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Contents
Key vocabulary

Welcome back!

1 Time for school!

p. 4
p. 7

Review p. 15

2 Where are you from?

p. 17

Review p. 25

3 Months

p. 27

Review p. 35

The alphabet

How

oclock, half past

Wha

Art, English, IT, Maths, Music, PE, Science, Spanish

Do

Monday, Tuesday, Wednesday, Thursday, Friday,


Saturday, Sunday

On
Wha

classroom, computer room, dining room, gym,


library, playground

You

China, France, Ireland, Italy, Mexico, Spain, the UK, the USA
Arabic, Chinese, English, French, Italian, Spanish

Whe
from

cycling, dancing, listening to music, painting, reading, skiing,


singing, surfing, swimming, taking photos

I sp

He l

January, February, March, April, May, June, July, August,


September, October, November, December

Whe

spring, summer, autumn, winter

Wha
I do

hat, jumper, shorts, T-shirt, trousers

The

ice cream, potatoes, salad, sausages, strawberries,


turkey, vegetables

4 My town

p. 37

Review p. 45

5 Lets eat!

p. 47

Review p. 55

6 Minibeasts

The
Is th

city, country, town, village


bright and sunny, raining, snowing, windy

Wha
Let

burger, cereal, egg, ham, meat, rice, salad, sandwich,


soup, toast, vegetables, yoghurt

How
fifty

breakfast, lunch, dinner

Wha
for b

1-100

p. 57

Review p. 65

7 Space

castle, cinema, hospital, library, museum, park,


shopping centre, swimming pool, train station, zoo

p. 67

Can

ant, bee, butterfly, centipede, dragonfly, grasshopper,


ladybird, snail, worm; carnivore, herbivore, omnivore

Its p

antennae, legs, sting, wings

The
How

fish, flower, frogs, grass, leaf, pond, tree

beh

astronaut, comet, moon, planet, satellite, spaceship,


stars, telescope, UFO

Doe
Wha
He l

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,


Neptune; the Moon, the Sun

Review p. 75

hundred, thousand

8 Summer camp

p. 77

cap, compass, map, raincoat, snack, torch, water bottle

Review p. 85

Festivals

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canoeing, climbing, cooking sausages, horse riding,


playing ball games, singing songs, telling stories, trekking

p. 87

Do
I do
Hav

biscuits, cakes, crackers, decorations, jokes, markets,


paper hats, presents, toys, tricks

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USA
SA

ng,

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Key structures

Culture
Phonics

CLIL

0.0

listening

How do you spell ?


What time is it?
Do you like Music? IT is my favourite subject.
On Monday, Ive got/havent got Maths.
What have you got on Friday?

Boat schools
in Bangladesh

Describing and
designing a playground

song/chant
speaking

You cant run here. You can read books.

The ie sound

Imfrom
fromFrance.
France.Shes
Shes
Where are you from? m
from Italy.

New York sights

Learning about China


and Brazil

I speak Chinese.
He likes cycling.

The ai sound

When is your birthday?

The seasons in Canada

What do you wear?


I dont wear a jumper.

reading
writing

The lives of bears


through the seasons

Theres lots of rain.


The e sound

There isnt a park.


Is there a cinema?

A remote town in the


Shetlands

What shall we do?


Lets go to the cinema!

The oo sound

How much is the soup? Its four euros,


fifty cents.

Snacks from around the


world

What do you have for lunch? I have cereal


for breakfast.
Can I have a sandwich, please?
Its pink. It cant fly.
Theyve got wings.
How many legs have they got?
behind, in, on. Theres a ladybird behind a leaf.
Does she work on a space station?
What does an astronaut do in the evening?
He listens to music.

Describing a town

The food pyramid and


food categories

The a sound
Nature parks
The o sound
Hobbies about space

Carnivores, herbivores,
omnivores, and the
food chain

The Sun, the Earth and


the Moon

The n sound

Do you want to go trekking?


I dont want to play games.
Have you got a water bottle?

Activities at summer
camp
The ing sound

Carrying out a survey


and understanding
bar charts

Christmas in different
countries
April Fools Day

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Methodology
Creating the right conditions
for language learning
Language learning begins and ends with meaning. It is
a guiding principle of New Beep that all contexts and
situations where our learners encounter the language
should be meaningful and relevant to them and draw
on their own worlds, both real and imaginary. The child
characters that present new language and appear in
the stories are appealing and its easy for the learners
to identify with them and the situations they find
themselves in.
There are also frequent opportunities for the learners to
bring their own lives into the classroom. In addition to
activities such as surveys, pair work and personalised
writing, the children are often asked to talk about their
interests and experiences, making the learning process
much more meaningful for them.
Learning is most successful when it is enjoyable. Songs,
chants, stories and games provide fun ways in which
to address a range of activity preferences and learning
styles.
Peer support has been shown to be a vital factor in
classroom learning and learners are actively encouraged
to support each other through pair and group work.

Language awareness
The extent to which rules about form are taught or
made explicit to the children depends on the year.
In Primary years 1 and 2, new language is taught
implicitly as formulaic chunks that the children use to
talk about themselves or ask questions. There is minimal
focus on the structure of forms, though the children
begin to look at basic elements such as the difference
between he and she.
In Primary years 3 and 4, new language is still mostly
taught as chunks, though the children are asked to
focus more on sentence building and distinctions between
affirmative and negative forms such as can and cant.
In Primary years 5 and 6, the focus on form is a lot more
explicit and there is some use of basic meta-language
such as the name of tenses.

Speaking / Communication
In New Beep, the children are always given
opportunities to see, hear and absorb language in
context before speaking activities. In addition, all
activities have clear models and make use of familiar
situations, such as a shopping role play or playing a
guessing game. Speaking practice comes in many
forms, including:
Choral repetition activities such as chants, songs and
tongue twisters.
Dialogues where the children take roles and read a
script aloud.
Surveys and questionnaires.
Card games, which involve saying words, asking
questions or giving descriptions to play a game.
Role plays and question and answer exchanges with
a partner.

Literacy
Literacy skills are key not just to language learning,
but to all learning in general and literacy development
plays a central role in New Beep. In addition to the two
stories per unit, the children engage in a broad range of
text-based activities to develop literacy skills, including
songs, chants, phonics, tongue twisters, dialogues,
surveys, puzzles and games. The children are called on
increasingly to use what they have learned in their own
writing; building from word to sentence to paragraph
level, so that by Primary years 5 and 6 they can work
with and produce more sophisticated texts.

Stories
Stories are a main focus in each unit. Appealing
characters and plots, which often make use of humour
and dramatic tension, reinforce the positive experience
of reading in English. The stories act as a vehicle for
introducing or revisiting core unit language and provide
opportunities to encounter the language in meaningful
contexts. For each level of New Beep, there is also
a graded reader, featuring the child characters, which
reviews language from the level and provides extended
reading practice and comprehension activities.

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


learning about different cultures and how children live
in other parts of the world is of immense social and
pedagogical value. An awareness of how their lives
are different or similar to other childrens helps them
to have greater empathy and to find their own place in
the world. This is especially important when a growing
number of the children in their own classes will come
from different cultural backgrounds.

Exploring other areas of the curriculum in English can


provide variety and interest and is very motivating for the
children. Each unit of the course has a CLIL (Content
and Language Integrated Learning) page, which links to
a subject from the school curriculum. On these pages,
children explore cross-curricular content, such as
making maps, healthy eating or animal habitats through
the medium of English.

Learning about other countries and cultures will broaden


our the children horizons and hopefully make them
want to go and explore for themselves in the future.
Doing this through the medium of English will show
them how important the language is to communicate
with people in other countries.
At the pedagogical level, a focus on culture offers
great opportunities for more extended reading and
comprehension in a way thats highly motivating.
The children can not only review the grammar and
vocabulary theyve studied but also encounter a broader
range of language in more natural contexts.

Pronunciation and phonics


The complexity of letter-sound relationships in English
presents a big challenge for our learners and is given
special focus throughout the course. The audio CD
provides strong models of pronunciation for all new
language. The phonics tongue twisters in each unit
provide a specific focus on letter-sound relationships.
These are carefully graded in difficulty throughout the
course. In the lower levels the emphasis is on simple
initial sounds. In later levels, there is a progression
to the more sophisticated phonemes of consonant
clusters and blends, vowels and dipthongs, and
stressed and non-stressed pronunciations. Rhyme and
rhythm are essential in order to facilitate and emphasise
pronunciation and to enhance the humorous nature of
these verses.

Review
Reviewing and recycling of the language are vital for
long-term retention. All units have a review page in the
Activity Book, where the children revise and practise
the new language. In Primary years 1 and 2 there are
also three review sections in the Students Book. From
Primary year 3 to year 6 this review section in the
Students Book is at the end of each unit.

Diversity
Learners may come from a variety of backgrounds
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
fosters and caters for diversity in a number of ways.
Pair and group work encourage cooperation and
peer scaffolding. There is a wide range of activity types
that will appeal to all learning styles and intelligences
and allow for participation at all levels. Teachers notes
highlight activities that lend themselves best to this.
The Teachers Book also includes a series of language
worksheets for supporting learners with different levels.
Additional interactive material
Arts & Crafts
Mixed abilities
Playing cards
Poster
Teaching tip
X.X

Track reference
(YLE) Young Learner / Trinity Exam
preparation

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Students Materials
!
Welcome back
1

LESSON 1
LESSON 1

Listen and say

Te

the chant.

LESSON 2

Listen and say the chant.

1.4

1.2

Listen and sing

I spy with my little eye,


Something beginning with
Is it a nose?
No, it isnt!
Please guess again.

school again,
Here we are in with all my friends.
Its great to behow are you?
Hello, hello and ks! How about you?
than
well,
very
Im
things to do,
Lots of brilliant playing too.
Reading, writing, things to see,
Lots of brilliant ds with me.
Ive got all my frien

Students Book
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
special days at the end of the book.

I spy with my little eye,


Something beginning with .
Is it chocolate?
Yes, it is!
Now spell the word with me.

l.

Look and spel

Look and spell.

How do you spell plane?

. Ask a friend.

1.3

Read and listen

P-L-A-N-E

Im Rachel.

?
Whats your name

Swimming.

Whats your
favourite sport?

Yes, Ive got a cat.

pet?
Have you got a

Thats a secret!

How old are you?

4
ring personal

Asking and answe

questions
18/02/15 12:16

Reviewing vocabulary

Spelling words

The alphabet

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Look at page
1

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Welcome back!

Activity Book and Audio CD


Reflecting the Students Book structure, the
additional support is divided into a welcome unit,
eight main units as well as a ludic section. The work
can be done in class or set as homework.
The accompanying CD provides the audios for the
listening activities in the Activity Book and the
Picture dictionary, as well as the songs and
stories from the Students Book.

ents Book and


2

s Book
at page 3 of the Student
4 5LookCircl
e the right letter

find the word

s.

P
E

and find the words.

s and write.

Read, look and circle.

1
name your
What

2 you old
mes Anna / Sally.
How are
Hi! My na

Im eight / nine years old.
3 like swim I like / dont like reading.
ming Do
astics / tennis.
rite sport
you is gymn
My favou

Ive got a cat / fish.
4 food favou Bye!
rite Whats
your

e i a g
m l o e

5 a Have
pet got
you

v b e o u

a f t

Circle the right letters

and write.
5


p u i r a
t a e

3 of the Stud

skiing
snake

g o u i
r t a r

Write in order and answer.

3642

name your Whats


1

Hes

are
2 you old How

is

Do you
3 like swimming

This is my friend
Albert.
. He likes playin
?
g
. His favourite food
and
hes got
?

6
s p e i

Whats your
4 food favourite

b d e r

f i v e
f t i y

got you
5 a Have pet


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Listen and complete.

This is my friend Albert.


. He likes playing
. His favourite food
and hes got

Hes
is

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Art

English

IT

Maths

Music

PE
BEEP 4 Unit 1 Story
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Science
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Spanish

Beep on grammar
Beep on grammar covers all the
grammatical structures in the
Students Book in simple tables
for the childrens reference.
The tables are followed by
short exercises to support and
consolidate the grammar point.
This is an adaptable component
that can be
Unit 3
reviewed at
What/Where do you
?
any time you
consider
appropriate
1
for the class.

Cut-outs
The Cut-outs include miniversions of the stories so
that the children can make
their own booklets. There
are also mini versions of the
Flashcards for the children
to play revision games with.

Where

22/12/11 9:28

The next day at

12:39

What

BEEP 4 Unit 1 Vocabulary

do you

wear
do
go

in July?
at Easter?

Complete the quest

ions and answer

do

wear in

I wear
do you


3 What

do

? January y
ou W

ere go

in

wear

August? in Wh

go

you

? eat July

do

? September
you in
June? in you
What

Christmas? eat a

t What do

about April Fools

Day.

bad if people are

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hurt or upset.

5
16/02/12

you


4 Where do

5

Some tricks are


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I wear a T-shirt.
I eat Easter eggs.
I go on holidays.

for you.

school, the teach


er tells the class

You can play tricks


on
people but be
careful!

hat

12:39

2
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3.1

17:14

Reader and Audio CD


The Reader provides an
In May, I dont
additional story
for the
children to read. The story has
the same characters as the
unit stories in their Students
Book and is accompanied by
a CD with the audio. There
are worksheets provided in
the Teachers Resource Book.
This work can be done in
class or set as homework.

Write in order and

circle for you.

Complete the sente

nces for you.

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Teachers Materials
UNIT 3 LESSON

the month.

UNIT 3 LESSON

1.26

Students Book, page 29

February

Objectives

To practise the Present Simple.

Teachers Book
The spiral bound guide contains interleaved Students Book reproductions,
complete step-by-step teaching notes plus extra suggestions for exploiting
the course. It also provides the transcripts and answer keys, assessment
guidance, cross references to support material and information about the Key
Competences. A valuable Activity Bank offers suggestions of how to make
the most of all the course materials and there are useful sections on how to
anticipate difficulties when preparing for the lessons.

Target language
Vocabulary:
eat, go, play, swim, wear
Structures:
In January, I wear a T-shirt in
the gym.
In January, I dont wear a
T-shirt.

Answers
1 October, 2 February, 3 December, 4 July

Materials

Transcript

ride
my bike

August
wear
shorts

November

go to the beach

December

play
football
wear
a hat

eat ice
cream

09:12

1.26

2 Lucy: Its cold and windy. I dont wear a dress. I


wear a coat and a hat. I go to the park and I play
with my kite.
Narrator: Whats the month?

3 Lucy:686003
Its_cold.
I dont eat ice cream. I drink hot
0115-0152.indd
125
chocolate and I play
computer
games.
Narrator: Whats the month?

125

4 Lucy: Im on holiday. I dont go to school. Its hot


and sunny. I go to the beach with my brother and I
play frisbee.
Narrator: Whats the month?

21/04/15 16:14

124

soup

Can you help me,


please?

burger
rice

Posters
All of the Posters are double sided. They
present the key vocabulary in the unit
and the unit tongue twister. There are
also posters to help the children revise
new grammar points from each unit. The
Teachers Book Activity Bank contains
suggestions for exploiting the posters in
the course.

What page
is it?

meat

ham

I have a
question.

egg

Can you repeat


that, please?
cereal

salad

Whats for
homework?
BEEP 4 Santillana

Educacin S.L.

2012

ich,
Can I have a sandw
ham,
With salad and apple,
And carrot and jam?
And strawberry

Ive finished!

EAN: 8431300160446
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EAN: 8431300160446
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Educacin S.L.

10:34

2012

15

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Flashcards and Word cards


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

soup
13:15

157

31/01/12

Teachers Class CD Audio


The teachers are provided
with a complete audio
containing all the songs,
listening activities, and stories
in each level.

toast

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vegetables

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July

April

In January, I wear
Finishing off
a
T-shirt in the
gym.
Dice game. Bring two dice to class. Ask a child to the front to be the die
monitor and divide the class into two teams. The die monitor rolls the dice and
Beep on Gramma
r, page 7.
says the number. The teams then race to say the corresponding month.Months,
For
example, if the number is 11, the children race to say November. The winner clothes, activities In (February),
I (dont) wear
(shorts).
685999
_ 0027-0036.in
gets a point. Award an extra point if the team
can
say something
they do or
dd 29
29
dont do in the corresponding month, for example: In November, I dont go to
the beach.
SCC
Students develo
p social skills
18/02/15
by working in
Playing games
teams to play
in teams helps
a dice game
students to develo
helping one anothe
about the month
p their ability
r.
s.
to take turns
as well as

1 Lucy: Its cold. I dont go to the beach. I wear a


purple hat and a purple dress and I go to a Halloween
party.
Narrator: Whats the month?

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go to the park

October

December

March

swim
in the
sea

June

eat strawberries

I wear a jumper
6 Look and say in pairs. and a coat.
go to
Ask the children to look at Activity 6. Ask volunteers to read the mini-dialogue
at
the bottom of the table. Then, divide the class into pairs and ask them school
to make
sentences following the example. Walk around the classroom making sure they
are doing the activity correctly. When they have finished, ask for volunteers to
act out the dialogue in front of the class. When they have finished, review the
In January, I dont
activity orally to check that all the children understand.
wear a T-shirt.

i-flashcards

Listen and say the month.

2.8

September

October

February

wear a
T-shirt

5 Listen and say the month. 1.26


Say: Open your books at page 29. Ask the children to look at the pictures
May and
to say what Lucy is doing in each one. Play the CD and ask the children to look
at the pictures while they listen. Play the recording again, pausing after each
wear a
description. Finally, play the CD once more, pausing after each description,
and
jumper
this time the children identify the correct month.

Teachers i-book
CD
Unit 3 flashcards
two dice

Unit 5 Let's eat!

July

Getting started
Look and
in of
pairs.
Hand out the flashcards. Ask the children to stand up and call out the say
name
their month at random. When you hear a month, say a sentence: In (January), I
Janua
wear a coat and a scarf. I dont wear a T-shirt. When you have done
the twelve
ry
months, ask volunteers to take over your role. If necessary, help them by
supplying a key word in the sentence (T-shirt, ice cream, school). Make sure all
the children have the opportunity to practise the structure.

To listen and identify the


months.

BLQGG

Story card 5

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S.L. 2012

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E
S.L. 2012 PHOTOCOPIABL
Santillana Educacin

spider behind you.


Tom: Olga, look! Theres a robot
Olga: Aargh!
spiders. But Lucy likes
of
Narrator: Oh no! Olga is scared
the robots.

Santillana Educaci
n S.L. 2012
PHOTOCOPIABLE

Unit 4
The Science Museum!



BEEP 4 Unit 1

Story

22/12/11

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9:00

BEEP 4 Santillana Educacin

BEEP 4 Unit 1 Story

105

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as

k.

Listen and say

Unit 3 - Lesson 3A

14

DVD
The DVD includes one
animated story, as well
as sketches with native
speakers. There are
worksheets available in the
Teachers Resource Book.

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17:06

Story cards
The Story cards are large
versions of the story vignettes,
with the audio script on the
back of each card.

Teachers Resource Book


The Teachers Resource Book contains a
wealth of photocopiable worksheets divided
into sections: Communicative activities,
DVD, Language (this section includes one
worksheet for each level: Reinforcement,
Consolidation and Extension), Newcomers,
Phonics, Reading and Writing (activity types
for the Cambridge YLE exams), Reader and
Tests.

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Aw

Digital Materials

Le

Teachers i-book for IWB


Herein a solution to bring your teaching to life in the classroom. The Teachers i-book is a fully interactive version of the New
Beep course, which integrates all the teaching and learning materials cross-referenced into one single format for use
with an IWB or projector.

5
4
1 Quick access to i-posters,
i-flashcards and i-story cards
2 Interlinked components at page

level

3 Additional interactive activities to


reinforce the lesson content

Key features:
The Teachers 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
at any time! See page 20 to learn
more about this tool.
Interactive Term Review Games
and posters also included.
The Teachers Book includes
digital icons on the Students Book
lesson notes pages to help you identify
where every additional interactive
resource is located at a glance.

5 Richmond i-tools to personalise


the i-book

4 All course material included

Students CD-ROM
The children are provided with an interactive
CD-ROM to help them revise key vocabulary
whilst having fun. The activities on the
Students CD-ROM are ideal for fast finishers,
as wrap-up activities or homework.
Includes learning progress report.

Activity Generator
This is the solution to edit or create your own
personalised worksheets from the Teachers
Resource Book. Either use an existing
worksheet and edit it, or create a worksheet
from scratch using the images, texts and design
elements from the Teachers Resource Book.

Re

Te

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A walk through the unit

Lesson 1

LESSON 1

3. Months
1

the chant.

Listen and say

3. Months

1.24

Find the mon

ths and write

in order.

January

In this lesson, vocabulary


is presented using labelled
illustrations. The vocabulary items
are also presented in the context
of a song. There are always one or
two listening tasks on this page.

y, March,
January, Februarmonths of the year.
The first three
July,
April, May, June,here.
Sunny days are

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

3
4
5
6
7

tember,
August and Sepwith books and pens.
Back to school
er, December,
October, Novemb ins again.
Another year beg

8
9
10
11
12

Read and ans

wer.

ds.

Ask your frien

February
January
March
May
April
June
t
Augus
July
r
be
Septem
ber
October
Novem

Whens your
birthday?

Its in February.

What is your fav


ourite month?

i-activity
When is your birt
hday?
My birthdays
in November.

December
Months

685999

The Teachers i-book


provides an additional
interactive activity for this
lesson.

27
Whens your

birthday?
18/02/15 09:11

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21
10/02/12
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A walk through the unit

Lesson 2
2
UNIT 3 LESSON

Listen and read

Listen and say

1.25

stmas.
is visiting for Chri
Olgas cousin
Australia.
y and hes from
His names Rick
like Christmas?
you
Do
y!
Hi, Rick

What
Where

in Australia
Yes, I do. But
y at Christmas.
its hot and sunn

I wear shorts

and a T-shirt.

Look and say

I wear a swimsu
it.
I dont wear a co
at.
I go to the beach
.
I eat Christmas s
wee

in pairs.

I eat I go
I ride
rk a T-shirt
tennis sand

wiches my b

ike orange ju

ice

SEPTEMBER

What do you
wear in January?

I wear a jumper
and a coat.

4 Write the questions


December


2


4 you
jumper).
r)? (I) wear (a

(wea

36.indd 28

22

and answer for

you do

in do eat

3 go you

685999 _ 0027-00

circle.

In September, I g

(What) do you

This lesson offers some controlled


production of the new vocabulary
and introduces a new form through
a dialogue. This is followed by
controlled practice of the language
(a role play, information exchange,
6
game, etc.).
Look, read and

In May, I wear

wear in January?
1 What do you
wear in July?
2 What do you
go in August?
3 Where do you
er?
go in Decemb
4 Where do you at Christmas?
eat
5 What do you
eat in June?
6 What do you

and answers

5 Listen and match.

MAY

Ask a friend.

le questions

in August
at Christmas

k I play to th
e pa

as.
salad at Christm
toes.
Oh! I dont eat
tables and pota
I eat turkey, vege
go?
Where do you
mar, page 6.
with my family.
ch
Beep on Gram
bea
the
I go to
I swim in the sea.
do you?
What/Where
I wear a T-shirt.
.
r
wea
go
July?
to
in
t
I eat Easter eggs
Fantastic! I wan stmas!
do
What
at Easter? I go on holidays.
Chri
do you
to Australia at
go
Where

Present Simp

wear
go
do

ts.

I wear I drin

er at Christmas.
Oh! I wear a jump
eat?
What do you
.
a big barbecue
have
My family
s and salad.
I eat sausage

28

do you

3 Look and write.

r?

t do you wea

Oh, yes? Wha

the month.

18/02/15 09:12

you.

What wea
r in

What July
you

in August
Where do

January Wha
t in eat
do

7 Complete for you.

?
?
?
?

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12:37

Resources
Reading and Writing
Teachers Resource Book, page 139

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A walk through the unit

Aw

Lesson 3

Le

3
UNIT 3 LESSON
2
UNIT 3 LESSON

Listen and say

the month.

1.26

5 Listen and match.

3.6

January

I eat I go
I ride
I wear I drin

February

rk a T-shirt te
October
nnis s
andwiches my b
July
ike orange ju
ice

February

May

December

k I play to th
e pa

Look and

swim
in the
sea

wear a
T-shirt

June

May

go to the park

I wear a jumper
and a coat.

le.

Hello, my names
Bill.
school. I go / don In August, I go / dont go t
o
t go to the be
ach. I eat / dont
ice cream eve
ry day. I wear /
eat
dont wear a j
I wear / dont
acket.
wear shorts and
a T-shirt. At the
beach, I read / d
ont read boo
ks.

ch

go to the bea

December

November

December
ber
Septem
you do
What

wear in
play
in do eat
to
Whago
football
t July
you
school

3 go you

4 you

6 Look, read and circ

wear
shorts

October

in August
Where do

eat ice
cream

wear
? a hat

1 In July,

Beep

es, activities

Months, cloth

I (dont) wear

4 In October,
5 In June,
29
6 In August,

?
In (February),

2 In January,
3 In April,

page 7.
on Grammar,

(shorts).

18/02/15 09:12

36.indd 29

to the beach.

The Teachers i-book


provides an additional
interactive activity for this
lesson.

I go / dont go
I wear / dont
wear
I eat / dont eat

a T-shirt.
ice cream.
football.
in the sea.
at 8 oclock.

I play / dont
play
I swim / dont
swim
I get up / don
t get up

364176 _ 0021-0
028.ind

685999 _ 0027-00

i-activity

7 Complete for you.

ra
In January, I weagym.
hirt in the
T-s
?

I dont
January
ary, t
In JanuWha
in eat
do
wear a T-shirt.

November

August

July
In September, I g
o

eat strawberries

ride
my bike

wear a
jumper

June

April

March

February

January

October

say in pairs.

The functional use of the


forms presented in the unit are
highlighted here. Occasionally,
new vocabulary related to
the unit topic is introduced or
alternatively, vocabulary from
earlier units is revised. There is
always a listening activity.

23

d 23

06/02/12

12:37

A walk through the unit

Arts & Crafts

Arts and Crafts


3
J a n u a ry

Fe b r u ary
March

A p r il

An arts and crafts style activity is


provided in each unit. Once the craft
element has been constructed it can be
used to practise the target vocabulary
and structures.

M ay

June

July

August

S e p te m b e r

129
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November

De c e m b e r

Santillana Educac
in S.L., 2012
PHOTOCOPIABLE

O cto b er

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22.indd 16

07/05/12 9:53

Re

Resources

Arts and Crafts

DV
Te

Teachers Resource Book, page 16

10
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A walk through the unit

Lesson 4

4
UNIT 3 LESSON
UNIT 3 LESSON
4

ster!
The snow mon
7

Fin d
and
say!
Fin d
and
say!ing.

1.27

n to the story.

Now its snow

park.
skating in the
are going iceren ren
child
child
TheThe
are going iceskating in the
park.

Read and liste

er
Hi, Mum! Its wint
here. Its snowing!

Now its snow

ing.

Look! Theres a
shelter. Lets go!

today.
Its very hot here er!
I dont like summ

I like your
skates, Tom!

Australia
to his family in
Ricky is talking
in Australia.
r. Its summer
on the compute

Wheres the
hot chocolate?

I dont like wint


er.
Its co-o-o-old
!

Oh, no! Its at


home! Oops!

et
Ricky, dont forgOlga,
your scarf! And hot
Rick
y, don
et the
t forg
t forg
et
your don
e!
scarf!choc
olat
And
dont forget theOlga,
hot
chocolate!
2

Be careful,
Ricky!

Tom is trying to

scare Ricky.

WO-O-A-H! Its
the snow monster!

Dad! Its you!


Hello! Lets have
hot chocolate!

Oh, no! It IS
a snow monster!

prints!
Look at the foot ter.
Its a snow monsbig.
They are very

Tom wants to

Oh, no! There are !


snow monsters here

Ice-skating
is difficult!

but
are having fun
Lucy and Olga
like ice-skating.
Karim doesnt

scare Ricky.

4
Seasons, weat

her and
Seasons, weat

her and related

30

ed!
Now, Tom is scar

ext

inuous in cont

The Present Cont

ry , Tom
Now
is scared!

related vocabula

vocabulary

Tom is scared

Ha, ha! Tom is scar


of snow monsters ed
!

7
ext

Tom is scared

The Teachers i-book


provides
an animated
i-poster
version of the story.

of snow mon

sters!

685999 _ 0027-00

36.indd 30

sters!

of snow mon

5 09:12

18/02/1
The Pres
ent Cont

inuous in cont

36.indd 31

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This lesson features


a double More
More
t
practice
page spreadprac
withicea colourful story.
At the top of the double page
spread, theres a pre-reading
activity to exploit the story artwork
for vocabulary practice. As the
children progress, the activity will
move towards comprehension,
discussion or
other personalisation
More
More
phonics
activities. phonics

31
18/02/15 09:12

i-flashcards
ster!
The snow mon
, then read and

8 Order the pictures

e.

and complet

10 Look at the story


write True or

10 Look at the story

False.

IWB
e.

!
Ha ha!

Oops!

Lucy wants to

Its winter
ustralia.
in A
in A
ustr
Its winter
alia.

scare Ricky.

Oh no!

ord.
Do the crossw

11

Lets go!

11 Do the crossword

Across

e ice-skating.

Karim doesnt lik

Karim likes Toms


es Toms skates.
Karim lik ska
tes.

9 Rea

1
3
Ricky

Olga

Tom

Rickys mum

er.
t the snow monst
tells Ricky abou
tells Ricky abou
mer.
t the
sum
like
sno
snt
w m
doe
onster.
doe
snt like summer.
2
hocolate.
brings the hot c
3 brings the hot chocolate usin.
.
is Rickys co
4 is Rickys cousin.
now.
falls over in the s
5 falls over in the snow
.

In this lesson, there are also


more exercises based on the
story (true or false exercises
and completing sentences).
Finally there is an opportunity
to make a story booklet, with
the templates and stickers
provided, based on the story.

2
3

e.
d and complet

i-book

and complet

8
5

Down
1

2
7

Olgas dad
8
16:31

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d 24

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d 25

25
13/02/12

16:31

Resources
DVD 1
DVD 1 Animated Story: Sleeping Beauty!
Teachers Resource Book, page 29

Story Cut-outs
Teachers Resource Book, pages 109 - 110

11
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SC SC

A walk through the unit

Aw

Lesson 5

Le

5
UNIT 3 LESSON

Listen and sing

and answer True

. Then, listen

10

Listen and read

12 Listen and complet

1.28

e the sentenc

sons go,
snow.
Seasons come, sea
and some bring
Some bring rain and some bring sun.
Some bring wind ourite one?
fav
r
you
is
ch
Whi
.
res lots of rain
In the spring, the e out again.
All the flowers comres no school.
In the summer, the
in the pool!
We go swimming
leaves fall down,
In autumn, all theorange and brown.
Red and yellow, the cold winds blow,
In winter, when the snow!
We go skiing in

es.

or False.

3.7

14 Read, write the sea


In

, we go swimming

In

, we go skiing in

In

son and match

the snow.

This lesson uses a chant or


listening activity to review
vocabulary and introduce a new
structure. There is invariably
15 a game to reinforce these
elements.

, all the leaves fa


ll do

wn.

In

, theres lots of ra

in.

Then, look and


sa and Max.

say.

13 Look and complet

Read about Tes

e.

11

edible facts.
Read the incr

July cake
sum

mer sunglass

Read and circ

le.

es shorts
ice c

ream

My favourite s

eason is

Hi! Im Max.
on is autumn.
My favourite seas
yellow leaves.
I like the red and
a coat.
and
hat
a
r
I wea
with my friends.
I play football
apples.
I eat grapes and

a.
Hello! Im Tess
on is spring.
My favourite seas
baby animals.
I like flowers and
and trousers.
I wear a jacket
in the park.
I ride my bike
eggs at Easter.
I eat chocolate
1

sing scarf C

hristmas hat
presents w

inter

My favourite s

eason is

My grandpare

nts visit and w

and open

Seasons

. My birthday is
in
and I have a par
ty on the beach.
I wear
and
. I eat

. I swim in the
sea. Its fantastic
!

and

the photo.

in the pool.

. I like
songs

. I wear my
and play in th
e snow. Its v

ery cold!

ent Simple

Use of the Pres

and

26

18/02/15 09:12

32
36.indd 32

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16:31

A walk through the unit

Lesson 6
6
UNIT 3 LESSON
5
UNIT 3 LESSON

10

n and answer

d. Then, liste

Listen and rea

True or False.

1.29

14 Read, write the sea

Summer

son and mat

ch the photo.

spring

Spring

like
hot and bears
In summer, its
rivers
swimming in cold
and lakes.

g.
wake up in sprin
Brown bears
a
hungry and eat
They are very
ts, insects
lot. They eat plan
fish.
and

W inter

Autumn

or
rs find a cave
In autumn, bea
the winter.
make a den for
and they
They eat a lot
grow more fur.

This CLIL lesson explores a curriculum


area related to the theme of the unit, for
example measuring ourselves in a unit
about the body.

edible facts.
Read the incr

ow?
Do you kn

3
2

Brown bears
stand on two
legs to find
food. They are
two metres tall!

live in Spain,
Brown bears
sia and other
the USA, Rus
in, they are
countries. In Spa
species.
an endangered

winter

15 Read and circle.

rs
and brown bea
In winter, its cold
or in a den.
sleep in a cave
or drink for
They dont eat
three months!

11

summer
autumn
1 Brown bears l
ike swimming
in lakes and rive
2 Brown bears fi
rs.
nd a cave for the
winter.
3 Brown bears s
leep for three m
onths. They d
4 Brown bears w
ont eat or drink.
ake up and eat a

lot.
a
b
c

s through the

The lives of bear

36.indd 33

685999 _ 0027-00

seasons

i-activity

Hedgehogs

These animals ar
e hedgehogs. In
winter, they
sleep under tree
Bats
s for
These animals ar
In spring, they wa three or four months.
e bats. In winter, t
ke up and are ve
sleep in caves for
hey
They eat insects
ry hungry.
five or six month
and fruit.
like
spring, they w
rs
bea
n
Brow
ake up and eat in s. In
sects.
ey!
eating hon
1 They sleep in
winter.
2 They sleep in
Hedgehogs
caves.
Bats
3 They eat ins
33ects
Hedgehogs
Both
.
Bats
4 They sleep u
Hedgehogs
Both
nder trees.
Bats
Hedgehogs
Both
18/02/15 09:12
Bats
Both
364176 _ 0021-0
028.ind

d 27

The Teachers i-book


provides an additional
interactive activity for this
lesson.

27
13/02/12

16:31

Re

Resources
Language
Teachers Resource Book, pages 55 - 57

DVD 2

Te

DVD 2: Real Kids


Teachers Resource Book, page 30

12
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A walk through the unit

Lesson 7
Culture
12

Review

7
UNIT 3 LESSON

In this lesson students will work


with more extended reading and
comprehension set in a context
from another country. A phonics
activity follows with a fun tongue
twister which children will love.

istakes.

y the m
Read and sa

The seasons

in Canada

da.
come from Cana
Hi, Im Hayden. I
winters are
big country. The
er.
Canada is a very g. It starts snowing in Novemb
es when
th
clo
rm
very cold and lon
wa
d
an
d scarf
I wear a hat an times its 40 oC. You have to
I go skiing. Some when you go outside!
cover your face
ow melts in April
g too but the sn
Its cold in sprin come out. I love spring.
and the flowers
When its sunny,ing
vourite season.
Summer is my fa ins sometimes too. We go camp
its hot, but it rain August.
in the mountains
da. There are
ck
beautiful in Cana
Autumn is really erywhere. But we have to go ba
lots of trees ev ember!
to school in Sept

ite.

ten. Then wr

Read and lis

Review
1 Circle and write in

order.

DECE

MBE

R J U LY N O V E M B E R M A

January, Februa

ry,
, August,

2 Write a, e, i, o, u an

YA P R

ILMARCHSEPTEMBER

, June,

, October,

d match.

spring.
es camping in
2 Hayden go
Canada.
in October in
rts
sta
ol
ho
4 Sc

ing in April.
, it starts snow
1 In Canada
out in February.
me
co
rs
we
3 The flo

13

Listen

ue twister.
and say a tong

1.30

mber,
November, Dece mber.
Remember, reme essed,
When you get dr
Wear a vest!
The seasons

34

in Canada

1 Wh t d
y
t n s
2 Wh r
mm r?
d y
g n sp
r ng?
3 Wh t d
y w
r n
t mn?
ber

ics sound e as

in Novem

on
3Ph
Look and co
mplet

e.

-0036.indd 34

.
y True or False

Read and sa

a I wear a ju
mper.
b I go to the
park.
c I eat water
melon.

2
18/02/15 09:1

685999 _ 0027

eat ice cream


play football
go to the park
wear a jum

per

winter

1 In summer,


2 In winter, I
ic
e c
rea
m.


jumper.
3 In
, I dont play
4 In winter,
.


5 In
ice cream.
and
, I go to the
.
summer

28
364176 _ 002
1-0028.i

ndd 28

Resources

06/02/12

12:38

Phonics
Teachers Resource Book, page 95

13
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A walk through the unit

Aw

Review

Pi
UNIT 3

Review

NIT 3 LESSON 7

1.31

Then write.

n.
Read and liste

doing? Why
Whats Robby
the wall?
is he painting

is ill.
snowing. Beep
Its 1 ... and its

When its 2 ... ,


h.
I go to the beac

I dont like the


winter. ACHOO!

Revie
t a sun
s gow

idea!
Robbys got an

Now, Robby ha

y doing now?

What is Robb

you, Robb
ThankYe
s, it is!ris
Ane.d when we
I like your surp
get hot, we ea

t some .

Read and wr

ite about your

favourite mon

th.

got a sun bed.


4 Robby has
er.
nny in the summ
su
ry
ve
Its
e.
. 5
like the surpris
the mountains
nt
to
1 Robby is ill.
es
es
do
go
y
ep
bb
Be
6
mmer, Ro
er.
mm
2 When its su
su
in
s
se
ars sunglas
3 Robby we

Re

UNIT 3

ourite season
, Tim?
Its . The we
ather is really
nice then.
Where do you
in summer?
y
bb
Ro
d
an
er! BeIep
go to the .
Now its summ
Look, heres a
photo.
are at the 6 ... . What do
you wear at the
beach?
I wear shorts
and a .
What do you
do at the beac
h?
Well, I swim in
the and pla
y frisbee with
my cousin.
That sounds fun
y.!

ys surprise?
What IS Robb

Robby, what

e you doing
Look, rearad
and complet
e.
Whats your fav

Its very 5 ...


in summer, too!

ue or False
ad and say Tr

4 ... .

Its a
surprise!

I wear 3 ...
in
and sunglasses
summer too!

ring.
camping in sp
Canada.
in October in

A review is provided at the end


of the unit to revisit the most
important unit structures and
vocabulary. The children will
practice the four skills here, and
at the same time, they will enjoy
the ludic approach while following
the adventures of the Beep robot
character.

Hi, my names Da
vid.
My favourite mo
nth is Septembe
35
r. I go to
school and I see
my friends again
. Its hot
and I wear a Tshirt and shorts
2
18/02/15 09:1 Af
.
ter school, I do
homework and I
play
computer games.
My birthday is
in September. I
have a party
with my family.

ties

d related activi

y: seasons an

Unit vocabular

-0036.indd 35

685999 _ 0027

Play word te

nnis.
PHOTOCOPIABLE
in S.L., 2012
Santillana Educac

March
Spring!

36
685999 _ 0027

-0036.indd 36

ClaUn
ssritoo
vom
cavo
buca
larbu
y:lar
sea
y sons
Co
, mo
lounth
rs s, we
Ive
ath
go
er,
t

clothe
my
book
s s.

Re

26/02/15 08:0
2

Te

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A walk through the unit

Picture dictionary
nary 3

Picture dictio
3.16

September
January

October

Mexico

February

November
March

In the Picture dictionary, the key


vocabulary of a unit is summarised
in alphabetical order together with
illustrations for reference. The
children complete the dictionary
with the key words in their mother
tongue.

December

Spain

April

spring
May

summer

UK

June

autumn
July

winter

USA

August

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A walk through the unit

Evaluation
Unit 3 Test

Unit 3 Test

Class:
Name:

4
1

Class:

Name:

1.32
2

1 When it is
2 When it is

6
3

4 In winter, you

Calendar

IRTEWN
MRUMSE
MUNAUT
1.32

1
2

seasons.
Unscramble the

e.
Listen and circl
ths.
Complete the mon

dd

176.in
364117 _ 0147-0

155

mer.

autumn

May sum

2 Lots of trees
havent got le
aves in
3
is the shortest m
onth.
4 It is very h
ot in
in Spain.

Wear

a T-shirt
ice cream
the guitar

155
156

4
5

07/05/12

Write true (T)


or false (F).
Complete the
sentences.
9:56

364117 _ 0147-0
176.in

dd

This lesson provides guidelines for


testing children as well as the Test
script and answer keys.

n.

Play

mer

.
.

Eat

football

a salad
a jumper
school
6

Go to

the park

Put the words


under the corre
ct verb.

Santillana Educac
in S.L., 2012
PHOTOCOPIABLE

PIGNSR

and shorts in
sum

1 Flowers ar
e very beautiful i

1.43

can make a sno


wma

February

PHOTOCOPIABLE
in S.L., 2012
Santillana Educac

PHOTOCOPIABLE
in S.L., 2012
Santillana Educac

mper.

3 I wear T-shirts

cold you wea


r a ju

autumn there ar
e lots of flowers.

156

07/05/12

9:56

Resources
Playing card Cut-outs
Teachers Resource Book, page 123

Unit 3 Test
Teachers Resource Book, pages 155 - 156

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Getting the most out of the Teachers i-book


The Teachers i-book integrates all the teaching
and learning materials cross-referenced into one
single format for use with IWB or projector.
The Teachers i-book is very user-friendly. Using
the i-book in class is a wonderful way to focus the
childrens attention on the specific content you wish
to work with, since what they see on the IWB is also
in their books.

Direct links to other books,


sections or pages

The i-posters offer two interactive activities to


present and to reinforce the key vocabulary from
the unit in a different way. The use of this flexible
resource in combination with the Richmond i-tools
also permits a wide range of extra interactive
activities to evaluate or to expand the course content.

i-flashcards

Throughout the Teachers i-book there are various


coloured links which lead to corresponding sections
in other components of the course:
takes you to the Students Book.
takes you to the Activity Book.
takes you to the Teachers Resource
Book.
i-poster

i-posters

The i-flashcards can be used to practise all four


language skills in a very user-friendly way. You can
decide which functions to use depending on your
specific needs:
Show a picture and ask the children to name it or
ask them to use the Richmond i-tools to identify
one of the pictures. All the pictures are placed
at the bottom of the screen to make them easily
accessible.
Show the written form and promote reading skills.

i-flashcards

i-story cards

i-activity

open the

additional interactive resources for the unit.


The Teachers Book includes these icons on
the Students Book lesson notes pages to help
you identify at a glance where every additional
interactive resource is located.
Use the i-flashcards and the i-posters to present
content and revise key concepts throughout
the unit. Use the i-activities to reinforce the lesson
content.
The buttons for the children are placed at a lower
level on the screen to facilitate their participation with
the IWB. The buttons for the teacher are located at
the top of the screen to help you guide and control
the childrens work.
Encourage class interaction and develop childrens
digital competence by allowing them to use the
Richmond i-tools to follow your instructions.

Listen to the word and practise the correct


pronunciation.
Open the Richmond i-tools and ask them to
write or copy the word.

Term Review games


The interactive games are ideal to revise the term
core content with the whole class. Roll the interactive
die and move the counter to the corresponding
square. Ask the children to answer the question.
Alternatively, you can form groups and ask each
group to answer taking turns. Use the timer on
the Richmond i-tools to make the revision more
challenging for the children and to allow them to stop
and think before they answer.

Term Review posters


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 Teachers i-book.

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Getting the most out of the Teachers i-book


The Richmond i-tools
Take the book and make it yours!

This feature allows you to take the Teachers i-book


and make it yours by inserting notes, hyperlinks and
external files. It is also possible to write or paint on
the i-book and in the zoom windows.
By using the Richmond i-tools you can easily add
your own material for the classroom, or stress the
important points of a unit or activity.
The Richmond i-tools allows for two levels of
personalisation:
On the main pages of the i-book by adding
reminders, general points or materials for the class.
On the zoom windows by including materials or
explanations to enrich a particular section.
Check out the Users guide on the Teachers
i-book to learn more about the new functionalities.

My notes

This feature allows you to access blank pages


on the Teachers i-book. Use My notes and
the Richmond i-tools to add any content you
consider relevant for your classes and keep it for
future sessions. This content can be in the form of
presentations, notes, expanded explanations, etc.
You can print everything you add or present in My
notes. The access to My notes is located at the top
of every double page of the Teachers i-book.

Vocabulary Game generator


Apart from all the course teaching and learning
materials, the Teachers i-book also includes the
Vocabulary Game Generator.
This tool allows you to create your own IWB games
at any time. Use the Vocabulary Game Generator
to introduce the key vocabulary at the start of a
lesson, to review the key vocabulary at any time in
the unit or as a quick class filler. The games are also
ideal as wrap-up activities.
Check out the Users Guide on the Teachers
i-book to see how to create your games.
The Vocabulary Game Generator includes six
different types of games:

Match it!

The children match the pictures with the words. Use


the feedback button to validate individual answers.
The game also includes an interactive answer key.

Simon says

Tap to start the game. The children look and


memorise the sequence as the pictures are
highlighted. They tap the pictures to repeat the
sequence. Watch the sequence again. The number
of pictures in the sequence increases as they
play. Choose a class representative to play on the
IWB. The rest of the class help the representative
repeating the sequence after first watching it. Use
the Richmond i-tools to write the words for the
pictures on the screen if needed.

Drag it!

The children drag words to the correct pictures. Use


the feedback button to validate individual answers.
The game also includes an interactive answer key.
Grammar practice: once the activity is completed,
use the Richmond i-tools to write full sentences
containing the key words on the blank space
provided on the screen.

Memory

The children have to memorise the position of words


and pictures. Once the cards turn, the children say
the numbers to find the pairs. This can be done as a
competition between two teams or individual children.
Alternatively, use the timer on the Richmond i-tools
and give each team two or three minutes to do as
much as possible during their turn at the IWB.

Whats 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
the development of the childrens mathematical
competence.

Guess it!

Choose at least four pictures to create the game.


Four teams take turns to play. A hidden picture
appears on the screen. Start the game. As the
timer runs on, more of the picture is revealed. The
children say Stop! when they know the answer. Stop
the timer. Use the Richmond i-tools to write team
scores and the time record on the chart provided.
Spelling practice: Once they have guessed the
word, a team member spells the word. Another
member uses the Richmond i-tools to write it on
the IWB. Reveal the word to validate.

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Beep Activity Bank

Getting the most out of narratives


Who said that?

Write the names of the characters on the board (include


the narrator). Divide the class into two teams. Players
from each team take turns to compete against each other
for points. This activity should come after the children
have seen the story a few times. Read out a line from the
speech bubble or caption. The children race to the board;
the first player to touch the correct character name wins
the point.

Which scene?

Begin to describe a scene from the story. The children put


their hands up if they know which scene you are describing.
Choose a volunteer to say which scene it is. If they answer
correctly, they take a turn to describe a scene.

Correct the mistakes!

Choose a line from the cartoon (it can be a speech bubble


or a caption) and read it out including a mistake; this could
be omitting or substituting a word. The children have to
a) identify which scene the line is from, and b) correct the
mistake.

Act out!

Divide the class into groups making sure there are parts
for each of the characters and the narrator where relevant.
Also, give some of the children the role of providing sound
effects. They can practise several times and change roles.
Get the groups to practise the mini-play and then perform
for the rest of the class. You could choose several of the
stories for an end of year performance.

Beep Activity Bank

Getting the most out of Story cards


The right order

Stick the cards to the board in random order. Ask the


class to help you put the cards in the right order to tell
the story. Encourage them to describe the characters or
actions in the first scene, then the second and so on.

Take a part

Ask the children to have their Students Books open with


the story in front of them. Divide the class into different
groups and give each group a role in the story. Hold up
Story card 1 and cue the groups using the dialogue on the
back:
Teacher: Narrator.
Narrator group: It was Monday morning. Fran called his
friend Carla.
Teacher: Fran.
Fran group: Hi Carla, I need to ask a favour!
Encourage the children to speak with as much expression
as possible when they say their parts.

Say it wrong

Ask the children to have their Students Books open in


front of them. Hold up Story card 1 and start to read

the back, but make a mistake with one of the words.


Encourage the children to spot your mistake and
correct it.

Whos talking?

Hold up a Story card. Read out part of the dialogue and


ask the class to say whos speaking.

Who is it?

Put the Story cards on the board. Tell the class that youre
thinking of a character from the story and encourage the
children to ask you questions about the character: Is it a
boy or a girl? Is he/she wearing ? Has he/she got ?
Whats he/she doing?

Run and touch

Stick the Story cards up around the room. Ask three


volunteers to stand up. Describe the action in one of the
scenes and tell the volunteers to run and touch the scene
you are describing. The first child to touch the scene is the
winner and stays in the game. The others sit down and
two new volunteers can stand up and play the game.

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Beep Activity Bank

Getting the most out of songs and chants


Clap the rhythm

Read out a line from the song. Then, read it again but this
time clap with each syllable. Encourage the children to join
in. Then, clap the rhythm without saying the lines. Do this
for each line of the song. You can ask the children to clap
lines without singing and have the others guess the line.
This works best where there is more rhythmic variation
between lines.

Match the rhymes

This is a good activity for focusing on word sounds. Write


up the rhyming words from the ends of song lines on the
board, in a jumbled order. Choose volunteers to come
up and draw lines between the pairs of words that rhyme.
Once all the pairs have been matched, tell the children to
work with a partner to find other pairs of words that rhyme.

What comes next?

This is a memory game. Once the children are fairly


familiar with the song, ask them to close their books. Play
the track and stop at key points. Choose volunteers to tell
you the word or line that comes next.

Disappearing lyrics

Write the song words up on the board and, depending


on how familiar the children are with the song and how
confident they are at singing, sing or recite the words.
Then, rub out the last few words of the song. The class
then has to read or sing the song, remembering the
missing words. Each time remove more words or lines,
until the class can sing or recite from memory.

Correct the mistakes

Write the song words out on the board but include some
mistakes, substituting certain words at an appropriate
level for your class. Play the track. The children call out
Stop! if they see a mistake and say what the correct
word is.

More or less

Print out a version of the song, either with some words


taken out and substituted with others or with some words
added to the lyrics. Play the song as many times as
necessary until the children have identified the missing or
extra words.

Running dictation

This activity is good to combine with missing words or


extra words. It is best done on a day when you have less
children in class. Write out the song words on a sheet of
paper (with or without alterations) and pin it up outside of
the classroom. Divide the class into small groups. A pair
from the group act as runners and the others as scribes.

They can alternate roles between verses. Runners have


to go out of the class as quietly as possible (no more than
three runner pairs can be outside of the class at once,
and runners are not allowed to talk to each other) and
memorise a line from the song (including gaps or extra
words). They then return to class and whisper the line to
their scribe partners who write it down. They are allowed
to spell out words if necessary. This is a good activity to
focus and develop memory and to encourage the children
to work quietly. The first group to write out the song words
correctly is the winner.

Humbug

Once the children are familiar with the song, try humming
lines from the song to the class and choose volunteers
to say or sing the words that go with that line. This works
better with songs that have more melodic variety. This
activity could still work with chants as even spoken words
have melodic intonation; you just have to exaggerate it!

Echoes

This is the simplest and perhaps the oldest way to learn


and memorise language. Read out lines of the song
and ask the children to repeat back to you. Although
apparently simple, this activity can be made quite
sophisticated by insisting that the children mimic accent
and intonation. By varying these features each time, you
can really get them to focus on minute detail and develop
listening skills.

Funny voices

This is a good activity for practising song lines. This


activity follows on from Echoes. Read or sing lines
using funny voices and gestures, and tell the children to
mimic you. You can also sing lines as if you were a story
character or a famous person, for example, sing a line as
if you were Spiderman or Messi!

Answer back

Some songs and chants naturally lend themselves to


two-part singing; especially those that have a question
and answer format. But most songs and chants will work
with this. Divide the class in half. Ask each half of the class
to sing alternate lines. The halves of the class can swap
roles. This can also work with more than two groups, if
your students are confident singers.

Actions

We normally associate action songs with younger ages,


but adding actions to songs can be fun even for this age
group. The children can be encouraged to think of their
own actions to accompany songs, to reinforce meaning or
to add a comedic element to their performance.

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Dance routines

A great deal of popular music is dance music. Most


of the music videos the students see will have dance in
them. A great many children, not just girls, are interested
in dance. Divide the class into groups and ask them to
invent a dance routine to accompany a song.

Play back

We tend to think of play back or miming as cheating, but


its actually quite difficult to do effectively. Its also a great
way to focus on the shapes that words make, without
worrying about singing in tune. You may find that some
of your more shy students are doing this anyway during
singing. Many children will be much less shy about miming
than singing and because of this its a great way to
increase confidence and break through the shyness.

Predictions

As a lead into the song or chant, and with the books closed,
write up a few key words from the lyrics on the board and
ask the children to predict what the song is about. Also tell
them to suggest other words that might be in the song. This
can be a starting point for discussion if the theme of the song
is particularly important or relevant to them. Finally, listen to
the song to see which predictions were correct.

Ordering

This activity works well with pairs or small groups. Print


the lyrics and cut them into strips with different lines on
each strip. Each pair or group has a set of strips. The
children listen to the track and arrange the lyrics in the
correct order. You will need to play the song several times.
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

Divide the class into two groups and ask them to work
together to find more words that contain the key sounds.
Let them use dictionaries. This is a good activity for
drawing their attention to the fact that particular letters
dont always make the same sound in English.

Different characters

Tongue twister practice can be extended and made more


enjoyable by encouraging the children to repeat the lines
using funny voices, varying the pitch, speed and volume,
and also repeating the lines as if they were different
characters, fictional characters or real world celebrities.

Tongue twister competition

Once tongue twisters have been practised as whole class


repetition, divide the class into small groups and tell them
to practise together. Groups can then compete against
each other for the best performance. At the end of the
course you could hold a competition in your school for the
best performance of a tongue twister.

Invent your own tongue twister

Encourage the children to make up their own tongue


twisters. This could be a great way to encourage
dictionary use. With computer access you can also
introduce the children to rhyming dictionaries. Point out
that tongue twisters dont necessarily have to make a
great deal of sense and that they are often funny.

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Beep Activity Bank

Getting the most out of Playing cards


Whats missing?

The children work in pairs. Child A removes a card from


the set without Child B seeing. Child A puts the remaining
cards on the table for Child B to see and asks, Whats
missing? Child B looks at the cards and says the missing
card. If children are very familiar with the words, then two
or more cards can be removed.

Have you got a spider?

The children work in pairs. Each child selects three cards


and holds them in front of them so their partner cannot
see them. The children take turns to guess each others
three cards by saying, Have you got ? For example,
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
to try and guess one of Child As cards. The winner is the
first player to guess all three of their partners cards.

Bingo!

This is a game for the whole class. Children choose any


five cards and place them face up on the table in front
of them. The teacher calls out a word. Children with that
card turn it over. Then the teacher calls out another word

and again children with that card turn it over. The first
child to turn over all five cards, calls out Bingo!, and wins
the game.

Memory

The children play in pairs or a group of four. They combine


their cards, shuffle them and place them face down on the
table in a grid. Child A turns over two cards and says the
words. If the cards are the same, the child wins the pair
and keeps them. If not, then he/she turns the cards back
over and Child B turns over two cards. The children try to
remember the cards and win pairs. The winner is the child
who wins most pairs.

Play a mime game

The children play in a group of three. They combine their


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
seeing it. Child A mimes the word or makes sound effects
to show the word. Child B and Child C try to guess the
word and the first one to guess it wins the card. He or she
then has a turn to take a card and mime it for the other
two children.

Beep Activity Bank

Getting the most out of Story Cut-outs


Whats the scene?

Children put their story cut-outs face down on the table


in front of them. Say three things about one of the scenes
and then count down, three, two, one, go!, and ask the
class to quickly turn over their cards and find the scene
you are describing. As soon as they find it, they hold it up.
You can also say some dialogue from one of the scenes
and ask the children to find the scene.

True or False memory game

Ask the class to study a scene for 30 seconds and


remember as much as possible about it. Then they put it

face down on the table. Make statements about the scene


and ask the children to tell you if the statements are True
or False. For example, Lucys running, theres a monkey
on the car, Toms wearing a blue hat, its raining, there are
three pencils on the table, etc.

Guess 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
to ask you questions to guess the scene. Can you see
Karim? Are there any animals? Whats Karim doing? Is
there a car?

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Beep Activity Bank

Getting the most out of Posters


I spy

The rhyme for this old favourite in English goes as follows:


I spy with my little eye something beginning with (n). Do it
first to set the example and then have a volunteer choose
an alternative element in the Poster. The other children
take turns to guess what object might begin with (n). Is it a
(nose)? If they have difficulty guessing the correct answer
the questions allowed can be opened to questions that
can produce a Yes or No answer. S: Is it (blue)?

A to Z

The children work in pairs and have five minutes to write


a word from the Poster beginning with each letter of
the alphabet. It is always hard to come up with a word
beginning with q, x, z, etc., so nobody will get 26 words.
Explain this to the children before they begin the game
and tell them that the winners are the pair with the most
words after five minutes.

Memory quiz

The children study the Poster for two minutes and try to
remember as much as possible. Turn the Poster away and
ask questions about it: How many ... are there? Wheres
the ...? What colour is the ...? Award points to teams for
correct answers.

Who am I?

Choose one of the people in the Poster and tell the


children to ask questions to guess who you are.
S: Are you running? Have you got blue hair?

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 put
their hands up to try and guess the word. The first team to
guess correctly wins a point and then can win a second
point if they can complete the word with the correct spelling.

Beep Activity Bank

Getting the most out of Flashcards and Word cards


Play
a mime
Hunt
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soundgame

Askthe
a volunteer
thegroups
front ofand
the get
class.
Hold
Flashcard
Divide
class intototwo
them
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head that
so that
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more words
contain
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keythe
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cannot.
Encourage
Let see
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is a good
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forchildren
drawingto
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thethat
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to guess.
theirmime
attention
to theforfact
particular
letters dont always
make the same sound in English.

Easy maths
Stick the Flashcards
to the board and write a number
Different
characters

undertwister
each practice
one. Saycan
a sum:
(cycling plus
The
Tongue
be extended
andtennis).
made more
children
add
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and
say
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enjoyable by encouraging the children to repeat the lines up
to,funny
(swimming).
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be speed,
played with
addition
using
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varying
thecan
pitch,
and volume
(cycling
plus
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(basketball
take
and also repeating the lines as if they were different away
football).fictional characters or real world celebrities.
characters;

Repeating
game
Tongue
twister
competition

Sticktongue
the Flashcards
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Once
twisters have
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asawhole
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At the endby
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you could
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best performance of a tongue twister.

Whats the word?


Hold a Flashcard
so that
the children
cannot see it.
Invent
your own
tongue
twister

Describe the word


for to
themake
classup
totheir
guess.
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Encourage
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own
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children to rhyming dictionaries. Point out that tongue
twisters
have to make a great deal of
Can dont
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Look and point
Stickand
six Flashcards
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
they are composed of mixed assortments of children
insofar as their level of language, academic capacity,
previous schooling, nationality, culture and social skills. The
concept of a homogeneous class is not a practical reality
so its important for teachers to work with this heterogeneity
or diversity as best they can. Also, an inclusive classroom
atmosphere that celebrates diversity promotes the
construction of an inclusive society and fights discriminatory
attitudes. The activities suggested here do not all focus on
English as such, but very much on communication and on
creating a positive classroom climate.

Cook up

Bring a pot and a wooden spoon into the classroom. Ask


the children to think about what ingredients are necessary
to make a pleasant classroom atmosphere and what
ingredients wont work. You could give some examples,
like working quietly or not interrupting when a classmate
speaks. Ask the children to write their suggestions on
individual strips of paper and put it all into the pot. Give
the pot a good stir and read out their recipe for a pleasant
classroom atmosphere. Discuss the different ideas as they
come up. You might be surprised by what the children
suggest! You can choose to display the recipe on a
classroom poster.

Secret friend

This is a variation on the Kris Kindle or Secret Santa


structure for the exchange of gifts. In this case though, the
gift is an act of kindness towards a classmate. Each week
the children draw the name of a classmate their secret
friend. They commit to doing acts of kindness to this secret
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
very effective technique for improving relationships within
the class.

Spiders web

You can take any language structure you are working with
and apply it to the following activity. Ask the children to
form a circle structure. Holding the thread end of a ball of
wool, toss it to one of the children, indicating their name
and say: (Ana), my favourite food is (pizza) and my favourite
day is (Tuesday). The catcher, (Ana), holds on to her part
of the woollen thread and calls out another childs name
and repeats the sentence structure with her preferences.
The woollen ball moves around the circle. Each participant
keeps a hold of a point of the woollen thread and thus a
spiders web structure is formed. Point out how the web
can only remain strong if the whole group supports it.

Social skills

Discuss the concept of social skills within the class with


the children. Give examples such as being a good listener,
taking turns, remaining on task, accepting differences,
respecting ourselves, others and items, conflict skills, etc.
Designate a particular week to one social skill.
Here we will take listening as an example. Ask the
children: What does a good listener do? How can you tell
if someone is a good listener? What are the qualities of a
good listener? Elicit all the ways we interpret that someone
is listening to us or not. Then, organise the children into
small groups. They take turns to recount something.
It could be something that happened, or alternatively
they could choose to read one of the stories from Beep.
There is a listener figure and evaluator(s). The latter make
notes about whether the listener maintained eye contact,
leaned forward, nodded when it was appropriate, asked
for clarification or had to have the speaker repeat and
avoided making judgements. They all take turns to change
roles. You could decide to award sporadic good listener
certificates to the children.

Button jar

Distribute a quantity of buttons among the children, so that


each child has a small collection. They must be on the lookout
for when a classmate demonstrates great social skills. If, for
example, they see someone helping another child or sharing,
they can ask to put a button in the jar. The teacher can do this
too. You might say: I really like the way you all cooperated in
clearing the art supplies. Establish a small reward a class in
the open air, some extra DVD in English time, etc., for filling the
button jar with an agreed amount of buttons in a designated
time frame.

How are you today?

An activity that focuses on courteous interaction among


classmates could be the following: create a circle structure
with everyone seated, except one child on the exterior. The
child chooses a classmate to approach and says: (Milena),
how are you today? The child responds: Im fine, thanks.
With that, both walk around the circle and must exchange
a second courteous question and response before they can
try to grab an empty seat. While they are walking around,
their classmates quickly change seats, so the empty seat is
no longer in the original place. If the child in the centre finds
it difficult to get a seat, he can ask at some point: How are
you all?, and all the children respond together and move
seats.

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Key Competences for lifelong learning


Competence refers to the capacity to use ones 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

MST

DC

SCC

CAE

LL

IE

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.
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.
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.
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.
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.
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.
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.

24
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Welcome back!
Unit objectives
To introduce the characters in
the book.
To introduce and practise target
vocabulary and structures.
To participate in songs and
chants.

Target language
Vocabulary:
the alphabet; numbers 1 20;
blue, green, orange, pink,
purple, red, yellow
Structures:
Hello! Whats your name?
Im (Tim).
How old are you? Im (eight).
How about you?
Whats the letter?
How many (boats) can you
see?

Introduction

Anticipating difficulties
The first English lesson after the summer holidays may be a bit confusing. Some
children may feel confident after having spent time in an English-speaking
country or having completed a summer course. Others may feel disorientated
after spending such a long time without exposure to the English language.
Teaching tip
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
think of a word in English that the others may not know or may have forgotten.
(Have a few words prepared to help the weaker students.) Invite the children
to go around teaching their words to their classmates. Afterwards you could
try to mix the new words together in sentences or have a quiz to see who
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
the classroom and also to provide colourful decoration.

Can you help me,


please?
What page
is it?

Materials
classroom language poster

I have a
question.
Can you repeat
that, please?
Whats for
homework?
Ive finished!
EAN: 8431300160446 BEEP 4 Santillana Educacin S.L. 2012

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10/02/12 14:11

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Welcome - Lesson 1A
Students Book, page 4
Objectives
To recognise the characters in
the book.
To learn and sing a song.
To act out a simple dialogue.
To say Hello!
To say ones name and age.

Getting started
Introduce yourself. Say: Hello! My names (Paul). Whats your name? Ask the
children individually. Ask them if they remember the names of the characters
in the book. Say: Im (thirty-one). How old are you, (David)? Encourage the
children to ask each other the questions. S1: Hello, my names (Mara). Whats
your name? S2: Im (David). S1: How old are you? S2: Im (ten). Say: My
favourite sport is (football). Whats your favourite sport? The children ask each
other the question. Then say: Ive got a pet. Its a (dog). Have you got a pet?
Write the numbers 1 10 on the board and make sure the children know them.
Point to a number and ask: Whats the number?

Target language
Vocabulary:
numbers 1 10; playing,
reading, swimming, writing
Structures:
How are you?
Im very well.
Whats your name?
Im (Rachel).
Whats your favourite sport?
Have you got a pet?
Ive got a (cat).
How old are you?
Im (eleven).

Materials
Teachers i-book
CD

1 Listen and sing. 1.2


Say: Open your books at page 4. Write the number on the board. Ask the class
to look at the picture and say: This is Tom, Olga, Karim and Lucy. Explain to the
children that they are going to listen to a song and that you want them to sing
along with it. Tell them to listen very carefully and to repeat the end part of each
sentence. Play the CD twice. Let the children read the text to the song and then
play the recording again. Encourage the children to join in with the song.
2 Read and listen. Ask a friend. 1.3
Ask the children to look at the picture on page 4 and play the CD twice. Divide
the class into pairs and ask the children to repeat the scene using their own
names and information about themselves. When they have done it once, change
their roles so that a different child is asking the questions.
Finishing off
Ask the children to write short profiles of themselves: My names . Im ...
years old. My favourite sport is . Ive got a (sister). When they have finished
ask them to read their profiles out to the rest of the class.

Transcript
Read and listen. Ask a friend.
Teacher: Hello, Karim.
Karim: Hello! Whats your name?
Teacher: Im Rachel.

1.3

Karim: Whats your favourite sport?


Teacher: Swimming.
Karim: Have you got a pet?

Teacher: Yes, Ive got a cat.


Karim: How old are you?
Teacher: Thats a secret.

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Welcome back!
1

Listen and sing.

LESSON 1

Listen and sa

Look and spe

1.2

Here we are in school again,


Its great to be with all my friends.
Hello, hello and how are you?
Im very well, thanks! How about you?
Lots of brilliant things to do,
Reading, writing, playing too.
Lots of brilliant things to see,
Ive got all my friends with me.

Read and listen. Ask a friend.

Whats your name?

1.3

Im Rachel.

Whats your
favourite sport?

Swimming.

Have you got a pet?

Yes, Ive got a cat.

How old are you?

Asking and answering personal questions

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CAE

Thats a secret!

18/02/15 12:16

Students develop cultural expression via musical awareness by listening to and singing along
to a song about going back to school. This activity helps to develop memory and musical
intelligence by establishing an association between rhythm, language and word stress.

27
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Welcome back!
1

Read, look and circle.

Hi! My names Anna / Sally.


Im eight / nine years old.
I like / dont like reading.
My favourite sport is gymnastics / tennis.
Ive got a cat / fish.
Bye!

5
2

Write in order and answer.


1

name

your

Students own answers

Whats

Whats your name


2

you

old

How

are

How old are you


3

like

swimming

Do

you

Do you like swimming


4

food

favourite

?
Whats

Whats your favourite food


5

Have

pet

got

Listen and complete.

you

Have you got a pet

your

3.1

This is my friendd Albert.


ten
. He
H llikes
k playing
Hes
basketball
. His favourite food
hamburgers
and hes got
is
cat
!
a

2
BLQGG

DC



Students develop Digital competence in the classroom by extracting specific information


from a short CD recording. This activity actively engages students ability to recognise
characters, numbers and objects in speech.

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Welcome - Lesson 1B
Activity Book, page 2

Objective
To practise short personal
descriptions.

Target language
Vocabulary:
reading, swimming, tennis; dog
Structures:
My name is (Anna).
Im (nine) years old.
I like (reading).
I dont like (swimming).
My favourite sport is (tennis).
Ive got a (dog).
His name is (Albert).
Hes (nine) years old.
He likes (reading).
He doesnt like (swimming).
His favourite sport is (tennis).
Its (nine) oclock.

Materials
Teachers i-book
CD

Getting started
On one side of the board, write the following: My name is . Im ... . I like
. I dont like . My favourite sport is . Ive got a . On the other side
of the board, write: tennis, swimming, dog, reading, nine years old. Ask for
two volunteers to come to the front of the class and complete the sentences
correctly. Note that the children will have to write in their own names. When
they have finished ask for another two volunteers to come to the front and
complete the sentences, but this time they have to describe one of the first
volunteers. Repeat with other children, emphasising the s at the end of the
third person singular.
1 Read, look and circle.
Say: Open your Activity Books at page 2. Ask the children to look at the picture
carefully and explain that they will have to choose the correct word to complete
the sentences on the computer screen. Explain that they have to find the clues
for these answers in the picture. Go around the class checking that they have
circled the correct words.
2 Write in order and answer.
Say: Look at Activity 2. Ask the children to write the questions in the correct
order and then answer them. When they have finished, check the activity by
going around the class, one child asking the question and another answering.
3 Listen and complete. 3.1
Tell the children that they are going to listen to a recording, and that they have
to complete the sentences. Play the CD. The children listen. Play the recording
again and pause after each statement to give the children time to complete the
sentences. Ask for volunteers to read the text aloud to the rest of the class.
Finishing off
Tell the children that they are going to write a short description of a member of
their family. Explain that they can use the activities on page 2 of their Activity
Book as a guide. When they have finished, ask them to read their descriptions
out to the rest of the class.

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Welcome - Lesson 2A
Students Book, page 5
Objectives
To revise the alphabet.
To spell simple words.

Target language
Vocabulary:
the alphabet
Structures:
How do you spell (plane)?
I spy with my little eye
something beginning with (c).

Materials
Teachers i-book
CD

Review
eye, nose
animals
classroom objects
sports
transport

Getting started
Write the alphabet on the board and review the letters with the children. Ask
them to spell some simple words using the animal vocabulary, transport
vocabulary, classroom objects vocabulary and sports vocabulary from Level 3.
Say: How do you spell (plane)? Then, play a team game. Say a letter, and the
teams race to write as many words as they can beginning with that letter in
one minute. When you have finished, remind the children of the game I spy that
they played in Level 3. Explain that you are going to do a chant based on that
game.
3 Listen and say the chant. 1.4
Say: Open your books at page 5. Write the number on the board. Say: Listen
to the I spy chant. Tell them to listen very carefully. Play the CD twice. Let the
children read the text and then play the recording again. Encourage the children
to join in with the chant.
4 Look and spell.
Tell the children to look at the picture in Activity 4 on page 5. Ask them some
questions using the structure How do you spell (plane)? Divide the class into
pairs and tell them to ask each other to spell various words. Walk around
the class listening to their answers to make sure they are spelling the words
correctly.
Finishing off
Remind the children of the chant from Activity 3 and then play I spy using the
objects in the picture in Activity 4.

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LESSON 1

LESSON 2

Listen and say the chant.

1.4

I spy with my little eye,


Something beginning with
Is it a nose?
No, it isnt!
Please guess again.

I spy with my little eye,


Something beginning with .
Is it chocolate?
Yes, it is!
Now spell the word with me.

Look and spell.

How do you spell plane?

P-L-A-N-E

Reviewing vocabulary

685999 _ 0004-0006.indd 5

LL

Spelling words

The alphabet

5
18/02/15 12:16

Students develop their learning skills by practising a chant for guessing an object from its
initial. Rhyme, music and chants are a useful way of memorising functional language and
gaining confidence while practising in a group setting.

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Look at page 3 of the Students Book and find the words.


1

skiing
snake
football
fox

buttery
boat
ruler
rubber

pirate
plane
eagle
eighty

Circle the right letters and write.


1

ers

g m

o e

eagle

boat

a e

pirate

guitar

spider

fty

3
BLQGG

LC



Students develop Linguistic competence by revising the spelling of specific vocabulary


items. Recognition of jumbled letters to identify vocabulary helps cognition and
memorisation of the graphological representation of the word.

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Welcome - Lesson 2B
Activity Book, page 3

Objectives
To revise the alphabet.
To practise spelling simple
words.

Target language
Vocabulary:
butterfly, boat, eagle, eighty,
football, fox, pirate, plane,
rubber, ruler, skiing, snake

Materials
Teachers i-book

Getting started
Write the alphabet on the board and go through the letters with the children.
Go around the class and ask the children to spell their names.
4 Look at page 5 of the Students Book and find the words.
Say: Open your Activity Books at page 3. Ask them to look at Activity 4 and
explain that they have to look at page 5 of their Students Book to find the
words. When they have finished, say the first letter of each word and ask the
children to read their answers.
5 Circle the right letters and write.
Tell the children to look at Activity 5. Identify the pictures and then tell the
children to circle the right letters to make the word and then to write the words
in the spaces provided. Correct the exercise by asking the children to spell each
word.
Finishing off
Divide the class into pairs and ask them to play Hangman with each other.
Walk around the class to make sure that they have all spelt their words
correctly.

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Welcome - Lesson 3A
Students Book, page 6
Objective
To revise telling the time.

Target language
Structures:
Whats the time?
Its (two) oclock.
Its half past (three).
I (brush my teeth) at (half past
two).

Materials
Teachers i-book
CD

Getting started
Draw a clock face on the board and revise telling the time with the children.
Change the positions of the hands and ask: Is it (five) oclock? SS: Yes, it is. /
No, it isnt. Move the hands again and ask: What time is it? SS: Its (half past
seven). Practise: oclock, a quarter past, half past and a quarter to.
5 Listen and read. 1.5
Say: Open your books at page 6. Write the number on the board. Say: Look at
the story about Beep and Robby. Play the CD and tell the children to follow the
text in their books. Play the recording again and ask the children to listen. Then,
ask them some comprehension questions. Say: Look at picture 1. What time is
it? Is it five oclock in picture 2? What time is it in picture 3? What time is Super
Rat on the television? Play the CD again and ask the children to follow the text
again in their books. Then, choose three volunteers to read the parts of the
narrator, Beep and Robby. Ask three more children to take over the roles and to
read the story aloud once more.
6 Play a game in pairs.
Divide the children into pairs. Student A chooses a clock and makes a sentence
using one of the times. (I brush my teeth at half past two.) That clock is then
theirs. Then, it is the turn of Student B. The aim of the game is to get three
clocks in a row (horizontally, vertically or diagonally).
Finishing off
Write ten digital times on the board and ask the children to draw the times
in analogue form. When they have finished, divide the class into pairs and
correct the activity. The children take turns to ask the time and to give
the correct answer.

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LESSON 3

Listen and read.

1.5

Oh, no! The TV is broken.

Beep, what
time is it?
Its four
oclock.

Is it five
oclock?

No, its half


past three.
What time
is it now?
Its half past four.
Dont worry!
Theres lots of time.

Its five oclock!

Hurray!
Super Rat!

Its time for Super Rat.


Its Robbys favourite TV programme.

Play a game in pairs.

Telling the time: oclock and half past

685999 _ 0004-0006.indd 6

SCC

18/02/15 12:17

Students develop Social competence by playing a game in order to revise and practise
the time in a meaningful context. Games enable fluency practice in the classroom while
developing social skills.

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Read and draw hands on the clocks.

1 Its nine oclock.

2 Its half past one.

3 Its six oclock.

4 Its half past ten.

5 Its two oclock.

6 Its half past seven.

Look and write the times.


1

What time is it?

Its
2 Its
3 Its
4 Its
1

Listen and circle the times.


1
2
3
4

three oclock.
half past four.
nine oclock.
eleven oclock.

3.2

Its seven / eight / nine oclock.


Its half past one / two oclock / three oclock.
Its half past four / four oclock.
Its ten oclock / half past ten.

4
BLQGG

MST



Students develop mathematical competence by telling the time on an analogue clock.


Nine-year-old students gain real competence with clocks, and the maths used in reading
them. This helps them to consolidate their concept of time.

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Welcome - Lesson 3B
Activity Book, page 4

Objective
To revise telling the time.

Target language
Structures:
What time is it?
Its (nine) oclock.

Materials
Teachers i-book
CD
dice

Getting started
Write some digital times on the board: 20:30, 04:00, 11:30, 10:00, etc., point
to one and ask a volunteer: What time is it? Then, ask for volunteers to come
to the front of the class and repeat the activity.
6 Read and draw hands on the clocks.
Say: Open your Activity Books at page 4. Look at the clocks. Ask the class to
read out the times under the clocks and then ask them to draw the hands to
show the correct time. Correct the exercise.
7 Look and write the times.
Tell the children to look at Activity 7. Explain that they have to write the times for
the four clocks. When they have finished say: Look at clock number one. What
time is it? The children call out their answers.
8 Listen and circle the times. 3.2
Tell the children to look at Activity 8. Play the CD. The children listen. Play the
recording again, and this time the children circle the correct time. Go around the
class and correct the exercise.
Finishing off
Play a game using the clocks in the activities on page 4. Divide the class into
pairs and hand out the dice. The children roll the dice forwards to land on a
clock. The player has to read the time. If the time is incorrectly read, the move
is cancelled. Play continues until both players have reached the last clock.

Transcript
Listen and circle the times.

3.2

1 Mother: Come on! Its time to get up. Its eight oclock!
2 Father: Come on! Sit down! Its time for lunch. Its two oclock!
3 Girl: Yeaaah. No more school! Its time to go home. Its half past four.
4 Boy: Its very late. Its time to go to bed. Its ten oclock!

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Welcome - Evaluation
Objective
To evaluate childrens
background knowledge.

Target language
Vocabulary:
the alphabet
telling the time
Structures:
What time is it?
Its half past three.
Have you got a pet?
How old are you?
How do you spell ?

Materials
Teachers i-book
CD
photocopies of
Teachers Resource Book,
pages 149 and 150

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 in the
background while they are doing that part of the evaluation that does not correspond
to the listening. Tracks 3.31 3.48 of the class audio are karaoke melodies.

1 Listen and number (the answers). 1.1


Ask the children to read the answers to the missing questions. Play the CD,
and tell the children to write the number of the question that corresponds to the
answers in the boxes provided.
2 Read and match.
Ask the children to read the questions on the left. They draw a line to match each
question with the correct answer on the right and then to the photos above.
3 Complete the spaces.
Tell the children to write down the missing alphabet letters, then practise saying
the complete alphabet together.
4 Read and circle.
Tell the children to help Pablo complete his letter by circling the correct words
as they read through the text.
5 Write the times.
Ask the children to look at the clocks and say the times. They then practise
writing the times in the spaces provided.
Diagnostic Test

Diagnostic Test

Name:

Name:

Class:

Yes, Ive got a cat.

Its T - A - B - L - E.

Class:

Hello! My name is / are Pablo. I am / is

1.1

1.14

ten years old. My favourite sport is


basketball. I like / dont like it. Ive got

Im 10 years old.

Its half past three.

Its football.

My names Mark.

one sister and two brother / brothers.


We live in a big house. Ive got two pets.
I have / has got a dog and a hamster.
Have you got a pet?

1 Have you got a pet?

A Its eight oclock.

2 How do you spell it?

B Its swimming.

3 Whats your favourite sport?

C Yes, I have.

4 What time is it?

D Its T-A-B-L-E.

5
2

1 12.30

2 8.00

3 11.00

C
O

1
2
3

Listen and number (the answers).


Read and match.
Complete the spaces.

I
U

K
W

M
Y

5 2.30

1.1

BLQGG

150

149

4
5

Read and circle.


Write the times.

BLQGG



Santillana Educacin S.L., 2012 PHOTOCOPIABLE

Santillana Educacin S.L., 2012 PHOTOCOPIABLE

4 3.30



Transcript
Diagnostic Test. Activity 1. Listen and number (the answers).
1 Whats your favourite sport?
2 Whats your name?

3 How do you spell that?


4 How old are you?

1.1

5 Have you got any pets?


6 What time is it?

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Introduction

1. Time for school!


Unit objectives
To identify and talk about
school subjects.
To learn the places in the
school.
To sing a song and a chant.
To read and understand a story
and a cartoon.
To say a tongue twister.

Target language

Anticipating difficulties
According to Gardners theory of multiple intelligences we learn in different
ways. For many students, learning in a classroom environment works well but
other students, who learn through different senses, may be at a disadvantage.
Teaching tip
A good way to help visual and kinaesthetic learners incorporate the vocabulary
of the different places in the school would be to physically visit them and use
their senses to describe them, e.g. The gym is big and a little cold and we do
PE there. The computer room is small and hot. We want more computers to
do IT. We like the library. It smells nice and there are many books there. The
playground is our favourite place. There are lots of trees and there is fresh air
and we play there.

Vocabulary:
Art, English, IT, Maths, Music,
PE, Spanish; classroom,
computer room, dining room,
gym, library, playground

Unit 1 Time for school

Structures:
What have you got today/on
(Monday)?
Ive got (Maths).
Have you got Music today?
Yes, I have. / No, I havent.

PE
IT

Music

Science

Art

Spanish
Maths

1.13

364246 _ 0001-0016.indd 1

I like Friday.
Fridays my day.
Fridays fine with me.
Ive got Maths.
Ive got Science.
And Ive got IT.

EAN: 8431300160446 BEEP 4 Santillana Educacin S.L. 2012

English

07/02/12 10:34

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01/07/15 10:49

Unit 1 - Lesson 1A
Students Book, page 7
Objectives
To introduce and learn school
subjects.
To learn and sing a song.
To act out a simple dialogue.
To talk about school subjects.

Target language
Vocabulary:
Art, English, IT, Maths, Music,
PE, Spanish
Structures:
Do you like (Music)?
Yes, I do. / No, I dont.
Its time for school.
Dont be late.
What are they doing?
Theyre doing (Maths).

Materials
Teachers i-book
CD
Unit 1 playing card cut-outs
Unit 1 poster

i-activity
i-poster

Getting started
Put the poster of the school subjects on the board. Point to the gym and
say: Look! Theyre doing PE. Then, choose a volunteer and ask: What are
they doing? S1: Theyre doing PE. Point to each of the rooms and repeat the
process. When you have finished, ask for two volunteers. One will take over
your role and the other will answer the questions. Then, point to the rooms
again and ask: Are they doing (Maths) or (Spanish)? SS: (Spanish).
1 Listen and sing. 1.6
Say: Open your books at page 7. Ask the class to look at the picture and ask them
who they can see. Ask them where the characters are. Then, tell them they are
going to hear a song about school subjects. Play the CD and ask the class to listen.
Play the recording 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 more times until the children are more
confident. Then, divide the class into groups and ask them to sing the song.
2 Ask a friend.
Ask the children to look at the pictures and to read the names of the school
subjects. Then ask a volunteer: David, do you like (Maths)? S1: Yes, I do. /
No, I dont. Repeat with other volunteers and the other subjects. Then, divide
the class into pairs and tell one of them to ask the questions and the other to
answer. Then, tell the children to change their roles.
Finishing off
Turn the school playing cards 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 playing card for (IT). The student turns over a card
and tells the other members of the class what the subject is. S1: Its (Maths).
If the student 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.

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1. Time for school!


1

Listen and sing.

LESSON 1

1.6

Hurry up! Its time for school!


Time for school, time for school!
Hurry up! Its time for school!
Dont be late!
School is cool!
We love Music and PE,
Spanish, Art and IT!
Science, Maths and English too!
So many things to learn and do!

Ask a friend.

Do you like Music?


Yes, I do.

Maths

Spanish

PE

Music

Science

IT

Art

English

Talking about school subjects we like or dont like

685999 _ 0007-0016.indd 7

LC

7
18/02/15 09:43

Students develop Linguistic competence by gaining oral fluency by doing a role play. In this
speaking activity students ask their classmates if they like their school subjects. Students
make an effort to participate in English and revise vocabulary and grammar structures.

41
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1. Time for school!


1

Look and find the subjects.

English

IT

R
I

A
T

M
U

V
A

O
R

W
X

A
E

E
N

N
A

Y
O
P
H
Y
E
E
P

A
S
C
I
E
N
C
E

E
B
O
P
A
A
G
K

Z T
N A
T W
G A
W E
V O
A M
I R

O
H
A
T
R
O
U
O

O
E
S
O
L
T
S
S

G
L
I
S
H
T
I
S

E
U
E
E
O
U
C
B

Music

PE

Science

Spanish

Maths

Art

Look, match and complete with I like or I dont like.


A

I dont like

Music!

I like

Maths!

2
B

I like
4

I dont like

Art!

Science!

5
BLQGG

LC



Students develop Linguistic competence by finding new vocabulary in a word search


puzzle. This type of activity helps students to recognise and learn words and their spelling
in an enjoyable way.

42
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Unit 1 - Lesson 1B
Activity Book, page 5

Objectives
To practise speaking about
school subjects.
To practise speaking about
likes and dislikes.

Target language
Vocabulary:
Art, English, IT, Maths, Music,
PE, Spanish
Structures:
I like (Maths).
I dont like (Music).

Materials
Teachers i-book
Unit 1 playing card cut-outs
Unit 1 flashcards

Getting started
Show the playing cards one at a time and ask the children, as a group, to
name them. Then, hold out the cards face down and ask a child to come to
the front, choose a card and name it. Repeat with other children. Then, ask
two children to come to the front. One chooses a card and asks the other: Do
you like (Maths)? The other answers with Yes, I do. / No, I dont.
1 Look and find the subjects.
Say: Open your Activity Books at page 5. Ask the children to look at the objects
and to name the school subjects one by one. When they have done that,
explain that they have to find the subjects in the word search and then write the
names of each subject under the pictures. Go around the class checking that
the children have written the correct words.
2 Look, match and complete with I like or I dont like.
Say: Look at Activity 2. Look at the pictures with the children and then explain
that they have to write I like or I dont like according to the expression on each
face. When they have finished, check the activity by asking the children to read
out their sentences.
Finishing off
Hide a flashcard behind your back and ask the children to take turns to guess
what it is. Continue until the children have guessed all the subjects. Then, ask
for volunteers to take over your role.

43
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Unit 1 - Lesson 2A
Students Book, page 8
Objectives
To listen to, read and act out a
simple dialogue about school
subjects.
To make a timetable and ask
questions about the subjects.
To practise the days of the
week.

Getting started
Practise the days of the week. Ask for seven volunteers and give each one a
card with a different day of the week (previously prepared). Put them in a line
in the correct order and ask them to call out their day one after the other. Then
change the order of the children and ask the rest of the class to put them in
the right sequence. S1: (Monday), change places with (Friday). Continue until
the days of the week are in the correct order. Next, hand each day of the
week a playing card. The children say a sentence according to the days of
the week cards and the subject on their playing cards. S1: Ive got (Maths) on
(Monday). S2: Ive got (PE) on (Tuesday).

Target language
Vocabulary:
the days of the week; Art,
English, IT, Maths, Music, PE,
Spanish
Structures:
What have you got today?
Ive got (Science).
Ive got (PE) on (Monday).

Materials
Teachers i-book
CD
Unit 1 playing card cut-outs
cards with the days of the week
written on them
card

3 Listen and read. 1.7


Say: Open your books at page 8. Ask the children to look at the picture and
elicit who the people are: Olga and Dan. Ask the children where they are. SS:
They are at school. Then ask the children what they are looking at. SS: The
timetable. Tell them they are going to listen to Olga and Dan talking about their
timetable and their school subjects. Play the CD and ask the children to follow
the dialogue with their fingers. Play the recording 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. Finally, choose pairs to come to the front and act out for the rest of
the class.
4 Make a timetable and ask a friend.
Ask the children to look at the timetable in Activity 4. Ask: What have they got
on Monday? SS: Theyve got Science, Music and English. Repeat for the other
days of the week. Then, ask the children to look at the mini-dialogue and ask
two volunteers to read it. When they have done that, tell the children they are
going to make a timetable and then ask a friend the questions. The children
make their timetables using the card. Divide the class into pairs and tell them to
ask and answer questions following the example in the activity.
Finishing off
Play a game using the childrens timetables and the playing cards. Ask the
children to turn over a card and make a statement about the subject in
accordance with their timetable: Ive got (Maths) on (Tuesday and Thursday).

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UNIT 1 LESSON 2

Listen and read.

1.7

Listen and sa

Read and say

Hello, Dan. What have you


got today?
Its Monday. Ive got
Science and PE.
Have you got Music?
No, I havent. Ive got
Music on Friday.
Me too!
What have you got today,
Olga?
Ive got English and IT.
Have you got Maths?
Yes, at nine oclock.
Look! Its nine oclock now!
Oh, yes! Bye, Dan!

Beep on Grammar, page 2.

What have you got today?


Goodbye, Olga!
What have you got

Make a timetable and ask a friend.

Wednesday Thursday

today?
on Friday?

Ive got Spanish.


Ive got Music.
Ive got IT.

What have you


got today?

Ive got Maths,


English and Art.
Its Thursday!

Monday

Tuesday

Friday

Science

Spanish

Science

Maths

Maths

Music

PE

IT

English

Spanish

English

Maths

English

Art

PE
Beep on Grammar, page 3.

Describing a school timetable

685999 _ 0007-0016.indd 8

IE

Ive got (Maths and PE).

18/02/15 09:43

Students develop initiative when speaking in class by getting lots of controlled practice and
encouragement at the same time. Keep a record of childrens daily participation in order to
encourage weaker students to become more fluent and build their confidence.

45
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10/06/15 08:40

Listen and match.

3.3

a
Maria

b
Jason

c
Lorna

d
Matt

e
Rebecca

f
Ben

7
4

Read and answer for you.

Students own answers

1 What have you got on Monday?

Ive got

and

2 What have you got on Tuesday?


3 What have you got on Wednesday?
4 What have you got on Thursday?
5 What have you got on Friday?

Make your class timetable in English in your notebook.

Time

Monday

Tuesday

Wednesday

Thursday

Friday

9.00

6
BLQGG

LC



Students develop and consolidate their language skills by recognising, identifying and
answering questions about school subjects.

46
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Unit 1 - Lesson 2B
Activity Book, page 6

Objectives
To name the school subjects.
To answer questions about the
subjects.
To make a timetable.

Target language
Vocabulary:
Art, English, IT, Maths, Music,
PE, Spanish
Structure:
What have you got on (Monday)?

Getting started
Tell the children that you are going to play a guessing game. Explain that you
are going to mime some school subjects and ask the children to try to guess
what they are (you can do Art, IT, Maths, Music and PE). Then, go through the
days of the week. Ask the children to call out the days in order. Then, ask a
child to start the days at random and go around the class until the children
have said all seven days. Then, ask the next group of children to say the days
of the week backwards.
3 Listen and match. 3.3
Say: Open your Activity Books at page 6. Ask them to identify the school
subjects from the items in Activity 3. Play the CD. The children listen. Play
the recording again: the children match the characters to the school subjects.
Correct the activity by asking the children to give you the correct answers.
4 Read and answer for you.
Tell the children to look at Activity 4. Explain that they have to answer
the questions according to their own timetables. 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
Teachers i-book
CD

5 Make your class timetable in English in your notebook.


Ask the children to take out their notebooks and make a class timetable in
English.
Finishing off
Use the class timetable to ask and answer questions. Divide the class into
pairs and tell the children to ask the questions given at the top of page 7 in
their Activity Books.

Transcript
Listen and match.

Resources
Reading and Writing

3.3

Man: Hi Maria, what have you got


today?
Girl: Ive got Maths and Music.
Man: Maths and Science?
Girl: No, Maths and Music!
Man: Oh! Thanks, Maria.
Woman: Hello Jason, what have
you got today?
Boy: Ive got Music and Science.
Woman: Ok, thanks Jason.
Man: Hello Lorna, what have you
got today?
Girl: Um Ive got English. Oh
no, I havent! Ive got Maths and
Spanish!
Man: Maths and Spanish! Thanks
Lorna.

Woman: Hi Matt, what have you


got today?
Boy: Ive got IT and Art. Theyre my
favourite subjects!
Woman: Thanks Matt.
Man: Hello Rebecca, what have
you got today?
Girl: Ive got Art and PE.
Man: Very good, thanks Rebecca.
Woman: Hi Ben, what have you got
today?
Boy: Ive got PE and English.
Woman: PE and Art?
Boy: No, I havent got Art. Ive got
PE and English.
Woman: Fine, thanks Ben.

Teachers Resource Book, page 137


Activity 1: Ask the children to
look at the picture of Mary and her
school books, then answer the
question below.
Activity 2: Tell the children to look
at the pictures and write short
sentences to describe what you do
in each setting.

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Unit 1 - Lesson 3A
Students Book, page 9
Objectives
To listen and identify objects.
To read and understand a short
text.

Target language
Vocabulary:
Art, English, IT, Maths, Music,
PE, Spanish
Structures:
My favourite day is (Tuesday).
Her favourite subject is IT.
Shes got (Maths) (in the
afternoon).
She likes (studying plants).
She doesnt like (playing the
guitar).

Materials
Teachers i-book
CD
Unit 1 flashcards

i-activity
i-flashcards

Getting started
Place the flashcards face down. Turn over two, show them to the class and
say: Today, Ive got (Maths) and (Art). Ask volunteers to come and pick out two
flashcards and do the same. When they have finished, ask another volunteer
to pick out two flashcards, but to keep them hidden. Ask: Have you got
(Maths) today? S1: Yes, I have. T: Have you got (Art) today? S1: No, I havent.
Ive got (Maths) and (Science). Repeat the process with other volunteers.
5 Listen and say the school bag. 1.8
Say: Open your books at page 9. Ask the children to look at the pictures and to
describe the different school bags. S1: I can see an (IT book) and a (recorder). Play
the CD and ask the children to look at the school bags while they listen. Play the
recording again, pausing after each description. Finally, play the CD again, pausing
after each description, and this time the children identify the correct school bag.
Answers
1 4, 2 5, 3 6, 4 1, 5 7

6 Read and say True or False.


Ask the children to look at Activity 6. Ask volunteers to read a couple of
sentences each from My favourite day. Then, ask some comprehension
questions: What is her name? What is her favourite day? What subjects has she
got in the morning? Then, ask the children to read the text again and to say
whether the following statements are true or false. When they have finished,
review the activity orally to check the childrens answers.
Answers
1 False, 2 True, 3 False, 4 False, 5 True, 6 False

Finishing off
The children write a short text about their likes and dislikes: My favourite subject
is Maths. I like PE and IT, too. I dont like Art or Science. The teacher could
collect them, read them out and ask the class to guess who wrote each text.

Transcript
Listen and say the school bag.

1.8

1 Have you got Music today?


Girl: No, I havent. Ive got PE and Spanish today.
Can you find my school bag?

4 Have you got PE today?


Boy: No, I havent. Ive got Science and Art. Can you
find my school bag?

2 Have you got Art today?


Boy: No, I havent. Ive got IT and Music. Can you find
my school bag?

5 Have you got English today?


Girl: Yes, I have. Ive got English and Music today.
Can you find my school bag?

3 Have you got Maths today?


Girl: Yes, I have. Ive got Maths and Spanish. Can you
find my school bag?

48
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IT 1 LESSON 2

UNIT 1 LESSON 3

Listen and say the school bag.


1

1.8

Read and say True or False.

My favourite day
Hi! My names Alice.
ursday.
My favourite day is Th
t IT and Music. IT is
In the morning, Ive go
. I like playing games
my favourite subject
the computer. In
and writing stories on
ying the guitar.
Music lessons, I like pla
got Science. I like
In the afternoon, Ive
ience lessons.
studying plants in Sc
ng
sdays, I go to swimmi
After school on Thur
y!
da
Its a fantastic
club with my friends.

Ive got Maths,


English and Art.

1 Alices favourite day is Tuesday.


2 Her favourite subject is IT.
3 Shes got Music in the afternoon.
Describing a school timetable

685999 _ 0007-0016.indd 9

IE

4 She doesnt like playing the guitar.


5 She likes studying plants.
6 After school, she goes to tennis club.
Ive got (Science) (in the afternoon).

9
18/02/15 09:43

Students develop initiative by reading a text about Alices favourite day and deciding
whether each of the statements is true or false. Activities that encourage students to decide
between different options help to develop this competence.

49
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Science
PE
Maths

Have you got

Yes, I have.
No, I havent.

today?
on Monday?

Ive got Maths.

What have you got

Write in order and circle.


1

got

Science

Have

today

you

Have you got Science today


2

PE

today

got

you

you

Have

got

today

English

got

today

you

Yes, I have.

No, I havent.

Yes, I have.

No, I havent.

Yes, I have.

No, I havent.

Have

Have you got English today

No, I havent.

Music

Have you got Music today


4

Yes, I have.

Have

Have you got PE today


3

Read and correct the mistakes.

Hi! My names Julian. Im nine years old.


.

My favourite day is Wednesday.


Ive got Art and Maths in the morning. Art is
my favourite subject. I like drawing animals.
Ive got PE in the afternoon. I like playing
basketball and swimming.
After school, I go to the park with my sister.

1 His names Mark.


2 His favourite day is Friday.
3 Hes got Art and Music in the morning.
4 His favourite subject is PE.
5 He likes swimming and playing tennis.
6 After school, he goes to the zoo with his sister.

Julian
Wednesday
Maths
Art
basketball
park

7
BLQGG

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.

50
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Unit 1 - Lesson 3B
Activity Book, page 7

Objectives
To read and understand a short
monologue.
To practise target language.

Target language
Vocabulary:
Art, English, IT, Maths, Music,
PE, Spanish
Structures:
My favourite day is (Tuesday).
Her favourite subject is IT.
Shes got (Maths) (in the
afternoon).
She likes (studying plants).
She doesnt like (playing the
guitar).

Materials
Teachers i-book
Unit 1 flashcards

Getting started
Place the flashcards around the classroom. Say the name of one and ask for a
volunteer to go to the flashcard, hold it up and say: Ive got (Art) on (Monday)
and (Wednesday). Ask for another volunteer to take over your role of naming
subjects. Repeat several times with other volunteers.
6 Write in order and circle.
Say: Open your Activity Books at page 7. Look at Activity 6. Ask the class to
write the words in the correct order and then to answer the questions according
to their timetable. Correct the exercise by asking the children to read out the
questions and their answers.
7 Read and correct the mistakes.
Tell the children to look at the picture in Activity 7 and then ask them to read
the text on the right. Ask them questions about the picture. Say: What day is
it? What is Julian doing? What is he drawing? Then, ask the children to correct
your mistakes. Say: His name is Michael. SS: No! His names Julian. T: Hes
playing football. SS: No! Hes drawing. T: Hes drawing a pig. SS: No! Hes
drawing a giraffe. Then, explain that the children have to correct the mistakes in
the six sentences that follow it. When they have finished, ask for volunteers to
read out the corrected sentences.
Finishing off
Ask the children to write about their favourite day using the text in Activity 7 as
a model. When they have finished, ask for volunteers to read out their texts.

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Unit 1 - Lesson 3C
Arts & Crafts

Objectives
To practise target vocabulary
and structures.
To interact with classmates.

Target language
Vocabulary:
Art, English, IT, Maths, Music,
PE, Spanish; dining room,
playground
Structures:
What have you got on
(Monday)?
Ive got (Maths).

Getting started
Write the following five subjects at the top of the board: PE, Science, IT, Art and
Music. Below write the following words around the board: paint, guitar, computer,
plant, shorts, mouse, pencil, ball, frog, recorder and any other associated words
they are familiar with. Put the class into groups and tell them to match the words
with the subjects as fast as they can. The fastest group wins.
Make a timetable
Hand out the photocopies of the timetable template. Ask the children to think
what classes they have during the week. Tell them to look at the times and
divide their table into subjects, using a ruler. Remind them that they can divide
their table into half hours too. The children then add a simple drawing to
represent each subject and colour it. Ask two volunteers to come to the front of
the class and to tell the other children what they have. T: What have you got on
Tuesday afternoon? SS: Ive got IT and English. Give at least three examples.
Put the children into pairs and ask them to tell their partner what they have.

Materials
Teachers i-book
scissors
Students develop
mathematical
competence by
creating their own timetable
in English. This helps them to
consolidate their concept of
time.
MST

Finishing off
In pairs the children think of their favourite subject and then describe it to
their partner. SS: I draw. I colour pictures. I use pencils. Their partner guesses.
When they have finished, they tell the teacher; SS: (Ivns) favourite subject is
Art. Write down the childrens answers on the board and discover the classs
favourite subject.

Resources
Arts & Crafts
Teachers Resource Book, page 14

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Unit 1 - Lesson 4A
Students Book, pages 10 and 11

Late for school!


7

Objectives

Read and listen to the story.

The children arent in the classroom.

Oh, no! Have we


got PE today?

To consolidate the language of


the unit.

Target language

Vocabulary:
Art, English, IT, Maths, Music,
PE, Spanish

Karims class arent in the gym.


He hasnt got PE today.

Structures:
Where are my class?
Theyre in the (library).
There are lots of books.
Go to the (music room).
I cant find my class.
Hurry up!

i-flashcards

IWB

i-book

the room.
class photo.
Look at th
Karim Its
is intime
the for
music
There are
children playing the recorder.

Where are
my class?
Look in the
music room!

3
10

Materials

i-poster

2
Karim is in the music room. There are
children playing the recorder.

Where are
my class?

685999 _ 0007-0016.indd 10

i-flashcards
More
phonics
i-story cards

Karim is in the library. There are lots of

Youve got Maths


now. Hurry up!

To read and listen for


comprehension.

Teachers i-book
CD
Unit 1 story
cut-outs
More
practice
Unit 1 flashcards
photocopies of
Teachers Resource Book,
pages 105 and 106

Find
and
say!

1.9

Its half past nine and Karim is late for school.


The headteacher isnt happy.

To enjoy a story.

UNIT 1 LESSON 4

UNIT 1 LESSON 4

More
practice

Theyre in
the library.

Youre late,
Karim!

Places in school

Location

Where are
my class?
Places
in school

18/02/15 09:43

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

SC SC
More
phonics

Before you read


Say: Open your books at page 10 and look at the story. 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 (recorder) in the story and elicit the
scene number (scene 4). 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 Karim late for school? Has Karim got PE today? Are Karims class in the library?
7 Read and listen to the story. 1.9
Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: Where is Karim? What time is it? Is he late
for school? Are his class in the gym? Can Karim find his class? Does Karims
mother like the photo? Write the main parts from the story on the board:
Narrator, Karim, Woman director, Woman teacher, Man teacher, Man librarian,
Karims mother. 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 school
subjects: T: Do you like IT? Encourage them to say why or why not.

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UNIT 1 LESSON 4

Find
and
say!

CAE

Find
and
say!

Karim is in the library. There are lots of books.Karim is in the library. There are lots of books.

Youve got IT now.


Go to the
computer room!

Students develop cultural expression by creating


their own story booklet with the template and
stickers.

Karim goes to the computer room


but they arent there.

I cant find
my class.
Sshhh!

Your class are in


the playground.
Hurry up!

the room.
class photo.
Look at the big camera!
Its time for the class photo. Look at the big camera!
Karim Its
is intime
the for
music
There are
children playing the recorder.

Karim shows the photo to his mum.


She doesnt like it.

Hurry up!
Mum, heres the
class photo!

Youre late,
Karim!

Youre late,
Karim!

4
Location

Where are
my class?
Places
in school

Oh, Karim!

7
Location

Where are my class?

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8
11
18/02/15 09:43

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 Teachers Resource Book, pages 105 and
106). Instruct them to look at the Students 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
Students 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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Late for school!


8

10
Order the pictures, then read and write True or False.

Karims class arent in the classroom.

True

The children are playing the guitar.

False

11
Karim has got PE today.

False

Its half past nine.

True

Read and match.


A

1 Mum doesnt

happy with Karim.

2 Olga is wearing

late for school.

3 The headteacher isnt

a dress for the photo.

4 Karim is

like the photo.

8
BLQGG

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 to develop literacy skills and students self-confidence.

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Unit 1 - Lesson 4B
Activity Book, page 8

Objectives
To focus on comprehension of
the story of the unit.
To review key vocabulary from
the story.

Target language
Vocabulary:
Art, English, IT, Maths, Music,
PE, Spanish
Structures:
Where are my class?
Theyre in the (library).
There are lots of books.
Go to the (music room).
I cant find my class.
Hurry up!

Materials

Getting started
Remember the story. Ask the class questions about the story: What are the
names of the children? Where are they? Has Karim got PE today? Then, ask
them to open their Students Books at Lesson 4. Assign the parts to seven
volunteers (Narrator, Karim, Female director, Female teacher, Male teacher,
Male librarian, Karims mother). Read the story out loud.
8 Order the pictures, then read and write True or False.
Say: Open your Activity Books at page 8. Ask the children to look at the scenes
and to number them in the same order as they appear in the Students Book.
Then, write the first sentence on the board: Its half past nine. Ask the children
to look at their Students Books and say whether the sentence is true or false.
Continue with the other sentences, but tell the children to read them and to
write down their answers.
9 Read and match.
Ask the class to look at the pictures in Activity 9 and tell you the names of the
characters from the story: Mum, Olga, the headteacher, Karim. Ask the children
to look at the story, find the two parts of the sentences and match them
together. When they have finished, ask for volunteers to read out their answers.

Teachers i-book

Resources
DVD 1
DVD Unit 1 Animated Story: Late for school!
Teachers Resource Book, page 25
Activity 1: Tell the children to look at the pictures. Play the DVD and as they watch and listen, the children order the
pictures and write the names of the places in the spaces provided below the pictures. Play the DVD again so they
can check their answers.
Activity 2: Tell the children to look at the picture on the left. They then write five objects from the picture on the
lines provided.
Activity 3: Ask the children to read the text in the speech bubble. They then use the information to complete the
timetable below.

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10

Look at the story and complete.

Oh
Karim

Go

,
!

ot

the
computer
room !

Your
class
are
in
the
playground .
Hurry up!

11

Hurry
up

Do the crossword.
Across

M U

O
3
4

C
A

U
5

Down

M A
P

M
2

C O

O O

A
7

9
BLQGG

MST



Students develop mathematical competence by using numbers to match words and pictures
and counting the number of letters for each word in order to complete a crossword. The
association between numbers and spelling can help children to improve memorisation
strategies for vocabulary.

58
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Unit 1 - Lesson 4C
Activity Book, page 9

Objectives
To focus on comprehension of
the story of the unit.
To review key vocabulary from
the story.

10 Look at the story and complete.


Tell the children to look at the story and find the four pictures in Activity 10. Then,
ask them to complete the sentences on the lines provided. When they have
finished, ask for four volunteers to read out their sentences. Explain that the task
is to complete the sentences by referring to the story in the Students Book.

Vocabulary:
Art, English, IT, Maths, Music,
PE, Spanish

11 Do the crossword.
Ask the children to look at Activity 11. Explain that the pictures represent school
subjects and are the clues for completing the crossword. Explain across and
down. Tell the class to fill in the crossword using the picture clues. When they
have finished, ask: (Mara), what have you written for (3 across)? Go through all
the clues of the crossword so that the children can correct their answers.

Structures:
Where are my class?
Theyre in the (library).
There are lots of books.
Go to the (music room).
I cant find my class.
Hurry up!

Finishing off
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! Theyre at school)
and so on.

Target language

Materials
Teachers i-book

Resources
Language
Teachers Resource Book, pages 49 51
Reinforcement
Activity 1: The children read each question on the left and draw a line to match with the correct answer on the right.
Activity 2: Tell the children to look at the pictures and read the names of the school subjects. They then put the
number that corresponds to the picture in the boxes provided.
Consolidation
Activity 1: Tell the children to read the questions and complete the answers by filling in the missing letters. They
then say each word.
Activity 2: The children look at the pictures on the left and complete the sentences on the right. They then say
each sentence.
Extension
Activity 1: Tell the children to look at the class timetable. They then read the answers below the timetable and write
in the corresponding questions on the left.
Activity 2: The children look at the pictures, read the words in the boxes, and write sentences about what they
do and when.

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Unit 1 - Lesson 5A
Students Book, page 12
Objectives
To practise school subjects and
places.
To describe rooms in the
school.
To sing a chant.

Target language
Vocabulary:
Art, English, IT, Maths, Music,
PE, Spanish
Structures:
You can read books.
You cant run and jump.
Where am I?
Youre in the (library).

Materials
Teachers i-book
CD
Unit 1 poster

i-activity

Getting started
Put the poster on the board. Ask volunteers to come to the front of the class
and look at the poster. Ask: Where are they studying (Maths)? S1: In the
(classroom). Review all the school subjects and rooms and then tell the
volunteers to put the questions to other children. Continue until all the children
have had a turn.
8 Listen and chant. 1.10
Play the CD and tell the children to listen. Say: Open your books at page 12. Play
the recording again and ask the children to follow the chant in 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 teams. Ask Team A
to say the first verse, Team B to recite the second, Team A the third, and so on.
Then reverse roles and repeat.
9 Say and guess.
Ask the children to read the dialogue on page 12 of their Students Book. Then,
divide the class into pairs and ask the children to think of a room in the school
and describe it to their partner. When the partner has guessed the room, they
change roles.
Finishing off
Ask the children to draw a map or plan of their school with the places labelled.
When they have finished, display the maps and encourage the children to talk
about them.

i-poster

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UNIT 1 LESSON 5

Listen and chant.

1.10

10

Listen and re

11

Design a play

Heres our classroom. Can you see?


Were learning Maths, my friends and me.
In the gym we jump and climb.
We all have a fantastic time!
In the library, there are books.
Come with me and take a look!
The dining room is where we meet,
When its time for us to eat.
My favourite subject is IT,
The computer rooms the place for me!
We go to the playground every day,
To see our friends and run and play!

vegetable
garden

Say and guess.

You cant run or jump


here. You can read
books. Where am I?
quiet
area

Youre in the
library!

12

Places in school

685999 _ 0007-0016.indd 12

LL

Can for permission

You cant (run) here. You can (eat and drink).

18/02/15 09:43

Students develop their learning skills by practising a chant about subjects and school
routines. Rhyme, music and chants are useful ways of memorising functional language
and gaining confidence while practising in a group setting.

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12

13

15

Look and complete.

1 l i b ra r y

2 d in ing ro o m

3 c o m pu t e r

4 gy m

5 c l a s sr oo m

6 p l ay gr ou n d

r o om

Look and circle the odd word out.

gym
jump

run

16

climb
read

dining room
sausages
apple
classroom

glue

bin
spaghetti

yoghurt

14

Listen and number.

teacher
ruler

3.4

dining room

English classroom

playground

Music classroom

10
BLQGG

DC



Students develop Digital competence in the classroom by extracting specific information


from a short CD recording. They listen to noises that correspond to one of the places in
the school that they have learned.

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Unit 1 - Lesson 5B
Activity Book, page 10

Objectives
To practise speaking about the
different rooms in a school.
To find the odd word out from
a list.

Target language
Vocabulary:
classroom, computer room,
dining room, gym, library,
playground
Structures:
Where do you study (IT)?
In the computer room.
Do you (read books) in the
(gym)?
Yes, we do. / No, we dont.

Materials
Teachers i-book
CD

Getting started
Practise speaking about the rooms in the school. Ask for volunteers and ask
them questions. T: (David), where do you study (IT)? (Mara), Do you (read
books) in the (gym)? Then, ask for volunteers to take over your role asking
questions, and continue until everyone has either asked a question or given an
answer.
12 Look and complete.
Say: Open your Activity Books at page 10 and look at Activity 12. Look at the
pictures. When the children have looked at the pictures, ask them what the
children are doing in the photos. Then, explain that they have to write the name
of each place in the spaces given underneath each picture. Explain that each line
represents one letter. The children complete the words. When they have finished,
ask them to read out their answers.
13 Look and circle the odd word out.
Say: Look at Activity 13. Explain to the children that there is one word in each
list that is the odd one out. Ask the children to circle that word. Correct the
exercise by asking for volunteers to say which word they have circled.
14 Listen and number. 3.4
Explain to the children that they are going to listen to noises that correspond to
one of the places in the school that they have learned. Tell them they will have
to write a number from 1 to 4 in the correct box. Ask them to look at the places
in Activity 14 and to listen carefully. Play the CD. The children listen. Play the
recording again and this time the children write the number of the place in the
box beside the words. When they have finished, ask for volunteers to call out
the numbers as you say the words.
Finishing off
Ask the children to make a list of five of their own words with one word
being the odd one out. Then, divide the class into pairs and ask each pair to
exchange lists and find the odd word out. Go around the class checking the
childrens work.

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Unit 1 - Lesson 6A
Students Book, page 13
Objectives
To describe a playground.
To design a playground.

Target language
Vocabulary:
climbing frame, games area,
quiet area, sports area
Structures:
We go to the (dining room).
Weve got a sports area.

Materials
Teachers i-book
CD
paper

i-activity

Getting started
Ask the children where they go at half past twelve. SS: We go to the dining
room. Ask them where they go after lunch. SS: We go to the playground. Ask
the children what they do in the playground. You can help them with their
answers by asking questions like: Do you play football? Do you read a book?
Do you play on the climbing frame? Do you run? Do you jump? Do you talk
with your friends?
10 Listen and read. 1.11
Say: Open your books at page 13. Ask the children to look at the photographs
in Activity 10. Ask them what the children are doing in each photograph. Play
the CD and encourage the children to listen. Play the recording again and ask
the children to follow the text in their books. Then, ask four volunteers to read
the four paragraphs. When they have finished, ask a volunteer to choose one of
the descriptions and to read it out loud. The other children say which picture is
being described. Continue until all four photos have been described.
11 Design a playground. Then, write about your own playground.
Ask the children to design their own playgrounds. Then ask them to write about
their playgrounds. Give the children some examples: In my playground you can
play football and basketball in the sports area. You can read and talk to your
friends in the quiet area.
Finishing off
Display the designs the children have created in Activity 11 and encourage
them to talk about them. Ask the children to vote for their favourite
playground.

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NIT 1 LESSON 5

UNIT 1 LESSON 6

10

Listen and read.

1.11

Hello, Im Kate. Look at the photos


of the playground at my school.

1 Weve got
a sports area.
You can play
basketball,
football and
table tennis
here.

3 This is our
climbing frame.
Climbings difficult
for me, but I like it.

11

2 This is
the quiet area.
We read books
and talk with
our friends
here.

4 Weve got
a games area.
You can run
and jump here.

Design a playground. Then, write about your own playground.

flower
garden
vegetable
garden

games
area

We've got a...


You can...

quiet
area
picnic
area
Describing and designing a playground

685999 _ 0007-0016.indd 13

CAE

13
18/02/15 09:43

Students develop cultural expression by designing and illustrating a playground.


This activity helps students to stimulate their creativity and imagination with a practical
approach.

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15

Look and write.


sports area

climbing frame

quiet area

games area

picnic table

garden

quiet area
picnic table

om

climbing frame
garden
sports area

games area

16

Circle and complete.


sit

eatpl

aytalkjumprea

1 In the quiet area, you can


chair and
2 You can

read

sit

on a

a book.

eat

picnic table and

dru

a sandwich at the

talk

3 In the sports area, you can

to your friends.
s.

play

football and basketball.


4 In the games area, you can

run

jump

and
d

11
BLQGG

LC



Students develop Linguistic competence by revising specific vocabulary. Recognition of


a string of words to identify verbs helps cognition and memorization of the graphological
representation of the word.

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Unit 1 - Lesson 6B
Activity Book, page 11

Objectives
To write about school.
To learn the different
playground places.

Target language
Vocabulary:
climbing frame, games area,
garden, picnic table, quiet area,
sports area; eat, jump, play,
read, run, sit, talk
Structure:
In the (quiet area) you can
(read).

Materials
Teachers i-book

Getting started
Ask the children to look at the playgrounds which they designed in Activity 11
of their Students Books. Ask them to say what different areas they included in
their playgrounds and write them on the board. They should include: climbing
frame, games area, garden, picnic table, quiet area and sports area. Then ask
them questions: Where can you (read)? Can you (eat) in the (sports area)?
Where can you (run and jump)?
15 Look and write.
Say: Open your Activity Books at page 11. Look at Activity 15. Ask for six volunteers
to read out the words at the top of the page. Then, tell the children to match the
places to the pictures. Go around the classroom correcting their work.
16 Circle and complete.
Say: Look at Activity 16. Tell the children that there are seven words jumbled
up in the word rope. Explain that they have to identify the different words and
then use them to complete the four sentences. When they have finished, ask for
volunteers to read out what they have written, and ask the rest of the class to
correct them if necessary.
Finishing off
Where am I? Mime an activity (eating, jumping, playing, reading, running,
sitting, talking) and then ask: Where am I? The children call out one of the
playground places (climbing frame, games area, garden, picnic table, quiet
area, sports area). Ask for volunteers to mime an activity for the rest of the
class. You could extend this activity to include the other places in the school
(classroom, computer room, dining room, gym, library) to make the game more
complicated. For example, a child mimes reading. He could be in the quiet
area or in the library. So first, the children have to ask: Are you in the school or
in the playground?

Resources
DVD 2
DVD Unit 1 Real Kids
Teachers Resource Book, page 26
Activity 1: Tell the children to read the sentences. Play the DVD, and while they watch and listen, the children order
the sentences. Play the DVD again so they can check their answers. Finally, they write the sentences in the correct
order below.
Activity 2: Ask the children to look at the pictures and read the information. Play the DVD, and ask the children to
tick the correct boxes accordingly. Play the DVD again so they can check their answers.

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Unit 1 - Lesson 7A
Students Book, page 14
Objectives
To read a text about a boat
school.
To say a tongue twister and
practise the ie sound.

Target language
Vocabulary:
Art, computers, English, IT,
Maths, PE, Science
Structures:
Ive got Art.
I like Maths.
There are four computers.

Materials
Teachers i-book
CD
Unit 1 poster
map of the world

Getting started
Display the map of the world and write the word Bangladesh on the board.
Ask the children to guess where it is. Then, show them on the map. Explain
that they are going to read about a boys school in Bangladesh.
12 Read and answer True or False.
Tell the children to read through the text. Then, ask some volunteers to read the
sentences aloud. Ask them what subjects Maruf studies in school. The children
then decide if the sentences are true or false. Put them into small groups to check
their answers. Then, check the answers together as a class.
Answers
1 False
2 True
3 True
4 False
13 Listen and say a tongue twister. 1.12
Tell the children they are going to learn a tongue twister. Play the CD and
encourage the children to repeat each line in the pauses. Play the recording
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 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 with clapping along.
Finishing off
The children can write their own versions of the tongue twister by substituting
Friday for their favourite day and changing the subjects. They can perform
their new tongue twister for a partner or for all the class.

Resources
Phonics
Teachers Resource Book, page 93
Activity 1: Play the CD and tell the
children to repeat the words they
hear. Play the recording again for
extra pronunciation practice.

Activity 2: Tell the children to read


the note on the left. They then use
the information from the note to fill
in the boxes on the right with the
correct subjects.

Activity 3: Have the children look at


the pictures and read the incomplete
sentences. They then fill in the blanks
with an appropriate missing word.

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Culture
12

UNIT 1 LESSON 7

Read and answer True or False.

Review
1

Read and list

Correct the se

Boat school

This is Maruf. He lives in Bangladesh and he goes to school on a boat.


What have you got today, Maruf?

Whats your favourite subject?

Ive got Maths, English and Art.


In Art, were drawing pictures
of birds today.

I like Maths, but my


favourite subject is IT.
Are there computers
at your school?

How many children are


in your class?
There are twenty-seven children
in my class. Our teacher is Kabir.

1 Maruf has got Science and PE today.


2 There is internet at Marufs school.

13

Listen and say a tongue twister.

Yes! There are four computers


and weve got internet. I like
writing stories on the computer.

3 There are 27 children in Marufs class.


4 Maruf likes writing poems on the computer.

1.12

I like Friday.
Fridays my day.
Fridays fine with me.
Ive got Maths.
Ive got Science.
And Ive got IT.
14

Boat schools in Bangladesh

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LC

Phonics sound ie as in Friday and my

18/02/15 09:43

Students develop Linguistic competence and comprehension by focusing on the phonetic


pronunciation of the letters i and y by learning a tongue twister. Accuracy and awareness
are developed by children through the repetition of the sound when chanting the text.

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T 1 LESSON 7

Review
1

UNIT 1

Read and listen. Then write.

1.13

Beep and Robby are the new school librarians.

Beep is 2 ... for the songbooks.

Oh, no! This


isnt the Music
section.
Shhh!

Ive got 1 ...


next. Can I have
a songbook?
Ive 3 ... English
homework today.

Have you got an


English dictionary?

Yes. Theyre 4 ...


the top shelf.

OK. Follow me
to the English
section!
Later that day...

Heeeeelp!

6 ... !
Heeeelp!

Be quiet! This
is a 5 ... !

rufs class.
n the computer.

Correct the sentences.


1
2
3
4
5
6

Beep and Robby are working in the dining room.


The boy has got Maths next.
Beep is looking for the DVDs.
The girl has got Science homework today.
The Spanish dictionaries are on the top shelf.
Robby says Heeeelp!.
Unit vocabulary: school subjects and places

685999 _ 0007-0016.indd 15

LL

Oops!

15
18/02/15 09:43

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
Students
Book, page 15
Teaching notes

Objectives
To read and listen to a cartoon
story.
To review the language of the
unit.

Target language
Vocabulary:
dictionary, librarian, library,
Music, songbook
Structures:
Have you got an English
dictionary?
Beep is looking for the
songbooks.
Theyre on the top shelf.

Materials
Teachers i-book
CD
Unit 1 poster

i-story cards
i-activity
i-poster
i-flashcards

Getting started
Put the poster on the board, point to the different rooms and ask the children
questions: What room is this? SS: The (computer room). T: What are the
children doing? SS: (IT). Ask volunteers to come to the board and ask the
questions. Tell the children to look at the timetable on page 8 of their Students
Books and say: They are doing (IT). What day have they got (IT)? SS: Theyve
got (IT) on (Wednesday). Tell volunteers to ask and answer the questions.
1 Read and listen. Then write. 1.13
Tell the children to look at the Beep cartoon and explain that Beep and Robby are
the new school librarians. Ask the children to read the cartoon and to make
suggestions for 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 it: Beep is looking for . Oh no, this isnt . OK. Follow me
to the . Have you got an ? Be quiet! This is . Repeat with other sentences.
Follow on by asking the class to read the cartoon aloud in pairs with Child A saying
the narrators and the girls parts and Child B saying Beeps and Robbys parts.
Answers
1 Music
2 looking
3 got

4 on
5 library
6 Robby

2 Correct the sentences.


Tell the children to look back at the Beep cartoon. Put them in pairs to read the
sentences and to find the mistakes. They write out the correct sentences in their
notebooks. Ask volunteers to read out their correct sentences.
Answers
1 Beep and Robby are working in the library.
2 The boy has got Music next.
3 Beep is looking for the songbooks.
4 The girl has got English homework today.
5 The English dictionaries are on the top shelf.
6 Beep says Heeeelp!
Finishing off
Tell the children to close their books. Read out a caption from the cartoon
and ask the children to say who says it. For example: OK, follow me to the
English section. Heeelp! Be quiet. Can I have a songbook?

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Review
3

UNIT 1

Read and answer.

Where am I?
1

Yummy! This soup is delicious!


3

Im reading a ghost story. Its scary!


4

Come on! Lets play in the sun.


5

Hello, children. Today, weve


got Art and Maths.

Can I have the mouse? Thanks.

Look and complete.

Anna, what have you 1 ... on Wednesday?


Ive got IT, 2 ... and Maths.
Have you got Spanish 3 ... Monday?
Yes, I

4 ...

Monday
Art
Spanish
Maths

What have you got on 5 ... ?

Tuesday
English
Science
PE

Wednesda
y
IT
Maths
Music

Ive got PE, 6 ... and Science.

Ask a friend.

1
2
3
4
5
6

16

Ive got Spanish,


IT and Maths.

What have you got on Wednesday?


Do you like PE?
Have you got English on Monday?
What have you got on Thursday?
Have you got Art on Tuesday?
Do you like Music?

Unit vocabulary: school subjects and places

685999 _ 0007-0016.indd 16

LC

What have you got


on Wednesday?

What have you got on (Thursday)?

18/02/15 09:43

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

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Unit 1

Unit
1 - Review
Review
1
Students
Book, page 16
Teaching notes

Objective
To review the language of the
unit.

Target language
Vocabulary:
days of the week; Art, English,
IT, Maths, Music, PE, Science,
Spanish
Structures:
Do you like PE?
What have you got on
Wednesday?
Today weve got Art and Maths.

Materials
Teachers i-book
Unit 1 flashcards

i-poster
i-flashcards

Getting started
Ask a child to come to the front and give them a flashcard without anyone
else seeing what it is. Let other children ask them: Have you got (Art)? Until
someone guesses correctly. Continue with other children.
3 Read and answer.
The children look at each speech bubble and write down where they think the
person is speaking. Let them share their ideas in small groups.
Answers
1 dining room
2 library
3 playground

4 classroom
5 computer room

4 Look and complete.


Give the children a minute to look at the timetable and then tell them to close
their books. Ask them a few questions to test their memories, for example:
When does she have Art? What has she got on Monday? The children then read
the sentences and write the missing words in their notebooks. Ask volunteers to
read out the full sentences.
Answers
1 got
2 Music
3 on

4 have
5 Tuesday
6 English

5 Ask a friend.
Tell the children to go around the class and ask six friends the six questions.
When they have finished, the children read the answers aloud to the rest of the
class.
Finishing off
Put the children into pairs and ask them to write a true or false statement about
Annas timetable. The children then all close their books. Ask a volunteer pair
to read out their statement. The first pair to answer correctly can read out their
statement.

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Review
1

Look and write.

IT

Spanish

Science

English

Music

Maths

Art

Complete the sentences.

Monday

Tuesday

Wednesday

Thursday

Friday

English
Art

PE
Maths

Science
IT

Music
English

Spanish
Maths

1 Ive got PE and Maths on


2 Ive got Music and
3 Ive got

Tuesday
.
English
on Thursday.

English

and Art on Monday.

IT

on

and

Maths

4 Ive got Science and


5 Ive got

Spanish

6 Ive got English on

PE

Monday

Read and answer for you.

and

Wednesday

on Friday.

Thursday

Students own answers

1 What have you got today?


2 Whats your favourite subject?
3 Whats your favourite day?

Now ask two friends the questions in Activity 3.

12
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LL



Students develop their learning skills by participating in an end-of-unit revision of


content knowledge. The teacher revises and gives constructive feedback for improvement.
This is important for students to progress and learn how to correct their own mistakes.

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Unit 1 - Lesson 7B
Activity Book, page 12

Objectives
To practise reading and writing
skills.
To revise the vocabulary from
the whole unit.

Target language
Vocabulary:
days of the week; Art, English,
IT, Maths, Music, PE, Science,
Spanish; library, computer room
Structures:
Ive got (PE) on (Tuesday).
What have you got today?
Whats your favourite subject?

Materials
Teachers i-book
Unit 1 poster
Unit 1 flashcards

Getting started
Put the poster on the board. Point to a picture and ask for a volunteer to
tell you something about it, for example: They are studying Spanish in the
classroom. Continue until all the children have had a turn to speak.
1 Look and write.
Say: Open your Activity Books at page 12. Look at Activity 1. We are going to
make a timetable. Tell the children that the school subjects are represented by
pictures of school objects. The children write the correct words in the spaces.

2 Complete the sentences.


Say: Look at Activity 2. Were going to make six sentences by choosing the right
words. Tell the children to look at the timetable. Explain that they have to use
the timetable to complete the sentences. When they have finished, ask for six
volunteers to read out one of their sentences.
Picture dictionary 3.14
Ask the children to look at the Picture dictionary on page 69 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the classroom and the gym. 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, repeat the
words and write them below.
3 Read and answer for you.
Ask the children to look at Activity 3, and explain to the children that they
have to give true answers to the questions. When they have finished, read the
questions and ask the children to give you their answers.

4 Now ask two friends the questions in Activity 3.


Divide the class into groups of three and tell the children to ask each other the
questions from Activity 3. Go around the class, checking that the children are
asking and answering the questions correctly.

Finishing off
Distribute the flashcards around the room. Name one of the school subjects
or one of the places where you have put the flashcards (board). Ask a child
to point to the correct flashcard and to name it. If they name it correctly, then
they choose the next subject or place.

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Unit 1 - Evaluation
Beep on grammar
Objective

Unit 1 Test

To evaluate childrens
understanding of target language
from the unit.

Name:

Monday

1.14

9.30

Maths

11.00

Target language

1.00

Music

3.00

Science

Tuesday

Wednesday

PE

English

Spanish

Music

Thursday

Maths

Art

English

Spanish

PE

Science

you

got

on

have

3 What
4 What
5

Santillana Educacin S.L., 2012 PHOTOCOPIABLE

got

you

you

have
have

have

you

on Tuesday?

on

got
got

you

Wednesday?

on

Thursday?

got

after school today?

Read and circle the answers for you.

Childs own answers

5 What

Childs own answers

Monday?

Ive got
2 What

d
i S
O OCO

Teachers i-book
CD
Photocopies of
Teachers Resource Book,
pages 151 and 152

Complete the questions and answer for you.


1 What have

1
2

Materials

Ive got Spanish.


Ive got Music.
Ive got IT.

today?
on Friday?

What have you got

IT

ill

Structure:
On (Monday), Ive got (English)
and (Spanish).

What have you got today?

Friday

Vocabulary:
Art, English, IT, Maths,
Music, PE, Science, Spanish;
classroom, computer room,
dining room, gym, library,
playground

Unit 1

Class:

In my school, weve got / we havent got a different

teacher for English and Maths. Weve got / We havent


got two playgrounds. Weve got / We havent got a big
gym. Weve got / We havent got a vegetable garden.
Weve got / We havent got a Science laboratory.
Weve got / We havent got a special school song.

1.14

Listen and complete.


Look and write the places.

151

BLQGG



BLQGG

Unit 1 Test

Name:



Have you got Maths on Monday?

Class:

Maths
Spanish

Science

English

Art

Have you got

1.2

PE
Music

English
Science
PE

today?
on Tuesday?

Yes, I have.
No, I havent.

Complete the questions and answer Yes, I have. / No, I havent.


Childs own answers

1 On Monday I have got

and

2 On Tuesday I have got

3 On Wednesday

4 On

4
2
Santillana Educacin S.L., 2012 PHOTOCOPIABLE

Students develop
LL
their learning skills
by applying acquired
learning strategies such
as focusing attention and
memory recall, as well
as comprehension and
linguistic expression in order
to complete an end of unit
assessment.

1 You can study and read books here.


2 You use a lot of numbers in this subject.
3 You can play an instrument in this subject.
4 You have your lunch here.

152

3
4

4
3

Have you got Art

today?

Have you got Maths

today?

Have you got IT

today?

Have you got Science

today?

Have you got English

today?

Complete with a, e, i, o, u and circle.

Yes, I have. / No, I havent.


Yes, I have. / No, I havent.

3 H a v e y o u g o t M u s i c o n T u e sd a y? Yes, I have. / No, I havent.


Have you got after-school activities today?

Write about you.


Read and write the words.
BLQGG

BLQGG

Childs own answers

1 H a v e y o u g o t PE o n W e dn e sd a y?
2 H a v e y o u g o t Sp a n i sh o n Fr i d a y?





Transcript
Unit 1 Test. Activity 1. Listen and complete.

1.14

Narrator: When have you got English class?


Girl: Ive got English class on Tuesday afternoon at one
oclock.
Narrator: When have you got PE class?
Girl: Ive got PE class on Friday morning at eleven
oclock.
Narrator: When have you got Maths class?
Girl: Ive got Maths class on Wednesday afternoon at
three oclock.

Narrator: When have you got Science class?


Girl: Ive got Science class on Thursday morning at half
past nine.
Narrator: When have you got Spanish class?
Girl: Ive got Spanish class on Monday morning at
eleven oclock.
Narrator: When have you got IT class?
Girl: Ive got IT class on Wednesday afternoon at one
oclock.

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Introduction

2. Where are you from?


Unit objectives
To learn the names of different
countries.
To learn the names of different
languages.
To sing a song and a chant.
To read and understand a story
and a cartoon.
To say a tongue twister.

Target language
Vocabulary:
China, France, Ireland, Italy,
Mexico, Spain, the UK, the
USA; Arabic, Chinese, English,
French, Italian, Spanish

Teaching tip
Celebrate the wonderful world we live in by honouring the cultural origins of
all the children in the class. Ask the children to find out the origins of their
parents and grandparents and look up the flags of the corresponding regions
or countries. Draw an outline of the childs hand and ask them to decorate
their hands, inspired by their origins, in any way they want. Decorate the wall
or a tree with these hands to show a collective image of all the class origins.
Another way to celebrate the richness of our cultural differences in a playful
way is through different greetings. The children could greet like Eskimos by
rubbing noses, Maoris by touching noses and closing their eyes, like Japanese
people who bow or by shaking hands as they often do in the UK.

364246 _ 0001-0016.indd 2

Structures:
Where are you from?
Im from (France).
Hes/Shes from (Italy).
I speak (Chinese).
He/She likes (cycling).

Anticipating difficulties
In our globalised world you may find that the children in the class are from
different origins. They may originate from different regions of their country or
from completely different countries. Some children may feel ashamed of their
origins. This may be a sensitive issue for children who are adopted and it could
be healing if they could include both natural and adopted parents in the activity.

Ireland

Unit 2 Where are you from?

UK

USA

France

Spain

China

Italy

Mexico

1.22

Jake and Jane on holiday,


Take a plane to the USA!
07/02/12 10:34

EAN: 8431300160446 BEEP 4 Santillana Educacin S.L. 2012

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Unit 2 - Lesson 1A
Students Book, page 17
Objectives
To introduce and learn the
names of different countries.
To spell the names of the
countries.
To learn and sing a song.

Target language
Vocabulary:
China, France, Ireland, Italy,
Mexico, Spain, the UK, the
USA; Arabic, Chinese, English,
French, Italian, Spanish
Structures:
Im (Maria).
My names (Maria).
Im from (Spain).
I speak (Spanish).

Materials
Teachers i-book
CD
Unit 2 poster
Unit 2 flashcards

i-activity
i-poster
i-flashcards

Getting started
Put the poster on the board. Point to Spain and ask: What country is this?
SS: Spain. Point to another country and repeat the question. If the children dont
know, tell them the name of the country and make them repeat it. Then, point
to one of the countries and ask: Is this (Spain) or (the USA)? SS: Its (Spain).
Ask for volunteers to ask the questions. Then, put the flashcards face down
and ask a volunteer to turn one of them over. The child should then say the
name of the country and find it on the map on the poster. S1: This is (Spain).
Continue until you have done all the countries.
1 Listen and sing. 1.15
Say: Open your books at page 17. Ask the class to look at the picture and ask
them who they can see. Ask them what the characters are looking at (a globe).
Then, tell them they are going to hear a song about countries. Play the CD and
ask the class to listen. Play the recording again and ask the class to try to follow
the song in the book with their fingers. Play it again and encourage the children
to join in the singing. Join in yourself. Play the CD a few more times until the
children are more confident. Then, divide the class into groups and ask them to
sing the song.
2 Ask a friend.
Ask the children to look at the pictures and to read the names of the countries,
then ask a volunteer: David, how do you spell (Mexico)? S1: M-E-X-I-C-O.
Repeat with other volunteers and the other countries. Then, divide the class into
pairs and tell one of them to ask the question and the other to answer. Then, tell
the children to change their roles.
Finishing off
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 flashcard for (Italy). The child turns over a flashcard and tells the other
members of the class what country it is. S1: Its (Spain). 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.

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2. Where are you from?


1

Listen and sing.

LESSON 1

1.15

Do you know the countries rap?


Sing along with me!
Can you find them on the map?
How many countries can you see?
Ireland, France and the UK,
And over here, is the USA.
Can you point to Mexico?
How many countries do you know?
China, Italy and Spain,
Lets sing the countries rap again!

Ask a friend.

How do you
spell Mexico?
M-E-X-I-C-O

Mexico

Spain

Ireland

France

USA

Italy

China

UK

Countries

685999 _ 0017-0026.indd 17

CAE

17

Spelling: How do you spell (Mexico)?

18/02/15 13:22

Students develop cultural expression by learning and practising a song about different
countries and nationalities. Rhyme, music and chants are useful ways of memorizing
functional language and gaining confidence while practising in a group setting.

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2. Where are you from?


1

Look and find the countries.

France

Ireand

Italy

H
I

S
O

B
P

E
S

U
V

S
A

A
Z

E
X

N
A
I
P

T
B
E
I

E
A
W
X

E
R
L
E

P
Q
A
Y

L
A
C
F

O
N
I
A

I
C
O
N

N
M

R
I

E
R

U
E

K
L

U
A

W
N

E
D

USA

Mexico

Spain

UK

China

Colour and write.

1 China

The flag is

red

and

yellow

2 France

The flag is

blue

3 Spain

The flag is

red

and

4 Mexico

The flag is

green

white

5 Ireland

The flag is

green

6 UK

The flag is

blue

white

red

and

red

white

and

orange

red

and

white

yellow

and

13
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CAE



Students develop cultural awareness by colouring flags from different countries.


This activity also helps children to reinforce their geographic knowledge.

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Unit 2 - Lesson 1B
Activity Book, page 13

Objectives
To recognise different
countries.
To recognise and describe
different flags.

Target language
Vocabulary:
China, France, Ireland, Italy,
Mexico, the UK, the USA
Structure:
The flag is (red) and (yellow).

Materials
Teachers i-book
Unit 2 flashcards

Getting started
Show the flashcards one at a time and ask the children, as a group, to name
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. Then, ask two
children to come to the front. One chooses a flashcard and asks the other: What
country is this? And then: What colour is the flag? The other child answers.
1 Look and find the countries.
Say: Open your Activity Books at page 13. Ask the children to look at the
countries and to name them one by one. When they have done that, explain
that they have to find the countries in the word search and then write the names
of each country underneath. Go around the class checking that the children
have written the correct countries.
2 Colour and write.
Place the flashcards around the room so that the children can refer to them
if necessary. Say: Look at Activity 2. Explain to the children that they have to
colour the flags and then complete the sentences. When they have finished, ask
for six volunteers to read out their answers.
Finishing off
Having hidden a flashcard behind your back, ask the children to take turns to
guess what it is. Continue until the children have guessed all the countries.
Then, ask for volunteers to take over your role.

Resources
Reading and Writing
Teachers Resource Book, page 138
Activity 1: Tell the children to write the country and nationality below each of the corresponding pictures.
Activity 2: Tell the children to read the text. They then read the sentences and put a tick in the box if the
information is correct, or a cross if the information is incorrect.

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Unit 2 - Lesson 2A
Students Book, page 18
Objectives
To listen to, read and say
simple sentences about
countries and languages.
To act out a short dialogue.

Target language
Vocabulary:
China, France, Ireland, Italy,
Mexico, Spain, the UK, the
USA
Structures:
Where are you from?
Im from (Italy).
Im (nine) years old.

Materials
Teachers i-book
CD
Unit 2 flashcards
cards with names of famous
people written on them

i-activity
i-flashcards

Getting started
Put the flashcards on the board and turn one over. Ask for five volunteers to
come to the front of the class and take a flashcard. Say: Where are you from?
One child turns the flashcard over and says: Im from (Spain). When he/she
has finished, point to one of the other volunteers who is holding a flashcard
and ask: Wheres he/she from? S1: Hes/shes from (China). Continue with the
other volunteers. Then, ask five different children to come to the front, and
repeat the process.
3 Listen and read. 1.16
Say: Open your books at page 18. Ask the children to look at the picture, and
elicit who the people are. Ask the children where they come from. Then ask
what they are doing. Tell them they are going to listen to Karim talking to a
girl called Tania who is from Italy. Play the CD and ask the children to follow
the dialogue with their fingers. Play the recording 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. Finally, choose pairs to come to the front and act out for the rest of
the class.
4 Ask and answer in pairs.
Ask the children to look at the photos and the information in Activity 4. Ask
questions around the class: Whats his/her name? How old is he/she? Where is
he/she from? Then, ask for two volunteers to read out the dialogue. Divide the
class into pairs and ask one of the children to choose a character. The other
child asks the questions and tries to discover the name of the character. The
children then reverse their roles and repeat the activity. Finally, give the children
thirty seconds to study the characters. Then, ask them to close their books and
divide the class into teams. Ask questions about the characters and give points
for correct answers: How old is Alex? Wheres Laura from?
Finishing off
Play Guess who! Prepare cards showing the names of famous people (singers,
sports stars, actors, TV stars, world leaders), their ages and the country they
are from. Invite a volunteer to the front and give them a card. Other children ask
questions: Where are you from? How old are you? Whats your job? and try to
identify the person.

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UNIT 2 LESSON 2

1.16

Listen and read.

Listen and re

Read and wri

Hi, my names Karim.


Hello, Im Tania.
Where are you from?
Im from Italy.
Do you like skateboarding?
Yes, its my favourite sport.
Look! Hes skateboarding with
his hands!
Thats Mickey Moon.
Hes fantastic!
Wheres he from?
Hes from the USA.
And look at that girl.
Shes jumping!
Yes, thats Rosie Ryan.
Shes from Ireland.

Beep on Grammar, page 4.

Where are you from?

Shes brilliant!
Where are you from?

the USA.
Spain.

Ask and answer in pairs.

Spain 9
Laura

Mexico 8
Pablo

UK 10
Daniel

UK 9
Chloe

Where are you from?

Introductions

685999 _ 0017-0026.indd 18

Spain 10
Alex

Im nine.

Are you Chloe?


18

Mexico 9
Lucia

Im from the UK.

How old are you?

MST

Im from

Yes, I am!
Where are you from?

18/02/15 13:22

Students develop mathematical competence by revising the numbers in English when


asking about ages. Using maths in English class helps to consolidate both content and
language knowledge.

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Where are you from?

Im from

I speak

Spain.
Ireland.
China.
Spanish.
English.
Chinese.

Look and complete the speech bubbles.

Where are
you from?
Im from
the UK.

Im

from

Im from
China.

Spain

the USA

Im from
the USA.

China

the UK

Im from
Spain.

Follow the lines. Circle and write the country.

1 Shes / Hes from M e x i c o .

2 Shes / Hes from I t a l y .

3 Shes / Hes from I

r e l a n d.

4 Shes / Hes from F r a n c e .

14
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LC



Students develop Linguistic competence by gaining oral fluency through practising saying
where people are from.

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Unit 2 - Lesson 2B
Activity Book, page 14

Objectives
To practise naming countries
and their languages.
To practise speaking about
different countries.

Target language
Vocabulary:
Chinese, English, French,
Italian
Structures:
Where are you from?
Im from (Spain).
I speak (Spanish).
Hes/Shes from (Mexico).

Materials
Teachers i-book
Unit 2 flashcards

Getting started
Ask for a volunteer to come to the front of the class to take a flashcard. Then
say: Where are you from? S: Im from (Spain). T: What language do you speak?
S: I speak (Spanish). Ask for two more volunteers and give them a flashcard
each. Ask them to repeat the activity. Then, divide the class into pairs and
hand out the flashcards. The children ask and answer the questions in pairs.
Ask some of the children to the front of the class with their flashcards. Ask
them to hold up the flashcards one by one. When they do, the rest of the class
calls out: He/She is from (Spain).
3 Look and complete the speech bubbles.
Tell the children to open their Activity Books at page 14. Ask them to look at the
table at the top of the page. Then ask them to look at Activity 3. Explain that
they have to use the words to complete the speech bubbles. When they have
finished, ask the children to read out their sentences.
4 Follow the lines. Circle and write the country.
Tell the children to look at Activity 4. Explain that they have to circle either Shes
or Hes and then write the correct name of the country. Walk around the class
correcting the exercise.
Finishing off
Ask the class to take out their notebooks and draw a map of Spain and the
Spanish flag. Then, write the following sentences on the board and ask the
children to complete them in their books:
Spain.
Spanish.
The Spanish flag is

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Unit 2 - Lesson 2C
Arts and Crafts

Objectives
To practise target vocabulary
and structures.
To interact with classmates.

Key language
Vocabulary:
China, France, Mexico, Spain,
the UK, the USA; camping,
gardening, playing football,
reading ghost stories, surfing
Structures:
My names (Carlos).
His/Her names (Flavia).
Hes from (the UK).
She likes (playing the guitar).

Getting started
Place five images on the board of people doing different activities: surfing,
camping, etc. Describe one of the pictures and ask the children to guess
which picture you are referring to. When they know, they put their hands up.
Begin with: Hi, my names (Flavia), Im from (Italy). I like (playing the guitar).
Make a descriptive poster
Hand out the photocopies of the descriptive poster template. Tell the children to
colour the illustrations. They then cut out the illustrations and the descriptions.
Tell the children to read the descriptions and match them to the correct
pictures. When they have finished, they glue the illustrations and descriptions
on a separate piece of card.

Materials
Teachers i-book
scissors
paper
card
glue
pictures of people doing
different activities
pieces of paper with the
childrens names written
on them
Students develop
cultural expression
in the classroom by
creating a descriptive poster.
CAE

Finishing off
Play Who am I? Have all the childrens names ready on separate pieces of
paper and put them in a bag. In class, write a list of activities from the unit
on the board. Ask them in groups to come quickly to the board and write
their name under the activities they like. Then, go around the class and
ask the children to take out one of the pieces of paper, look at it and then
keep it a secret. Tell the children they have to be the child on the paper.
Demonstrate with a volunteer first, ask them where they are from and what
they like and dont like, from the information on the board. The other children
guess. SS: Youre (Pablo). They only have two guesses.

Resources
Arts & Crafts
Teachers Resource Book, page 15

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rlos.
s Ca e lik
H
ame
His n Mexico.
from rdening.
Hes
ga

os. kes
li
Carl
es . He
nam ico
His Mex ing.
m
fro arden
s
e
g
H

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Unit 2 - Lesson 3A
Students Book, page 19
Objectives
To listen to, read and say
simple sentences about
countries and languages.
To read an e-mail and write an
introduction about yourself.

Target language
Vocabulary:
China, France, Ireland, Italy,
Mexico, Spain, the UK, the
USA; Arabic, Chinese, English,
French, Italian, Spanish
Structures:
My names (Maria).
Im from (Spain).
Im (nine) years old.
I speak (Spanish).

Materials
Teachers i-book
CD
Unit 2 flashcards

i-flashcards

Getting started
Put the flashcards on the board and turn one over. Show it to the class and
say: Im from (Spain). I speak (Spanish). Write the word Spanish on the board.
Go through the other countries to introduce the other languages (Chinese,
English, French and Italian). Ask for five volunteers to come to the front of the
class and give them each a flashcard. Ask them to introduce themselves.
S1: Im from (China). I speak Chinese. S2: Im from (the USA). I speak (English).
Then ask the children in turn: Where are you from? S1: Im from (Spain).
T: What languages do you speak? S1: I speak (Spanish) and (English).
5 Listen and read. Then, listen and say True or False. 1.17
Say: Open your books at page 19. Ask the children to look at the pictures and
identify the countries from the flags. Tell them they are going to listen to four
people talking about themselves. Play the CD and tell the children to follow the
text with their fingers. Play the recording again, pausing to ask: Whats his/her
name? Wheres he/she from? What languages does he/she speak? Then tell the
children to repeat one of the texts. Finally, tell the children to say true or false
according to what they hear at the end of the recording.
Answers
True, False, False, True, True, False
6 Read and write about you.
Ask the children to read the e-mail and the letter in Activity 6. When they have
finished, ask volunteers to read them aloud. Then ask questions: Whats his name?
How old is he? Wheres Alicia from? What languages does she speak? What are
her hobbies? Then, ask the children to write an e-mail about themselves using the
same structure. Children with fewer writing skills can use Sams e-mail or Alicias
letter as a model text and substitute that information for their own. More able
children can be invited to include additional information about their family, pets,
daily routines, etc.
Finishing off
Flashcards game. Describe a flag and ask the class to name the country. Its red,
white and blue. Its got 50 stars. SS: The USA. Hand out the flashcards and ask
the children to do the same.

Transcript
Listen and read. Then, listen and say True or False.
Boy: My names Nico. Im from Italy. I speak Italian and
English.
Girl: Im Marta. Im from Spain. I speak Spanish and
English.
Girl: My names Jia. Im from China. I speak Chinese,
English and Spanish.

1.17

Boy: Im Ahmed. Im from France. I speak French,


English and Arabic.
Narrator: Jia is from China. Marta speaks Arabic and
Italian. Ahmed is from Italy. Nico speaks Italian and
English. Jia speaks Chinese, English and Spanish.
Ahmed speaks French and Chinese.

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IT 2 LESSON 2

UNIT 2 LESSON 3

Listen and read. Then, listen and say True or False.

1.17

My names Nico. Im from Italy.


I speak Italian and English.

Im Marta. Im from Spain.


I speak Spanish and English.

My names Jia. Im from China. I speak


Chinese, English and Spanish.

Im Ahmed. Im from France. I speak


French, English and Arabic.
Beep on Grammar, page 5.

6
Spain 10
Alex

Read and write about you.

Hello friends!
My names Sam. Im nine years old.
Im from the USA. I speak English,
Spanish and French.
My hobbies are swimming and
playing the guitar.
Please write to me!

Languages

Hobbies

Hi!
My names Alicia. Im eight years old.
Im from Mexico. I speak English,
Spanish and Italian.
My hobbies are listening to music
and writing to my key pals!
Please write to me!

Im from (Italy). I speak (Italian).

685999 _ 0017-0026.indd 19

IE

19
18/02/15 13:22

Students develop their initiative by writing a short text about themselves. Autonomy
empowers them to participate actively in all aspects and work with teachers in their
educational development.

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Look and write.


Spanish

Hello!
English

Italian

English

Chinese

Bonjour
French

Arabic

French

Arabic

Hola!
Spanish

Chinese

Buon giorno
Italian

Look at the table and write.


1

English

from

Mexico

Chinese

Italian

the USA

and

speak

France

Im

China

Spanish

Ireland

French

1 B5

A2 A3.

C1

B3

C3

B2

A1.

Im from Mexico. I speak Spanish and English.


2 B5

A2 B1.

C1

B3

A1

B2

C5.

Im from the USA. I speak English and French.


3 B5

A2 C2.

Im from China.
C1

B3 A4

B2 A5.

I speak Chinese and Italian.

15
BLQGG

CAE



Students develop and consolidate cultural awareness by identifying ways of saying Hello!
in six different languages and matching them with typical features of each country.

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Unit 2 - Lesson 3B
Activity Book, page 15

Objective
To practise target language.

Target language
Vocabulary:
Arabic, Chinese, English,
French, Italian, Spanish;
China, Egypt, England, France,
Ireland, Italy, Mexico, Spain, the
USA
Structures:
Im from (Mexico).
I speak (Spanish).

Materials
Teachers i-book
Unit 2 flashcards

Getting started
Place the flashcards around the classroom. Say the name of a country (Spain)
and ask for a volunteer to go to the flashcard, hold it up and say: They speak
(Spanish). Ask for another volunteer to take over your role. Repeat several
times with other volunteers.
5 Look and write.
Say: Open your Activity Books at page 15. Look at Activity 5. Ask the class to
look at the pictures and see if they can identify the countries. When they have
done that, ask them to look at the words in the word box. Tell them that all the
words mean Hello in the different languages. Explain that they have to write the
correct name of each language under the words for Hello. Check the exercise
by asking the class to read out their answers.
6 Look at the table and write.
Tell the children to look at the table in Activity 6. Explain to them how the code
works and practise a few examples. Call out a letter and number (A5) and
ask the children what word it is (Italian). Then, ask them to decipher all three
sentences. When they have finished, ask for three volunteers to read out their
answers.
Finishing off
Divide the class into pairs. Tell the children that they each have to write a
sentence for their partner using the code in Activity 6. The children encode
their sentences and then give them to their partners to decipher. When they
have finished, ask for volunteers to read out their sentences.

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Unit 2 - Lesson 4A
Students Book, pages 20 and 21

The concert!
7

Objectives

Read and listen to the story.

UNIT 2 LESSON 4

UNIT 2 LESSON 4

Find
and
say!

1.18

To enjoy a story.

Sheena Shine is
singing on Saturday!
Thats Riff Raff.
He plays the guitar
in Sheenas band!

To read and listen for


comprehension.
To consolidate the language of
the unit.

Target language
Vocabulary:
France, Mexico; English,
French, Spanish; dancing,
listening to music
Structures:
He speaks French and Spanish.
He doesnt speak English.
Hes from France.
Lucy likes listening to music.
Tom doesnt like Sheena Shine.

Materials
Teachers i-book
CD
Unit 2 story cut-outs
More
Unit 2 flashcards
practice
photocopies of
Teachers Resource Book,
pages 107 and 108

i-flashcards
More
phonics
i-story cards

Can we go to the
concert, Dad?
Lucy likes listening to music and dancing.
Her favourite singer is Sheena Shine. Sheena
is from Mexico and shes very clever. She can
speak Spanish, English and French.
Everybody likes Sheena Shine. There are
no tickets left.

andShine.
Spanish, but he doesnt
2 like Sheena
2 spea
Tom doesnt

Lucy is very sad. She wants to go to the concert.


Lucy is very sad. She wants to go to the concert.

Look at that
car, Dad!

Look at that
car, Dad!

Er!

685999 _ 0017-0026.indd 20

More
phonics

Riff is from France. He speaks Fre

Tom doesnt like Sheena Shine.

Sorry, Lucy, we cant


go to the concert.

20

More
practice

Languages

Can for ability, Likes


permission
and possibility
Languages
and dislikes

Likes and dislikes

18/02/15 13:22

Getting started
P P
Play a game with the flashcards. Show the class the flashcards and elicit the
name of each country. Then, stick them to the left side of the board, with the
pictures
F the board. Next, repeat with the word cards and stick them
F facing
face down to 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
SC SCIf they match, the team wins the pair. If not, turn them over
the countries.
again. Next, a volunteer from Team B has a turn. The winner is the team to win
the most pairs.
Before you read
Say: Open your books at page 20 and look at Lesson 4. Hold up your book and
point to the series of pictures at the top of page 21. Say: Find the (guitar) in
the story and elicit the scene number (scene 8). 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: Does Tom like Sheena Shine? Can they go to the
concert? Does Lucy want to go to the concert?

i-poster

i-flashcards

IWB

i-book

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UNIT 2 LESSON 4

CAE

Find
and
say!

Find
and
say!

Students develop cultural expression by creating


their own story booklet with the template and
stickers.

Dad helps to fix the car.

Thats Riff Raff.


He plays the guitar
in Sheenas band!

Thats Riff Raff.


He plays the guitar
in Sheenas band!

Riff is from France. He speaks French

Hello!

Riff is from France. He speaks French

andShine.
Spanish, but he doesnt
and Spanish, but he doesnt speak English.
2 speak English.
e Sheena

She wants to go to the concert.

Look, Lucy, its


Sheena Shine!

Hello! Can
I help?

Lucy is happy now.

Here are three tickets


for my concert.

Look at that
car, Dad!

Er! Merci!

And thank you to


Lucy and Tom!
Now we can
go to the concert.
Thank you!

4
Can for ability, Likes
permission
and possibility
Languages
and dislikes

Can for ability, permission and possibility

685999 _ 0017-0026.indd 21

And look! Tom likes Sheena Shine now.

8
21
18/02/15 13:22

7 Read and listen to the story. 1.18


Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: What is Lucy doing? Who is her favourite
singer? Wheres Sheena from? What languages can Sheena speak? When is the
concert? Does Tom like Sheena Shine? Are there any tickets? Write the main
parts from the story on the board: Narrator, Lucy, Tom, Riff, Sheena, TV voice.
Divide the class into groups of six and tell them to take a part each and read
the story. Follow up by asking the children: Do you like dancing? Where are you
from? What languages can you speak?
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 Teachers Resource Book, pages 107 and
108). Instruct them to look at the Students 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
Students 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 put up their
hands. Elicit the scene number from the children.

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The concert!
7

9
Order the pictures, then read and write True or False.

The concert is on Wednesday.

False

Sheena Shine is from the USA.

False

10
Lucy and Dad get tickets for the concert.

False

Lucy wants to go to the concert.

True

Look at the story and correct the mistakes.


1 Sheena Shine is singing on Monday.

Sheena Shine is singing on Saturday.


2 Dad likes listening to music and dancing.

Lucy likes listening to music and dancing.


3 Riff Raff is from Mexico.

Riff Raff is from France.


4 Tom helps to fix the car.

Dad helps to x the car.

16
BLQGG

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 to develop literacy skills and students self-confidence.

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Unit 2 - Lesson 4B
Activity Book, page 16

Objectives
To focus on comprehension of
the story in the unit.
To review key vocabulary from
the story.

Target language
Vocabulary:
Monday, Wednesday, Saturday;
France, Mexico, the USA
Structures:
The concert is on (Saturday).
Where is (Sheena Shine) from?
Sheena Shine is from (Mexico).
Lucy likes (listening to music)
and (dancing).

Materials

Getting started
Remember the story. Ask the class questions about it: What are the names
of the children? Where are they? Where is Sheena Shine from? Then, ask
them to open their Students Books at Lesson 4. Assign the parts to seven
volunteers (Narrator, TV voice, Tom, Lucy, Dad, Sheena, Riff). Read the story
out loud.
7 Order the pictures, then read and write True or False.
Ask the children to look at the scenes and to number them in the same order
as they appear in the Students Book. Then, write the first sentence on the
board: Sheena Shine is from the USA. Ask the children to look at their Students
Books and say whether the sentence is true or false. Continue with the other
sentences, but tell the children to read the sentences and to write down their
answers.
8 Look at the story and correct the mistakes.
Ask the class to look at the sentences in Activity 8 and tell them that they are
not correct. Tell the children to look at the story and then write the sentences
correctly. When they have finished, ask for volunteers to read out their answers.

Teachers i-book

Resources
DVD 1
DVD UNIT 2 Animated story: The concert!
Teachers Resource Book, page 27
Activity 1: Tell the children to read the incomplete information. Play the DVD, and while the children watch and
listen, they fill in the missing information. Play the DVD again so they can check their answers. Ask the children
what they learned about Sheena Shine.
Activity 2: Tell the children to look at the pictures and read the question below the picture. Play the DVD, and as
they watch and listen, the children order the pictures with numbers and answer the question. Play the DVD again
so they can check their answers.
Activity 3: The children look at the pictures of the countries. They then unscramble the countries and nationalities
on the left and put their corresponding letters in the boxes provided.

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Look at the story and complete.

Now
we
go

can

Hello

to the
concert.

Look ,
Lucy
,
its Sheena
Shine!

10

Can

!
I

help

And
thank
you
to
Lucy and
Tom !

Read and write about your hero in your notebook.

My hero is
S
Shes from heena Shine.
Mexico.
Shes a sin
g
Shes 18 y er.
ears old.
Shes fant
astic!

17
BLQGG

LC



Students develop Linguistic competence by participating in a lesson providing practice in listening


skills through being in an environment where English is used systematically.

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Unit 2 - Lesson 4C
Activity Book, page 17

Objectives
To focus on comprehension of
the story in the unit.
To review key vocabulary from
the story.

Target language
Vocabulary:
Monday, Wednesday, Saturday;
France, Mexico, the USA;
concert, tickets
Structures:
My hero is (Sheena Shine).
Shes from (Mexico).
Shes (18) years old.
Shes a (singer).

9 Look at the story and complete.


Tell the children to look at the story and find the four pictures in Activity 9. Then,
ask them to complete the sentences on the lines provided. When they have
finished, ask for four volunteers to read out their sentences. Explain that their
task is to complete the sentences by referring to the story in the Students Book.
10 Read and write about your hero in your notebook.
Ask the children to look at Activity 10. Explain that they have to read the text
and then use it as a model to write about their own hero. When they have
finished, ask the children to read out their texts.
Finishing off
Do a class survey using the texts which the children wrote for Activity 10.
Make a list on the board of all the different professions, ages and nationalities.

Materials
Teachers i-book

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Unit 2 - Lesson 5A
Students Book, page 22
Objectives
To practise short descriptions
of people.
To sing a chant.
To consolidate the language of
the unit.

Target language
Vocabulary:
cycling, dancing, listening,
painting, playing basketball,
reading, singing, surfing,
swimming, taking photos
Structures:
Hes from (France).
She likes (listening to music).
What about you?

Materials
Teachers i-book
CD
cards with famous people
written on them

i-activity

Getting started
Revise and practise the verbs for leisure time activities. Ask a volunteer: Do
you like (listening to music)? Review all the verbs and then ask the children
to ask each other questions using the activity verbs. Then, choose one of
the children and say: I like (cycling). What about you? S1: I like (cycling) too.
Practise the new structure with the rest of the class.
8 Listen and say the chant. 1.19
Play the CD and encourage the children to listen. Say: Open your books at page
22. Play the recording again and ask the children to follow it in 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 four teams. Ask Team
A to say the first verse, Team B to recite the second, Team C to chant the third
and Team D to recite the fourth. Then, reverse roles and repeat. Divide the class
into pairs and tell the children to choose a person and to ask their partner: Who
is it? S1: Shes from China. She likes cycling and reading comics. Who is it? S2:
Ling. Hes from France. He likes painting and swimming in the sea. Who is it?
S1: Paul.
9 Read and say the picture.
Ask the children to read the four sentences and decide which picture they
refer to. Ask a volunteer to read sentence 1 and another volunteer to name
the picture out loud. Repeat with other volunteers until you have read all the
sentences.
Answers
1C
2A
3B
4D
Finishing off
Play Guess Who! Prepare cards showing the names of famous people
(singers, sports stars, actors, TV stars, world leaders), their ages and
countries. Invite a volunteer to the front and give them a card. Other children
ask questions: Where are you from? How old are you? Whats your job? and
try to identify the person.

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UNIT 2 LESSON 5

Listen and say the chant.

1.19

10

Read about C

11

Say the coun

12

Do the quiz. L

Paul is from France.


He likes painting
And swimming in the sea.
Flor likes skiing
And singing songs.
Shes from Italy.
Ling is from China.
She likes cycling
And reading comics too!
Marc likes dancing.
Hes from Spain.
What about you?

Read and say the picture.


1 Tara is from Ireland.
She likes listening to music.

2 Roberto is from Mexico.


He likes playing basketball.

4 Mac is from the USA.


He likes surfing.

3 Lorna is from the UK.


She likes taking photos.
A

22

Countries

685999 _ 0017-0026.indd 22

SCC

Hobbies

(Mac) is from (the USA). He likes (surfing).

18/02/15 13:22

Students develop Social competence by learning the rules for Guess who! Games help
students to learn English and social skills at the same time, such as following accepted rules
and taking turns.

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11

12

Listen and number.

13

3.5

Look and write.

Berta likes

playing

likes

Jack

the

football

playing
guitar
.

Leonard

Alberta

likes

likes

reading

singing

14

18
BLQGG

DC



Students develop Digital competence in the classroom by extracting specific information from a
short CD recording.

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Unit 2 - Lesson 5B
Activity Book, page 18

Objective
To practise speaking about
different activities.

Target language
Vocabulary:
China, Ireland, Italy, Spain,
the UK, the USA; listening
to music, painting, playing
football, playing the guitar,
reading, running, singing,
skiing, swimming
Structures:
(Claudia) is from (Spain).
He likes (playing the piano).

Materials

Getting started
Remind the children of the structure He/She likes (swimming). Practise by asking
the children questions: (Mara), do you like swimming? (David), does (Mara) like
swimming? Encourage the children to give you complete answers: Yes, Mara
likes swimming. Make sure the children pronounce the s at the end of likes.
11 Listen and number. 3.5
Say: Open your Activity Books at page 18 and look at Activity 11. Look at the
pictures. When the children have looked at the pictures, tell them they are going
to listen to the CD and number the pictures. Play the recording. The children
listen. Play the recording again and the children number the pictures. When they
have finished, ask them to say the numbers of the pictures. Correct the activity
and then play the CD again so that the children can check their answers.
12 Look and write.
Say: Look at Activity 12. Explain to the children that they have to complete the
sentences using likes + an activity. Correct the exercise by asking for volunteers
to read out their sentences.

Teachers i-book

Finishing off
Write three questions on the board: Whats his/her name? Where is he/she
from? What does he/she like doing? Tell the children to invent a pen friend and
to answer the questions in their notebooks. When they have finished, ask for
volunteers to read out their answers.

Resources
Language
Teachers Resource Book, pages 52 54
Reinforcement
Activity 1: Tell the children to read the names of the countries. They then look at the pictures of the countries
below. They write the names of the countries under the correct pictures.
Activity 2: The children look at each picture and read the names of the languages in the word box. Finally, using the
pictures and word box, they complete the sentences at the bottom of the page.
Consolidation
Activity 1: Tell the children to look at the pictures and write the name of each country below the corresponding
picture. They then say the names of the countries.
Activity 2: Tell the children to look at each picture. They then complete the sentences at the bottom of the page.
Extension
Activity 1: Tell the children to look at the pictures and say the name of each country. They then write the names in
the spaces below each picture.
Activity 2: Tell the children to look at each picture and say where each child is from. They then write sentences at the
bottom to explain where each child is from and what language he/she speaks. They read the sentences out loud.

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Unit 2 - Lesson 6A
Students Book, page 23
Objectives
To read about two countries.
To do a countries quiz.

Target language
Vocabulary:
Asia, South America; fireworks,
jaguars, kites, parrots
Structure:
How do you say Hello in
French?

Materials
Teachers i-book
CD
Unit 2 poster

i-activity
i-poster

Getting started
Put the poster on the board. Ask the children to identify various countries and
then ask: Is (Italy) in Europe or Asia? Practise saying the other continents.
Then, ask the children to describe some flags. Say: Susana, describe the
(Italian) flag. S1: It is green, white and red. Practise with other flags and then
tell the children to ask each other some questions.
10 Read about China and Brazil.
Say: Open your books at page 23. Ask the children to read the two texts
in Activity 10. Then, tell them to close their books and ask them some
comprehension questions. Is China big or small? Where is it? What is the capital
city? What colour is the Chinese flag? What sports are popular in China? Then,
ask similar questions about Brazil.
11 Say the country.
Say: Look at Activity 11. Ask the children to read the four sentences and to say
which country each sentence is describing.
Answers
1 Brazil, 2 China, 3 Brazil, 4 China
12 Do the quiz. Listen and check your answers. 1.20
Ask the children to do the quiz. When they have finished, play the CD and correct
the activity. When they have done that, review the activity orally to make sure all
the children have the correct answers.
Finishing off
Ask the children to write a short text about their country, using the following
model: The flag is _______________. ________ is the capital city.
(A famous person) ________ is from __________. The people speak _________.
_____ and _______ are favourite foods in _______. When they have finished,
ask for volunteers to read out what they have written.

Transcript
Do the quiz. Listen and check your answers.

1.20

1 Whats the capital city of the USA? Los Angeles,


Chicago or Washington DC?
Child: Its Washington DC.
2 What colour is the Italian flag? Red and yellow, or
green, white and red?
Child: Its green, white and red.
3 How do you say Hello in French? Hola, bonjour or bon
giorno?
Child: Its bonjour.

4 Whats the capital city of China? Beijing, Hong Kong


or Tokyo?
Child: Its Beijing.
5 What colour is the French flag? Blue, white and red, or
black, yellow and red?
Child: Its blue, white and red.
6 How do you say Bye! in Italian? Adis, ciao or au
revoir?
Child: Its ciao.

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NIT 2 LESSON 5

UNIT 2 LESSON 6

10

Read about China and Brazil.

China
China is a big country in Asia.
The capital city is Beijing.
The Chinese flag is red with five yellow stars.
Kites, fireworks and paper are Chinese
inventions.
Table tennis and gymnastics are popular
sports in China.

11

12

Brazil
Brazil is a big country too. Its in South
America. Brasilia is the capital city.
The Brazilian flag is green, blue and yellow.
You can visit the Amazon rainforest in Brazil.
Jaguars and parrots live there.
Football and volleyball are popular sports
in Brazil.

Say the country.


1 The flag is green, blue and yellow.
3 Gymnastics is a popular sport.

2 You can see jaguars there.


4 Its a big country in Asia.

Do the quiz. Listen and check your answers.

1.20

1 Whats the capital city of the USA?


Los Angeles

Chicago

Washington D.C.

2 What colour is the Italian flag?


red and yellow

green, white and red

3 How do you say Hello in French?


Hola

Bonjour

Bon giorno

4 Whats the capital city of China?


Beijing

Hong Kong

Tokyo

5 What colour is the French flag?


blue, white and red

black, yellow and red

6 How do you say Bye! in Italian?


Adis!

Ciao!

Au revoir!

Learning about China and Brazil

685999 _ 0017-0026.indd 23

CAE

23
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Students develop cultural awareness by doing a countries quiz. This activity also helps
children to reinforce their geographic knowledge.

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13

Read about France and complete.

3
red

Europe

football

French

bikes

city

France
France is a big country in
The capital
People speak

Bikes

14

Europe

red

. The flag is blue, white and

city
is Paris. You can visit the Eiffel Tower there.
French . Popular sports are skiing and football

are a French invention.

Complete and find the mystery country.


1 Whats the capital city of France?
2 The Italian flag is

O W

M A

3 The Brazilian flag is yellow, green and

4 The Spanish flag is red and

B
4

5 This country is in Europe. The capital city is Rome.


6 This country is in Asia. The capital city is Bejing.
7 Whats the capital city of Spain?
Whats the country?

, white and red.

5
6

C
7

Ireland

19
BLQGG

MST



Students develop mathematical competence by counting the number of letters for each
word in order to complete a crossword. The association between numbers and spelling
can help children to improve memorization strategies for vocabulary.

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Unit 2 - Lesson 6B
Activity Book, page 19

Objectives
To write about a country.
To do a crossword.

Target language
Vocabulary:
China, England, France,
Ireland, Italy, Spain, the UK;
Asia, Europe; Brazilian, French,
Italian, Spanish; football, skiing
Structures:
What is the capital of
(England)?
The (Spanish) flag is (red) and
(yellow).
The people speak (French).

Materials
Teachers i-book
Unit 2 poster

Getting started
Put the poster on the board. Ask for a volunteer to come to the front and point
to the UK and then ask the class some questions about that country. Is the
UK big or small? What colour is its flag? What is the capital of the UK? Ask for
another volunteer to choose a different country and to ask the questions.
13 Read about France and complete.
Say: Open your Activity Books at page 19. Look at the picture in Activity 13. Ask
the children if they can guess which country it is. Then, tell them they are going
to read about France. Explain that the sentences are not complete and that they
have to fill in the gaps using the words in the word box and with the help of the
picture. The children complete the sentences. When they have finished, ask for
volunteers to read out their texts. You could then ask comprehension questions
like the ones in the Getting started section above.
14 Complete and find the mystery country.
Say: Look at Activity 14. Tell the children that they have to answer the questions
and write the words in the correct boxes so that when they have finished, the
letters in the bold boxes will spell the name of a country. The children answer
the questions. When they have finished, ask for volunteers to read out the
questions for other children to give their answers. When they have finished, ask
them what the mystery country is.
Finishing off
Ask the children to choose a country. Tell them to use Activity 13 as a model
and ask them to write a short description of their country. When they have
finished, ask for volunteers to read out what they have written.

Resources
DVD 2
DVD Unit 2 Real Kids
Teachers Resource Book, page 28
Activity 1: Tell the children to read the sentences. Play the DVD, and as they watch and listen, the children cross
out the mistakes in the sentences and write the correct sentence underneath. Play the DVD again so they can
check their answers.
Activity 2: The children unscramble the words and write the correct words on the lines below. They then write the
words next to their corresponding planet pictures.

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Unit 2 - Lesson 7A
Students Book, page 24
Objectives
To read a text about New York.
To say a tongue twister and
practise the ai sound.

Target language
Vocabulary:
building, statue, taxi
Structures:
There are lots of famous
buildings.
Its very big.

Materials
Teachers i-book
CD
Unit 2 poster

Getting started
Ask the children questions about New York to find out what they know. Ask:
Where is New York? Do you know any famous statues or buildings there? What
is the name of the big park? What language do they speak?
13 Read and complete the sentences.
Tell the children to read through the texts. Then, ask some volunteers to read
the sentences aloud. Ask them the name of three famous sights. The children
then copy and complete the sentences. Put them into small groups to check
their answers. Then, check the answers together as a class.
Answers
1 very tall
2 its head
3 yellow
4 Central Park
14 Listen and say a tongue twister. 1.21
Tell the children they are going to learn a tongue twister. Play the CD and
encourage the children to repeat each line in the pauses. Play the recording
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 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 with clapping along.
Finishing off
Ask the children to say the tongue twister in different ways. Let them try saying
it as fast as possible and see who can say it the fastest.

Resources
Phonics
Teachers Resource Book, page 94
Activity 1: Play the CD and ask the children to repeat the names they hear. Play the CD again for extra
pronunciation practice.
Activity 2: Tell the children to unscramble the words, look at the pictures and then draw lines to match the
pictures to the words.
Activity 3: The children search for the words in the box to complete the word search puzzle.

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Culture
13

UNIT 2 LESSON 7

Read and complete the sentences.

Review
1

Read and liste

Write the sen

My city!
Hi, Im Declan. Im from New York.
Lots of people come to New
York on holiday.

There are lots of


famous buildings in
New York.
The Empire State
Building is very tall.

The Statue
of Liberty is
amazing. There
are windows in
its head!

In New York
there are lots of
different types of
transport.
There are lots of
yellow taxis.

My favourite
place is Central
Park. Its very big!
There are lots of
trees and lakes.

1 The Empire State Building is ... .


3 The taxis in New York are ... .

14

Listen and say a tongue twister.

2 The Statue of Liberty has windows in ... .


4 There are lakes in ... .
1.21

Jake and Jane on holiday,


Take a plane to the USA!

24

New York sights

685999 _ 0017-0026.indd 24

LC

There are lots of (yellow taxis).

Phonics sound ai as in Jake

18/02/15 13:22

Students develop Linguistic competence and comprehension by developing a musical


rhythmic association between phonology and word stress by learning a chant for the
sound ai.

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IT 2 LESSON 7

Review
1

UNIT 2
1.22

Read and listen. Then write.


Beep and Robby are at an international
1 ... festival.

Do you
speak 2 ... ?

I love eating
cheese!

Come on, Robby,


Im hungry!
Me too!

Yes, I do.

Mmm! What
are 4 ... ?

This spaghetti
is from 3 ... .

Be careful!
Theyre chillies!
I dont like
spaghetti.

In New York
there are lots of
different types of
transport.
There are lots of
yellow taxis.

Heres some 6 ...


from Italy!
Ouh!

indows in ... .

Thank you!
Oh, no! Beep 5 ... like the chillies!

Write the sentences in order.


1 Robby doesnt like spaghetti.
2 Robby loves eating cheese.
3 Beep doesnt like the chillies.

4 The chillies are from Mexico.


5 The ice cream is from Italy.
6 Beep and Robby are at a food festival.

Revision of likes and dislikes

685999 _ 0017-0026.indd 25

LL

Food

25
18/02/15 13:22

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
Students Book, page 25

Objectives
To read and listen to a cartoon
story.
To review the language of the
unit.

Target language
Vocabulary:
cheese, chillies, ice cream,
spaghetti; Italy, Mexico
Structures:
Do you speak English?
I dont like spaghetti.
Beep doesnt like the chillies!
Be careful!

Materials
Teachers i-book
CD
Unit 2 poster

i-story cards
i-activity
i-poster
i-flashcards

Getting started
Put the poster on the board, point to the different countries and ask the
children questions: What country is this? SS: (The USA). T: What language
do they speak there? SS: (English). T: What is the capital of (the USA)? SS:
(Washington DC). Ask volunteers to come to the board and ask the questions.
1 Read and listen. Then write. 1.22
Tell the children to look at the Beep cartoon, and explain that Beep and Robby are
at a food festival. Ask the children to read the cartoon and to make suggestions for
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
it: I love eating . Do you speak ? This spaghetti is . Be careful! Theyre .
Beep doesnt like . Heres some ice cream . Repeat with other sentences.
Follow on by asking the class to read the cartoon aloud in pairs, with Child A
saying the narrators, ladys, mans and chefs parts and Child B saying Beeps and
Robbys parts.
Answers
1 food
2 English
3 Italy

4 these
5 doesnt
6 ice cream

2 Write the sentences in order.


Tell the children to look back at the Beep cartoon. Put them in pairs to read the
sentences and to write them in the correct order.
Answers
6, 2, 1, 4, 3, 5
Finishing off
Explain that France is famous for cheese and Italy is famous for spaghetti and
ice cream and then ask the children to name their favourite foods and foods that
are famous or typical in their country.

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Review
3

UNIT 2

Look and write the country.

3
6

1
5
2

Describe and say in pairs.


1

She likes taking


photos. Shes from
the USA.
Who is she?

Look at Activity 4 and complete.


1 Luca speaks ... and likes playing the ... .
2 Oscar speaks ... and likes ... .
3 Sonia speaks ... and likes playing ... .

26

Unit vocabulary: languages and hobbies

685999 _ 0017-0026.indd 26

LC

4 Carl speaks ... and likes ... .


5 Paula speaks ... and likes playing ... .
6 Megan speaks ... and likes taking ... .
(Sonia) speaks (Italian) and likes (playing football).

18/02/15 13:23

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

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Unit 2 - Review
Students Book, page 26

Objective
To review the language of the
unit.

Target language
Vocabulary:
China, France, Italy, Mexico,
Spain, UK, USA
Structures:
He likes reading.
Shes from Spain.
Luca speaks Italian and likes
playing the guitar.

Materials
Teachers i-book

i-poster
i-flashcards

Getting started
Put the children into teams. Give them three minutes to write down as many
countries as they know and to also say what languages they speak in that
country. Go through their lists and award points for matching countries with
languages. The team with the most points wins.
3 Look and write the country.
Tell the children to look at the map. Ask them to point to and name as many
different countries as possible. They then write the names of the countries whose
flags are shown. Ask volunteers to write the names of the countries on the board.
Answers
1 USA
2 Mexico
3 UK

4 France
5 Italy
6 China

4 Describe and say in pairs.


Tell the children to work in pairs. They take it in turns to point at a flag and to
ask: What country is it? Then, tell them to make a description and a question,
following the model text. Correct the activity by asking the class a question at
random.
5 Look at Activity 4 and complete.
Point to the first incomplete sentence and ask a volunteer to say the missing
words. Ask the children to write the completed sentences in their books. Ask
volunteers to read out the sentences to check the answers.
Answers
1 Italian / guitar
2 Spanish / swimming
3 Italian / football
4 English / reading
5 Spanish / tennis
6 English / photos
Finishing off
Put the children into pairs. Ask them to write a true or false statement about one
of the children in Activity 4. The children then all close their books. The pairs
take turns to read out their statement and the rest of the class say if it is true
or false.

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Review
1

Look and write the countries.

M
I

O
E

N R

Mexico

I E A
R
N
D

France

Italy

Ireland

Look and complete.


English

Italian

Hola!
Hello!
Bonjour!

1 I speak

Spanish
English
Spanish

2 I speak
3 I speak

F
E

French

Chinese

Spanish
3

Hello!

and
,

English
Chinese
Italian

and

Hola!
Buon giorno!
Hello!

French

English

.
and

Write about the children.


playing

she

She likes playing


basketball.

comics

skiing

He likes
skiing.

he

painting

She likes
painting.

likes

football

reading

He likes reading
comics.

20
BLQGG

LC



Students develop Linguistic competence through fluency skills by responding to the teachers
questions about the poster. They consolidate language learning while building both fluency and
accuracy.

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Unit 2 - Lesson 7B
Activity Book, page 20

Objectives
To practise reading and writing.
To revise the vocabulary from
the whole unit.

Target language
Vocabulary:
France, Ireland, Italy, Mexico;
Chinese, English, French,
Italian, Mexican, Spanish;
painting, playing basketball,
reading comics, skiing
Structures:
They speak (Spanish) in
(Mexico).
The (Mexican) flag is (green,
white and red).
The capital of (Mexico) is
(Mexico City).
I speak (English) and (Chinese).
She likes (painting).

Materials
Teachers i-book
Unit 2 poster
Unit 2 flashcards

Getting started
Put the poster on the board. Ask children to go to the poster, point to a country
and tell you something about it, for example: This is Mexico. They speak
Spanish in Mexico. The Mexican flag is green, white and red. The capital of
Mexico is Mexico City. Continue until all the children have had a turn to speak.
1 Look and write the countries.
Say: Open your Activity Books at page 20. Look at Activity 1. We are going
to write the names of the countries. Tell the children that the names of the
countries have been mixed up and that they have to decipher them. The
children write the correct words in the spaces underneath.
2 Look and complete.
Say: Look at Activity 2. Were going to make three sentences by choosing
the right words. Tell the children to look at the words in the box and the
speech bubbles. Explain that they have to use the words in the box and that
they can use the same word more than once. When they have finished, ask
for volunteers to each read out one of their sentences.
Picture dictionary 3.15
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 France and the UK. 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, repeat the words and write
them below.
3 Write about the children.
Ask the children to look at Activity 3 and explain that they have to look at the
pictures and then use the words to write sentences about the children in them.
When they have finished, ask the children to give you their answers.
Finishing off
Place the flashcards around the room. Say the name of one of the countries
or name the colours of one of the flags. Ask a child to point to the correct
flashcard and to name it. If they say it correctly, then they choose the next one.

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Unit 2 - Evaluation
Beep on grammar
Unit 2 Test

Objective

Name:

To evaluate childrens
understanding of target language
from the unit.

1
1.23

Unit 2

Class:
1

Spain

Mexico

UK

France

China

Italy

Where are you from?

Eva

Where are you from?

Target language

Im from

the USA.
China.
Spain.

Look and write the answers.

Where are you from?

Vocabulary:
China, France, Italy, Ireland,
Mexico, Spain, the UK, the
USA; Chinese, English, French,
Italian, Spanish

1
A

Im from
Italy.

Im from
Spain.

Im from
the UK.

Im from
France.

1 Italy
2 UK

4 USA

i S

5 Ireland

O OCO

Hi! My names

. Im from

I speak
1
2

.
1.23

Listen and match.


Write the nationalities.

Santillana Educacin S.L., 2012 PHOTOCOPIABLE

ill

3 Spain

Structures:
Im from (France).
I speak (Chinese).
The girl likes (playing football).
The boy doesnt like (riding a bike).

Im from
China.

Im from
Mexico.

Childs own answer

And you?

Write about you.

153

BLQGG



BLQGG

Materials
Teachers i-book
CD
photocopies of
Teachers Resource Book,
pages 153 and 154

Unit 2 Test



Name:

I speak Chinese.

Class:

1
Pa b l o

Fr a n c o i s e

L id ia

Quinda

Jack

Spanish.
Arabic.
French.

I speak

1.3

Write in order and write the name.

1 Hi! My names Lidia. Im from

Bonjour!

Hello!
_

Buongiorno!
Hola!

2 Hello! I speak English. Im from


3 Hi! My names Quinda. Im from

Bruno

4 Hello! I speak French. Im from

Hannah

5 Hi! My names Pablo. Im from

Ting

Bonjour! Hello!
Buongiorno!

Hola!
Hello!

5
Lucas

1 The boy likes / doesnt like cycling.

Irene

1 speak / English / I / Spanish / and

I speak Spanish and English

3 The girl likes / doesnt like playing football.

4 The boy likes / doesnt like playing the guitar.

154

3
4

. My names

Irene

. My names

Ting

. My names

Bruno

. My names

Hannah

. My names

Lucas

2 French / and / I / Chinese / speak

2 The boy likes / doesnt like swimming.


Santillana Educacin S.L., 2012 PHOTOCOPIABLE

Students develop
their learning skills
by applying acquired
learning strategies such
as focusing attention and
memory recall, as well
as comprehension and
linguistic expression in order
to complete an end of unit
assessment.
LL

I speak Chinese and French

3 and / Spanish / I / Italian / speak

I speak Italian and Spanish


4 Arabic / speak / English / and / I

I speak English and Arabic


5 Italian / French / and / speak / I / English

I speak French, English and Italian

BLQGG

BLQGG

Read, look and write the countries.


Look, read and circle.





Transcript
Unit 2 Test. Activity 1. Listen and match.
Boy: Hi! My names Pierre. Im from France.
Girl: Hi, my names Gina. Im from Italy.
Boy: Hi! My names Mike. Im from the UK.

1.23

Boy: Hi! My names Diego. Im from Mexico.


Girl: Hello! My names Eva. Im from Spain.
Girl: Hello! My names Lan. Im from China.

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Introduction

3. Months
Unit objectives
To learn the names of the
months.
To learn the names of the
seasons.
To sing a song and a chant.
To read and understand a story
and a cartoon.
To say a tongue twister.

Anticipating difficulties
If there is a positive environment between the members of the class then it is
more likely that the children will be happy to learn and study English. If there
is a hostile environment the opposite may happen.
Teaching tip
You could teach the children how to give each other compliments at the start
of every lesson. They practise by saying things like I like your jumper, your
smile, your hair cut, your new pencil, etc. This should promote a sense of well
being and empathy and the children should be happier to come to the class
and share compliments.

Target language
Vocabulary:
January, February, March,
April, May, June, July,
August, September, October,
November, December; spring,
summer, autumn, winter

Unit 3 Months

Structures:
What do you wear?
I wear/dont wear a jumper.
In (January, winter)

Review
coat, dress, jumper, shirt,
shorts, trousers, T-shirt; apple,
carrots, chicken, honey,
ice cream, potatoes, salad,
sausages

January

February

March

April

May

June

July

August

September

October

November

December

November, December,
Remember, remember.
When you get dressed,
Wear a vest!
364246 _ 0001-0016.indd 3

EAN: 8431300160446 BEEP 4 Santillana Educacin S.L. 2012

1.31

07/02/12 10:34

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01/07/15 10:54

Unit 3 - Lesson 1A
Students Book, page 27
Objectives
To introduce and learn the
months of the year.
To learn and sing a chant.
To act out a simple dialogue.

Target language
Vocabulary:
January, February, March,
April, May, June, July,
August, September, October,
November, December
Structures:
Whens your birthday?
Its in February.
My birthdays in November.

Materials
Teachers i-book
CD
Unit 3 poster
Unit 3 flashcards

i-activity
i-poster
i-flashcards

Getting started
Put the poster of the months on the board. Ask the children what they can see
in the pictures corresponding to each month (children playing in the snow, a box
of chocolates, children with an umbrella, the Easter Bunny and an Easter egg,
etc). Then, ask for twelve volunteers and give each of them one of the flashcards
to hold. Tell them to stand in a line with the months in a random order. Explain
that they must listen very carefully as you call out the months in the right order,
and that they have to change places as they hear their month called out. When
they are in the right order, ask each child to call out the name of their month. Mix
up the order again, and tell the class to call out the months in the right order.
The children move again and get into order.
1 Listen and say the chant. 1.24
Say: Open your books at page 27. Tell the class to look at the picture and ask
them who they can see. Ask them whose birthday is in November. Then, tell them
they are going to hear a chant about the months of the year. Play the CD and
ask the class to listen. Play the recording again and ask the class to try to follow
the chant in the book with their fingers. Play it again and encourage the children
to join in the chanting. Join in yourself. Play the CD a few more times until they
are more confident. Then, divide the class into groups and ask them to sing the
chant.
2 Ask your friends.
Ask the children to look at the months of the year. Ask them to call out the
names of the months in the correct order. Then, tell them to look at the picture
and to identify the characters, and then ask two volunteers to read the dialogue.
Next, divide the class into pairs and tell one of them to ask the question and the
other to answer. Then, tell the children to change their roles.
Finishing off
Introduce the question Whats before/after (May)? Then, divide the class into
teams and ask: Whats after (October)? Give points for correct answers.

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3. Months
1

Listen and say the chant.

LESSON 1
1.24

January, February, March,


The first three months of the year.
April, May, June, July,
Sunny days are here.
August and September,
Back to school with books and pens.
October, November, December,
Another year begins again.

Ask your friends.

February
January
March
April
May
June
July
August
September
October
November
December
Months

Whens your
birthday?

Its in February.

My birthdays
in November.

Whens your birthday?

685999 _ 0027-0036.indd 27

IE

27
18/02/15 09:11

Students develop initiative by talking about their birthdays and finding out about their
partners in order to boost their oral skills. Teachers must create conditions for oral
interaction through group and individual activities.

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3. Months
1

Find the months and write in order.


1

January

February

March

April

May

C
T
O

M
Y
R

I
G
D

J
V
X

U
G
U

M
T
E

D
E
C

U
F
S

H
N
O

B
C
Z

June

July

B
E
R

W
S
O

F
E
B

A
P
K

S
T
M

Q
E
I

E
M
B

P
B
J

V
E
M

L
R
N

August

September

10

October

11

November

12

December

Read and answer.

F
R
Q

J
D
D

A
R
Y

N
X
F

U
N
E

A
E
J

R
S
U

Y
Z
L

R
W
Y

C
A
L

Students own answers

What is your favourite month?

When is your birthday?

R
21
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LC



Students develop Linguistic competence by finding the twelve months of the year in a word
search puzzle and writing them in the correct order. This type of activity helps students to
recognise and learn words and their spelling in an enjoyable way.

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Unit 3 - Lesson 1B
Activity Book, page 21

Objective
To practise saying the months
of the year.

Target language
Vocabulary:
January, February, March,
April, May, June, July,
August, September, October,
November, December
Structures:
Whens your birthday?
Its in (February).
My birthdays in (November).

Materials
Teachers i-book
Unit 3 flashcards

Getting started
Show the flashcards one at a time and ask the children, as a group, to name
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. Then, ask
two children to come to the front. One asks: When is your birthday? The
other picks out the right flashcard, holds it up and says: My birthday is in
(November). Continue with other volunteers.
1 Find the months and write in order.
Say: Open your Activity Books at page 21. Tell the children that the twelve
months of the year are hidden in the box. Ask them to try to find the months
and circle them. When they have done that, tell them to write out the months in
the correct order. When they have finished, ask for twelve volunteers to read the
months out in order so that the rest of the class can correct the activity.
2 Read and answer.
Say: Look at Activity 2. Tell the children to read the questions and then write their
answers. When they have finished, ask for four volunteers to ask and answer the
questions. Go around the class so that all the children have the opportunity to
give their answers.
Finishing off
Having hidden a flashcard behind your back, ask the children to take turns
to guess what it is. Continue until the children have guessed all the months.
Then, ask for volunteers to take over your role.

Resources
Reading and Writing
Teachers Resource Book, page 139
Activity 1: Tell the children to complete the calendar by writing in the names of the months.
Activity 2: Ask the children to read the five questions at the bottom of the page. They then read the text and write
in the answers to the questions.

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Unit 3 - Lesson 2A
Students Book, page 28
Objectives
To listen to, read and act
out a simple dialogue about
Christmas.
To match clothes to the
different months.

Target language
Vocabulary:
the months of the year;
Christmas
Structures:
What do you wear?
I wear a jumper.
At Christmas...

Review
coat, dress, jumper, shirt,
shorts, trousers, T-shirt; apple,
carrots, chicken, honey,
ice cream, potatoes, salad,
sausage

Materials
Teachers i-book
CD
Unit 3 flashcards
a globe

i-activity
i-flashcards

Getting started
Ask twelve volunteers to come to the front of the class, and give each one a
flashcard. Ask them to get into the correct order. Write the names of different
items of clothing on the board. Then ask the children: Is it hot or cold in
(January/August)? SS: Its cold/hot. Say to the child holding the January
flashcard: Its cold in January. What do you wear? S1: I wear a hat and a scarf.
When you have asked each child, tell twelve new children to hold the flashcards
and encourage the other children to ask the questions. When they have finished,
introduce other verbs: What do you eat at Easter? Where do you go in August?
3 Listen and read. 1.25
Bring a globe to class and explain that when its winter in the Northern
Hemisphere, its summer in the Southern Hemisphere. Christmas is in the
middle of winter in Europe and North America but in Australia and some South
American countries, its in summer. Explain that in Australia, people celebrate
Christmas in the middle of their summer holidays. Say: Open your books at
page 28. Ask the children to look at the picture and elicit who the people
are: Olga and her cousin, Ricky. Ask the children what month it is. SS: Its
December. Then, ask the children if it is snowing and what day they think it is
(Its Christmas Day). Tell them they are going to listen to Olga and Ricky talking
about Christmas. Explain that Ricky is from Australia and that Christmas is
hot in Australia. Play the CD and get the children to follow the dialogue with
their fingers. Play the recording 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. Finally,
choose pairs to come to the front and act out for the rest of the class.
4 Ask a friend.
Tell the children to look at the dialogue and then ask two volunteers to read
it out. Ask the children to read the six questions. Then, divide the class into
pairs and tell them to ask and answer the questions following the example in
the activity. This activity gives the children a chance to respond at their own
level. Some children may give short answers while others have the opportunity
to expand and give longer responses to the questions. Finally, choose pairs to
come to the front and ask and answer the questions.
Finishing off
Dictate a short text about a particular month and ask the children to write it in
their notebooks and then guess the month (January).
I wear jumpers and a hat.
I eat chicken and potatoes.
I go to the park.
I make a snowman.
Then, ask the children to write a short text about their favourite month and to
read it out for the class to guess.

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UNIT 3 LESSON 2

Listen and read.

1.25

Listen and sa

Look and say

Olgas cousin is visiting for Christmas.


His names Ricky and hes from Australia.
Hi, Ricky! Do you like Christmas?
Yes, I do. But in Australia
its hot and sunny at Christmas.
Oh, yes? What do you wear?
I wear shorts and a T-shirt.
Oh! I wear a jumper at Christmas.
What do you eat?
My family have a big barbecue.
I eat sausages and salad.
Oh! I dont eat salad at Christmas.
I eat turkey, vegetables and potatoes.
Where do you go?
I go to the beach with my family.
I swim in the sea.
Fantastic! I want to go
to Australia at Christmas!

Beep on Grammar, page 6.

What/Where do you?
What
Where

do you

wear
do
go

in July?
at Easter?

I wear a T-shirt.
I eat Easter eggs.
I go on holidays.

Ask a friend.

What do you
wear in January?
1
2
3
4
5
6

28

What do you wear in January?


What do you wear in July?
Where do you go in August?
Where do you go in December?
What do you eat at Christmas?
What do you eat in June?

Present Simple questions and answers

I wear a jumper
and a coat.

(What) do you (wear)? (I) wear (a jumper).

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CAE

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Students develop cultural awareness by learning about different ways of celebrating


Christmas, which are determined by the climate and local customs.

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What
Where

do you

wear
go
do

in August
at Christmas

I wear a swimsuit.
I dont wear a coat.
I go to the beach.
I eat Christmas sweets.

Look and write.


I eat
I wear

I drink

I play

to the park

I go

a T-shirt

I ride
tennis

sandwiches

my bike

orange juice

MAY

SEPTEMBE

In May, I wear a T-shirt. I drink orange

In September, I go to the park. I ride my bike.

juice. I play tennis.

I wear a T-shirt. I eat sandwiches.

Write the questions and answer for you.


1

December

you

do

What

wear

What do you wear in December


2

in

do

eat

What

?
July

you

What do you eat in July


3

go

you

in

August

?
Where

do

Where do you go in August


4

you

January

What

What do you eat in January

in

?
in

eat

do
?

22
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LL



Students develop their learning skills by improving their short-term memory with a
flashcard game. Storage and retrieval of information help to gain learning-to-learn skills.

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Unit 3 - Lesson 2B
Activity Book, page 22

Objectives
To relate clothes to the different
months.
To practise saying the names of
the seasons.

Target language
Vocabulary:
the months of the year; spring,
summer, autumn, winter
Structures:
In winter...
At Christmas...
What do you wear (in winter)?
I wear a (coat) in (winter).

Materials
Teachers i-book
cards with the names of the
seasons written on them

Getting started
Write the names of the seasons in cards. Ask a volunteer to come to the
front of the class to take one. Then say: What do you wear in (summer)? S:
I wear a (swimsuit). T: Do you wear a (coat) in (summer)? S: No, I dont. Ask
for two more volunteers and give them a card each. Ask them to repeat the
activity. Then, divide the class into pairs and hand out the cards. The children
ask and answer the questions in pairs. Then, tell the children to open their
Activity Books at page 22. Ask them to look at the table at the top of the page.
Practise asking questions using the table.
3 Look and write.
Tell the children to look at Activity 3. Explain that they have to use the words in
the box to compose and write sentences about May and September. Tell them
to use the pictures to help them. When they have finished, ask the children to
read out their sentences.
4 Write the questions and answer for you.
Tell the children to look at Activity 4. Tell them that they can use the grammar
box at the top of the page to help them write the questions in the right order.
When they have written the questions, tell them to write true answers. When
they have finished, ask for volunteers to read out the questions, and for other
volunteers to read their answers.
Finishing off
Ask the class to take out their notebooks. Write the following questions on the
board and ask the children to write the answers:
Christmas is in _________.
My birthday is in __________.
My mothers birthday is in _________.
I go on holiday in _________.

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Unit 3 - Lesson 3A
Students Book, page 29
Objectives

Getting started
Hand out the flashcards. Ask the children to stand up and call out the name of
their month at random. When you hear a month, say a sentence: In (January), I
wear a coat and a scarf. I dont wear a T-shirt. When you have done the twelve
months, ask volunteers to take over your role. If necessary, help them by
supplying a key word in the sentence (T-shirt, ice cream, school). Make sure all
the children have the opportunity to practise the structure.

To listen and identify the


months.
To practise the Present Simple.

Target language
Vocabulary:
eat, go, play, swim, wear
Structures:
In January, I wear a T-shirt in
the gym.
In January, I dont wear a
T-shirt.

5 Listen and say the month. 1.26


Say: Open your books at page 29. Ask the children to look at the pictures and
to say what Lucy is doing in each one. Play the CD and ask the children to look
at the pictures while they listen. Play the recording again, pausing after each
description. Finally, play the CD once more, pausing after each description, and
this time the children identify the correct month.
Answers
1 October, 2 February, 3 December, 4 July

Materials
Teachers i-book
CD
Unit 3 flashcards
two dice

6 Look and say in pairs.


Ask the children to look at Activity 6. Ask volunteers to read the mini-dialogue at
the bottom of the table. Then, divide the class into pairs and ask them to make
sentences following the example. Walk around the classroom making sure they
are doing the activity correctly. When they have finished, ask for volunteers to
act out the dialogue in front of the class. When they have finished, review the
activity orally to check that all the children understand.

i-flashcards

Finishing off
Dice game. Bring two dice to class. Ask a child to the front to be the die
monitor and divide the class into two teams. The die monitor rolls the dice and
says the number. The teams then race to say the corresponding month. For
example, if the number is 11, the children race to say November. The winner
gets a point. Award an extra point if the team can say something they do or
dont do in the corresponding month, for example: In November, I dont go to
the beach.

Transcript
Listen and say the month.

1.26

1 Lucy: Its cold. I dont go to the beach. I wear a


purple hat and a purple dress and I go to a Halloween
party.
Narrator: Whats the month?
2 Lucy: Its cold and windy. I dont wear a dress. I
wear a coat and a hat. I go to the park and I play
with my kite.
Narrator: Whats the month?

3 Lucy: Its cold. I dont eat ice cream. I drink hot


chocolate and I play computer games.
Narrator: Whats the month?
4 Lucy: Im on holiday. I dont go to school. Its hot
and sunny. I go to the beach with my brother and I
play frisbee.
Narrator: Whats the month?

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NIT 3 LESSON 2

UNIT 3 LESSON 3

Listen and say the month.

February

1.26

July

October

February

March

December

Look and say in pairs.

January

swim
in the
sea

wear a
T-shirt

May

April

go to the park

June

July

wear a
jumper

August
wear
shorts

eat strawberries

September
I wear a jumper
and a coat.

October

go to
school

ride
my bike

November

play
football

In January, I dont
wear a T-shirt.

go to the beach

December

wear
a hat

eat ice
cream

In January, I wear a
T-shirt in the gym.
Beep on Grammar, page 7.

Months, clothes, activities

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SCC

In (February), I (dont) wear (shorts).

29
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Students develop social skills by working in teams to play a dice game about the months.
Playing games in teams helps students to develop their ability to take turns as well as
helping one another.

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Listen and match.

3.6

a
1

c
4

January

May

d
2

February

a
3

f
6

June

October

November

Look, read and circle.

Hello, my names Bill. In August, I go / dont go to


school. I go / dont go to the beach. I eat / dont eat
ice cream every day. I wear / dont wear a jacket.
I wear / dont wear shorts and a T-shirt. At the
beach, I read / dont read books.

Complete for you.


1 In July,
2 In January,
3 In April,
4 In October,
5 In June,
6 In August,

Students own answers


to the beach.
a T-shirt.
ice cream.
football.
in the sea.
at 8 oclock.

I go / dont go
I wear / dont wear
I eat / dont eat
I play / dont play
I swim / dont swim
I get up / dont get up

23
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Students develop Digital competence in the classroom by extracting specific information


from a short CD recording. They must match the pictures with the months of the year.

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Unit 3 - Lesson 3B
Activity Book, page 23

Objective
To practise the Present Simple.

Target language
Vocabulary:
eat, go, play, swim, wear
Structures:
In January, I wear a T-shirt in
the gym.
In January, I dont wear a
T-shirt.

Materials
Teachers i-book
Unit 3 flashcards

Getting started
Place the flashcards around the classroom. Write the target verbs on the
board. Say the name of a month (July) and ask for a volunteer to go to
the flashcard, hold it up and say a sentence using one of the verbs in the
affirmative and one in the negative: I dont wear a coat in July. I wear a T-shirt.
Ask for another volunteer to take over your role of naming months. Repeat
several times with other volunteers.
5 Listen and match. 3.6
Say: Open your Activity Books at page 23. Look at the pictures in Activity 5.
Tell the children that they are going to listen to the girl talking. Explain that they
have to match the pictures with the sentences they hear and write the correct
letters in the boxes. Play the CD. The children listen and look at the pictures.
Play the recording again, and give the children time to match the pictures to the
sentences. Check the exercise by playing the CD again and pausing while the
class calls out the correct numbers and letters.
6 Look, read and circle.
Tell the children to look at Activity 6. Explain to them that they have to choose
the correct form of the verb in each case, either affirmative or negative. Tell
them to look at the picture while they are working to help with their choices.
When they have finished, ask for volunteers to read out their answers.
7 Complete for you.
Say: Look at Activity 7. Now write true sentences. The children choose the
correct form of the verb to complete the sentences. When they have finished,
ask for volunteers to read out their answers.
Finishing off
Ask the class to write a short paragraph using the text in Activity 6 as a model,
but changing the month from August to January. When they have finished, ask
them to read out their paragraphs.

Transcript
Listen and match.

3.6

1 In January, its cold. I wear a hat and a coat.


2 In February, I eat oranges. Theyre my favourite fruit.
3 In June, I eat ice cream. Chocolate is my favourite flavour.
4 In May, I like the warm weather.
5 In October, I wear a T-shirt and I play basketball.
6 In November, I ride my bike.

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Unit 3 - Lesson 3C
Arts & Crafts

Objectives
To practise target vocabulary
and structures.
To interact with classmates.

Getting started
Write the words Happy Birthday scrambled on the board and ask the children
if they can unscramble the words as fast as possible. Then, ask them to name
five things you can find at a birthday party (balloons, cake, clowns, hats,
crisps, children, etc.).

Target language
Vocabulary:
the months of the year;
dates
Structures:
Whens your birthday?
How old are you now?

Make a birthday mobile


Ask one of the children when their birthday is. Tell the children to go around
the class and ask the same question to everyone. On the photocopied mobile
template, they must write down the names and the birthdays in the correct month.
They then cut them out, including the hole in the middle for the string. They tie their
balloons to two hangers which are tied together at the neck.

Materials
Teachers i-book
scissors
Students develop
cultural and artistic
competence in the
classroom by creating a
mobile with the birthdays of
their friends.
CAE

Finishing off
Write the following on the board:
How old are you now?
How old are you now?
How old are you ( )?
How old are you now?
Ask them if they know what song it is and explain it is the second verse to
Happy Birthday. Add the name of the child whose birthday is next to the song
and ask the children to sing the complete Happy Birthday song.

Resources
Arts & Crafts
Teachers Resource Book, page 16

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Unit 3 - Lesson 4A
Students Book, pages 30 and 31

The snow monster!

Objectives

Read and listen to the story.

To enjoy a story.

The children are going ice-skating


in the park.
The children are going ice-skating in the park.
Now its snowing.

Its very hot here today.


I dont like summer!

To consolidate the language of


the unit.

I like your
skates, Tom!

Ricky is talking to his family in Australia


on the computer. Its summer in Australia.

Vocabulary:
summer, winter; ice-skating,
snow monster; cold, hot

More
phonics
i-story cards

i-poster

i-flashcards

IWB

i-book

Look at the footprints!


Its a snow monster.
They are very big.

More
practice

More
phonics

2
Be careful,
Ricky!

Structures:
Dont forget your scarf!
Tom wants to scare Ricky.
I dont like winter.

Teachers i-book
CD
Unit 3 story cut-outs
photocopies of
Teachers Resource Book,
pages 109 and 110

Ricky, dont forget


your scarf! And Olga,
dont forget the hot
chocolate!

Ricky, dont forget


your scarf! And Olga,
dont forget the hot
chocolate!

Target language

Materials
More
practice

Find
and
say!

1.27

Hi, Mum! Its winter


here. Its snowing!

To read and listen for


comprehension.

UNIT 3 LESSON 4

UNIT 3 LESSON 4

Oh, no! There are


snow monsters here!
Ice-skating
is difficult!

Tom wants to scare Ricky.


30
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Lucy and Olga are having fun but


Karim doesnt like ice-skating.

Seasons, weather and related vocabulary

Now, Tom is scared!

The
Present
Continuous
in context
Seasons,
weather
and
related vocabulary

18/02/15 09:12

Getting
SC started
SC
Say the names of all the months except one. Ask the children to spot which
one is missing. Say the months in the wrong order and tell the children to
correct you when you make a mistake. T: January, February, April. SS: No, not
April! March!
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 (ice skates) in the story and elicit the scene
numbers (scene 3, 4 and 5). 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
Karim wearing ice skates? Is he good at ice-skating? Is Ricky good at ice-skating?
Does Karim like ice-skating?
7 Read and listen to the story. 1.27
Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: Where are Rickys mum and dad? Is it hot or
cold in Australia? Where are the children going? Does Karim like Toms ice
skates? Are the footprints very big? Does Ricky like winter? Is he cold? Wheres
the hot chocolate? Is Tom scared of snow monsters? Write the main parts from
the story on the board: Narrator, Karim, Lucy, Olga, Tom, Ricky, Lucys dad,
Rickys mum. Divide the class into groups of eight and tell them to take a part
each and to read the story. Follow up by asking the children about winter:
T: Do you like the snow? Can you ice-skate? Do you like ice-skating? Are you
scared of snow monsters? and encourage them to say why or why not.

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Tom

UNIT 3 LESSON 4

Find
and
say!

going ice-skating
in the park.
Now its snowing.

CAE

Find
and
say!

Now its snowing.

Look! Theres a
shelter. Lets go!

Students develop cultural expression by


creating their own story booklet with the
template and stickers.

Wheres the
hot chocolate?
Oh, no! Its at
home! Oops!

I dont like winter.


Its co-o-o-old!

Ricky, dont forget


your scarf! And Olga,
dont forget the hot
chocolate!

WO-O-A-H! Its
the snow monster!

Tom is trying to scare Ricky.

Dad! Its you!


Hello! Lets have
hot chocolate!

Oh, no! It IS
a snow monster!

Now, Tom is scared!

The
Present
Continuous
in context
easons,
weather
and
related vocabulary

Now, Tom is scared!


Tom is scared
of snowContinuous
monsters! in context
The Present

685999 _ 0027-0036.indd 31

7
Tom is scared of snow monsters!

Ha, ha! Tom is scared


of snow monsters!

8
31
18/02/15 09:12

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 Teachers Resource Book, pages 109 and
110). Instruct them to look at the Students 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 Students 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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The snow monster!


8

10
Order the pictures, then read and write True or False.

Lucy wants to scare Ricky.

False

Its winter in Australia.

False

11

Karim doesnt like ice-skating.

True

Karim likes Toms skates.

True

Read and complete.

1
Olga

Ricky

Tom

2
3
4
5

Rickys mum

Tom
Rickys mum
Olgas dad
Olga
Ricky

tells Ricky about the snow monster.


doesnt like summer.

brings the hot chocolate.


is Rickys cousin.
falls over in the snow.

Olgas dad

24
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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 to develop literacy skills and students self-confidence.

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Unit 3 - Lesson 4B
Activity Book, page 24

Objectives
To focus on comprehension of
the story in the unit.
To review key vocabulary from
the story.

Target language
Vocabulary:
summer, winter; ice-skating,
snow monster; cold, hot
Structures:
Dont forget your scarf!
Tom wants to scare Ricky.
I dont like winter.

Materials
Teachers i-book

Getting started
Remind the class about the story by asking them questions about it: Where
is Ricky from? Is it snowing? Is it summer or winter in Australia? etc. Then,
ask them to open their Students Books at Lesson 4. Assign the parts to eight
volunteers (Narrator, Karim, Lucy, Olga, Tom, Ricky, Lucys dad, Rickys mum).
Read the story out loud.
8 Order the pictures, then read and write True or False.
Ask the children to look at the scenes and to number them in the same order as
they appear in the Students Book. Then, write the first sentence on the board:
Its winter in Australia. Ask the children to look at their Students Books and to
say whether the sentence is true or false. Continue with the other sentences,
but tell the children to read the sentences and to write down their answers.
9 Read and complete.
Ask the class to look at the sentences in Activity 9 and tell them that they have
to put the name of the right character at the beginning of each sentence. Tell
the children to look at the story and then complete the sentences. When they
have finished, ask for volunteers to read out their answers.

Resources
DVD 1
DVD Unit 3 Animated Story: The snow monster!
Teachers Resource Book, page 29
Activity 1: Tell the children to find five types of clothing in the picture. They then write the names of the clothing in
the spaces provided.
Activity 2: Ask the children to read the questions. Play the DVD and as they watch and listen, the children write the
answers to the questions on the lines provided. Play the DVD again so they can check their answers.
Activity 3: Tell the children to read the true or false sentences, then read the text. They then read the true or false
sentences again and tick the true or false boxes accordingly.

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10

Look at the story and complete.

Oh

no !

Ha ha! Tom
is
scared
of
snow
monsters !

its
at

home !
Oops!

Look !
Theres
a
shelter .
Lets go!

It
Oh no!
is
a
snow
monster !

11

Do the crossword.
Across

2
4

Down
ter.

O W

C O M P

R
F

T
8

25
BLQGG

MST



Students develop mathematical competence by using numbers to match words and pictures
and counting the number of letters for each word in order to complete a crossword. The
association between numbers and spelling can help children to improve memorisation
strategies for vocabulary.

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Unit 3 - Lesson 4C
Activity Book, page 25

Objectives
To focus on comprehension of
the story in the unit.
To review key vocabulary from
the story.

Target language
Vocabulary:
summer, winter; ice-skating,
snow monster; cold, hot
Structures:
Dont forget your scarf!
Tom wants to scare Ricky.
I dont like winter.

Materials

10 Look at the story and complete.


Tell the children to look at the story and find the four pictures in Activity 10. Then,
ask them to complete the sentences on the lines provided. When they have
finished, ask for four volunteers to read out their sentences. Explain that their
task is to complete the sentences by referring to the story in the Students Book.

11 Do the crossword.
Ask the children to look at Activity 11. Explain that they have to complete the
crossword using the picture clues. Remind the children about Across and
Down. When they have finished, call out the number of a clue and ask the class
to give you the answer: T: Whats 2 down? SS: Hot chocolate.
Finishing off
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: Its winter in Australia (Stop! Its summer in Australia),
and so on.

Teachers i-book

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Unit 3 - Lesson 5A
Students Book, page 32
Objectives
To practise the names of the
seasons.
To talk about the seasons.
To learn and sing a song.

Target language
Vocabulary:
autumn, spring, summer, winter
Structures:
My favourite season is (spring).
I wear (a jacket).

Materials
Teachers i-book
CD

i-activity
i-flashcards

Getting started
Write the following dates on the board: 21 December - 20 March; 21 March 20 June; 21 June - 21 September; 22 September - 20 December. Then write
the seasons beside the dates: winter, spring, summer and autumn. Ask: What
colour are the leaves in (spring)? SS: Theyre (green). Then say: There are no
leaves on the tree. And ask: What season is it? Then, ask the children more
specific questions: When is your birthday? Is that in the (spring)? Is Christmas
in the (autumn) or the (winter)? etc.
8 Listen and sing. 1.28
Say: Open your books at page 32. Ask the class to look at the pictures and ask
them to identify the season. Then, tell them they are going to hear a song about
the seasons. Play the CD and ask the class to listen. Play the recording again
and ask the class to try to follow the song in the book with their fingers. Play the
CD again and encourage children to join in with the song. Join in yourself. Play
the CD a few more times until they are more confident. Then, divide the class
into groups and ask them to sing the song.
9 Read about Tessa and Max. Then, look and say.
Ask the children to read the two texts in Activity 9. When they have finished,
ask them to look at the pictures underneath the text. First, identify the items:
What is (number 1)? SS: Its (an apple). Then, ask the children to say the correct
sentences. T: Number (1). SS: I (eat grapes and apples). Its (Max). Continue until
you have completed the six sentences. Then, divide the class into pairs and ask
one child from each pair to say a sentence, and the other child to identify who is
speaking. S1: I wear a hat and a coat. S2: Youre Max.
Answers
1 Max
2 Tessa
3 Tessa

4 Max
5 Tessa
6 Max

Finishing off
Write three sentences about different months (two true and one false). Read
them out and ask the children to guess which one is false. For example: In
May, I eat strawberries every day. In August, I go to the beach and read lots
of books. In October, I go to a Halloween party, wearing a big hat and a black
dress. Then, invite the children to do the same and to read their sentences out
to the class.

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UNIT 3 LESSON 5

Listen and sing.

1.28

10

Listen and rea

11

Read the incr

Seasons come, seasons go,


Some bring rain and some bring snow.
Some bring wind and some bring sun.
Which is your favourite one?
In the spring, theres lots of rain.
All the flowers come out again.
In the summer, theres no school.
We go swimming in the pool!
In autumn, all the leaves fall down,
Red and yellow, orange and brown.
In winter, when the cold winds blow,
We go skiing in the snow!

Read about Tessa and Max. Then, look and say.

Hello! Im Tessa.
My favourite season is spring.
I like flowers and baby animals.
I wear a jacket and trousers.
I ride my bike in the park.
I eat chocolate eggs at Easter.
1

32

Seasons

Hi! Im Max.
My favourite season is autumn.
I like the red and yellow leaves.
I wear a hat and a coat.
I play football with my friends.
I eat grapes and apples.
4

Use of the Present Simple

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CAE

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Students develop cultural understanding via musical awareness by listening to and


singing along with a song about the seasons. This activity helps to develop musical
rhythmic association of rhyme, phonology and word stress.

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12

13

Listen and complete the sentences.

14

3.7

In

summer

, we go swimming in the pool.

In

winter

, we go skiing in the snow.

In

autumn

, all the leaves fall down.

In

spring

, theres lots of rain.

15

Look and complete.


July

cake

summer

sunglasses

shorts

ice cream

summer . My birthday is in
July
and I have a party on the beach. I wear
shorts
and sunglasses . I eat ice cream
cake
. I swim in the sea. Its fantastic!
and
My favourite season is

R
sing

scarf

Christmas

My favourite season is

hat

presents

presents

winter

My grandparents visit and we


and open

hat

. I like

sing

. I wear my

winter

Christmas .
songs

scarf

and

and play in the snow. Its very cold!

26
BLQGG

LC



Students develop language skills by relating clothes, activities and features to different
months and seasons.

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Unit 3 - Lesson 5B
Activity Book, page 26

Objectives
To practise the Present Simple.
To practise saying the names of
the seasons.

Target language
Vocabulary:
autumn, spring, summer, winter
Structures:
My favourite season is (spring).
I wear (a jacket).

Materials
Teachers i-book
Unit 3 flashcards
four pieces of paper with the
seasons written on them

Getting started
Remind the children of the names of the seasons. Hand out four pieces of
paper with the names of the seasons written on them and ask the children to
stand at the front of the class. Then hand out the flashcards for January, April,
May, July, August, October, November and December and ask: Is (January)
in the (spring) or the (winter)? SS: The (winter). Children with the January
flashcard go and stand behind the child holding the winter paper, and so on.
12 Listen and complete the sentences. 3.7
Say: Open your Activity Books at page 26 and look at Activity 12. Look at the
pictures. When the children have looked at the pictures, tell them that they are
going to listen to the CD and complete the sentences. Play the CD. The children
listen. Play the recording again. The children complete the sentences. When
they have finished, ask them to read out their sentences. Correct the activity
and then play the CD again so that the children can check their answers.
13 Look and complete.
Say: Look at Activity 13. Explain to the children that they have to complete
the paragraphs using the words in the box. Correct the exercise by asking for
volunteers to read out their paragraphs.
Finishing off
Ask the children to write short paragraphs about themselves using the
sentences in Activity 13 as a model. When they have finished, the children
read their paragraphs to the rest of the class.

Resources
Language
Teachers Resource Book, pages 55 57
Reinforcement
Activity 1: Tell the children to look at the four pictures and complete the season words with the missing letters.
Activity 2: The children complete the calendar by writing in the names of the missing months. Ask the children to
colour the months according to the instructions given on the right.
Consolidation
Activity 1: Tell the children to look at the four pictures and write the seasons. They then say the names of the seasons.
Activity 2: The children complete the calendar by writing in the names of the months. They then answer the
questions on the right.
Extension
Activity 1: Tell the children to look at the four pictures and write the names of the corresponding seasons. They
then say the names of the seasons.
Activity 2: Tell the children to complete the sentences according to the type of clothing they wear.

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Unit 3 - Lesson 6A
Students Book, page 33
Objectives
To describe the seasons.
To read and understand
information about bears.

Target language
Vocabulary:
cave, den, endangered, fish,
fur, honey, hungry, insects,
plants, species; badger, bat,
bear, frog, hedgehog

Materials
Teachers i-book
CD

i-activity

Getting started
Tell the children that bears sleep in the winter. Tell them that this is called
hibernation. Ask them if they know any other animals that hibernate (badgers,
bats, bears, frogs, hedgehogs). Ask: Do bears hibernate in caves or on the
beach? SS: In caves. T: Where do bats hibernate? SS: In caves. Tell the
children that hedgehogs hibernate in nests and that frogs hibernate in the mud
at the bottom of ponds. Then, ask them questions about hibernation.
10 Listen and read. Then, listen and answer True or False. 1.29
Say: Open your books at page 33. Ask the children to look at the photographs in
Activity 10. Ask them what the season is in each photograph. Ask them to read the
four short texts and then play the CD and encourage the children to listen. Play
the recording again and ask the children to follow it in their books and say whether
the six statements at the end of the recording are true or false. Then, ask four
volunteers to read the four paragraphs. When they have finished, ask a volunteer
to choose one of the descriptions and to read it out loud. The other children say
which picture it is describing. Repeat until you have described all four photos.
Answers
True, False, False, True, False, True
11 Read the incredible facts.
Ask the children to read the incredible facts about bears. Then ask them
questions: Do brown bears live in England? Where do brown bears live? Do
brown bears only stand on four feet? Why do they stand on two feet? How tall
are they? Do brown bears like eating grass? What do they like eating?
Finishing off
The children write short texts about another animal that hibernates. Tell them
to get the information from the internet. When they have finished, they read
out their texts to the rest of the class.

Transcript
Listen and read. Then, listen and answer True or False.
Winter
In winter, its cold and brown bears sleep in a cave or in
a den. They dont eat or drink for three months!
Spring
Brown bears wake up in spring. They are very hungry
and eat a lot. They eat plants, insects and fish.
Summer
In summer, its hot and bears like swimming in cold
rivers and lakes.
Autumn
In autumn, bears find a cave or make a den for the
winter. They eat a lot and they grow more fur.

1.29

In winter, brown bears sleep in a cave or a den.


Brown bears like swimming in cold rivers and lakes in
autumn.
Brown bears wake up in summer.
Brown bears eat plants, insects and fish.
In winter, brown bears dont eat or drink for five months.
In summer, its hot and brown bears like swimming.

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NIT 3 LESSON 5

UNIT 3 LESSON 6

10

Listen and read. Then, listen and answer True or False.

1.29

Summer

Spring

In summer, its hot and bears like


swimming in cold rivers
and lakes.

Brown bears wake up in spring.


They are very hungry and eat a
lot. They eat plants, insects
and fish.

Winter

Autumn

In autumn, bears find a cave or


make a den for the winter.
They eat a lot and they
grow more fur.

In winter, its cold and brown bears


sleep in a cave or in a den.
They dont eat or drink for
three months!

11

Read the incredible facts.

Do you know?
1

Brown bears live in Spain,


the USA, Russia and other
countries. In Spain, they are
an endangered species.

3
Brown bears
stand on two
legs to find
food. They are
two metres tall!
Brown bears like
eating honey!

The lives of bears through the seasons

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DC

33
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Students develop Digital competence by obtaining information from the internet in order to
write a short text about an animal that hibernates.

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14

Read, write the season and match the photo.


spring

summer

autumn

summer
autumn
winter
spring

1 Brown bears like swimming in lakes and rivers.


2 Brown bears find a cave for the winter.
3 Brown bears sleep for three months. They dont eat or drink.
4 Brown bears wake up and eat a lot.
a

15

winter

Read and circle.

Hedgehogs

These animals are hedgehogs. In winter, they


sleep under trees for three or four months.
In spring, they wake up and are very hungry.
They eat insects and fruit.
1
2
3
4

They sleep in winter.


They sleep in caves.
They eat insects.
They sleep under trees.

Hedgehogs
Hedgehogs
Hedgehogs
Hedgehogs

Bats

These animals are bats. In winter, they


sleep in caves for five or six months. In
spring, they wake up and eat insects.

Bats
Bats
Bats
Bats

Both
Both
Both
Both

R
27

BLQGG

LC



Students develop Linguistic competence by answering comprehension questions about


two short texts. Lessons that focus on language consolidation help students to become
more fluent and comfortable with the language.

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Unit 3 - Lesson 6B
Activity Book, page 27

Objectives
To practise saying the names of
the seasons.
To learn about hibernation
(bears, hedgehogs and bats).
To practise the Present Simple.

Target language
Vocabulary:
bat, bear, hedgehog; cave, lake,
river
Structures:
They eat insects.
Brown bears find a cave for the
winter.

Materials
Teachers i-book

Getting started
Remind the children about hibernation and what it means. Remind them that
bears sleep in the winter and ask them if they can remember the names of any
other animals that hibernate.
14 Read, write the season and match the photo.
Say: Open your Activity Books at page 27. Look at the pictures in Activity 14.
Ask the children what the animal is. Then, tell them that they are going to read
four sentences about brown bears and that they have to write the name of the
correct season and then match the sentence to one of the photos. When they
have finished, ask for four volunteers to read out a sentence, and for another
four to say which photo is the correct one for each sentence.
15 Read and circle.
Say: Look at Activity 15. Tell the children that they are going to read about
hedgehogs and bats and that they will then have to circle which animal is the
correct one for the four sentences underneath. Tell them it might be the hedgehog,
the bat or the hedgehog and the bat. The children read the two texts and then circle
the correct animal. When they have finished, ask for volunteers to read out the
texts and for other volunteers to read out the sentences. Finally, ask four different
children to say the names of the animals.
Finishing off
Divide the class into pairs and ask each child to choose an animal (bear,
hedgehog or bat). Tell the children to ask each other questions based on the
texts on page 27. Tell them that they have to try to guess which animal their
partner has chosen.

Resources
DVD 2
DVD Unit 3 Real Kids
Teachers Resource Book, page 30
Activity 1: Read out the sentences. Play the DVD, and as the children watch and listen, they circle Yes or No
accordingly. Play the DVD again so they can check their answers.
Activity 2: Tell the children to draw a small plant in the space provided. When they are finished, ask the children to
label the plant with words from the box. As an extension, the children can say the words and colour their drawings.

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Unit 3 - Lesson 7A
Students Book, page 34
Objectives
To read a text about Canada.
To say a tongue twister and
practise the e sound.

Target language
Vocabulary:
months, seasons; go camping/
skiing; rain, snow, sunny
Structures:
It starts snowing in November.
The snow melts in April.
We go camping in the
mountains.
There are lots of trees
everywhere.

Materials
Teachers i-book
CD
Unit 3 poster
map of the world

Getting started
Ask the children what they know about Canada. Help them to find it on a
world map. Ask them if they know the capital (Ottawa), and what languages
they speak there (English and French).
12 Read and say the mistakes.
Tell the children to read through the text. Then, ask some volunteers to read the
sentences aloud. Ask them some comprehension questions: Which is Haydens
favourite season? When do they go camping? When does the snow melt? The
children then read the sentences and find the mistakes. They correct them
in their notebooks. Put them into small groups to check their answers. Then,
check the answers together as a class.
Answers
1 In Canada it starts snowing in November.
2 Hayden goes camping in summer.
3 The flowers come out in April.
4 School starts in September in Canada.
13 Listen and say a tongue twister. 1.30
Tell the children they are going to learn a tongue twister. Play the CD and
encourage the children to repeat each line in the pauses. Play the recording
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 groups and ask each group to practise saying the tongue
twister in different ways: with different voices, whispering, singing, rapping. Let
them share their favourite version with the class.

Resources
Phonics
Teachers Resource Book, page 95
Activity 1: Play the CD and have children repeat the words they hear. Play the recording again for extra
pronunciation practice.
Activity 2: Tell the children to say the words in the box. They then fill in the sentences with the correct words.
Finally, they read the sentences out loud.
Activity 3: Ask the children to form sentences by putting the words in the correct order.

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Culture
12

UNIT 3 LESSON 7

Read and say the mistakes.

Review
1

Read and liste

Read and say

The seasons in Canada

Hi, Im Hayden. I come from Canada.


Canada is a very big country. The winters are
very cold and long. It starts snowing in November.
I wear a hat and scarf and warm clothes when
I go skiing. Sometimes its 40 oC. You have to
cover your face when you go outside!
Its cold in spring too but the snow melts in April
and the flowers come out. I love spring.
Summer is my favourite season. When its sunny,
its hot, but it rains sometimes too. We go camping
in the mountains in August.
Autumn is really beautiful in Canada. There are
lots of trees everywhere. But we have to go back
to school in September!

1 In Canada, it starts snowing in April.


3 The flowers come out in February.

13

Listen and say a tongue twister.

2 Hayden goes camping in spring.


4 School starts in October in Canada.

1.30

November, December,
Remember, remember.
When you get dressed,
Wear a vest!

34

The seasons in Canada

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LC

Phonics sound e as in November

18/02/15 09:12

Students develop Linguistic competence and comprehension by developing a musical


rhythmic association between phonology and word stress by learning a chant for the
sound e.

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IT 3 LESSON 7

Review
1

UNIT 3
1.31

Read and listen. Then write.


Its 1 ... and its snowing. Beep is ill.

I dont like the


winter. ACHOO!

Whats Robby doing? Why


is he painting the wall?

When its 2 ... ,


I go to the beach.

Robbys got an idea!


Now, Robby has got a sun 4 ... .

What is Robby doing now?

Robby, what
are you doing?

I wear 3 ...
and sunglasses in
summer too!

Its very 5 ...


in summer, too!

Its a
surprise!

Now its summer! Beep and Robby


are at the 6 ... .

n spring.
in Canada.
What IS Robbys surprise?

Thank you, Robby.


I like your surprise.

Read and say True or False.


1 Robby is ill.
4 Robby has got a sun bed.
2 When its summer, Robby goes to the mountains. 5 Its very sunny in the summer.
3 Robby wears sunglasses in summer.
6 Beep doesnt like the surprise.

Unit vocabulary: seasons and related activities

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LL

35
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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
Students Book, page 35

Objectives
To read and listen to a cartoon
story.
To review the language of the
unit.

Target language
Vocabulary:
seasons
Structures:
I dont like the winter.
When its summer, I go to the
beach.

Materials
Teachers i-book
CD
Unit 3 poster

i-story cards
i-activity
i-poster
i-flashcards

Getting started
Put the poster on the board, point to one of the winter months and ask: In
winter do you wear a T-shirt? Point to the month of August and ask: Do you go
to school in August? Point to November and ask: Is it cold in November? etc.
1 Read and listen. Then write. 1.31
Tell the children to look at the Beep cartoon and explain that it is winter and that
Beep is ill. Ask the children to read the cartoon and to make suggestions for 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
it: Its January and its . Beep is . When its summer, I . I wear . Now,
Robby has got . Repeat with other sentences. Follow on by asking the class to
read the cartoon aloud in pairs with Child A saying the narrators part and Child B
saying Beeps and Robbys parts.
Answers
1 January
2 summer
3 shorts

4 bed
5 sunny
6 beach

2 Read and say True or False.


Put the children into pairs to read the sentences and decide if they are true or
false. The pairs then check their answers with other pairs.
Answers
1 False
2 False
3 True

4 True
5 True
6 False

Finishing off
Make a calendar listing different festivals and important school events in the
appropriate months: January: Day of the Kings; February: Valentines Day, etc.
Display the calendars and encourage the children to talk about them.

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Review
3

UNIT 3

Look, read and complete.

Whats your favourite season, Tim?


Its . The weather is really nice then.
Where do you in summer?
I go to the . Look, heres a photo.
What do you wear at the beach?
I wear shorts and a .
What do you do at the beach?
Well, I swim in the and play frisbee with my cousin.
That sounds fun!
Yes, it is! And when we get hot, we eat some .

Read and write about your favourite month.

Hi, my names David.


My favourite month is September. I go to
school and I see my friends again. Its hot
and I wear a T-shirt and shorts.
After school, I do homework and I play
computer games.
My birthday is in September. I have a party
with my family.

Play word tennis.

March
Spring!

36

Unit vocabulary:
seasons,
months, weather,
clothes
Classroom
vocabulary
Colours
Ive got my
books.

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LC

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

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Unit 3 - Review
Students Book, page 36

Objective
To review the language of the
unit.

Getting started
Review the months and seasons with the children, getting them to chant them
out in order. Have competition between one side of the class and the other or
girls against boys, to see who can say it best.

Target language
Vocabulary:
seasons, months
Structures:
What do you wear at the
beach?
I swim in the sea.
My favourite month is
September.

Materials
Teachers i-book

i-poster
i-flashcards

3 Look, read and complete.


Tell the children to look at the photo, read the conversation and guess the missing
words. They write them in their notebooks. Put them in pairs to read it out together
saying the words. Ask volunteers to read the conversation out loud.
Answers
summer, go, beach, T-shirt, sea, ice cream
4 Read and write about your favourite month.
Ask volunteers to read the text aloud. Ask some comprehension questions to
make sure the children have understood it and then tell them to write about
their favourite month in their notebooks. When they have finished, ask some of
the children to read out their texts.
5 Play word tennis.
Let the children look at the example in their books. In pairs they take turn to
say a month and then name the season. Ask volunteers to demonstrate for the
whole class.

Term Review game


Term Review poster

Finishing off
Tell the children to close their books and put them into teams. Have a quiz about
the unit. Ask questions, for example: Where is Hayden from? (Canada.) In the
story, what sport do the children do? (Ice skating.) Whats the weather like in
Australia at Christmas? (Hot and sunny.) What are the first three months of the
year? When is Karims birthday? (In November.) And Olgas? (In February.)

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Review
1

Circle and write in order.

DECEM

March

January, February,

July

B E R J U LY N O

, August,

VEMBERMA

YA P R I L M A R C H S E P T E M B E R

April

September

, October,

May
November

December

Write a, e, i, o, u and match.

1 Wh a t

do

a I wear a jumper.

e a t i n s u mm e r?
2 Wh e r e d o y o u g o
i n spr i ng?
3 Wh a t d o y o u w e a r i n a u t u mn?

, June,

yo u

b I go to the park.
c I eat watermelon.

Look and complete.


eat ice cream

play football

go to the park

wear a jumper

summer

winter

1 In summer,
2 In winter, I
3 In

summer

4 In winter,
5 In

summer

eat
ice cream.
a
jumper.
football .
, I dont play
I
dont
eat
ice cream.
winter
park
and
, I go to the
.

I
wear

28
BLQGG

LL



Students develop their learning skills by reviewing vocabulary related to clothes and food.
Lessons that focus on language consolidation help students to become more fluent and
comfortable with the language.

150
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Unit 3 - Lesson 7B
Activity Book, page 28

Objectives
To practise reading and writing.
To revise the vocabulary from
the whole unit.

Target language
Vocabulary:
months, seasons
Structures:
What do you eat in (summer)?
Where do you go in (spring)?
What do you wear in (autumn)?

Materials
Teachers i-book
Unit 3 poster
Unit 3 flashcards

Getting started
Put the poster on the board. Ask children to go to the poster, point to a month
and tell you something about it, for example: This is January. It is cold in
January and it snows. Continue until all the children have had a turn to speak.
1 Circle and write in order.
Say: Open your Activity Books at page 28. Look at Activity 1. We are going
to write the names of the months in the correct order. Tell the children that
the names of some of the months have been mixed up and that they have to
decipher them. The children separate the words and then write the names of
the months in the correct order.
2 Write a, e, i, o, u and match.
Say: Look at Activity 2. Tell the children to look at the pictures. Then, explain
that in the sentences the vowels have been taken away and that they have to
choose which vowel is correct to make the words. Then, they have to answer
the questions by matching them to the three sentences on the right of the
page. When they have finished, ask for volunteers to each read out one of their
questions, and for other volunteers to answer them.
Picture dictionary 3.16
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 January and June. Encourage the class to quickly point to the two pictures and
to 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
them to look at the pictures, repeat the words and write them below.
3 Look and complete.
Ask the children to look at Activity 3, and explain that they have to look at the table
and then use the information to complete the sentences about the summer and
the winter. When they have finished, ask for volunteers to read out their sentences.
Finishing off
Place the flashcards around the room. Name one of the months. Ask a child to
point to the correct flashcard and to name it. If they say it correctly, then they
choose the next one.

151
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Unit 3 - Evaluation
Beep on grammar
Objective

Unit 3 Test

To evaluate childrens
understanding of target
language from the unit.

Name:

Unit 3

Class:

What/Where do you?

1.32
2

What

wear
do
go

do you
Where

Target language

Vocabulary:
months, seasons

ill
d

3 What

i S

IRTEWN

O OCO

Teachers i-book
CD
Photocopies of
Teachers Resource Book,
pages 155 and 156

MUNAUT
1
2

1.32

Listen and circle.


Complete the months.

do

you

do

6 What

you

August? in

July

in

in

go

you

do

in
eat

you

4 Where do

5 What

go

do you

you

What

wear

Where

eat

July

September?

September

in

in

eat

June?

at

you

go

do

you

in

What

Christmas? eat at What do

Unscramble the seasons.

155

BLQGG



BLQGG

Unit 3 Test



Name:

In May, I dont

Class:

I play football.

1.4

In November,

1 When it is cold you wear a jumper.

I dont swim in the sea.


I wear a coat.

2 When it is autumn there are lots of flowers.

LL

3 I wear t-shirts and shorts in summer.


4 In winter, you can make a snowman.

Write in order and circle for you.

Childs own answers

1 eat / In / February / ice cream / I

In February, I eat ice cream.

True

False

True

False

True

False

True

False

True

False

2 I / go / August / to / In / dont / beach / the

In August, I dont go to the beach.

February

autumn

May

summer

1 Flowers are very beautiful in


2 The trees havent got leaves in

Wear

In January, I dont play football.


5 soup / eat / December / In / I

in Spain.

Play

a T-shirt

In December, I eat soup.


Eat

the park

a jumper

the guitar

Go to

a salad

football

ice cream

4
5

4 football / In / play / January / dont / I

is the shortest month.

1566

In June, I wear a T-shirt.

4 It is very hot in

3 June / I / a / wear / T-shirt / In


at

school

Santillana Educacin S.L. 2012 PHOTOCOPIABLE

Children develop
their learning skills
by applying acquired
learning strategies such
as, focusing attention and
memory recall, as well as
comprehension and linguistic
expression in order
to complete an end of unit
assessment.

January

2 Where

MRUMSE

Materials

wear in January ?

you

do

I wear

PIGNSR

Complete the questions and answer for you. Childs own answers

1 What

Santillana Educacin S.L. 2012 PHOTOCOPIABLE

Structures:
I wear a jumper in January.
I dont wear a coat in summer.
When it is cold, you wear a
jumper.

I wear a T-shirt.
I eat Easter eggs.
I go on holidays.

in July?
at Easter?

Write true (T) or false (F).


Complete the sentences.
Put the words under the correct verb.

BLQGG

Complete the sentences for you.


1 In spring, I

Childs own answers

2 I dont

in summer.

3 I

in autumn.

4 In winter, I dont

7
BLQGG





Transcript
Unit 3 Test. Activity 1. Listen and circle.
1 Its summer and hot. You wear a T-shirt.
2 Its Christmas time. Look, theres Santa!
3 You can see beautiful flowers.

1.32

4 Its very cold. You need a coat.


5 This is the first month of the year.
6 You can go to the swimming pool and beach.

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Introduction

4. My town
Unit objectives
To learn the names of the
places in a town.
To learn how to make plans.
To sing a song and a chant.
To read and understand a story
and a cartoon.
To say a tongue twister.

Target language

Anticipating difficulties
Children need to feel safe and that they belong to a community. This can be
at home, in the school community or the wider neighbourhood community. If
children feel isolated or threatened this may be expressed in a lack of interest
in their studies.
Teaching tip
Emotions and memories help vocabulary to be recorded in the long term memory.
When you are teaching places of interest in your local community it could be
enriching to encourage them to tell personal stories about these places: the
hospital I was born in, the park where I go skating with my friends, the cinema I go
to with my dad, the train station where I say goodbye to my brother.

Vocabulary:
castle, cinema, hospital, library,
museum, park, shopping
centre, swimming pool, train
station, zoo

Unit 4 My town

Structures:
Is there a cinema?
Theres / There isnt a park.
What shall we do?
Lets go to the cinema!

Luke and Sue


Go to the zoo,
After school.
You can come too!
Its cool!
364246 _ 0001-0016.indd 5

EAN: 8431300160446 BEEP 4 Santillana Educacin S.L. 2012

1.42

07/02/12 10:34

153
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Unit 4 - Lesson 1A
Students Book, page 37
Objectives

Getting started
Put the poster on the board. Ask the children if they can see Robbie in the town.
Then, ask them to find the different places. Ask: Is there a (zoo) in the town?
SS: Yes, there is. Encourage the children to use the short answer (there is). T:
Wheres the (zoo)? A volunteer comes to the poster and points at the (zoo).
Continue with the other places. Then ask: Is there an (airport) in the town? SS:
No, there isnt. Then, tell two volunteers to come to the front of the class to ask
and answer the questions. Repeat the process with other volunteers until you
are certain that all the children can say there is, there isnt and is there? correctly.

To introduce and learn the


places in a town.
To learn and sing a chant.
To act out a simple dialogue.

Target language
Vocabulary:
castle, cinema, hospital, library,
museum, park, shopping
centre, swimming pool, train
station, zoo

1 Listen and sing. 1.33


Say: Open your books at page 37. Tell the class to look at the picture and ask them
who they can see. Ask them what they are looking at (a model town). Ask some
questions about the town: Is there a castle in the town? Is there a train station
in the town? Is there a swimming pool in the town? etc. Then, tell them they are
going to hear a song about a town. Play the CD and ask the class to listen. Play
the recording again and ask the class to try to follow the song in the book with
their fingers. Play the CD again and encourage children to join in the singing. Join
in yourself. Play the recording a few more times until they are more confident.

Structures:
Is there a (cinema)?
Theres / There isnt a (park).

Materials

2 Listen and say the place. 1.34


Ask the children to look at the pictures of the places. Give them a few minutes to
do this and then say they are going to hear a conversation which is taking place in
one of the places which they will have to identify. Then play the CD. The children
listen. Play the CD again and pause after each mini-dialogue. Ask: Where are
they? The children answer: They are in the (hospital). Repeat the process to make
sure all the children have understood the conversations correctly.

Teachers i-book
CD
Unit 4 poster
board pen or chalk

i-activity

Answers
1 park, 2 hospital, 3 swimming pool, 4 zoo, 5 train station, 6 museum

i-poster

Finishing off
A spelling race. Divide the class into two teams and ask them to form two lines
facing the board. Give the child at the front of each line a board pen or chalk.
Say a place (cinema) and tell the children with the pens to come and write the
first letter to spell the word on the board. Then, they run back to the line and
pass the pen to the second child, who writes the second letter, and so on.
Give two points to the first team to correctly spell the word and one point to
the other team if they also spell the word correctly.

Transcript
Listen and say the place.

1.34

1 Boy: Have you got the ball?


Girl: Yes, Ive got a ball and Ive
got a kite!
Girl: Come on, lets play!
2 Girl: Hello, doctor!
Doctor: Hello, how are you?
Girl: Im fine. Can I go home today?
Doctor: Yes, you can.

3 Boy: Can you swim?


Girl: Yes, I can.
Boy: 1, 2, 3, jump!
4 Mum: Look at the elephants and
the lions!
Boy: Theyre fantastic! And look at
this snake!
Mum: Snake! I dont like snakes!
Boy: Oh, Mum!

5 Girl: Dad, what times the train?


Dad: Its at four oclock.
Girl: Dad, its four oclock now.
Dad: Quick, run! Thats our train!
6 Girl: Look dinosaurs!
Boy: Dinosaurs, where?
Girl: Behind you!
Boy: Ah!... oh, its only a model
dinosaur!

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4. My town
1

Listen and sing.

LESSON 1

1.33

Are you ready


for school?

My town, my town,
Its a wonderful place to be!
In my town, theres lots to see.
A shopping centre and a library,
Theres a big museum and a
cinema too.
Theres a park and a hospital
and a zoo!

Theres a train station


and a swimming pool.
I think my town is really cool,
So many things to see and do.
Its home for me and its home for you!

Listen and say the place.

1.34

shopping centre

museum

cinema

park

hospital

zoo

swimming pool

train station

Places in a town

685999 _ 0037-0046.indd 37

SCC

Theres a (train station).

37
18/02/15 11:03

Students develop social competence by taking part in a spelling race. Playing games in
teams helps students to develop their ability to take turns as well as helping and
respecting one another, making decisions, dividing tasks, etc.

155
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4. My town
1

Look and write the names of the places.


cinema museum
hospital train station

zoo
train station

park zoo
swimming pool

hospital

swimming pool

cinema
museum
park

Read and complete.

Im riding my bike and


playing football. Im at
park
.
the

Theres a big elephant and


I can see monkeys too. Im at
zoo
.
the

Im playing in the
water. Im at the
swimming pool .

29
BLQGG

LL



Students develop their learning skills by reviewing new vocabulary. Students use visual cues
in order to help them remember the names of places and label them in English.

156
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Unit 4 - Lesson 1B
Activity Book, page 29

Objective
To practise naming the places
in a town.

Target language
Vocabulary:
castle, cinema, hospital, library,
museum, park, shopping
centre, swimming pool, train
station, zoo
Structures:
Theres / There isnt a (park).
Im at the (zoo).
Im (riding my bike).

Materials
Teachers i-book
Unit 4 flashcards

Getting started
Show the flashcards one at a time and ask the children, as a group, to name
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. Then, ask two
children to come to the front. Give them four different flashcards each. One
asks: Is there a (supermarket) in your town? The other looks at his/her flashcards
and answers: Yes, there is or No, there isnt and then asks a question. Continue
with other volunteers.
1 Look and write the names of the places.
Say: Open your Activity Books at page 29. Tell the children to read the names of
the places in the word box. When they have done that, tell them to look at the
picture and find the places. Tell them they have to write the places in the boxes
provided. Walk around the class checking the activity.
2 Read and complete.
Say: Look at Activity 2. Tell the children to look at the pictures, decide where each
character is and then write their answers. When they have finished, ask for three
volunteers to read out the sentences so that the class can correct the activity.
Finishing off
Having hidden a flashcard behind your back, ask the children to take turns to
guess what it is. Continue until they have guessed all the places. Then, ask for
volunteers to take over your role.

Resources
Reading and Writing
Teachers Resource Book, page 140
Activity 1: Ask the children to look at the pictures and write the place where each picture was taken.
Activity 2: Tell the children to read the questions on the right. They then read the text on the left and answer the
questions in the spaces provided. Tell the children they can refer back to the text for clarification.

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Unit 4 - Lesson 2A
Students Book, page 38
Objective
To listen to, read and act out a
simple dialogue about a town.

Target language
Vocabulary:
castle, cinema, hospital, library,
museum, park, shopping
centre, swimming pool, train
station, zoo
Structures:
Is there a (cinema)?
Theres a (zoo) but there isnt
a (park).
Lets go to the (cinema).

Materials
Teachers i-book
CD
Unit 4 flashcards

i-flashcards

Getting started
Ask two volunteers to come to the front of the class. Give each one four
flashcards, making sure each child has different places. Then ask the
volunteers: Is there a swimming pool in your town? The children look at their
cards and answer: Yes, there is. / No, there isnt. Repeat with the other places.
Then, ask the volunteers to ask each other and, this time, encourage them to
give longer answers, like: No, there isnt a (park) but there is a (museum). Repeat
the process with other volunteers.
3 Listen and read. 1.35
Say: Open your books at page 38 and look at the picture at the top of the page.
Ask the children who they can see in the picture and ask them what they are
looking at. Explain that they are going to listen to Ricky and Karim talking about
Karims town. Play the CD and ask the children to follow the dialogue with
their fingers. Play the recording again, pausing at various points and choosing
volunteers to say the next line. Then, tell the children to get into pairs and role
play the dialogue, taking turns to play each character. Finally, choose pairs to
come to the front and act out the dialogue for the rest of the class.
4 Look at the picture for one minute. Cover, then ask and answer in
pairs.
This activity activates the childrens visual learning and memory. Ask the children
to look at the picture for one minute, then cover it. Ask for two volunteers to read
the mini-dialogue and then tell the children they are going to ask and answer
similar questions in pairs. This activity also gives the children a chance to respond
at their own level. Some children may give shorter answers, while others have
the opportunity to expand and give longer responses to the questions. Finally,
choose pairs to come to the front and ask and answer the questions.
Finishing off
Memory chain. Sit in a circle and say: In my town, theres a hospital. Then, ask
the child to your left to repeat and add another place: In my town, theres a
hospital and a park. Then, ask the next child to repeat again and to add another
item. Continue this way adding another item each time. Children who cant
remember all the items are out. (Note: this can be hard to play in a large class
because the children have to wait a long time for their turn. However, once
theyve got the idea, they can play in small groups.)

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UNIT 4 LESSON 2

Listen and read.

1.35

Listen and sa

Read and say

Ask a friend.

Hello, Karim. Is there a swimming pool


in your town?
Yes, there is. Do you like swimming?
Yes, its my favourite sport. Is there a zoo?
No, there isnt, but theres a big park.
Is there a museum?
Yes, there is.
Is there a cinema?
Yes, there is. Do you like films?
Yes, I like superhero films.
Beep on Grammar, page 8.

Me too! Lets go to the cinema later!

Is there?
Is there

a museum?
a hospital?

Yes, there is.


No, there isnt.

Look at the picture for one minute. Cover, then ask and answer in pairs.

Is there a hospital?
No, there isnt.

Is there a bird?
Yes, there is.
38

Asking about a town

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LC

Is there a (cinema)? (No, there isnt.)

18/02/15 11:03

Students develop language skills by learning the words for places in a town. They use their
knowledge of the language to ask and answer questions.

159
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Is there a

cinema
train station
zoo

Theres a

park.
sports centre.
swimming pool.

Listen and or .

Write in order and circle the answers.

Yes, there is.


No, there isnt.

3.8

there

centre

shopping

Is

Is there a shopping centre


2

pool

Is

swimming

Is there a swimming pool


3

there

cinema

park

Is

Is there a park

Yes, there is.

No, there isnt.

Yes, there is.

No, there isnt.

Yes, there is.

No, there isnt.

Yes, there is.

No, there isnt.

there

Is

Is there a cinema
4

there

30
BLQGG

DC



Students develop Digital competence by extracting specific information from a short CD


recording. They must tick or cross the pictures.

160
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Unit 4 - Lesson 2B
Activity Book, page 30

Objective
To practise the target language.

Target language
Vocabulary:
castle, cinema, hospital, library,
museum, park, shopping
centre, swimming pool, train
station, zoo
Structures:
Theres / There isnt a (park).
Im at the (zoo).
Im (riding my bike).

Materials

Getting started
Say: Open your Activity Books at page 30. Tell the children to look at the
grammar box at the top of the page. Then, put the poster on the board and
tell them to think of a question about the town. Ask for a volunteer to begin
by asking a friend their question: Is there a (swimming pool) in the town?
Continue until all the children have asked a question.
3 Listen and or . 3.8
Tell the children to look at Activity 3. Explain that they are going to listen to a
conversation between two girls. One is asking the other about places in the town.
Tell the children that they have to look at the pictures as they listen and tick the boxes
if the place is in the town and cross them if it is not. Play the CD. The children listen.
Play the recording again and this time the children tick or cross the boxes. When they
have finished, ask the same questions as the CD and check the childrens answers.
Then, play the recording again.
4 Write in order and circle the answers.
Tell the children to look at Activity 4. Tell them that they can use the grammar box
at the top of the page to help them write the questions in the right order. When
they have written the questions, tell them to refer to the picture and then circle
the right answers. When they have finished, ask for volunteers to read out the
questions and ask for other volunteers to read their answers.

Teachers i-book
CD
Unit 4 poster
Unit 4 flashcards

Finishing off
Divide the class into pairs. Give each child four flashcards. Then, tell the children
to ask each other questions and answer according to what flashcards they have.
S1: Is there a (swimming pool) in your town? S2: Yes, there is. / No, there isnt.

Transcript
Listen and

or .

3.8

Girl A: Is there a hospital here?


Girl B: A hospital? Yes, there is. Theres a big hospital.
Girl A: Ok thanks, and is there a park?
Girl B: Yes, there is. You can play football or have a
picnic there.
Girl A: Oh, great! Is there a zoo?
Girl B: Um... no, there isnt.
Girl A: Is there a train station?

Girl B: No, there isnt. Theres a bus station but there


isnt a train station.
Girl A: Ok, is there a shopping centre?
Girl B: Yes, there is. Its near the park.
Girl A: Is there a museum?
Girl B: No, there isnt. Theres a library but there isnt
a museum.
Girl A: Thanks, bye!
Girl B: Bye!

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Unit 4 - Lesson 3A
Students Book, page 39
Objectives
To listen and identify a town.
To practise the target structures.

Target language
Vocabulary:
castle, cinema, hospital, library,
museum, park, shopping
centre, swimming pool, train
station, zoo; city, town, village
Structures:
Is there a (cinema)?
Theres a (zoo) but there isnt a
(park).
Do you live in a (town)?
I live in a (village).

Materials
Teachers i-book
CD
Unit 4 flashcards

i-activity
i-flashcards

Transcript

Getting started
Hand out the flashcards. Call out the name of a place: Cinema. Children with
the cinema flashcard stand up and say: In my town theres a cinema. Then,
children who dont have the cinema flashcard stand up and say: In my town
there isnt a cinema. Continue until you have practised all the places.
5 Listen and say the town. Then, listen and check. 1.36
Say: Open your books at page 39. Ask the children to look at the picture of the
towns for a few minutes. Play the first part of the CD and ask the children to
look at the picture while they listen. Play the first part of the CD again, pausing
after each description for the children to say which town it is. Finally, play the
second part of the recording so that the children can correct their answers.
6 Read and say True or False.
Ask the children to look at Activity 6. Ask them to look again at the picture of
the three towns. Then, tell them they have to read the six sentences and say
whether they are true or false. When they have finished, ask for volunteers to
read out the sentences and to say whether they are true or false.
Answers
1 True
2 False
3 True

4 False
5 True
6 False

7 Ask a friend.
Tell the children that a city is very big and that a village is very small. Think of
a city, a town and a village that the children will recognise and ask: Is (Madrid)
a city or a town? SS: Its a city. T: Is (Gijn) a city or a town? SS: Its a town.
T: Is (Ocentejo) a town or a village? SS: Its a village. Then ask: Where do you
live? S1: I live in (Madrid). T: Is Madrid a town? S1: No, it isnt. Its a city. Practise
with other children and then say: Look at Activity 7. The children read the
captions. Divide them into pairs and ask them to ask each other the questions.
Finishing off
Use the illustration in Activity 5.
1) Child A describes a town and Child B guesses which town it is: There isnt a
library. Theres a museum and a zoo. (Green Town)
2) Child A chooses a town and Child B asks questions to guess which town it
is: Is there a (cinema)?

Listen and say the town. Then, listen and check.

1.36

1 Theres a zoo. There isnt a museum. Blue town!

4 Theres a cinema. There isnt a hospital. Green town!

2 Theres a swimming pool and theres a zoo.


Green town!

5 There isnt a museum and there isnt a swimming pool.


Blue town!

3 Theres a museum and theres a train station. There


isnt a swimming pool. Yellow town!

6 Theres a park, a shopping centre and a library.


Yellow town!

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NIT 4 LESSON 2

UNIT 4 LESSON 3

Listen and say the town. Then, listen and check.

Read and say True or False.


1 There isnt a library in Green Town.
2 Theres a hospital in Yellow Town.
3 Theres a cinema in Blue Town.

No, there isnt.

1.36

4 There isnt a zoo in Green Town.


5 Theres a train station in Yellow Town and Green Town.
6 There isnt a swimming pool in Green Town.
Beep on Grammar, page 9.

Ask a friend.

Do you live
in a town?
No, I live
in a village.

Yes, there is.


Facilities in a town

Do you live in a (town)? (Yes, I do.)

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SCC

39
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Students develop social competence by using their English orally in a guessing game.
Games are a wonderful way of using English in a relaxed and fun setting.

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Look, read and complete.


Theres

There isnt

There isnt

a swimming pool.

Theres

a shopping centre.

Theres

a cinema.

There isnt

a park.

Theres

a train station.

Theres

a museum.

Read and or about your town.


1 Theres a cinema.
2 Theres a shopping centre.

Students own answers.

3 Theres a museum.
4 Theres a park.

Read the words and write the place.


doctor
bear
run

ambulance
penguin
jump

nurse
monkey

play

31
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LL



Students develop their learning skills by participating in class and being corrected by
the teacher. Learning to identify, accept and improve ones mistakes is an imperative for
becoming a more effective learner.

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Unit 4 - Lesson 3B
Activity Book, page 31

Objective
To practise There is and There
isnt.

Target language
Vocabulary:
castle, cinema, hospital, library,
museum, park, shopping
centre, swimming pool, train
station, zoo
Structures:
Is there a (cinema)?
Theres a (zoo).
There isnt a (park).

Materials
Teachers i-book
Unit 4 flashcards

Getting started
Place a selection of flashcards around the classroom. Write all the word
flashcards on the board. Name one of the places (swimming pool) and if the
flashcard is there, ask for a volunteer to go to the flashcard, hold it up and
say: There is a (swimming pool) in the town. If the flashcard isnt there, the
volunteer has to say: There isnt a (swimming pool) in the town. Repeat several
times with other volunteers.
5 Look, read and complete.
Say: Open your Activity Books at page 31. Look at the picture in Activity 5.
Explain that they have to say what there is in the town using there is and there
isnt. Give the children time to write the sentences and then check the exercise
by asking them to read out what they have written.
6 Read and or about your town.
Tell the children to look at Activity 6. Explain that they are going to correct
statements about the town where they live. Tell them that they have to read the
sentences and then mark them with a tick or a cross, depending on whether
there is or isnt a (cinema) in their town. Go around the class and check the
childrens answers.
7 Read the words and write the place.
Say: Look at Activity 7. Tell the children that they have to read the words in the
boxes and decide which places they correspond to. Then, they have to write
the words in the spaces provided. When they have finished, ask for volunteers
to read out their answers.
Finishing off
Ask the class to write a short paragraph using the text in Activity 6, but this
time, instead of a tick or a cross, they have to correct the sentences and write
them again with there is or there isnt. When they have finished, ask them to
read out their paragraphs.

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Unit 4 - Lesson 4A
Students Book, pages 40 and 41

The Science Museum!

Objectives

Read and listen to the story.

Theres a new
Science Museum!

To read and listen for


comprehension.

Museums are boring.


Lets go swimming!

To consolidate the language of


the unit.

What shall
we do today?

Target language

I dont know.
Im bored.

Vocabulary:
museum, swimming pool;
magnet, newspaper, robots,
spiders

Dad is reading a newspaper. Lucy


and Tom dont want to watch TV.

i-flashcards

IWB

i-book

Oh, no! Olga is scared of spider


2
But Lucy likes the robots.

2
Look at
Olgas hair!

Lets take
a photo!
Its time to go
home now!

Materials

i-poster

I dont like
swimming!

Hurry up! This


museum is really
interesting.

Structures:
What shall we do today?
I dont know. Im bored.
Lets invite Karim and Olga.
Its time to go home.

i-flashcards
More
phonics
i-story cards

Find
and
say!

1.37

To enjoy a story.

Teachers i-book
CD
Unit 4 storyMore
cut-outs
practice
Unit 4 flashcards
photocopies of
Teachers Resource Book,
pages 111 and 112

UNIT 4 LESSON 4

UNIT 4 LESSON 4

Lets invite Karim


and Olga!
Dad likes museums. They are going to the
Science Museum. Tom phones Karim and Olga.

More
practice

More
phonics

40
685999 _ 0037-0046.indd 40

Karim has got his camera. Hes taking a photo.

Leisure activities

Leisure
activities
Imperative with Let: Lets
go swimming!

Imperative Olga
with Let:
Lets of
gospiders.
swimming!
is scared

18/02/15 11:03

Getting
F started
F
Put the flashcards on the board. Say the places but leave out museum. Ask
the children
which place you havent said. SS: Museum! Then ask: Is there a
SC SC
museum in your (city/town/village)? SS: Yes, there is. / No, there isnt. Then ask:
Is it a science museum? Ask the children: What is there in a science museum?
The children can answer freely, but you can prompt them with questions: Is
there a robot in the science museum? etc.
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 (robot spider) in the story and
elicit the scene number (scene 5). 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: Are Tom and Lucy watching television? Is Tom and Lucys dad
reading the newspaper? In which frame is Tom talking on the phone? Where are
they in scene 4? Is Lucy flying in scene 6?
8 Read and listen to the story. 1.37
Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: Is Tom bored? Do Lucy and Tom want to watch
TV? Does Lucy want to go to the museum? What does she want to do? Does
Dad like museums? Who does Tom phone? Has Karim got his camera? etc.

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CAE

UNIT 4 LESSON 4

Find
and
say!

Find
and
say!

Olga, look! Theres


a robot spider
behind you.

Students develop cultural expression by


creating their own story booklet with the
template and stickers.

Look, Lucy is flying!

Aargh!
Its magic!
Oh, no! Olga is scared of spiders.
2
But Lucy likes the robots.

Oh, no! Olga is scared of spiders.


But Lucy likes the robots.

The magnets help Lucy to fly.

Lets go back to the


museum tomorrow!

Its time to go
home now!

Its time to go
home now!

I dont want
to go home.
Lets look at the
robots again.

rative Olga
with Let:
Lets of
gospiders.
swimming!
is scared

7
Olga is scared of spiders.

685999 _ 0037-0046.indd 41

Lucy has got a new T-shirt.


She thinks museums are fun now!

8
41
18/02/15 11:03

Write the main parts from the story on the board: Narrator, Karim, Lucy, Olga,
Tom, Lucy and Toms dad. Divide the class into groups of six and tell them to
take a part each and read the story. Follow up by asking the children about
museums: T: Do you like museums? What museums do you know? Is there a
museum in your town? and encourage the children to give long answers.

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 Teachers Resource Book, pages
111 and 112). Instruct them to look at the Students 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 Students 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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The Science Museum!


8

10
Order the pictures, then read and write True or False.

Olga is taking a photo.

False

Tom is phoning Karim and Olga.

True

11

Dad is reading a newspaper.

True

Lucy likes museums.

False

Read and circle.


1 Lucy thinks museums are interesting / boring.
2 Olga is scared of spiders / snakes.
3 Dad takes the children to the swimming pool / Science Museum.
4 Tom / Karim doesnt like swimming.
5 The magnets / robots help Lucy to fly.
6 Karim / Olga doesnt want to go home.

32
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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
To focus on comprehension of
the story in the unit.
To review key vocabulary from
the story.

Target language
Vocabulary:
museum, swimming pool;
magnet, newspaper, robots,
spiders
Structures:
Karim is (taking a photo).
Tom is (phoning Karim).
Olga is scared of (spiders).
Karim doesnt want to go
home.

Materials

Getting started
Remember the story. Ask the class questions about the story: Do Tom and
Lucy want to watch TV? Does Tom like swimming? Is the Science Museum
interesting? Does Tom want to invite Karim and Olga? etc. Then, ask them
to open their Students Books at Lesson 4. Assign the parts to six volunteers
(Narrator, Karim, Lucy, Olga, Tom, Lucy and Toms dad). Read the story out loud.
8 Order the pictures, then read and write True or False.
Ask the children to look at the scenes and to number them in the same order
as they appear in the Students Book. Then, write the first sentence on the
board: Dad is reading a newspaper. Ask the children to look at their Students
Books and to say whether the sentence is true or false. Continue with the other
sentences, but tell the children to read the sentences and to write down their
answers.
9 Read and circle.
Ask the class to look at the sentences in Activity 9 and instruct them to choose
which of the two words is correct and then circle it. Tell the children to look at
the story and then complete the sentences. When they have finished, ask for
volunteers to read out their answers.

Teachers i-book

Resources
DVD 1
DVD Unit 4 Animated Story: The Science Museum!
Teachers resource book, page 31
Activity 1: Tell the children to read the expressions in the speech bubbles. Play the DVD, and as the children
watch and listen, they identify the speaker who says each expression. They then write the name of each speaker
under their corresponding remark. Play the DVD so they can check their answers.
Activity 2: Ask the children to look at the picture on the right and answer the questions on the left.
Activity 3: Play the DVD and as the children watch and listen, they complete the sentences with There is or There are.

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10

Look at the story and complete.

Theres
a
robot
spider
behind you.

Its
to
home

time
go
now

Lets
back
the
museum
tomorrow !

go
to

11

Look ,
is
Lucy
ying
!

Look and match.

ph

net

news

bot

mag

one

ro

paper

33
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LC



Students develop Linguistic competence by matching puzzle pieces to create words.


Recognition of jumbled parts of words to identify vocabulary helps cognition and
memorization of the graphological representation of the word.

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Unit 4 - Lesson 4C
Activity Book, page 33

Objectives
To focus on comprehension of
the story in the unit.
To review key vocabulary from
the story.

Target language
Vocabulary:
museum; magnet, newspaper,
robot, spider
Structures:
Theres a (robot spider) behind
you.
Its time to go home now!
Lets go back to the museum
tomorrow!
Look, Lucy is flying!

10 Look at the story and complete.


Tell the children to look at the story and find the four pictures in Activity 10. Then,
ask them to complete the sentences on the lines provided. When they have
finished, ask four volunteers to read out their sentences. Explain that their task is
to complete the sentences by referring to the story in the Students Book.
11 Look and match.
Ask the children to look at Activity 11. Explain that they have to join the
beginnings and ends of the words to make the objects on the jigsaw pieces on
the right-hand side of the page. When they have finished, ask for volunteers to
read out the completed words.
Finishing off
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: Dad is watching television (Stop! Dad is reading the
newspaper), and so on.

Materials
Teachers i-book

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Unit 4 - Lesson 5A
Students Book, page 42
Objective
To practise making plans.

Target language
Vocabulary:
the days of the week; cinema,
museum, park, shopping
centre, swimming pool, zoo;
bright, raining, snowing, sunny,
windy
Structures:
What shall we do today?
Lets go to the park.

Materials
Teachers i-book
CD
Unit 4 flashcards

i-activity
i-flashcards

Getting started
Give the flashcards of the cinema, museum, park, shopping centre, swimming
pool and zoo to six volunteers and ask them in turn: What shall we do today?
Tell them they have to hold up their flashcards and say: Lets go to the
(museum). Then, ask the children to work in pairs and repeat the exercise.
9 Listen and chant. 1.38
Say: Open your books at page 42. Ask the class to look at the pictures and ask
them to identify the places. Then tell them they are going to hear a chant about
these places. Play the CD and ask the class to listen. Play the recording again
and ask the class to try to follow the chant in the book with their fingers. Play
the CD again and encourage children to join in with the chant. Join in yourself.
Play the recording a few more times until they are more confident. Then, divide
the class into groups and ask them to say the chant.
10 Look, then make plans with a friend.
Quickly remind the children of the days of the week. For example, go around
the class and ask the children to say the days of the week in order, one
after the other. Then, ask them to look at Activity 10. Ask them to read the
texts above the four pictures. Then, ask two volunteers to read out the short
dialogue on the right hand side of the page. Divide the class into pairs and
ask them to make plans together. When they have finished, ask some of the
children to act out their dialogue for the rest of the class.
Finishing off
Play Chinese whispers. Stick the flashcards on the board and ask the children
to stand in a line or sit in a circle. Whisper: Lets go to the swimming pool to
the first child. He/She then whispers the message to the second child, and so
on. The child at the end of the line goes to the board and points to the place.

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UNIT 4 LESSON 5

Listen and chant.

1.38

11

Listen and rea

12

Listen and sa

13

Write about w

What shall we do today?


Tell me, what shall we do?
Lets go to the Science Museum!
You can come too!
What shall we do today?
Tell me, what shall we do?
Lets go to the swimming pool!
You can come too!
What shall we do today?
Tell me, what shall we do?
Lets go to the shopping centre!
You can come too!

10

Look, then make plans with a friend.


Its raining.

Its bright and sunny.

It's windy. What shall


we do today?
Lets go to
the park and
fly a kite!

Its snowing.

42

Weather

685999 _ 0037-0046.indd 42

SCC

Its windy.

Making plans

Lets go to the (cinema)!

18/02/15 11:03

Students develop social competence by playing Chinese whispers. Games help students
to learn English and social skills at the same time, such as, by following accepted rules and
taking turns.

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12

14

Write and match.

1 B3

B1 A5

big

read

pool

go

computer

play

Lets

books

to

the

games

snowman

swimming

make

C2

b
d

Lets play computer games.


2 B3

A2 B4

Lets read books.


3 B3

C5 B2

A1

C3

Lets make a big snowman.


4 B3

A4 B5

C1

C4

c
A3

Lets go to the swimming pool.

13

Look and write.

Model answers

15

What shall we do?

Lets

Lets go to bed.

make a snowman

Lets go to the park.

34
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MST



Students develop mathematical competence by doing a writing activity where they have to
match numbers and letters to make words. Using numbers to order and organise thoughts
helps to develop this competence.

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Unit 4 - Lesson 5B
Activity Book, page 34

Objective
To practise making
suggestions.

Target language
Vocabulary:
go, make, play, read
Structures:
What shall we do?
Lets (play) (football).

Materials
Teachers i-book
Unit 4 flashcards

Getting started
Hand out the following flashcards: cinema, museum, park, shopping centre,
swimming pool, zoo. Explain to the children that they are going to practise
making suggestions. Divide the class into pairs and explain that one of them
will ask: What shall we do? and the other one will look at his/her flashcard
(park) and answer accordingly: Lets (go to the park) or Lets (play football).
12 Write and match.
Say: Open your Activity Books at page 34 and look at Activity 12. Look at the
table. Remind the children how to find the words using a letter and a number
and then ask them to write the four sentences. When they have finished, ask
the children to read out the sentences.
13 Look and write.
Say: Look at Activity 13. Explain to the children that they have to write the two
sentences using the pictures to help them. Correct the exercise by asking for
volunteers to read out their suggestions.
Finishing off
Play Hangman. Draw dashes on the board representing the letters of a
sentence including Lets When the children have guessed the sentence, ask
for volunteers to take over your role.

Resources
Language
Teachers Resource Book, pages 58 60
Reinforcement
Activity 1: Tell the children to look at the pictures of the places. They then fill in the missing letters to complete the
names of the places below each picture. They say the names of the places.
Activity 2: Tell the children to look at the pictures of the places. They then complete the sentences below with the
names of the places. They say the places.
Consolidation
Activity 1: Tell the children to read the information on the left. They then put a tick in the boxes under the places that
are in the town and a cross under the places that are not.
Activity 2: Tell the children to read the incomplete sentences and complete with correct place names. They say the
names of the places.
Extension
Activity 1: Tell the children to look at the picture columns on the right. They then fill in the missing information on the
left according to whether the corresponding boxes are ticked or crossed.
Activity 2: Tell the children to write sentences that describe what you do in the places listed on the left.

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Unit 4 -5C
Lesson 5C
Lesson
Arts & Crafts

Objectives
To practise target vocabulary
and structures.
To interact with classmates.

Target language
Vocabulary:
cinema, hospital, museum,
park, shopping centre,
swimming pool, train station,
zoo

Getting started
Display the poster. Ask the children where they would go in different situations.
T: I want to (see lots of animals), where do I go? SS: To the zoo!
T: I need to (see a doctor), where do I go? SS: To the hospital!
Make a town
Hand out photocopies of the town template. Tell the children to choose four
of the small illustrations to put in the town. They then cut them out and decide
where to glue them in the four empty squares. When they have finished they cut
out the scene and show their own town to the teacher. You can ask the children
why they like the places they chose.

Structures:
Yes, there is. / No, there isnt.
Theres / There isnt a park.

Materials
Teachers i-book
Unit 4 poster
Unit 4 flashcards
scissors
glue
Students develop
initiative by creating
their own town. They
cut out the illustrations and
decide for themselves where to
stick them on the picture.
IE

Finishing off
Draw or display a simple road system of your area on the board and ask the
students about the area. T: Is there a (shopping centre)? Elicit SS: Yes, there
is. / No, there isnt. Stick flashcards of the different places on the plan. When
you have finished, ask them what they would like to have. T: Where can we put
a (train station)? Ask a volunteer to come to the board and place a flashcard
where they like on the plan. Continue until all the flashcards are used.

Resources
Arts & Crafts
Teachers Resource Book, page 17

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ART

M use
um

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Unit 4 - Lesson 6A
Students Book, page 43
Objectives
To read and understand
different facts about a town.
To listen and say true or false.
To write about where you live.

Target language
Vocabulary:
bus station, park, sports
centre, swimming pool, train
station; city, country, town,
village; bikes, favourite places,
festivals, gymnastics, kites,
picnic, sports, transport
Structures:
In my town, there is a bus
station.
I go to school on foot.
I go to school by bus.
I like taking photographs.

Materials
Teachers i-book
CD
Unit 4 playing card cut-outs
map and information for
tourists

i-activity

Getting started
Tourist information role play. Bring a town map and some leaflets about
places to class. The children pretend to be tour guides or tourists and invent
sentences about the town. S1: Is there a swimming pool here? S2: Yes, there
is. Its open every day from 9 oclock in the morning until 7 oclock. etc.
11 Listen and read. 1.39
Say: Open your books at page 43. Ask the children to look at the photographs
in Activity 11. Ask them to read the four short texts. Play the CD and encourage
the children to listen. Play the recording again and ask the children to follow it in
their books. Then, ask four volunteers to read the four paragraphs. When they
have finished, ask a volunteer to choose one of the descriptions and to read it
out loud. The other children say which picture it is describing. Repeat until you
have described all four photos.
12 Listen and say True or False. 1.40
Play the CD and stop after each statement for the children to say true or false.
When they have done that, ask them to listen to the CD and to write a T or an F
in their notebooks. Go around the class and correct the exercise.
Answers
1 False
2 True
3 False
4 True

5 False
6 False
7 True
8 True

13 Write about where you live.


Brainstorm in small groups information about your town, under the headings:
Transport, Sports, Festivals, Favourite places and then share ideas as a class. Ask
the children to work in pairs or individually to write a report about their town.
Finishing off
The children play a game in groups of three. They all put their playing cards face
down on the table in front of them. S1 picks up a card and doesnt show it to the
others. He/She either describes or mimes the place on the card. For example, to
describe the place he/she says: I can see trees and birds. S2 and S3 try to guess
the place and the first one to do so wins the card. Next, S2 takes a card and the
activity is repeated. The winner is the child who wins the most cards.

Transcript
Listen and say True or False.

1.40

1 When its raining, Anita goes to school by train.


2 Anita goes to the park with her family on Sunday.
3 Anitas favourite sport is swimming.
4 Anita likes taking photos of kites.

5 There isnt a sports centre in Anitas town.


6 The kite festival is in July.
7 When its sunny, Anita goes to school on foot.
8 Anita rides her bike in the park with her mum and dad.

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NIT 4 LESSON 5

UNIT 4 LESSON 6

11

1.39

Listen and read.

Hi! Im Anita.
This is my town.

Transport

sPoRTS

In my town, theres a bus station and a train


station. When its raining, I go to school by bus.
When its sunny, I go to school on foot.

FESTIVALS

My favourite place

In June, theres
a kite festival in
my town.
I havent got a
kite, but I like
taking photos
of the kites.

Lets go to
the park and
fly a kite!

My favourite place is the park. I go to the park


with my mum and dad on Sundays. We ride
our bikes and have a picnic.

12

Listen and say True or False.

13

Write about where you live.


country

1.40

village

Describing a town

685999 _ 0037-0046.indd 43

IE

Theres a sports
centre and a
swimming pool.
My favourite
sport is
gymnastics.
I do gymnastics
with my friends
at the sports
centre.

town

Leisure activities

Places to live

city

43
18/02/15 11:03

Students develop their initiative by writing a report about the town they live in. Autonomy
and an approach to language learning based on tasks help to build self-confidence.

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14

My town

Read and match. Circle the mistake in the picture.

Transport

In my town, theres a bus station. I go to school by bus.


I read books on the bus.

Sports

There isnt a swimming pool in my town, but there is


a sports centre. I play tennis in the sports centre on
Saturdays.

Festivals

In May, theres a balloon festival in my town. I go in a


balloon with my mum. We can see our house!

My favourite place

My favourite place is the cinema. I go to the cinema


with my family on Sundays. I like superhero films.

15

Write questions about your town and answer Yes, there is or No, there isnt.

1 Is there

3 Is

a zoo

there a swimming

Is
there
Students own answers

pool?

Is there a hospital

Students own answers

train

station ?

35
BLQGG

LC



Students develop language skills by reading and understanding different statements about a
town and then writing a paragraph about their own town.

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Unit 4 - Lesson 6B
Activity Book, page 35

Objectives
To read and understand
different statements about a
town.

Getting started
Ask the children questions about their town and the things they do there.
Is there a swimming pool in your town? Do you go swimming? Do you go to
the park on Saturdays? What is your favourite place in your town?

To write about where you live.

Target language
Vocabulary:
bus station, park, sports
centre, swimming pool, train
station; city, country, town,
village; bikes, favourite places,
festivals, gymnastics, kites,
picnic, sports, transport
Structures:
In my town, theres a bus
station.
I go to school on foot.
I like superhero films.

Materials
Teachers i-book

14 Read and match. Circle the mistake in the picture.


Say: Open your Activity Books at page 35. Look at Activity 14. Ask the children
to look at the four photos and then read the four short texts. Explain that one
of the statements they are going to read is incorrect, and tell them to circle the
picture when they have found it (the boy on the bus). Tell them that they have
to match the text to the correct photo. When they have finished, ask for four
volunteers to read out the texts, and for another four to say which photo is the
correct one for each sentence. Finally, ask the class to tell you the mistake.
15 Write questions about your town and answer Yes, there is or No,
there isnt.
Say: Look at Activity 15. Tell the children they are going to write and answer
questions about their own town, using the photos to help them. Ask them to
write true answers. When they have finished, ask for volunteers to read out the
questions. When the children have corrected the questions, read them again and
this time ask the children to give you their answers.
Finishing off
Ask the class to write one paragraph about their town. Tell them that they can
use the texts in Activity 14 as a model and can choose one of the subjects:
Transport, Sports, Festivals or My favourite place. When they have finished,
ask them to read out their paragraphs.

Resources
DVD 2
DVD Unit 4 Real Kids
Teachers resource book, page 32
Activity 1: Ask the children to look at the words in the box and read the sentences. Play the DVD, and as they
watch and listen, the children cross out mistakes in the sentences and replace them with words from the box to
form correct sentences. Play the DVD again so they can check their answers.
Activity 2: Tell the children to read the incomplete sentences and fill in the blanks with is or are accordingly.

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Unit 4 - Lesson 7A
Students Book, page 44
Objectives
To read a text about Lerwick in
Scotland.
To say a tongue twister and
practise the oo sound.

Target language
Vocabulary:
cinema, museum, sports
centre, swimming pool, train
station
Structures:
Theres a cinema.
There isnt a train station.
I go swimming on Saturday.

Materials
Teachers i-book
CD
Unit 4 poster
map of the UK

Getting started
Show the children the map of the UK and ask a volunteer to find Scotland.
Then, help them to locate the Shetland Islands to the north east. If possible,
show them images on internet. Show them where Lerwick is.
14 Read and answer.
Tell the children to read through the text. Then, ask some volunteers to read the
sentences aloud. Ask them what there is in Lerwick. The children then answer
the questions in their notebooks. Put them into small groups to check their
answers. Then check the answers together as a class.
Answers
1 No, there isnt.
2 Dolphins, Shetland ponies and birds.
3 No, he doesnt. He goes with his friends.
4 His favourite place is the swimming pool.
15 Listen and say a tongue twister. 1.41
Tell the children they are going to learn a tongue twister. Play the CD and
encourage the children to repeat each line in the pauses. Play the recording
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
Ask the children to say the tongue twister in different ways. Let them try saying
it as fast as possible and see who can say it the fastest.

Resources
Phonics
Teachers resource book, page 96
Activity 1: Play the CD and tell the children to repeat the words they hear. Play the recording again for extra
pronunciation practice.
Activity 2: Tell the children to look at the four pictures. They then label the pictures in the spaces below.
Activity 3: Tell the children to read out the words in the box. They then complete the sentences with the correct
words from the box.

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Culture
14

UNIT 4 LESSON 7

Read and answer.

Review
1

Read and liste

Read and writ

Living in Lerwick

Hello!
I live in a town called Lerwick.
Its on the Shetland islands, in Scotland.

Theres a cinema in Lerwick and I go there


with my friends. Theres a sports centre
and a museum too. There isnt a train
station.
There are lots of animals on the island.
You can see dolphins, Shetland ponies
and birds. My favourite place is the
swimming pool. I go swimming on
Saturday with my brother.
When are you coming to visit?
Glen

1 Is there a train station in Lerwick?


3 Does Glen go to the cinema with his dad?

15

Listen and say a tongue twister.

2 What animals can you see on the island?


4 Whats Glens favourite place?

1.41

Luke and Sue


go to the zoo
after school.
You can come too!
Its cool!
44

A remote town in the Shetlands

685999 _ 0037-0046.indd 44

LC

There is / There are

Phonics sound oo as in Luke, Sue, you and zoo

18/02/15 11:03

Students develop Linguistic competence and comprehension by focusing on phonetic


pronunciations by learning a tongue twister. Accuracy and awareness are developed by
children through the repetition of the sound when chanting the text. In this unit, they also
learn that there are various ways to spell the same sound in English.

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IT 4 LESSON 7

Review
1

UNIT 4
1.42

Read and listen. Then write.

Come on,
Robby, lets get
on the bus.

Ooh! Theres
a new film at
the 1 ... .

Oh, no! 2 ...


Robby?

Beep and Robby are at the


bus station. They are going
to the sports centre.

Robby isnt on the bus.


Oh, no! Robby is lost.

Wait for me!


Wheres the sports
centre, please?
Theres a sports
centre in the 4 ... .

Robby is running behind


the bus, but the bus is 3 ... .
Beep is waiting for Robby.

Come on, Robby!


7 ... is good for
you!
Oh, no! Im tired!

on the island?
ce?

, Robby! 6 ... go
in, were late.

5...

Poor Robby!

Read and write Beep, Robby or Nobody.


1

Wheres the sports


centre, please?
5

Come on, Robby! Running


is bad for you!

Oh, no! Wheres Robby?

LL

Wait for me!

Oh, no! Im tired!

Ooh! Theres an old film at the cinema.

Unit structures: Theres and Lets

685999 _ 0037-0046.indd 45

Adjectives

45
18/02/15 11:03

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
Students Book, page 45

Objectives
To read and listen to a cartoon
story.
To review the language of the
unit.

Target language
Vocabulary:
bus station, castle,
cinema,hospital, library,
museum, park, school,
shopping centre, swimming
pool, train station; town
Structures:
Is there a (park)?
Wheres the (sports centre),
please?
Lets go in, were late.
Running is good for you!

Materials
Teachers i-book
CD
Unit 4 flashcards

i-story cards
i-activity
i-poster
i-flashcards

Getting started
Hold up each flashcard in turn and chant the words. Then, remove a flashcard,
hold up each one and chant the words again. Ask the class: Whats missing?
and tell them to say which flashcard you removed. Then, put the poster on the
board and ask questions about the town: Is there a (park)? etc.
1 Read and listen. Then write. 1.42
Tell the children to look at the Beep cartoon and explain that Beep and Robby are
at the bus station. Ask the children to read the cartoon and to make suggestions for
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
it: Beep and Robby are at . They are going to . Theres a new film . Robby
isnt on . Robby is running . Repeat with other sentences. Follow on by asking
the class to read the cartoon aloud in pairs with Child A saying the narrators and
the old womans parts and Child B saying Beeps and Robbys parts.
Answers
1 cinema
2 Wheres
3 fast
4 park

5 Hello
6 Lets
7 Running

2 Read and write Beep, Robby or Nobody.


Put the children into pairs. Ask them to read the speech bubbles and decide
who says each one. They write their answers in their notebooks. Ask children to
give their answers for the rest of the class to correct.
Answers
1 Robby
2 Nobody
3 Robby

4 Robby
5 Beep
6 Nobody

Finishing off
The children each make a map of their town, labelling all the different places.
When they have finished, display the maps and encourage the children to walk
around the class talking about them.

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Review
3

UNIT 4

Look at the clues and say the places.


1

Look and write about Park Town.

New Town
Park Town

In New Town, theres a train station and theres a swimming pool.


There isnt a park. There isnt a zoo and there isnt a shopping centre!
In Park Town,

Look at the towns on page 39. Ask in pairs.

Is there a cinema?
Is there a museum?

Yes, there is.


No, there isnt.

Its Blue Town!


46

Unit vocabulary: places in a town

685999 _ 0037-0046.indd 46

LC

Unit structure: There is / There are

18/02/15 11:03

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

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Unit 4 - Review
Students Book, page 46

Objective
To review the language of the
unit.

Getting started
Put the children into four teams. Give them one minute to write down as many
places in town as they can think of. Tell them to say their words and write them
on the board to check spellings. Award points for each correctly spelled word.

Target language
Vocabulary:
bus station, castle, cinema,
hospital, library, museum,
park, school, shopping centre,
swimming pool, train station,
zoo; town
Structures:
Theres a train station.
There isnt a zoo.

Materials
Teachers i-book

i-poster
i-flashcards

3 Look at the clues and guess the places.


The children look at the photos and say the name of the place where these items
normally are. Ask volunteers to write the words on the board and check their
spellings.
Answers
1 cinema
2 zoo
3 shopping centre

4 hospital
5 swimming pool
6 train station

4 Look and write about Park Town.


Tell the children to look at the chart and name the five places. Then, ask them to
read the description of New Town. Ask volunteers to read it aloud. The children
then use the model text about New Town to write a description of Park Town.
Let them share their description in pairs and then ask volunteers to read theirs
aloud.
Model answer
In Park Town, theres a park and theres a zoo. Theres a train station and a
shopping centre. There isnt a swimming pool.
5 Look at the towns on page 39. Ask in pairs.
Tell the children to read the model dialogue, ask a child to read the boys text
and another to read the girls. Tell the children to look at the towns on page
39 again and, working in pairs, take turns to ask and answer questions. Ask
volunteer pairs to demonstrate their dialogue.
Finishing off
In pairs the children ask each other true/false statements about New Town and
Park Town.

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Review
1

Write the questions and answer Yes, there is or No, there isnt.

Is there a

train
station
Yes, there is.
Is there

Is

there

a
No, there isnt.

a
Yes, there is.
library

park

Is there a hospital
Yes, there is.

Look and write suggestions.

Lets go to the
cinema!

Lets go to the
swimming pool!

Lets go to
the zoo!

Lets go to
the lake!

36
BLQGG

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 4 - Lesson 7B
Activity Book, page 36

Objectives
To practise reading and writing.
To revise the vocabulary from
the whole unit.

Target language
Vocabulary:
cinema, hospital, lake, library,
park, swimming pool, train
station, zoo
Structures:
There is a (park) in the town.
I like going to the (park).
I (play football) in the (park).
Is there a (train station)?
Yes, there is. / No, there isnt.
Lets go to the (cinema)!

Materials
Teachers i-book
Unit 4 poster
Unit 4 flashcards

Getting started
Put the poster on the board. Ask children to go to the poster, point to a place
and tell you something about it, for example: There is a park in the town. I like
going to the park. I play football in the park. Continue until all the children have
had a turn to speak.
1 Write the questions and answer Yes, there is or No, there isnt.
Say: Open your Activity Books at page 36. Look at Activity 1. We are going to
write questions and answers about the town. Ask the children to look at the
picture of the town for a few minutes. Then, tell them to use the small pictures
to make the questions and then to write the answers according to what is in
the big picture. When they have finished, ask for volunteers to read out their
questions and for other volunteers to read out the answers.
2 Look and write suggestions.
Say: Look at Activity 2. Tell the children to look at the pictures and the model
answer. Then, explain that they have to make suggestions for the pictures.
When they have finished, ask for volunteers to read out their suggestions and
correct the activity.
Picture dictionary 3.17
Ask the children to look at the Picture dictionary on page 72 of their Activity Books.
Hold up your two index fingers and signal to the class to do the same. Say: Point to
the park and the cinema. Encourage the class to quickly point to the two pictures
and to 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, repeat the words and write them below.
Finishing off
Place the flashcards around the room. Name one of the places. Ask a child
to point to the correct flashcard and to name it. If they say it correctly using
There is a , they then choose the next place.

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Unit 4 - Evaluation
Beep on grammar
Objective

Unit 4 Test

To evaluate the childrens


understanding of target language
from the unit.

Name:

Unit 4

Class:

Is there?

1
1.43

a museum?
a zoo?
a hospital?

Is there

Target language

Vocabulary:
cinema, hospital, museum,
park, shopping centre, station,
swimming pool, train, zoo

6
1 How many zoos are there?

2
Sunny town is a big town. There is one zoo with

ill

are some very good films. There are five parks.

You can play football there. There is one big

i S

shopping centre. There isnt a hospital. There is

3 How many shopping centres are there?

4 Is there a hospital?

one big swimming pool for the summer.


O OCO

5 When is the swimming pool open?

1
2

Listen and write.


Read and answer.

Childs own answers

Is there a train station?

Is there a swimming pool?

Is there a zoo?

Is there a park?

Is there a cinema?

Is there a hospital?

1.43

157

BLQGG



BLQGG

Unit 4 Test



Name:

There is/isnt

Class:

Theres
There isnt

1
2.9

Students develop
their learning skills by
participating in an end
of unit summative assessment
procedure where they apply
acquired knowledge such
as attention, concentration,
memory, comprehension and
linguistic expression.

Write the questions and answer for your city, town or village.

2 Where can you play football?


Santillana Educacin S.L., 2012 PHOTOCOPIABLE

a lot of animals. There are two cinemas. There

Materials
CD
photocopies of
Teachers Resource Book,
pages 157 and 158

Structures:
Yes, there is. / No, there isnt.
Theres / There isnt a park.
Lets go to the cinema!

Yes, there is.


No, there isnt.

a shopping centre.
a train station.
a swimming pool.

Write sentences, look and circle.

LL

1 Museum:

There are two museums.

2 Zoo:

3 Cinema:

4 Swimming pool:

1 swimming pool / a / There / isnt

There isnt a swimming pool.

4 Lets go to the shopping centre


on Friday!
5 Lets go to the zoo on Monday!
3
4

Santillana Educacin S.L., 2012 PHOTOCOPIABLE

3 Lets go to the park on Thursday!

Theres a cinema.

False

True

False

True

False

True

False

True

False

4 isnt / hospital / There / a

There isnt a hospital.


5 a / isnt / shopping centre / There

There isnt a shopping centre.


6 museum / Theres / a

Theres a museum.

Write sentences.
Look and write true (T) or false (F).
BLQGG

BLQGG

False

True

3 cinema / a / Theres

1 Lets go to the cinema on Sunday!

Wednesday!

True

2 a / Theres / train station

Theres a train station.


2 Lets go to the swimming pool on

158





Transcript
Unit 4 Test. Activity 1. Listen and write.

1.43

You can see pictures and old things here.


You go here if you are very ill or if you have a broken arm.
You can go here in the summer if you are very hot.

You go here if you want to see your friends and play with them.
You go here if you need to travel to a different town or city.
You can go here to see animals.

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Introduction

5. Lets eat!
Unit objectives
To learn the names of various
foods.
To learn the names of the
different meals.
To sing a song and a chant.
To read and understand a story
and a cartoon.
To say a tongue twister.

Target language
Vocabulary:
burger, cereal, egg, ham,
meat, rice, salad, soup, toast,
vegetables; breakfast, dinner,
lunch

Anticipating difficulties
Nowadays some children may suffer from stress and this can manifest itself in
many ways such as learning difficulties, anxiety over exams, a lack of interest
in their studies and in eating disorders.
Teaching tip
Establish a routine to relax and calm the children through visualisation. Use a
soothing musical instrument if you have one and ask the children to take three
deep breaths, close their eyes and imagine they are walking in a park. There is
a tree for them to hang up all their problems. They walk a little more and see
a door. This is the door to their private garden. It is a special garden only for
them. They open the door and go inside. What is their garden like? What do
they do there? There is another tree, a tree that can listen to them and answer
their questions. Let them spend some time with the tree and then softly guide
them back through the garden, the door, into the park and back to the class.
Close the exercise with the soothing instrument.

Structures:
How much is the soup?
Its four euros fifty.
I have cereal for breakfast.
Can I have a sandwich, please?

Unit 5 Let's eat!

soup

burger

rice
vegetables

meat
ham

egg

toast
salad

cereal

Can I have a sandwich,


With salad and ham,
And carrot and apple,
And strawberry jam?
364246 _ 0001-0016.indd

EAN: 8431300160446 BEEP 4 Santillana Educacin S.L. 2012

2.8

07/02/12

10:34

191
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01/07/15 11:40

Unit 5 - Lesson 1A
Students Book, page 47
Objectives
To learn the names of different
foods.
To learn and sing a chant.
To act out a simple dialogue.

Target language
Vocabulary:
burger, cereal, egg, ham,
meat, rice, salad, soup, toast,
vegetables
Structure:
What are your favourite foods?

Materials
Teachers i-book
CD
Unit 5 poster
Unit 5 flashcards

i-activity
i-poster
i-flashcards

Getting started
Hand out the flashcards to the children and say: What food do you like? The
children look at the flashcards and choose which of the foods they like. Then
say: What food dont you like? The children look at the flashcards and choose
the foods which they dont like. Then, ask the children to ask a friend: Do you
like (cereal)? Then, put the poster of the different foods on the board. Ask the
children if they can see Robbie in the kitchen. Ask them what hes eating. Then,
ask them to find the different foods. Ask: Is there (ham) in the kitchen? SS: Yes,
there is. Encourage the children to use the short answer, there is. T: Wheres the
(meat)? A volunteer comes to the poster and points to the (meat). Continue with
the other foods. Remind the children about breakfast, lunch and dinner. Say:
Its (8) oclock. Am I having (breakfast) or (lunch)? SS: Breakfast. Continue with
the other meals and then ask the children to repeat the question in pairs.
1 Listen and sing. 2.1
Say: Open your books at page 47. Ask the class to look at the picture and ask
them who they can see. Ask them what they are doing (having lunch). Ask some
questions about the food: What are they eating? etc. Then, tell them they are
going to hear a song about food. Play the CD and ask the class to listen. Play the
recording 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 more times until the children are more confident.
Then, divide the class into groups and ask them to sing the song.
2 Look and say.
Ask the children to look at the pictures of the food. Give them a few minutes to
do this and then ask for two volunteers to read out the conversation between
Karim and Olga talking about their favourite food. Then, divide the class into
pairs and ask them to have a similar conversation. When they have finished,
ask pairs of children to come to the front of the class to act out their dialogues.
Finishing off
Stick the picture flashcards up around the classroom. Divide the class into two
teams and ask a member of each team to the front. Show the class a word
flashcard and tell two children to race and touch the corresponding picture. Give a
point to the team of the first child to touch the card.

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5. Lets eat!
1

Listen and sing.

LESSON 1

2.1

Are you hungry?


Lets all eat!
Come to the table and take
a seat.
For breakfast theres cereal,
eggs and ham.
And lots of toast with
strawberry jam.
For lunch theres vegetables,
burgers and rice.
All these foods are very nice.
Soup and salad, fish and meat.
So many tasty things to eat!

Look and say.

What are your


favourite foods?
Ham, soup
and salad.

eggs

ham

cereal

burger

salad

meat

rice

vegetables

soup

toast

Food

685999 _ 0047-0056.indd 47

IE

Talking about favourite foods

47
18/02/15 09:15

Students develop their initiative by talking about their favourite foods and finding out about
their partners.

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5. Lets eat!
1

Number the pictures and write on the plates.


1 soup 2 burger 3 eggs 4 vegetables 5 toast
6 cereals 7 meat 8 rice 9 salad 10 ham

I like

10

I dont like

Students own answers

Look and complete.

My favourite foods
are
soup
.
and
ham

My favourite foods
are
meat
and vegetables .

37
BLQGG

LL



Students develop their learning skills by reviewing new vocabulary. They use visual cues to
help them remember the names of the foods and label them in English.

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Unit 5 - Lesson 1B
Activity Book, page 37

Objective
To practise the names for
different foods.

Target language
Vocabulary:
burger, cereal, egg, ham,
meat, rice, salad, soup, toast,
vegetables
Structure:
What are your favourite foods?

Materials
Teachers i-book
Unit 5 flashcards

Getting started
Show the flashcards one at a time and ask the children, as a group, to name
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. Then, ask two
children to come to the front. Give them four different flashcards each. One
holds up his/her flashcard and asks: Do you like (eggs)? The other answers and
then asks a question with his/her flashcard. Continue with other volunteers.
1 Number the pictures and write on the plates.
Say: Open your Activity Books at page 37. Tell the children to read the food words
in the word box. When they have done that, ask them to look at the pictures and
number the boxes correctly for each food word. Tell them they have to write the
food on the two plates, one for food they like and the other for food they dont
like. When they have finished, ask volunteers to read out their answers.
2 Look and complete.
Say: Look at Activity 2. Tell the children to look at the thought bubbles and then
write down the two characters favourite foods. When they have finished, ask
two volunteers to read out the sentences so the class can correct the activity.
Finishing off
Ask the children to list their favourite food. Then, ask volunteers to read out
their lists. You could write the food on the board and make the activity a
class questionnaire.

Resources
Reading and Writing
Teachers Resource Book, page 141
Activity 1: Tell the children that they are going to write a dialogue between a waiter and a customer. Ask the
children to choose words and information from the boxes at the top of the page to complete the dialogue. They can
then practise with a partner.
Activity 2: Ask the children to write sentences to describe the food they eat for breakfast, lunch and dinner.

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Unit 5 - Lesson 2A
Students Book, page 48
Objectives
To listen to, read and act out a
simple dialogue about food.
To relate foods to prices.

Target language
Vocabulary:
burger, cereal, egg, ham,
hamburger, meat, rice, salad,
soup, toast, vegetables
Structures:
Are you hungry?
Lets eat.
How much is the (soup)?
Its (two) euros (fifty).

Materials
Teachers i-book
CD
Unit 5 flashcards
dice
paper

i-activity
i-flashcards

Getting started
Stick the flashcards to the board and write a price next to each one. Invite
a volunteer to ask a question: How much is a soup and a salad? The other
children work out the total price and put their hands up. Choose one of them
to give the answer. This child then asks the rest of the class another question.
Continue until all the children have had a turn.
3 Listen and read. 2.2
Say: Open your books at page 48 and look at the picture at the top of the page.
Ask the children who they can see in the picture and ask them what they are
looking at. Explain that they are going to listen to a conversation between Tom
and Lucy talking about food prices. Play the CD and tell the children to follow the
dialogue with their fingers. Play the recording again, pausing at various points and
asking for 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. Finally,
choose pairs to come to the front and act out the dialogue for the rest of the class.
4 Play the game and ask a friend.
Ask the children to read the dialogue between Karim and Olga. Then, ask for
two volunteers to read it aloud whilst the others follow with their fingers. When
they have done this, divide the class into pairs and give each pair a die. The
children throw the die and ask a question about the square it has landed on,
following the example in the book.
Finishing off
Use the flashcards and the prices that you prepared for the Getting started
section. Divide the class into teams and give paper to each team. Invite a
volunteer to ask the question: How much is a soup and a salad? then the
teams race to work out the total cost of the two items. After 15 seconds, ask
all teams to hold up or call out their answer. Teams with correct answers win a
point.

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UNIT 5 LESSON 2

Listen and read.

2.2

Read about K

Copy and com

Ask a friend.

Are you hungry?


Yes, I am.
Me too! Lets eat!
How much is the soup?
Its four euros, fifty cents.
How much is the salad?
Its three euros, seventy-five cents.
How much is the ham sandwich?
Its two euros, ninety cents.
Perfect! Ive got two euros,
ninety cents!
And Ive got eight euros.
OK, the ham sandwich
for you and the soup for me!

How much is?


How much is

the soup?
the toast?

Its

four euros, fifty cents.


one euro, twenty-five cents.

Play the game and ask a friend.


1

2.80
10

1.75

11

Go
back
3!

48

0.65
8

2.35

4.50

4.25

3.75

2.60
13

12

1.85

4.25
6

3.30
14

Asking about prices

685999 _ 0047-0056.indd 48

DC

Beep on Grammar, page 10.

Go
back
2!
How much is
the burger?
Its two euros,
eighty cents.

2.80

Numbers 1-100

How much is the (ham)?

18/02/15 09:15

Students develop Digital competence in the classroom by accessing information through


listening to and reading a recorded story text. Listening while reading helps to consolidate
semantic, phonological and graphological aspects of the language.

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How much is

the soup
the salad
the burger

five euros.
thirty cents.
two euros, ten cents.

Its

Read and match.


three euros, twenty-five cents
1.95

one euro, ninety-five cents


4.60

4.75

four euros, seventy-five cents


3.25

three euros, ninety cents

3.90

four euros, sixty cents

Listen and write the prices.

3.9

3.25
2.75

3.80

2.45

1.95

1.15

Look at Activity 4 and complete.

two

euros, forty-

ve

1 How much is the rice?

Its

2 How much is the burger?

Its

three euros, twenty-ve cents

3 How much is the soup?

Its

three euros, eighty cents

cents.

38
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MST



Students develop mathematical competence by using numbers to talk about prices when
they are buying food. Numbers are an important part of daily life and need to be used in
everyday situations.

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Unit 5 - Lesson 2B
Activity Book, page 38

Objective
To practise the target language.

Target language
Vocabulary:
burger, cereal, egg, ham,
meat, rice, salad, soup, toast,
vegetables
Structures:
How much is the (salad)?
Its (five) euros.
Three euros, twenty-five cents.

Materials
Teachers i-book
CD
Unit 5 flashcards

Getting started
Say: Open your Activity Books at page 38. Tell the children to look at the
grammar box at the top of the page. Then, write some prices on the board.
Remind the children about euros and cents and how we write the prices. Ask
some volunteers to come to the board to write the prices as you and the rest
of the class call the prices out. Continue with other volunteers.
3 Read and match.
Tell the children to look at Activity 3. Explain that they have to match the prices
given in numbers with those given in words. Go around the class checking the
childrens work.
4 Listen and write the prices. 3.9
Tell the children to look at Activity 4. Tell them they are going to listen to a
conversation between a child and a chef. Tell them the child is asking the chef
how much each plate of food is. First, tell them to look at the menu and identify
the different food. Play the CD while the children listen and look at the menu.
Then, play it again and this time the children write down the prices during the
pause. Ask the children the childs questions and ask volunteers to give you
their answers. When you have corrected the activity, play the CD once more.
5 Look at Activity 4 and complete.
Tell the children to look at Activity 5. Explain that they must answer the
questions using the information they have written on the menu in Activity 4. The
children do the activity. When they have finished, ask three volunteers to ask the
questions and another three to give their answers.
Finishing off
Divide the class into pairs. Give each child three flashcards corresponding to
the food on the menu in Activity 4. Then, tell the children to ask each other
questions according to what flashcards they have and to answer following the
prices on the menu. S1: How much is the (rice)? S2: Its two euros, forty-five
cents.

Transcript
Listen and write the prices.

3.9

Chef: Hello!
Child: Hello, chef! How much is the salad?
Chef: Its two euros, seventy-five cents.
Child: OK, and how much is the burger?
Chef: The burgers three euros, twenty-five cents.
Child: Mmm! How much is the toast?
Chef: Its one euro, fifteen cents.
Child: How much is the rice?

Chef: Its two euros, forty-five cents.


Child: Pardon me?
Chef: Two euros, forty-five cents.
Child: Ah, thank you. How much is the ham?
Chef: Its one euro, ninety-five cents.
Child: How much is the soup?
Chef: The soups three euros, eighty cents.
Child: Three euros, eighty cents mmm, I like soup.

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Unit 5 - Lesson 3A
Students Book, page 49
Objectives
To recognise the differences
between breakfast, lunch and
dinner.
To practise the target structure.

Target language
Vocabulary:
cereal, egg, ham, hamburger,
meat, rice, salad, soup, toast,
vegetables
Structure:
What do you have for
(breakfast)?

Materials
Teachers i-book
Unit 5 flashcards

i-flashcards

Getting started
Remind the children of the names of the different meals: breakfast, lunch and
dinner. Hand out the flashcards to half of the class and the word cards to
the other half. A volunteer names a food from his/her picture flashcard and
the child who has the right word card stands up and says: I have (eggs) for
(breakfast).
5 Read about Karims meals.
Say: Open your books at page 49. Ask the children to read the first text about
Karims breakfast. Then, ask comprehension questions: What time does Karim
have breakfast? What does he have for breakfast? What does he like doing?
Do the same with the texts about Karims lunch and Karims dinner.
6 Copy and complete the table. Then, write about your meals.
Ask the children to look at Activity 6 and to complete the table using the
information in Activity 5. When they have finished, go through the activity orally.
Answers
breakfast
lunch
dinner

time
eight oclock
half past one
seven oclock

food
cereal, milk, banana
meat, vegetables, yoghurt
soup, toast

7 Ask a friend.
Tell the children to look at the food in the picture and to identify the different
items. Then, tell them to read the questions aloud. Then, divide the class into
pairs and tell them to ask and answer the questions.
Finishing off
Whats the missing word? Prepare some sentences about your meals: I have
cereal and toast for breakfast, I have a ham sandwich for lunch, etc. Divide the
class into teams. Say a sentence but whistle instead of saying one of the words.
For example: I have cereal and (whistle) for breakfast. In turn, the teams try to
guess what the missing word is. Give a point to the first team to guess correctly.

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NIT 5 LESSON 2

UNIT 5 LESSON 3

Read about Karims meals.

breakfast

lunch

dinner

I have breakfast at eight


oclock. I have cereal, milk
and a banana for breakfast.
I like reading comics
in the morning.

I talk to my friends at lunch.


I have lunch at half past one.
I have meat,
vegetables and yoghurt
for lunch.

I have dinner at seven


oclock. I have soup and
toast for dinner. I tell my
sister stories.

Beep on Grammar, page 11.

Copy and complete the table. Then write about your meals.

breakfast

time

food

eight oclock

cereal, milk, banana

I have breakfast...

lunch
dinner

Ask a friend.

1 What do you have for breakfast?


2 What do you have for lunch?
3 What do you have for dinner?

Its two euros,


eighty cents.
Food

685999 _ 0047-0056.indd 49

LC

Meal times

What do you have for (lunch)?

49
18/02/15 09:15

Students develop their language skills by recognising the differences between breakfast,
lunch and dinner.

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eggs
soup
vegetables

I have

for

breakfast.
lunch.
dinner.

Read and draw times and food.

Hi! Im Irene. I have breakfast at half past seven in


the morning. I have two eggs, toast and an apple
for breakfast. I have lunch at school. Lunch is at one
oclock. I have ham, salad and yoghurt. Dinner is my
favourite meal. I have dinner with my mum and dad at
half past six. I have meat, vegetables and an orange.

breakfast

lunch

dinner

Students own drawings

Write in order and circle for you.


1

have

breakfast

cereal

for

I have cereal for breakfast.


2

lunch

meat

for

have

soup

dinner

have

toast

breakfast

I have toast for breakfast.

No

Yes

No

Yes

No

Yes

No

for

I have soup for dinner.

nts.

Yes
I

I have meat for lunch.


3

Students own
answers

have

for

39
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MST



Students develop mathematical competence by revising the time and practising timetables
on an analogue clock. This helps them to consolidate their concept of time.

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Unit 5 - Lesson 3B
Activity Book, page 39

Objective
To practise food and meal
vocabulary.

Target language
Vocabulary:
breakfast, dinner, lunch
Structures:
I have (eggs) for (breakfast).
I have (breakfast) at (eight)
oclock.

Materials
Teachers i-book

Getting started
Draw three clock faces on the board. Remind the class of breakfast, lunch
and dinner. Ask a volunteer: What time do you have (breakfast)? When the
child answers, draw the hands of the clock at the correct time. Then ask: Do
you have (a burger) for (breakfast)? And then: What do you have for breakfast?
Continue with other volunteers for lunch and dinner. Repeat several times with
other volunteers.
6 Read and draw times and food.
Say: Open your Activity Books at page 39 and look at the grammar box at the
top of the page. Look at Activity 6. Then, explain that they are going to read a
paragraph about Irene and about what she has for breakfast, lunch and dinner.
Explain that they must draw the times on the clocks and draw the different food
in the correct column on the table. Give the children time to draw and then
check the exercise by asking them to read the paragraph out loud, stopping
to check that they have drawn the answers correctly.
7 Write in order and circle for you.
Tell the children to look at Activity 7. Explain to them that they must put the
words in the correct order to make sentences and then circle Yes or No,
depending on whether the sentence is true for them or not. Go around the class
and check the childrens answers.
Finishing off
Ask the class to write a short paragraph using the text in Activity 6 as a model.
When they have finished, ask them to read out their paragraphs.

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Unit 5 - Lesson 3C
Arts & Crafts

Objectives
To practise target vocabulary
and structures.
To interact with classmates.

Target language
Vocabulary:
burger, cereal, egg, meat,
rice, salad, sandwich, soup,
spaghetti, toast, vegetables,
yoghurt
Structures:
Can I have the (soup) please?
Thats (four) euros, (fifty) cents.

Getting started
Play a memory game. Place the flashcards on the board and ask the children
to name all the food. Ask a volunteer to say one thing they like. SS: I like soup.
Say to another volunteer T: What does (Eva) like? Elicit SS: She likes soup. I like
cereal. Continue around the room asking children to repeat and say what they
like; write their names and likes down as you go. T: What do (Eva) and (Alberto)
like? SS: She likes soup. He likes cereal. I like meat. Continue until the children
begin to forget.
Make a meals booklet
Hand out the photocopies of the meals booklet. Tell the children to write their
names in the indicated place. On the empty plates they draw food they normally
eat at each meal time, the small illustrations above are given as suggestions.
When they have finished drawing and colouring, they add the hands to the clock
to show the time they eat. The children then cut and fold the paper to create a
booklet that should read from breakfast to dinner.

Materials
Teachers i-book
Unit 5 flashcards
scissors
1
10 1 12
9

2
7

Students develop
their initiative by
creating a booklet and
completing the information
about their eating habits.
IE

3
6

Finishing off
Have a price for each of the food flashcards ready before you begin. You should
have three items that cost exactly 5.50. Tell the children they all have 5.50
to buy food at a restaurant, the winner is the child who asks for three things
for 5.50. They have to ask the waiter (the teacher) how much the food costs.
SS: How much is the (toast)? T: Its (80 cents). The child who puts their hand
up first and asks for the correct combination of food, Can I have (the soup, the
vegetables and the eggs), wins.

Resources
Arts & Crafts
Teachers Resource Book, page 18

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10

12

11

7
6

10

11

12

7
4
3
2

10

2
11

12

12
11

12

11

10

12
11
10

2
3

10

9
8

11

12

10

4
7

10

12

11

1
2

7
6

10

12

11

3
7
6

10

11 12

2
7

3
6

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Unit 5 - Lesson 4A
Students Book, pages 50 and 51

The School Fete!


8

Objectives

UNIT 5 LESSON 4

UNIT 5 LESSON 4

Find
and
say!

2.3

Read and listen to the story.

Tom is making the sandwiches.

To enjoy a story.
To read and listen for
comprehension.

Welcome to the
School Fete!

To consolidate the language


of the unit.
Can I have a cheese
sandwich, please?

Target language
Vocabulary:
cheese, chocolate, egg, fish,
ham, jam, salad, sandwich;
chef

Can I have a ham and


salad sandwich, please?
How much is that?

Oh, no! Theres


no salad!

Three euros and


ninety cents!

3
50

Materials

685999 _ 0047-0056.indd 50

More
practice

Later that day...

Structures:
Can I have a (cheese)
sandwich, please?
Here you are!
How much is that?
Thats (one) euro, (fifty) cents.

Teachers i-book
CD
Unit 5 story
Morecut-outs
practice
Unit 5 flashcards
photocopies of
Teachers Resource Book,
pages 113 and 114

Here you are!

Today is the School Fete. Karim and Tom


are on the sandwich table. Egon Ronald,
the famous TV chef, is visiting the school.

Food

Egon Ronald likes the fish and


4 jam

and
prices
Asking for things: Can I have a ham and Food
salad sandwich,
please?
Asking for
things: Can I have a Money
ham and
salad
sandwich, please?

18/02/15 09:16

Getting started
P children
P about your favourite sandwich. Say: My favourite is a ham and
Tell the
cheese sandwich. Then, ask them individually what their favourite sandwich is.
Then, tell them each to invent a new sandwich and ask them to explain it to
F You
F may have to provide additional food vocabulary for this.
the class.

SC SC

i-flashcards
More
phonics
i-story cards

i-poster

i-flashcards

IWB

i-book

More
phonics

Before you read


Say: Open your books at page 50 and look at Lesson 4. Elicit the names of the
characters in the story. Ask the children where Karim and Tom are. Then, hold
up your book and point to the series of pictures at the top of page 51. Say: Find
the (plate) in the story and elicit the scene numbers (scenes 2, 3 and 4). 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: Are the plates full or empty?
Where is the jam? Is the salad box full or empty?
8 Read and listen to the story. 2.3
Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: What is happening today? Where are Tom
and Karim? Who is Egon Ronald? What is Tom doing in scene 2? What does
the customer want? How much is the cheese sandwich? etc. Write the main
parts from the story on the board: Narrator, Tom, Karim, Customer, Egon,
Headteacher, TV presenter, Dad. Divide the class into groups of eight and tell
them to take a part each and to read the story. Follow up by asking the children
about sandwiches: T: Do you like cheese sandwiches? Do you like egg and
chocolate sandwiches? What is your favourite sandwich? and encourage the
children to make long answers.

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UNIT 5 LESSON 4

Find
and
say!

CAE

Find
and
say!

The headteacher likes Toms unusual sandwiches.

A ham and
jam sandwich.
Thats one euro,
fifty cents.

Er... Thank you!

Students develop cultural expression by


creating their own story booklet with the
template and stickers.

Here you are!


An egg and chocolate
sandwich.
Thank you.
Mmm, delicious!

These sandwiches
are fantastic!

...two new star chefs,


Tom and Karim...

Look, theres
a TV camera.

Egon Ronald likes the fish and


Egon Ronald likes the fish and jam sandwich!
4 jam sandwich!

and
prices
have a Money
ham and
salad
sandwich, please?

Money and prices

685999 _ 0047-0056.indd 51

Now you are famous


TV chefs too!

8
51
18/02/15 09:16

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 Teachers Resource Book, pages 113 and
114). Instruct them to look at the Students 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 Students Book. Move around the class and help those children who
need it.
Finishing off
1 Spot the mistake. Make statements about the story, including deliberate
mistakes, and encourage the children to correct your mistakes: Egon Ronald likes
the fish and egg sandwich. SS: No, Egon Ronald likes the fish and jam sandwich.
2 Invent a sandwich. Ask the children to think of unusual and amazing
sandwich combinations and vote for the classs favourite.

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The School Fete!


8

10
Order the pictures, then read and write True or False.

Karim and Lucy are on the sandwich table. False

The sandwiches are two euros, ninety cents. False

11
Theres no salad.

True

Tom is making the sandwiches.

True

Look at the story and correct the mistakes.


1 Olga sees Karim and Tom on TV.

Dad sees Karim and Tom on TV.


2 The headteacher eats an egg and salad sandwich.

The headteacher eats an egg and chocolate sandwich.


3 Lucy and Tom are on TV.

Karim and Tom are on TV.


4 Egon Ronald likes the cheese and jam sandwich.

Egon Ronald likes the sh and jam sandwich.


5 Karim is making the sandwiches.

Tom is making the sandwiches.

40
BLQGG

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 4B
Activity Book, page 40

Objectives
To focus on comprehension of
the unit story.
To review key vocabulary from
the story.

Target language
Vocabulary:
cheese, chocolate, egg, jam,
salad, sandwich
Structures:
The sandwiches are (two)
euros, (ninety) cents.
Theres no salad.
(Tom) is making the
sandwiches.
The headteacher eats an (egg)
and (chocolate) sandwich.

Materials

Getting started
Ask the class questions about the story from the previous class to check what
they can remember: Where are Karim and Tom? Who is visiting the school
today? Who is making the sandwiches? What does the first customer want?
How much is a ham and jam sandwich? etc. Then, ask them to open their
Students Books to Lesson 4. Assign the parts to ten volunteers (Narrator,
Tom, Karim, Three customers, Egon, Headteacher, TV presenter, Dad). Read
the story out loud.
8 Order the pictures, then read and write True or False.
Say: Open your Activity Books at page 40. Ask the children to look and number
the scenes in the same order as they appear in the Students Book. Then, write
the first sentence on the board: Karim and Lucy are on the sandwich table.
Ask the children to look at their Students Books and say if the sentence is true
or false. Continue with the other sentences, but tell the children to read the
sentences and write down their answers.
9 Look at the story and correct the mistakes.
Ask the class to look at the sentences in Activity 9 and tell them that they have
mistakes in them. Tell them they must read the story, find the mistakes and then
correct them. When they have finished, ask volunteers to read out their answers.

Teachers i-book

Resources
DVD 1
DVD Unit 5 Animated story: The School Fete!
Teachers Resource Book, page 33
Activity 1: Tell the children to look at the two pictures, then read the sentences in the speech bubbles. Play the
DVD and as the children watch and listen, they determine who the speaker is and write the corresponding dialogue
letter in the boxes.
Activity 2: Tell the children to read the questions. Play the DVD and tell the children to write in the correct answers
while they watch and listen. Play the DVD again so they can check their answers.
Activity 3: Ask the children to draw a picture of an unusual sandwich in the box on the left. The children then write
dialogues based on their pictures in the space provided on the right.

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01/07/15 11:41

10

Look at the story and complete.

Thank
you

delicious

These

famous

TV

are

sandwiches

chefs
too

11

you

Now
are

se

Thats one
euro , fty
cents
.

Mmm ,

fantastic

Do the crossword.
Across
2

5
2

V C

A M E

H
6

A
M

C
H
O

D W

Down
1

A
T
E

41
BLQGG

LC



Students develop Linguistic competence by doing a crossword and matching pictures


to words. Early literacy skills are developed by being able to associate images with new
language.

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Unit 5 - Lesson 4C
Activity Book, page 41

Objectives
To focus on comprehension of
the unit story.
To review key vocabulary from
the story.

Target language
Vocabulary:
chocolate, fish, ham, jam,
salad, sandwich; chef, TV
camera
Structures:
Thank you. Mmm, delicious!
Thats (one) euro, (fifty) cents.

Materials

10 Look at the story and complete.


Tell the children to look at the story and find the four pictures in Activity 10. Then,
ask them to complete the sentences on the lines provided. When they have
finished, ask four volunteers to read out their sentences. Explain that the task is
to complete the sentences by referring to the story in the Students Book.
11 Do the crossword.
Ask the children to look at Activity 11. Remind the children how to do the
crossword with the clues Across and Down. Explain that they must write the
words for the pictures of food. When they have finished, ask volunteers to read
out the correct words as you say: (5 Across)
Finishing off
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: A ham and jam sandwich? Thats one euro, sixty
cents. (Stop! Its one euro, fifty cents.) and so on.

Teachers i-book

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Unit 5 - Lesson 5A
Students Book, page 52
Objectives
To practise asking for food.
To practise prices.

Target language
Vocabulary:
apple, cake, ice cream,
milkshake, pizza, sandwich
Structures:
Can I have an egg sandwich?
Thats (two) euros, (twenty)
cents.

Materials
Teachers i-book
CD
pictures of food

i-activity

Getting started
Bring in some pictures of the new foods and introduce the new vocabulary.
Give the six pictures to six volunteers and ask them to write down a price for
their item. Then ask: Can I have an (apple), please? S1: Yes, thats (sixty) cents.
Divide the class into pairs and repeat the exercise until all the children are
familiar with the new words and structure.
9 Listen and chant. 2.4
Say: Open your books at page 52. Ask the class to look at the pictures and ask:
Are they in a restaurant? What are they doing? What food can you see? Then,
tell them they are going to hear a chant about the food. Play the CD and ask
the class to listen. Play it again and ask the class to try to follow the chant in
the book with their fingers. Play the recording again and encourage the children
to join in with the chant. Join in yourself. Play the CD a few times until they are
more confident. Then, divide the class into groups and ask them to say the
chant.
10 Look, read and say the price. Play with a friend.
In this activity, the children add up prices. Most children enjoy using Maths
in their English classes and it gives those children who are stronger at Maths
than at languages an opportunity to shine in the English class. Tell the children
to look at the picture of the blackboard in Activity 10. Then, ask for volunteers
to read out the items and the prices. Ask for volunteers to take the parts of
Olga and Karim and to read out the dialogue. Then, divide the class into pairs
and ask them to read out the food requests on the right to their partner. The
partner works out the price and answers. Then, the children reverse roles. When
they have finished, ask for volunteers to act out their own dialogues using the
information on the blackboard. Ask them to come to the front of the class and
act out a dialogue for the other children.
Finishing off
Role play with a menu. Invite the children to compose their own menus listing
food and prices. They can then use these menus to role play being a waiter and
a customer, asking: How much is the soup? Can I have soup and a sandwich,
please? Thats four euros, fifty cents.

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UNIT 5 LESSON 5

Listen and chant.

2.4

11

Look at the fo

12

Listen and an

Can I have an apple?


Can I have a cake?
Can I have a sandwich?
And a big milkshake?
Can I have a pizza,
With ham and cheese?
And can I have an ice cream?
Please! Please! Please!

10

Look, read and say the price. Play with a friend.

Can I have an egg sandwich


and water, please?

Yes, thats two euros,


seventy cents.

Can I have a cheese sandwich


and a milkshake, please?
Can I have a ham sandwich
and a juice, please?
Can I have a chicken sandwich
and a bottle of water, please?

52

Prices

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SCC

Can for requests: Can I have (an ice cream), please?

18/02/15 09:16

Students develop social skills by revising and practising polite formulaic language, such as
please and thank you. It is important to enable students to use real language in meaningful
situations.

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12

14

Look, complete and match.

0.75

1.95

2.45
1

2.80

3.25

Can I h a v e a s a l a d, please?

0.30

C a n I have a milkshake, pl e a s e ?

b Thats seventy-five cents.

Can I h a ve a b u rg e r , please?

c Thats one euro, ninety-five cents.

Ca n I h a ve a sa n d w i c h, please?

d Thats two euros, forty-five cents.

C an I hav e a juice, p le a s e ?

15

a Thats three euros, twenty-five cents.

13

1.20

e Thats one euro, twenty cents.

Read, look and answer.


1

Can I have a
pizza and a
juice, please?
Thats three euros,
fty-ve cents, please.

Can I have a
sandwich and a
milkshake, please?
Thats three euros,
sixty-ve cents, please.

Can I have a
burger, a juice and
an apple, please?
Thats four euros,
thirty cents, please.

42
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LC



Students develop Linguistic competence and comprehension by matching questions and


answers according to visual information.

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Unit 5 - Lesson 5B
Activity Book, page 42

Objectives
To practise asking for food.
To practise saying prices.

Target language
Vocabulary:
apple, burger, juice, milkshake,
pizza, salad, sandwich
Structures:
Can I have a (sandwich),
please?
Thats (one) euro, (ninety-five)
cents.

Materials
Teachers i-book
Unit 5 flashcards

Resources

Getting started
Put some sums in euros on the board. Write up two sets of numbers and say:
How much is (two) euros, (forty-five) cents and (three) euros, (twenty-five)
cents? SS: (five) euros, (seventy) cents. Do a couple more sums and then ask
a volunteer to take over your role. Divide the class into pairs and ask them to
continue with the activity.
12 Look, complete and match.
Say: Open your Activity Books at page 42 and look at Activity 12. Look at the
food on the table. Ask the class to identify the different plates of food and then
ask: How much is the (sandwich)? SS: (Two euros, forty-five cents.) Then, explain
that they must complete the questions and match them to the correct answers.
When they have finished, ask one volunteer to read out a completed sentence:
Can I have a salad, please? And another volunteer to give the correct response:
Thats one euro, ninety-five cents. Continue until you have corrected the activity.
13 Read, look and answer.
Say: Look at Activity 13. Explain to the children that they must use the food
prices from Activity 12 to say how much each character has to pay. Give the
children time to work out the sums and write down their answers and then go
through the activity orally with the class. Ask one child to read out the request
and another to give the answer.
Finishing off
Hand out three flashcards at random to each child. Tell them that these are
the things they want to buy. Divide the class into pairs and tell them to use
the prices in Activity 12. One child makes a request: Can I have a (salad) and
a (sandwich), please? The other child says how much it is: Thats (four) euros,
(forty) cents, please. Then, the children change roles.

Language
Teachers Resource Book, pages 61 63
Reinforcement
Activity 1: Ask the children to look at the pictures of food. Tell them to unscramble the letters below the pictures to
form words that describe the food in the pictures above. They then say the food.
Activity 2: Tell the children to read the sentences and look at the pictures. They then draw lines to match the
corresponding prices and pictures below.
Consolidation
Activity 1: Ask the children to look at the pictures of food. Tell them to complete the food words below the
pictures. They then say the food.
Activity 2: Tell the children to look at the food pictures and prices. They then read each question below and write
out their answers in full sentences.
Extension
Activity 1: Tell the children to look at the food pictures on the left. They then write about the food in the spaces provided.
Activity 2: The children look at the pictures and prices on the left. They then write a dialogue which incorporates
the food names and prices.

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01/07/15 11:41

Unit 5 - Lesson 6A
Students Book, page 53
Objectives
To learn about healthy eating.
To study the food pyramid.
To listen and say True or False.

Target language
Vocabulary:
bread, cakes, chocolate,
cola, fish, fruit, meat, pasta,
potatoes, rice, sweets,
vegetables; servings; calories,
carbohydrates, energy, fats,
proteins, sugars; healthy
Structures:
(Cakes) have a lot of (sugar).
(Fish) contains (proteins).
(Potatoes) give us energy.

Materials
Teachers i-book
CD
old magazines
pyramid made of card
scissors
glue

i-activity

Getting started
Teaching the children about the food pyramid is an important lesson in healthy
eating. The food pyramid is ideal for children because it gives them a visual
reference to remember. Tell the children that different foods have different
values for the body. Some have only empty calories. Explain that two of the
reasons why we eat are to give us energy and to help us to grow. Explain what
carbohydrates, fats, proteins and sugars are. Tell them that a childs diet should
consist of nutritionally rich foods, whereas sweets, salty foods and oils should
be kept to a minimum as an occasional treat. Talk about trying lots of foods. Ask
the children to keep a diary of the food they eat each day for a week, and then
to compare their diets with the recommendations in the food pyramid:
Fats and sugars: eat a little.
Proteins: eat two or three servings a day.
Fruit and vegetables: eat four or five servings a day.
Carbohydrates: eat five or six servings a day.
Discuss ways in which the children can make their diets healthier, for example,
by having fruit for a snack instead of chocolate.
11 Look at the food pyramid. Listen and read. 2.5
Say: Open your books at page 53. Ask the children to look at the food pyramid.
Go through the different categories with the children: Fats and sugars, Proteins,
Fruit and vegetables, Carbohydrates. When you have finished, play the CD and
tell the children to listen. Play it again and ask the children to follow it in their
books. Then, ask for four volunteers to read the four paragraphs. When they have
finished, ask for a volunteer to choose one of the descriptions and to read it out
loud. The other children say which part of the food pyramid it corresponds to.
12 Listen and answer True or False. Then, listen and check. 2.6
Play the CD and stop after each statement for the children to say true or false.
When they have done that, ask them to listen to the CD again and to write a
T or an F in their notebooks. Go around the class and correct the exercise.
Finishing off
Make a large pyramid out of card divided into four sections. Hand out old
magazines, and have the children go through them to find and cut out pictures
of food. They can cut out as many pictures as they want, but keep in mind
that you may need a large pyramid to fit on all of the pictures. Invite each child
to take a turn to come and place the picture of food that they have under the
correct food group on the pyramid and glue it on. When everyone has finished,
the food pyramid should have a variety of food on it. Encourage the children to
examine the pyramid and to ask each other questions.

Transcript
Listen and answer True or False. Then, listen and check.
1 Pasta, rice, bread and potatoes give us energy. True!
2 Yoghurt, cheese and eggs contain proteins. True!
3 Eat two or three servings of fruit and vegetables a day.
False!

2.6

4 Sweets and cakes have a lot of sugar. True!


5 Fish, meat and milk help us grow and be strong. True!
6 Eat five or six servings of proteins a day. False!

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NIT 5 LESSON 5

UNIT 5 LESSON 6

11

Look at the food pyramid. Listen and read.

Fats and sugars

2.5

Chocolate, sweets, cola and cakes


have a lot of sugar. Eat a little.

PrOteins

Cheese, milk, meat and fish


contain proteins. Proteins help
children grow and be strong.
Eat two or three servings a day.

Fruit and
vegetables

Fruit and vegetables


come from plants.
Eat four or five
servings a day.

a cheese sandwich
kshake, please?
CarbOhydrates

a chicken sandwich
e of water, please?

12

Pasta, rice, bread and potatoes


contain carbohydrates.
Carbohydrates give us energy.
Eat five or six servings a day.

Listen and answer True or False. Then, listen and check.


The food pyramid and food categories

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MST

2.6

53
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Students develop science skills by listening to and reading about the food pyramid and
getting to know the different food groups.

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14

Circle and write in the correct food group.


naricecakebreadcarrotmeatch

bana

15

ocolatech

ees

fats and sugars

fruit and vegetables

cake
chocolate

banana
carrot

proteins

carbohydrates

meat
cheese

rice
bread

Read and complete.

.
grow

energy

little

plants

sugar

day

three

servings

Fats and sugars

sugar

These foods have a lot off


Eat a

little

Proteins

grow

Proteins help children


Eat two or

three

servings
ervings a

day

Fruit and vegetables


me from
Fruit and vegetables come

plants
. Eat four
servings
a day.
or five
Carbohydrates
Carbohydrates

d
?

give us

energy

Eat five or six servings.

43
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LC



Students develop Linguistic competence by developing literacy skills. Writing a paragraph


about their eating habits from a model provides structured, semi-guided practice.
Afterwards, students read out what they have written.

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Unit 5 - Lesson 6B
Activity Book, page 43

Objective
To understand and use the
food pyramid.

Target language
Vocabulary:
bread, cakes, chocolate,
cola, fish, fruit, meat, pasta,
potatoes, rice, sweets,
vegetables; servings; calories,
carbohydrates, energy, fats,
proteins, sugars; healthy
Structures:
These foods have a lot of
(sugar).
Proteins help children grow.

Materials
Teachers i-book

Getting started
Remind the children about fats and sugars, proteins, fruit and vegetables and
carbohydrates. Write the words on the board and remind the children that
these are the different food groups. Ask the children questions about their
eating habits: Do you eat more fats and sugars, or more proteins? Is your
breakfast healthy? Do you have carbohydrates for breakfast?
14 Circle and write in the correct food group.
Say: Open your Activity Books at page 43. Look at Activity 14. Explain to the
children that there are different food words joined together and that they must
find and circle the individual words. When they have done that, they must write
the food words in the correct food group. When they have finished, ask four
volunteers to read out the food groups and another four to say which food is the
correct one for each food group.
15 Read and complete.
Say: Look at Activity 15. Remind the children of the food pyramid and tell
them they are going to complete sentences about a healthy diet using the
words in the word box and the food pyramid to help them. Ask them to
complete the sentences. When they have finished, ask volunteers to read out
the completed sentences.
Finishing off
Tell the class to write one paragraph about their food habits. Ask them to
write about what they like to have for breakfast, lunch and dinner. Tell them
they must use a minimum of four key words from Activity 15. When they have
finished, ask them to read out their paragraphs.

Resources
DVD 2
DVD Unit 5 Real Kids
Teachers Resource Book, page 34
Activity 1: Tell the children to watch and listen to the DVD. They then write sentences by putting the words in the
boxes in the correct order. Play the DVD again so they can check their answers.
Activity 2: The children read the words and look for them in the word search. They circle the words.

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01/07/15 11:41

Unit 5 - Lesson 7A
Students Book, page 54
Objectives
To read a text about snacks in
different countries.
To say a tongue twister and
practise the a sound.

Target language
Vocabulary:
bread, cereal, chilli, chocolate,
fruit, ham crostini, oranges,
pancakes, wonton soup
Structures:
Im from (Britain).
When Im hungry I have (wonton
soup).
Its (not) very healthy.

Materials
Teachers i-book
CD
Unit 5 poster

Getting started
Ask the children about their favourite snacks. Tell volunteers to say what they
or other members of their family like to have.
13 Read and say True or False.
Tell the children to read through the speech bubbles. Then, ask some volunteers
to read them aloud. Ask them who the people are in the photo. The children
then decide if the sentences are true or false and write their answers. Put them
into small groups to check. Then, check the answers together as a class.
Answers
1 False
2 True
3 True
4 False
14 Listen and say a tongue twister. 2.7
Tell the children they are going to learn a tongue twister. Play the CD and
encourage the children to repeat each line in the pauses. Play the recording
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 groups and ask each group to practise saying the tongue
twister in different ways, with different voices: whispering, singing, rapping. Let
them share their favourite version with the class.

Resources
Phonics
Teachers Resource Book, page 97
Activity 1: Play the CD and have the children repeat the words they hear. Play the recording again for extra pronunciation
practice.
Activity 2: Tell the children to read the words in the middle and then write the number of the corresponding pictures
in the boxes.
Activity 3: Tell the children to look at the pictures of food. They say the names of the food. They then circle the
names in the word search.

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Culture
13

UNIT 5 LESSON 7

Read and say True or False.

Review
1

Read and liste

Complete the

Snack time!
Whats your favourite snack?
Im Delina and
Im from Britain. When
Im at home I really like
cereal for a snack.

Hello! Im Bea and I come


from Madrid. I always have fruit for a
snack. Oranges are my favourite fruit.

Hi, Im Mario
from Italy. When Im
hungry my favourite
snack is a ham crostini,
its made with bread.
Mmm Delicious!

Hi! Im Luisa.
Im from the USA but I
live in Mexico. I really love
chocolate with chilli! Its a
delicious snack, but its
not very healthy.

My name is Phillip. Im from


Ireland but I live in China. When Im hungry
I have wonton soup, wonton is like pasta.
Everyone in my family likes soup!

My name is Claude and Im


from France. When I go shopping with
my brother, Luc, we have a pancake!
Theyre my favourite snack.

How about you?

1 Mario doesnt like ham.


3 Claude has pancakes with his brother.

14

Listen and say a tongue twister.

2 Lots of chocolate is not very healthy.


4 Phillips family dont like soup.

2.7

Can I have a sandwich


with salad and ham,
and carrot and apple,
and strawberry jam?
54

Snacks from around the world

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LC

Giving opinions

Phonics sound a as in can

26/02/15 09:30

Students develop Linguistic competence and comprehension by developing a musical


rhythmic association between phonology and word stress by learning a chant for the
sound a.

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T 5 LESSON 7

Review
1

UNIT 5
2.8

Read and listen. Then write.

Beep and Robby are having dinner


in a restaurant.

Oh, no,
my 3 ... !

Can I have fish


1 ... and salad,
please?
And 2 ... I have
spaghetti and
meatballs?

Hi, Im Mario
om Italy. When Im
ngry my favourite
k is a ham crostini,
made with bread.
Mmm Delicious!

Robbys meatball is falling on the floor!

Now Robbys meatball is 4 ... the table.

Come back,
meatball!

Oh, no! Robbys meatball is escaping.

Wait for 5 ... ,


meatball!

Grrrr!

Grrrr!
Thank you, Robby.

Stop that burglar!

Im from
When Im hungry
n is like pasta.
likes soup!

How about you?

Oh! There you


are, Robby!

y healthy.
p.

6 ... that
meatball!

Thats 25.7 ... , please!

Complete the sentences.


1 Beep and Robby are having dinner...
a at home. b in a restaurant. c at school.
2 Robby wants spaghetti and...
a meatballs. b tomato. c cheese.
3 Beep wants fish, soup and...
a pizza. b rice. c salad.

4 Robbys meatball falls...


a on the chair. b on his knee. c on the floor.
5 ... eats the meatball.
a Robby b The burglar c The dog
6 Robby helps
a the police. b the burglar. c Beep.

Unit vocabulary: food and prices

685999 _ 0047-0056.indd 55

LL

Can I have ?

55
18/02/15 09:16

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
Students Book, page 55

Objectives
To read and listen to a cartoon
story.
To review the language of the
unit.

Target language
Vocabulary:
apple, carrot, fish, ham, jam,
meatballs, salad, sandwich,
soup, spaghetti, strawberry;
dinner; restaurant
Structures:
Can I have (fish soup) and
(salad), please?
Stop that burglar!
Thank you, Robby.
Thats (25.60), please!

Materials
Teachers i-book
CD
Unit 5 flashcards

i-story cards
i-activity
i-poster

Getting started
Hold up each flashcard in turn and chant the words. Then, remove one
flashcard, hold up each flashcard and chant the words again. Ask the class:
Whats missing? and ask them to say which flashcard you removed. Then, put
the poster on the board and ask questions about the food: Is it a protein? etc.
1 Read and listen. Then write. 2.8
Tell the children to look at the Beep cartoon, and explain that Beep and Robby are
having dinner in a restaurant. Ask the children to read the cartoon and to make
suggestions for 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 it: Beep and Robby are . Can I have fish soup ? And can
I have spaghetti ? Robbys meatball is . Now Robbys meatball is . Repeat
with other sentences. Follow on by asking the class to read the cartoon aloud in
pairs with Child A saying the narrators, the police officers and the waiters parts
and Child B saying Beeps and Robbys parts.
Answers
1 soup
2 can
3 meatball
4 under

5 me
6 Stop
7 60

2 Complete the sentences.


Put the children into pairs. Tell them to read through the sentences, choose the
word and then to read them out. 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.
Answers
1 b
4c
2 a
5c
3 c
6a

i-flashcards
Finishing off
The children play in groups of three. Write the different foods on the board
with prices next to them. All the children have notepads or paper, for doing
sums. Child A and Child B have their playing cards face up on the table.
Child C says: Can I have the soup and the toast, please? and Child A and
Child B race to work out the price.

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Review
3

UNIT 5

Look at the code and write the words.

Look and calculate. Then, ask a friend.

How much is a
burger and rice?

1.25
3.25

2.50

6.50

2.75

3.25

Its five euros,


twenty-five cents.

1 How much is a sandwich and a salad?


2 How much is soup and meat?
3 How much is a burger and salad?

Copy the table. Classify the food.


Carbohydrates

Fruit and vegetables

Proteins

Fats and sugars

toast

56

Unit structure: How much ?

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LC

Unit vocabulary: prices and food

18/02/15 09:16

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

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Unit 5 - Review
Students Book, page 56

Objective
To review the language of the
unit.

Getting started
Put the children into four teams. Give them one minute to write down as many
food items as they can think of. Ask them to say their words and write them on
the board to check spellings.

Target language
Vocabulary:
numbers, money; burger, meat,
rice, salad, sandwich, soup;
carbohydrates, fats and sugars,
fruit and vegetables, proteins
Structures:
How much is (soup and meat)?
Its (five) euros, (twenty-five)
cents.

Materials
Teachers i-book

i-poster
i-flashcards

3 Look at the code and write the words.


Write the word rice on the board using the code, inventing a symbol for the
letter i. Ask a child to say what food it is and to come and write the word
correctly. The children then look at the code in their books and write the words
in their notebooks. Check the answers by asking children to come out and write
the words correctly.
Answers
1 ham
2 vegetables
3 cereal

4 burger
5 eggs
6 salad

4 Look and calculate. Then, ask a friend.


Tell the children to look at the food and prices. Ask three volunteers to read out
the three questions and to calculate the answers to the questions. When they
have finished, ask another three volunteers to read out their answers. Then
divide the class into pairs and tell them to ask each other more questions.
Answers
1 Its six euros, fifty cents.
2 Its seven euros, seventy-five cents.
3 Its five euros, seventy-five cents.
5 Copy the table. Classify the food.
Tell the children to work in pairs. With the class identify all the items of food.
They then copy the chart and write the names of the food in the correct places.
When they have finished, correct the activity by asking the class to name the
food in each category.
Finishing off
The children use the code in Activity 3 to write the names of their favourite
foods. If they are missing letters they can invent the symbols. They then give the
words to a partner to decipher.

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Review
1

Do the puzzle and find the mystery food.


1

2
3

4
5

B
6

Complete and circle the correct answer.

1.25

1 How much is the

2.30

2 How

3.45

ham

? Its one euro, twenty-five / thirty-four cents.

much is the soup

How much is the burger

? Its two / three euros, fifty / thirty cents.

? Its three euros, forty-five / fifty-eight cents.

Look and complete.

breakfast
I have cereal and
I have
I

have

lunch

toast

for breakfast. I have breakfast at

at half past one. I have ham and

dinner at

lunch

seven

oclock. I have

salad
sh

dinner

half past eight

for lunch.
and vegetables for dinner.

44
BLQGG

LC



Students develop Linguistic competence by reading a text and filling in the gaps with the
missing words. Written exercises help to consolidate language learning.

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Unit 5 - Lesson 7B
Activity Book, page 44

Objectives
To practise reading and writing
skills.
To revise the vocabulary from
the whole unit.

Target language
Vocabulary:
breakfast, dinner, lunch; burger,
bread, cereal, eggs, fish, ham,
meat, rice, salad, soup, toast,
vegetables
Structures:
How much is the (ham)?
Its (two) euros, (thirty) cents.
I have (cereal) and (toast) for
breakfast.
I have lunch at (half past one).
I like (burgers) and (eggs).

Materials
Teachers i-book
Unit 5 poster
Unit 5 flashcards

Getting started
Put the poster on the board. Ask children to go to the poster, point to a food
and tell you something about it, for example: I have cereal for breakfast.
Vegetables are plants. I like burgers and eggs. Continue until all the children
have had a turn to speak.
1 Do the puzzle and find the mystery food.
Say: Open your Activity Books at page 44. Look at Activity 1. We are going to do a
puzzle about food. Tell the children to look at the pictures of the different foods and
to write the words in the correct boxes. Tell them that they will find a mystery food
when they have finished the puzzle. When they have finished, ask a volunteer to tell
you what the mystery food is (cereal).
2 Complete and circle the correct answer.
Say: Look at Activity 2. Tell the children to look at the pictures and the prices.
Then, explain that they must complete the sentences and circle the correct
price. When they have finished, ask volunteers to read out their answers.
Picture dictionary 3.18
Ask the children to look at the Picture dictionary on page 73 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the ham and the salad. Encourage the class to point quickly 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, repeat the words
and write them below.
3 Look and complete.
Say: Look at Activity 3. Tell the children to look at the three pictures of the food and
times. Then explain that they must complete the sentences below by looking at the
pictures.
Finishing off
Put the flashcards around the room. Say one of the foods. Ask a child to point
to the correct flashcard and to name it. If they say it correctly then they choose
the next food.

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Unit 5 - Evaluation
Beep on grammar
Objective

Unit 5 Test

To evaluate childrens
understanding of target language
from the unit.

Name:

Unit 5

Class:

1 2.50

2.9

2 3.40

How much is

3 2.20

Target language

5 1.50


Starters

Yes, please. Can I have some

Soup 2.50

Yes, thats 2 euros, 50 cents.

Salad 3.20

OK. Can I also have some

Thats 8 euros, 20 cents for everything.


Thank you!

i S

Drinks
O OCO

Water 1.30
Milk 1.50
1
2



Its three euros, twenty cents.


much
the
is
rice?
Its one euro, eighty cents.
How
much
is the ham?
Its two euros, fty cents.
is
the
How much
burger?
Its four euros, fteen cents.
How
is
much
the cereal?
Its one euro, seventy-ve cents.
much
the
How
is
soup?
Its three euros, forty-ve cents.

2 How
.

Santillana Educacin S.L., 2012 PHOTOCOPIABLE

Rice 4.40
Meat 5.10




1 How much is the salad?


, please?

Yes, please. Some

Students develop
their learning skills
by participating in
a final assessment of the
unit content. Demonstrating
linguistic knowledge through
recognition tasks is a positive
way to get students used to
summative testing.




Yes, thats 4 euros, 40 cents. And a drink?

Main meals

3
4
5
6

2.9

Listen and match.


Complete the dialogue.

159

BLQGG

10



BLQGG

Unit 5 Test

I have juice for breakfast.

Class:

What do you have on Saturdays?



Name:

LC

three euros, fifty cents.


one euro, twenty five cents.
two euros, seventy cents.

Complete the questions and answer.

Good morning. Can I help you?

ill

CD
Photocopies of
Teachers Resource Book,
pages 159 and 160

Its

6 3.20

Materials

the soup?
the ham?
the toast?

4 4.70

Vocabulary:
burger, cereal, egg, meat, rice,
salad, soup, toast, vegetables;
breakfast, dinner, lunch
Structure:
I have (cereal) for (breakfast).

How much is?

1 I have

2.1

I have

for breakfast.

cereal
meat
vegetables

for

breakfast.
lunch.
dinner.

2 I have

for lunch.
3 I have

Write and circle for Richard.


breakfast

for dinner.

1 GBRUER

lunch

dinner

cereal

soup

fish

eggs

burger

vegetables

toast

salad

Richard

1 I evah sotat rof nernid

2 GEG

I have toast for dinner.

3 CLREEA

True

False

True

False

True

False

True

False

True

False

True

False

True

False

2 I ahev dalas rfo nluch

4 TVEABLEGES

I have salad for lunch.


3 I veah tabgevesel fro fabrestak

I have vegetables for breakfast.

an wic
gs
h
sh
to ste

160

3
4

Complete the sentences for you.


Unscramble the words.

4 I heav opus rfo nnride


Santillana Educacin S.L., 2012 PHOTOCOPIABLE

s upf
lad

I have soup for dinner.


5 I aehv leerac orf kabrestaf

I have cereal for breakfast.


6 I ahev gegs ofr nulch

I have eggs for lunch.


7 I ehav a gerrub rof brakafest

I have a burger for breakfast.

11

Add the missing letters. Circle and write


the words.
BLQGG

BLQGG





Transcripts
Unit 5 Test. Activity 1. Listen and match.
1 Boy: How much is the salad?
Narrator: Its two euros, twenty.
2 Boy: How much is the soup?
Narrator: Its three euros, twenty.
3 Boy: How much are the vegetables?
Narrator: Theyre three euros, forty.

2.9

4 Boy: How much is the burger?


Narrator: Its four euros, seventy.
5 Boy: How much is the rice?
Narrator: Its two euros, fifty.
6 Boy: How much is the cereal?
Narrator: Its one euro, fifty.

228
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Introduction

6. Minibeasts
Unit objectives
To learn vocabulary from nature
(a garden and its inhabitants).
To learn the words for body
parts.
To sing a song and a chant.
To read and understand a story
and a cartoon.
To say a tongue twister.

Target language
Vocabulary:
ant, bee, centipede, dragonfly,
grasshopper, ladybird, snail,
worm; antennae, legs, sting,
wings; flower, grass, leaf, pond,
tree; carnivore, herbivore,
omnivore

Anticipating difficulties
In some classes there may be a competitive atmosphere instead of a
cooperative environment. The life of the honey bee is a wonderful example of
the advantages of cooperation.
Teaching tip
The honey bee is a social insect and is an excellent communicator. The bees
communicate through body language and the other bees observe so they know
where to find the food source. You could do a few simple activities to show the
importance of effective communication like playing Chinese whispers. The bees
also cooperate and work together as a team every bee has a role to play. In
cold weather they huddle together and vibrate to keep warm to survive. You
could take some honey and pollen to class to let the children taste it and attract
sweetness and cooperation to the class.

Unit 6 Minibeasts

leaf

Structures:
Theyve got / They havent got
wings.
How many (legs) have they
got?

dragonfly
bee
centipede
pond

grasshopper
tree

flower

ladybird

grass

ant

snail
worm

John and Ron near the pond,


Sitting on a log.
Dont put on your sock, John.
Look! Theres a frog!
364246 _ 0001-0016.indd 7

EAN: 8431300160446 BEEP 4 Santillana Educacin S.L. 2012

2.26

07/02/12 10:35

229
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Unit 6 - Lesson 1A
Students Book, page 57
Objectives
To introduce and learn the
names of some minibeasts.
To learn and sing a song.
To act out a simple dialogue.

Target language
Vocabulary:
ant, bee, centipede, dragonfly,
grasshopper, ladybird, snail,
worm
Structures:
Its (pink).
It (cant) (fly).
Dont be scared!

Materials
CD
Teachers i-book
Unit 6 poster
Unit 6 flashcards

i-activity
i-poster
i-flashcards

Getting started
Put the poster on the board. Point to one of the minibeasts (the ant) and ask:
Whats this? If the children dont know, say the name of the minibeast and make
them repeat it. Then, point to one of the other creatures and ask: Is this an (ant)
or a (bee)? SS: Its a (bee). Go through the vocabulary for all the creatures like
this and then ask for volunteers to form the questions. Then, put the flashcards
face down and ask a volunteer to turn one of them over. The volunteer should
then name the creature and find it on the poster. S1: This is an (ant). Continue
until you have done all the creatures. Finally, place the word cards face down on
the board. Ask for volunteers to come to the front, turn over a card, read out the
name of the creature and then find it on the poster.
1 Listen and sing. 2.10
Say: Open your books at page 57. Ask the class to look at the picture and
ask them who they can see. Ask them what she is doing (Shes looking at
minibeasts). Ask some questions: What minibeasts can you see? etc. Then, tell
the children they are going to hear a song about minibeasts. Play the CD and
ask the class to listen. Play the recording again and ask the class to try to follow
the song in the book with their fingers. Play it again and encourage children to
join in the singing. Join in yourself. Play the CD a few more times until they are
more confident. Then, divide the class into groups and ask them to sing the
song.
2 Say and guess in pairs.
In this activity, the children describe a minibeast for a partner to guess. They
can use a range of known language here (It can/cant fly/jump. Its + a colour.
Its got legs/wings). Ask the children to look at the pictures of the minibeasts.
Give them a few minutes to do this and then ask for two volunteers to read out
the short conversation between Tom and Olga talking about the minibeasts.
Then, divide the class into pairs and ask them to have a similar conversation.
When they have finished, ask pairs of children to come to the front of the class
and act out their dialogues.
Finishing off
Wheres the grasshopper? Hold up the flashcards one by one, elicit the names
and then hide them in the class somewhere (behind a plant, on the cupboard,
in a book). Then, ask the class: Wheres the grasshopper? and elicit answers.

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6. Minibeasts
1

Listen and sing.

LESSON 1

2.10

Minibeasts are everywhere,


Look behind you!
Dont be scared!
In the garden, take a look.
Read about them in a book.
Dragonflies and ladybirds,
Living in the trees.
Grasshoppers and wriggly worms,
Butterflies and bees.
Ants and snails and centipedes,
Crawling through the grass.
Look and you can see them,
With your magnifying glass.

Its pink. It
cant fly.

Say and guess in pairs.

ant

ladybird

bee

dragonfly

centipede

snail

worm

grasshopper

two
dragonflies!

one
dragonfly
Descriptions of small animals

The worm!

Its (orange). It can (fly).

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MST

57
18/02/15 09:46

Students develop science skills by recognising, describing and guessing familiar


minibeasts.

231
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6. Minibeasts
1

Look and write.


ant

bee

centipede

dragonfly

snail

worm

grasshopper

ladybird

bee

dragony

centipede

grasshopper
ladybird

1
2
3
4

d
b
c
g

r
e
e
r

worm

ant

snail
a g o n f l y
e
n t i p e d e
a s s h o p p e r

l
s
a
w

5
6
7
8

a
n
n
o

d y b
a i l
t
r m

r d

Read and write.

ladybird

1 It can fly. Its red and black. Its a


2 Its long and pink. Its a

worm

3 It lives in a shell. It cant run, jump or fly. Its slow. Its a


4 Its small and black. Its an

ant

snail

45
BLQGG

IE



Students develop initiative by describing minibeasts that are not included in the activities.
When they have finished, their partner has to guess which animal it is.

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Unit 6 - Lesson 1B
Activity Book, page 45

Objective
To practise the names of
different minibeasts.

Target language
Vocabulary:
ant, bee, centipede, dragonfly,
grasshopper, ladybird, snail,
worm
Structures:
Its (pink).
It (cant) (fly).
It lives in a shell.

Materials
Teachers i-book
Unit 6 flashcards

Getting started
Show the flashcards one at a time and ask the children, as a group, to name
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. Then, ask two
children to come to the front. Give them four different flashcards each. One
holds up his/her flashcard and asks a question about the minibeast: Can a
worm fly? The other answers and then asks a question with his/her flashcards:
Is an worm long or short? Continue with other volunteers.
1 Look and write.
Say: Open your Activity Books at page 45. Tell the children to look at the picture
of the minibeasts and ask them to read the words in the word box. When they
have done that, tell them to look at the picture and write the names of the eight
minibeasts in the spaces provided. When they have finished, ask volunteers to
read out their answers: Number 1 is a dragonfly., and so on.
2 Read and write.
Say: Look at Activity 2. Tell the children that they must identify the different
minibeasts from the information they are given in the four sentences. When they
have finished, ask four volunteers to read out their sentences so the class can
correct the activity.
Finishing off
Ask the children to describe three minibeasts that were not included in
Activity 2. Tell them not to say what the animal is. When they have finished,
divide the class into pairs and ask the children to read their descriptions to
their partners. Their partner has to guess which animal it is.

Resources
Reading and Writing
Teachers Resource Book, page 142
Activity 1: Ask the children to look at the pictures. They then read the descriptions and put the corresponding
picture letters in the boxes provided.
Activity 2: Tell the children to read the mixed up sentences. They write the words in the correct order so that the
sentences make sense.

233
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Unit 6 - Lesson 2A
Students Book, page 58
Objectives

Getting started
Stick the flashcards on the board and ask questions about the minibeasts:
Has a (worm) got (legs)? Has a (grasshopper) got (wings)? Can a (snail) fly?
Then, hand flashcards to the children and encourage them to ask questions.

To make simple descriptions of


insects.
To listen to, read and act out a
simple dialogue about insects.

3 Read about bees. Listen and answer True or False. 2.11


Say: Open your books at page 58 and look at the picture of the bee at the top
of the page. Ask the children to identify the parts of the bees body. Then, ask
them to read the five sentences about bees. When they have done that, ask for
five volunteers to read the sentences aloud. Divide the class into pairs and tell
them to ask each other questions about bees. Play the CD and tell the children
to listen. Play the recording again and this time pause after each sentence so
that the children can say whether the statements are true or false.

Target language
Vocabulary:
antennae, eyes, legs,
mouth, sting, wings; ant,
bee, centipede, dragonfly,
grasshopper, ladybird, snail,
worm

Answers
1 True, 2 False, 3 False, 4 True, 5 False

Structures:
They can (fly).
Theyve got (wings).
Have (snails) got (ears)?

4 Read with a friend and answer. Then, listen and check. 2.12
This activity can be used as a starting point for the children to use reference
books or the internet to research facts about minibeasts or other animals and
write their own quiz questions. Ask the children to read the dialogue between
Karim and Tom. Then, ask for two volunteers to read it aloud whilst the others
follow with their fingers. When they have done this divide the class into pairs.
Ask them to read the questions with their friend and answer them. When they
have all finished, play the CD so that they can check their answers. First, let
them listen to the recording and then play it again, pausing after each answer
so that they can make sure they have the right answer.

Materials
Teachers i-book
CD
Unit 6 flashcards

i-flashcards

Answers
1 No, they havent.
2 Yes, they have.
3 Yes, they have.

4 No, they havent.


5 No, they havent.
6 Yes, they have.

Finishing off
The children write descriptions of a minibeast using Theyve got / They havent
got ... (six legs, wings), Theyre (big, small, green). Then, the children read
their descriptions out loud for the rest of the class to guess.

Transcripts
Read about bees. Listen
and answer True or False.

2.11

Bees have got eight legs.


They can smell flowers with their antennae.
Theyve got four wings.
They havent got a mouth.
Theyve got two stings.
They havent got ears.

Read with a friend and answer.


Then, listen and check. 2.12
1 Tom: Have snails got ears?
Karim: No, they havent.
2 Tom: Have grasshoppers got
antennae?
Karim: Yes, they have.
3 Tom: Have ladybirds got six
legs?
Karim: Yes, they have.

4 Tom: Have centipedes got


stings?
Karim: No, they havent.
5 Tom: Have worms got eyes?
Karim: No, they havent.
6 Tom: Have ants got
antennae?
Karim: Yes, they have.

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UNIT 6 LESSON 2

2.11

Read about bees. Listen and answer True or False.

Listen and rea

Read and say

Bees are insects. They are yellow and black.


They live in big colonies.
head
wings
antennae
sting

legs

1
2
3
4
5

Theyve got four wings. They can fly.


Theyve got two eyes and a mouth. They havent got ears.
Theyve got six legs. They can walk.
Theyve got two antennae. They can smell flowers with their antennae.
Theyve got a sting.

Read with a friend and answer. Then, listen and check.

2.12

Have snails got ears?

No, they havent.


Have ladybirds
got wings?

1
2
3
4
5
6

Have snails got ears?


Have grasshoppers got antennae?
Have ladybirds got six legs?
Have centipedes got stings?
Have worms got eyes?
Have ants got antennae?

58

Body parts of an insect

685999 _ 0057-0066.indd 58

MST

Yes, they have.

Fantastic!
ect answers:
rr
co
6
or
5

east expert.
Youre a minib
You are good
ect answers:
3 or 4 corr
at Science.
Oh, no! Go to
ect answers:
1 or 2 corr
sts today!
ok at minibea
the park and lo

Have got

They havent got (wings).

18/02/15 09:46

Students develop science skills by learning about a bees body parts from a diagram and
learning facts about them. They also learn facts about other minibeasts.

235
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Look and label.


wings
antennae
legs
sting
eyes

eyes

wings

antennae
legs

Look and answer.


Yes, they have.

No, they havent

1 Have they got antennae?

Yes, they have.

2 Have they got legs?

Yes, they have.

3 Have they got wings?

No, they havent.

4 Have they got stings?

No, they havent.

They

sting

have
havent

got

Look and write with Theyve got or They havent got.

legs.
wings.

Model answers

Spiders havent got antennae.


Theyve got eight legs.
They havent got wings.

46
BLQGG

LL



Students develop their learning skills by reviewing new vocabulary. They use visual cues in
order to help them remember the body parts of the minibeasts and label them in English.

236
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Unit 6 - Lesson 2B
Activity Book, page 46

Objective
To practise the target language.

Target language
Vocabulary:
antennae, eyes, legs,
mouth, sting, wings; ant,
bee, centipede, dragonfly,
grasshopper, ladybird, snail,
worm
Structures:
Theyve got (wings).
They (havent got) (legs).
Have (snails) got (ears)?

Materials
Teachers i-book
Unit 6 poster

Getting started
Put the poster on the board and ask the children to look at it. Then, choose
a volunteer and say: Point to a minibeast with wings. When the volunteer has
done that, choose another and say: Point to a minibeast that hasnt got legs.
Continue with other volunteers in your role until all of the children have had a
turn. Remind them of the target vocabulary: antennae, eyes, legs, mouth, sting
and wings.
3 Look and label.
Tell the children to open their Activity Books at page 46 and to look at Activity 3.
Ask them to name the minibeast. Explain that they have to label the bee with the
words in the box on the left. Go around the class checking the childrens work.
4 Look and answer.
Tell the children to look at Activity 4. Tell them they are going to write answers
to four questions about centipedes. Remind them that they will be using They
because they are talking about all centipedes. When they have finished, ask four
volunteers to read out the questions and another four to give you their answers.
5 Look and write with Theyve got or They havent got.
Tell the children to look at Activity 5. Tell them to look at the picture of the spiders
body parts. Explain that they must write sentences with Theyve got or They
havent got. The children do the activity. When they have finished, ask three
volunteers to read out their sentences.
Finishing off
Divide the class into pairs and give each child three flashcards. Then, tell the
children to ask each other questions according to what flashcards they have:
S1: Have bees got antennae? S2: No, they havent. Have centipedes got
wings? And so on.

237
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Unit 6 - Lesson 3A
Students Book, page 59
Objectives
To describe insects.
To practise the target structure.

Target language
Vocabulary:
antennae, eyes, legs,
mouth, sting, wings; ant,
bee, centipede, dragonfly,
grasshopper, ladybird, snail,
worm
Structure:
Theyve got (six legs).

Materials
Teachers i-book
CD
Unit 6 flashcards

i-activity
i-flashcards

Getting started
Remind the children of the different parts of the body: antennae, eyes, legs,
mouth, sting, wings. Hand out the flashcards to half of the class and the word
cards to the other. A volunteer names a minibeast from their flashcard and the
child who has the right word card stands up and says a sentence using the
minibeast word.
5 Listen and read. 2.13
Say: Open your books at page 59. Ask the children to look at the picture and
to tell you what Olga is looking at (a grasshopper). Ask questions about the
grasshopper: How many legs has it got? Can it jump? Can it walk? How many
wings has it got? Can it fly? How many antennae has it got? How many eyes has
it got? Tell the children they are going to listen to a conversation between Olga
and her teacher about grasshoppers. Play the CD. Play it again and this time
tell the children to follow the conversation in their books with their fingers. Ask
volunteers to read the conversation aloud and then play the CD again, while the
children follow in their books. You can then ask the comprehension questions
again.
6 Read and say. Then, write about your favourite minibeast.
This activity practises reading comprehension, with the children reading
descriptions of animals and matching them to pictures. Ask the children to look
at the pictures in Activity 6 and to read out the names of the animals. Then,
ask for four volunteers to read the sentences out to the rest of the class. The
children then read the sentences themselves and say which minibeast belongs
with each sentence. When they have finished, go through the activity orally.
Answers
1 ant
2 snail
3 centipede
4 ladybird
Finishing off
Stick the flashcards on the board. Point to a card and make a statement about
the minibeast, for example: Grasshoppers can jump. Bees are red and black.
The children repeat the statement if its correct and stay silent if its wrong.

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IT 6 LESSON 2

UNIT 6 LESSON 3

Listen and read.

2.13

Do you like grasshoppers, Olga?


Yes, theyre my favourite
minibeasts!
How many legs have they got?
Theyve got six legs. They
can jump and walk.
How many wings have they got?
Theyve got four wings.
They can fly.
How many antennae have
they got?
Theyve got two antennae.
How many eyes have they got?
Theyve got two big eyes.
Are grasshoppers your
favourite minibeasts too?

Beep on Grammar, page 12.

They have/havent got

have
havent

They

No, my favourite minibeasts


are butterflies!

got

legs.
wings.

Read and say. Then, write about your favourite minibeast.

No, they havent.


Yes, they have.

They've got...
snail

ladybird

ant

centipede

1 Theyve got six legs and two small antennae. Only queens and males have got wings.
2 They havent got wings or legs. Theyve got a big shell.
3 They havent got wings. Theyve got two eyes and thirty legs.
4 Theyve got two wings and six legs. Theyve got two small antennae.
Beep on Grammar, page 13.
Descriptions of small animals

685999 _ 0057-0066.indd 59

LC

How many (wings) have they got?

59
18/02/15 09:47

Students develop Linguistic competence by asking and answering questions about


minibeasts and their body parts in order to practise oral production skills and consolidate
vocabulary.

239
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have
havent

They

Listen and complete the table. Write the name of the minibeasts.

centipedes

dragonflies

legs.
wings.

got

3.10

snails

eyes

wings

legs

What are they?

Minibeast 1

snails

Minibeast 2

dragonies

Minibeast 3

30

centipedes

Write in order and match.


1

many

centipedes

got

How

antennae

have

How many antennae have centipedes got


2

snails

wings

How

have

many

got

many

wings

bees

have

have

grasshoppers

legs

How

How many legs have grasshoppers got

How

How many wings have bees got


4

got

How many wings have snails got


3

got

many

47
BLQGG

DC



Students develop Digital competence in the classroom by extracting specific information


from a short CD recording. They complete a table about minibeasts.

240
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Unit 6 - Lesson 3B
Activity Book, page 47

Objective

Getting started
Say: Open your Activity Books at page 47 and look at the grammar box at the
top of the page. Hold up a flashcard at random and ask a volunteer to say two
sentences, one with Theyve got and one with They havent got. Continue with
other volunteers until you have been through all the minibeasts.

To practise animal body parts.

Target language
Vocabulary:
bees, centipedes, dragonflies,
grasshoppers, snails; antennae,
eyes, legs, wings
Structures:
Theyve got (legs).
They havent got (wings).

Materials
Teachers i-book
CD
Unit 6 flashcards

6 Listen and complete the table. Write the name of the minibeasts. 3.10
Say: Look at the pictures in Activity 6. Ask the children to identify the three
minibeasts. Then, tell them to look at the table with the body parts below the
pictures. Explain that they are going to listen to a conversation between two
children talking about the minibeasts and that they must listen, fill in the table
and then identify the three minibeasts. Make sure the children are listening and
then play the CD. The children listen. Play the recording again and this time
the children fill in the table. Check the exercise by asking the class to name
the minibeasts and then by asking the same questions as the CD, but this
time naming the animal. Play it once more so that the children can check their
answers.
7 Write in order and match.
Tell the children to look at Activity 7. Explain to them that they must put the words
in the correct order and then match the sentences to the numbers on the right
hand side of the page. Go around the class and check the childrens answers.
Finishing off
Ask the class to choose a different minibeast and to write a short paragraph
using the body parts in Activity 6. When they have finished, ask them to read
out their paragraphs.

Transcript
Listen and complete the table. Write the name of the minibeasts.
Minibeast 1
Child A: How many eyes have they
got?
Child B: Theyve got two eyes.
Child A: How many wings have they
got?
Child B: Zero. They havent got
wings.
Child A: How many legs have they
got?
Child B: Zero. They havent got legs.

Minibeast 2
Child A: How many eyes have they
got?
Child B: Theyve got two eyes.
Child A: How many wings have they
got?
Child B: Four. Theyve got four
wings.
Child A: How many legs have they
got?
Child B: Six.

3.10

Minibeast 3
Child A: How many eyes have they
got?
Child B: Theyve got two eyes.
Child A: How many wings have they
got?
Child B: Zero. They havent got
wings.
Child A: How many legs have they
got?
Child B: Thirty. Theyve got thirty legs.

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Unit 6 - Lesson 4A
Students Book, pages 60 and 61

The giant Australian treefly!

Objectives

To enjoy a story.

Read and listen to the story.

UNIT 6 LESSON 4

UNIT 6 LESSON 4
Find
and
say!

2.14

Tom and Karim have got Art today. They are making
models. Karim invents a new minibeast!

Later that day in the school garden...

Find interesting
minibeasts and
take photos!

To read and listen for


comprehension.

Is it an
insect?

I like your model


plane, Tom!

To consolidate the language


of the unit.

Target language
Vocabulary:
magnifying glass, net

1
Olga is looking under a leaf. Lucy is looking behind
a tree. There are lots of flowers.

Structures:
Theyve got (six legs).
Treeflies havent got (eight
legs).

2
The teacher phones an expert.

Lucy is taking a photo.

Oh, its a
ladybird.

Materials
Teachers i-book
CD
More
tice
praccut-outs
Unit 6 story
photocopies of
Teachers Resource Book,
pages 115 and 116

Lucy and Olga have got Science.


They are doing a project on minibeasts.
Olga has got a magnifying glass.

Thats my model
minibeast!

Is it a dragonfly? How many


wings have they got?

Is it a dragonfly? How many


wings have they got?

Olga, look
at this! What
is it?

No, its not a dragonfly.


Theyve got four wings.

More
practice

P
F

P
F

3
60
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4
Descriptions of insects

insects language:
Have got Be
in context
careful! Well do
Have got in context Descriptions ofFunctional

18/02/15 09:47

SC SC

i-flashcards
More
phonics
i-story cards

i-poster

i-flashcards

IWB

i-book

More
phonics

Getting started
Ask the children if we study minibeasts at school. Ask them in what subject we
study minibeasts (to elicit Science) and ask them what we need to study them
(to elicit magnifying glass). Ask them how they would catch a minibeast so that
they could study it (to elicit net). Then, tell them to invent a new minibeast on
their own and get them to describe it to the class.
Before you read
Say: Open your books at page 60 and look at Lesson 4. Elicit the names of the
characters in the story. Ask the children where Karim, Tom, Lucy and Olga are.
Ask them if Tom and Karim are in the same class as Olga and Lucy. Then, hold
up your book and point to the series of pictures at the top of page 61. Say:
Find the (net) in the story and elicit the scene number (scene 2). 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: Who is using the paint? What is
Tom painting? Who is using the magnifying glass?
7 Read and listen to the story. 2.14
Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: What subject have Tom and Karim got today?
What is Tom making? What is Karim making? What subject have Lucy and
Olga got? What project are they doing? Where is Olga looking? Where is
Lucy looking? etc. Write the main parts from the story on the board: Narrator,

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CAE

UNIT 6 LESSON 4
Find
and
say!

Find
and
say!

Students develop cultural expression by


creating their own story booklet with the
template and stickers.

The next day an expert visits the school.

Yes, its a giant Australian


treefly. Theyve got five
eyes, you know.

Is it an
insect?

Is it an
insect?

Be careful!
Dont fall in
the pond!
No, theyve
got six legs.

I dont
know!

2
The teacher phones an expert.

The teacher phones an expert.

6
Everyone likes Karims model minibeast.
He wins a prize.

But giant Australian treeflies


havent got eight legs!
Thats my model
minibeast!

Thats my model
minibeast!

Is it a dragonfly? How many


wings have they got?

And the winner of the Art


competition is, Karim!

Oops!

Well done, Karim!

ons ofFunctional
insects language:
Have got Be
in context
careful! Well done!

Functional language: Be careful! Well done!

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8
61
18/02/15 09:47

Teacher, Olga, Lucy, Expert, Headteacher. Divide the class into groups of six
and tell them to take a part each and read the story. Follow up by asking the
children: T: How many legs have dragonflies got? How many legs have insects
got? How many eyes have Australian treeflies got? and encourage the children
to give long answers.

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 Teachers Resource Book, pages 115 and
116). Instruct them to look at the Students 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
Students Book. Move around the class and help those children who need it.
Finishing off
Ask the children to write a description of the minibeasts they invented earlier,
including their physical features (wings, legs, sting), colour, size and abilities.
The children could draw pictures of their imaginary minibeasts, make up
names for them and write short descriptions. Display the childrens work
and encourage them to walk around the class, commenting on the different
minibeasts.

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The giant Australian treefly!


8

10
Order the pictures, then read and write True or False.

Olga is looking behind a tree.

False

Lucy has got a camera.

True

11

Dragonflies have got two wings.

False

Tom and Karim have got Art today.

True

Read and complete.

1
The teacher

Karim

3
4
5

Tom

Lucy

Lucy
Tom
Karim
Olga
The teacher

finds Karims minibeast in the garden.


makes a model plane.
invents a minibeast.
has got a magnifying glass.
phones an expert.

Olga

48
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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 6 - Lesson 4B
Activity Book, page 48

Objectives
To focus on comprehension of
the unit story.
To review key vocabulary from
the story.

Target language
Vocabulary:
dragonfly, ladybird; eyes, legs,
wings; expert, model, prize
Structures:
Is it an (insect)?
Olga is looking under a leaf.
Lucy is looking behind a tree.
Dragonflies have got (four)
(wings).
Everyone likes Karims model
minibeast.

Getting started
Ask the class questions about the story from the previous lesson to check
what can remember: Where are Karim and Tom? What are they studying?
What are they making? What is Tom making? etc. Then, ask them to open
their Students Books at Lesson 4. Assign the parts to six volunteers (Narrator,
Teacher, Olga, Lucy, Expert, Headteacher). Read the story out loud.
8 Order the pictures, then read and write True or False.
Ask the children to look and number the scenes in the same order as they
appear in the Students Book. Then, write the first sentence on the board: Tom
and Karim have got Art today. Ask the children to look at their Students Books
and say if the sentence is true or false. Continue with the other sentences, but
tell the children to read the sentences and write down their answers.
9 Read and complete.
Ask the class to look at the sentences in Activity 9 and tell them that they must
identify the correct person. Tell them they must read the story, find the person
and write in the correct name. When they have finished, ask volunteers to read
out their answers.

Materials
Teachers i-book

Resources
DVD 1
DVD Unit 6 Animated Story: The giant Australian treefly!
Teachers Resource Book, page 35
Activity 1: Tell the children to look at the pictures and read the question below. Play the DVD, and as the children
watch and listen, they number the pictures in the correct order and answer the question. Play the DVD again so
they can check their answers.
Activity 2: Tell the children to read the sentences in the speech bubbles. Play the DVD, and as the children watch
and listen, they write the names of each speaker in the space provided.
Activity 3: Tell the children to draw an imaginary minibeast considering the number of legs, wings and so on. They
then describe it in the space provided.

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10

Look at the story and complete.

Well
done

Karim

Be careful!
Dont
fall
in

the
pond !

Thats

Is

my

it

model

an

minibeast

11

insect

Solve the code and match.


A=1

B =2

C=3

D=4

E=5

F=6

G=7

H=8

I=9
R = 18

J = 10

K = 11

L = 12

M = 13

N = 14

O = 15

P = 16

Q = 17

S = 19

T = 20

U = 21

V = 22

W = 23

X = 24

Y = 25

Z = 26

1 16 18 9 26 5

P R I Z E
en.

2 16 8 15 20 15

P H O T O
3 13 9 14 9 2 5 1 19 20

M I N I B E A S T
4 13 15 4 5 12

16 12 1 14 5

M O D E L

P L A N E

49
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MST



Students develop mathematical competence by solving a code and then matching the
words with the pictures.

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Unit 6 - Lesson 4C
Activity Book, page 49

Objectives
To focus on comprehension of
the unit story.
To review key vocabulary from
the story.

Target language
Vocabulary:
model, photo, plane, pond,
prize
Structures:
Well done Karim!
Be careful! Dont fall in the
pond!
Tom and Karim have got (Art)
today.

Materials

10 Look at the story and complete.


Tell the children to look at the story and find the four pictures in Activity 10. Then,
ask them to complete the sentences on the lines provided. When they have
finished, ask four volunteers to read out their sentences. Explain that the task is
to complete the sentences by referring to the story in the Students Book.
11 Solve the code and match.
Ask the children to look at Activity 11. Explain to them how the code works,
that A corresponds to the number 1, B to the number 2, and so on. Tell them
to look at the four pictures and explain that they must use the code to write
down the correct words. They must then match the words to the pictures. Walk
around the class to correct the activity.
Finishing off
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: Tom and Karim have got Maths today. (Stop! Karim
and Tom have got Art today). They are making models. Karim invents a new
model plane! (Stop! Karim invents a new minibeast!) and so on.

Teachers i-book
CD

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Unit 6 - Lesson 5A
Students Book, page 62
Objective
To practise talking about
minibeasts.

Target language
Vocabulary:
listen, look at, look up, sit
down, smell, watch; flower,
grass, leaf, pond, tree
Structure:
I like to sit in the garden.

Materials
Teachers i-book
CD
Unit 6 poster

i-activity
i-poster

Getting started
Put the poster on the board and identify the following: flower, grass, leaf,
pond, tree. Then, ask questions about the minibeasts: Where is the ant? What
colour is the ladybird? Can the centipede fly? Where is the worm? How many
legs has the bee got? Has the dragonfly got wings? Has the snail got legs?
Where is the grasshopper?
8 Listen and sing. 2.15
Say: Open your books at page 62. Tell the class to look at the pictures and ask:
Wheres Tom? What minibeasts can you see in the picture? What else can you
see? The words of the chant are about animals and plants which the children
can see, hear and smell in a garden. It appeals to different learning styles, and
the children can be encouraged to close their eyes and visualise the sights,
sounds and smells of nature. Tell them they are going to hear a chant about
minibeasts in the garden. Play the CD and ask the class to listen. Play it again
and ask the class to try to follow the chant in the book with their fingers.
Play the CD again and encourage the children to join in with the chant. Join
in yourself. Play the recording a few more times until they are more confident.
Then, divide the class into two groups and ask one of them to say the chant
while the other group claps along in time, then reverse the roles.
9 Look and ask a friend.
Here the children ask each other questions about where animals are in a picture.
Tell the children to look at the picture in Activity 8, and ask four volunteers to
read out the mini-dialogues in Activity 9. Divide the class into pairs and tell the
children to ask each other and answer questions following the model in their
books. When they have finished, ask individual questions at random to make
sure they have all understood and can locate the minibeasts. Then, ask for
volunteers to come to the front of the class and act out a dialogue for the rest of
the class.
Finishing off
A picture dictation. Draw a simple garden scene on the board with a pond, a
flower, a tree, grass and a big leaf. Ask the children to copy the scene into their
notebooks and then give instructions for other elements to draw in the scene:
There are two ants on the leaf. Theres a purple fish in the pond. Theres a girl
under the tree. Shes reading, etc.

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UNIT 6 LESSON 5

Listen and sing.

2.15

ce,
,
favourite pla
y
m
is
n
ind a leaf
e
h
d
r
e
a
b
d
,
s
ir
r
The g
b
e
y
a lad
.
ll the flow
I like to smethe little minibeasts, Theresiders in the trees pond,
p
e
s
.
h
h
s
c
t
r
t
d
u
An
d ho
And wa
goldfish in
nd hours, an
Frogs andof ants and bees.
For hours, a
And lots

10

Read about c

11

Look and read

s,
n the gras
o
n
w
o
d
it
I like to s up at the sky.
And look the buzzing bees,
I listen to h the clouds go by.
And watc

Look and ask a friend.

Wheres the fish?


Its in the pond.

Wheres the ant?

Its on a leaf.

62

Prepositions

685999 _ 0057-0066.indd 62

LL

Nature

Theres a (ladybird) (behind a leaf).

18/02/15 09:47

Students develop their learning skills by singing three different chants about insects.
Rhyme, music and chants are a useful way of memorising functional language and gaining
confidence while practising in a group setting.

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12

Listen and draw. Then order the sentences and check your answers.

14

3.11

15
Students own drawings

centipede

Theres

the

climbing

tree

Theres a centipede climbing the tree.


2

leaf

ladybird

Theres

on

Theres a ladybird on a leaf.


3

butterfly

Theres

flower

on

Theres a buttery on a ower.


4

the

frog

pond

Theres

in

Theres a frog in the pond.


5

Theres

in

the

grass

snail

Theres a snail in the grass.

13

16

Find and write.

P O N D

T R E E

L
U
W
F
C
F
B

E
K
D
R
T
B
G

A
I
P
G
R
G
N

F H
L A
O N
W T
E E
R A
H M

Y
Q
D
H
D
S
J

J
S
E
Y
V
S
O

F L O W E R

L E A F

G R A S S

50
BLQGG

LC



Students develop Linguistic competence by finding new vocabulary in a word search


puzzle. This type of activity helps students to recognise and learn words and their spelling
in an enjoyable way.

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Unit 6 - Lesson 5B
Activity Book, page 50

Objective
To practise talking about
minibeasts.

Target language
Vocabulary:
flower, grass, leaf, pond, tree
Structures:
behind, in, on, under
Theres a ladybird (on) a leaf.

Materials
Teachers i-book
CD
Unit 6 flashcards

Getting started
Place the flashcards of the minibeasts around the classroom, but make
sure they are obviously in, on, under or behind something and then ask the
children: Where is the (dragonfly)? SS: It is (behind) (the book). Continue until
you have found all the minibeasts.
12 Listen and draw. Then order the sentences and check your answers. 3.11
Say: Open your Activity Books at page 50 and look at Activity 12. Look at the
picture. Ask the class to identify the objects in the picture: flower, grass, leaf,
pond, tree. Then, explain that they must listen to the CD and draw different
minibeasts in the picture in the places they are told on the recording. Play the
CD and ask the children to listen. Play it again, pausing to allow the children
time to draw. Then, play it again so they can check their drawing. When they
have done this, tell them to order the sentences and write them down correctly.
Play the CD once more so that the children can correct their answers.
13 Find and write.
Say: Look at Activity 13. Ask the children to look at the photos and explain that
they must find the names of the things in the word search, circle them and then
write them down in the spaces. Go around the class checking the activity.
Finishing off
Hand out three minibeast flashcards and three landscape flashcards to each
child. Write in, on, under, behind on the board, and tell the children to make
three sentences using their flashcards and three of the words on the board.
When they have finished, ask volunteers to read out their sentences.

Resources
Language
Teachers Resource Book, pages 64 66
Reinforcement
Activity 1: Tell the children to look at the animal pictures on the left and read the names on the right. The children
match the names to the animal pictures by writing the corresponding letter in the boxes next to the pictures.
Activity 2: The children look at the pictures, then unscramble the letters to form words that describe the pictures.
Activity 3: Tell the children to read the words in the box. They use the words to complete the sentences below.
Consolidation
Activity 1: Ask the children to look at the animal pictures on the left and read the names on the right. The children
match the names to the animal pictures by writing the corresponding letters in the boxes next to the pictures. They
then say the words.
Activity 2: The children look at the pictures and complete the animal words that describe the pictures on the lines
below. They say the words.
Activity 3: Tell the children to read the words in the box. They use the words to complete the sentences below.
Extension
Activity 1: Ask the children to look at the pictures on the left and write a matching sentence on the right. Tell the
children to look at the example.
Activity 2: The children look at the pictures and write the words that describe the pictures on the lines below. They
say the words.
Activity 3: Tell the children to read the words in the box. They use the words to complete the sentences below.

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Unit 6 - Lesson 5C
Arts & Crafts

Objectives
To practise target vocabulary
and structures.
To interact with classmates.

Target language
Vocabulary:
ant, centipede, dragonfly,
grasshopper, ladybird, snail,
worm; abdomen, antennae,
head, leaf, legs, pond, thorax,
wings

Getting started
Write the title insects on the board and below the words: legs, parts of the body
and wings. Ask the children if they think an insect has got legs and how many.
Ask them how many parts of the body theyve got and if they have wings. Write
all the answers on the board, correct or incorrect, and tell them to wait and see.
Revise their answers once they have done the arts and crafts activity.
Make an insect and minibeast pond
Hand out the photocopies of the pond template. The children colour and cut out
the insects and minibeasts. They read the text and decide where to stick each
cut-out. Once they have finished, they cut out the scene and show their partners.

Structures:
Insects have got (six legs).
Some insects havent got
(wings).

Materials
Teachers i-book
scissors
Students develop
cultural awareness by
creating an insect and
minibeast pond. Being actively
involved in creating art work
and receiving praise facilitates
wanting to later present the
work done as an artistic
production.
CAE

Finishing off
You will need a list of insects and non-insects the children have studied in
class. Ask the children if they can think of an insect that makes a noise; elicit
bee and buzz. Play a game. Call out one of the insects/non-insects. If the
children believe it is an insect they make a bee noise, or buzz and raise their
hands. The first to do so gets one point. If they dont think its an insect they
make a frog noise, or croak. If they are wrong, they lose two points. At the end
of your list, whoever has the most points, wins.

Resources
Arts & Crafts
Teachers Resource Book, page 19

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Unit 6 - Lesson 6A
Students Book, page 63
Objectives
To learn about herbivores,
carnivores and omnivores.
To study the food chain.
To listen and say True or False.

Target language
Vocabulary:
carnivore, herbivore, omnivore
Structure:
(Frogs) eat (dragonflies).

Materials
Teachers i-book
CD
paper

i-activity

Getting started
Write the names of various animals on the board, making sure you include
several from each of the different categories: carnivore, herbivore and
omnivore. Ask the children to group the animals into families and then ask
them why they have done it. They may group dog, lion and elephant together
because they all have four legs, for example, or they may group squirrel,
rabbit and lion together because they have all got fur. Then, ask them
questions about what the different animals eat. Do (lions) eat (grass)? What do
(elephants) eat? When you begin to get a pattern, start to group the animals
together with their food. When you have finished, write carnivore, herbivore
and omnivore above the appropriate list.
10 Read about carnivores, herbivores and omnivores.
Say: Open your books at page 63. Ask the children to look at the pictures and
identify the animals. Go through the different categories with the children:
carnivores, herbivores and omnivores. Then, ask the children to read through
the three texts, and when they have finished, ask some comprehension
questions: What do dragonflies eat? Do elephants eat other animals? etc.
Then, ask for three volunteers to read the texts aloud to the rest of the class.
11 Look and read. Then, say True or False.
Tell the children to look at the pictures and then read about the food chain.
Ask volunteers to read the sentences to the rest of the class. This activity can
be used as a starting point for learning about other food chains. Teachers can
also point out how each species relies on others for food and the danger for all
species if one animal in the chain becomes scarce or extinct.
Ask the children to read the four sentences below the text and to write down
whether they are true or false. When they have finished, correct the activity
by asking for four volunteers to read out one sentence each and four other
volunteers to say whether they are true or false.
Answers
1 True
2 True
3 False
4 True

Finishing off
Odd animal out. Say or write on the board the names of four animals: eagle,
butterfly, bee, mouse. Ask the children to say which one is different (the odd
one out) and see how many reasons they can find: Mice because they havent
got wings. Eagles because theyre big. Bees because theyve got stings.
Eagles because theyre carnivores. Repeat with other groups of animals.

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NIT 6 LESSON 5

UNIT 6 LESSON 6

10

Read about carnivores, herbivores and omnivores.

s,
n the gras
sit down o sky.
e
k up at thzzing bees,
u
b
to the
uds go by.
tch the clo

Carnivores

Herbivores

Crocodiles, lions and


dragonflies are carnivores.
They eat other animals.

11

Elephants, rabbits and


caterpillars are herbivores. They
eat plants, fruit and flowers.

Omnivores

Squirrels, ants and ladybirds


are omnivores. They eat other
animals and plants.

Look and read. Then, say True or False.

Food chain

Ladybirds are omnivores.


They eat plants and other insects.
Dragonflies are carnivores. They eat ladybirds, bees and
mosquitoes. Frogs eat dragonflies and other big minibeasts.
Snakes eat frogs and small animals.
Eagles eat snakes, mammals and fish.

1 Omnivores eat animals and plants.


3 Ladybirds are herbivores.

2 Dragonflies eat plants.


4 Snakes eat frogs and small animals.

Carnivores, herbivores, omnivores, and the food chain

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MST

63
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Students develop and consolidate scientific knowledge by learning about herbivores,


carnivores and omnivores, and studying the food chain.

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14

15

Read and match.


Lions and dragonflies are

omnivores.

They eat plants.

Rabbits and bees are

carnivores.

They eat plants and animals.

Squirrels and ants are

herbivores.

They eat animals.

Look at the food chain and complete.


minibeasts birds
plants carnivores

Food chain
Grasshoppers are herbivores.
They eat

plants

Birds are

carnivores

They eat grasshoppers and


other

minibeasts

Cats are carnivores. They eat

birds

16

Read and draw.


w.

Ants are herbivores. They eat plants.


Centipedes eat ants.
Birds eat centipedes.

Students own drawings


S

51
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MST



Students demonstrate their scientific understanding by drawing an example of the


food chain.

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Unit 6 - Lesson 6B
Activity Book, page 51

Objectives
To learn about herbivores,
carnivores and omnivores.
To understand and practise the
food chain.

Target language
Vocabulary:
carnivore, herbivore, omnivore
Structure:
Frogs eat dragonflies.

Materials
Teachers i-book

Getting started
Remind the children about the food chain and about carnivores, herbivores
and omnivores. Ask them some simple questions: What do grasshoppers eat?
SS: (Grass). T: Are they carnivores? SS: No! T: Do (birds) eat grasshoppers?
SS: Yes! T: Are (birds) carnivores? SS: Yes! Change the animals until you have
practised all the target language.
14 Read and match.
Say: Open your Activity Books at page 51. Look at Activity 14. Explain to
the children that they must read the sentences and then match each part of
the sentence to make true statements. When they have done that, ask three
volunteers to read out their sentences. Then ask: What do (carnivores) eat?
SS: They eat (animals).
15 Look at the food chain and complete.
Say: Look at Activity 15. Remind the children of the food chain again and tell
them they are going to complete the sentences using the words in the box and
using the photos to help them. Ask them to complete the sentences. When they
have finished ask volunteers to read out the completed sentences.
16 Read and draw.
Say: Look at Activity 16. Now were going to draw an example of the food chain.
Tell the children to read the speech bubble and then draw the animals in the
right order. Walk around the class, checking the activity.
Finishing off
Write the names of these four animals plus grass on the board in a random
order: hawk, mouse, grass, snake, grasshopper. Ask the children to write the
food chain in the correct order. Some children may just join the words with
arrows (grass > grasshopper > mouse > snake > hawk) and others may be able
to write complete sentences: Grasshoppers eat grass. Mice eat grasshoppers.
Snakes eat mice. Hawks eat snakes. When they have finished, ask them to
read out their food chains.

Resources
DVD 2
DVD Unit 6 Real Kids
Teachers Resource Book, page 36
Activity 1: Read out the sentences. Play the DVD, and as the children watch and listen, they circle Yes or No
accordingly. Play the DVD again so they can check their answers.
Activity 2: Ask the children to unscramble the letters to form words that were mentioned in the DVD. They write
sentences using the correct words and then finally do a simple drawing of the place where they live.

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Unit 6 - Lesson 7A
Students Book, page 64
Objectives
To read a text about a London
nature park.
To say a tongue twister and
practise the o sound.

Target language
Vocabulary:
bees, canal, centipede,
dragonflies, frogs, plants, pond,
trees, worm; antennae, legs,
sting
Structures:
Theres a canal.
There are some (frogs).
Theyre very noisy.
Its got (forty legs).
I like (dragonflies).

Materials
Teachers i-book
CD
Unit 6 poster

Getting started
Put the children into four teams. Give them one minute to write down as many
minibeasts as they can think of. Get them to say their words and write them
on the board to check spellings. Award points for each correctly spelled word.
12 Read and correct the mistakes.
Tell the children to read through the text. Then, ask some volunteers to read the
sentences aloud. Ask them what each child is doing and what minibeasts they
can see. The children then copy and correct the sentences. Put them into small
groups to check their answers. Then, check the answers together as a class.
Answers
1 Camley Street Nature Park is very quiet.
2 Dragonflies havent got stings.
3 There are some frogs in the pond.
4 Miriam sees a centipede with lots of legs.
13 Listen and say a tongue twister. 2.16
Tell the children that they are going to learn a tongue twister. Play the CD and
encourage the children to repeat each line in the pauses. Play the recording
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
Ask the children to say the tongue twister in different ways. Let them try saying it
as fast as possible and see who can say it the fastest.

Resources
Phonics
Teachers Resource Book, page 98
Activity 1: Play the CD and have the children repeat the words they hear. Play the recording again for extra
pronunciation practice.
Activity 2: Ask the children to look at the pictures. Based on the pictures, they then complete the sentences below
and colour accordingly.
Activity 3: The children look at the four pictures. They use the information from the pictures to help complete the
sentences with the correct words.

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Culture
12

UNIT 6 LESSON 7

Read and correct the mistakes.

Review
1

Read and liste

Copy the true

Come to the Nature Park!

Ron
John
Hello! Im Miriam from London. I live next to Camley Street
Nature Park. Its near the city centre, but its very quiet here!
I like to go with my friends, John and Ron. Theres a canal,
a pond and lots of trees and plants. Look at my photos!
There are some frogs in the pond. Theyre
very noisy! And there are some dragonflies
and bees too. I like the dragonflies. Theyre
very beautiful and they havent got stings!
Im looking at the trees and flowers now. I can see
a centipede. Its got two antennae and forty legs.
Theres a worm here too, but I dont like worms!
1 Camley Street Nature Park is very noisy.
3 There are some birds in the pond.

13

Listen and say a tongue twister.

2 Dragonflies have got stings.


4 Miriam sees a worm with lots of legs.

2.16

John and Ron near the pond,


Sitting on a log.
Dont put on your sock, John.
Look! Theres a frog!

64

Nature parks

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LC

Small animal descriptions

Phonics sound o as in John

18/02/15 09:47

Students develop Linguistic competence by developing a musical rhythmic association


between phonology and word stress by learning a chant for the sound o.

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T 6 LESSON 7

Review
1

UNIT 6

Read and listen. Then write.

2.17

Beep and Robby are having breakfast.

Oh, no, we havent


got any honey!

The bees live


in a hive. They
make honey.

Quick, Beep! Open


the hive and take
some 2 ... .

Lets visit the 1 ... .


Now the bees are angry. They dont like Beep
taking their honey.

I dont know,
Robby. Is this a
good 3 ... ?

The bees are chasing Beep. Hes really 5 ... now.

I dont like this,


Robby! Theyve
got 4 ... .
Dont worry, Beep.
They cant hurt you.
Beep jumps into the 6 ... to escape the bees.
They are very angry now.

Robbyyyyyyyy!
Heeeeelp!
They cant sting you, Beep.
7 ... are made of metal!

s.
ots of legs.

Oops!

Copy the true sentences.


1 Beep and Robby are having dinner. They havent got any honey. There is some orange juice
on the table.
2 Beep opens the hive. The bees are angry. Robby says the bees can hurt Beep.
3 Beep jumps into a pond to escape the bees. The bees cant sting Beep. He is made of plastic.
Unit structures: have got and can for ability

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LL

Adjectives: angry, scared

65
18/02/15 09:47

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
Students Book, page 65

Objectives
To read and listen to a cartoon
story.
To review the language of the
unit.

Target language
Vocabulary:
bees, hive, honey, stings
Structures:
The bees live in a hive.
They make honey.
Theyve got stings.
Dont worry, Beep. They cant
hurt you.

Materials
Teachers i-book
CD
Unit 6 poster
Unit 6 flashcards

i-story cards
i-activity
i-poster
i-flashcards

Getting started
Hold up each flashcard in turn and chant the words. Then, remove one
flashcard, hold up each flashcard and chant the word again. Ask the class:
Whats missing? and tell them to say which flashcard you removed. Then, put
the poster on the board and ask questions about the minibeasts: Where is the
grasshopper? Can snails fly? Are centipedes herbivores? etc.
1 Read and listen. Then write. 2.17
Tell the children to look at the Beep cartoon and explain that Beep and Robby are
having breakfast. Ask the children to read the cartoon and to make suggestions for
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 it: Beep and Robby are . The bees live in . They make . Open
the hive and take . Repeat with other sentences. Follow on by asking the class
to read the cartoon aloud in groups of three with Child A saying the narrators part,
Child B saying Beeps part and Child C saying Robbys part.
Answers
1 bees
2 honey
3 idea
4 stings

5 scared
6 pond
7 you

2 Copy the true sentences.


Ask the children to read through the cartoon again. In pairs they look at the
sentences and copy out the ones which are true.
Answers
1 They havent got any honey. There is some orange juice on the table.
2 Beep opens the hive. The bees are angry.
3 Beep jumps into a pond to escape the bees. The bees cant sting Beep.
Finishing off
Round the class. Sit the class in a circle. Say the name of a minibeast or
other animal, for example, ladybird; then the child to your left tries to think of
an animal whose name starts with the last letter of your animal (dog). Then
the next child: ladybird, dog, giraffe, elephant, tiger etc. When a child cant
think of another word to continue the chain, they have to do a challenge.
Examples of challenges could be: Name four creatures with wings, close your
eyes for ten seconds and stand on one leg, close your eyes and draw a snail
on the board, etc.

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Review
3

UNIT 6

Look and say.


1

Read and complete.


How many legs have butterflies got?
Theyve 1 ... six legs.
Have 2 ... got stings?
No, they 3 ... .
Have they got eyes and ears?
Theyve got eyes but they havent 4 ... ears.
How 5 ... wings have they got?
6 ...

got four wings.

Read and say. Describe and guess with a friend.

Theyve got wings and


antennae. Theyre big and
green. They can jump.

66

Unit vocabulary: small animals and their body parts

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LC

Unit structure: have got

18/02/15 09:47

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

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Unit 6 - Review
Students Book, page 66

Objective
To review the language of the
unit.

Getting started
Write a nature word on the board with mixed up letters, for example, nodp. Put
the children into teams to write the word correctly. The first team to do so wins
a point.

Target language
Vocabulary:
bee, butterfly, flower,
grasshopper, snail, tree;
antennae, ears, eyes, legs,
sting, wings
Structures:
How many legs have butterflies
got?
Have they got stings?
Theyve got wings.

Materials
Teachers i-book
Unit 6 poster

i-poster
i-flashcards
Term Review game
Term Review poster

3 Look and say.


The children look at the picture clues and say the name of each thing. Ask
volunteers to write the words on the board and check their spellings.
Answers
1 bee
2 tree
3 butterfly

4 flower
5 snail
6 grasshopper

4 Read and complete.


Ask the children to read through the dialogue and write the missing words.
Invite children to read the dialogue saying the missing words.
Answers
1 got
2 they
3 havent

4 got
5 many
6 Theyve

5 Read and say. Describe and guess with a friend.


Ask a volunteer to read the text in the speech bubble. Tell six volunteers to
name the six minibeasts. Then, divide the class into pairs and tell them to
describe a minibeast. The partner has to guess what minibeast the other one is
describing. Then, they swap roles. Go around the class to check that they are
using the correct language.

Finishing off
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 and then can win a second point if they can spell
the word correctly.

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Review
1

Look and complete.

f l ow e r

c e nt i p e d e

s n a i

l a d y b i r d

Write the questions and answer.


Howmanylegshavetheygot

How many legs have they got


2

Have they got antennae

six

yes

two

yes

Howmanywingshavetheygot

How many wings have they got


Havetheygoteyes

Have they got eyes

Havetheygotantennae

Read and complete.


four

fruit

ears

fly

herbivores

legs

Grasshoppers

Grasshoppers are fantastic animals! They can walk, jump and

fruit

They eat plants and


Theyve got six
They havent got

legs
ears

. Theyre
. Theyve got

herbivores
four

.
wings.

, but they can hear with their bodies.

52
BLQGG

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 6 - Lesson 7B
Activity Book, page 52

Objectives
To practise reading and writing
skills.
To revise the vocabulary from
the whole unit.

Target language
Vocabulary:
centipede, grasshopper,
ladybird, snail; antennae, ears,
eyes, legs, wings; fly, hear,
jump, walk; flower, fruit, plants
Structures:
How many (legs) have they got?
Have they got (eyes)?
Theyre (herbivores).
They havent got ears, but they
can hear with their bodies.

Materials
Teachers i-book
Unit 6 poster
Unit 6 flashcards

Getting started
Put the poster on the board. Ask children to go to the poster, point to a
minibeast and tell you something about it, for example, Grasshoppers are
herbivores. Grasshoppers eat grass. Grasshoppers have got wings. Continue
until all the children have had a turn to speak.
1 Look and complete.
Say: Open your Activity Books at page 52. Look at Activity 1. Tell the children to
look at the pictures and explain that they must write the names of the things on
the lines underneath. When they have finished, ask volunteers to read out their
answers. Then, ask other volunteers to spell the words.
2 Write the questions and answer.
Say: Look at Activity 2. Tell the children they must split the sentences into
words and write down the questions. Then, they must answer the questions.
When they have finished, ask volunteers to read out their questions and other
volunteers to give you the answers.
3 Read and complete.
Say: Now look at Activity 3. Tell the children they are going to complete the
sentences and write a paragraph about grasshoppers. Tell them that all the
words they need are in the word box. When they have finished, ask volunteers
to read out a sentence each.
Picture dictionary 3.14
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.
Say: Point to the ant and the leaf. Encourage the class to point quickly 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, repeat the words
and write them below.
Finishing off
Put the flashcards around the room. Say one of them and ask a child to point
to the correct flashcard and to name it. If they say it correctly then they choose
the next card.

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Unit 6 - Evaluation
Beep on grammar
Unit 6 Test

Objective

Name:

To evaluate childrens
understanding of target
language from the unit.

Unit 6

Class:

They

Target language

Vocabulary:
ant, bee, centipede, dragonfly,
grasshopper, ladybird, snail,
worm; antennae, legs, sting,
wings; leaf, pond

2 The ladybird is red and black.


3 The snail is blue and grey.
4 The worm is pink.

legs.
wings.
antennae.

1 They have got


2 They have got
3 They have got

wings.

They havent got


They have got
6 They havent got

legs.

antennae.

7 They have got


8 They havent got
9 They have got

hands.

a sting.
antennae.

O OCO

1
2
3

1 D

2 G

sh

Where are they?

3 in the g

y
p

4 on a f

Listen and put a tick () or a cross ().


Read and colour.
Complete the words.

a
o

s
e

a sting.

claws.
hair.

Write about dragonflies.


Childs own answer

2.18

161

BLQGG

12



BLQGG

Unit 6 Test

Name:



How many claws have cats got?

Class:

1 A ladybird has got five wings.

2 A snail has got antennae.

2.2

How many

3 A bee is yellow and white.


4 A worm cant fly.

5 A centipede has got lots of legs.

antennae

leaf

pond

sting

ladybirds
worms
bees

have

got ?

many legs have grasshoppers got ?


3 How many stings have grasshoppers got?

How many eyes have spiders got ?


How many legs have
spiders got?
6 How many antennae have spiders got ?

1 How many wings have grasshoppers

LL

got?

Complete the questions and answer. Look at the key and check.

wings

Students develop
their learning skills
by applying acquired
learning strategies such
as focusing attention and
memory recall, as well
as comprehension and
linguistic expression in order
to complete an end of unit
assessment.

wings
antennae
legs

How

How

many legs have ladybirds got ?


got ?

8 How many eyes have ladybirds

got ?

many wings have bees got ?

bees

many ears have

8) 2

9) 0

10) 4

13

Write true (T) or false (F).


Complete the sentences.
BLQGG

BLQGG

How

7) 6

4
5

How

6) 0

162

9
10

5) 8

5 Butterflies have got beautiful

4) 8

4 Ants have got

3) 0

3 Some snails live near a

2) 6

you.

2 Ladybirds sleep under a

Santillana Educacin S.L., 2012 PHOTOCOPIABLE

1 A bee can

1) 4

i S

Insects

Santillana Educacin S.L., 2012 PHOTOCOPIABLE

Teachers i-book
CD
Photocopies of
Teachers Resource Book,
pages 161 and 162

got

1 The dragonfly is brown and white.

ill

Materials

have
havent

Look and complete.

Structures:
How many (legs) has it got?
(Butterflies) have got (wings).
It hasnt got (wings).

They have/havent got

2.18





Transcript
Unit 6 Test. Activity 1. Listen and put a tick () or a cross ().
1 This insect is very small and black.
2 This insect is long and it lives under the ground.
3 This insect has got lots of legs.

2.18

4 This insect has got wings, it stings and its yellow and black.
5 This insect is very slow and it has got a shell.
6 This insect has got wings and its red with black dots.

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Introduction

7. Space
Unit objectives
To learn the names of the
planets.
To learn some space
vocabulary.
To sing a song and a chant.
To read and understand a story
and a cartoon.
To say a tongue twister.

Target language
Vocabulary:
comet, planet, satellite,
spaceship, stars, telescope, the
Moon, UFO; the planets

Anticipating difficulties
The rhythm of life can be hectic for many children and the lack of a quiet space
and time can lead to problems with concentration and a low attention span.
Providing time for inner reflection can help.
Teaching tip
You could highlight on the board the scale of the Universe. Each one of us is
merely a pinhead on Planet Earth and Planet Earth is but a pinhead in the Solar
System. The Solar System is a pinhead in the Milky Way. In turn the Milky Way is
like a pinhead in the Universe. It may help some children to realise how small and
insignificant our everyday problems are. The question Do you believe that there is
life on other planets? could be debated in small groups and the students feedback
individually using a symbolic talking stick. Many students self-esteem is boosted
when they see that their opinion is valued and they are being listened to.

Structures:
Does he/she work on a space
station?
He listens/doesnt (listen to
music).

Unit 7 Space

stars

satellite

spaceship

planet

comet

UFO
telescope
moon

Nick ONeils my neighbour.


Hes an astronaut.
Nicks flying to Neptune tonight.
Have a nice flight!
364246 _ 0001-0016.indd 9

EAN: 8431300160446 BEEP 4 Santillana Educacin S.L. 2012

2.27

07/02/12 10:35

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Unit 7 - Lesson 1A
Students Book, page 67
Objectives
To introduce and learn some
space vocabulary.
To learn and sing a song.
To act out a simple dialogue.

Target language
Vocabulary:
astronaut, comet, planet,
satellite, spaceship, stars,
telescope, the Moon, the Sun,
UFO; Jupiter, Mars
Structures:
I want to be an astronaut.
I look up at the sky.

Materials
Teachers i-book
CD
Unit 7 poster
Unit 7 flashcards

i-activity
i-poster
i-flashcards

Getting started
Put the poster on the board and say: Look! Beep and Robby are astronauts.
Theyre flying in a spaceship. Take out the flashcard of the spaceship and put
it on the board. Ask: Whats this? SS: A spaceship. You will probably have to
prompt them to get the correct answer. Repeat the question until they answer
correctly. Using the poster and then the flashcards, introduce the rest of the
target vocabulary. When the children are familiar with the vocabulary, hold a
flashcard behind a book and very slowly pull it out. Ask the class: Whats this?
The children call out the word when they think they know what it is. Then, put
the flashcards face down and ask for a volunteer to turn one of them over.
The volunteer should then say the word and find it on the poster. S1: This is
a (comet). Continue until you have done all the words. Finally, place the word
cards face down on the board. Ask for volunteers to come to the front, turn
over a card, read out the word and then find it on the poster.
1 Listen and sing. 2.19
Say: Open your books at page 67. Tell the class to look at the picture and ask
them who they can see. Ask them what he is doing (looking at the moon). Ask
some questions about Toms bedroom: Is there a rocket in Toms bedroom? Has
he got a telescope? What can you see in the posters? etc. Then, tell them they
are going to hear a song about space. Play the 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 CD a few more times until they are more confident. Then,
divide the class into groups and ask them to sing the song.
2 Ask in pairs.
It can be a good idea to review the alphabet before doing any spelling activities.
The children can be encouraged to help each other to say the letters when
carrying out the activity. Ask the children to look at the pictures and identify the
objects. Give them a few minutes to do this and then ask for two volunteers to
read out the short conversation between Karim and Lucy. Then, divide the class
into pairs and ask them to spell the different words. When they have finished,
ask pairs of children to come to the front of the class and act out their dialogues.
Finishing off
Hold up the flashcards one by one, elicit the name and then hide them in the
class somewhere (behind a plant, in the cupboard, in a book). Then, ask the
children to find the different cards: Find the (comet). When the children have
found the correct flashcard, say: How do you spell (comet)?

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7. Space
1

Listen and sing.

LESSON 1

2.19

I want to be an astronaut,
Flying to the stars,
And travel in my spaceship,
To Jupiter and Mars.
I look up through my telescope,
At comets zooming by,
And satellites and UFOs,
Above us in the sky.
I want to see the planets,
The stars, the Moon and Sun.
Its great to be an astronaut,
Its such fantastic fun!

Ask in pairs.

How do you spell planet?


P-L-A-N-E-T
star

telescope

comet

Moon

spaceship

planet

UFO

satellite

Space related vocabulary

685999 _ 0067-0076.indd 67

MST

Spelling: How do you spell (star)?

67
18/02/15 09:19

Students develop scientific knowledge by learning space vocabulary. They listen to the
teacher and find the pictures in their books or on the poster.

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7. Space
1

Find and write the words.

m o o n

s p a c e s h i p

s a t e l l i t e

U F O

p l a n e t

t e l e s c o p e

s t a r s

c o m e t

Look through the telescope and write.

Its a

satellite

Its a comet.

Its a

planet

Its a UFO.

53
BLQGG

IE



Students develop their initiative by personalising their drawings and then sharing them with
their partner.

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Unit 7 - Lesson 1B
Activity Book, page 53

Objective
To practise space vocabulary.

Target language
Vocabulary:
comet, planet, satellite,
spaceship, stars, telescope, the
Moon, the Sun, UFO
Structure:
Its a (comet).

Materials
Teachers i-book
Unit 7 poster
Unit 7 flashcards

Getting started
Show the flashcards one at a time and ask the children, as a group, to name
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.
1 Find and write the words.
Say: Open your Activity Books at page 53. Put the poster up on the board. Ask
the children to look at the pictures in their Activity Books and tell them they
have to find the correct words on the poster and copy them in the right places.
When they have finished, ask volunteers to read out their answers.
2 Look through the telescope and write.
Say: Look at Activity 2. Tell the children that they must identify the different
objects that they can see through the telescope. Ask them to write down the
words. When they have finished, ask four volunteers to read out their sentences
so the class can correct the activity.
Finishing off
Ask the children to draw two of the objects from Activity 1 that were not in Activity 2.
Tell them to draw them as though they were seen through a telescope. Divide the
class into pairs and ask the children to exchange their drawings. Their partner has
to identify the object and write underneath the picture: Its a (planet). Then, tell the
children to give the drawings back and let them correct each others work.

Resources
Reading and Writing
Teachers Resource Book, page 143
Activity 1: Ask the children to read the sentence, then find the picture that matches the description. Finally, they
write the corresponding picture number in the box provided.
Activity 2: Tell the children to look at the names of the planets in the box above the picture. Then they label the
planets by writing the names in the corresponding boxes.

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Unit 7 - Lesson 2A
Students Book, page 68
Objective
To listen to, read and act out a
simple dialogue about space.

Target language
Vocabulary:
sleeping bag, space station
Structures:
Does she work on a space
station?
Yes, she does.
She (takes photos of space).
What does she eat?

Materials
Teachers i-book
CD
A day in the life text

Getting started
Sit the class in a circle. Ask: What do you do in the evening? and elicit ideas:
play football, watch TV, do homework, have dinner, read books, etc. Tell the
class: I read books. Then, ask the child to your left to say about you: She
reads books and I (play computer games). Then, the next child describes
you both and adds a sentence about themselves: She reads books. He plays
computer games and I do my homework. Continue around the circle. Children
who cant remember can ask for help. When necessary, help the children to
construct 3rd person sentences because many of them find this difficult.
3 Listen and read. 2.20
Say: Open your books at page 68 and look at the picture. Ask the children who
they can see in the picture. Then, explain that Olga and Karim are talking about
Emma Castro, a famous astronaut. Explain that they are talking about what
she does in space. Then, ask them to listen to the conversation. Play the CD
and tell the children to listen. Play it again and this time ask them to follow the
conversation in their books with their fingers. Play the recording again. Then,
ask for volunteers to read the dialogue between Olga and Karim.
4 Look at Emma Castros timetable. Then, ask and answer.
Warm up for this activity with a review of telling the time. Draw a clock face on
the board, draw hands and elicit the times from the class. Then, review further
by asking the children questions about their day: What time is your Science
class? What time do you get up/go to bed? etc. Then, ask the children to look
at Emma Castros timetable. Ask for volunteers to read out Emmas text and
then remind the children of the 3rd person singular in the Present Simple by
asking questions about the timetable: Does she get up at 6 oclock? What time
does she have breakfast? etc. Then, divide the class into pairs and tell them
to ask and answer questions following the model in the Students Book. When
they have finished, ask for volunteers to come to the front of the class and
repeat the activity for the rest of the class.
Finishing off
A day in the life. Before class, prepare a text about a day in the life of a fantasy
character such as a superhero, witch or giant: He gets up at 10 oclock. He
eats toast, twenty eggs and ten apples for breakfast. He plays football with a
ghost at 11 oclock, etc. Brainstorm different activities that fantasy characters
do in the day: have lunch with a princess, fly to the city, ride a white horse,
etc. Ask the children to write a short description of their characters day,
remembering to use the 3rd person s (or es). Alternatively, they can write
about someone in their family or about a famous person.

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UNIT 7 LESSON 2

Listen and read.

2.20

Read and say

Listen and sa

Hi, Olga! Whos this?


This is Emma Castro.
Shes a famous astronaut.
Does she work on a space station?
Yes, she does. She takes photos of
space and she does experiments.
What does she eat?
She eats cereal, soup and sandwiches.
She doesnt eat salad, there arent any
fresh vegetables on a space station!
Does she wear a spacesuit in the
space station?
No, she doesnt. She wears
T-shirts and trousers.
Does she sleep in a bed?
No, she doesnt. She sleeps
in a special sleeping bag.
Do you want to be an astronaut?
Yes, I do! I want to go to
the Moon!

Does

he
she

work
live

at night?
on a spaceship?

Yes, he/she does.


No, he/she doesnt.

Look at Emma Castros timetable. Then, ask and answer.


6:00
6:30
7:00
7:30
8:00
9:30
10:30
12:00

get up
ride the exercise bike
have a shower
have breakfast
take photos
write emails
do experiments
have lunch

Hi! Im Emma. Im an
astronaut. I live on a space
station and this is my
timetable. I ride an exercise
bike every morning.

Does she have breakfast at seven oclock?


Does she write emails at half past nine?
68

Present Simple questions

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IE

Beep on Grammar, page 14.

Does he?

No, she doesnt.


Yes, she does.

Life aboard a space station

Does she (wear a spacesuit)?

18/02/15 09:19

Students develop their initiative by writing a text about a day in the life of a fantasy
character, such as a superhero, witch or giant. They brainstorm different activities that
their characters do in the day.

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Does

work
wear
live

he
she

No, he/she doesnt.

Look and answer Yes, he does or No, he doesnt.

6.30
7.00
8.00
10.30
11.00
11.30
1.00
1.30

Hi, Im Kevin.
Im an astronaut.
This is my day.

Timetable
get up
have breakfast
do experiments with plants
write emails
ride the exercise bike
take photos of planets
have lunch
read books

No, he doesnt.
Yes, he does.
No, he doesnt.
No, he doesnt.

1 Does Kevin have lunch at twelve oclock?


2 Does he get up at half past six?
3 Does he ride the exercise bike at eight oclock?
4 Does he have breakfast at half past seven?

Yes, he/she does.

in a space station?
a suit?

Complete the questions about Kevin and circle.

1 Does he take

2 Does

Does

he

he

photos

eleven

of planets at half past

do experiments with plants at

write

emails

Does he read books at one oclock

at

half

seven

past

oclock?

ten

54
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MST



Students develop mathematical competence by revising the time and practising timetables.
This helps them to consolidate their concept of time.

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Unit 7 - Lesson 2B
Activity Book, page 54

Objective
To practise the target language.

Target language
Vocabulary:
astronaut, exercise bike,
experiment, planet, space
station, suit
Structures:
Does he work (in a space
station)?
Does she work (in a suit)?

Materials
Teachers i-book

Getting started
Say: Open your Activity Books at page 54 and look at the grammar table at
the top of the page. Ask a boy and a girl to come to the front of the class and
ask the questions in the grammar box. Make sure the children differentiate
between he and she and make sure they are using Does and not Do. Ask
volunteers to take over your role and repeat the questions with other children.
3 Look and answer Yes, he does or No, he doesnt.
Tell the children to open their Activity Books at page 54 and to look at Activity 3.
Ask them to read Kevins timetable. Then ask: What does Kevin do? SS: Hes an
astronaut. Explain to the children that they have to answer the four questions by
referring to Kevins timetable. When they have finished, ask four volunteers to
read out the questions and another four to give their answers.
4 Complete the questions about Kevin and circle.
Tell the children to look at Activity 4. Tell them they are going to write questions
about Kevins day and then circle the tick or the cross depending on whether
the answer is Yes or No. Tell them to use the pictures to help them complete the
sentences and then refer back to the timetable to check their answers. When
they have finished, ask four volunteers to read out the questions and another
four to give you their answers.
Finishing off
Divide the class into pairs. Tell them they are going to ask each other
questions about Kevins timetable. Go around the class, listening to the
children and correct their questions or answers when necessary.

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Unit 7 - Lesson 3A
Students Book, page 69
Objective
To practise the target
structures.

Target language
Vocabulary:
astronaut, electricity, gravity,
solar panels, space station, the
Earth, the Sun
Structures:
What does an astronaut do (in
the evening)?
He lives on a space station.
He doesnt (listen to music).

Materials
Teachers i-book
CD

i-activity

Getting started
Before doing the activities, explain some facts about the International Space
Station: It began in 1998 and is owned by the USA, Russia, Japan and the
European Space Agency. It orbits the Earth 16 times a day and travels at a
speed of 27,700 kilometres an hour. Electricity comes from solar panels that take
energy from the Sun. There are usually three astronauts living there at any one
time. Astronauts usually live there for three or four months.
5 Read and say the picture.
Say: Open your books at page 69. Ask the children to look at the pictures for
a few minutes. Then, ask them to read the four paragraphs. When they have
finished, ask for volunteers to read the paragraphs aloud. Then, ask the children
to read them again to themselves and to choose which picture corresponds
to each paragraph. When they have done that, say: Picture 1, and ask for a
volunteer to read out the correct paragraph. You can then ask comprehension
questions: Does he listen to music? When does he sing songs? Does he read
books? etc.
Answers
1 B, 2 D, 3 A, 4 C
6 Listen and say True or False. 2.21
This activity practises listening comprehension. The children listen to statements
about the text in Activity 5 and decide whether they are true or false. Tell the
children that they are going to listen to some statements about Robert Green, the
astronaut, and that they must say whether they are true or false. Play the CD and
tell the children to listen carefully. Play the recording again, and this time, pause
after each statement so that the children can say True or False.
Answers
1 True, 2 False, 3 False, 4 False, 5 False, 6 False, 7 True, 8 False
Finishing off
Whats the secret letter? Draw a quick sketch of an astronaut on the board.
Brainstorm different activities that astronauts do on a space station: read books,
write e-mails, take photos, do experiments, have breakfast/lunch/dinner, sleep
in a sleeping bag, play cards, etc. Explain that you are going to choose a secret
letter and that the children have to ask questions to find out what it is. For
example, if P is your secret letter, the children ask: Does she read books? (No,
she doesnt.) Does she take photos? (Yes, she does.) Does she play cards? (Yes,
she does.) etc. The first child to guess the secret letter can come to the front
and have the next turn.

Transcript
Listen and say True or False.

2.21

1 Roberts an astronaut. Hes from the USA.


2 He reads comics in the evening.
3 He doesnt listen to music.
4 He works on Sunday.

5 He watches TV.
6 He plays the piano on Christmas Day.
7 On Christmas Day, he talks to his family on a special phone.
8 He sleeps on the floor.

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NIT 7 LESSON 2

UNIT 7 LESSON 3

Read and say the picture.


A

Free time on a space station


This is Robert Green. Hes an astronaut from
the USA and he lives on a space station.
1 What does an astronaut do in the evening?
In the evening, he doesnt work. He reads books
and listens to music.

2 What does an astronaut do on Sundays?


Robert doesnt work on Sundays. He plays cards
with the other astronauts. He writes emails to his
family and he watches DVDs. He doesnt watch
TV. There isnt a TV on a space station.
3 What does an astronaut do on Christmas Day?
Robert has dinner with the other astronauts.
He sings songs and plays the guitar. He talks to
his family on a special phone and says Happy
Christmas!
Yes, he/she does.
No, he/she doesnt.

4 What does an astronaut do at night?


Robert sleeps at night! He has a very special bed.
Its not on the floor. Its on the wall and it has a zip.
Why does Robert have a special bed? Because
theres no gravity in space!

Im Emma. Im an
aut. I live on a space
ion and this is my
e. I ride an exercise
e every morning.
Beep on Grammar, page 15.

Listen and say True or False.

2.21

The Present Simple

What does an astronaut do (in the evening)?

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MST

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Students develop an understanding of life in the space station for an astronaut.

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Listen and or .

He

listens

She

doesnt listen

to music.

3.12

t.
.

This is Natalia. Shes an astronaut from Brazil.


What does she do in the evenings?

Monday

Tuesday
Wednesday
Thursday

Sunday

Friday
Saturday

Look at Activity 5 and complete.


doesnt play

writes

listens

doesnt write

takes

reads

reads
books on Saturday.
2 She doesnt write emails on Wednesday.
listens
to music on Thursday.
3 She
4 She doesnt play cards on Sunday.
1 Natalia

plays

writes
6 She doesnt watch
takes
7 She
plays
8 She
5 She

doesnt watch
emails on Friday.
DVDs on Saturday.
photos on Tuesday.
the guitar on Friday.

55
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DC



Students develop Digital competence in the classroom by extracting specific information


from a short CD recording. They complete a table about the timetable of an astronaut.

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Unit 7 - Lesson 3B
Activity Book, page 55

Objective
To practise target vocabulary
and structures.

Target language
Vocabulary:
the days of the week
Structures:
He (listens) (to music).
She (doesnt) (listen) (to music).

Materials
Teachers i-book
CD
Unit 7 flashcards

Getting started
Say: Open your Activity Books at page 55 and look at the grammar box at
the top of the page. Use Kevins timetable in Lesson 2 to practise the target
structure. Ask questions about Kevins day and make sure the children answer
using complete sentences. Emphasise the s at the end of the affirmative
sentences and no s for negative sentences.
5 Listen and or . 3.12
Say: Look at the pictures in the table in Activity 5. Ask the children to identify
the objects. Then, explain that Natalia works in a space station and that they
are going to listen to what she does in the evenings on the different days of
the week. Tell them they must fill in the table with a or a depending on
what they hear. Make sure the children are listening and then play the CD. The
children listen. Play it again and this time the children fill in the table. Check the
exercise by asking the class questions: Does Natalia write emails on Mondays?
Does she read books on Mondays? And so on. Play the CD once more so that
the children can check their answers.
6 Look at Activity 5 and complete.
Tell the children to look at Activity 6. Explain to them that they must use the
information from the table in Activity 5 to complete the sentences. When they
have finished, ask eight volunteers to read out their answers.
Finishing off
Ask the class to imagine they work on a space station. Ask them to write down
things they do and things they dont do on Saturdays and Sundays. When they
have finished, divide the class into pairs. Each child gives his/her list to his/her
partner. Then, the children read out their partners activities. Make sure they use
the 3rd person correctly.

Transcript
Listen and

or .

3.12

Child: This is Natalia. Shes an astronaut from Brazil.


What does she do in the evenings?
Narrator: On Monday, Natalia listens to music and
writes emails. She doesnt read books and she doesnt
watch DVDs.
On Tuesday, Natalia takes photos and she plays cards.
She doesnt listen to music.
On Wednesday, Natalia reads books and she plays the
guitar. She doesnt write emails.

On Thursday, Natalia listens to music and watches DVDs.


She doesnt read books and she doesnt play cards.
On Friday, Natalia plays the guitar and she writes
emails. She doesnt take photos.
On Saturday, Natalia reads books and listens to music.
And she plays the guitar too. She doesnt watch DVDs.
On Sunday, Natalia takes photos and she watches DVDs.
She doesnt read books and she doesnt play cards.

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Unit 7 - Lesson 3C
Arts & Crafts

Objectives
To practise target vocabulary
and structures.
To interact with classmates.

Target language
Vocabulary:
comet, planet, satellite, space
station, stars, telescope, the
Moon, UFO; astronaut, exercise
bike, healthy, reports, sleeping
bag
Structures:
Shes an astronaut.
She (writes reports).

Getting started. Song: I want to be an astronaut. 2.19


Divide the class into four groups and hand out a set of photocopied space
flashcards to each one. Tell them to wave the right flashcard when they hear
the word in the song.
Make an astronaut booklet
Hand out the photocopies of the astronaut template and an A3 piece of paper
to each child. Ask volunteers to read out the texts about Emma. Individually,
or in pairs, they decide which illustration and text go together. The children cut
them out and place them in the right order. They cut two long horizontal strips
from the A3 piece of paper, 10 cm wide and glue the two strips together at the
end. Then, they glue their texts and pictures correctly along the length of the
strip and fold them to create a fan shape. Cut off any excess paper at the end.

Materials
Teachers i-book
A3 paper
scissors
glue
photocopies of each flashcard
Students develop
cultural expression
by creating an
astronaut booklet. Being
actively involved in creating
art work and receiving praise
facilitates wanting to later
present the work done as an
artistic production.
CAE

Finishing off
Make sure you have enough photocopies for this game (two photocopies of
each flashcard for one game set, and enough sets for groups of two to three
children). Give each group a set of photocopies. They place the photocopies
face down and take it in turns to turn over two of the flashcards to see if they
have a matching pair. They must say out loud the name of the object they turn
over. If they have a matching pair they keep the photocopies, if they do not,
the turn passes to the next child. The child with the most matching pairs in the
group is the winner.

Resources
Arts & Crafts
Teachers Resource Book, pages 20 21

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Unit 7 - Lesson 4A
Students Book, pages 70 and 71

The UFO!

Objectives

To enjoy a story.

Read and listen to the story.

Find
and
say!

2.22

Karim
Karim and Olga are staying with Tom and
Lucy.and Olga are staying with Tom and Lucy.
Mum and Dad are going to a party tonight.
Mum and Dad are going to a party tonight.

Thank you.
Its fantastic!

To read and listen for


comprehension.

UNIT 7 LESSON 4

UNIT 7 LESSON 4

Wow! Theres Mars.


Its very red!

To consolidate the language of


the unit.

Target language

Aunty Stella is visiting. She lives in


the USA and she works at the Space
Centre. Shes got a present for Tom and
Lucy. Its a telescope. Tom likes astronomy.

Vocabulary:
alien, astronomy, fancy dress
party; Jupiter, Mars, Saturn

Fantastic! Lets
look at the planets!

i-poster

i-flashcards

IWB

i-book

Can you see


the rings?

70

More
phonics

4
Lucy is scared of the alien.

We are going to a
party tonight. Dont
go to bed late!

Materials

i-flashcards
More
phonics
i-story cards

I can see Jupiter.


Its got lots
of moons!

OK, Dad.

I can see
Saturn!

More
practice

Olga is looking through the telescope.

Structures:
She works at the Space Centre.
Tom likes astronomy.
There are aliens on Mars!
Dont be silly!

Teachers i-book
CD
Unit 7 story
Morecut-outs
practice
Unit 7 flashcards
photocopies of
Teachers Resource Book,
pages 117 and 118

Weve got a new


telescope! Come
and see!

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Planets and other related space vocabulary

Planets and Iother


related
space vocabulary
can see
Jupiter.
Theres Mars.

18/02/15 09:19

Getting
F
F started
Ask the children how we study the stars (We use a telescope). Ask them if they
know what astronomy is. Ask them what else astronomists study (planets,
SC SC
galaxies, comets). Go through the names of the planets with the children
(Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune). Ask them
if they think there is life on other planets. Tell them that beings from space are
known as aliens. Ask them how we travel in space (spaceship, shuttle, rocket).
Before you read
Say: Open your books at page 70 and look at Lesson 4. Elicit the names of the
characters in the story. Ask the children what Lucy and Tom have got in scene 1.
Then, hold up your book and point to the series of pictures at the top of page 71.
Say: Find the (alien) in the story and elicit the scene numbers (scenes 3, 5 and 7).
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: Are there aliens on
Mars? What do we use a telescope for? What do we use a spaceship for?
7 Read and listen to the story. 2.22
Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: Where does Aunty Stella live? Where does she
work? What is Toms present? Has Saturn got rings? Has Jupiter got lots of
moons? What colour is Mars? Has Mars got aliens? Who is scared of the alien?
etc. Write the main parts from the story on the board: Narrator, Tom, Olga, Lucy,
Karim, Dad. Divide the class into groups of six and tell them to take a part each

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UNIT 7 LESSON 4
Find
and
say!

e staying with Tom and Lucy.


going to a party tonight.

CAE

Find
and
say!

Students develop cultural expression by


participating in creating their own story
booklet with the template and stickers.

Wow! Theres Mars.


Its very red!

Wow! Theres Mars.


Its very red!

Oh look! Its
a comet!
No, it isnt!
ITS A UFO!

There are aliens


on Mars!
No, there arent.
Dont be silly!

Its... Its...
AN ALIEN!

s and Iother
related
space vocabulary
can see
Jupiter.
Theres Mars.

Lucy is scared of the alien.

I can see Jupiter.

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Theres Mars.

Were going now.


Goodbye!

T-o-m!
L-u-c-y!

4
Lucy is scared of the alien.

Dont be silly! There


are no UFOs!

Dont be silly, Lucy!


There are no aliens!

Mum and Dad are going to a fancy dress party!

8
71
18/02/15 09:19

and to read the story. Follow up by choosing two scenes from the story and
asking the children to act them out.

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 Teachers Resource Book, pages
117 and 118). Instruct them to look at the Students 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 Students 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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The UFO!
7

9
Order the pictures, then read and write True or False.

Mum and dad are going to a party.

True

Tom is looking through the telescope.

False

10

Aunty Stella works in a museum.

False

Olga can see Saturn.

True

Read and circle.


1 Aunty Stella lives in the USA / France.
2 Dad is dressed as an alien / astronaut.
3 Karim / Lucy is scared of the alien.
4 Karim can see Jupiter / Neptune through the telescope.
5 Tom likes astronomy / astrology.

56
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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 to develop literacy skills and students self-confidence.

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Unit 7 - Lesson 4B
Activity Book, page 56

Objectives
To focus on comprehension of
the unit story.
To review key vocabulary from
the story.

Target language
Vocabulary:
alien, astronaut, astronomy,
Jupiter, Neptune, Saturn,
telescope
Structures:
Tom is looking through the
telescope.
Olga can see Saturn.
Dad is dressed as an alien.

Materials
Teachers i-book

Getting started
Remind the class about the story by asking them questions about it: Where
does Aunty Stella live? Where does she work? Does Tom like astronomy? Who
is staying with Tom and Lucy? What are they studying? What are they making?
What is Tom making? etc. Then, ask them to open their Students Books to
Lesson 4. Assign the parts to six volunteers (Narrator, Tom, Olga, Lucy, Karim,
Dad). Read the story out loud.
7 Order the pictures, then read and write True or False.
Ask the children to look and number the scenes in the same order as they
appear in the Students Book. Then, write the first sentence on the board: Aunty
Stella works in a museum. Ask the class to look at their Students Books and
say if the sentence is true or false. Continue with the other sentences, but tell
the children to read the sentences and write down their answers.
8 Read and circle.
Ask the class to look at the sentences in Activity 8 and tell them that they must
circle the correct word. Tell them they must read the story, find the sentence
and circle the correct word. When they have finished, ask volunteers to read out
their answers.

Resources
DVD 1
DVD Unit 7 Animated Story: The UFO!
Teachers Resource Book, page 37
Activity 1: Ask the children to read the sentences on the left. Play the DVD, and as the children watch and listen,
they put a tick in the true or false boxes accordingly. Play the DVD again so they can check their answers.
Activity 2: Play the DVD and ask the children to watch and listen for the names of three planets. They then write the
names of the planets on the lines below the picture. Play the DVD again so they can check their answers.
Activity 3: The children read the questions on the left and write short Yes, I do or No, I dont answers.

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Look at the story and complete.

Its

...

Its

Were

...

AN
!

Oh

There

look

are

aliens

a
comet !

10

Goodbye !

ALIEN

Its

now

going

on

Mars !

Do the crossword.
Across
1

C O M E

O
3
4

A
L

O
A

Down
2

5
7

O
P
E

57
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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 7 - Lesson 4C
Activity Book, page 57

Objectives
To focus on comprehension of
the unit story.
To review key vocabulary from
the story.

Target language
Vocabulary:
alien, comet, Mars, planet,
rings, telescope, the Moon,
UFO
Structures:
Were going now. Goodbye!
There are aliens on Mars!

Materials

9 Look at the story and complete.


Tell the children to look at the story and find the four pictures in Activity 9. Then,
ask them to complete the sentences on the lines provided. When they have
finished, ask four volunteers to read out their sentences. Explain that the task is
to complete the sentences by referring to the story in the Students Book.
10 Do the crossword.
Ask the children to look at Activity 10. Remind them how to do a crossword. Tell
them to look at the picture clues and explain that they must write the correct
words in the boxes. Walk around the class to correct the activity.
Finishing off
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: Aunty Stella lives in Spain. (Stop! Aunty Stella lives in the USA.)
Tom likes astronomy. Karim and Olga are staying with Tom and Lucy. Mum and
Dad are going to the space station tonight. (Stop! Mum and Dad are going to a
party!) and so on.

Teachers i-book

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Unit 7 - Lesson 5A
Students Book, page 72
Objectives
To learn and talk about the
planets.
To learn and say a chant.

Target language
Vocabulary:
Jupiter, Mars, Mercury,
Neptune, Saturn, the Earth,
Uranus, Venus; gas, ice, rock
Structure:
Its made of (ice).

Materials
Teachers i-book
CD
pictures of the planets and
the Sun

i-activity

Getting started
Children who have a special interest in space can be encouraged to share their
knowledge of the planets with the class before reading. This can be a good
way to introduce the topic and also value the childrens learning and interests
outside of the English class. Introduce the planets to the children. Ask for nine
volunteers and give eight of them a picture of a different planet. Give the
last volunteer a picture of the Sun. Write the names of the planets on the board.
Ask the children if they know the correct order of the planets according to their
distance from the Sun. Place the children holding their pictures in the correct
order and ask them to call out the name of their planet. Tell them to change
places and then ask the class to put them back into the right order.
8 Listen and say the chant. 2.23
Say: Open your books at page 72. Ask the class to look at the pictures and to
name the planets. Tell them they are going to hear a chant about the planets.
Play the CD and ask the class to listen. Play the recording again and ask the
class to try to follow the chant in the book with their fingers. Play the CD again
and encourage children to join in with the chant. Join in yourself. Play the
recording a few more times until they are more confident. Then, divide the class
into two groups and ask one of them to say the chant while the other group
claps along in time; then, reverse the roles.
9 Read about the planets and say True or False.
Here the children read three short texts and then answer true or false to some
comprehension questions. Tell the children to look at the pictures in Activity 9 and
ask them to read the first text. When they have finished ask for a volunteer to read
the text aloud. Do the same for the other texts. Then ask them to read the six
questions and answer true or false. Correct the answers with the class orally.
Answers
1 True
2 False
3 False

4 True
5 False
6 True

Finishing off
Ask the children to choose one of the planets that is not in Activity 9 and
to write a short text to describe it. They may have to use reference books
or the internet to do this. If this is not possible, tell them to ask you for the
information they need, individually. When they have finished, ask them to read
out their descriptions to the rest of the class.

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UNIT 7 LESSON 5

Listen and say the chant.

10

2.23

Mercury and Venus,

Jupiter and Saturn,

Earth and Mars,

Eight planets big and small,


Uranus and Neptune,
We can name them all!

The planets go around the Sun,

Can you name every one?

Look and rea

Read about the planets and say True or False.

Mercury is
very small.
Its made
of rock. Its
near the Sun
and its very
hot. It hasnt
got any
moons.

Mars is
called the
Red Planet.
Its got two
small moons.
There are lots
of mountains
and its cold.

Saturn is very
big. Its made of
gas and its very
cold. Its got lots
of rings. Theyre
made of ice and
rock. Its got 52
moons.

1 There are mountains on Mars.


2 Saturn has got 62 moons.
3 Mercury is made of ice.
72

Describing planets

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CAE

4 Saturns rings are made of rock and ice.


5 Mars hasnt got any moons.
6 Saturn is made of gas.

11

Listen and wr
Then, listen a

(Mercury) is made of (rock).

18/02/15 09:19

Students develop cultural expression by developing a musical/rhythmic association


for new vocabulary from the unit via learning a chant. Chants help students to activate and
store information in their long-term memory.

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11

Neptune

12

13

Look and write the names of the planets.


Earth

Uranus

Mars

Mercury

Jupiter

Venus

Saturn

Mercury

Earth

Jupiter

Uranus

Venus

Mars

Saturn

Neptune

Read the planet facts and write Venus or Jupiter.

14
Jupiter is enormous! It is made of gas and has
63 moons! Jupiter has got a big red spot. Its a
big storm. You can see it through a telescope.
Jupiter has also got rings like Saturn but you
cant see them through a telescope.

Venus

1
3

Jupiter

4 The temperature on

is made of rock.

2 Theres a big storm on

Jupiter

Venus is next to Earth. It hasnt got any moons.


Its very bright and you can see it without a
telescope. Its very hot, 460 C on the surface.
Its made of rock like Earth but it has got lots
of hot gas. Plants and animals cant live there.
There are no mountains on Venus.

has got rings like Saturn.

Jupiter

Venus

is 460 C.

is made of gas.

6 There are no mountains on

Venus

58
BLQGG

LL



Students develop their learning skills by reviewing space vocabulary. They use visual cues in
order to help them remember the names of the planets and label them in English.

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Unit 7 - Lesson 5B
Activity Book, page 58

Objective
To practise talking about the
planets.

Target language
Vocabulary:
Jupiter, Mars, Mercury, Neptune,
Saturn, the Earth, Uranus,
Venus; gas, ice, rock
Structure:
Its made of (ice).

Materials
Teachers i-book

Getting started
Remind the children of the planets in the Solar System. Write the following
letters on the board: E, J, Ma, Me, N, S, U, V. Ask the children to identify the
planets. When they have done that, ask them to put the planets in the correct
order, starting with the closest to the Sun.
11 Look and write the names of the planets.
Say: Open your Activity Books at page 58 and look at Activity 11. Look at the
picture of the planets. Ask the class to identify the planets and write down their
names. When they have done this, tell them to call out the names in order.
12 Read the planet facts and write Venus or Jupiter.
Say: Look at Activity 12. Tell the children they are going to read two paragraphs,
one about Jupiter and one about Venus. Explain that when they have finished
doing that, they will have to read the sentences and write down whether the
sentence is about Venus or about Jupiter. Go around the class checking the
activity. When they have finished, ask volunteers to read out the texts and then
other volunteers to give you the answers to the six sentences.
Finishing off
Ask the children to choose another planet and write three sentences similar to
those in Activity 12. If they dont know what to write, tell them to look at Activity
12 and to ask you questions, for example: Is Saturn made of ice? When you tell
them it isnt, they can write: Saturn isnt made of ice. And so on.

Resources
Language
Teachers Resource Book, pages 67 69
Reinforcement
Activity 1: The children look at the pictures and then complete the words below. They then write the corresponding
number in the box.
Activity 2: Ask the children to read the names of the planets in the box. They write the names in the boxes that
correspond to the correct planet. They then say the planet names.
Consolidation
Activity 1: Tell the children to look at the pictures. They then read the questions below the pictures and write either,
Yes, they do or No, they dont, accordingly.
Activity 2: Ask the children to label the planets by completing the names in the boxes. They then say the planet names.
Extension
Activity 1: Ask the children to read the example given. They then form additional questions and answers that relate
to the pictures at the top of the page.
Activity 2: The children write the names of the planets in the boxes provided. They then say the planet names.

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Unit 7 - Lesson 6A
Students Book, page 73
Objectives
To learn about the Sun, the
Earth and the Moon.
To listen for comprehension.

Target language
Vocabulary:
the Earth, the Moon, the Sun;
degrees centigrade, per cent, a
quarter
Structures:
Mercury takes 88 days to go
round the Sun.
Astronauts cant visit the Sun
because its too hot.

Materials
Teachers i-book
CD

i-activity

Getting started
Ask for three volunteers to come to the front of the class. Stand one of the
children in the centre and explain to the class that he/she is the Sun. Explain
that another child is the Earth. Show the children how the Earth orbits the Sun.
Then, ask the child who is the Earth to spin in circles as he/she goes round the
Sun. Then, introduce another child as the Moon. Show how the Moon orbits
the Earth. Explain that the Sun is a star, the Earth is a planet and the Moon is
a satellite. Tell the children that we cannot live on the Sun because it is too hot
and we cannot live on the Moon because it is too cold and there isnt any air.
Before doing Activity 10, write these two questions on the board: How long
does it take the Earth to go round the Sun? How long does it take the Moon to
go round the Earth?
10 Look and read.
Say: Open your books at page 73. Ask the children to look at the pictures and
to identify the Sun, the Earth and the Moon. Then, ask the children to read the
three texts, and when they have finished, ask some comprehension questions:
Is the Sun a star or a planet? What is the temperature of the Sun? Does the Sun
go round the planets? How long does it take Mercury to go round the Sun? Ask
similar questions for the Earth and the Moon. Then, ask for volunteers to read the
texts aloud to the rest of the class.
11 Listen and write the Sun, the Earth or the Moon in your notebook.
Then, listen and check. 2.24
This listening activity checks the childrens understanding of information which
they hear. Tell the children to listen very carefully to the CD, but stop it before
the answers are given. The children listen. Play the recording again and the
children write their answers in their notebooks. Then, play the answers. The
children correct their answers.
Finishing off
Ask the children to calculate, using their age, the answers to the following
questions: How many times have you travelled round the Sun? How many
times have you rotated with the Earth?

Transcript
Listen and write the Sun, the Earth or the Moon in your notebook. Then, listen and check.
1 It goes round the Earth in 28 days.
2 Its called the blue planet.
3 The temperature on the surface is 5,500 degrees
centigrade.
4 Its a big ball of gas.
5 70% of the surface is water.

2.24

6 There is ice here, but there isnt any air.


7 Mercury takes 88 days to go round it.
8 Animals and plants can live here.
Here are the answers.
1 is the Moon. 2 is the Earth. 3 is the Sun. 4 is the Sun.
5 is the Earth. 6 is the Moon. 7 is the Sun. 8 is the Earth.

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NIT 7 LESSON 5

UNIT 7 LESSON 6

10

Look and read.

The Sun
The Sun is a star. It is a big ball of gas.
Astronauts cant visit the Sun because
its very hot. The temperature on the
surface is 5,500 degrees centigrade.
The eight planets go round the Sun.
Mercury takes 88 days to go round,
Mars takes 687 days and Jupiter takes
12 years!

Mars is
called the
Red Planet.
Its got two
small moons.
There are lots
of mountains
and its cold.

The Earth
The Earth is a planet. It is called the Blue
Planet because 70% of the surface is water.
Animals and plants can live on the Earth
because there is water and air. It goes round
the Sun in 365 days.

of rock and ice.


ons.

11

Listen and write the Sun, the Earth or the Moon.


Then, listen and check.

The Moon
The Moon is the size of the Earth.
There isnt any air on the Moon. Animals and
plants cant live there. There is ice on the
Moon. It goes round the Earth in 28 days.

2.24

73

The Sun, the Earth and the Moon

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MST

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Students develop and consolidate competence in science by reading and listening to


information about the Sun, the Earth and the Moon.

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13

Read and circle.


Earth

14

Moon

1 It goes round the Earth in 28 days.

Earth

Moon

2 Animals and plants cant live here.

Earth

Moon

3 There is air and water here.

Earth

Moon

4 Its called the blue planet.

Earth

Moon

5 There is ice here, but there isnt any air.

Earth

Moon

6 It goes round the sun in 365 days.

Earth

Moon

Read and complete.

s.

ball

e.

twelve

Mars
temperature
star

C.

The Sun is a

star

. Its a big

ball

of gas.

Its very hot. On the surface, the temperature is 5,500 C.


There are

twelve

planets that go round the Sun.

Mars

goes round in 687 days but Jupiter takes

eight

years.

eight
.

59
BLQGG

LC



Students develop Linguistic competence by revising the vocabulary from the previous
lesson and completing comprehension questions. Understanding short texts is an
important part of developing literacy.

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Unit 7 - Lesson 6B
Activity Book, page 59

Objective
To read about the Earth, the
Moon and the Sun.

Getting started
Tell the children they are going to read and do activities about the Earth, the
Moon and the Sun. Ask them general questions like: Is the Sun a planet? Is the
Moon a star? Is the Sun hot or cold? Does the Moon go round the Sun?

Target language
Vocabulary:
air, gas, ice, Jupiter, Mars,
planets, stars, temperature, the
Earth, the Moon, the Sun, water
Structures:
It goes round the Earth in 28
days.
Its called the blue planet.

Materials
Teachers i-book

13 Read and circle.


Say: Open your Activity Books at page 59. Look at Activity 13. Explain to
the children that they must read the sentences and then circle the correct
answer. When they have done that, ask six volunteers to read out their
sentences and answers.
14 Read and complete.
Say: Look at Activity 14. Explain to the children that they must complete the
sentences about the Sun, using the words on the left. When they have finished
ask volunteers to read out the completed sentences.
Finishing off
Divide the class into pairs. Ask the children to make up six questions about the
Earth, the Moon and the Sun and then ask their partner for the answers. Tell
them to refer to the texts in Activity 13 and Activity 14 to make their questions.
Go around the classroom checking the childrens work and listening to their
questions and answers.

Resources
DVD 2
DVD Unit 7 Real Kids
Teachers Resource Book, page 38
Activity 1: Read the ordinal numbers in the box at the top of the page out loud. Tell the children to read the
sentences below the box. Play the DVD, and as they watch and listen, the children order the sentences by writing in
the correct ordinal number. Play the DVD again so they can check their answers.
Activity 2: Ask the children to look at the four sets of letters in the box. They choose the correct letter endings to
form ordinal numbers below. They then say the numbers.

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Unit 7 - Lesson 7A
Students Book, page 74
Objectives
To read a text about children
interested in space.
To say a tongue twister and
practise the n sound.

Target language
Vocabulary:
alien, Moon, planet,
planetarium, Saturn, science
fiction, spaceship, stars,
telescope, UFO
Structures:
I like learning about stars.
I (watch TV programmes) about
space.
Im from (Spain).

Materials
Teachers i-book
CD
Unit 7 poster

Getting started
Do a survey in class to see how many children are interested in space. Ask them to
put their hands up for the following questions: Do you go to the planetarium?
Do you watch TV programmes about space? Do you have a telescope? Do you
look at books or websites about space? Do you like science fiction books or films?
Do you believe in UFOs and aliens?
12 Read and answer.
Ask the children to look at the photos and to name what they can see. Tell
the children to read through the text. Then ask some volunteers to read
the sentences aloud. The children read and answer the questions in their
notebooks. Put them into small groups to check their answers. Then, check the
answers together as a class.
Answers
1 No, he doesnt.
2 Yes, he does.
3 Yes, she does.
4 No, he doesnt.

13 Listen and say a tongue twister. 2.25


Tell the children that they are going to learn a tongue twister. Play the CD and
encourage the children to repeat each line in the pauses. Play the recording 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 groups and ask each group to practise saying the tongue
twister in different ways, with different voices: whispering, singing, rapping.
Let them share their favourite version with the class.

Resources
Phonics
Teachers Resource Book, page 99
Activity 1: Play the CD and have the children repeat the words they hear. Play the recording again for extra
pronunciation practice.
Activity 2: Tell the children to look at the pictures. They then label the pictures with some of the words from Activity 1.
Finally, they say the words.
Activity 3: Ask the children to complete the sentences by filling in the spaces with words from the box.

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Culture
12

UNIT 7 LESSON 7

Read and answer.

We love space!
Hello, Im from Ireland. I go to the
planetarium with my dad. I like learning
about stars and the Moon. At home,
I watch TV programmes about space
and I draw pictures of spaceships.

Hi, Im from Morocco. I use my


telescope to look at the sky at night.
I like seeing the planets. Saturn is my
favourite planet. Its really beautiful.
I look at websites about space too and
I read books.
Mehdi

Aiden

Hello, Im from Spain. I watch science


ction lms about UFOs. I like writing
stories about spaceships and UFOs
too. I draw pictures of aliens and
their spaceships. Its fun!

1
2
3
4

13

Sara

Does Aiden write stories about spaceships and UFOs?


Does Mehdi look at websites about space?
Does Sara draw pictures of aliens and their spaceships?
Does Mehdi watch TV programmes about space?

Listen and say a tongue twister.

2.25

Nick ONeils my neighbour.


Hes an astronaut.
Nicks ying to Neptune tonight.
Have a nice ight!

74

LC

Space related hobbies

Phonics sound n as in Nick

Students develop Linguistic competence and comprehension by developing a musical


rhythmic association between phonology and word stress by learning a chant for the
sound n.

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T 7 LESSON 7

Review
1

UNIT 7
2.26

Read and listen. Then write.

Beep and Robby are working in the Space


Centre 1 ... .

Later...

Look, Robby!
This is the
spaceships
control room.

Morocco. I use my
t the sky at night.
nets. Saturn is my
s really beautiful.
out space too and
I read books.

Be careful,
2 ... !
OK, boys.
Start cleaning!
Oh, no! Were
going into 3 ... .

Quick! Do
something, Beep!

Look out!
Theres a 4 ... !
Push the big 5 ...
button, Robby!
Were going to
crash into the 6 ... !

What are
you doing?
Oh, dear! They are not in a real
spaceship. Its a flight simulator!

Oh, no!

Write in order.
1 Beep and Robby are going into space.
2 The man says Now clean THAT spaceship!
3 Beep and Robby are working in the
Space Centre.

4 Beep can see the Moon.


5 They are cleaning the control room.
6 Beep says Push the big red button.

Unit vocabulary: moon, satellite, spaceship

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LL

Now clean
THAT 7 ... !

75
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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
Students Book, page 75

Objectives
To read and listen to a cartoon
story.
To review the language of the
unit.

Target language
Vocabulary:
moon, satellite, Space Centre,
spaceship
Structures:
This is the spaceships control
room.
Were going into space.
Were going to crash into the
moon!
Its a flight simulator!

Materials
Teachers i-book
CD
Unit 7 flashcards

i-story cards
i-activity
i-poster
i-flashcards

Getting started
Hold up each flashcard in turn and chant the words. Then, remove one
flashcard and hold up each flashcard and chant the words again. Turn the
word cards face down. Ask for a volunteer to pick one of the cards and then
to identify the object on the poster. Continue until all of the children have had
a turn.
1 Read and listen. Then write. 2.26
Tell the children to look at the Beep cartoon, and explain that Robby and Beep
are working at the Space Centre. Ask the children to read the cartoon and to
make suggestions for 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 it: Beep and Robby are . Look, Robby!
This is the spaceships . Oh, no! Were going . Look out! Theres a .
Were going to crash into . Repeat with other sentences. Follow on by asking
the class to read the cartoon aloud in groups of three with Child A saying the
narrators and Buzzs parts, Child B saying Robbys part and Child C saying
Beeps part.
Answers
1 today
2 Beep
3 space

4 satellite
5 moon
6 spaceship

2 Write in order.
Put the children into pairs to read the cartoon again. They then read each
sentence and choose the correct order. The children write their answers. Then
invite volunteers to read the sentences out in order.
Answers
3, 5, 1, 6, 4, 2

Finishing off
Stick the flashcards to the board in a row and chant the words. Turn two of
them over to face the board. Point to each card in turn and say the words,
then turn two more of them over and point and say again. Repeat until all the
cards are turned over, point to cards at random and ask the class to say what
they are. Turn each one over to check whether the children have remembered
correctly. Then, write the following sentences on the board and tell the children
to complete the sentences with a word from one of the flashcards:
Mercury is a _______. Its made of rocks. (planet)
We use a _______ to look at the stars. (telescope)
A _______ has got a long tail. (comet)
The _______ goes round the Earth. (moon)
Astronauts go to the space station in a _______. (spaceship)
Look, its a comet! No, it isnt. Its a _______. (UFO)
Look out! Theres a _______! Push the big red button, Robby! (satellite)

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Review
3

UNIT 7

Count and write.

iens

3 al
17

Read and write about Frankie.

Saturday

Frankie

8:30 get up
9:00 have brea
kf
10:00 do expe ast
riments
12:00 do hom
ew
1:30 have lunch ork
3:00 read abo
u
4:00 watch a t space travel
science fiction
6:00 look thro
fi
ugh the telesc lm
ope

Look at Activity 4. Play a memory game.

Does Frankie read


at ten oclock?

76

No, she doesnt.


She reads about space
travel at three oclock.

Space related vocabulary

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LC

On Saturday,
Frankie gets up
at half past eight.
She...

The Present Simple

18/02/15 09:19

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

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Unit 7 - Review
Students Book, page 75

Objective
To review the language of the
unit.

Getting started
Slowly spell out the name of a space object or planet. As soon as someone
knows what it is, they say the word and it is then their turn to spell out a word.
Continue until all the space words from the unit have been covered.

Target language
Vocabulary:
aliens, planets, spaceship,
stars, UFO
Structures:
She gets up at half past eight.
Does Frankie read at ten
oclock?

Materials
Teachers i-book

i-poster
i-flashcards

3 Count and write.


Tell the children to look at the picture and say what they can see. The children
then count the objects and make a list of what is in the picture. Get volunteers
to read out their lists for the rest of the class to check.
Answers
3 aliens, 17 stars, 7 planets, 4 satellites, 1 spaceship, 1 UFO, 5 comets

4 Read and write about Frankie.


Tell the children they are going to write about a typical Saturday in the life of the
girl in the photograph. Ask them to look at the list of activities and times and
then tell them to write out the sentences using the information given. When they
have finished, the children read what they have written aloud to the rest of the
class.
5 Look at Activity 4. Play a memory game.
Tell the children to read the speech bubbles. Get volunteers to read them out
loud. Put the children into pairs. One child closes their book and the other child
asks questions about Frankies Saturdays. They then swap roles.
Finishing off
Tell the children to close their books and put them into teams. Have a quiz
about the unit. Ask questions, for example: How do you spell satellite? Why do
astronauts sleep in special beds? (Because theres no gravity in space.) In the
story, which planet does Tom see? (Mars.) What is Saturn made of? (Gas.) What
is the Sun? (A star.) Where do Beep and Robby work in the cartoon? (In the
Space Centre.)

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Review
1

Look and write.

tcmeo

onmo

pihspsaec

plnate

sarts

comet

moon

spaceship

planet

stars

Read about Anna and circle.

Hi! Im Anna.

Saturday

Sunday

On Saturday:

3 She reads / doesnt read books.

1 She watches / doesnt watch DVDs.

4 She writes / doesnt write emails.

2 She takes / doesnt take photos.

5 She listens / doesnt listen to music.

Now write about Anna on Sunday.

She doesnt read books. She listens to music. She watches DVDs. She writes emails.
She doesnt take photos.

60
BLQGG

LC



Students develop Linguistic competence by revising the spelling of specific vocabulary items.
Recognition of jumbled letters to identify vocabulary helps cognition and memorization of the
graphological representation of the word.

302
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Unit 7 - Lesson 7B
Activity Book, page 60

Objectives
To practise reading and writing
skills.
To revise the vocabulary from
the whole unit.

Target language
Vocabulary:
comet, planet, spaceship, stars,
the Moon
Structures:
She reads books.
She doesnt watch DVDs.

Materials
Teachers i-book
Unit 7 poster
Unit 7 flashcards

Getting started
Put the poster on the board. Ask the children to go to the poster, point to an
object and tell you something about it, for example: This is a comet. Comets
have long tails. Comets go round the sun. Continue until all the children have
had a turn to speak.
1 Look and write.
Say: Open your Activity Books at page 60. Look at Activity 1. Tell the children
to look at the pictures and explain that they must unscramble the letters
and write the names of the things on the lines underneath. When they have
finished, ask volunteers to read out their answers. Then, ask other volunteers
to spell the words.
2 Read about Anna and circle.
Say: Look at Activity 2. Tell the children to look at the table and explain that they
can find out what Anna does on Saturdays. Tell them to circle the right option.
When they have finished, ask volunteers to read out their answers.
3 Now write about Anna on Sunday.
Say: Now look at Activity 3. Tell the children they must use the table in
Activity 2 to find out and write about what Anna does on Sunday. When they
have finished, ask volunteers to read out a sentence each.
Picture dictionary 3.20
Ask the children to look at the Picture dictionary on page 75 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the Moon and the telescope. Encourage the class to point quickly
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, repeat the
words and write them below.
Finishing off
Put the flashcards around the room. Say one of the space objects. Ask a child
to point to the correct flashcard and to name it. If they say it correctly then
they choose the next card.

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Unit 7 - Evaluation
Beep on grammar
Objective

Unit 7 Test

To evaluate childrens
understanding of target
language from the unit.

Name:

Does
1

at night?
on a spaceship?

Yes, he/she does.


No, he/she doesnt.

2
have lunch
ails
write em
s
take photo
3.30
ner
have din
7.00
music
listen to
0
8.3
d
go to be
10.00

Alex gets up at six thirty. At seven oclock he has his breakfast and he leaves the house at half
past seven. Alex arrives at school at eight oclock and he has his Maths class at nine thirty. He
sings in his Music class at half past ten. His favourite sport is football, he plays football with his
friends at twelve oclock.

1
1 Does Alex get up at 7.00?

2 Does he leave the house at 7.30?

3 Does he have music at 9.30?

ill
d
i S

m o o n c o mett

elevisions

O OCO

Yes, she does.

2 photos / take / at / ? / Does / 4:30 / she

a tel l ite

Which word is the odd one out?

Does she take photos at 4:30?

Santillana Educacin S.L., 2012 PHOTOCOPIABLE

Does she have dinner at 7:00?

4 Does he play football at 12.00?

Write questions and answer.


1 she / dinner / Does / at / 7:00 / ? / have

No, she doesnt.

3 write / 2:00 / she / emails / ? / Does / at

Does she write emails at 2:00?

Yes, she does.

4 lunch / 1:30 / ? / she / at / have / Does

Does she have lunch at 1:30?

No, she doesnt.

5 music / at / ? / 9:30 / she / to / Does / listen

Does she listen to music at 9:30?

No, she doesnt.

Does she go to bed at 10:00?

163

BLQGG

Yes, she does.

14



BLQGG

Unit 7 Test



Name:

She listens/doesnt listen...

Class:

He
She

2.3

doesnt swim

2 The girl















basketball.
the guitar very well.

an apple.

t.
Santillana Educacin S.L., 2012 PHOTOCOPIABLE

to music.

6 The girl

a bike very well.

3 The boy

listens
to music on
writes emails on Sunday.
She
takes
on
photos
Saturday.
play
Saturday .
the guitar on
She doesnt
reads
on
Saturday .
books
She
doesnt
photos
take
on Sunday.
She
She
plays
on
Sunday
the guitar

5
6

7
8

t.
t.

Complete the sentences for you.


I
On Sunday, I dont

Childs own answers

on Saturday. I dont
.I

.
.

15

Look and label.


Look and complete the sentences.
BLQGG

BLQGG

Sunday .
Saturday and Sunday.

3 She

in the swimming pool.

4 The boy
5 The boy

164



Sunday

2 She
1 The girl

books.

Saturday

1 Malena doesnt read books on

4
5

reads
doesnt read

Look and complete.

LL

6 10:00 / Does / bed / go / at / she / ? / to

2.27

Listen and write.


Read and answer.
Circle and write the words. Answer the question.

Students develop
their learning skills
by applying acquired
learning strategies such
as, focusing attention and
memory recall, as well as
comprehension and linguistic
expression in order
to complete an end of unit
assessment.

work
live

1.00
2.00

1
2
3

Teachers i-book
CD
photocopies of
Teachers Resource Book,
pages 163 and 164

he
she

Vocabulary:
comet, planet, satellite,
spaceship, stars, telescope, the
Moon, UFO

Materials

Does he?

2.27

Target language

Structures:
Does Alex (get up) (at seven)?
Yes, he does. / No, he doesnt.
He (doesnt) (play the guitar)
very well.

Unit 7

Class:





Transcript
Unit 7 Test. Activity 1. Listen and write.
1 You can see lots of these in the sky at night.
2 Sometimes aliens live in one of these.
3 You need this to get to the Moon.

2.27

4 You look through this to see the stars and the Moon better.
5 There are eight of these in the Solar System.
6 Astronauts walk and jump on this.

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Introduction

8. Summer camp
Unit objectives
To learn some words for
summer activities.
To sing a song and a chant.
To read and understand a story
and a cartoon.
To say a tongue twister.

Target language
Vocabulary:
canoeing, climbing, cooking
sausages, horse riding, playing
ball games, singing songs,
telling stories, trekking; cap,
compass, map, raincoat, snack,
torch, water bottle

Anticipating difficulties
Children learn in different ways and this could be a good time of the year to
do some field trips or spend some time in the open air nearby the school and
let the treasures of the natural world stimulate the childrens curiosity. This is
especially good for children who learn through bodily-kinesthetic intelligence
and spatial intelligence and are often at a disadvantage sitting in a classroom.
Teaching tip
Benjamin Franklin once said Tell me and I forget. Teach me and I remember.
Involve me and I learn. Involve the children by letting them touch, smell and
connect with natural elements like trees and insects. You could divide the
class in two. One half act as trees. They close their eyes and use all their other
senses to feel what is happening around them. The other half act as butterflies.
They flutter around the trees landing on the trees from time to time and giving
them a gentle massage. Change groups. They could then incorporate these
sensory experiences into a poem or a story about the life of trees in small
groups.

Structures:
Do you want to go (trekking)?
I want / dont want to (play
games).

Unit 8 Summer camp

go
trekking

go horse
riding

play ball
games

go
canoeing

sing
songs
tell
stories

go
climbing

2.36

364246 _ 0001-0016.indd 10

Trekking, canoeing and running.


Swimming and climbing,
And riding my bike.
Drawing and painting,
And singing and playing.
These are the things that I like!

EAN: 8431300160446 BEEP 4 Santillana Educacin S.L. 2012

cook
sausages

07/02/12 10:35

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Unit 8 - Lesson 1A
Students Book, page 77
Objectives

Getting started
Put the poster on the board and say: Look! Beep and Robby are at summer
camp. Explain that there are lots of activities to do at summer camp. Point to
Beep sitting on the horse and say: We can go horse riding. Then ask: What is
Beep doing? SS: Hes horse riding. Go through the other activities in the same
way and then take out the flashcard of the girl riding a horse and say: What
things can we do at summer camp? SS: We can go horse riding. Repeat with
the other flashcards.

To introduce and learn some


summer vocabulary.
To learn and sing a song.
To act out a simple dialogue.

Target language
Vocabulary:
canoeing, climbing, cooking
sausages, horse riding, playing
ball games, singing songs,
telling stories, trekking

1 Listen and sing. 2.28


Say: Open your books at page 77. Ask the class to look at the picture and ask
them who they can see. Ask them what they are doing (canoeing). Then, tell
them they are going to hear a song about a summer camp. Play the CD and ask
the class to listen. Play the recording again and ask the class to try to follow the
song in the book with their fingers. Play it again and encourage the children
to join in the singing. Join in yourself. Play it a few more times until they are more
confident. Then, divide the class into groups and ask them to sing the song.

Structures:
I (go canoeing).
We (sing songs).

2 Listen and say the activity. 2.29


Ask the children to look at the pictures and identify the activities. Then, ask for
two volunteers to point to a picture and name the activity. Then, explain that
they are going to listen to short dialogues and must identify the correct activity.
Play the CD and ask the class to listen. Play it again and ask the class to
identify the different activities.
Answers
1 go horse riding, 2 sing songs, 3 go trekking, 4 tell stories, 5 go climbing,
6 cook sausages, 7 go canoeing, 8 play ball games

Materials
Teachers i-book
CD
Unit 8 poster
Unit 8 flashcards

i-activity

Finishing off
Memory test. Stick the flashcards to the board in a row and chant the words.
Turn two of them over to face the board. Point to each card in turn and say
the words, then turn two more of them over and point and say again. Repeat
until all the cards are turned over, point to cards at random and ask the class
to say what they are. Turn each one over to check whether the children have
remembered correctly.

i-poster
i-flashcards

Transcripts
Listen and say the activity.

2.29

1 (horse noises) Stop! Stop!


STOP...! Thank you, good horse!
2 (children singing)
3 Teacher: Have you got
sandwiches?
Children: Yes!
Teacher: Have you got water?
Children: Yes!
Teacher: Brilliant, lets go trekking!
Children: Hurray!
4 Boy: In a big, big castle, theres
a big, big cupboard. Inside the big,

big cupboard theres a big, big


Ghost!
Children: Ahh!
5 Boy: Do you like mountains?
Girl: Yes, I do.
Boy: Do you like climbing?
Girl: Yes, I do.
Boy: Great, lets go climbing in the
mountains!
6 Girl 1: Are you hungry?
Girl 2: Yes, I am.
Girl 1: Do you like sausages?

Girl 2: Yes, I do.


Girl 1: Here you are!
Girl 2: Mmm, its delicious.
7 Boy: Can you see the fish?
Girl: Yes, I can.
Boy: And can you see the frog?
Girl: A frog? No, I cant. Where is it?
Boy: Its on your head!
Girl: Oh! Hello frog!
8 Girl: Quick run! Catch the ball!
Boy: Where? What ball? OW! Oh,
this ball!

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8. Summer camp
1

Listen and sing.

LESSON 1

2.28

When its hot and the sky is blue,


And summers here again,
Its time to go to summer camp,
To be with all my friends.
I want to go canoeing,
And trekking in the woods,
And horse riding and climbing,
I think theyre really good.
We sit around the campfire,
Cook sausages and sing songs,
And tell each other stories,
All night long!

Listen and say the activity.

2.29

go canoeing

go horse riding

cook sausages

go trekking

play ball games

sing songs

tell stories

go climbing

Summer camp activities

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LC

77
18/02/15 12:13

Students develop language skills by identifying vocabulary about sports and activities via
a listening text. They transfer knowledge about the real world from their first language into
English.

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8. Summer camp
1

Look and write.


tell stories go canoeing play ball games cook sausages
go trekking go horse riding sing songs go climbing
5
6

go climbing

go canoeing

play ball games

4
8

go trekking

sing songs

tell stories

go horse riding

cook sausages

Read and write.

In the summer holidays, I go


trekking with my mum and I
play ball games with my
brother. How about you?

Students own answer

61
BLQGG

LL



Students develop their learning skills by reviewing new vocabulary. They use visual cues in
order to help them to remember the names of sports and activities and label them in English.

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Unit 8 - Lesson 1B
Activity Book, page 61

Objective
To practise summer camp
vocabulary.

Target language
Vocabulary:
cook sausages, go canoeing,
go climbing, go horse riding, go
trekking, play ball games, sing
songs, tell stories
Structures:
I (go canoeing).
We (sing songs).

Materials
Teachers i-book
Unit 8 poster
Unit 8 flashcards

Getting started
Show the flashcards one at a time and ask the children, as a group, to name
the activities. Then, hold out the flashcards face down and ask a child to
come to the front, choose a card and repeat the summer camp activity.
Repeat with other children.
1 Look and write.
Say: Open your Activity Books at page 61. Ask the children to look at the picture
in their Activity Books and tell them they have to choose the correct verbs from
the word box and copy them in the correct places. When they have finished,
call out the numbers from 1 8 and ask volunteers to read out their answers.
2 Read and write.
Say: Look at Activity 2. Tell the children to read the short text to themselves.
Explain that they must then write two or three sentences about the things they do
in their summer holidays. Tell them to refer to the picture in Activity 1 to find the
verbs they need. When they have finished, ask a volunteer to read out the original
text and ask other volunteers to read out their texts to correct the activity.
Finishing off
Put the poster on the board. Divide the class into pairs. Ask the children to choose
four summer activities from the poster and to prepare questions for their partner.
Then, they ask and answer their questions. S1: Do you cook sausages in the
summer holidays? S2: No, I dont. Do you go climbing in the summer holidays?
S1: Yes, I do. Do you go trekking? S2: Yes, I do. Do you ... ?

Resources
Reading and Writing
Teachers Resource Book, page 144
Activity 1: Ask the children to read the sentences in the middle of the page. They then find a picture that
matches each sentence. Finally, they draw lines to match the sentences with the pictures.
Activity 2: Ask the children to circle the extra letters in the words provided. They write the extra letters on the
line below and unscramble a new mystery word. They say the mystery word.

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Unit 8 - Lesson 2A
Students Book, page 78
Objectives
To make plans with a friend.
To listen to, read and act out a
simple dialogue about summer
camp activities.

Target language
Vocabulary:
canoeing, climbing, cooking
sausages, horse riding, playing
ball games, singing songs,
telling stories, trekking
Structures:
Do you want to (go canoeing)?
Yes, I do. / No, I dont.
My (legs) are tired.
Im hungry.

Materials
Teachers i-book
CD
Unit 8 flashcards

i-flashcards

Getting started
Sit the class in a circle. Ask: What do you want to do at summer camp?
and elicit ideas: Cook sausages, go trekking, play ball games, etc. Then, put
the flashcards face down in the middle of the circle, pick one out and ask
the child to your left: Do you want to (go canoeing)? Encourage the child to
answer with: Yes, I do. / No, I dont. Then, the child picks a flashcard and asks
the next child: Do you want to (cook sausages)? S2: Yes, I do. / No, I dont.
Continue around the circle.
3 Listen and read. 2.30
Say: Open your books at page 78 and look at the picture. Ask the children who
they can see in the picture and what they are doing. Then, explain that Olga and
Tom are talking about summer camp activities. Then, ask them to listen to the
conversation. Play the CD and tell the children to listen. Play it again and this time
ask them to follow the conversation in their books with their fingers. Play the CD
again. Then, ask for volunteers to read the dialogue between Tom and Olga.
4 Make plans with a friend.
The children work in pairs to ask about summer camp activities. This activity
gives the children an opportunity to discuss their likes and preferences in
class and to learn about those of others. Ask for volunteers to read out the
mini-dialogue. Then, ask for seven volunteers to read the seven questions on
the right of the page. Divide the class into pairs and tell them to ask each other
questions about what they want to do, using the questions on the page. When
they have finished, ask for volunteers to come to the front of the class and to
repeat the activity for the rest of the class. Then, brainstorm different summer
activities including those from the unit and other activities too (going to the
beach, swimming in the sea, reading books, etc). Ask the children to write a
short report about their summer plans: I want to go camping with my family.
I want to go trekking. I want to take photos of animals, etc. When they have
finished, ask them to read out their summer plans to the rest of the class.
Finishing off
Guessing game in pairs. Child A chooses three cards with activities that
he/she wants to do. Child B has five goes to guess the three cards by asking
Do you want to (go climbing?). Child B wins if he/she guesses all three with
five guesses. If not, Child A wins.

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UNIT 8 LESSON 2

Listen and read.

2.30

Listen and sa

Read and say

Hi, Olga! Do you want to play


ball games?
No, I dont. My legs are tired.
Do you want to go trekking?
No, I dont. My feet are tired.
Do you want to go canoeing?
No, I dont. My arms are tired.
Do you want to cook sausages?
Yes, I do. Im hungry!
Fantastic! Lets eat!
Yes, and lets tell stories too!

Make plans with a friend.

Do you want
to tell stories?

Do you want
to sing songs?

78

Yes, I do.

Summer camp activities

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IE

No, I dont.

1
2
3
4
5
6
7

Do you want to tell stories?


Do you want to go climbing?
Do you want to sing songs?
Do you want to go canoeing?
Do you want to play ball games?
Do you want to go horse riding?
Do you want to go trekking?

Do you want to (go trekking)?

18/02/15 12:13

Students develop initiative by making plans with their partner. This activity gives the children
an opportunity to discuss their likes and preferences in class and to learn about those of
others.

311
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Match and answer.

Yes, I do.

No, I dont.

No, I dont.

1 Do you want to play ball games?

Yes, I do.

2 Do you want to go trekking?

No, I dont.

3 Do you want to tell stories?

Yes, I do.

4 Do you want to go canoeing?

Yes, I do.

5 Do you want to cook sausages?

Yes, I do.

6 Do you want to go climbing?

Write in order and circle.


1

to

want

you

songs

Do

Students own answers

sing

Do you want to sing songs?


2

go

Do

you

horse riding

to

want

you

ball

Do

games

to

Do you want to play ball games?


4

climbing

you

go

want

Do you want to go climbing?

Do

No, I dont.

Yes, I do.

No, I dont.

Yes, I do.

No, I dont.

Yes, I do.

No, I dont.

want

Do you want to go horse riding?


3

Yes, I do.

play

to

62
BLQGG

LC



Students develop Linguistic competence by matching sentences with the correct pictures.
Images that reinforce information in written texts help to build literacy skills of looking for
visual cues to aid comprehension.

312
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Unit 8 - Lesson 2B
Activity Book, page 62

Objective
To practise the target language.

Target language
Vocabulary:
canoeing, climbing, cooking
sausages, horse riding, playing
ball games, sailing, singing
songs, story-telling, swimming,
taking photos, trekking
Structures:
Do you want to play ball
games?
Yes, I do. / No, I dont.

Materials
Teachers i-book
Unit 8 poster
Unit 8 flashcards

Getting started
Write Do you want to ...? on the board and ask for two volunteers. Give them
two flashcards each and explain that they are going to ask questions with
Do you want to ...? and that they must answer one question with Yes, I do and
one question with No, I dont. Tell the children to look at their flashcards and
ask a question. S1: Do you want to (play ball games)? S2: No, I dont. Repeat
with other volunteers.
3 Match and answer.
Say: Open your Activity Books at page 62. Look at Activity 3. Tell the children
to look at the pictures. Explain that they must match the sentences with the
correct pictures and then answer with Yes, I do or No, I dont. When they have
finished, ask volunteers to read out the questions and other volunteers to give
their answers.
4 Write in order and circle.
Tell the children to look at Activity 4. Tell them they are going to write questions
but that the words have been mixed up. Tell them to unscramble the sentences,
write the questions and then circle the right answer. When they have finished,
ask four volunteers to read out the questions and another four to give you their
answers.
Finishing off
Divide the class into pairs. Tell them they are going to ask each other questions
like those in Activity 4. Put the poster on the board and tell the children they can
refer to it if they cant think of what to ask. Go around the class, listening to the
children and correcting their questions or answers when necessary.

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Unit 8 - Lesson 3A
Students Book, page 79
Objective

Getting started
Play Pictionary. On pieces of paper, write sentences with I want to / dont
want to and the summer camp activities. For example: I want to go climbing,
I dont want to sing songs. Divide the class into teams and give paper and a
pen to each team. Ask for a volunteer to come to the front of the class, and
give her/him a sentence. The volunteer draws a picture on the board to show
the sentence, for example, a happy face and a mountain for I want to go
climbing. The teams race to write the sentence. Give the first team to write
the sentence three points, the second two points and the third one point.
Repeat with another volunteer. Then introduce: Where can I go? Say: I want
to go climbing. Where can I go? Use gestures if necessary. SS: You can go to
the (mountains). T: I want to go (sailing). Where can I go? SS: You can go to
the (lake).

To practise the target structures.

Target language
Vocabulary:
canoeing, climbing, cooking
sausages, horse riding, playing
ball games, sailing, singing
songs, story-telling, swimming,
taking photos, trekking
Structures:
I want (to tell stories).
I dont want (to take photos).
Where can I go?
You can go to (the lake).

5 Listen and say the place. 2.31


Say: Open your books at page 79. Ask the children to read the text for a few
minutes. When they have finished, tell them that they are going to listen to six
children saying what they want and dont want to do. Explain to the children
that they have to give the answer before the narrator does and then check their
answer by listening to what the narrator says. Play the CD. The children listen
and try to answer. Play the recording again and this time all the children should
answer correctly.

Materials
Teachers i-book
CD
paper and pens

6 Read and say the place.


This activity practises reading comprehension, with the children reading a text
and identifying a place. Tell the children that they are going to read about some
children saying what they want to and dont want to do, and that they must
say where they should go to do the things they want to. When they have done
the activity, ask for three volunteers to read out the texts and ask the class to
identify the places.

i-activity

Answers
The lake. The camp. The mountains.
Finishing off
The children can follow up Activity 6 by discussing and writing about which
place they want to go to.

Transcript
Listen and say the place.

2.31

Child 1: I dont want to go swimming. I like football and


basketball. I want to play ball games. Where can I go?
Narrator: You can go to the camp!
Child 2: I like animals. Ive got my camera. I want to
take photos of the animals. Where can I go?
Narrator: You can go to the mountains!
Child 3: I dont want to go trekking. I want to tell stories
and sing songs. Where can I go?
Narrator: You can go to the camp!

Child 4: I like boats. I want to go sailing. Where can I go?


Narrator: You can go to the lake!
Child 5: I dont want to go canoeing. I like horses.
I want to go horse riding. Where can I go?
Narrator: You can go to the mountains!
Child 6: I dont want to take photos and I dont want to
tell stories. Its hot today. I want to go swimming. Where
can I go?
Narrator: You can go to the lake!

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IT 8 LESSON 2

UNIT 8 LESSON 3

Listen and say the place.

2.31

I want to go
trekking.

Go to the
mountains!

Read and say the place.

I dont want to take photos.


I like sports. I want to go
canoeing and swimming.

I like books and stories


about magic. I want to tell
stories with my friends.

I dont want to go sailing. I like


animals. I want to go horse riding
and take photos of birds.

Beep on Grammar, page 16.

I want / dont want to


I want
I dont want
Go with ing

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LL

Summer camp activities

to

I want/dont want to (go sailing).

go canoeing.
go climbing.

79
18/02/15 12:13

Students develop their learning skills by improving their memory recall skills by playing
Pictionary. Learning vocabulary with pictures helps to enhance both memory and retrieval of
information.

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I want
I dont want

Listen and complete the table.

3.13

go trekking

sing songs

go horse riding

go canoeing

Toby

Ingrid

Becky

Pat

Tina

Look at Activity 5. Read and answer.

At summer camp, I dont want to go horse


riding or sing songs. I want to go trekking in
the mountains and I want to go canoeing.
Who am I?

go climbing.
sing songs.

to

Tina

I like animals and I want to go horse riding.


I dont want to sing songs or go canoeing.
I like mountains and I want to go trekking.
Who am I?

Toby

Look and complete.


1

1 I want to go horse riding

2 I dont want to cook sausages

I want to sing songs.


4 I dont want to go trekking.
5 I want to tell stories.

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Students develop Digital competence in the classroom by extracting specific information


from a short CD recording. They complete a table about activities.

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Unit 8 - Lesson 3B
Activity Book, page 63

Objective
To practise summer camp
vocabulary.

Target language
Vocabulary:
canoeing, climbing, cooking
sausages, horse riding, playing
ball games, sailing, singing
songs, story-telling, swimming,
taking photos, trekking
Structures:
I want to (go climbing).
I dont want to (sing songs).

Materials
Teachers i-book
CD
Unit 8 flashcards

Getting started
Say: Open your Activity Books at page 63 and look at the grammar box at the
top of the page. Hand out two flashcards to each child and then ask them
to make one sentence with I want and another sentence with I dont want
according to what they have on their flashcards.
5 Listen and complete the table. 3.13
Say: Look at the table in Activity 5. Ask the children to name the different
characters and identify the different activities. Then, explain that they are going
to listen to Toby, Ingrid, Becky, Pat and Tina talking about what they want to do
at summer camp. Make sure the children are listening and then play the CD.
The children listen. Play it again and this time the children fill in the table. Check
the exercise by asking the class questions: Does Toby want to (sing songs)?
And so on. Play the CD once more so that the children can check their answers.
6 Look at Activity 5. Read and answer.
Tell the children to look at Activity 6. Explain to them that they must use the
information from the table in Activity 5 to answer the questions in Activity 6.
When they have finished, ask the class to identify the two characters.
7 Look and complete.
Ask the children to look at the pictures in Activity 7. Ask them to identify each
of the characters (from the table in Activity 5). Tell the children they must look at
the information in the table in Activity 5 to write the sentences. When they have
finished, ask five volunteers to read out their answers so that the rest of the
class can correct the activity.
Finishing off
Ask the class to imagine they are going to go to summer camp. Ask them
to write down things they want to do and things they dont. When they have
finished, ask them to read out their paragraphs. Then, divide the class into
pairs. The children ask each other what they want to do.

Transcript
Listen and complete the table.

3.13

Boy: Hello, Im Toby. In summer camp, I want to go


trekking but I dont want to sing songs. I want to go
horse riding but I dont want to go canoeing.
Girl: Hi, Im Ingrid. I want to go trekking and I want to
sing songs. I dont want to go horse riding. I dont like
horses. And I want to go canoeing. Canoeing is my
favourite sport.
Girl: My names Becky. I dont want to go trekking. I dont
like singing so I dont want to sing songs. I want to go
horse riding in summer camp and I want to go canoeing.

Boy: Hello, Im Pat. I like summer camp. I want to go


trekking in the mountains and I want to sing songs.
Singing songs is my favourite activity. I dont want to go
horse riding. I want to go canoeing.
Girl: Hi, my names Tina. I want to go trekking with my
friends. I dont want to sing songs and I dont want to go
horse riding. I want to go canoeing on the lake every day!

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Unit 8 - Lesson 3C
Arts & Crafts

Objectives
To practise target vocabulary
and structures.
To interact with classmates.

Target language
Vocabulary:
canoeing, climbing, cook
sausages, horse riding, play ball
games, sing songs, tell stories,
trekking; cap, compass, map,
raincoat, torch
Structure:
go horse riding

Materials

Getting started
Label five children in the class with the words raincoat, cap, compass, torch and
map. Read out a description of one of the objects, for example: You need this to
see at night. Tell the children to put their hand up if they know the answer. Ask
one of the children to come to the front. They throw a ball to the child labelled
torch. Ask all the children if they agree before giving the answer. You could
extend this to other key vocabulary and change the labelled children.
Make a paper fortune teller
Hand out the photocopies of the fortune teller template. Tell the children to cut
out the big square. Then, they turn it over so the pictures are face down and
fold each corner into the centre, to make a smaller square with all the numbers
face up. They then turn over the square so all the numbers are face down. Now
fold all the corners to the centre, to make a smaller square with the numbers
1 8 on. Fold the square in half and insert the forefingers and thumbs from
each hand in the flaps under the numbers in circles.

Teachers i-book
scissors
Students develop
social skills by making
a paper fortune teller
with vocabulary related to
sports and activities. Playing
games in English helps
develop socialisation skills
and the relationship between
the children.
SCC

Finishing off
Play Charades. Mime one of the activities from the unit and ask the children
what you are doing. Ask for a volunteer to come to the front and mime another
action. Explain that the volunteer cannot make a sound when they do the
activity. Tell the volunteer that if it is very difficult they can show the number
of words in the activity with their fingers. You could continue with other
expressions and words from previous units.

Resources
Arts & Crafts
Teachers Resource Book, page 22

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Unit 8 - Lesson 4A
Students Book, pages 80 and 81
Objectives

The rescue!
7

Read and listen to the story.

UNIT 8 LESSON 4

UNIT 8 LESSON 4

Find
and
say!

2.32

To enjoy a story.

The children are putting things in their backpacks.


The children are putting things in their backpacks.

To read and listen for


comprehension.
To consolidate the language of
the unit.

What do you want


to do today?
I want to go trekking in
the woods!

Target language
Vocabulary:
canoeing, climbing, cooking
sausages, horse riding, singing
songs, trekking; compass, dog,
food, map, phone, sandwiches,
snacks, water; campfire, cliff,
woods; emergencies, rescue
Structures:
What do you want, boy?
Good dog!
Were lost!

The children are at summer


camp. They are going trekking
today. The monitor is going with them.

Lets go
this way.

i-poster

i-flashcards

IWB

i-book

685999 _ 0077-0086.indd 80

More
practice

More
phonics

And Ive got


the water bottles
Ive got a phone
and snacks.
for emergencies.

What do you
want, boy?

Where
are we?
No, its
this way.

Oh, no!
The map!

Woof!

Woof!
Its this
way.

Trekking equipment

What do you
want, boy?

Trekking equipment
areactivities
going trekking.
They are going trekking.
SummerThey
camp
Functional lan

18/02/15 12:13

Getting started
P to remind you what different activities you can do at summer
P children
Ask the
camp. Ask them what things they would take with them if they were going
trekking.
F Try Fto elicit compass, food (sandwiches, snacks), map, phone, water.
Before
read
SCyouSC
Say: Open your books at page 80 and look at Lesson 4. Elicit the names of the
characters in the story. Ask the children what Olga, Karim, Lucy and Tom are
talking about in scene 1. Then, hold up your book and point to the series of
pictures at the top of page 81. Say: Find the (compass) in the story and elicit the
scene number (scene 2). 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.
7 Read and listen to the story. 2.32
Play the CD and tell the class to read and listen to the story. Check
comprehension with questions: Where are the children? What do they want
to do today? What things are they putting in their backpacks? etc. Write the
main parts from the story on the board: Narrator, Tom, Olga, Lucy, Karim, Male
monitor, Female camp worker, Man. Divide the class into groups of eight and tell
them to take a part each and read the story. Follow up by choosing two scenes
from the story and asking the children to act them out.

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Now, they are lost.

Materials

i-flashcards
More
phonics
i-story cards

Where are we?

80

Teachers i-book
CD
Unit 8 story
Morecut-outs
practice
Unit 8 flashcards
photocopies of
Teachers Resource Book,
pages 119 and 120

Ive got the


compass and
the map.

Me too!

10/06/15 08:50

UNIT 8 LESSON 4
Find
and
say!

CAE

Find
and
say!

Students develop cultural expression by


participating in creating their own story
booklet with the template and stickers.

utting things in their backpacks.

Woof!
Woof!

Look! Theres a
man down there.
Help! I cant
climb up the cliff!

What do you
want, boy?

What do you
want, boy?

He wants us
to follow him.

OK, lets
follow the dog!

Lets phone
for help.

The children are helping


to rescue the man.

6
Everyone is sitting around the campfire
singing songs and cooking sausages.

Here, take
my hand!
Good dog!

Thank you for


helping me!

Woof!
What a
clever dog!

quipment
areactivities
going trekking.
Summer
camp
SummerThey
camp
Functional language:
Here, take
myactivities
hand!
685999 _ 0077-0086.indd 81

Functional language: Here, take my hand!

8
81
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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 Teachers Resource Book, pages 119 and
120). Instruct them to look at the Students 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
Students 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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The rescue!
8

10
Order the pictures, then read and write True or False.

Lucy has got the compass.

False

Karim wants to go trekking.

True

11

They follow the dog.

True

They cant phone for help.

False

Read and match.


The monitor

the water bottles and snacks.

Olga packs

down the cliff.

The man falls

phones for help.

Karim packs

the compass and map.

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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 to develop literacy skills and students self-confidence.

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Unit 8 - Lesson 4B
Activity Book, page 64

Objectives
To focus on comprehension of
the unit story.
To review key vocabulary from
the story.

Target language
Vocabulary:
trekking; compass, dog, map,
phone, snacks, water bottles;
cliff
Structures:
Lucy has got the (compass).
Karim wants to go (trekking).
The man falls down the cliff.
The monitor phones for help.
Olga packs the (compass) and
(map).

Materials

Getting started
Remind the class about the story in Lesson 4 by asking them questions about
it: Where are the children? What does Karim want to do today? Do Tom and
Olga want to go riding? What has Olga got? What has Karim got? etc. Then,
ask them to open their Students Books to Lesson 4. Assign the parts to eight
volunteers (Narrator, Tom, Olga, Lucy, Karim, Man monitor, Female camp
worker, Man). Read the story out loud.
8 Order the pictures, then read and write True or False.
Ask the children to look and number the scenes in the same order as they
appear in the Students Book. Then, write the first sentence on the board: Karim
wants to go trekking. Ask the children to look at their Students Books and say
if the sentence is true or false. Continue with the other sentences, but tell the
children to read the sentences and write down their answers.
9 Read and match.
Ask the class to look at the sentences in Activity 9 and tell them that they must
match the two halves of the sentences. Tell them they must read the story, find
the sentence and match the two parts. When they have finished, ask volunteers
to read out their answers.

Teachers i-book

Resources
DVD 1
DVD 1 Unit 8 Animated Story: The rescue!
Teachers Resource Book, page 39
Activity 1: Tell the children to look at the four pictures and read the three sentences below. Play the DVD, and
as the children watch and listen, they order the pictures by writing the numbers 1 4 in the boxes and circle the
correct answer. Play the DVD again so they can check their answers.
Activity 2: The children read the sentences in the speech bubbles. Then play the DVD and ask the children to
write the name of the speaker on the lines provided. Play the DVD again so they can check their answers.
Activity 3: Ask the children to draw a picture(s) in the box to show their favourite activities. They then write
about their favourite activities by completing the paragraph on the right.

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10

Look at the story and complete.

Lets

What

phone

for

clever

help

dog

Here

What

do

take
you

my
hand

11

want ,
boy

A C

Do the crossword.
Across
2

5
1

C
2

7
5

DOWN
1

D O G

B
E

C L

A C

R
7

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Students develop Linguistic competence by doing a crossword and matching pictures with
the vocabulary from the unit. Early literacy skills are developed by being able to associate
images with new language.

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Unit 8 - Lesson 4C
Activity Book, page 65

Objectives
To focus on comprehension of
the unit story.
To review key vocabulary from
the story.

Target language
Vocabulary:
backpack, compass, dog,
phone; campfire, cliff, trees
Structures:
Lets phone for help.
What a clever dog!
Here, take my hand.
What do you want, boy?

10 Look at the story and complete.


Tell the children to look at the story and find the four pictures in Activity 10. Then,
ask them to complete the sentences on the lines provided. When they have
finished, ask four volunteers to read out their sentences. Explain that the task is
to complete the sentences by referring to the story in the Students Book.
11 Do the crossword.
Ask the children to look at Activity 11. Remind them how to do a crossword. Tell
them to look at the picture clues and explain that they must write the correct
words in the boxes. Walk around the class to correct the activity.
Finishing off
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: Look! Theres a dog down there. (Stop! Look! Theres a
man down there). I cant climb down. (Stop! I cant climb up!) and so on.

Materials
Teachers i-book

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Unit 8 - Lesson 5A
Students Book, page 82
Objectives
To learn and say a chant.
To play a guessing game.

Target language
Vocabulary:
cap, compass, map, raincoat,
snack, torch, water bottle
Structure:
Dont forget your (cap).

Materials
Teachers i-book
CD
Unit 8 flashcards
blindfold
photos of summer camp items

i-activity
i-flashcards

Getting started
Play Pictionary. Divide the class into teams and slowly start to draw one of the
summer camp items on the board (cap, compass, map, raincoat, snack, torch,
water bottle). Give a point to the first team to guess the word and give them
the chance to win a second point by writing the word (correctly spelt) on the
board. Ask for volunteers to come and draw pictures too.
8 Say the chant. 2.33
Say: Open your books at page 82. Ask the class to look at the picture and name
the items. Tell them they are going to hear a chant about summer camp items.
Play the CD and ask the class to listen. Play it again and ask the class to try to
follow the chant in the book with their fingers. Play the CD again and encourage
the children to join in with the chant. Join in yourself. Play it a few more times
until they are more confident. Ask the children to say the chant. They can be
encouraged to mime each item of summer camp equipment as they say it. For
example, to mime drinking from a water bottle, looking at a map, putting on a
cap, etc. Then, divide the class into two groups and ask one of them to say the
chant while the other group claps along in time, then reverse the roles.
9 Play a guessing game in pairs.
Here the children play a guessing game in pairs. They have to look at the four
backpacks and their contents and then choose one. Their partner then asks
about the contents so as to guess which backpack they have chosen. Tell the
children to look at the pictures in Activity 9 and ask them to identify the trekking
equipment. When they have finished, ask for two volunteers to read the text
aloud. Then, ask the children to play the guessing game in pairs.
Finishing off
Hand out a selection of photos of summer camp items (cap, compass, map,
raincoat, torch, water bottle) to each child. Sit them in a circle and put a
blindfold on a volunteer or ask her/him to close their eyes. Silently choose
a child (the mystery friend) and ask the volunteer to guess who the mystery
friend is by asking her/him questions about his/her backpack: Have you got
a (compass)? Then, take the blindfold off and let the child look at each of the
other childrens photos to guess which one is the mystery friend.

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UNIT 8 LESSON 5

Say the chant.

2.33

10

Look and say

11

Read and do

12

Look at the b

13

Do a bar char

cap

Were going trekking in the woods,


So dont forget to pack,
A water bottle and a torch,
A raincoat and a snack.

snack
map

And dont forget your compass,


And dont forget your map,
And if the weathers sunny,
Please dont forget your cap!

raincoat

compass

Play a guessing game in pairs.

No, I havent.

Have you got


a compass?
Yes, I have.

Jenny

Have you got a


water bottle?

I va n

water
bottle

torch

L a ra

Bill

Youre Bill!
82

Trekking equipment

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SCC

Have got: Have you got a (water bottle)?

18/02/15 12:14

Students develop social skills by learning a chant about being responsible when planning
outdoor activities. They become aware that packing the right summer camp equipment will
help them to enjoy nature without any setbacks.

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10/06/15 08:51

12

15

Look and write.

water bottle

M
V
S
R
I
W
D
C

K
C
O
M
P
A
S
S

N
A
X
F
K
T
N
F

J
P
A
T
I
E
A
V

B
F
Z
T
O
R
C
H

H
M
Q
G
L
B
K
B

R
A
I
N
C
O
A
T

V G
P C
W S
Y H
P A
T T
G B
J M

C
D
G
U
Z
L
H
K

F
X
D
J
S
E
N
K

torch

cap
raincoat

compass
snack

13

map

16

Collect the circled letters and complete the sentence.


I like t r e k k i n g !

14

Look and complete.

Im going trekking.
Ive got
map , a
a
torch
and a
raincoat .

Im going trekking.
cap ,
Ive got a
a raincoat, a
water
bottle

17

and a
compass .

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Students develop Linguistic competence by finding new vocabulary in a word search puzzle.
This type of activity helps students to recognise and learn words and their spelling in an
enjoyable way.

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Unit 8 - Lesson 5B
Activity Book, page 66

Objective
To practise summer camp
vocabulary.

Target language
Vocabulary:
cap, compass, map, raincoat,
snack, torch, water bottle
Structure:
Im going (trekking).

Materials
Teachers i-book

Getting started
Remind the children of the objects that the children took with them when they
went trekking in the story. Ask them to call out the objects they can remember
and write them on the board: cap, compass, map, snack, torch, water bottle.
Rub the words off the board and ask volunteers to spell the different objects.
12 Look and write.
Say: Open your Activity Books at page 66 and look at Activity 12. Look at the
pictures of the summer camp objects. (Make sure you have rubbed the words off
the board.) Ask the class to identify the objects and then tell them they must find
them in the word search. Walk around the class correcting the childrens work.
13 Collect the circled letters and complete the sentence.
Say: Look at Activity 13. Tell the children they must use the circled letters in the
word search to complete the sentence. Explain that they must put the letters in
the correct order so that they make a word. When they have finished, ask the
class to call out the word and read the sentence.
14 Look and complete.
Say: Look at the picture in Activity 14. Tell the children they must complete the
sentences by finding the objects that each child has in the picture. When they
have finished ask two volunteers to read out their sentences so that the children
can correct their answers.
Finishing off
Ask the children to choose another activity and write a sentence with three
objects that they are going to take with them. When they have finished, ask the
children to read out their sentences.

Resources
Language
Teachers Resource Book, pages 70 72
Reinforcement
Activity 1: Ask the children to read the mixed up sentences. Tell the children to make correct sentences by putting
the words in order. Finally, they draw lines to match the sentences with the corresponding pictures.
Activity 2: Ask the children to draw a picture to show what they do in summer. They then describe what they have
drawn by completing the sentence under the picture.
Consolidation
Activity 1: Tell the children to look at the pictures. They then fill in the missing spaces with letters to form words
that describe the activities shown in the corresponding pictures. They say the activities.
Activity 2: Ask the children to think of the words that describe the pictures on the left. They complete the
crossword by filling in the words in the corresponding boxes. They say the words.
Extension
Activity 1: The children look at the pictures and read the question. On the lines below, they answer the question by
writing sentences that match the corresponding pictures above. They say the sentences.
Activity 2: The children look at the pictures and read the question and the example. On the lines below, they
answer the question by writing sentences that match the corresponding pictures above. They say the sentences.

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Unit 8 - Lesson 6A
Students Book, page 83
Objectives
To talk about favourite
activities.
To interpret a bar chart.

Target language
Vocabulary:
ball games, canoeing, climbing,
cooking sausages, horse riding,
telling stories, trekking
Structure:
Whats your favourite activity?

Materials
Teachers i-book
CD
Unit 8 poster

i-activity
i-poster

Getting started
The activities on the CLIL page involve elements of mathematical, visual and
interpersonal intelligences. The children employ their mathematical intelligence
to gather data, visual intelligence to present it and verbal skill in asking other
children about their favourite activities. Begin by revising the summer camp
activities, using the poster to ask questions.
10 Look and say.
Say: Open your books at page 83. Ask the children to look at the pictures
and identify the five different activities. Ask for volunteers to say them aloud.
Then, divide the class into pairs and ask the children to ask each other about
the activities. S1: Do you like (cooking sausages)? S2: Yes, I do. Do you like
(trekking)? S1: No, I dont.
11 Read and do a survey.
The survey results are recorded with tally marks. Draw a small table on the
board with the names of sports in a column on the left, then go around the class
asking the children Whats your favourite sport? Record their answers with tally
marks in the middle column and then total the results at the end and write a
number in the third column.
Sports
swimming
tennis
etc.

Tally Marks
||||
|||||

Total
5
6

Tell the children to look at Activity 11. Ask them to read the conversation and to
look at the results of the survey. Ask them questions about the activities and the
results: How many children like (trekking)? SS: (3).

12 Look at the bar chart. Listen and say True or False. 2.34
Explain to the children how the results of the survey can be visually presented
using a bar chart. Then tell them that they are going to listen to six statements
about the survey and that they must say whether each one is true or false. Play
the CD. The children listen. Play it again, and this time the children say true or
false. Play the CD one last time, to correct the activity.
Answers
True, False, True, False, False, True
13 Do a bar chart of the survey with your friends.
Ask the children to do a class survey, asking their classmates about their
favourite activities. Tell them to present it first as a table and then as a bar chart.

Transcript

Finishing off
Ask the children to write a short paragraph about favourite activities to explain
the class survey that they did in Activity 13. When they have finished, ask for
volunteers to read out their paragraphs to the rest of the class.

Look at the bar chart. Listen and say True or False.


Five children like telling stories.
Seven children like trekking.

2.34

Ten children like canoeing.


Four children like horse riding.

Eight children like ball games.


Four children like climbing

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NIT 8 LESSON 5

compass

UNIT 8 LESSON 6

10

Look and say.

11

Read and do a survey.

Whats your
favourite activity?

Activities

Canoeing.

12

Look at the bar chart. Listen and say True or False.

L a ra

10
9
8
7
6
5
4
3
2
1

13

trekking

ball games

horse riding

canoeing

trekking

ball games

horse riding

canoeing

10

telling stories

climbing

2.34

telling stories

climbing

Do a bar chart of the survey with your friends.


Carrying out a survey on activities

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MST

Tally marks Total

Understanding bar charts

83
18/02/15 12:14

Students develop mathematical competence by using tally marks to record the answers and
a bar chart to show the results of a survey. They employ their mathematical intelligence to
gather data.

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15

A survey

Count the animals and complete the table.

Animals

Tally marks

birds

IIII

Total
5

4
9
10

frogs
snails
bees
squirrels

3
7

spiders

16

Show the results on a bar chart.


10
9
8
7
6
5
4
3
2
1

17

Birds

Frogs

Snails

Bees

Squirrels

Spiders

Read and say the animal.


They cant fly.
They cant swim.
Theyve got eight legs.

They
The
h y ca
c
can
n cl
c
climb
imb
b
tree
tr
ees.
s. T
The
hey
yve
ve got
ot
trees.
Theyve
four llegs
egss an
eg
and
d ta
tail
ilils.
s
s.
four
tails.

They
Th
hey h
havent
avven
ent
tt
go
ot legs.
le
egs
g .
got
Th
heyy llive
ive
iv
e in
n a ssh
hellll..
They
shell.

spiders

squirrels

snails

67
BLQGG

MST



Students develop mathematical competence by counting the animals in the picture and
completing a table.

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Unit 8 - Lesson 6B
Activity Book, page 67

Objectives
To employ mathematical
intelligence to gather data.
To make a bar chart.

Target language
Vocabulary:
bees, birds, frogs, snails,
spiders, squirrels; climb, fly,
swim; legs, shell, tail
Structures:
They can climb trees.
They cant fly.
Theyve got (four) legs.
They live in a shell.

Materials
Teachers i-book

Getting started
The activities on the CLIL page involve elements of mathematical, visual and
interpersonal intelligences. The students employ their mathematical intelligence
to gather data, visual intelligence to present it and interpersonal intelligence in
asking other students about favourite activities. Begin by reminding the children
about the tally marks and the bar chart they used in the Students Book.
15 Count the animals and complete the table.
Say: Open your Activity Books at page 67. Look at Activity 15. Explain to the
children that they must find the following animals in the picture: birds, frogs,
snails, bees, squirrels and spiders. Tell them they must count the different
animals and mark them in the table with tally marks. When they have done that,
ask six volunteers how many animals they have found. Make sure everyone has
the same number of each animal.
16 Show the results on a bar chart.
Say: Look at Activity 16. Explain to the children that they must complete the
bar chart about the different animals using the information they obtained in
Activity 15. Remind them that each line corresponds to one tally mark.
Ask them to complete the bar chart. Walk around the class correcting the
childrens work.
17 Read and say the animal.
Ask the children to look at Activity 17. Explain that the sentences on the leaves
describe three of the animals they found in the picture in Activity 15. Tell them
they must identify which animal the sentences are describing. When they
have finished, ask three volunteers to read the descriptions and another three
volunteers to give you their answers.
Finishing off
Ask the children to make up sentences about the other three animals from the
picture in Activity 15 (birds, frogs, bees). When they have finished, ask them to
read out their sentences without saying the animal and ask the other members
of the class to try to guess which animal it is.

Resources
DVD 2
DVD Unit 8 Real Kids
Teachers Resource Book, page 40
Activity 1: Tell the children to read the sentences. With the help of the DVD, they circle the correct word. The
children then write the complete sentences on the lines provided below.
Activity 2: Ask the children to read the animal names and parts in the boxes. Play the DVD again. Ask the children
to look at the example and match the animals with their body parts. They then label all of the pictures with the
correct words from the boxes above.

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Unit 8 - Lesson 7A
Students Book, page 84
Objectives
To read a text about zip-wiring
in Cumbria.
To say a tongue twister and
practise the ing sound.

Target language
Vocabulary:
canoeing, climbing, cook
sausages, drawing, painting,
playing, singing, swimming, tell
stories, trekking, zip-wiring
Structures:
There are lots of mountains.
We can (go trekking).
We (sing songs).
I want to (go climbing).

Materials
Teachers i-book
CD
Unit 8 poster

Getting started
Review with the children the different activities they like to do at summer
camp. Have a vote to find out which one is the most popular in the class.
14 Read and complete the sentences.
Tell the children to read through the text. Then, ask some volunteers to read the
sentences aloud. Ask them what the activities in the photos are. The children then
read and complete the sentences. Put them into small groups to check. Then,
check the answers together as a class.
Answers
1 north of the UK
2 canoeing
3 mountains and lakes
4 zip-wiring

15 Listen and say a tongue twister. 2.35


Tell the children that they are going to learn a tongue twister. Explain that verbs
describe actions. Give examples and mime them: running, jumping, listening,
reading, cooking etc. Play the CD and encourage the children to repeat each
line in the pauses. Play the recording 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
Ask the children to say the tongue twister in different ways. Let them try saying
it as fast as possible and see who can say it the fastest.

Resources
Phonics
Teachers Resource Book, page 100
Activity 1: Play the CD and have the children repeat the words they hear. Play the recording again for extra
pronunciation practice.
Activity 2: Tell the children to read the words in the box, then use them to complete the sentences below.
Activity 3: Ask the children to look at the pictures of activities. They then complete the crossword by filling in the
corresponding activity words.

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Culture
14

UNIT 8 LESSON 7

Read and complete the sentences.

Review
1

Read and list

Read and wri

Zip-wiring in Cumbria

en

bs

n.
t.
s

Hi, Im Terry. I come from Bristol but in August I go to summer camp in Cumbria,
in the north of the UK. Its really beautiful. There are lots of mountains and
lakes.
Summer camp is fantastic. We can go trekking or canoeing.
My favourite activity is zip-wiring.
At night, we sit around the campfire and cook sausages. We sing songs and
tell ghost stories. This year I want to go climbing.

g.

ng

1 Cumbria is in the ... .


3 There are lots of ... in Cumbria.

15

Listen and say a tongue twister.

2 You can go trekking or ... at summer camp.


4 Terrys favourite activity is ... .
2.35

Trekking, canoeing and running.


Swimming, and climbing, and riding my bike.
Drawing, and painting, and singing, and playing.
These are the things that I like!
84

Activities at summer camp

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LC

Phonics end sound ing as in trekking

18/02/15 12:14

Students develop Linguistic competence by developing a musical rhythmic association


between phonology and word stress by learning a chant for the sound ing.

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IT 8 LESSON 7

Review
1

UNIT 8
2.36

Read and listen. Then write.

Robby is good at 2 ... .

I want to go
canoeing today.

Oh, look!
Theres a fish!

I dont want
to go 1 ... .
Beep is going canoeing
and Robby is going climbing.
Beep likes canoeing
on the 3 ... .

Oh, no! 5 ... a waterfall!

Heeeeelp!
I can canoe
very 4 ... !
Beep is 6 ... over the waterfall. But...
where is Robby?

Ive got you,


Beep!
Thank you,
Robby!

Noooooo!

t summer camp.
..
Now Beep 7 ... like canoeing!

Read and write Beep, Robby or Nobody.


1

I dont want
to go canoeing.
4

Oh, look! Theres a fish!

Heeeeelp!

Summer camp activities

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LL

Noooooo!

I cant canoe very fast.


6

I dont want to go canoeing.

Ive got you, Beep!


85
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Students develop their learning skills by speculating about missing words based on their
previous knowledge of the language.

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Unit 8 - Review
Students Book, page 85

Objectives
To read and listen to a cartoon
story.
To review the language of the
unit.

Target language
Vocabulary:
canoeing, climbing, drawing,
painting, playing, riding,
running, singing, swimming,
trekking; fish, river, waterfall
Structures:
Robby is good at climbing.
Beep likes canoeing on the
river.
Where is Robby?
Ive got you, Beep!

Materials
Teachers i-book
CD
Unit 8 flashcards

i-story cards
i-activity
i-poster
i-flashcards

Getting started
Hold up each flashcard in turn and chant the words. Then, remove one
flashcard, hold up each flashcard and chant the words again. Turn the
word cards face down. Ask for a volunteer to pick one of the cards and
then to identify the object on the poster. Continue until all of the children have
had a turn.
1 Read and listen. Then write. 2.36
Tell the children to look at the Beep cartoon and explain that Beep and Robby
are talking about what they want to do today. Ask the children to read the
cartoon and to make suggestions for 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 it: Beep is going . Robby
is going . Repeat with other sentences. Follow on by asking the class to read
the cartoon aloud in groups of three with Child A saying the narrators part,
Child B saying Robbys part and Child C saying Beeps part.
Answers
1 canoeing
2 climbing
3 river
4 fast

5 its
6 going
7 doesnt

2 Read and write Beep, Robby or Nobody.


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 nobody.
They write their answers in their notebooks.
Answers
1 Robby
2 Robby
3 nobody

4 Beep
5 Beep
6 Robby

Finishing off
Ask the children to suggest other verbs and note them on the board. The
children can then play a guessing game in pairs. Child A mimes a verb from
the board for Child B to guess.

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Review
3

UNIT 8

Look and write the clues.

a
3

n
1 across
You use it when you cant see.

a
6

a
7

2 down
You wear it on your body.
It protects you from the rain.
3 down

c
k

Read and write about your summer plans.

Hi, Im Claudia. Im from Italy.


This summer, I want to go to the mountains with
my family. I want to go canoeing and trekking.
I dont want to go climbing. I dont like climbing.
At night, I want to cook sausages and tell
stories with my cousins.
Your friend,
Claudia

Ask a friend about the summer holidays.

Do you want
to go trekking?

Yes, I do.

No, I dont.

86

Unit vocabulary: summer camp activities

685999 _ 0077-0086.indd 86

LC

1
2
3
4
5
6

Do you want to go horse riding?


Do you want to play ball games?
Do you want to read books?
Do you want to go to the beach?
Do you want to go camping?
Do you want to do homework?

Unit structure: Do you want to (go camping)?

18/02/15 12:14

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

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Unit 8 - Review
Students Book, page 86

Objective
To review the language of the
unit.

Getting started
Slowly spell out the name of a summer camp activity. As soon as someone
knows 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:
cap, compass, map, raincoat,
snack, torch, water; camping,
canoeing, climbing, cook
sausages, horse riding, play, tell
stories, trekking
Structures:
You wear it on your body.
I want to (go canoeing).
I dont like (climbing).
Do you want to (go horse
riding)?

Materials
Teachers i-book

i-poster
i-flashcards
Term Review game

3 Look and write the clues.


Look at the crossword with the children. Ask what the word for 1 across is and
then tell them to read the clue that has been written for the word torch. Do the
same with 2 down. Put the children in pairs to think up the clues for the rest of
the crossword. Invite volunteers to read out their clues.
4 Read and write about your summer plans.
Tell the children to read the text about Claudia. Ask volunteers to read it out
loud. The children then think about what they want to do this summer and write
it in their notebooks. They use the model text as a guide. Ask volunteers to read
out their texts.
5 Ask a friend about the summer holidays.
Tell the children to work in threes. Explain that they are going to ask questions
about each others summer holidays. They take it in turns to ask the questions
given in the activity. When they have finished, ask for volunteers to come to the
front of the class to role play the activity for the others.
Finishing off
Tell the children to close their books and put them into teams. Have a quiz about
the unit. Ask questions, for example: How do you spell canoeing? Name three
activities you can do in the mountains. (Horse riding, trekking, climbing, take
photos.) In the story, what activity do the children want to do? (Trekking in the
woods.) In the Beep cartoon, what activity does Robby do? (Climbing.)

Term Review poster

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Review
1

Look and write.

go trekking

cook sausages

play ball games

Look and write with sentences from the table.

I want
I dont want
1

to

go climbing.
sing songs.

tell stories.
go canoeing.

I dont want to
sing songs.

go horse riding

I want to
tell stories.

I want to
go climbing.

I dont want to
go canoeing.

Complete and answer Yes, I do or No, I dont.


1 Do you want to pl a y
2 Do you want to g o
3 Do you want to c o

b a ll
h o rs e

ok

sa

g a m e s?

Students own answers

r i d i ng?

u s a g e s?

68
BLQGG

LC



Students develop Linguistic competence through fluency skills by responding to the teachers
questions about the unit poster. They consolidate language learning while building both
fluency and accuracy.

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Unit 8 - Lesson 7B
Activity Book, page 68

Objectives
To practise reading and writing
skills.
To revise the vocabulary from
the whole unit.

Target language
Vocabulary:
cook sausages, go canoeing,
go horse riding, go trekking,
play ball games, sing songs, tell
stories
Structures:
I want to (go climbing).
I dont want to (sing songs).
Do you want to (cook
sausages)?

Materials
Teachers i-book
Unit 8 poster
Unit 8 flashcards

Getting started
Put the poster on the board. Ask the children to go to the poster, point to an
activity and tell you something about it, for example: I like singing songs, I dont
like singing songs, I want to sing songs at summer camp. Continue until all the
children have had a turn to speak.
1 Look and write.
Say: Open your Activity Books at page 68. Look at Activity 1. Tell the children to
look at the pictures and explain that they must use the pictures as clues to write
down the summer camp activities. When they have finished, ask volunteers to
read out their answers.
2 Look and write with sentences from the table.
Say: Look at Activity 2. Tell the children to look at the table and explain that
they must use the words to write four sentences about the four pictures. Tell
them to look at the faces of the boys and girls in the pictures to see if they
want or dont want to do the activity. When they have finished, ask volunteers
to read out their answers.
3 Complete and answer Yes, I do or No, I dont.
Say: Now look at Activity 3. Tell the children they must work out the missing
letters and complete the questions. When they have done that, they must
give truthful answers to the questions. When they have finished, ask three
volunteers to read out their questions and another three to answer them.
Picture dictionary 3.21
Ask the children to look at the Picture dictionary on page 76 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to sing songs and compass. Encourage the class to point quickly 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, repeat the words and
write them below.
Finishing off
Put the flashcards around the room. Say one of the summer camp activities.
Ask a child to point to the correct flashcard and to name it. If they say it
correctly then they choose the next card.

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Unit 8 - Evaluation

C
Beep on grammar

Objective

Unit 8 Test

To evaluate childrens
understanding of target
language from the unit.

Name:

Unit 8

Class:

I want/dont want to

A
1

2.37

People walking.

go canoeing.
play ball games.
go climbing.
go trekking.

B
2

I want
I dont want

A girl singing.

to

Target language

The sound of a horse.

Look and complete.

Vocabulary:
canoeing, climbing, cooking
sausages, horse riding, playing
ball games, singing songs,
telling stories, trekking; cap,
compass, map, raincoat, snack,
torch, water bottle

Children playing with a ball.


E

The sound of sausages.

F
6

ill
d

2 What does Paul never do?

horse riding. He never goes climbing. In

i S

Santillana Educacin S.L. 2012 PHOTOCOPIABLE

different things. In the morning he goes

3 What does Paul do in the afternoon?

the afternoon he sings songs with his

Structures:
What does Paul do?
They tell stories.
You need a torch to see at night.

friends. At night he cooks sausages with

4 What do they do at night?

O OCO

his dad and they tell stories.

1
2

Childs own answers

sing songs.

go trekking.

swim in the sea.


ea.

go horse riding.
ding.

tell stories.

play ball games.

16

165

BLQGG

I want to go
climbing.

Write about your summer holiday plans.

2.37

Listen and match.


Read and answer.

I dont want to
go canoeing.

1 What does Paul do in the morning?


Paul is on holiday. He likes to do lots of


4

A lady telling a story.

I dont want to
go trekking.

I want to play
ball games.



BLQGG

Unit 8 Test

Materials

Name:

Teachers i-book
CD
photocopies of
Teachers Resource Book,
pages 165 and 166

Class:

Transcript

Unit 8 Test. Activity 1.


Listen and match. 2.37

1 When you go canoeing, you need a torch.


2 When you sing songs ,you need a compass.

1 sound of sausages sizzling on the


barbecue
2 children playing with a ball
3 a lady telling a story
4 sound of footsteps (people walking)
5 a little girl singing a song
6 a horse trotting

3 When you go trekking, you take a raincoat.


4 When you play ball games, you need a ball.

Students develop
their learning skills
by applying acquired
learning strategies such
as, focusing attention and
memory recall, as well
as comprehension and
linguistic expression in order
to complete an end of unit
assessment.

LL

torch

cap

to see at night.

2 A

is to protect you from the sun.

3 You can eat a

if you are hungry.

4 A

is necessary when you go trekking.


Santillana Educacin S.L. 2012 PHOTOCOPIABLE

snack

1 LBMCI
2 GNSSO
3 SCOMSAP
4 SUSEGAA

166

3
4

Write true (T) or false (F).


Complete the sentences.

Unscramble the words.

BLQGG



End of year Test


3

Class:

read
2 You can
to
3 You listen

2.80

play
4 You can
do
5 You can

have / havent got

1 Snail:

i S

2 Dragonfly:
3 Worm:

O OCO

4 Ladybird:
5 Grasshopper:

170
B

7
8

Read, look and


circle the corre
Write sentences
ct drawing.
about what
you like or dont

LQGG




like doing169
in the

Complete the dialogue.


Write sentences.

Santillana
Educacin S.L.
2012 PHOTOC
OPIABL

LE
S.L. 2012 PHOTOCOPIAB
Santillana Educacin

Write sentences with

5
6


BLQGG

I like / I don
t like

O OCO
LQGG

B

168

167

ill

i S

686003 _ 0305-0344.indd 342

sentences.
Complete the
nalities.
Write the natio

Write the months.


Write sentences.

342

3 Hospital:

4 Cinema:

5 Museums:

1
2

2 Swimming pool:
w Santillana Educacin
S.L. 2012 PHOTOCOPIAB
LE

ill

China

There are
OPIABLE
2012 PHOTOC
Educacin S.L.
Santillana

France

1 Parks:

Italy

UK

Thank you very much!

90 cents

?
for him.

Yes, thats
5 We live on
this plan

sports in the

3
4

stars.

et.

s in the

Spain

to look at the

rtant moment

with your friend

Class:

Can I
OK.
4 This
is a very impo

in the

3 thats
Yes,
You use this

3.20

4.60

a book in the
the teacher

Class:

1 You trave
l in

this to go to
the moon.
. Can I help you?
Hello. Good afternoon
2 Ther
I e are lots of
Yes, can
these in the
sky. ?

.
in the

Name:

Name:

2.50

lunch
1 You have

End of year Te
st

End of year Test

Name:
Class:

Name:
1

water bottle

1 You need a

st
End of year Te
1



summer.



BLQGG



10/06/15 08:51

Lesson
1B
Christmas in different countries
Festivals
Activity Book, page 29
Students Book, page 87

Objective
To learn about Christmas in
other countries.

Target language
Vocabulary:
crackers, decorations, presents
Structures:
There are paper hats.
Families have a big lunch.
Children get some presents on
Christmas Day.

Materials
Teachers i-book
card, scissors, glues, tissue
paper
Students become
aware of how
Christmas is
celebrated in other countries.
CAE

Getting started
Ask the children about how and when they celebrate Christmas. If there are any
children from other countries, ask them to explain if and how they celebrate.
1 Read and answer.
Let the children read through the texts and look at the photos. Ask volunteers
to read out each paragraph. Put the children in pairs to answer the questions.
Get volunteers to read out their answers. The rest of the class can check their
answers.
Answers
1 On 6th January; 2 Cakes and biscuits; 3 Paper hats, jokes and toys

2 Make a Christmas card.


Explain to the children that they are going to make a Christmas card. Let them
look at the pictures in their book and then give them the material to make their
own. They can give their card to someone in the class.
Finishing off
If possible, show pictures of Christmas celebrations on internet. Play some
Christmas carols and teach the children Jingle Bells or We Wish You a Merry
Christmas.

Festivals
1

Christmas in different countries

Read and answer.

Germany
In December, there are Christmas markets
in towns and cities. You can buy Christmas
presents and decorations at the markets. There
are delicious cakes and biscuits for children too.

UK
Families have a big lunch
on Christmas Day. Before
lunch, people pull crackers.
Inside the crackers, there are
paper hats, jokes and toys.

Italy
Children get some presents on Christmas Day and some
presents in January. On 6th January, an old woman called
Befana leaves presents for children when they are sleeping.
1 When does Befana bring presents?
2 What can you eat at a Christmas market?
3 Whats inside a cracker?

Make a Christmas card.

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343
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Festivals - April Fools Day


Students Book, page 88
Objective
To learn about April Fools Day.

Target language
Vocabulary:
funny, jokes, tricks
Structures:
Some tricks are very funny.
You can only play tricks in the
morning.
They make people laugh.

Materials
Teachers i-book

CAE

Students become
aware of a special day,
April Fools Day.

Getting started
Explain to the children what a joke or a trick is. Explain that it is fun, it must
not be cruel. Ask the children for examples of tricks they play on their friends
or family. If possible, show the children a famous clip from the BBC about
spaghetti farmers. This was a report on a serious news programme and it
showed spaghetti growing on trees in Switzerland. Lots of people believed it!
1 Read and complete.
Let the children read through the text. Ask volunteers to read out each sentence.
Put the children in pairs to complete the sentences. Get volunteers to say their
completed sentences.
Answers
1 jokes on each other, 2 morning, 3 newspaper / television shows,
4 April fish, 5 paper, 6 Day of the Innocents

2 Look and match.


Tell the children to look at the pictures and say what is happening in each one.
They then read the descriptions and match them to the pictures. Get the children
to rate the tricks from 1 5 depending on how funny they think they are.
Finishing off
Put the children into small groups to plan an April Fools Day trick. Bring the
class together and ask the groups to read out their ideas. The class can then
vote on the best trick.

Festivals
1

April Fools Day

Read and complete.

April Fools Day is a special day


in the UK when people play jokes on each other.
Some tricks are very funny, but be careful! Some tricks can
upset or hurt people. You can only play tricks in the morning. If you
play a trick after twelve oclock then YOU are the April Fool!
Lots of different countries celebrate this festival too. Some newspapers
and television shows have stories that arent true. They make people laugh!
In France, 1st April is called Poisson dAvril. This means April fish.
Children make a fish out of paper and stick it on their friends
back! In Spain theres a day for tricks too but its on 28th
December. Its called Day of the Innocents.

1 On April Fools Day people play ... .


2 You can only play tricks in the ... .
3 Some ... and ... have stories that arent true.

4 Poisson dAvril means ... .


5 Children make a fish out of ... .
6 In Spain, 28th December is called ... .

Look and match.


1

a Stick a coin to the floor


with superglue.

b Put a plastic spider


on the table.

c Point to the sky with a


friend and then other
people look up too.

Say what you think of the tricks: 5 = very funny 1 = not funny
88

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Richmond Publishing
58 St Aldates
Oxford OX1 1ST
United Kingdom
Brendan Dunne, Robin Newton
Santillana Educacin, S.L. 2015
Writer: Paul House
Publishing Director: Mara Lera
Managing Editor: Miranda Friel
Editorial Team: Emilie Kerton, Ellie Koster, Idoia Llama,
Grace Lloyd, Elsa Rivera Albacete, Silvia Ruiz Calvo,
Susana Snchez Gonzlez, Andrea Turner
Digital Managing Editor: Virginia Santidrin Ruiz
Consultants: Susan Bolland, Lara Campo, Paloma Lpez Gracia,
Amanda Morrison Prince, Robin White
Music and Recordings: Riera Sound, Suena Estudio
Song Lyrics: Brendan Dunne and Robin Newton
Art Director: Jos Crespo
Art Coordination: Rosa Marn, Javier Tejeda
Cover Design: Manuel Estrada
Design: Colart Design S.C.
Illustrators: Alins Illustration: Sonia Alins; Marina Gmez Mut;
Beehive Illustration: Jim Peacock
Photo Researcher: Amparo Rodrguez
Technical Director: Jorge Mira Fernndez
Technical Coordination: Roco Lominchar Romero
Layout: Marcela Grez, Novimago, S.L
Printed in Spain
ISBN: 978-84-668-2313-5
DL: M-6047-2015
CP: 686003
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 Espaol de Derechos Reprogrficos,
www.cedro.org).
Acknowledgement:
The publishers would like to thank Benetton Espaa 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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