Photocopiable resources

Teaching notes
Resource A (Lesson 1) Resource C (Lesson 3)
Classroom arrangement: whole class mingling (If the Classroom arrangement: groups of three (or individual Ss)
class is larger than 24, have two large groups.) Objective: to practise 2nd and 3rd person questions
Objective: to practise asking someone’s name, with to be
introducing yourself and another person, saying hi/ • Photocopy and cut up a set of cards for each group (or S).
hello! • Ask the group or individual Ss to place all the cards face
• Photocopy and cut up name cards. If the group is smaller down on the table in front of them.
than 24, be careful to take out pairs of cards, e.g. Frank and • Ss take it in turns to turn over two cards, reading them to
Tina, who are brother and sister. If there is an odd number others in their group.
of students, use the cards with three names on (Sue, Lucy • If the S thinks the cards go together (as a correct question
and Joanne – Mike, Tom and Andy). and answer) they keep them. If they don’t go together, they
• Before the activity, practise the pronunciation of any difficult put them back in the same place on the table. If there is
names with the Ss. a disagreement, ask the Ss to give a reason for their choice.
• Explain to Ss that they must first introduce themselves to the • It’s then the next S’s turn.
other Ss in the room and find their brothers or sisters. • The Ss continue until there are no more cards. The winner
• When they have met their brother(s) or sister(s), they should is the player with the most pairs.
walk round the class with them and introduce themselves to • If the activity is done individually, ask Ss to arrange the answers
other groups of brothers and sisters. beside the correct questions on the table in front of them. This
• Ask two Ss to practise the first conversation (when Ss could be done as a race. You can then check answers as a class
are looking for their brother(s) or sister(s)) in front of the or put Ss into small groups to compare their answers.
class.
A: What’s your name?
B: My name’s …
• Then ask a brother and sister group to practise the second Resource D (Lesson 6)
conversation (when Ss are introducing themselves and their
brother(s) or sister(s) to other groups of brothers and sisters) Classroom arrangement: pairs (or individual Ss)
in front of the class.
Objective: to practise talking about where people are from
A: What’s your name?
B: My name’s … • Divide the class into pairs and photocopy one sheet for each
A: Who’s she? pair (or individual S).
B: She’s my sister. • Each group (or S) must organise the words into the correct
• Give out the cards and allow the mingle activity to go on for order to make questions and answers (or a sentence in the
about 10/15 minutes, when everyone will have met everyone last one).
else. • The first group (or S) to finish is the winner.
• For fun, ask brothers and sisters to sit down next to each • After the game, students can practise reading the questions
other and you can ask them some of the questions again. and answers.

Resource B (Lesson 2) Resource E (Lesson 7)

Classroom arrangement: pairs (If there is an odd number Classroom arrangement: pairs
of Ss have two Ss as Student A, working together.) Objective: to practise vocabulary connected with
Objective: to practise talking about families everyday objects
• Photocopy and cut out cryptogram cards for A and B.
• Photocopy and cut out the picture cards for A and B. Each S
• Each S must “decode” the words on their card. Explain that
will have a picture of their family without name labels and
each letter has a corresponding number and that the numbers
a picture of their family with name labels.
for vowels are already given. Ss must write in the vowels
• Ask each S to look at both pictures. Explain they should
and then try to work out the other letters. Every time they
imagine it is their family.
discover a new letter, Ss write its number in the grid.
• Ask them to look at it secretly without showing their partner.
• The first S to finish is the winner.
Give them two minutes to try and remember the names of
• After the game, students can mime the words they have spelt
the people in their families.
out and practise phrases with a and an articles.
• When they are ready, ask the Ss to show their partner the
A: What’s this? (A mimes “apple”)
picture of their family without name labels. Student A then
B: It’s an apple. What’s this? (B mimes “bag”)
introduces their family to their partner.
A: It’s a bag.
A: This is my family. This is my grandmother. Her
name’s …
• Do one example of her name’s … and one of his name’s … Answers
to be sure they remember the difference. A: apple, DVD, book, mobile phone, house, car, orange tree
• Ss present their families. B: bag, orange, ice cream, egg, desk, table, chair

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 Resource F (Lesson 8) Resource I (Lesson 13)
Classroom arrangement: pairs Classroom arrangement: groups of three or four
Objective: to practise asking what things are and fruit Objective: to practise there is/there are/some/any
vocabulary • Photocopy and cut up one set of picture cards for each
• Photocopy and cut up one set of picture cards for each pair group.
of Ss. • Ss place cards face down in a pile in the middle of a table.
• Pre-teach ‘lime’. • The first S turns over a card and asks the S sitting to their
• Ss put cards face down in a pile on the table in front of left a question using there and the object(s) in the picture.
them. A: Are there any books in your bedroom?
• Ss take turns to turn over and point at a card asking their B: Yes, there are./No, there aren’t.
partner: What are those? Remind Ss not to touch the card • The other Ss listen and decide if the question and answer
when they say this. are correct. A correct question gets two points and a correct
• If the other S can remember the name of the fruit, they keep answer gets one point. Ss keep the score on a piece of paper.
the card. If not, they should turn it back over. If there is a dispute, Ss should call the teacher.
• It is then the other S’s turn. The Ss continue until the cards • The winner is the S with the most points when all the cards
are gone. have been used.
• The winner is the S with the most cards.

Resource J (Lesson 16)

Resource G (Lesson 11) Classroom arrangement: pairs
Classroom arrangement: pairs Objective: to practise talking about appearance
Objective: to practise they are and they’re not, articles • Photocopy and cut out one picture card for each S in the
and rooms of the house class.
• Photocopy and cut out one set of picture cards for A • Each S draws on and colours the hair and eyes of the three
and B. faces labelled My friends. Ss must keep their drawings secret.
• Check Ss can pronounce the names of the characters on the Remind Ss to use styles and colours that were used in Lesson
left of the picture by reading them out. 16 of the Students’ Book.
• Explain that Ss have to find the differences between their • When they have finished drawing and colouring, Ss take it

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pictures. They must both keep their pictures secret. in turns to ask each other about their faces.
A: Are Peter and Tony in the kitchen? A: Is it a boy?
B: Yes, they are./No, they’re not. B: Yes, it is.
• Student A continues to guess until they find out where the A: Has he got long hair or short hair?
people are. B: He’s got short hair.
• It is then Student B’s turn to ask a question. A: Has he got curly hair or straight hair?
• Ss continue until they have found all the differences. B: He’s got curly hair.
• As the Ss get the information from their partner, they
draw and colour the hair and eyes on the faces labelled My
partner’s friends.
• When they have finished, they compare their pictures to see
Resource H (Lesson 12) if they are similar.
Classroom arrangement: groups of four (or individual
Ss)
Objective: to practise possessive ’s and common
possessions
• Photocopy one picture card for each group (or individual S).
Place it face down in the middle of the group (or in front of
the individual S).
• All the groups (or Ss) turn over their picture and look at it
carefully for thirty seconds and try to guess who each item
belongs to. They cannot touch the picture with their fingers
to help them.
• After thirty seconds, Ss cover the items, look at the children’s
photos and write their guesses in their notebook, e.g. It’s
Toby’s skateboard.
• When everyone has finished, let the Ss look at the picture
again and check who the things belong to, tracing their fingers
through the maze if necessary.
• The winner is the person with the most correct guesses.
• Ss can then correct any wrong sentences.

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 Resource K (Lesson 17) Resource M (Lesson 21)
Classroom arrangement: groups of eight (a group of Classroom arrangement: groups of four to six
six is possible or even an odd group with one S with no Objective: to practise talking about what people can
partner) do
Objective: to practise asking about animals using have • Photocopy and cut out one table card for each S. Ss write the
got and how many names of the other members of their group in the numbered
• Photocopy and cut out two sets of the four picture cards for boxes.
each group. • Explain they must interview all the Ss in their group, asking
• Explain to the Ss that they are all farmers and they will talk what they can do and note down their answers with a tick
to the other Ss in their group to find someone with the same (✓) or a cross (✗) in the boxes.
animals on their farm. A: Can you play the guitar?
• Give out one picture to each S. Ss must keep their cards B: Yes, I can./No, I can’t.
secret. • Ss interview each other.
• In their groups, Ss stand up and talk to each other, asking • When they have finished, Ss can write sentences about their
about their animals. groups, e.g. Three people can play the guitar.
B: Have you got any horses?
C: Yes, I have.
B: How many horses have you got?
C: I’ve got two. Resource N (Lesson 22)
• When they find someone who has exactly the same animals
on their farm, they sit down next to them. Classroom arrangement: pairs (or individual Ss)
• The game finishes when everyone has sat down. Objective: to practise ordering things in a café
• Photocopy and cut out one set of sentences for each pair
(or individual Ss).
• Ss put the dialogue into the correct order as quickly as they
Resource L (Lesson 18) can.
• The winner is the first pair (or individual S) to finish.
Classroom arrangement: pairs (or individual Ss) • Ss read out the dialogue together in pairs. If you wish, Ss
Objective: to practise talking about times can make new dialogues, changing the food and prices.
• Photocopy and cut up one set of the cinema listing cards for
each pair.
• Ss place the cards in a pile face down on the table.
• Ss turn over a card and then make a conversation based on Resource O (Lesson 23)
the information on the card.
• Practise one conversation with the whole class first. Classroom arrangement: pairs or small groups
A: What time is it? Objective: to practise imperatives
B: It’s ten past three.
A: When is Madagascar? • Photocopy and cut up one set of verb and object cards for
B: It starts at ten past three. each group of Ss.
A: Hurry up! We’re late! • Ss put the cards face up on the table in the middle of the group
• When they have finished, Ss pick up a new card and in two piles: verbs on the left and objects on the right.
make a new conversation. Ss take it in turns to start the • Student A chooses one card from each pile and says if they
conversation. think it makes a correct phrase.
• The activity finishes when the Ss have used all the cards. • The other Ss in the group decide if the phrase is correct. If
• To do the activity with individual Ss, Ss write the it is not, the S puts the cards back. If it is correct, the S gets
conversations using the information on the cards. one point and keeps the cards. The S earns another point if
he or she can act out the phrase correctly. It is then Student
B’s turn. Ss make a note of the points.
• The game finishes when all of the cards are gone or no one
can make another phrase.
• The winner is the S with the most points.

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 Resource P (Lesson 26) Resource S (Lesson 31)
Classroom arrangement: pairs or small groups (or Classroom arrangement: pairs or small groups (or
individual Ss) individual Ss)
Objective: to practise the language of likes and dislikes Objective: to practise sentences with adverbs of
and object pronouns frequency
• Photocopy and then cut up one set of questions and answers • Photocopy and cut up one set of sentence cards for each
for each group or individual S. group.
• Ss put the correct answer next to the questions on the table • Ss look at the sentences together (or alone) and write them
in front of them. out, putting the words in the correct order in their notebooks
• The winning group (or S) is the first to organise the questions (remind them to use the correct punctuation).
and answers correctly. • The winners are the first group (or individual S) to finish
• Ss can then practise reading out the questions. If you wish, with all the sentences ordered correctly.
Ss can change the objects and people in the questions. • You can check the answers as a class.

Answers
1 How often are you late for school?
2 Amy is never late for school./Is Amy never late for
Resource Q (Lesson 27) school?
Classroom arrangement: pairs 3 Toby sometimes goes to her house.
4 They usually do their work together.
Objective: to practise talking about animals 5 I am always happy on Saturday./Am I always happy on
• Photocopy and cut up one set of animal survey cards for each Saturday?
pair. Tell Ss to keep their cards secret. 6 Mark usually walks home from school.
• Ss take turns to ask each other questions to complete the 7 How often do you watch a video?
missing information in their tables. 8 Rita is sometimes late for school./Is Rita sometimes late
A: Do goats run fast? for school?
B: No, they don’t.
• Ss put a tick or a cross in the appropriate box on their
sheet.
• When they have finished, they can compare their sheets to

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check they are the same.
• If you wish, Ss can then write sentences about the animals.
Resource T (Lesson 32)
Classroom arrangement: pairs
Objective: to practise the Present Continuous
Resource R (Lesson 28) • Photocopy and cut out the picture cards for A and B.
• Tell Ss to keep their cards secret.
Classroom arrangement: groups of three • Explain that they have similar pictures but there are seven
Objective: to practise asking about people’s routines differences.
• Photocopy and cut up one set of cards for each group. • Ss take it in turns to ask questions to find the differences.
• Give each member of the group a different card. You can A: What’s Mum doing? Is she making a sandwich?
have groups of four or five if necessary with more than one B: No, she isn’t. She’s taking a photo.
student with the same card. Tell Ss they must all keep their • When they have found the differences, Ss compare their
pictures secret. pictures.
• Explain they all have some information about three people
and have to find out the rest. Check that Ss understand that
a smiley face means that someone likes something and a sad
face means they don’t like it.
• Ss ask one question in turn to the other Ss in their group.
A: What time does Jack have breakfast?
B: He has breakfast at 8.15.
A: What does Jack have for breakfast?
B: He has hot chocolate and toast.
• If they don’t have the information, they answer:
I don’t know.
If they have the information, they give it.
• Ss transfer the information onto their cards in correct format
(filling in the clock face and drawing a picture of the food
or a face) and continue until they have all filled in the gaps
on their cards.
• When they have finished Ss can compare their cards. If
you wish, Ss can then write a small paragraph about each
person.

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 Resource U (Lesson 33) Resource W (Lesson 37)
Classroom arrangement: pairs Classroom arrangement: two or three equally-sized
Objective: to practise talking about the weather and what groups
people are doing Objective: to practise dates
• Photocopy and cut up one set of picture cards for each • Photocopy and cut out one set of date cards for each group
pair. of Ss.
• Ss look at the pictures together and take turns to ask each • Give each S a card. Tell them to imagine that this is their
other about them. birthday.
• Look at one picture with the whole class first, checking Ss • Ss organise themselves into a line with the person with
remember which questions to use. the first birthday in the year at the front and the last at the
A: Where are they? back.
B: They’re in London. • Check the question and answer with the class first. Check
A: What’s the weather like in London? they remember to use ordinal numbers.
B: It’s raining. A: When’s your birthday?
A: What are they doing? B: It’s January 16th.
B: They’re having lunch. • The winning group is the one which completes the task
• When they have finished, Ss can write sentences about the correctly first.
pictures. • You can give the Ss different cards and get them to repeat
• Correct Ss’ writing and highlight any serious errors the activity, if you wish.
(particularly related to the Present Continuous) as a class on • Finally, the Ss can do it using their own birthdays.
the board.

Resource X (Lesson 38)

Resource V (Lesson 36)
Classroom arrangement: pairs (or individual Ss)
Classroom arrangement: groups of six Objective: to practise making suggestions and explaining
Objective: to practise talking about people’s jobs where places are
• Photocopy and cut up one set of identity cards for each • Photocopy one crossword card for each pair or individual
group. S.
• Give each member of the group a different card. • Check that all Ss are familiar with crosswords and understand
• Ss stand and introduce themselves to the other people in their across (➝) and down ( ).
➝

group, shaking hands and asking their names, where they are • Explain that all the words are from Lesson 38 in the Students’
from and what their job is. Book.
A: Hello. What’s your name? • Ss work together (or individually), completing the
B: My name’s Valeria. What’s your name? crossword.
A: My name’s John. Where are you from? • The first pair to finish are the winners.
B: I’m from Rome, in Italy. Where are you from? • Check the answers with the class.
A: I’m from Bristol, in England. What’s your job?
B: I’m a teacher. What’s your job?
A: I’m a doctor. Answers
• Do an example with the whole class, first getting them to Across 1 opposite 3 cinema 5 swimming 8 there
ask you questions. 9 front
• When everybody has met, Ss sit down and try and write Down 2 supermarket 4 where 5 stop 6 next 7 pet
down as much of the information as they can remember,
i.e. people’s names, jobs, etc.
His name’s John. He lives in Bristol, in England. He’s
a doctor.
• The S with the most correct information is the winner.

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 Photocopiable
Photocopiable Resources
resources

Resource A (Lesson 1)



Tina
You are Amy
You are You are Samantha
Frank is your brother Robbie is your brother Toby is your brother


Penny
You are You are Kate You are Anna
Simon is your brother Mark is your brother Mike is your brother


Lisa
You are You are Jane You are Sally
James is your brother Chris is your brother Dave is your brother

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Sue
You are Lucy
You are Joanne
You are
Lucy and Joanne Sue and Joanne Lucy and Sue
are your sisters are your sisters are your sisters


You are Frank You are Robbie Toby

You are
Tina is your sister Amy is your sister Samantha
is your sister 

Simon
You are You are Mark You are Mike
Penny is your sister Kate is your sister Anna is your sister


You are James You are Chris You are Dave

Lisa is your sister Jane is your sister Sally is your sister


Mike
You are Tom
You are Andy
You are
Tom and Andy Mike and Andy Tom and Mike
are your brothers are your brothers are your brothers

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Resource B (Lesson 2)


Student A

Student B

Resource C (Lesson 3)



How old are you? I’m 10.



Are you in my class? No, I’m not.



Are you Lucy? No, I’m not. I’m Mary.



Are you Leo? Yes, I am.



How old is Jodie? She’s 11.



How old is Rob? He’s 12.



How old is Mr Barr? He’s 40.



How old is Mrs Barr? She’s 38.

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 116









Sky One

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isn’t.
we’re Italian
the UK. No
We’re from she she
and and? HannahIs Amy ,
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Resource D



(Lesson 6)

you
French I’m
she Where
isn’t. from
Is , from ? Spain.
mum No ? are
your

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from
He’s is ? Where
from Tomek
Poland. Poland.
Tomek from
Where ? is He’s
from




your
are ?No mum
Spain. ?
from , Is
from isn’t.
Where she
I’m French
you

(Lesson 6)



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Amy
, Hannah
Is ?and she and from
she We’re
No the UK.
Italian we’re
isn’t.

Resource D










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116

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Sky High 1

Resource E (Lesson 7)


Student A

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
18Pete Tony
12 Anna Mike
8 11 21

A ____ ____ ____ ____

____ ____ ____ ____ ____ ____ ____ ____
a) 18 7 7 5Sarah12
b) 15 1 15
c) 4 11 11 17
Jessie Basil

____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
d)
Student
22 11 B 4 8 5 12 7 23 11 16 12

____ ____ ____ ____ ____ ____ ____ ____

e) 23 11 21
f)
Pete Tony Anna 3 Mike
12 13 18 19

____ ____ ____ ____ ____ ____ ____ ____ ____ ____
g) 11 19 18 16 2 12 6 19 12 12
Jessie Basil Sarah

Student B

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Resource F (Lesson 8)
7 20 15 8 2 


A ____
____ ____ ____ ____ ____ ____ ____ ____
a) 14 7 18
b) 8 1 7 13 18 20

____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
c) 15 5 20 5 1 20 7 21
d) 20 18 18


____ ____ ____ ____ ____ ____ ____ ____ ____

e) 4 20 23 6
f) 19 7 14 12 20

____ ____ ____ ____ ____


g) 5 16 7 15 1

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Photocopiable resources

Resource F (Lesson 8) 




Sky One Photocopiable Resources

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Resource E
G (Lesson
(Lesson 7)
11)


Student A
Student A

Pete Tony Anna Mike

Jessie Basil Sarah



Student B

Pete Tony Anna Mike

Jessie Basil Sarah


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Student B
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Sky High 1

Resource H (Lesson 12)

Meg

Alex

Toby

Jack

Kate

Anna

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Resource I (Lesson 13) 




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Resource J (Lesson 16)

My friends


My partner’s friends

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Sky High 1

Resource K (Lesson 17)



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Resource L (Lesson 18)




It is Monday 14.30
It is Tuesday 16.15
Toy Story 2
The Simpsons Movie
Monday no film
Monday–Saturday
Tuesday–Saturday
14.20, 16.15, 18.50
14.30, 18.30
Sunday 11.00
Sunday 16.00

It is Wednesday 15.10

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It is Saturday 11.00
Madagascar
The Lord of the Rings
Monday–Thursday
Monday–Friday 11.30, 16.45
15.10, 17.35, 19.35
Saturday 11.00, 18.45
Saturday 14.55, 18.55
Sunday 14.00
Sunday no film

It is Sunday 14.40 It is Friday 11.45

Harry Potter Transformers

Monday–Saturday Monday–Thursday
14.50, 17.50 12.00, 14.35, 17.15
Sunday 14.40 Friday–Sunday 11.45, 15.00

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Resource M (Lesson 21) 

What can you do?

1 2 3 4 5

Resource N (Lesson 22)



Can I have two chocolate milkshakes, please?



Yes, please. How much are the milkshakes?



What flavours have you got?



Sure. That’s £4.40, please.



We’ve got banana, chocolate and vanilla.



They’re £2.20.


Hello. Can I help you?

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Resource O (Lesson 23)




Jump up and down.


Put it in your pocket.



Open your mouth.



Touch your head. 

Point to the door.



Stand up.


Sit down.


Hold up your hand.



Touch your nose.

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Resource P (Lesson 26)



Do you like my new skateboard? Yes, I do. It’s wicked!



Do you like the trainers? No, I don’t like them very much.


Do you like it? No, that T-shirt’s really horrible.



Do you like Avril Lavigne? Yes. I like her new single very much. 

Do we like 50 Cent? Yes, we do. He’s brilliant.



Do they like us? Yes, they like us very much.



Do you like her new jeans? Yes, I do. They’re great.



Do you like my orange baseball cap? Yes, I do. I like orange a lot.


Do you like Keanu Reeves? No, I don’t like him very much.


Do you like me? Yes, I like you a lot.

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Resource Q (Lesson 27)



A Ostriches Goats

Run fast 

Eat meat 

Sleep at night 

Live in Africa 

B Ostriches Goats

Run fast 

Eat meat 

Sleep at night 

Live in Africa 

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Resource R (Lesson 28)



A Jack Sarah Sofia

B Jack Sarah Sofia

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C Jack Sarah Sofia

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Resource S (Lesson 31)



1 for often late how school you are



2 never is Amy school late for



3 house to goes sometimes Toby her



4 their usually work together do they



5 am on happy always Saturday I



6 home from walks usually school Mark



7 often a watch you how do video



8 Rita late school sometimes for is

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Resource T (Lesson 32)



Mike

Mum

Jess
James

Jenny

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David
Maria


B
James

Mike
Jenny
Maria

David
Jess

Mum

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Resource U (Lesson 33)




LONDON RIO DE JANEIRO

ROME PARIS

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 Sky One

Photocopiable resources

Resource V (Lesson 36)




• John • Valeria • Ewa
• Bristol, England • Rome, Italy • Warsaw, Poland
• doctor • teacher • dentist


• Maria • Luis • Brad

• Madrid, Spain • Lisbon, Portugal • New York, USA
• bus driver • mechanic • waiter

PHOTOCOPIABLE
Resource W (Lesson 37)



16th January 27th November 25th December 3rd June

4th April 9th August 2nd July 21st February

12th March 19th May 23rd September 22nd October

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 Photocopiable Resources

Sky High 1

Resource X (Lesson 38)

1 2

5 6

Across
1 The station is ___________ the book shop.
3 Let’s go to the ___________. I want to see the film.
5 Let’s go to the ___________ pool.
8 Look! It’s over ___________.
9 The newsagent is in __________ of the school.

Down
2 I want to buy some food. Let’s go to the ___________.
4 __________ is it?
5 Let’s meet at the bus ___________.
6 It’s __________ to the music shop.
7 I want to look at the rabbits. Let’s go to the ___________ shop.

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