doing?
She’s singing .
3 What’s Bill doing?
He’s playing the guitar .

3 Write the rooms.

om / ba / ro / th en / kit / ch rd / en / ga om / dro / be
bathroom kitchen garden bedroom

52

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LL Students develop learning skills by playing a game with their dictionary and then writing in
the words. This activity helps students to be included in the learning process of creating
their own materials for reference.

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 Unit 6 - Lesson 7B
Activity Book, page 52

Objectives Getting started

To review the language of the Put the poster on the board and ask questions: What’s (he) doing? Do you like
unit. (making models)? Is (he) (playing) (the guitar)?, etc.
To review the structures of the
unit. 1 Read, follow the lines and circle.
Say: Open your Activity Books at page 52 and look at Activity 1. Look at the
Target language pictures. Ask the class what the children are doing in each picture. Then explain
that they must follow the lines and see whether each statement is true or false
Vocabulary:
and circle the word. When they have finished, read out the four sentences and
dancing, doing puzzles,
ask the class to call out true or false.
gardening, making models,
playing cards, playing the
2 Look and answer.
guitar, reading, singing;
bedroom, cupboard, kitchen Ask the children to look at the picture in Activity 2 and answer the questions.
When they have finished, ask volunteers to read out the questions and other
Structures: volunteers to read out their answers.
Where’s Tom?
He’s in the cupboard. 3 Write the rooms.
Here’s Grandad, he’s playing Ask the children to look at the pictures in Activity 3. Explain that the words
cards. beneath the pictures have been muddled up and that they must write them
She’s reading a comic. correctly. When they have finished, ask for volunteers to read out their answers.
I don’t know.
What’s he/she doing? Picture dictionary 3.14
She’s reading a comic.
Ask the children to look at the Picture dictionary on page 74 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Materials Say: Point to gardening and reading. Encourage the class to quickly point to the
Teacher’s i-book two pictures and check with the child next to them. Repeat with other words
CD from the page. Tell the children to trace each word on the dictionary page. Play
Unit 6 poster the recording and ask the children to look at the pictures and repeat the words.

Finishing off
Ask the children to draw a picture of a house with four rooms: a kitchen, a
bathroom, a bedroom and a living room. Tell them to draw a person in each
room doing one of the activities they have learned. Then, tell them to write two
sentences about each person: He’s in the living room. He’s reading. When they
have finished, display the pictures and encourage the children to talk about
their work.

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 Unit 6 - Evaluation
Beep on grammar
Objective Unit 6 Test

To evaluate children’s Name: Class: Unit 6

Present continuous
1
understanding of target 2.18 reading.

language from the unit. He’s

gardening.
dancing.
he doing? She’s doing puzzles.
What’s
she doing? playing the guitar.
making models.

Target language 1 Look, circle and answer.

1
Vocabulary:
Look and complete.

1 What’s he / she doing? She’s gardening.

dancing, doing puzzles, 2
gardening, making models, 2 What’s he / she doing? He’s reading.

playing cards, playing the

guitar, reading, singing He’s a puzzle. She’s .
3 What’s he / she doing? She’s playing the guitar.

Structures:
© Santillana Educación S.L. 2012 PHOTOCOPIABLE

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

4 What’s he / she doing? He’s making models.

What is he doing?
He is gardening. 5 What’s he / she doing? He’s doing puzzles.

She’s computer games. He’s a book.

1 Listen and number. (Track 2.18) 6 What’s he / she doing? She’s dancing.

Materials
2 Complete the sentences.
161 12
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Teacher’s i-book 436917 _ 0001-0016.indd 12 20/02/12 8:30

CD Unit 6 Test
Present continuous Where is...?
photocopies of Name: Class:

Teacher’s Resource Book, 3 alhl nehcitk

reading.
gardening. 1
pages 161 and 162
He’s dancing.
rbodeom radgen 2.28 in the car.
She’s doing puzzles.
mhtaboro grivilnomo Mum? in the kitchen.
playing the guitar. She’s
Where’s Dad? in the living room.
making models. He’s
Granny? in the garden.
4 in the bathroom.
1 Look, circle and answer.

LC Students demonstrate 1 Look and complete.

1 2 3
Linguistic competence 1 What’s he / she doing?

by participating in Where’s Tom? Where’s Lucy?

2 What’s he / she doing?

a final assessment of the What’s Tom doing? What’s Lucy doing?

4 5 6
unit content. Demonstrating 3 What’s he / she doing?

linguistic knowledge through

recognition tasks is a positive 4 What’s he / she doing?
© Santillana Educación S.L. 2012 PHOTOCOPIABLE

1 Where’s Karim? He’s in the garden.

way to get students used to 2 Where’s Grandad? He’s in the living room.
He’s in the kitchen.
summative testing.
5 What’s he / she doing? 3 Where’s Dad?
Where’s Olga? Where’s Karim?
2 4 Where’s Karim’s sister? She’s in the bathroom.
What’s Olga doing? What’s Karim doing? 5 Where’s Lucy? She’s in the kitchen.
6 What’s he / she doing? 6 Where’s Beep? He’s in the car.

13
3 Unscramble and write the words.
4 Look and answer the questions.
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Transcript
Unit 6 Test. Activity 1. Listen and number. 2.18

1 Karim is singing in the kitchen. 4 Tom is making models in the garden.

2 Lucy is playing the guitar in her bedroom. 5 Lucy is doing puzzles in her bedroom.
3 Olga is reading a book in the kitchen. 6 Karim is dancing in the garden.

266

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 Introduction
7. Transport
Unit objectives Anticipating difficulties
To understand and use target The use of the past tense can be challenging and seem tedious to some children
language. unless it is put in a natural, fun context. Their attention has to be kept at all times to
master the tricky irregularities.
To understand short dialogues.
To follow and enjoy a story. Teaching tip
To participate in songs and It is said that when you know another person’s story it is impossible to hate that
chants. person. See how well the children know each other by asking them to guess what
their classmates did at the weekend or to ask each other things about their infancy,
To know how to say the such as where they were born. As the children get to know the personal stories of
alphabet and spell words. their classmates, there should be a more positive communicative attitude in the
To say a chant and practise the classroom.
t sound.

Target language Unit 7 Transport

helicopter
Vocabulary:
numbers 10 – 100; bike, boat,
bus, car, helicopter, plane, ship, plane
train; big, fast, new, old, shiny,
train
slow, small
Structures: car
It’s fast.
Is it slow?
Yes, it is. / No, it isn’t. bus

boat

bike

ship

2.27

Trevor travels by tractor.

Trudy travels by plane.
EAN: 8431300158542 BEEP 3 © Santillana Educación S.L. 2012

But my friends Travis and Tracy,

Like to travel by train.

359604 _ 0001-0016.indd 9 07/10/11 14:08

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 Unit 7 - Lesson 1A
Student’s Book, page 67

Objectives Getting started

To introduce and learn target Put the poster on the board. Ask the children if they can see Beep and Robby.
vocabulary. Ask the children where they are (In the helicopter). Introduce the transport
vocabulary using the flashcards. Go around the class asking the children the
To learn and sing a song.
names of the different forms of transport. Encourage the children to use full
To spell different words relating answers. Then, point to one of the vehicles and ask the children what it is. Go
to transport. through all the different vehicles. Stick the flashcards on the board in a row and
say them with the class. Remove a flashcard. Point to each card again and the
Target language space where the flashcard was and say the words. Continue taking away the
cards and saying the words as if the flashcards were still there.
Vocabulary:
bike, boat, bus, car, helicopter,
plane, ship, train 1 Listen and sing. 2.19
Structure: Say: Open your books at page 67. Tell the class to look at the picture, and ask
How do you spell (boat)? them if they can identify the transport vocabulary. SS: I can see a (ship), and so
on. Tell them they are going to listen to a song about transport and travelling.
Play the CD and ask the class to listen. Play the recording again and ask the
Materials class to try to follow the song in the book with their fingers. Play the CD again
Teacher’s i-book and encourage the children to join in the singing. Join in yourself. Play the
CD recording a few times until they are more confident. Then divide the class into
Unit 7 poster groups and ask them to sing the song.
Unit 7 flashcards
2 Say and spell.
Revise the alphabet with the children. Write the alphabet on the board in lines:
i-activity
B C D E G P T V – these letters have the same sound (i)
F L M N S X Z – these letters have the same sound (e)
i-poster A H J K – these letters have the same sound (ei)
Q U W – these letters have the same sound (iu)
I Y – these letters have the same sound (ai)
i-flashcards O
R
Go around the class asking the children to repeat the different lines of the
alphabet. Divide the class into seven groups, each group has a set of sounds
which they must say together when the teacher points to a letter with that
sound. Cover the lines over and write below the alphabet in order on the board.
When, for example, the teacher points to the letter R, only that group, or child,
should respond. Repeat with other letters, increasing the speed as the children
react faster. Reveal the lines of sound again, wipe off the alphabet in order and
say the letters with the children. Finally ask the children to say the alphabet in
the correct order. Ask the children to look at the pictures of vehicles in Activity 2.
Tell volunteers to name them. Then, ask the children to look at the speech
bubbles. Divide the class into pairs and do the activity. This activity offers a
chance for children to work in pairs and support each other spelling the words.
Children can help each other remember the names of the letters.

Finishing off
Tell the class to watch your mouth while you spell one of the vehicles silently,
just moving your lips. Invite the children to guess which vehicle you said.
Repeat the process with volunteers and then ask the children to play in pairs.

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 7. Transport LESSON 1

1 Listen and sing.

2.19

Travelling, travelling everywhere,

A bus and a train to get you there.
Travelling, travelling on the sea,
A big, big ship and a boat for me.
Travelling, travelling in the sky,
A plane and a helicopter flying high.

Travelling, travelling in the street,

A bike and a car and my two feet.

2 Say and spell.

How do you spell boat?

B-O-A-T.

car boat helicopter train

bus bike ship plane

Transport vocabulary How do you spell (helicopter)? 67

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LC Children develop their language skills by recognising, identifying and talking about forms
of transport. They also revisit spelling.

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 7. Transport
1 Find and write

L K J S H I P U Y
B O A T E G F D S
L U N B L C X Z G
S F S B I K E A D
O W E R C K H J G 1 helicopter 2 bike
I T R E O A B C X
L J H G P F R S E
R T C Y T R A I N
P L A N E C F T V
G Y O B R H U C F
3 car 4 bus

5 ship 6 train 7 plane 8 boat

2 Circle the words.

c a r h e l i c o p te r b u s t r a i n s h i p
p l a n e b o a t b i ke

3 Look and write.

1 2 3 4 5

plane bus car helicopter boat

53

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LC
Students develop Linguistic competence by focusing on the relationship between spelling
and meaning by identifying a vehicle on the poster and then spelling it. Developing awareness
of spelling is an important aspect of communication and expression in any language.

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 Unit 7 - Lesson 1B
Activity Book, page 53

Objectives Getting started

To practise the target Go through the alphabet quickly with the children, then put the poster on the
vocabulary. board and ask the children to look at it. Say: How many forms of transport
can you see beginning with the letter B? SS: Bike, boat, bus. Ask them to
To spell different transport words.
write down all the different forms of transport they can see. When they have
finished, ask for volunteers to read out their list. Then ask: How do you spell
Target language (helicopter)? Continue until the children have spelt all the words.
Vocabulary:
bike, boat, bus, car, helicopter, 1 Find and write.
plane, ship, train
Say: Open your Activity Books at page 53. Ask the class to look at the pictures
Structure: and ask them if they can identify the different forms of transport. Explain that
How do you spell (boat)? they must find the words and write the correct one beneath each picture. Walk
around the classroom correcting the children’s work.
Materials
2 Circle the words.
Teacher’s i-book
Explain that there are eight words in the word snake. Tell the children that they
Unit 7 poster
have to find them and then circle them. When they have finished, ask them to
say the words and spell them.

3 Look and write.

Ask the children to look at the pictures in Activity 3. Ask them to identify
the forms of transport. Then, ask them to write the correct words under the
pictures. When they have finished, say: What is picture number (one)? SS: It’s a
(plane).

Finishing off
Write anagrams of the transport words on the board and ask the children to
decipher them and write them down correctly.

Resources
Reading and Writing

Teacher’s Resource Book, page 143

Activity 1: The children have to rearrange the words on each line to form six correct sentences, which they write.
Activity 2: Tell the children to look at the photos and to rearrange the letters to form correct words, which they
write.
Activity 3: Tell the children to write freely, in answer to the question.

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 Unit 7 - Lesson 2A
Student’s Book, page 68

Objective Getting started

To listen to and understand Put the poster on the board. Point to one of the vehicles and say: Look at the
simple descriptions. (car). It’s (old) and (slow). Go through all the vehicles and adjectives. Then,
point to one of the forms of transport and say: Look at the (car). Ask volunteers
Target language to give you a description. S1: It’s (old) and (slow). Repeat the process until all
the children have had a go.
Vocabulary:
bike, boat, bus, car, helicopter,
plane, ship, train; big, fast, new, 3 Listen, point and say. 2.20
old, shiny, slow, small Say: Open your books at page 68. Tell the children to look at the picture and ask
Structure: them what they can see. Play the CD and ask the children to follow the dialogue
It’s (slow) and (yellow). with their fingers. Play the recording again, pausing to allow the children to
point to the correct form of transport. Play the CD again, this time allowing the
children to name the correct vehicle in the pause. Then, ask the children to work
Materials in pairs and repeat the exercise. S1: What’s this? It’s (slow) and (yellow). S2: It’s
Teacher’s i-book the (bike).
CD
Unit 7 poster 4 Spin and say.
paper clips Explain to the children how to play with the wheel. The students hold a paper
clip in the middle of the circle with the tip of a pencil. They then spin the paper
clip, and it lands on one of the vehicles. They have to describe the vehicle using
i-activity
two adjectives. For example, if the paper clip points to the bike, they say: It is
slow and yellow. Tell the children to get into pairs. Ask them to look again at the
i-poster vehicles on the wheel and to identify them. Then, one of them spins the paper
clip and describes the object. The other guesses what it is. S1: It is (slow) and
(yellow). S2: It’s the (bike). Repeat the process until they have asked about all
the items on the wheel.

Finishing off
Ask the children to write a description of their bike, their parents’ car or their
favourite car or form of transport. When they have finished, encourage the
children to talk about their favourite form of transport, what it looks like and
why they like it. In this way, they can practise the simple structures they have
already learned. The teacher can display the vocabulary in the classroom to
help the children when it is their turn to speak.

Transcript
Listen, point and say. 2.20

1 Tom: What’s this? It’s slow and yellow. 5 Tom: What’s this? It’s slow and red.
2 Lucy: What’s this? It’s fast and white. 6 Lucy: What’s this? It’s new and green.
3 Tom: What’s this? It’s new and red. 7 Tom: What’s this? It’s old and white.
4 Lucy: What’s this? It’s old and green. 8 Lucy: What’s this? It’s fast and yellow.

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 UNIT 7 LESSON 2
3 Listen, point and say.
2.20
5 Listen and rea

What's this? The bike!

It’s slow and yellow.

6 Ask and say.

Beep on Grammar, page 14.

4 Spin and say.

Is it the white plan

68 Describing transport It’s (fast) and (blue).

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SCC Students develop social skills by working in pairs to talk about transport. This activity
helps to enable students to use real language in meaningful situations.

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 4 Look, follow the line and circle. 7 Read and write
It’s fast / slow.

It’s new / old.

It’s fast / slow.

It’s new / old.

5 Look and write.

fast slow new old bike boat new

8 Look and write

1 This train is old and fast. 2 This bike is new and slow.

3 This boat is old and slow . 4 This plane is new and fast .

6 Draw and write.

.
This is a
It’s Child’s own Child’s own drawing.

and answers. .

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IE Students develop their initiative by drawing a form of transport while keeping in mind two
new adjectives they have learned. They write a text and then read it for the class.

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 Unit 7 - Lesson 2B
Activity Book, page 54

Objective Getting started

To make simple descriptions. Write the adjectives big, fast, new, old, slow, small on the board. Ask the
children questions: Have you got a bike? Is it new or old? Has your dad got a
Target language car? Is it fast or slow? Is it big or small?. Then, hand out the flashcards. Ask
the children to describe the flashcard they are holding. S1: This is a (plane).
Vocabulary: It’s (fast). Repeat the process until all the children have had a go.
bike, boat, bus, car, helicopter,
plane, ship, train; big, fast, new,
old, shiny, slow, small 4 Look, follow the line and circle.
Say: Open your Activity Books at page 54. Ask the children to look at the
Structure:
pictures and ask them what they can see. Then, tell them to follow the lines
This (bike) is (old) and (slow).
and circle the correct adjective. When they have finished, correct the activity by
asking questions. Say: Look at the (bike). Is it (fast) or (slow)?
Materials
Teacher’s i-book 5 Look and write.
Unit 7 poster Say: Look at Activity 5. Ask the children to read the words in the box. Then, tell
Unit 7 flashcards them to look at the pictures and to write in the correct words. When they have
finished, ask volunteers to read out their answers.

6 Draw and write.

Tell the children to draw a form of transport and to describe it using two of the
adjectives they have learned. When they have finished, ask them to show their
pictures and read out their work.

Finishing off
Put the poster on the board and tell the children you are going to play true or
false. Say: Look at the ship. It’s (old). SS: (False). It’s (new). Go through all the
vehicles and then ask a volunteer to take over your role. Repeat the process
with other volunteers.

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 Unit 7 - Lesson 3A
Student’s Book, page 69

Objectives Getting started

To ask questions about forms Display the poster and point at each one of the forms of transport in turn,
of transport using adjectives. asking: Is the car (old) or (new)? Is the bike (fast) or (slow)? When the children
have answered these questions, point to an object and ask: Is the (car) (new)?
To answer with Yes, it is or
The children answer with Yes, it is or No, it isn’t. Ask for volunteers and repeat
No, it isn’t.
the process.

Target language
5 Listen and read. 2.21
Vocabulary:
bike, boat, bus, car, helicopter, Say: Open your books at page 69. Look at the picture. Tell the children that the
plane, ship, train; big, fast, new, prince and princess are talking about their cars. Explain that the princess is
old, shiny, slow, small asking questions to find out which is the prince’s car. Tell them to look at the
picture as they listen. Play the CD. The children listen. Play the CD again, and this
Structures: time the children read along with it and try to identify the correct car in the picture.
Is your car old? When they have finished, repeat the princess’s questions and ask the class to
Yes, it is. / No, it isn’t. answer. Then, ask for volunteers to come to the front of the class and act out the
dialogue between the prince and the princess. Prompt them where necessary.
Materials
6 Ask and say.
Teacher’s i-book
CD Ask the children to look at the pictures in Activity 6. Ask them to identify the forms
Unit 7 poster of transport. Divide the class into pairs and explain that they are going to create a
paper dialogue similar to that of the prince and princess in Activity 5. One child will think
of a form of transport and the other will ask questions to discover which one it is.
Ask the children to read out the speech bubbles and then use them as models.
i-poster S1: Is it old? S2: No, it isn’t. S1: Is it the plane? S2: Yes, it is.

Finishing off
Give out blank paper and ask the children to draw a picture of a form of
transport. For example, a fast, red plane. Invite six children to the front, collect
their pictures without showing them to the class and stick them to the board.
Get the class to ask one of the children about their picture: Is it old? Is it slow?,
and so on until they can guess which one it is.

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IT 7 LESSON 2 UNIT 7 LESSON 3
5 Listen and read.
2.21

Is your car old?

No, it isn’t. It’s new!

Is it slow?

No, it isn’t.

Oh! Is it fast?

Yes, it is.

Is it big?

No, it isn’t. It’s small.

Is your car green?

Yes, it is! Do you like it?

Beep on Grammar, page 15.
Is it…?
new? Yes, it is.
6 Ask and say.
Is it
slow? No, it isn’t.

Is it old?
No, it isn’t.

Is it the white plane?.

Yes, it is.

Adjectives Is it (old)? 69

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DC Students develop Digital competence in the classroom by extracting specific information

from a short CD recording. In this activity, students identify a car being described.

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 7 Read and write.

1 Is it big? Yes, it is. 2 Is it fast? Yes, it is.

Is it old? No, it isn’t. Is it old? No, it isn’t.
It’s a ship . It’s a boat .

3 Is it slow? Yes, it is. 4 Is it small? No, it isn’t.

Is it small? Yes, it is. Is it old? Yes, it is.
It’s a plane . It’s a train .

8 Look and write the questions.

nd slow.
Is it slow? Is it new? Is it old? Is it fast?

1 Is it new? 1 Is it fast?
Yes, it is. No, it isn’t.
2 Is it slow? 2 Is it old?
No, it isn’t. Yes, it is.

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LC Students develop Linguistic competence by developing speaking skills in a question game.

Having to use a second language to find out information helps develop communicative
competence.

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 Unit 7 - Lesson 3B
Activity Book, page 55

Objectives Getting started

To ask questions about forms Display the poster and tell the children you are going to describe one of the
of transport using adjectives. forms of transport and that they must tell you which one it is. Use gestures if
necessary. Say: It is fast and new and it flies through the air. SS: The plane.
To answer with Yes, it is or
T: It’s fast and new and it sails on the sea. SS: The ship. T: It’s old and slow and it
No, it isn’t.
has got four wheels. SS: The car. T: It’s old and slow and it has got two wheels.
SS: The bike. Ask volunteers to describe the last four items (the boat, the
Target language helicopter, the train and the bus). Then say: Is the (car) (old)? SS: Yes, it is. / No,
Vocabulary: it isn’t. Ask questions about the other vehicles to elicit Yes, it is. / No, it isn’t.
bike, boat, bus, car, helicopter,
plane, ship, train; big, fast, new, 7 Read and write.
old, shiny, slow, small
Say: Open your Activity Books at page 55. Look at the picture. Ask the children
Structures: what they can see in the picture. Then, tell the children to read the questions
Is it old? and answers and to write the correct form of transport in the space provided.
Yes, it is. / No, it isn’t. When they have finished, ask volunteers to read the questions and other
volunteers to give their answers.
Materials
8 Look and write the questions.
Teacher’s i-book
Ask the children to look at the pictures in Activity 8. Ask them to identify the
Unit 7 poster
forms of transport. Explain that they must write questions that correspond to
Unit 7 flashcards
the answers beneath each picture. The children do the activity. When they have
finished ask volunteers to read out their questions and correct the activity.

Finishing off
Put the flashcards face down on a table. Ask one child to pick up a flashcard
and look at it. The other members of the class have to guess which form of
transport it is, but the child with the flashcard can only answer with Yes, it is or
No, it isn’t.

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 Unit 7 - Lesson 3C
Arts & Crafts

Objectives Getting started

To practise target vocabulary Write the alphabet on the board and underneath the alphabet write the
and structures. numbers 1 – 26, but not beginning at A. For example, you could choose to
To interact with classmates. begin with H as corresponding to number 1, and so number 26 would be
G. Once this is done choose some of the numbers and replace them with
symbols: * , = , ¿ , etc. Then, write a short sentence with the new code and
Target language ask the children to work out what you have written. Give them some time to
Vocabulary: make their own code and to write a short message. Ask them to get into pairs
numbers 1 – 26; bike, boat, and to give the code and the message to their partner to decipher.
bus, car, helicopter, plane, ship,
train; big, fast, new, old, slow,
small Make a transport scene
Structure: Ask the students to stick the copies onto the card. Tell the children to colour in
My car is small and fast. the eight pictures of forms of transport, and to cut them out. Next, they have to
stick them on to the large picture of the port, in the appropriate places (the sea,
the quayside, the railway and the sky).
Materials
Teacher’s i-book
card
glue
scissors

CAE Students develop

cultural expression by
creating a transport
scene. Being actively involved
in creating art work and
receiving praise facilitates
wanting to later present the
work done as an artistic
production.

Finishing off
Play I spy using objects in the classroom. Introduce adjectives as much
as possible. Write the main sentence on the board: I spy with my little eye
something (small and green). Encourage the children to ask: Is it a pencil? You
can elicit more complete answers: Is it the pencil on Elisa’s table?

Resources

Arts & Crafts

Teacher’s Resource Book, pages 20 – 21

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 281

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 Unit 7 - Lesson 4A
Student’s Book, pages 70 and 71 The lighthouse! UNIT 7 LESSON 4 UNIT 7 LESSON 4
Find
and
say!

Objectives 7 Read and listen to the story.

2.22

To enjoy a story. The children are visiting a lighthouse today. The boat is arriving at the lighthouse.

To read and listen for

comprehension.
Wow! Look at
To consolidate the language of the helicopter.

the unit.

Target language
Quick, Tom. Get off Look, there’s the
Vocabulary: the bus now! lighthouse keeper!
1 2 2
lighthouse, lighthouse keeper;
Karim and Olga are going up the stairs. Karim and Olga are goingKarim
up theand Olga are flying in the h
fast, slow When it’s night,
the ships can
stairs.

see the light.

Structures:
The children are visiting a Let’s go and
see the light!
lighthouse.
The boat is arriving.
Karim and Olga are going up
the stairs.
The boat is leaving.
Karim and Olga are flying in the Hey, Olga, look!
3 4 4
helicopter.
What are you doing there? 70 Passive presentation of imperatives Get offPassive
the buspresentation
now! of imperatives Get off the busThe
Transport vocabulary now!Present C

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Materials
More
practice
More
practice GettingP started
P
Teacher’s i-book
Remind the class about the Present Continuous. Tell volunteers to perform
CD
variousFactions
F (read, write, jump, walk, etc.) and ask: What are you doing?
Unit 7 story cut-outs
What is he doing? What is she doing? What are they doing? The children
photocopies of
answer using the correct form of the Present Continuous. Repeat the process
Teacher’s Resource Book, SC SC asking the questions and different children giving the answers.
with volunteers
pages 117 and 118
More More
phonics phonics Before you read
i-story cards
Say: Open your books at page 70 and look at Lesson 4. Elicit the names of
the characters in the story. Then, hold up your book and point to the series of
pictures at the top of page 71. Say: Find the (seagull) in the story, and elicit the
scene number (scene 6). Tell the class to work in pairs to find the other items in
the story. Correct as a class. Where possible, extend the activity with questions:
Is the seagull flying? Is the helicopter fast?
i-poster
7 Read and listen to the story. 2.22
i-flashcards Play the CD and tell the class to read and listen to the story. Check comprehension
with questions: What are the children doing today? SS: Visiting a lighthouse.
T: When can the ships see the light? SS: When it’s night. Write the main parts from
IWB i-book the story on the board: Narrator, Teacher, Olga, Lucy, Lighthouse keeper, Karim,
Tom. Divide the class into groups of seven and tell them to take a part each and
read the story. When they have finished the story, check comprehension by asking
the children to match sentence halves:

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 UNIT 7 LESSON 4 CAE Students develop cultural expression by
Find Find
and
say!
and
say! participating in creating their own story
booklet with the template and stickers.
In this activity, the teacher should check the
Olga and Karim are late for the boat.
storybooks.
Hey, look at Hey! Wait for us!
that plane.

Oh, no! The boat is

going. We’re late!

Don’t worry!
I can take you
by helicopter.
2 5 6

e goingKarim
up theand Olga are flying in the helicopter.
stairs. Karim and Olga are flying in the helicopter. The boat is slow but the helicopter is very fast!

Surprise!

Going up! Forty, What are you

fifty, sixty, doing there?
seventy metres.

Wow! This is
fantastic!

4 7 8

imperatives Get off the busThe

Transport vocabulary now!Present Continuous
Transport
in context
vocabulary The Present Continuous in context 71

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Olga and Karim are slow.

The boat is at the lighthouse.
The boat is arriving late for the boat.
The helicopter is in the helicopter.
Olga and Karim are flying fast.

Make a story booklet

Ask the children to take the booklet template from the cut-outs envelope (or
give them copies of the cut-outs from the Teacher’s Resource Book, pages
117 and 118). Instruct them to look at the Student’s Book story and then to
assemble the booklets. The envelope also contains the speech bubbles for each
story in sticker format. Instruct the children to stick the speech bubbles in the
correct places, and to draw a v-shape on the bubble to clarify who is speaking.
They might feel confident doing this from memory or they may prefer to refer to the
story in the Student’s Book. Move around the class and help those children who
need it.

Finishing off
Ask the children to look at the story illustrations and to study the story for
three minutes. Then, tell them to close their books. Divide the class into teams
and ask true or false questions for points: The lighthouse is black and white.
Olga goes in the helicopter. The helicopter is slow, and so on.

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 The lighthouse!
11 Look at the s
9 Order the pictures, then read and write True or False.
1 4

1 Oh no!
is . We’r

The children are visiting a lighthouse today. True Karim and Olga are going up the stairs. True

3 2

Karim is listening to the lighthouse keeper. False Olga is taking a photo of the helicopter. False
12 Unscramble a
10 Read and complete.
Tom Karim Lucy Olga

1 Karim has got a camera. 3 To m is wearing long trousers.

2 Karim and Olga fly in a helicopter. 4 Lucy is wearing a hat.

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LC
Students develop Linguistic competence by revising the story from the previous lesson.
Comprehension is checked by ordering pictures and then answering true or false questions
about the story. These activities help develop literacy skills and students’ self-confidence.

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 Unit 7 - Lesson 4B
Activity Book, page 56

Objectives Getting started

To focus on comprehension of Remind the class about the story by asking questions about it: Who is in the
the unit’s story. story? What are they visiting? What can the ships see when it’s dark? Who is
going up the stairs? Then, ask them to open their Student’s Books at Lesson 4.
To review key vocabulary from
Assign the parts to seven volunteers (Teacher, Olga, Lucy, Lighthouse keeper,
the story.
Karim, Tom, Narrator). Read the story out loud.

Target language
9 Order the pictures, then read and write True or False.
Vocabulary:
lighthouse, lighthouse keeper; Ask the children to look at and number the scenes in the same order as they
fast, slow appear in the Student’s Book. Then write the first sentence on the board:
The children are visiting a lighthouse today. Ask the children to look at their
Structures: Student’s Books and say whether the sentence is true or false.
The children are visiting a
lighthouse. 10 Read and complete.
The boat is arriving. Ask the class to tell you the names of the characters from the story: Teacher,
Karim and Olga are going up Olga, Lucy, Lighthouse keeper, Karim, Tom. Write the following sentence on the
the stairs. board: _____ has got a camera. Ask the children to look at the story and say the
The boat is leaving. character’s name to complete the sentence (Karim).
Karim and Olga are flying in the
helicopter.
What are you doing there?
We’re late.

Materials
Teacher’s i-book

Resources

DVD 1
DVD Unit 7 Animated Story: The Lighthouse!
Teacher’s Resource Book, page 37
Activity 1: The children have to label each of the five pictures.
Activity 2: The children look at the five pictures and then match them to the sentences on the right.

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 11 Look at the story and complete.

1 Oh no! The boat 2 Hey wait

is going . We’re late! for us !

he stairs. True

3 Forty, fifty ,
4 What are you
sixty , seventy metres.
doing there?

elicopter. False
12 Unscramble and write the number.
2 1 4 3

g long trousers. 1 thecoliper 2 glithsehou 3 atbo 4 tasirs

g a hat. helicopter lighthouse boat stairs

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LL Students develop their learning skills by spotting mistakes. They recognise untrue
information and offer the correct version. This activity helps to activate long term memory
skills.

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 Unit 7 - Lesson 4C
Activity Book, page 57

Objectives 11 Look at the story and complete.

Tell the children to look at the first scene and write the speech bubble text on
To focus on comprehension of
the board: Oh no! _____ _______ ______ ______. We’re late! Invite a volunteer to
the unit’s story.
come and complete the sentence on the board: Oh no! The boat is going. We’re
To review key vocabulary from late! Explain that the task is to complete each speech bubble by referring to the
the story. story in the Student’s Book.

12 Unscramble and write the number.

Target language
Draw a picture of a camera on the board and write the letters in random order
Vocabulary: below: m e a r c a. Point to the picture and ask: What’s this? Then, ask the class
lighthouse, lighthouse keeper; to call out the letters in the correct order to spell camera. Tell the class to look at
fast, slow the four pictures. Ask them to unscramble the words and write the correct word
Structures: underneath.
The children are visiting a
lighthouse. Finishing off
The boat is arriving.
Karim and Olga are going up Spot the mistakes. Tell the story again with mistakes. Ask the class to call out:
the stairs. Stop! when they hear you make a mistake and invite them to tell you the correct
The boat is leaving. word or phrase: The children are visiting a nature park today (Stop! The children
Karim and Olga are flying in the are visiting a lighthouse today). Tom and Karim are going up the stairs (Stop!
helicopter. Karim and Olga are going up the stairs). Olga and Karim are late for the boat.
What are you doing there? Olga and Karim are flying the helicopter (Stop! Olga and Karim are flying in the
We’re late. helicopter) and so on.

Materials
Teacher’s i-book

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 Unit 7 - Lesson 5A
Student’s Book, page 72

Objectives Getting started

To learn the numbers from Revise the numbers 1 – 10. Write the numbers on the board and ask the class
10 - 100. to say them. Then, beside the number 2 write the number 20 and tell the
To sing a chant. children how to say it. Repeat the process with 30 – 100. When the children
To play a game with numbers. can say the numbers, write them in words in a new column. Then, divide the
class into two teams and ask them questions for points: What’s twenty plus
Target language fifty? How do you spell forty? What’s the next number: fifty, sixty, seventy...?
Which number starts with N? Then say: Guess the missing number. Say the
Vocabulary: numbers in order, but miss one out. Ask the class to say the missing number.
numbers 1 – 100

8 Listen and chant. 2.23

Materials
Play the CD and encourage the children to listen. Say: Open your books at
Teacher’s i-book page 72. Play the recording again and ask the children to follow it in their books.
CD Then, tell the class to stand up, play the chant again and ask the children to
chalk or board pens chant along and march on the spot. Then, divide the class into two teams. Ask
Team A to say the numbers and Team B to give the responses. Then, reverse the
roles and repeat.
i-activity
9 Play a game.
Do this game with a strong student first, then ask the children to play the game
in pairs. The strong student (A) puts their finger on number 10. Pointing to the
numbers, the teacher chooses one of the connecting numbers (40, 30 or 90)
and says it out loud (90, for example), student A puts their finger on the number.
The teacher then chooses one of the following numbers (20 or 70) and student A
puts their finger on that number. They continue until the teacher says the final
number, student A then says the name of the illustration.

Finishing off
Divide the class into two teams. Give chalk or board pens to a member of each
team and ask them to stand at the back of the classroom. Ask a question:
What’s thirty plus forty?, and signal to the children to race to the board to write
the answer. Their classmates can help them. Give two points for the first correct
answer and one point to the second child if their answer is correct.

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 UNIT 7 LESSON 5
8 Listen and chant.
2.23
10 Listen, point

Ten, twenty,
Racing cars.

Thirty, forty,
Going far!

Fifty, sixty,
Fast and slow.

Seventy, eighty,

e See them go!

Ninety and a hundred,

Little racing cars.

9 Play a game.

50
11
100 Read and pr

40 80
60
10 30 30
70
90 60
20
10
72 Numbers 10-100 Transport vocabulary

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MST Students develop mathematical competence by revising and using the numbers 10 – 100 in
English to play a game and do sums in English in teams. These activities help consolidate
mathematical skills.

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 12 Listen and colour. 3.7
14 Read and mat

15 Read and circ

13 Match and write. 16 Draw a balloo

ten 50 70 40
twenty f i f t y s e v e n t y f o r t y
thirty
forty
fifty 10 90 30 60
sixty
seventy t e n n i n e t y t h i r t y s i x t y
eighty
ninety
a hundred
100 20 80
a h u n d r e d t w e n t y e i g h t y

58

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LC
Students develop Linguistic competence by matching the spoken number in English from
10 – 100 to its numerical representation. These activities help develop a relationship
between the student’s second language and numbers.

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 Unit 7 - Lesson 5B
Activity Book, page 58

Objectives Getting started

To listen and identify forms of Write the numbers 10 – 100 on the board. Go through them with the children.
transport. When they can repeat them without mistakes, point to them at random and ask
the children to call them out. Then, count down from 100 – 10.
To identify 1 – 100 in words and
numbers.
12 Listen and colour. 3.7
Say: Open your Activity Books at page 58. Look at the picture. Ask the children
Target language
to tell you what they can see in the picture. Explain that they are going to follow
Vocabulary: the instructions they hear to colour in the different vehicles. Play the CD. The
numbers 10 – 100; blue, brown, children listen. Play the recording again and stop after the pause so they can
green, orange, pink, purple, red, colour in the picture. When they have finished, check their pictures. Say: What
yellow colour is number (60)? SS: It’s (red).
13 Match and write.
Materials Say the numbers with the children and then tell them to match the words,
Teacher’s i-book writing them under the numbers. Go around the class to correct the activity.
CD
Finishing off
Divide the class into two teams. Draw a line down the middle of the board and
write the numbers 10 – 100 on both sides of the line. Explain that each line
of numbers corresponds to one of the teams. Then, call out a sum: 40 + 30.
One member of each team has to race to the board and rub off the number
corresponding to the answer. The first child to do so wins a point for the team.
Repeat the process until all the children have had a turn.
Transcript
Listen and colour. 3.7

Man: Can you see number 90? Man: Colour it orange. Man: Colour it pink.
Boy: Number 90? Yes. Boy: Ship number 70 is orange, OK. Girl: Number 40 is pink.
Man: Colour it blue. Girl: What colour is number 30? Man: Can you see number 60?
Boy: Blue? OK! Man: Number 30 is purple. Boy: Er... Yes.
Man: And boat number 50... Girl: OK, purple. Man: Number 60 is red.
Girl: Yes? Boy: And number 80? Boy: OK, red.
Man: It’s yellow. Man: Colour it brown. Man: Can you see number 100?
Girl: OK, boat number 50 is yellow. Boy: OK, number 80 is brown. Girl: Number 100? Yes.
Man: Can you see boat number 70? Man: Can you see number 40? Man: Colour it green.
Boy: Number 70? The ship? Yes. Girl: Number 40? Yes. Girl: Number 100 is green.

Resources
Language
Teacher’s Resource Book, pages 67 – 69
Reinforcement Consolidation Extension
Activity 1: The children look at Activity 1: Tell the children to look at the Activity 1: The children have to write
the four photos and complete the pictures and complete the eight words, one complete sentence about each of
sentences using the correct word starting with the letters given. the forms of transport depicted.
from the box. Activity 2: The children look at the Activity 2: Tell the children to add the
Activity 2: Tell the children to write three pictures and circle the appropriate pairs of figures together and to write the
the six numbers in words. adjectives. result first as a figure and then in words.

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 Unit 7 - Lesson 6A
Student’s Book, page 73

Objectives Getting started

To listen and identify a balloon. Take out the flashcard of the hot-air balloon and place it on the board. Ask the
children what it is. Tell the children that the first plane flight was in 1899, and ask
To read a short text and predict
them to guess when the first balloon flight was. Tell them it was in 1783 and that
the answers.
the first passengers were a sheep, a duck and a cock. Two months later, two
French brothers flew in the first manned flight. The flight lasted twenty minutes.
Target language
Vocabulary: 10 Listen, point and say the balloon. 2.24
chicken, clown, eyes, hat, Say: Open your books at page 73. Look at the photos. Ask the children to describe
mouth, nose; sad the different balloons. S1: It’s (happy). S2: It’s (orange). S3: It’s a (clown), etc. Then,
Structures: ask the class which balloon they like best. Explain that they are going to listen to
Can children fly in balloons? the CD that gives descriptions of the balloons. They must listen, point at and say
Can balloons fly in the rain? the correct balloon. Play the CD. The children listen and point at the correct photo.
Play the recording again but this time stop after the pause and say: What letter is
it? The children call out the letters.
Materials
Teacher’s i-book Answers
CD 1 C, 2 A, 3 B, 4 D
Unit 7 flashcards
card 11 Read and predict. Then, listen to the answer. 2.25
Say: Look at Activity 11. Ask four volunteers to read out the questions. Tell the
children to write down what they think the correct answer is. When they have
i-activity finished, read out the questions and ask how many children have answered
Yes and how many have answered No for each question. Write the results on
the board. Then, play the CD and ask the children to listen and correct their
i-flashcards
answers. Ask the questions again and make sure the class say the correct
answers. Encourage them to use complete sentences. Then, divide the class
into pairs and tell them to act out the dialogues.

Finishing off
Construct big balloons using construction paper. The children colour in their
balloons. Make a display of the balloons in the classroom with each child’s
description underneath. Encourage the children to talk about their work and to
describe their balloon. Read out some of the descriptions and ask the children
to guess when it is their balloon.

Transcripts
Listen, point and say the balloon. 2.24 Read and predict. Then, listen to the answer. 2.25

1 Can you see the orange balloon? It’s got a 1 Child: Can children fly in balloons?
black nose and mouth and black eyes. Woman: Yes, they can. Lots of children like flying in balloons.
2 Can you see the clown balloon? He’s got a 2 Child: Can balloons fly in the rain?
hat. He’s sad! Woman: No, they can’t.
3 Can you see the red, blue, yellow and white 3 Child: Can balloons fly at night?
balloon? It’s a chicken! Woman: Yes, they can. Balloons have lights and planes can
4 Can you see the big white balloon? Happy see them.
Birthday! 4 Child: Can balloons go fast?
Woman: Yes, if it’s windy!

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NIT 7 LESSON 5 UNIT 7 LESSON 6
10 Listen, point and say the balloon.
2.24

A B

D
C

11 Read and predict. Then, listen to the answer.

2.25

1 Can children
fly in balloons?
2 Can balloons
fly in the rain?

3 Can balloons
fly at night?
4 Can balloons
go fast?

Learning about hot-air balloons 73

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CAE Students develop cultural awareness by learning about hot-air balloons and creating their
own hot-air balloon with a description.

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 14 Read and match.
3 2 4 1

1 This balloon has got a big smile! 2 This balloon has got big ears.

3 This balloon has got a hat. 4 This balloon has got wings.

15 Read and circle.

My ballo
on has g
ot wings
It’s blac / claws.
k and blu
e / whit
It’s a pa e.
rrot / p
enguin.

16 Draw a balloon and write a description.

Child’s own drawing.

Child’s own answer.

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LC
Students develop Linguistic competence by reading descriptions of balloons and
matching the picture to the sentence. Images that reinforce information in written texts
help to build literacy skills of looking for visual cues to aid comprehension.

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 Unit 7 - Lesson 6B
Activity Book, page 59

Objective Getting started

To describe a balloon. Take out the flashcard of the hot-air balloon to remind the children of the
word. Describe the balloon, say: It has got two colours and ask the children
Target language questions about it.

Structures:
This balloon has got a big 14 Read and match.
smile. Say: Open your Acivity Books at page 59. Look at the photos of the balloons.
My balloon has got wings. Ask the children which balloon is their favourite. Encourage them to describe
the balloon. S1: I like the balloon with (wings). Then, tell them to read the four
Materials descriptions and decide which balloon is being described. Tell them to write the
correct number in the box by the balloon. When they have finished, say: Look at
Teacher’s i-book balloon number one. Can you describe it? SS: This balloon has got a hat. Repeat
Unit 7 flashcards the process with the other balloons.

15 Read and circle.

Say: Look at Activity 15. Tell the children to look at the picture. Ask questions
about the balloon. T: Has the balloon got (a big smile)? SS: No, it hasn’t. T: Has it
got (wings)? SS: Yes, it has. Then, ask the children to read the text and circle the
right words. When they have finished, ask three volunteers to read their answers.

16 Draw a balloon and write a description.

Say: Look at Activity 16. Tell the children they are going to draw a balloon and
write a description. The children do the activity.

Finishing off
Display the children’s drawings from Activity 16 and ask them to describe their
balloons. Read out some descriptions of balloons and ask the children to guess
which balloon it is. Encourage the children to walk around looking at each
other’s work and asking questions.

Resources
DVD 2
DVD Unit 7 Real Kids
Teacher’s Resource Book, page 38
Activity 1: Tell the children to watch and listen to the DVD. Then, they have to tick the correct sentence.
Activity 2: The children have to listen to the DVD again and then read and answer the five questions.

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 Unit 7 - Lesson 7A
Student’s Book, page 74

Objectives Getting started

To read a text about London Show the children a map of the UK and help them locate London. Ask them if
transport. any of them have been to London. Ask: What colour are the buses in London?
To say a tongue twister and What colour are the taxis? Then, ask the children how they travel in their local
practise the tr sound. town or city.

12 Read and complete the sentences.

Target language
Ask the children to look at the photos and to name the forms of transport. Tell
Vocabulary: the children to read through the text. Then, ask some volunteers to read the
bike, bus, taxis, trains, transport sentences aloud. The children then copy and complete the sentences. Put them
Structures: into small groups to check their answers. Then, check the answers together as
There are lots of black taxis. a class.
London buses are red.
They’re very fast. Answers
1 big 4 slow
Materials 2 fast 5 old
3 river 6 red
Teacher’s i-book
CD
Unit 7 poster 13 Listen and say a tongue twister. 2.26
a map of the UK Play the CD and encourage the children to repeat each line in the pauses.
Emphasise the tr sound at the beginning of the words and ask the class to repeat.
Say each line of the chant in turn. Play the CD again and invite the class to chant
again. Then, teach the children a clapping pattern to do in pairs along with the
chant. The pairs face each other, clap hands as they say the line and then clap
hands with a partner at the end of each line. Do this very slowly to begin with and
faster as the children get more familiar with the chant and with clapping along.

Finishing off
Put the children into small groups and tell them to think about the public
transport in their local area. Ask them to write a short description using the
text about London to help them.

Resources

Phonics
Teacher’s Resource Book, page 99
Activity 1: Tell the children to listen and to repeat each sound and each word that they hear.
Activity 2: The children have to read the four sentences and then match them by number to the four photos.
Activity 3: Tell the children to look at the four pictures and write the four jumbled words correctly.

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 Culture UNIT 7 LESSON 7
Review
12 Read and complete the sentences. 1 Read and list

London transpor t

Hi! I’m Tara and I live in London!

London is a very big city and there are
lots of different types of transport.
Some trains go under the city. They’re
very fast. This train system is called the
Underground and it’s very old.
There are lots of black taxis in London too.
Some taxis go on the river! The traffic in
London is very slow so lots of people
travel by bike. All the London buses
are red. This is my favourite
way to travel!

1 London is very ... . 4 The traffic in London is very ... .

2 The trains are very ... . 5 The Underground is very ... .
3 Some taxis go on the ... . 6 All the London buses are ... .

13 Listen and say a tongue twister.

2.26

2 Write sentenc

Trevor travels by tractor.

Trudy travels by plane.
But my friends Travis and Tracy
Like to travel by train.

74 Adjectives Phonics initial sound tr as in train

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LC Students develop Linguistic competence by creating a rhythmic association between

phonology and word stress by saying a tongue twister.

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T 7 LESSON 7
Review UNIT 7
1 Read and listen. Then write.
2.27

Beep and Robby have got a 1 ... car.

I like the
new car!
That bus is
very slow! Yes, it’s
very 2 ... !

Oh, no! The car is 3 ... now. Beep and Robby are at the car wash.

Let’s go to the This is very

car wash! 4 ... ! Close your
car windows!

Oh, no! The windows are 5 ... ! Now the car is clean. And Beep and Robby are
6 ... too!

Beep!
... . Oops!
.
.
Beeeep!

2 Write sentences.

1 Beep and Robby have got a new ... . car / bike / boat
2 The bus is very ... . small / clean / slow
3 Robby thinks the car is very ... . red / fast / quiet
4 The car gets ... . wet / broken / dirty
5 Beep and Robby go to the ... . car wash / cinema / park
6 Beep thinks the car wash is very ... . good / slow / noisy

Unit structures: adjectives, imperatives 75

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LL Students develop their learning skills by speculating about missing words based on their
previous knowledge of the language.

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 Unit 7 - Review
Student’s Book, page 75

Objectives Getting started

To read and listen to a cartoon Put the poster on the board and ask for volunteers to describe what they
story. can see. Encourage them to use the structures and the vocabulary they have
learned in the unit. S1: I can see an old, slow bike. S2: I can see an old train.
To review the language of the
S3: The plane is fast and new. They come to the board and point to the
unit.
forms of transport as they speak. Then, ask volunteers to make and answer
questions: S1: Is the boat fast? S2: No, it isn’t. S1: Is the helicopter new?
Target language S2: Yes, it is.
Vocabulary:
clean, dirty, fast, new, open, 1 Read and listen. Then write. 2.27
slow
Tell the children to look at the Beep cartoon and explain that Robby and Beep
Structures: are driving in their new car. Ask the children to read the cartoon and to make
That bus is very slow. suggestions for the missing words. Play the CD and instruct the children to read
Let’s go to the car wash. and listen to the cartoon. Read out half a caption or speech bubble and ask the
children to complete it. T: Oh, no! The car … . SS: … is dirty now. Repeat with
Materials the
other sentences. Follow on by asking the class to read the cartoon aloud, with
Teacher’s i-book volunteers taking the parts of Beep, Robby and the narrator. Repeat with
CD different children doing the reading.
Unit 7 poster
Unit 7 flashcards Answers
1 new 4 slow
i-story cards 2 fast 5 open
3 dirty 6 clean

i-activity 2 Write sentences.

Put the children into pairs to read the cartoon again. They then read each
sentence and choose which word finishes the sentence correctly. The children
i-poster write their answers. Then, invite volunteers to read the sentences out.
Answers
i-flashcards 1 car 4 dirty
2 slow 5 car wash
3 fast 6 slow

Finishing off
Stick the flashcards to the wall around the room and divide the class into
teams. Give the teams instructions: Team A, jump to the bus. Team B, walk on
tiptoe to the plane. Team C, walk backwards to the car.
Then, display the poster. Point to a type of transport and make a statement
about it: It’s new and yellow. If the statement is true, the children repeat it. If it
is false, they stay silent, or they correct the statement.

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 Review UNIT 7
3 Read and write.

1 It flies. It hasn’t got wings. It’s a … .

2 It’s a very big boat. It’s a … .
3 It’s got one seat and two wheels. It’s a … .
4 It’s very long. It travels on rails. It’s a … .
5 It travels on water. It’s not big. It’s a … .
6 It’s very big and long. It’s got a pilot. It’s a … .

4 Look and write the numbers.

5 Look and write a description.

1 2

Number 1 is a ...
It's ...

76 Unit vocabulary: transport vocabulary, adjectives, numbers

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LC Students develop their language skills through various activities to review the language
learned in the unit.

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 Unit 7 - Review
Student’s Book, page 76

Objective Getting started

To review the language of the Slowly spell out the name of a form of transport. As soon as someone knows
unit. what it is, they say the word and it is then their turn to spell out a word.
Continue until all the transport words from the unit have been covered.
Target language
Vocabulary: 3 Read and write.
bike, boat, bus, car, helicopter, Invite a volunteer to read out the first clue and name what is being described.
plane, ship, train; big, fast, The children then read through the rest of the clues and write down the
long, old, slow transport. Ask volunteers to read out the clues and answers for the rest of the
Structures: class to check.
It’s big and old. Answers
It travels on rails. 1 helicopter 4 train
It’s got a pilot. 2 ship 5 boat
3 bike 6 plane
Materials
4 Look and write the numbers.
Teacher’s i-book
CD Count with the children in tens from 10 to 100 and then back down to 10. Tell
Unit 7 poster the children to look at the picture and find six numbers in it. They write the
numbers down. Ask volunteers to say a number and where it is.
Answers
i-poster 10 (on the balloon)
30 (on the bus)
i-flashcards 40 (over the door)
50 (on a jumper)
70 (on the cake)
80 (on the bag)

5 Look and write a description.

Ask the children to look at the pictures of the plane and the train and to write a
description of each of them. Then, ask volunteers to read out their descriptions.

Finishing off
Play Bingo with the children.

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 Review

1 Look and write.

fast car new plane slow plane old bike

1 It’s a slow bike 2 It’s an old plane

3 It’s a fast plane 4 It’s a new car

2 Look and complete.

1 2
f i f t y t h i r t y

3 4
a
t w e n t y
h u n d r e d

3 Look and write.

1 It’s a lighthouse . 2 It’s a balloon . 3 It’s a boat .

60

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LL Students develop their learning skills by playing a game with their dictionary and then writing
in the words. This activity helps children to be included in the learning process of creating
their own materials for reference.

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 Unit 7 - Lesson 7B
Activity Book, page 60

Objective Getting started

To review the language and Put the flashcards on the board. Ask volunteers to come to the board and to
structures of the unit. describe one of the flashcards. Encourage the rest of the class to ask them
questions.
Target language
Vocabulary: 1 Look and write.
numbers 10 – 100; bike, boat, Tell the children to look at the words in Activity 1 and explain that they must
bus, car, helicopter, plane, ship, choose the right words to make sentences to describe the pictures. When they
train; big, fast, new, old, sad, have finished the exercise, ask volunteers to read out their answers and go
shiny, slow, small; chicken, around the classroom checking the children’s work.
clown, eyes, hat, mouth, nose;
lighthouse, lighthouse keeper 2 Look and complete.
Structures: Ask the children to look at Activity 2. Point out the numbers on the sides of the
It’s fast. cars and explain that they must write down the correct number next to each car.
Is your car old? Go around the classroom checking the activity.
Yes, it is. / No, it isn’t.
Can children fly in balloons? 3 Look and write.
How do you spell (boat)? Ask the children to look at Activity 3. Tell them to look at the pictures and
This (bike) is (old) and (slow). to complete the sentences underneath. Go around the classroom checking
the activity.
Materials Picture dictionary 3.15
Teacher’s i-book Ask the children to look at the Picture dictionary on page 75 of their Activity
CD Books. Hold up your two index fingers and signal to the class to do the same.
Unit 7 flashcards Say: Point to the car and the helicopter. Encourage the class to quickly point to
the two pictures and check with the child next to them. Repeat with other words
from the page. Tell the children to write each word on the dictionary page. Play
the recording and ask the children to look at the pictures and repeat the words.

Finishing off
Ask general questions and revise all the target structures and vocabulary.
Transport: bike, boat, bus, car, helicopter, plane, ship, train. Adjectives: big,
fast, new, old, shiny, slow, small. Numbers: 10 – 100. It’s fast. Is it slow? Yes, it
is. / No, it isn’t. The children should answer the questions correctly. Continue
with the questions. You can do this activity with flashcards from all the
previous lessons.

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 Unit 7 - Evaluation
Beep on grammar
Objective Unit 7 Test

To evaluate children’s Name: Class:

Unit 7
Adjectives: new,
1
understanding of target
1 2 3
old, fast, slow
2.28

language from the unit.

new and fast.
It’s
old and slow.

Target language 1 Look, unscramble and write.

new
1 Look and write the answers and the que
old slow
Vocabulary: 4 5 6
fast

numbers 20 – 100; train, ship, 1 It’s a plane (napel). It’s new and fast .

car, plane, boat, helicopter, 2 It’s a bike (kibe). It’s and .

old slow
bus, bike; big, fast, old, slow,
small, new 3 It’s a train (ranit). It’s fast and new .

Structure: 2
© Santillana Educación S.L. 2012 PHOTOCOPIABLE

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

Read. Draw and write.

My car is small and fast.

2 9 75
Child’s own drawing and answer
12 44
88 32
2
Materials
Look and complete for you.
91 60
It’s a ship. It’s .
1 Listen and circle. (Track 2.28) It’s old and slow. It’s and .

Teacher’s i-book
2 Write the numbers.
163
14
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photocopies of
Unit 7 Test
Teacher’s Resource Book, Adjectives: new, Is it…?
old, fast, slow
pages 163 and 164 Name: Class:

3 1
new?
2.37
old? Yes, it is.
Is it
fast? No, it isn’t.

Students develop Is the plane fast? Is the bike old? Is the boat big?
slow?
LL
1 Look, unscramble and write.

learning skills by 1 Look and write the answers and the questions.

applying acquired
1 Is it fast? ✓ Yes, it is.
learning strategies such Is the car slow?
1 It’s a
Is the plane new?
(napel). It’s
Is the helicopter small?
and fast
2
.
2 Is it slow? ✗ No, it isn’t.

as focusing attention and 2 It’s a (kibe). It’s and .

3 Is it old? ✗ No, it isn’t.
memory recall, as well as 4 4 Is it fast? ✓ Yes, it is.
3 It’s a (ranit). It’s and new .
comprehension and linguistic My car is new / old. It’s Is it old
5 ? No, it isn’t.
expression, in order to 2 Read. Draw and write. got four / eight wheels and 6 ? Yes, it is.
it’s very fast / slow. My
complete an end of unit Child’s own questions
© Santillana Educación S.L. 2012 PHOTOCOPIABLE

train isn’t new / old. It’s

7 ? No, it isn’t.
assessment. old / new. It’s big / small 8 ? Yes, it is.
and it’s very fast / slow.
2 Look and complete for you. Child’s own answers
. My is new. My is old.
. My is fast. My is slow.

3 Answer the questions. 15

4 Circle the correct word to complete the text.
164
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Transcript
Unit 7 Test. Activity 1. Listen and circle. 2.28

1 The boat is old. 4 The car is new.

2 The train is fast. 5 The plane is big.
3 The ship is slow. 6 The bike is small.

304

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 Introduction
8. Summer fun!
Unit objectives Anticipating difficulties
To understand and use target Dr Gardner’s theory of multiple intelligence highlights the fact that we all learn
language. in different ways. In language teaching we usually give preference to linguistic
intelligence, which is good for children who have a large vocabulary. But this is
To understand short dialogues. not fair on children who learn through spatial intelligence, musical intelligence
To follow and enjoy a story. or bodily-kinesthetic intelligence. They may be classed as slow learners when
all they need is the possibility of learning through a different sense. Teachers
To participate in songs and
should try to present the lessons in a wide variety of ways using music, art
chants.
activities, role play and field trips so that each child has the opportunity to learn
To say a chant and practise the in ways that are in harmony with their individual minds.
s sound.
Teaching tip
Target language One way to help those children who are classed as having bodily-kinesthetic
intelligence and spatial intelligence to learn vocabulary is to accompany
Vocabulary:
the presentation of new words and phrases with gestures. This helps them
camping, eating ice cream,
remember and assimilate the language in a fun, dynamic way and makes them
making sandcastles, playing
more alert. It is also especially good for days when the children are lacking in
frisbee, sailing, snorkelling,
motivation.
surfing, taking photos
Structures:
Do you like sailing?
Yes, I do. / No, I don’t. Unit 8 Summer fun
playing
I like/don’t like taking photos. frisbee

camping
making
sandcastles

taking
photos
eating
ice cream
sailing
snorkelling

surfing

2.36

Sarah likes sailing,

And snorkelling too.
EAN: 8431300158542 BEEP 3 © Santillana Educación S.L. 2012

Sally likes surfing.

What about you?

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 Unit 8 - Lesson 1A
Student’s Book, page 77

Objectives Getting started

To introduce and learn target Put the poster of the holiday activities on the board. Ask the children if they
vocabulary. can see Beep and Robby. Explain to the children that Beep and Robby are
at the beach on their holidays. Go around the class telling the children the
To learn and sing a song.
different activities. Ask a volunteer to be the teacher. Repeat with other
volunteers. Take out the flashcards one by one and hold them up to elicit the
Target language name from the children. Put them on the board and ask a volunteer to come
Vocabulary: and point at the correct flashcard as you call out the name of the activity.
camping, eating ice cream, Repeat the process with other volunteers and then ask one of the children to
making sandcastles, playing take over your role. Make sure all the children have a turn at saying the sports.
frisbee, sailing, snorkelling, Then, point to an activity and ask the children about the activities. T: (Fiona),
surfing, taking photos do you like (making sandcastles)? Go through all the different activities. Then
encourage the children to ask you questions about the activities. Before you
Structure: answer, encourage them to predict your answer with thumbs up for a Yes
We like camping by the sea. answer and thumbs down for a No. Hold your thumb in the neutral position
and then turn it to reveal whether you like the activity or not and say: Yes, I like
Materials (making sandcastles). / No, I don’t like (snorkelling).
Teacher’s i-book
CD 1 Listen and sing. 2.29
Unit 8 poster Say: Open your books at page 77. Ask the class to look at the picture and ask
Unit 8 flashcards them if they can see Karim and the other characters. Ask them what they are
doing. Tell the class that they are going to listen to a song about the friends
playing on the beach. Play the CD and ask the class to listen. Play the recording
i-activity
again and ask the class to try to follow the song in the book with their fingers.
Play the CD again and encourage the children to join in the singing. Join in
i-poster yourself. Play the recording a few times until they are more confident. Then,
divide the class into groups and ask them to sing the song. Ask the children to
look at the picture again and ask questions: Look at picture number (7). What’s
i-flashcards Karim doing? SS: He’s (camping).

2 Look and say.

Ask the children to look at the pictures of the activities in Activity 2. Ask
volunteers to name them. Then, divide the class into pairs. One child says an
activity and the other says the number of the picture. Then, mime one of the
activities and say: I like (snorkelling). Ask the children to work in pairs and to
mime and guess the different activities.

Finishing off
Draw a five-by-five grid on the board and stick a flashcard into each square
with a word or picture facing away from the class:
A
B
C
D
1 2 3 4
Divide the class into teams and invite the first team to say two coordinates
(for example, A3 and C4). Turn the two flashcards round and if they match, the
team wins the pair. If not, turn them back to face the board and give the next
team a turn. The team that wins most pairs wins the game.

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 8. Summer fun LESSON 1

1 Listen and sing.

2.29

1 2

Summer, summer, summer fun, 3

Lots of fun for everyone!
We like camping by the sea,
And playing frisbee, you and me! 6
Sailing, surfing, snorkelling too, 4 5
Eating ice cream, me and you!

Taking photos every day,

Making sandcastles.
Hurray, hurray!
7

2 Look and say.

Making sandcastles.
Number four!

camping sailing snorkelling surfing

taking making eating playing

photos sandcastles ice cream frisbee

Holiday activities 77

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MST Students develop mathematical competence by using coordinates in a grid to play a

matching game. Working with this type of logical-spatial arrangement will help develop more
systematic thinking.

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 8. Summer fun
1 Look and write.

camping sailing snorkelling surfing taking photos

making sandcastles eating ice cream playing frisbee

sailing 1 3

2
snorkelling
surfing

4
playing frisbee

5 eating ice cream

6

taking photos
camping
7
8

making sandcastles

2 Read and tick (✓) or cross (✗).

1 He’s in a car. 5 She’s eating pizza.
2 He’s snorkelling. 6 He’s got binoculars.
3 She’s on a boat. 7 He’s cooking spaghetti.
4 She’s playing Frisbee. 8 She’s wearing a hat.

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LC
Students develop Linguistic competence by focusing on the relationship between the pictures
and the sentences. Learning the correct spelling is important for literacy.

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 Unit 8 - Lesson 1B
Activity Book, page 61

Objective Getting started

To practise target vocabulary Place the flashcards on the board to remind the children of the new verbs.
and structures. Then, write two columns on the board. On one side, write: he’s eating, she’s
playing, he’s taking, he’s wearing, she’s making. On the other side, write:
Target language frisbee, ice cream, sandcastles, spaghetti, a hat. Ask the children to match
the sentences. Then, write the following on the board and ask the children to
Vocabulary: guess the words: s_i_ing, su__ing, s__r___ling, c_m_ing, c_o_ing.
camping, cooking, eating ice
cream, making sandcastles,
playing frisbee, sailing, 1 Look and write.
snorkelling, surfing, taking Say: Open your Activity Books at page 61 and look at Activity 1. Look at the
photos, wearing a hat; in, on picture. Explain that they must write out a sentence for each character to
Structures: explain what they are doing. Tell them they must use he or she. When they have
He’s cooking spaghetti. finished, go through the activity by calling out a number and saying: What’s (he)
She’s eating pizza. doing? The children read out their answers.
He’s in a car.
2 Read and tick ( ) or cross ( ).
She’s on a boat.
Say: Look at Activity 2. Explain that the sentences relate to the picture but some
of them are true and some of them are false. Ask the children to put a tick in the
Materials box if the sentence is true and a cross in the box if the sentence is false. When
Teacher’s i-book they have finished, ask volunteers to read the sentences and to say whether
Unit 8 flashcards they are true or false.

Finishing off
Ask the children to look at Activity 2 again and correct the false statements. Say:
Look at Number 1. Is he in a car? SS: No, he isn’t in a car. He’s sailing. T: Look at
Number 2. Is he snorkelling? SS: Yes, he is.

Resources
Reading and Writing
Teacher’s Resource Book, page 144
Activity 1: The children have to match the four sentences to the four photos.
Activity 2: Tell the children to write freely about what they like and don’t like, using the -ing form.

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 Unit 8 - Lesson 2A
Student’s Book, page 78

Objective Getting started

To talk about likes and dislikes. Put the poster on the board. Point to yourself and elicit I from the class. Then,
give a thumbs down and shake your head to elicit don’t like and finally point
Target language to an activity you don’t like and encourage the children to say the whole
sentence. Repeat with I like statements and then point to one of the activities
Vocabulary: and ask one of the children: Do you like (sailing)? S1: Yes, I do. / No, I don’t.
camping, eating ice cream, Continue with other children until you have gone through all the summer
making sandcastles, playing activities.
frisbee, sailing, snorkelling,
surfing, taking photos
3 Listen and read. 2.30
Structures:
Do you like sailing? Say: Open your books at page 78. Tell the children to look at the picture, and
Yes, I do. / No, I don’t. ask them who they can see. Play the CD and tell the children to follow the
dialogue with their fingers. Play the recording again, pausing to allow the
children to point to the correct character and activity. Divide the class into pairs
Materials and ask them to read the activity. Play the CD again, and this time ask the
Teacher’s i-book children to read along with it.
CD
Unit 8 poster 4 Ask a friend.
Unit 8 flashcards Ask the children to look at Activity 4. Divide the class into pairs. The children
can support each other when saying and understanding the questions. The
activity is personalised, because the children talk about their own likes and
i-poster dislikes. They ask and answer the questions themselves.

i-flashcards Finishing off

Sit in a circle with the children. Give the snorkelling flashcard to the child on
your left and ask: Do you like snorkelling? The child replies with Yes, I do. /
No, I don’t. Then, the child passes the flashcard to their neighbour and asks
the question, and so on round the circle. Introduce other flashcards until all of
them have passed round the circle.

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 UNIT 8 LESSON 2
3 Listen and read.
2.30
5 Listen and sa

Salma, do you like surfing?

No, I don’t.

Do you like playing frisbee?

No, I don’t.

Do you like making sandcastles?

No, I don’t.

Do you like eating ice cream?

Yes, I do.

Do you like chocolate or

6 Play Three-in
strawberry ice cream?

I like chocolate AND

strawberry ice cream!

Beep on Grammar, page 16.

Do you like … ?
making sandcastles?
Yes, I do.
4 Ask a friend.
Do you like camping?
taking photos?
No, I don’t.

1 Do you like making sandcastles?

2 Do you like reading comics?
3 Do you like camping?
4 Do you like eating ice cream?
5 Do you like singing songs?
6 Do you like dancing?

I like taking photos.

78 Holiday activities Do you like (sailing)?

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SCC Students develop social skills by doing a chain drill as a group with flashcards. Group
fluency games are enjoyable for students and create a positive feeling for all.

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 3 Listen and draw. 3.8
5 Read and matc

Chloe

Simon

4 Complete the sentences and answer Yes, I do or No, I don’t. Child’s own answers.

eating playing singing camping dancing playing

1 Do you like playing frisbee?

6 Look and com

2 Do you like dancing ?

3 Do you like eating ice cream?

4 Do you like singing ?

5 Do you like playing tennis?

6 Do you like camping ?

62

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DC Students develop Digital competence in the classroom by extracting specific information

from a short CD recording. In this activity students identify the speakers’ likes and dislikes.

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 Unit 8 - Lesson 2B
Activity Book, page 62

Objective Getting started

To practise likes and dislikes. Draw a smiley face on the board and hold up one of the flashcards. Say:
I like (snorkelling). Then, draw a sad face on the board and hold up a different
Target language flashcard. Say: I don’t like (surfing). Then, ask one of the children: Do you like
(sailing)? S1: Yes, I like (sailing). / No, I don’t like (sailing). Tell the child to ask
Vocabulary: a classmate the question. S1: (María), do you like (playing frisbee)? S2: Yes, I
camping, eating ice cream, like (playing frisbee). / No, I don’t like (playing frisbee). S2 then asks another
making sandcastles, playing classmate. Continue the process until all of the children have had a turn or
frisbee, sailing, snorkelling, until all the activities have been covered.
surfing, taking photos
Structures: 3 Listen and draw. 3.8
Do you like sailing?
Say: Open your Activity Books at page 62. Ask the children to look at the
Yes, I do. / No, I don’t.
pictures along the top of the chart. Explain that they are going to hear Chloe
and Simon answering questions about their likes and dislikes and that they
Materials must draw the right face underneath the pictures. Play the CD and ask the
Teacher’s i-book children to listen carefully. Play it again, pausing to allow the children to draw
CD their faces. Go around the class and correct the activity.
Unit 8 flashcards
4 Complete the sentences and answer Yes, I do or No, I don’t.
Ask the children to look at Activity 4. Tell them that they have to put the correct
verb in the questions and then give their answers. When they have finished the
exercise, divide the class into pairs. One child asks the question and the other
answers. Change their roles so that each child asks and answers all of the
questions.

Finishing off
Hide a flashcard behind your back and the children take turns to guess ‘what
you are doing’. Continue until the children have guessed all the activities.
Then, ask volunteers to take over your role.

Transcript
Listen and draw. 3.8

Narrator: Hello, Chloe. Narrator: Hi, Simon.

Girl: Hi! Boy: Hello!
Narrator: Chloe, do you like camping? Narrator: Simon, do you like camping?
Girl: Camping? No, I don’t. Boy: Yes, I do. It’s fantastic.
Narrator: All right. Do you like eating ice cream? Narrator: And do you like eating ice cream?
Girl: Yes, I do. Boy: Yes, I do, especially chocolate ice cream, mmm!
Narrator: And do you like snorkelling? Narrator: Do you like snorkelling?
Girl: Yes, yes, I do. Snorkelling’s brilliant. Boy: Snorkelling? No, I don’t.
Narrator: Do you like taking photos? Narrator: Do you like taking photos?
Girl: No, I don’t. Boy: Yes, I do.
Narrator: And do you like making sandcastles? Narrator: Fine, and do you like making sandcastles?
Girl: Um, yes. Yes, I do. Boy: No, I don’t.
Narrator: Thank you, Chloe, bye! Narrator: All right, thank you, Simon, bye!
Girl: Bye! Boy: Bye!

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 Unit 8 - Lesson 3A
Student’s Book, page 79

Objective Getting started

To talk about likes and dislikes. Invite a child to the front of the class and ask them to wear a blindfold. Ask
a volunteer to stand up. Point to three of the flashcards one after the other
Target language and the child says: I like (camping) and (eating ice cream). I don’t like (taking
photos). The blindfolded child tries to guess who’s talking. Tell the children
Vocabulary: they can use funny voices if they want.
camping, eating ice cream,
making sandcastles, playing
frisbee, sailing, snorkelling, 5 Listen and say the number. 2.31
surfing, taking photos Say: Open your books at page 79. Look at the pictures. Ask the class to identify
Structures: the characters in the pictures. Tell the children that Tom, Olga, Karim and
I like sailing. Lucy are going to talk about their likes and dislikes. Explain that each parasol
I don’t like taking photos. has different things underneath and that they must identify which parasol
corresponds to each one of the characters. Play the CD. The children listen.
Play the recording again, and this time the children try to identify the correct
Materials parasol and write down the number. When they have finished, play the CD again
Teacher’s i-book and pause for the children to supply the correct number.
CD
Unit 8 flashcards 6 Play Three-in-a-row and say.
a blindfold Ask the children to look at the pictures in Activity 6. First go through the
activities with them. Explain to the children that they are going to play a game in
which they must try to say three activities in a row. Their partner will try to stop
i-activity them. S1: I like surfing. S2: I don’t like taking photos. S1: I don’t like singing.
S2: I like camping. The winner is the child who manages to say three activities in
i-flashcards a row.

Finishing off
Stick the flashcards on the board. Divide the class into two teams and ask a
volunteer from each team to stand at the back of the class. Encourage the class
to ask you questions about the activities. SS: Do you like (snorkelling)? Reply
with: Yes, I like (snorkelling) or No, I don’t like (snorkelling). If you reply with Yes,
the two volunteers race to touch the corresponding flashcard for a point.

Transcript
Listen and say the number. 2.31

Tom: Hi, my name’s Tom. I like snorkelling and I like making sandcastles.
Olga: Hello, I’m Olga. I like making sandcastles and I like playing frisbee.
Karim: Hi, I’m Karim. I like snorkelling and I like taking photos.
Lucy: Hello, my name’s Lucy. I like taking photos and I like playing frisbee.

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IT 8 LESSON 2 UNIT 8 LESSON 3
5 Listen and say the number.
2.31

1 2 3 4

6 Play Three-in-a-row and say.

I don’t like surfing.

I like taking photos.

Revision of activities Expressing likes and dislikes I (don’t) like (snorkelling). 79

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LC Students improve their Linguistic competence by developing literacy skills reading and
listening about likes and dislikes. Understanding grammar and vocabulary via pictures helps
support early literacy skills.

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 5 Read and match.

I like taking photos.

I like snorkelling.

I don’t like camping.

I like making sandcastles.

I like surfing.
own answers.

I don’t like sailing.

6 Look and complete.

 = I like  = I don’t like

I like I don’t like I don’t like I like

eating ice cream. playing frisbee. surfing. snorkelling.

63

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LC Students develop Linguistic competence by practising talking about their likes and dislikes in
English. Guided fluency practice is provided by reading answers aloud and by saying the
vocabulary word the flashcard represents.

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 Unit 8 - Lesson 3B
Activity Book, page 63

Objective Getting started

To practise reading and talking Show the flashcards one at a time and ask the class to name them all as a
about likes and dislikes. group. Then show all the cards again except three of them. Tell the children
these are the three activities you don’t like doing. Then, ask the children to tell
Target language you what things you don’t like doing.

Vocabulary:
camping, eating ice cream, 5 Read and match.
making sandcastles, playing Say: Open your Activity Books at page 63. Look at the pictures. Tell the children
frisbee, sailing, snorkelling, to read the sentences and match them to the pictures. When they have finished,
surfing, taking photos correct the activity by calling out an activity: (Camping). The children respond
Structures: by reading the sentence and then pointing to the correct picture. Walk around
I like sailing. the class while you are doing this so that you can see all the children’s books.
I don’t like taking photos.
6 Look and complete.
Ask the children to look at the pictures in Activity 6. Tell them they have to
Materials complete the sentences with I like or I don’t like, according to the characters’
Teacher’s i-book faces. When they have finished, ask volunteers to read out their answers.
Unit 8 flashcards
Finishing off
Cover a flashcard with a piece of paper and slowly reveal the picture. Ask
the children to call out whether they like or don’t like the activity before it
is completely uncovered. S1: I don’t like (camping). Repeat with the other
flashcards.

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 Unit 8 - Lesson 3C
Arts & Crafts

Objectives Getting started

To practise target vocabulary Ask the children to make a list of their two favourite activities from the
and structures. target vocabulary for the unit. They then move around the class asking their
classmate: Do you like (camping and eating ice cream)? Encourage the
To interact with classmates.
children to use full answers in their response: No, I like (taking photos and
eating ice cream). The objective is to find someone in the class who shares
Target language their two preferences.
Vocabulary:
camping, eating ice cream,
making sandcastles, playing Make a game of dominoes
frisbee, sailing, snorkelling, Tell the children to cut out the twelve domino cards. They then have to
surfing, taking photos arrange the cards as in a game of dominoes, matching each sentence with the
Structures: corresponding face and picture.
He likes eating ice cream.
She doesn’t like surfing. I
don’t like
making
Materials sandcastles.

I
Teacher’s i-book don’t like
scissors eating
ice cream.

Students develop
camping.
CAE

like
cultural expression

I
by creating a game of
dominoes and then playing I
don’t like
with them. Being actively playing
involved in creating art frisbee.
work and receiving praise I
facilitates wanting to later don’t like
eating
present the work done as an ice cream.
artistic production.

Finishing off
Ask the children to create alternative domino cards. You can suggest some
vocabulary areas to choose from, for example, colours or food. The design is
the same as that of their Teacher’s Resource Book photocopy, with happy and
sad faces where appropriate.

Resources
Arts & Crafts
Teacher’s Resource Book, page 22

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  I
ke
I ’t li
’t li
ke don king
don king . ta os.
t
ma stles pho
d ca I
san e
don’t likting
 I ea
ice crea
m.
 e
I lik g ’t li
ke

kin don ping.
ma stles. cam
dca
san
 I
’t li
ke
 e
I lik g don ying
in pla bee.
eat am. ris
e cre f
ic
 e
I lik g
 e
I lik g in
tak os.
in t
play bee. pho
fris

 I
like g.
in
sail

don’t like
sailing.
I
 don’t like
making I
sandcastles.  don’t like
eating
ice cream
.
 I like
making
I
sandcastles.  don’t like
taking
photos.
 I like
eating
ice cream
.  I
don’t like
camping.
 I like
playing
I
frisbee.  don’t like
playing
frisbee.
 I
like
sailing.  I like
taking
photos.

ice atin ke
do I
e li
n’t

cre g
.
am
ng.
saili t like
don’ I






I like
ma
sand king
castle
s.
do aili

I like
I like
n’ ng

ing
s

mak tles.
t

cas
sand
.

 

I
fr
pl isb
like ng.
a e
I l yin e.
pi
cam
ik g
e




do eat eam

I ike
n’ ing .
tl
ice
cr

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 Unit 8 - Lesson 4A
Student’s Book, pages 80 and 81 Shark attack! UNIT 8 LESSON 4 UNIT 8 LESSON 4
Find
and
say!

Objectives 7 Read and listen to the story.

2.32

To enjoy a story. The children are camping next to the beach. The next day... Tom and Lucy are surfing. Dad is

To read and listen for

comprehension.
To consolidate the language of
the unit. Hey! It’s a
spaceship! No, it’s a
frisbee!
Catch!
Target language
Vocabulary: Lucy and Olga are playing frisbee. Tom is
making a sandcastle. Karim has got his camera. 1 Tom has got an idea. 2 2
camping, eating ice cream, Later that day...
making sandcastles, playing
frisbee, sailing, snorkelling,
surfing, taking photos
Structures: Look at Karim’s
photo, Dad! It’s a
spaceship.
Do you like sailing?
Yes, I do. / No, I don’t.
I like/don’t like taking photos. Aaah! It’s not
a spaceship. It’s
Lucy and Olga are playing a frisbee!

frisbee. Oh, no! 3 Now Dad has an idea. 4 4

It’s a trick. 80 The Present Continuous in context Lucy andThe Present

Olga Continuous
are playing frisbee.in context Lucy and Olga
Holiday are playing
activities frisbee. likes
Expressing

Catch!
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Materials
Teacher’s i-book Getting started
CD Remind the class about the holiday activities. Divide the class into teams of
Unit 8 poster three, and give each child a piece of paper and a pencil. Demonstrate the
Unit 8 story cut-outs statement I like eating ice cream with mime and noises and ask the teams to
photocopies of write the statement you are miming in 15 seconds. When they’ve finished, ask
More
Teacher’s Resource More
practice Book, practice the teams P up their papers, and give two points for correct sentences
P to hold
pages 119 and 120 with no spelling mistakes and one point for correct sentences with spelling
Blu-Tack mistakes. Display the poster and point to Beep and Robby. Ask: Is Beep
sheets of paper and pencils F he is. T: Is Robby sailing? SS: Yes, he is. T: Are Beep and
sailing?FSS: Yes,
Robby sailing? Help the children with the reply Yes, they are.
SC SC
i-poster
More More Before you read
phonics phonics
Say: Open your books at page 80 and look at Lesson 4. Elicit the names of
i-story cards
the characters in the story. Then, hold up your book and point to the series of
pictures at the top of page 81. Say: Find the (sandcastle) in the story and elicit
the scene number (scene 1). Tell the class to work in pairs and find the other
items in the story. Correct as a class. Where possible, extend the activity with
questions: Has Karim got a camera?

i-poster 7 Read and listen to the story. 2.32

Play the CD and tell the class to read and listen to the story. Check
i-flashcards comprehension with questions: What are the children doing? SS: Camping next
to the beach. T: What are Olga and Karim doing? SS: Playing frisbee.

IWB i-book

320

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 CAE Students develop cultural expression by
UNIT 8 LESSON 4
Find
and
Find
and participating in creating their own story
say! say!
booklet with the template and stickers.
Look behind you!
Tom and Lucy are surfing. Dad is snorkelling.
It’s a shark!
Tom and Lucy are surfing. Dad is snorkelling.

I like surfing!

Aaargh!

2 5 6
It’s not a shark. It’s Dad! Mum is taking a photo.

Ha, ha! It’s a trick!

It’s time for
ice cream!

Mmm, I like
That’s not funny! ice cream!

And I like taking

photos!
4 7 8

t Lucy and Olga

Holiday are playing
activities frisbee. likes
Expressing Holiday activities Expressing likes 81

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Write the main parts from the story on the board: Narrator, Olga, Karim, Tom,
Tom’s Dad, Lucy. Divide the class into groups of six and tell them to take
a part each and read the story. When they have finished the story, check
comprehension by asking the children to match sentence halves:
The children are it’s a frisbee.
Olga and Karim are snorkelling.
It’s not a spaceship, camping next to the beach.
Look behind you, playing frisbee.
Tom and Lucy are it’s a shark!

Make a story booklet

Ask the children to take the booklet template from the cut-outs envelope (or give
them copies of the cut-outs from the Teacher’s Resource Book, pages 119 and 120).
Instruct them to look at the Student’s Book story and then to assemble the
booklets. The envelope also contains the speech bubbles for each story in sticker
format. Instruct the children to stick the speech bubbles in the correct places,
and to draw a v-shape on the bubble to clarify who is speaking. They might feel
confident doing this from memory or they may prefer to refer to the story in the
Student’s Book. Move around the class and help those children who need it.

Finishing off
Ask the children to put their books face down on their desks. Read out a
sentence from the story (caption or speech bubble) and signal to the children
to turn over their books and find the sentence. When they have found it, they
raise their hands. Elicit the scene number from the children.

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 Shark attack!
9 Look at the sto
7 Order the pictures, then read and write True or False.
1 4

Tom is making a sandcastle. True Lucy and Olga are playing frisbee. False

2 3

10 Solve the puzz

Olga has got an idea. False Dad is looking at Karim’s photo. True

8 Read and complete.

Karim Dad Tom Lucy

1 Lucy and Tom are surfing. 3 Karim takes a photo of the frisbee.
2 Dad pretends to be a shark. 4 Karim has got ice cream for everyone.

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LC Students develop Linguistic competence by revising the story from the previous lesson.
Comprehension is checked by ordering pictures and then answering true or false questions
about the story.

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 Unit 8 - Lesson 4B
Activity Book, page 64

Objectives Getting started

To focus on comprehension of Remind the class about the story by asking them questions about it: Who is
the unit’s story. in the story? What are they doing? Who has got an idea? What’s Dad doing?
What are Tom and Lucy doing? Then, ask them to open their Student’s Books
To review key vocabulary from
to Lesson 4. Assign the parts to six volunteers (Olga, Karim, Dad, Tom, Lucy,
the story.
Narrator). Read the story out loud.

Target language
7 Order the pictures, then read and write True or False.
Vocabulary:
camping, eating ice cream, Ask the children to look at and number the scenes in the same order as they
making sandcastles, playing appear in the Student’s Book. Then, write the first sentence on the board:
frisbee, sailing, snorkelling, Tom is making a sandcastle. Ask the children to look at their Student’s Books
surfing, taking photos and say whether the sentence is true or false.

Structures: 8 Read and complete.

Do you like sailing? Ask the class to tell you the names of the characters from the story: (Olga,
Yes, I do. / No, I don’t. Karim, Dad, Tom, Lucy). Write the following sentence on the board: _____ and
I like/don’t like taking photos. _____ are surfing. Ask the children to look at the story and say the character’s
Lucy and Olga are playing name to complete the sentence (Tom and Lucy). Tell the children to read the
frisbee. sentences and to complete them with a character’s name.
It’s a trick.
Catch!

Materials
Teacher’s i-book

Resources
DVD 1
DVD 1 Unit 8 Animated Story: Shark Attack!
Teacher’s Resource Book, page 39
Activity 1: The children have to match the seven drawings to the seven words on the right.
Activity 2: Tell the children to rearrange the words, line by line, to form correct sentences.

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 9 Look at the story and complete.

1 I like
2 Look behind you
surfing !
It’s a shark !

3 Ha ha! It’s
a trick !
bee.

4 It’s time for

ice cream !

10 Solve the puzzle. 1

P
2 3
S H I
to. Across
H O C
4 5 6 4
S A N D C A S T L E
P R O C
A K R
Down 5
C C A M E R A
1 2
E A
6
F R I S B E E M
3 4 H

hoto of the frisbee.

I
e cream for everyone. P

65

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LL Students develop their learning skills by spotting mistakes. They recognise untrue
information and offer the correct version. This activity helps to activate long term memory
skills.

324

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 Unit 8 - Lesson 4C
Activity Book, page 65

Objectives 9 Look at the story and complete.

Tell the children to look at the first scene, and write the speech bubble text on
To focus on comprehension of
the board: _____ _______ ______ ! Invite a volunteer to come and complete the
the unit’s story.
sentence on the board: I like surfing! Explain that the task is to complete each
To review key vocabulary from speech bubble by referring to the story in the Student’s Book.
the story.
10 Solve the puzzle.
Target language Draw a picture of a sandcastle on the board and write the letters in a random
order below: a l e t s c a d n s. Point to the picture and ask: What’s this? Then
Vocabulary: ask the class to call out the letters in the correct order to spell sandcastle. Tell
camping, eating ice cream, them to complete the puzzle by writing the words from the picture clues.
making sandcastles, playing
frisbee, sailing, snorkelling,
surfing, taking photos Finishing off
Structures: Spot the mistakes. Tell the story again with mistakes. Ask the class to call
Do you like sailing? out: Stop! when they hear you make a mistake and invite them to tell you the
Yes, I do. / No, I don’t. correct word or phrase: The children are camping next to the beach. Tom has
I like/don’t like taking photos. got a sandcastle (Stop! Tom has got an idea). Tom and Lucy are surfing. Dad is
Lucy and Olga are playing making a sandcastle (Stop! Dad is snorkelling) and so on.
frisbee.
It’s a trick.
Catch!

Materials
Teacher’s i-book

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 Unit 8 - Lesson 5A
Student’s Book, page 82

Objectives Getting started 2.29

To practise expressing likes Ask the children if they remember the Summer fun song. Play the CD and
and dislikes. encourage the children to join in with the song. Say: Open your books at
page 82. Ask the children to look at the picture and to identify the different
To sing a chant.
holiday activities. SS: She’s (taking photos). He’s (sailing).

Target language
Vocabulary: 8 Listen and chant. 2.33
camping, eating ice cream, Play the CD and encourage the children to listen. Play it again and ask the
making sandcastles, playing children to follow it in their books. Then, tell the class to stand up, play the chant
frisbee, sailing, snorkelling, again and ask the children to chant along and march on the spot. Divide the
surfing, taking photos class into two teams. Ask Team A to say the question part of the first verse (Do
Structures: you like sailing?) and Team B to reply (Yes, I do, and I like taking photos too).
Do you like camping by the sea? Then, reverse the roles and do the chant again.
Yes, I do. / No, I don’t.
9 Play a game.
I like/don’t like taking photos.
In pairs, the children take turns to move along the chain of activities, using a
coin to move one or two places: heads - one circle, tails - two circles. When the
Materials child lands on a circle they say whether they do or don’t like the activity.
Teacher’s i-book
CD Finishing off
paper
pencils Give all the children several small pieces of paper and a pencil. Assign pairs
and tell each child to write a note to their partner with three Do you like ... ?
questions.
i-activity Hello, Laura.
Do you like taking photos?
Do you like snorkelling?
Do you like eating ice cream?
From David.
Collect the notes and appoint three postmen/postwomen to give them out.
Each child receives a note, replies to the questions and returns it via the mail
person.

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 UNIT 8 LESSON 5
8 Listen and chant.
2.33
10 Listen, read a

Do you like surfing?

Yes, I do! And I like taking photos too!
Do you like snorkelling in the sea?
No, I don’t, that’s not for me!

Do you like sailing?

Yes, I do! And I like eating ice cream too!

Do you like camping by the sea?

No, I don’t, that’s not for me!

9 Play a game.

11 Write about y

82 Revision of activities Do you like (camping)? (No, I don’t.)

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SCC Students develop social skills by writing and answering letters to one another in class.
Simulating real life by writing to one another and sending mail through a class mail person
helps support meaningful learning.

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 11 Write in order and match. 13 Read and ma
Yes, I do.
1 like Do camping you?
Do you like camping ?

2 taking you photos like Do

Yes, I do.
Do you like taking photos ?

No, I don’t.
3 sandcastles you making Do like
Do you like making sandcastles ?

14 Look and com

4 you Do like surfing
Do you like surfing ? Yes, I do.

12 Look and write.

like eating ice cream sailing
I playing frisbee snorkelling
don’t like

1 2
1 I don’t like playing frisbee.

2 I like snorkelling.

3 4
3 I don’t like eating ice cream.

4 I like sailing.

66

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LC Students develop Linguistic competence by practising talking about their likes and dislikes
in English. Guided fluency practice is provided by using a smiley face and a flashcard.

328

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 Unit 8 - Lesson 5B
Activity Book, page 66

Objective Getting started

To extend use of summer Practise Yes, I do and No, I don’t. Make a smiley face and hold up one of
activities. the flashcards. Say: I like (snorkelling). Then, make a sad face and hold up a
different flashcard. Say: I don’t like (surfing). Then, ask one of the children: Do
you like (sailing)? S1: Yes, I do. / No, I don’t. Tell the child to ask a classmate
Target language the question. S1: (María), do you like (playing frisbee)? S2: Yes, I do. / No, I
Vocabulary: don’t. S2 then asks another classmate. Continue the process until all of the
camping, eating ice cream, children have had a turn or until all the activities have been covered.
making sandcastles, playing
frisbee, sailing, snorkelling,
surfing, taking photos 11 Write in order and match.
Say: Open your Activity Books at page 66. Look at the pictures. Ask the children
Structures: what the characters are doing in the pictures. SS: She’s taking photos. Explain
I like taking photos. that they must arrange the words for each question in the correct order and
Do you like surfing? then match the question to the picture. Walk around the class as the children do
Yes, I do. / No, I don’t. the activity, correcting their work.

Materials 12 Look and write.

Teacher’s i-book Say: Look at Activity 12. We’re going to write about these summer activities. Then,
Unit 8 flashcards tell the class to choose the correct sequence of words from the box for each
picture. When they have finished, ask the children to read out their sentences.

Finishing off
Ask one child to stand outside the classroom door. Another child hides a
flashcard somewhere in the classroom. The child comes back into the class and
tries to find the flashcard. The rest of the children say hot or cold depending
how near the child is to finding the flashcard. When the child finds the card they
say the activity. Continue with other children.

Resources
Language
Teacher’s Resource Book, page 70 – 72
Reinforcement
Activity 1: The children have to read the four sentences and then match them to the four pictures.
Activity 2: The children have to draw one, or if they wish, two activities they like doing in the summer. They then
complete the sentence below the drawing.
Consolidation
Activity 1: Tell the children to label the four drawings with the names of the corresponding four activities. They have
to use the -ing form.
Activity 2: The children look at the drawings and complete the sentences appropriately.
Extension
Activity 1: The children have to write sentences about what each boy or girl in the picture likes doing.
Activity 2: Tell the children to write freely about what they like and don’t like doing in the summer.

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 Unit 8 - Lesson 6A
Student’s Book, page 83

Objective Getting started

To extend use of summer Choose two of the summer activity flashcards and make two sentences about
activities. your holidays. As you mention the activity, place the flashcard on the board.
T: In summer, I go to the mountains with my family. I like camping and taking
Target language photos. Ask for volunteers to come to the board and repeat the process with
their own choice of flashcards.
Vocabulary:
camping, eating ice cream,
making sandcastles, playing 10 Listen, read and point. 2.34
frisbee, sailing, snorkelling, Say: Open your books at page 83. Look at the photos. Ask the children to tell you
surfing, taking photos what they can see in the photos. Help them by asking questions, if necessary.
Structures: T: Can you see dolphins? SS: Yes. T: In which picture are they? SS: In picture C.
In summer, I go to the (beach). Explain to the children that they are going to listen to the CD and match the
I like taking photos. narrators to the photographs. They must listen, read and then point at the correct
photo. Play the CD. The children listen. Play it again but this time ask the children
to find the text and follow it in their books. Ask them to point to the correct photo
Materials for each monologue. Then, ask for four volunteers to read out the sentences. At
Teacher’s i-book the end of each ask: Which picture is it? A, B, C or D?
CD
Answers
Unit 8 flashcards
1B, 2D, 3A, 4C
paper
11 Write about your favourite summer activities.
Say: Look at Activity 11. We’re going to write about our favourite summer
i-activity
activities. Then, tell the class to write about their own holiday experiences. Write
a model text on the board, give out paper and ask the children to write about
i-flashcards their own holidays and to draw a picture.
Hello, my name’s Joel.
In summer, I go to the beach with my mum and dad.
I like sailing and eating ice cream.
I don’t like surfing.
Display the children’s work. Encourage them to talk about their work. Read out
some of the experiences and ask the children to guess when it is theirs.

Finishing off
Encourage the children to talk about the places they go to in the summer and
their favourite activities. Children from other countries can be encouraged to
tell the class how children in their countries spend their time in the holidays.

Transcript
Listen, read and point. 2.34

1 In summer, I go to the beach with my family. I like 3 In summer, I go to a water park with my friends.
making sandcastles and snorkelling. I like swimming and playing in the water.
2 In summer, I go to the mountains with my dad. 4 In summer, I go to an aquarium with my granny.
I like camping and eating sausages. Mmm, delicious! I like taking photos of the dolphins. Wow! Dolphins!

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NIT 8 LESSON 5 UNIT 8 LESSON 6
10 Listen, read and point.
2.34

A B C D

1 2

In summer, I go to In summer, I go
the beach with my to the mountains
family. I like making with my dad. I
sandcastles and like camping and
snorkelling. eating sausages.

3 4

In summer, I go In summer, I go to
to a water park an aquarium with
with my friends. I my granny. I like
like swimming and taking photos of
playing in the water. the dolphins.

11 Write about your favourite summer activities.

In summer, ...

Typical summer breaks Describing summer holiday activities 83

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IE Students develop their initiative by writing about their favourite summer activities and drawing
pictures to go along with them. Afterwards, students present the text by sharing it with the
class.

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 13 Read and match.
I go to the beach I go to the mountains I go to the park I go to the museum
with my grandad. with my dad. with my granny. with my mum.

1 2 3 4

No, I don’t.

14 Look and complete.

camping sailing
grandad sister mum dad
taking photos riding my bike

I go to a lake with my grandad . I go to the mountains with my dad .

I like sailing . I like camping .

I go to the park with my mum . I go to the beach with my sister .

I like riding my bike . I like taking photos .

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LC Students develop their language skills by identifying different activities in photos and
completing texts.

332

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 Unit 8 - Lesson 6B
Activity Book, page 67

Objective Getting started

To extend use of summer Hold up some of your belongings and say: I come to school with my (books).
activities. I like (reading). I come to school with my (crayons). I like (drawing pictures). Ask
one of the children. Say: Do you come to school with your (books)? S1: Yes, I
Target language do. I come to school with my (books). T: Do you like (reading)? S1: Yes, I do. I like
(reading). Make sure you get complete answers whenever possible. Continue the
Vocabulary: process with other children and other objects and verbs.
dad, granny, mum, sister;
camping, riding my bike,
sailing, taking photos 13 Read and match.
Structures: Say: Open your books at page 67. Ask the children to read the sentences and
I go to the beach with my then ask four volunteers to read them aloud. Explain that they must match
grandad. the sentences to the pictures. When they have finished, correct the activity by
I like sailing. asking: Which sentence matches Picture 1? SS: I go to the park with my granny.

Materials 14 Look and complete.

Say: Look at Activity 14. We’re going to complete the sentences with the words
Teacher’s i-book
in the boxes. Ask the children to read the words and then to look at the photos.
Say: Which picture is (taking photos)? The children point to the photo. Repeat
for the other three activities and then ask the children to perform the activity.
When they have finished, ask the children to read out their sentences.

Finishing off
Play Chinese whispers. Put the children into groups of eight and whisper a
sentence to one child in each group, for example: I go to the lake with my
mum. I like sailing. Ask the child to whisper the same sentence to the next
child who then whispers it to the next one and so on. The last child says the
sentence out loud and hopefully it should be the same one as the teacher’s.

Resources
DVD 2
DVD Unit 8 Real Kids
Teacher’s Resource Book, pages 40
Activity 1: Tell the children to watch and listen to the DVD. The children then have to complete the sentences using
What, When, Where, Who and Why. They then write the answers underneath the questions using going to.
Activity 2: Tell the children to look at the words in the boxes. They have to match the famous things on the left with
the countries on the right and then write a sentence about each one on the lines below.

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 Unit 8 - Lesson 7A
Student’s Book, page 84

Objectives Getting started

To read a text about a surfing Review with the children the different activities they like to do at the seaside.
school. Have a vote to find out which one is the most popular in the class.
To say a tongue twister and
practise the s sound. 12 Read and write True or False.
Tell the children to read through the text. Then, ask some volunteers to read the
sentences aloud. Ask them who the person is in the photo and where she is from.
Target language
The children then decide if the sentences are true or false and write their answers.
Vocabulary: Put them into small groups to check. Then, check the answers together as a class.
boogie boarding, collecting
shells, sailing, snorkelling, Answers
surfing 1 False 4 True
Structures: 2 False 5 True
She’s very good at surfing. 3 False 6 False
I like collecting shells.
She goes sailing in the 13 Listen and say a tongue twister. 2.35
afternoon.
Play the CD and encourage the children to repeat each line in the pauses.
Emphasise the s sound at the beginning of the words and ask the class to
Materials repeat. Say each line of the chant in turn. Play the CD again and invite the class
Teacher’s i-book to chant again. Then, teach the children a clapping pattern to do in pairs along
CD with the chant. The pairs face each other, clap hands as they say the line and
Unit 8 poster then clap hands with a partner at the end of each line. Do this very slowly to
begin with and faster as the children get more familiar with the chant and with
clapping along.

Finishing off
Ask the children to work in pairs or small groups to ‘brainstorm’ words
in English that begin with the letter s. In this way, they share ideas and
collectively review known vocabulary. The teacher can support this with
illustrations on the board of previously encountered s words (school bag,
seven, singing, six, skiing, snake, spider, squirrel, strong, swimming). The
children can finish off by drawing a spider with a different s word at the end of
each leg. Display the children’s work and encourage them to look at and talk
about each other’s posters.

Resources
Phonics
Teacher’s Resource Book, page 100
Activity 1: Tell the children to listen and repeat each sound and each word that they hear.
Activity 2: The children use the six photos to help them complete the six words. They then insert the same words
into the crossword.

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 Culture UNIT 8 LESSON 7
Review
12 Read and write True or False. 1 Read and list

Surfng school
Hi! My name’s
Sally. I’m from Sligo in
Ireland. I love surfing and
boogie boarding! In the summer,
I go to the surfing school in
Strandhill. My friend Sarah goes too.
She’s very good at surfing. In the
afternoons she goes snorkelling. I like
collecting shells. I can see lots of
shells on the beach. Sarah really
likes sailing. She goes sailing in
the mornings. It’s really
good fun!

1 Sally is from Spain. 4 Sally likes collecting shells.

2 The surfing school is in Sligo. 5 Sally goes snorkelling in the afternoon.
3 Sarah doesn’t like snorkelling. 6 Sarah doesn’t like sailing.

13 Listen and say a tongue twister.

2.35

2 Read and wri

Sarah likes sailing,
And snorkelling too.
Sally likes surfing.
What about you?
3
I’ve got an idea

84 Typical holidays In summer, I go to (an aquatic park). Phonics initial sound s as in surfing

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LC Students develop Linguistic competence by creating a rhythmic association between

phonology and word stress by saying a tongue twister.

335

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IT 8 LESSON 7
Review UNIT 8
1 Read and listen. Then write.
2.36

Beep and Robby are at the beach. The next day...

Oh look, Robby!
I 1 ... making It’s a 2 ... !
sandcastles!

I’ve got an idea!

Listen, Robby! There’s
a competition tomorrow.

What is 3 ... doing? The sculptures are very good.

Now, don’t
move Beep! Wh-wh-what?
Oh, look at Wuff!
the dancer! Oh, yes!
It’s 4 ... .
Robby is the winner! Oh, dear! Robby isn’t the 6 ... !

afternoon. Oops!

Well done!

Oh, no! What is

the 5 ... doing?

2 Read and write Beep, Robby or The dog.

1 2
Now, don’t move Beep! Listen, Robby! There’s a competition tomorrow.

3 4 5 6
I’ve got an idea. Wuff! I like making sandcastles. Oh look, Robby! It’s a plane!

The Present Continuous What is the dog doing? 85

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LL Students develop their learning skills by speculating about missing words based on their
previous knowledge of the language.

336

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 Unit 8 - Review
Student’s Book, page 85

Objectives Getting started

To read and listen to a cartoon Put the poster on the board and ask for volunteers to describe what they
story. can see. Encourage them to use the girls’ names and the structures and
vocabulary they have learned in the unit. They point at the characters and say
To review the language of the
the activities: (Sally’s surfing and Sarah’s sailing).
unit.

Target language 1 Read and listen. Then write. 2.36

Vocabulary: Tell the children to look at the Beep cartoon and explain that Robby and Beep
competition, dancer, are at the beach. Play the CD and instruct the children to read and listen to
sandcastle, sculptures the cartoon. Read out half a caption or speech bubble and ask the children to
complete it: T: Beep and Robby are … . SS: At the beach. T: Robby likes … .
Structures: SS: Making sandcastles. Repeat with the other sentences. Follow on by asking
I like making sandcastles. the class to read the cartoon aloud, with volunteers taking the parts of Beep,
The sculptures are very good. Robby, the competition judges and the narrator. Repeat with different children
doing the reading.
Materials
Answers
Teacher’s i-book
1 like 4 fantastic
CD
2 plane 5 dog
Unit 8 poster
3 Robby 6 winner

i-story cards 2 Read and write Beep, Robby or The dog.

Ask the children to read through the cartoon again. In pairs they look at the
speech bubbles and decide who says each one, either Beep, Robby or the dog.
i-activity
Answers
1 Robby 4 The dog
i-poster 2 Beep 5 Robby
3 Robby 6 Beep
i-flashcards
Finishing off
Tell all the children to stand up, preferably take them to an open space. Ask
them to mime doing a seaside activity. Call out: Freeze, and everyone must keep
very still. Look at the children and guess a few of their poses. If you are correct,
those children then help you in the next round to guess other children’s poses.

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 Review UNIT 8
3 Find the extra letters. Make a word.

1 camsping 4 smurfing
2 taking photous 5 snorkeelling
3 playing frimsbee 6 eating rice cream
4 Ask a friend.

Yes, I do.
Do you like camping?
No, I don’t.

1 Do you like sailing?

2 Do you like camping?
3 Do you like reading comics?
4 Do you like taking photos?
5 Do you like dancing?
6 Do you like surfing?

5 Read and write about you.

Hello, my name’s Eva. I’m nine.

I like snorkelling and surfing.
I don’t like playing frisbee.
My favourite sport is swimming.
Bye!

86 Unit vocabulary: holiday activities Do you like (taking photos)?

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LC Students develop their language skills through various activities to review the language
learned in the unit.

338

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 Unit 8 - Review
Student’s Book, page 86

Objective
Getting started
To review the language of the
Slowly spell out the name of a seaside activity. As soon as someone knows
unit.
what it is, they say the word and it is then their turn to spell out a word.
Continue until all the words from the unit have been covered.
Target language
Vocabulary: 3 Find the extra letters. Make a word.
camping, eating ice cream,
Write the first misspelled word on the board: camsping. Ask volunteers to come
playing frisbee, snorkelling,
out and circle the extra letter, then rewrite the word properly. The children then
surfing, taking photos
look at the words in their books and write them out correctly.
Structures:
Do you like camping? Answers
Yes, I do. 1 camping 4 surfing
I like snorkelling and surfing. 2 taking photos 5 snorkelling
I don’t like playing frisbee. 3 playing frisbee 6 eating ice cream

Materials 4 Ask a friend.

Tell the children to work in pairs. They take it in turns to ask the questions in the
Teacher’s i-book
activity. When they have finished, do a class survey to see how many people
Unit 8 poster
like or don’t like the different holiday activities.

5 Read and write about you.

i-poster
Tell the children to look at the picture and read the text. Explain that they must
write a similar paragraph about themselves. When they have finished, ask each
i-flashcards child to read out their paragraph.

Term Review game Finishing off

Put the poster on the board and play I spy with the class.

Term Review poster

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 Review

1 Circle and complete the sentence. Child’s own answers.

1 I like / don’t like making sandcastles .

2 I like / don’t like eating ice cream .

3 I like / don’t like taking photos .

4 I like / don’t like playing frisbee .

2 Look and complete.

He likes playing frisbee camping
She doesn’t like surfing snorkelling

1 He doesn’t like camping . 2 She likes surfing .

3 He likes playing frisbee . 4 She doesn’t like snorkelling .

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LL Students develop their learning skills by playing a game with their dictionary and then
writing in the words. This activity helps children to be included in the learning process of
creating their own materials for reference.

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 Unit 8 - Lesson 7B
Activity Book, page 68

Objective Getting started

To practise all the structures Put the poster on the board and ask the children questions. Point to one of the
and vocabulary from Unit 8. summer activities and ask: What are they doing? S1: (Camping). T: Do you like
(camping)? S1: Yes, I do. / No, I don’t. Ask for volunteers to come to the board
Target language and take over your role. Make sure you revise all the activities on the poster
(camping, snorkelling, surfing, taking photos, making sandcastles, eating ice
Vocabulary: cream, playing frisbee).
camping, eating ice cream,
making sandcastles, playing
frisbee, riding my bike, sailing, 1 Circle and complete the sentences.
snorkelling, surfing, taking Say: Open your Activity Books at page 68. We are going to practise the things
photos; wearing a hat; in, on; we have learned in this unit. Tell the children to look at the pictures in Activity 1.
dad, grandad, mum, sister Explain that they must circle I like or I don’t like and then complete the sentences.
Structures: When they have finished, ask them to read their sentences.
Do you like sailing?
2 Look and complete.
Yes, I do. / No, I don’t.
I like/don’t like taking photos. Say: Look at Activity 2. Look at the pictures. Ask the children quickly what is
He’s cooking spaghetti. happening in each picture. Say: Look at the first picture. What is he doing?
She’s on a boat. SS: He is camping. T: Does he like camping? SS: No, he doesn’t. Repeat the
process with the other three pictures and then ask the children to write the
correct sentences under the picture. When they have finished, ask them to read
Materials their sentences.
Teacher’s i-book
CD Picture dictionary 3.16
Unit 8 poster Ask the children to look at the Picture dictionary on page 76 of their Activity
all flashcards Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to making sandcastles and camping. Encourage the class to quickly
point to the two pictures and check with the child next to them. Repeat with other
words from the page. Tell the children to trace each word on the dictionary page.
Play the recording and ask the children to look at the pictures and repeat the words.

Finishing off
Ask general questions about vocabulary from this and previous units. For
example, write a number on the board and ask: What number is this? Hold up
a flashcard and ask: What is he doing? Hold up an activity flashcard and ask:
Do you like (playing the guitar)?

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 Unit 8 - Evaluation
Beep on grammar
Objective Unit 8 Test

To evaluate children’s Name: Class:

Unit 8
Do you like...?
1
understanding of target 2.37

language from the unit. making sandcastles?

Yes, I do.
Do you like camping?
No, I don’t.
taking photos?

Target language 1 Write the questions and circle for you. Child’s own answers

Vocabulary:
1
you surfing Do like
Do you like surfing ? Yes, I do. / No, I don’t.
2
camping, eating ice cream,
2
you photos like Do taking
Do you like taking photos ? Yes, I do. / No, I don’t.

making sandcastles, playing

3
like Do playing you Frisbee
Do you like playing Frisbee ? Yes, I do. / No, I don’t.

frisbee, sailing, snorkelling,

4
camping you Do like
Do you like camping ? Yes, I do. / No, I don’t.
surfing, taking photos
1 Lucy is camping. 2 Karim is taking photos.
playing you cards Do like
5 Do you like playing cards ? Yes, I do. / No, I don’t.

Structures:
© Santillana Educación S.L. 2012 PHOTOCOPIABLE

© Santillana Educación S.L. 2012 PHOTOCOPIABLE

2 Circle like or don’t like. Child’s own answers

He likes eating ice cream. In the morning, I like / don’t like

. I like / don’t like .

She doesn’t like surfing. 3 Tom is playing frisbee. 4 Olga is eating ice cream.
On Saturdays, I like / don’t like . I like / don’t like .

In the Summer, I like / don’t like . I like / don’t like .

1 Listen and tick or cross. (Track 2.37)

Materials
2 Read and draw.
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Teacher’s i-book 436917 _ 0001-0016.indd 16 20/02/12 8:30

CD Unit 8 Test
photocopies of
Transcript
Name: Class:

Teacher’s Resource Book, 3 1

pages 165 and 166
Unit 8 Test. Activity 1.
LL Students develop
Karim . Lucy .
Listen and tick or cross. 2.37

their learning skills by 2

Karim doesn’t like sailing.
participating in an end Karim likes eating ice cream.
of unit summative assessment Olga . Tom .
Karim likes playing frisbee.
procedure where they apply Karim doesn’t like snorkelling.
acquired knowledge such Karim doesn’t like surfing.
as attention, concentration, Karim likes taking photos.
memory, comprehension and
© Santillana Educación S.L. 2012 PHOTOCOPIABLE

Karim .

linguistic expression. 4 1 I eating ice cream.

2 I playing Frisbee.

3 I making sandcastles.

4 I taking photos.

3 Write the sentences.

4 Complete the sentences about yourself.
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End of year Test End of year Test

st End of year Test
End of year Te Name: Name:
Class: Class:
Class: Class:

Name: 3 Name:
7 1
2
3
1
5 5
1 2
This is Prince John. He
3 is very
fat. He isn’t tall and he
isn’t
4
strong. His eyes are big
and
5 green. He has got a small, 4
red 5
nose. His mouth is big 6
6 and red.
He is a bit scary!

2 1 She gets .
at 1 The train is new.
4 The helicopter is old.
2 The car isn’t fast.

2 4
gets
1
. 4 3 4
The ship is slow.
5 The bicycle isn’t big.

6 The plane isn’t old.

1
at
6 6 a book in his
1 He’s 8 In summer...
go 1 .
3 . .
in the
at 2 2 2 She’s
. 5
5 in the
3 He’s
© Santillana

3 2
has in
© Santillana Educación

4 the
. 4 She’s
4 .
Educación S.L.

© Santillana Educación

© Santillana Educación

at
© Santillana Educación

the
in his
© Santillana

5
3 5 He’s
brushes his 6
2012 PHOTOC

S.L. 2012 PHOTOCOPIAB

5 6 .
. 6
Educación S.L.

3 in the
S.L. 2012 PHOTOCOPIAB

S.L. 2012 PHOTOCOPIAB

at 6 She’s
S.L. 2012 PHOTOCOPIAB
OPIABLE

has a .
2012 PHOTOC

6 .
LE

at
3 Read, draw and colour. 7 Read, look and circle the
LE

LE

167 correct drawing.

OPIABLE

LE

4 Look and write sentences 8 Write sentences about what

sentences. 168 . 5 Write about the animals. 170 you like or don’t like
169doing in the summer.
1 Look and write nces. Complete the sentences
lete the sente 6
2 Look and comp 08/02/12
13:04

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d 168 d 170

d 169

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 Festivals - World Book Day
Student’s Book, page 87

Objective Getting started

To learn about World Book Day. Ask the children about their favourite books and what books they are reading
now. Ask them if they have ever celebrated World Book Day.
Target language
Vocabulary: 1 Read and say True or False.
adventure, costumes, scary, Let the children read through the texts and the book covers. Ask volunteers
storyteller to read out each paragraph. Put the children in pairs to answer the questions.
Structures: Tell volunteers to read out their answers. The rest of the class can check their
There are lots of different answers.
books.
He’s reading a story.
2 Make a bookmark!
Explain to the children that they are going to make a bookmark. Let them look
at the pictures in their book and then give them the material to make their own.
Materials
Teacher’s i-book
Finishing off
CD
card, crayons, paints, material If possible, ask the children to bring a book they like into school and to show
for decoration the rest of the class. They can say something about their book.

CAE Students become Festivals World Book Day

aware of World Book
Day and the wide
variety of books available. 1 Read and say True or False.

Hi, I’m Denise!

World Book Day Ghost

is my favourite fuente
festival. We have kiss me
a book fair at quick
our school.

There are lots of different books.

There are adventure stories, joke
books and poetry books. My favourite
books are scary stories.

It’s really good fun.

We wear costumes.
This year I’m a ghost.
Woooo!
There’s a storyteller.
He’s reading a story
about a wooden boy.

1 Denise goes to a book fair at the town library. 3 Denise is wearing a superhero costume.
2 Denise’s favourite books are scary stories. 4 The storyteller is reading about a witch.

2 Make a bookmark!

Reading rocks!
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 Festivals - Chinese New Year
Student’s Book, page 88

Objective Getting started

To learn about Chinese New Ask the children about China and if they know the name of one of the big
Year. festivals there. Explain that the Chinese New Year is not at the same time as
ours.
Target language
1 Look. Read and say.
Vocabulary:
decorate, go out, have dinner, Let the children read through the texts. Ask volunteers to read out each caption.
watch, wear Put the children in pairs to answer the questions. Get volunteers to say their
answers.
Structure:
I have dinner with my family. 2 Make a Chinese lantern.
Explain to the children that they are going to make a Chinese lantern. Let them
Materials look at the pictures in their book and then give them the material to make their
own.
Teacher’s i-book
paper, scissors, crayons, glue
Finishing off
The children show each other their lanterns. If possible, look at Chinese New
CAE Students become
Year festival celebrations on Internet to see the lanterns and dragons.
aware of a festival
from another country:
the Chinese New Year.
Festivals Chinese New Year

1 Look. Read and say. Hello, my name’s Lian.

I’m from China.
a b

c d

1 At New Year, I decorate the house with my 3 I go out with my mum. We watch the dragon
dad. Look! I’ve got a lantern. dance in the street.
2 I wear new clothes. This year, I’ve got a red 4 I have dinner with my family. I like chicken.
jacket and purple trousers. It’s delicious!
6

2 Make a Chinese lantern.

1 2 3 4

Happy New
Year!
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 Richmond Publishing ®
58 St Aldates
Oxford OX1 1ST
United Kingdom

© Brendan Dunne, Robin Newton

© Santillana Educación, S.L. 2015

Writer: Paul House

Publishing Director: María Lera

Managing Editor: Miranda Friel
Editorial Team: Emilie Kerton, Idoia Llama, Grace Lloyd,
Elsa Rivera Albacete, Beatriz Román, Silvia Ruiz Calvo,
Susana Sánchez González, Andrea Turner, Robin White,
TXT servicios editoriales
Digital Managing Editor: Virginia Santidrián Ruiz

Consultants: Susan Bolland, Lara Campo,

Paloma López Gracia, Amanda Morrison, Jennifer Ramsay

Music and Recordings: Riera Sound, Suena Estudio

Song Lyrics: Brendan Dunne and Robin Newton

Art Director: José Crespo

Art Coordination: Rosa Marín, Javier Tejeda
Cover Design: Manuel Estrada Design
Design: Cristina Vergara

Technical Director: Jorge Mira Fernández

Technical Coordination: Rocío Lominchar Romero
Layout: Marcela Grez, Novimago, S.L.
Photo Researcher: Amparo Rodríguez

Printed in Spain
ISBN: 978-84-668-2311-1
DL: M-6046-2015
CP: 685944

All rights reserved.

No part of this work may be reproduced, stored in a retrieval
system or transmitted in any form, electronic, mechanical,
photocopying or otherwise without the prior permission in
writing of the copyright holders. Any infraction of the rights
mentioned would be considered a violation of the intellectual
property (Article 270 of the Penal Code).
If you need to photocopy or scan any fragment of this work,
contact CEDRO (Centro Español de Derechos Reprográficos,
www.cedro.org).

Acknowledgement:
The publishers would like to thank Benetton España for lending
some of the clothes used by the children on the covers.

Every effort has been made to trace the holders of

copyright, but if any omissions can be rectified, the
publishers will be pleased to make the necessary
arrangements.

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