Grade 2

Teacher’s Book 2
Lucy Frino
 Grade 2

Teacher’s Book 2
Lucy Frino
UZBEKISTAN EDUCATION FOR EXCELLENCE PROGRAM KBK 81.2Angl
English language Grade 2 74.268.1
R 33

This customized edition includes original sources owned and licensed by the Cambridge University Press. UDK 811.111(075.3)
This book was published with the support of the United States Agency for International Development's R 33
Central Asia Office under Partnership Agreement 72011519C00004.
Ministry of Public Education, Republic of Uzbekistan 100011, Tashkent, Navoiy Street, 2a.
Uzbekistan Education for Excellence Program team: Flavia Ramos-Mattoussi, Ramin Yazdanpanah, Dina
Vyortkina, Lisa Horvath, Susan Iannuzzi, Oybek Kurbanov, Gulnoz Nadjemidinova, Azima Toyirova.
Textbook reviewers: Nilufar Tillayeva, Ruzikhon Adizova, Gyulsanem Kurbanova.
Ministry of Public Education team: Shakhboz Jurayev, Mamura Yusupova, Lola Petrosova, Bahtiyar
Perdeshov, Doniyor Pulatov, Oksana Gurchina (Review Group Core Team members), Shukhrat
Sattorov, Javlonbek Meliboev (Republican Education Centre), Mukhayyokhon Azamova and Okhunjon
Ibrokhimov (Department for working with Donors and grants).
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Letter from the Ministry of Public Education

Hurmatli o‘qituvchi,

Sizning ingliz tilini chet tili sifatida o‘rgatishdagi muhim rolingiz va globallashgan dunyoda o‘sib-ulgʻayayotgan
O‘zbekiston bolalari va yoshlarining yutuqlariga qo‘shayotgan hissangiz har qachongidan ham yuqori tahsinga
sazovor.

O‘zbekistonda o‘quvchilarga XXI asrda muvaffaqiyat qozonish uchun zarur bo‘lgan ko‘nikma va malakalarni
egallashga imkon beradigan ingliz tilini o‘qitishning yangi bosqichi boshlandi. Shu maqsadda, O‘zbekiston
Respublikasi Xalq ta’limi vazirligi AQSh Xalqaro taraqqiyot agentligining O‘zbekiston barkamollik uchun ta’lim
dasturi bilan hamkorlikda Cambridge University Press tomonidan nashr etilgan bir qator darsliklarni qabul qildi va
moslashtirdi. Ushbu kitoblar ingliz tili va tillarni o‘qitish metodikasi bo‘yicha o‘zbekistonlik va xalqaro ekspertlar
tomonidan sinchkovlik bilan ko‘rib chiqildi va tanlandi. Bundan tashqari, kitoblarning ushbu nashrlari O‘zbekiston
o‘qituvchilari va o‘quvchilari uchun maxsus tayyorlandi.

Umid qilamizki, ushbu darsliklar turkumi siz va sizning o‘quvchilaringizga yoqadi va foydali bo‘ladi!

O’zbekiston Respublikasi Xalq ta’limi vazirligi

www.uzedu.uz

Dear Teacher,

You have an important role teaching English as a foreign language; and more than ever, your contribution to the
success of children and youth in Uzbekistan, who are growing up in a globalized world, is highly valued.

Uzbekistan is embarking on a new phase of English language instruction that will enable students to acquire the
skills and competencies necessary for success in the 21st century. To this end, the Ministry of Public Education of
the Republic of Uzbekistan has collaborated with the USAID-Uzbekistan Education for Excellence Program to adopt
and adapt a series of textbooks published by Cambridge University Press. These books were carefully reviewed
and selected by Uzbek and international experts in English and language-teaching methodology. Furthermore, the
editions of these books have been specially prepared for the teachers and students of Uzbekistan.

We hope that you and your students will find the series enjoyable and useful!

Ministry of Public Education of the Republic of Uzbekistan

www.uzedu.uz

iii
 Adapting Guess What!
to your context
Dear Teacher

You have an important role teaching English as a foreign language; and more than ever your contribution to the
success of children and youth in Uzbekistan growing up in a globalized world is highly valued. This addendum
(introduction) to the Teacher’s Book has been included to facilitate the adoption and effective use of the international
series of books and supplemental materials in the classroom, independent of what resources you may have at your
disposal.

Uzbekistan is embarking on a new phase of English language instruction that will enable students to acquire the skills
and competencies necessary for success in the 21st century. To this end, the Ministry of Public Education of the Republic
of Uzbekistan has collaborated with the USAID-Uzbekistan Education for Excellence Program to adopt and adapt
a series of textbooks published by Cambridge University Press, representing the best in international publishing for
English as a Foreign Language. These books were carefully reviewed and selected by Uzbek and international experts
in English and language-teaching methodology. Furthermore, the editions of these books have been specially prepared
for the teachers and students of Uzbekistan.

While every effort has been taken to ensure your and your students’ success with these textbooks, it is important to be
methodical and scientific before adopting them for all classrooms throughout the country. Thus, you and your students
have the unique opportunity to participate in research to determine their efficacy, ease of use, and suitability. Your
partnership, professionalism, and feedback in this piloting process will help to refine the use of textbooks towards
supporting the academic and professional goals for Uzbek students.

To assist you, this customized addendum gives specific information and advice for using the textbook in your classroom.
It is important that you read this addendum. It contains the timetable, including the exam schedule, as well as
advice on how to use the resources of this outstanding textbook package effectively. It also contains much of the
information you need day-to-day so that you can adapt this international textbook for your students and classroom.
It is also critical that you read the publisher’s introduction in this Teacher’s Book as it gives a tour of the unit, which
explains how the units are organized. The publisher’s introduction also provides general information about the course
components, including audio, video, tests and assessments, as well as additional details for the types of projects and
special lessons found in the series.

iv
Timetable In order to fit these 80 lessons and 8 exams into the 68
instructional hours for students in grade 2 in Uzbekistan,
There are 80 lesson plans provided in the teaching notes changes have been made to the structuring of units. The
of Guess What! Level 2. These consist of 8 lessons in each following table lists what material from the Student’s
of the 9 units, and 8 review lessons. Each unit has 2 Book and Workbook needs to be included in each unit
vocabulary lessons, 2 grammar lessons, 1 story lesson, 1 in order to cover all of the core content and administer 8
pronunciation lesson, and 2 CLIL (Content and Language mandatory exams in one academic year.
Integrated Learning) lessons.

Quarter Date Week Lesson Theme Unit Student’s Workbook Teacher’s Homework
Book page # page # Book page # (Workbook)
1 1 1 Introductions 0 6 4 5 & TB6 p4 ex1
1 2 Family 0 7 5 TB7 p5 ex4
2 3 Alphabet 0 8 6 TB8 p6 ex6
2 4 What’s this? 0 9 7 TB9 p7 ex8
3 5 Play together 0 10 8 TB10 p8 read story
3 6 r and l 0 11 9 TB11 p9 ex10
4 7 Exam 1 U0 0
4 8 Transportation 1 16 12 15 & TB16 p12 ex1
5 9 Transportation 1 17 13 TB17 p13 ex4
5 10 She has/ He has 1 18 14 TB18 p14 ex6
6 11 She has/ He has 1 19 15 TB19 p15 ex9
6 12 Take turns 1 20 16 TB20 p16 read story
7 13 g and h 1 21 17 TB21 p17 ex12
7 14 Exam 2 U1 1
8 15 Pets 2 26 20 25 & TB26 p20 ex2
8 16 Plural nouns 2 27 21 TB27 p21 ex4
9 17 Adjectives 2 28 22 TB28 p22 ex7
9 18 Yes, it is. No, it 2 29 23 TB29 p23 ex9
isn’t.

2 10 19 Be helpful 2 30 24 TB30 p24 read story

10 20 f and v 2 31 25 TB31 p25 ex12
11 21 Review 2 34-35 28-29 TB34-35 p29 ex3
11 22 Exam 3 U2 2
12 23 Clothes 3 38 30 37 & TB38 p30 colour
12 24 Clothes 3 39 31 TB39 p31 ex3
13 25 What are you 3 40 32 TB40 p32 ex5
wearing?
13 26 Yes, I am. No, I’m 3 41 33 TB41 p33 ex8
not.
14 27 Share things 3 42 34 TB42 p34 read story
14 28 j and y 3 43 35 TB43 p35 ex11

v
 Quarter Date Week Lesson Theme Unit Student’s Workbook Teacher’s Homework
Book page # page # Book page # (Workbook)
15 29 3 Activity 1
11,
19,
27,
37

15 30 Exam 4 U0-3 3
16 31 Rooms 4 48 38 46 & TB48 p38 ex2
16 32 Rooms 4 49 39 TB49 p39 ex4

3 17 33 there’s / there are 4 50 40 TB50 p40 ex6

17 34 How many? 4 51 41 TB51 p41 ex7
18 35 Be tidy 4 52 42 TB52 p42 read story
18 36 m and n 4 53 43 TB53 p43 ex11
19 37 Review U3-4 4 56-57 46-47 TB56-57 p46 ex1
19 38 Food 5 60 48 59 & TB60 p48 ex2
20 39 Meals 5 61 49 TB61 p49 ex4
20 40 likes / doesn’t like 5 62 50 TB62 p50 ex6
21 41 Does she/he like? 5 63 51 TB63 p51 ex8
21 42 Eat healthy food 5 64 52 TB64 p52 read story
22 43 s and z 5 65 53 TB65 p53 ex11
22 44 Exam 5 U5 5
23 45 Activities 6 70 56 69 & TB70 p56 ex2
23 46 I can … 6 71 57 TB71 p57 ex4
24 47 I like (swim)ing. 6 72 58 TB72 p58 ex5
24 48 Does she / he 6 73 59 TB73 p59 ex6
like?
25 49 Play nicely 6 74 60 TB74 p60 read story
25 50 c and k 6 75 61 TB75 p61 ex10
26 51 Review U5-6 6 78-79 64-65 TB78-79 p64 ex1
26 52 Exam 6 U6 6

4 27 53 Places in town 7 82 66 80 & TB82 p66 ex2

27 54 Places in town 7 83 67 TB83 p67 ex4
28 55 Where? 7 84 68 TB84 p68 ex7
28 56 Is there a … ? 7 85 69 TB85 p69 ex9
29 57 Be safe 7 86 70 TB86 p70 read story
29 58 q and x 7 87 71 TB87 p71 ex12

vi
Quarter Date Week Lesson Theme Unit Student’s Workbook Teacher’s Homework
Book page # page # Book page # (Workbook)
4 30 59 Exam 7 U7 7

30 60 farm animals 8 92 74 91 & TB92 p74 ex 1

31 61 farm animals 8 93 75 TB93 p75 ex4

31 62 What’s it doing? 8 94 76 TB94 p76 ex7

32 63 Is it (sleep)ing? 8 95 77 TB95 p77 ex9

32 64 Love your home 8 96 78 TB96 p78 read story

33 65 w 8 97 79 TB97 p79 ex12

33 66 Review U7-8 8 100-101 82-83 TB 100-101 p82 ex1

34 67 8 Activity 1
45,
55,
63,
73,
81
34 68 Exam 8 U4-8 8

vii
 Lessons You can choose how you would like to assess your
student’s progress. There are several resources available
For a complete description of each lesson type please for exams: a Test Generator, evaluation pages in the
refer to Tour of a unit. The following provides additional Workbook, projects in the Workbook, and review
information that is relevant to your specific context and is exercises in both the Student’s Book and Workbook. As
not meant to be a complete overview of all lessons. part of the online resources you have access to the Test
Reading and Rubrics Generator which allows you to create exams for your
Young learners in grade 2 are in the early stages of students. For your convenience, an exam has already
acquiring literacy in their first language. Guess What! been compiled using the Test Generator and is included
Level 2 was developed with this in mind. Although the in this addendum as a sample. The Workbook has an
rubrics found in the student’s materials, such as Look evaluation page at the end of each unit that you can
and match, Listen, Point, and say, are written in simple also use as an exam. If you use Workbook evaluations as
language, they are not meant to be read by the learner. exams, you will need to choose different review activities
They are included to support teachers and caregivers. prior to the cumulative examination days at the end of
Students should not be expected to read and understand quarters 2 and 4. The projects found at the end of each
these rubrics. unit in the Student’s Book can also be used as an exam.
When using a project as an exam, create a rubric and
Content Language Integrated Learning (CLIL) share it with students so they know how they will be
Each unit in Guess What! Level 2 contains two CLIL graded.
lessons. There is not enough time in the academic year
to complete all activities from both CLIL lessons. CLIL
Culture Considerations
lessons include a video, project, and evaluation activities. Guess What! was written for an international audience
The video activities can be used after unit exams if there and includes photographs of children from around
is extra time left in class after students have completed the world. This diverse portrayal of people and places
their exams (for example, see page 23 in the Student’s helps students make connections to other cultures and
Book). The project activities may optionally be assigned recognize similarities within their own culture. This also
as homework (for example, see page 23 in the Student’s encourages social awareness and the development of
Book). The evaluation activities will be used as review essential social skills. Wherever possible, it is important to
prior to Cumulative Exams (for example, see page personalize and localize the content. This will make the
19 in the Workbook). Please see the timetable for a lessons more interesting and relevant to students. Doing
complete list of evaluation activities that will be used as this is more likely to motivate students, which will help
Cumulative Exam review. their language learning.

Reviews Chants
Guess What! Level 2 includes two review lessons after Chants are frequently featured in vocabulary lessons.
every second unit. These two lessons will be covered in A chant is a rhythmically repeated phrase, similar to a
one day. Before the lesson, look at all the activities from song, that provides a fun and memorable context for
both Review Lessons and carefully select those activities introducing and reviewing essential vocabulary and
that will most benefit your students and that can be grammar.
completed in one day.
Homework
Assessments Lesson plans in the Teacher’s Book are designed to allow
Students in grade 2 will be assessed eight times in the time for students to complete all the corresponding
academic year: twice in each quarter. Six exams are Unit Student’s Book and Workbook activities for each lesson
Exams, meaning they cover the content from one unit; in class. However, one task from each lesson has been
and two are Cumulative Exams, meaning they cover the indicated on the timetable as homework. These tasks
content from several units. There are Unit Exams for units should not be done in class (as indicated in the lesson
1, 2, 3, 5, 6, and 7. Cumulative Exams 1 and 2 are given in plan) but should be assigned as homework (as indicated
place of Unit Exams 4 and 8. on the timetable).

Cumulative Exams cover more material and should take

students more time to complete. Cumulative Exam 1
covers all the material taught in units 0-3. Cumulative
Exam 2 covers all the material taught in units 4-8. There
is a day prior to each Cumulative Exam dedicated entirely
to review and exam preparation. Review activities
that prepare students for exams are indicated in the
timetable.

viii
Supplementary Materials Cumulative
Cumulative refers to Cumulative Exams. Cumulative
For a complete description of the supplementary
means including everything that was there before.
materials, refer to Guess What! Level 2 components. The
Therefore, a Cumulative Exam for the quarter includes
following information provides additional information
material from all the units in that quarter.
that is relevant to your specific context and is not
meant to be a complete overview of all supplementary Flipped classroom
materials. Note that the Student’s Book does not contain This instructional strategy aims to increase student
writing exercises. Students only need to write in the engagement and learning by having students complete
Workbook. some assignments that can be done independently
at home before class. This allows for review and
Audio
reinforcement of these activities in class, as well as allows
Audio files are available on CD and in the online
for class time to focus on activities that require greater
resources. If you are unable to access the audio files, you
teacher support and for learner-centered activities that
may read the audio scripts to your students. These scripts
are designed for pair and/or group collaboration.
are often included in the Student’s Book. When they are
not a part of the Student’s Book, you can find them in Project-based learning (PBL)
the Teacher’s Book within the corresponding lesson plan. A project is an extended task which integrates language
skills through a number of activities towards an agreed
Video goal. Activities may include planning, the gathering
Each unit contains one video as part of the first CLIL of information through reading, listening, and
lesson. Videos are available on DVD and can be interviewing, discussion of the information, problem
accessed in the online resources. Instructions for using solving, oral or written reporting, and display. Additional
these videos in class is found at the end of this book specifications for PBL use in the classroom include
on page TB124. Scripts for each video are also included using authentic materials, creating a learner-centered
at the end of this book on pages TB124-TB128. It is classroom, sequencing tasks to scaffold the final
not recommended that you read video scripts to your project, collaborative learning, and students accepting
students as video relies heavily on visual cues. However, responsibility in completing the project both in and
if you would like to adapt the content of a video to your outside of the classroom.
lesson it is helpful to review the script prior to the lesson.

Glossary
Content Language Teaching (CLT)
This approach to learning English combines subject
matter content, such as math and science, with language
learning. Combining content with language instruction
is motivating, interesting, and authentic. Through CLIL,
students are able to use the new language in a practical
real-world context.

Feedback
Feedback is helpful information given to students in
response to their performance. Providing students with
feedback is an important element of teaching that helps
students learn from their mistakes and improve their
performance.

Communicative Language Teaching (CLT)

This approach to learning English emphasizes
communication and language as the tool for
communicating. Textbooks with a communicative
language approach have many activities that give
opportunities for students to practice and develop their
overall language ability, not just their ability to know
grammar rules or vocabulary definitions. These textbooks
do contain grammar and vocabulary activities, but there
are also many opportunities for students to practice
using this grammar and vocabulary to communicate with
each other, for example, speaking activities and projects.

ix
 2
Name _______________________________________________ Class_________________ Date ______________________

Sample Exam from Test Generator

Exam 4:

1. Listen. Circle the picture.

1 2 3

4 5 6

2. Read and circl.e

1. This is my helicopter / plane 2. This is my motorcycle / car.

3. This is my truck / bus. 4. This is my tractor / car.

x
3. Listen and number.

4. Listen and check ✓ or cross ✗.

1 2 3

4 5

xi
 Sample Exam from Test Generator

Exam 2: Audio Script and Answer Key

1. Listen. Circle the picture. (6 points)

Audio Script Answer Key
1 What’s this? It’s a robot. 1 top image
2 What are these? They’re windows. 2 bottom image
3 What are these? They’re bikes. 3 bottom image
4 What are these? They’re chairs. 4 bottom image
5 What’s this? It’s a door. 5 top image
6 What’s this? It’s a computer. 6 top image

2. Read and circle. (4 points)

Answer Key
1 helicopter
2 motorcycle
3 bus
4 car

3. Listen and number. (5 points)

Audio Script Answer Key
1 It’s a fish. a5
2 It’s a frog. b1
3 It’s a mouse. c3
4 It’s a cat. d2
5 It’s a dog. e4

xii
Introduction
About Guess What! An imaginative journey
Guess What! is an innovative six-level course for primary- The realm of fantasy and imagination is as important
age students learning English who want to learn about to young learners as the discovery of the world around
the world around them as they do so. Guess What! aims them. Guess What! uses engaging characters and fun and
to motivate students and excite young minds, to feed exciting stories to fuel students’ imaginations. In Guess
their natural curiosity about the world, and fuel their What! Level 2, students follow Olivia, David, Ben, and Tina
imaginations. It not only offers a well-paced syllabus with through a magic portal in a tree house, where they have
clearly marked goals for language learning, but also aims exciting adventures with their funny robot friend, iPal.
to develop students’ learning and life skills in a broader
sense, with opportunities for learning across the wider
curriculum and for exploring social skills and values.
Guess What! has been written with the busy teacher in
mind and offers clear lesson planning with flexibility for
teachers with between two and four lessons per week.

The global classroom

With the use of stunning international photographs and
an emphasis on real-life contexts, Guess What! brings
the world into the English classroom. Students learn and
are motivated to practice new language by following
the examples of real children shown at home, at school,
on vacation, on exciting trips, or in various recreational
activities. The photographs from around the world
motivate students to engage with each topic in a broad
sense and make cross-cultural comparisons.

3 Clothes

Social values
An understanding of social values gives young learners
the skills they need to be successful in life. They need
to learn about how to behave with other people, as
well as taking responsibility for themselves and the
world around them. Stories, fairy tales, and fables have
traditionally been used to promote social values in a way
36 37
that children relate to and find interesting. The stories in
Guess What! build on this tradition. Each story episode
illustrates a social value for students to discuss and apply
to their own behavior. The social values covered in Guess
What! Level 2 include sharing things, eating healthy
food, and being neat.

xiii
 Skilled learners Keen thinkers
Students need to be skilled in reading, listening, speaking, Guess What! aims to encourage students to become
and writing in order to use language effectively. As students good thinkers as well as good language learners. The
will be learning to read and write in their own language, different kinds of activities develop a range of thinking
Guess What! Level 2 focuses on listening and speaking skills, including: observation, concentration, prediction
skills while providing a gradual introduction to the written and guessing, using memory, sequencing, and classifying.
word in English. Students will progress steadily from Regular thinking skills activities are clearly signposted
understanding and matching to tracing and then writing with the Think icon. The inclusion of Content and
words to completing sentences by the end of Level 2. Language Integrated Learning activities also encourages
wider thinking and knowledge across the primary
Confident speakers curriculum.
Speaking skills are further developed in functional
The wider curriculum
language and pronunciation activities. In the Talk time
feature, students learn and practice a simple and useful The Content and Language Integrated Learning (CLIL)
functional dialog, such as asking to take turns and material in Guess What! has been selected from popular
offering to help. Then students will enjoy practicing their primary school subjects across the curriculum. Teachers
pronunciation with the amusing Animal sounds feature. can therefore integrate learners’ understanding of
age-related subject concepts while developing their
Unit English language skills. Guess What! offers CLIL learning
13 CD1
31 Listen and act. with the combination of materials in the Student’s
Unit
Book and Workbook, and using short dynamic videos.
This innovative and motivating approach provides a
13 CD1
31 Listen and act.
language-rich experience and develops learners’ listening
skills while they process subject content.

Unit 3

What are 1 Listen and say.

CD1
67

clothes
2 3 4

made of?

cotton silk leather wool

2 Watch the video.

3 Look and say the material.

Number . Wool. Yes!

Project

Animal sounds
3 4 Make a collage
of clothes from
different countries.

14
4 5
Listen and say.
CD1
32

Animal sounds
14 A gorilla on the 44 ➞ Workbook page 36 CLIL: Science 45
Listen and say.
CD1
32

grass. A hippo
A gorilla on the Digital competence
in the house.
grass. A hippo Successful young learners need to be competent in
information technology (IT) and digital skills. These can
in the house. be combined with language practice by using the Online
➞ Workbook page 7 Functional language: Can I have a turn, please? Pronunciation: g, h 21
Resources and Presentation Plus.
➞ Workbook page 7 Functional language: Can I have a turn, please? Pronunciation: g, h 21 Cambridge English: Young Learners (YLE) tests
The language syllabus in Guess What! is well paced and
achievable, with plenty of recycling built in throughout
the course. Guess What! supports students aiming to take
the Cambridge English: Young Learners (YLE) tests. Guess
What! Level 2 is informed by the YLE Starters syllabus.
The Starters syllabus is covered in full by the end of Guess
What! Level 3.

xiv
Tour of a unit • There is an additional vocabulary worksheet available in
the Teacher’s Resource and Tests CD-ROM.
Guess What! Level 2 has nine teaching units, each Note: In the Hello again! Unit, Lesson 1 introduces the
divided into eight lessons, along with an introduction to new character names rather than a vocabulary set. The
the topic. In addition, there are four Review spreads of letters of the alphabet are presented in Lesson 3, and
two units each. As well as offering further practice, the students also complete the Picture dictionary numbers
Workbook provides a Picture dictionary and Evaluations. activity in the Workbook at that point.
There are additional resources on the Teacher’s Resource Lesson 3
and Tests CD-ROM. Presentation and practice of Grammar 1
Unit introduction 7 CD1
40 Listen, look, and say. 3 4
5 Look, write the words, and match.

The topic of the unit is introduced with a double-page, 2 ugly

ugly happy old beautiful

a
sad young

ugly

highly engaging photograph, chosen to stimulate old

2 b

young

children’s imaginations and to encourage them to relate beautiful

7 big
3 c

the topic to the wider world. The teaching notes for each
5 happy

6 sad 6 Look, read, and check ✓.

unit suggest ways of exploiting the photographs. This ✓

2 They’re happy. They’re sad.
8 small
2 It’s big. It’s small.

introduction can be included as part of Lesson 1 or as a

3 4
3 She’s young. She’s old.

8 CD1
41 Listen, find, and say. They’re cats. They’re happy. 4 He’s beautiful. He’s ugly.

9
separate introductory lesson.
Make sentences. Say yes or no. 7 Draw and say. Then write.
Number . It’s
a bird. It’s ugly.

No. It’s beautiful. This is my cat. It’s small. This is my . It’s

Lesson 1
It’s beautiful. . It’s .
28 Grammar: It’s beautiful. ➞ Workbook page 22
22 Grammar

Presentation of vocabulary
The two grammar points of the unit are presented either
with a lively song that also reuses the unit vocabulary or
1 Listen. Who’s speaking?
2 Pets
CD1
35

2 Listen, point, and say.

in a short dialog, usually illustrated by photographs of
CD1
36

children using English in real and engaging contexts. The

position of the song or contextual dialog varies between
woman 2 man

3 girl
baby boy cat
Lesson 3 and Lesson 4.
4 cat 5 mouse
6 fish
The activities on the page follow a clear and enjoyable
7 boy
path from presentation, through practice, to production.
dog fish frog girl
8 dog baby
0 frog
Students are supported through their learning with
example speech bubbles on the page, and the new
grammar point is summarized at the bottom of the page
3 Listen and find.
man mouse woman
CD1
37

26 ➞ Workbook page 20
86 My picture dictionary
for the teacher.
• The Workbook provides a variety of activities and
New vocabulary is presented in the context of a colorful puzzles, designed to reinforce the target grammar, while
illustration featuring the Guess What! characters. This is providing support with early reading and writing.
accompanied by a short and lively dialog on the Audio
CD. Students will listen and repeat the vocabulary, and
• There is an additional grammar worksheet available in
the Teacher’s Resource and Tests CD-ROM.
also read the vocabulary labels on the page. Students
then listen and identify the new vocabulary in contextual Lesson 4
sentences. Presentation and practice of Grammar 2
• The flashcards and word cards can also be used to
present new words and review them in a variety of games.
Unit 2
Unit 2

10 CD1
42 Sing the song.
8 CD1
43 Listen and circle the answer.

• The Workbook provides further vocabulary recognition

2
I’m at the pet store.
I’m at the pet store. I’m at the pet store.
Can you guess which I’m at the pet store.

activities, including matching, tracing, and writing.

pet is my favorite? Can you guess which
pets are my favorites? Yes, she is. / No, she isn’t. Yes, they are. / No, they aren’t.
Is it small? No, it isn’t.
3 4
Is it big? Yes, it is. Are they old? No, they aren’t.
Is it beautiful? No, it isn’t. Are they young? Yes, they are.
Is it ugly? Yes, it is. Are they sad? No, they aren’t.

Lesson 2 It’s big and ugly.

Let me guess, let me
guess. Oh, yes!
Are they happy? Yes, they are.
They’re young and happy.
Let me guess, let me guess. Oh, yes!
Yes, it is. / No, it isn’t. Yes, he is. / No, he isn’t.

Practice of vocabulary It’s a fish! It’s a fish! They’re dogs! They’re dogs!
9 Look at the picture and answer the questions.

6
4

Students practice the new vocabulary further with an 2

engaging chant, followed by an activity that encourages 3 5

them to use a particular thinking skill, such as spotting 11 Play the game.

differences, working out sequences, and finding mistakes. Is it happy?

Is it a dog?
No it isn’t.

Yes, it is!
Are they
beautiful? No, they aren’t.
3
Is it beautiful?
Is it ugly?
No, it isn’t. 2
4
Are they happy?
Are they old?

• Both activities practice vocabulary while also recycling

Are they spiders? Yes, they are!
5 Are they young? 6 Are they sad?

➞ Workbook page 23 Grammar: Is it small? 29 Grammar 23

language from previous units.

• The Workbook provides further practice, including a
sticker feature. Students are also directed to the Picture
dictionary at the end of this lesson.

xv
 The second new grammar point is presented either with Lesson 7
a song or a short contextual dialog (depending on the CLIL (Content and Language Integrated Learning)
format used in Lesson 3). Unit 2

What do What do animals need?

1 CD1
Listen and say.

There is clear progression from this context to active

49

animals need? 2 3

1 Look, read, and match.

production. Students are supported through their

a

Animals need food.

b

learning with example speech bubbles on the page, and 2

water

Watch the video.

food shelter

c
2 Animals need water.

the new grammar point is summarized at the bottom of 3 Look and say water, food,
or shelter.

Number . Water. Yes!

d
3 Animals need shelter.

the page for the teacher.

4 Animals need sleep.
2

• The Workbook provides a variety of reinforcement

Project 2 Look at the picture and check ✓the box.
4 Draw a home A mouse needs
for a pet. shelter.

2 A mouse needs

activities and puzzles that support early reading

3 4 food.

3 A mouse needs
water.

and writing. There is also an About Me activity that 32 ➞ Workbook page 26 CLIL: Science 33 26 CLIL: Science

encourages students to use the new grammar to talk

about the unit topic.
Students explore a fascinating topic selected from
• There is an additional grammar worksheet available in
the Teacher’s Resource and Tests CD-ROM. primary school subjects across the curriculum. Students
use the stimulating introductory photograph to engage
Lesson 5 with the topic and share any knowledge they already
Story and value have. They then learn some new vocabulary and watch a
2
short dynamic video, which is provided on the DVD with Unit 2

12
1 Listen and say.
the Teacher’s Book. Instructions for using the video and
Listen and read. CD1
CD1
44
49
10 CD1
45 Look and write the words. Then listen and check.
Look! What’s that?
It’s Aunt cat frog beautiful What’s you sad
2 3

the video script are provided on pages TB124–128.

Sue! Hello.
2
Look! What’s that?
It’s Aunt
Sue! Hello.

3
It’s a frog!

4
Oh, dear! She’s sad.
• The Workbook provides further activities exploring the
CLIL topic.
Mr. Tom. He’s big … It’s a frog ! Oh, dear! She’s .
and he’s beautiful!
Can we help?
3 4
4 Mr. Tom. He’s big …
What’s Can we help?
and he’s !
his name?

What’s

Lesson 8
his name?
water food shelter
Yes, please.
I can’t find Yes, please. I
my cat.

2
can’t find my
.
Watch the video.
5 6 5 6
CLIL project and Evaluation
3 Look and say water, food,
What’s that?
that? or shelter.
Thank you. Thank . Unit 2

You’re welcome!
You’re welcome! Number . Water. Yes! Evaluation
30 Value: Be helpful ➞ Workbook page 24
1 Read and write the answer.
24 Story

2 This pet can climb trees. It likes mice and fish. cat
2 This pet swims in water. It doesn’t have legs.
3 This pet is very small. It has four short legs and
a long tail.

Students reinforce and extend their learning further with

4 This pet likes the water. It has long legs and can jump.

Project
5 This pet has four legs and a tail. It isn’t a cat.

a dynamic cartoon strip story featuring the Guess What!

2 What’s your favorite part? Use your stickers.

4 Draw a home
for a pet.
characters. Each story introduces a social value in a light-
story song video

3 4
hearted way, as well as a functional dialog that students 3 What’s different? Circle and write.

practice more fully in Lesson 6.

Then go to page 3 and write the letters.

• The Workbook provides story sequencing and 2 4

comprehension activities. ➞ Workbook page 26 CLIL: Science 33 27

Students work together to do a simple project activity

Lesson 6
linked to the CLIL topic. The kind of project varies from
Talk time and Animal sounds
unit to unit and include drawings, craft activities, a
food poster, picture sums, and a research project about
Unit 2 Unit 2

13 CD1
46 Listen and act. 11 What’s missing? Look and draw. Then stick.

animals. Students then complete an Evaluation in the

a

Workbook.
b

12 Trace the letters.

I am helpful.

Review lessons (after every second unit)

A fox with a
Animal sounds fish. A vulture
14 CD1
47 Listen and say.
with vegetables. Review Units and 2 3 Play the game. Review Units and 2 3 Look, read, and match.

1 Look and say the words. Number . Bus. 1 Look and write the word.
What’s this? / 8 T
How do you What does Is he /
What are
spell ... ? he/she have? Are they ... ?

A fox with a
2 3 4 these?

13 CD1
48 Listen and check ✓v or f. 7 O
How do you spell "Lucy"?
a No, they aren’t.
1 2 3 4 2

fish. A vulture 2 L

v f✓ 2 v f 3

with vegetables.
2 8
b L-U-C-Y.
5 6 7 8 What are these?
4
3

3 v f 4 v f 3
5
7
c No, she doesn’t.

Does she have a fish? d They’re boats.

6
➞ Workbook page 25 Functional language: Can I help? Pronunciation: f, v 31 Value Pronunciation: v , f 25 2 CD1
50 Listen and say the color.
6
4
4
5

Are they old?

✓.

Students practice a functional dialog, first introduced in

4 CD1
51 Listen and check
2 Read and circle the answer. 2
Tony Anna May Bill
What are … ? They’re books. 2 He … a motorcycle.
a this b these a has b does
young?

the story and then applied in this lesson to real-world

3 … babies. 4 How do you … "Leo"? L-E-O.
a It’s b They’re a spell b name
sad?
5 … she … a boat? 6 Is … beautiful? Yes, … is.
old? a Does, have b Have, does a it, it b they, they
beautiful?

34 Review ➞ Workbook pages 28–2 35 28 Review: Units and 2 29

contexts. Students therefore learn how the function can

be used within the different contexts of their own lives. Language is reinforced through vocabulary puzzles and a
Students will also focus on and practice a specific English task-based listening activity based on real children.
sound in the engaging context of a humorous sentence There is also a full-page board game with clearly marked
about an animal. linguistic aims.
• The Workbook provides a values activity and additional
pronunciation practice.

xvi
CLIL (Content and Language students closed questions and then an open question to
help develop thinking skills. For example, in Level 2, Unit
Integrated Learning) 3, What are clothes made of? ask:
Introduction 1 Can you see the T-shirts? (recognizing and identifying
The two Content and Language Integrated Learning words presented earlier in the book)
(CLIL) pages at the end of each unit in Guess What! 2 What is it made of? (establishing if students know this
are selected from primary school subjects across the concept)
curriculum. The subjects chosen for Levels 1 and 2 are the Finding out what students already know about subject-
popular CLIL subjects of art, geography, math, physical specific vocabulary at the start of a CLIL lesson is a stage
education, and science. With the CLIL pages, teachers can when many students want to use their first language
develop students’ understanding of age-related subject (L1). If students use L1 to say some words related to the
concepts while also developing their English language CLIL topic, translate into English.
skills.
In order to integrate content and language meaningfully, Word-level support
each CLIL subject is supported with a short, dynamic New vocabulary presented in the CLIL sections needs
video. Students can therefore watch and listen to highly to be revisited because it is important that students can
contextualized, supportive CLIL input chosen from produce new language clearly and with confidence. You
the real world outside the classroom. This innovative can achieve this by playing the videos more than once
approach provides a language-rich experience and and by doing the following:
develops students’ listening skills while they process • Turning off the sound, pausing the video and asking
subject content. The video and book activities also students to repeat new vocabulary slowly/quickly/quietly/
develop students’ thinking processes by helping them to: loudly.
• understand, recognize, and produce new subject-specific • Pausing the video and eliciting new words through mime
vocabulary (Activity 1). or questioning.
• develop lower-order processing skills, such as • Making flashcards to show the new CLIL vocabulary in a
remembering, identifying, and comparing new subject- different order from that presented in the book or video.
specific vocabulary presented in the Student’s Book and You could compare some new CLIL vocabulary with
then seen in the video (Activity 2). words in the L1, e.g.,
• recognize new concepts and interpret what’s shown in • Level 1 Hello! Unit: purple, Unit 1: plastic, Unit 2: electric
the pictures (Activity 3). • Level 2 Hello again! Unit: sculpture, Unit 1: water, Unit 2:
• develop higher-order processing skills such as critical and shelter
creative thinking (Activity 4). Ask students Do they sound the same? Do they look the
same? If there are students from other countries, find out
• generate ideas through planning and produce subject- the words in their languages, in order to focus on culture
specific projects (Activity 5).
as well as language.
What is new and different about CLIL in Guess What!
is that students build on their knowledge of subject Sentence-level support
concepts presented in the videos as they work through Encourage students to communicate new CLIL vocabulary
each level of the course. An example is the science topic in sentences, using grammar presented in the Student’s
of plants. In Level 1, students find out which foods come Book. Provide sentence starters, fill-in-the-blank
from plants, then in Level 2, they discover that materials sentences (using is/isn’t, are/aren’t), and substitution
for clothes are made from plants. In subsequent levels, tables so students feel confident when speaking, e.g.,
students find out about parts of plants we can eat,
and explore how we can use plants for shelter, food,
fabric, and medicine and also how plants play a role in An apple is a . A pea a vegetable.
underwater food chains. The development of subject Bananas are . Rice a grain.
concepts across all levels of Guess What! ensures that A carrot is a . Olives fruit.
students deepen their knowledge of both content and the Beans are . Sausages meat.
English language. The CLIL topic is related to the theme
of each unit in the main Student’s Book. apples
carrots are fruits
Teachers can help learners enjoy the CLIL sections in
oranges vegetables
Guess What! by doing the following:
potatoes
Activating students’ prior knowledge of the
subject You will need to provide students with plenty of support
Use the stimulating one-page photograph in the first for CLIL. And remember, some learners need more
CLIL page and the learner-friendly video to find out support than others.
what students already know about each CLIL topic. Ask

xvii
 Games bank
The Games bank provides the instructions for games and Anagrams
communication activities that are referred to in the lesson Write anagrams of target vocabulary on the board,
notes. It can also be used as a dip-in resource whenever e.g., for Unit 3 SB38, tcajke (jacket). Students work in
you need a simple and fun activity to use in class. pairs to solve the anagrams. When they have solved each
one, they raise their hands and say a word. Ask How do
Act and guess you spell (jacket)? The students spell it out correctly. This
Use any set of flashcards or word cards. Students take can also be played as a team game.
turns choosing a flashcard without showing the rest of
the class. They mime the item on the flashcard or word Bingo
card for the rest of the class to guess. Use this game to review any vocabulary set, letters or
numbers. Use flashcards or write the letters/numbers
Act it out on the board to review. Students then choose four of
Students think of an activity or a word they know in these words/letters/numbers and draw simple pictures
English (e.g., run, swim, eat). They write this down on a or write them down. Say sentences defining each of the
slip of paper (in Unit 8, they write the present participle, words e.g., for the farm animals/places in Unit 8 This is
e.g., running) and put the slips of paper into a box or bag. a small bird. It is white or brown. It can swim. (or just
Students or pairs of students take turns drawing out a slip say the letters/numbers). Students who have drawn or
of paper, reading the activity, or the word (silently), and written the word/letter cross it out. The first student to
acting it out for the class to guess. They guess by saying cross out all four of their words/letters calls out Bingo!
the word or by asking a question, e.g., for Unit 8, students
can guess the actions by asking: Is it “running?” (Yes, it is.) Blindfold game
Tie a piece of material around a student’s eyes so that he
Action treasure hunt or she is blindfolded. This student stands in the middle
Write actions on slips of paper (one slip for each pair of of the classroom. Other students walk around him or her
students): play field hockey, ride a horse, roller-skate, fly until the blindfolded student reaches out and touches one
a kite, etc. Hide these around the classroom. Students of them. This student then stands still and asks What’s my
take turns finding a slip of paper and do or mime the name? The blindfolded student guesses by their voice and
action on it. Alternatively, students can find an action, replies Your name’s (Ana). In SB41 the student then has to
and use it to make a question, e.g., Can you (play field guess one item the student is wearing, by asking, e.g., Are
hockey)? (Yes, I can./No, I can’t.) Alternatively, they can you wearing black shoes? When (Ana) answers Yes, I am,
use it to make a suggestion which they then both mime: she then has a turn at being blindfolded.
Let’s (swim). If time, when students have finished talking/
miming, they can hide the slip of paper in a different Bluff
place for another pair of students to find, and look for a Invite three or four students to the front of the class. Give
new slip of paper. each one a flashcard or picture and ask them to keep
them secret from the class. These students decide (without
Alphabetical order telling the rest of the class) who is going to be the bluffer
Hand out slips of paper to each student (one slip for each (the one who doesn’t tell the truth). The students then
word you want to practice spelling). Dictate the words. each say a sentence that might or might not correspond
Students write one on each piece of paper. Tell students with the flashcard or picture they are holding (e.g., in Unit
to turn the slips of paper over and mix them up. Say Look 7 SB88, when the clothing store flashcard is on the board:
at the words! Students turn over their slips of paper and The toy store is next to the clothing store). Students guess
put them in alphabetical order, as quickly as they can. who is bluffing. Students say Bluff and the name of the
When they have finished, they raise their hands. Check student they think is the bluffer. Check by showing the
the spelling and order of the words as each student pictures, and then repeat the activity with other groups of
puts up his/her hand. Fast finishers can mix up the students. Students can also play this as a team game.
words again and repeat the activity. To make the game
competitive, the first student to finish with all the words
correctly spelled and in the right order is the winner.

xviii
Can I have … ? Count and collect
Students play this game in teams. Make a request, e.g., Students play this game in teams. Say a number, e.g.,
Can I have (ten books / a red pen), please? The team Eight. One student from each team has to find and name
which finds the requested item the most quickly wins a eight of the same classroom objects, e.g., eight books.
point. When students are reading and writing more, you The first student to do so scores a point for their team.
can also play this game with the requests written down
on slips of paper for them to read. Describe and draw
This is a picture dictation game. Students choose and
Categories draw four or five items, e.g., in Unit 4, a bedroom with
Use flashcards or word cards from different vocabulary three or four things on/in/under items of furniture. They
sets (or in Unit 5, from different food groups). Write the don’t show their drawing to their partner. Students then
category headings for each vocabulary set on the board. take turns describing what they’ve drawn to a partner or
Distribute the flashcards or word cards to different asking and answering questions, e.g., The phone is on
students in the class. Students with a card take turns saying the table, or The supermarket is next to the café. Their
or reading the word(s). The class decides which category partner listens and draws the same items/picture onto
the word is from. Students can then come to the front of another piece of paper. He/She can ask questions to help,
the class and put their card into piles for each category. e.g., Is the supermarket between the café and the movie
When the piles are completed, invite other students to theater? They then compare their drawings and check
come and take two cards from one pile and one from that they match. If there are any mistakes, they can
another. They read them out in a jumbled order. The rest comment on them: No. The phone isn’t under the table.
of the class listen and say which word is the odd one out. It’s on the table.
Repeat until all students have been involved.
Does it match?
Circle it! Use flashcards and matching word cards. Stick four
Write a selection of 10 to 12 numbers or stick pictures/ flashcards on the board face down so students can’t
flashcards on the board at a height your students can see the pictures. Invite four students to the board and
reach. Practice saying the numbers/items with the whole give each one a word card. Students stick the word cards
class. Divide the class into two teams, lined up facing the face up below the flashcards so they can be read. Point
board. Give a different-colored board pen to the student to the first word card and students read out the word.
at the front of each team. Say one of the numbers/items Turn over the flashcard above it. Ask the rest of the class
on the board. The two students race to circle the number. Does it match? (Yes/No.) When all word cards are turned
Whoever gets to the number first, circles it with their over, students move them around so that they match
board pen. The two students then pass their board pen the flashcards correctly. Repeat with other groups of
to the next student in their team and go to the back of students. See which group can guess the most number of
the line. Repeat with the new students, saying a different flashcards correctly.
number/item from the board. Repeat until all the numbers
Drawing game
are circled. Count the circles in each color. The team with
Choose a vocabulary item students know that is simple to
the most circles wins.
draw. Draw a picture of the item on the board, line by
Class survey line, pausing to ask each time What am I drawing? Can
Class surveys can be used to compare a range of you guess? Students try to guess what the picture is
students’ experiences, e.g., finding out how many before you have finished it. They can also play this in
students like or don’t like different foods. Stick a teams, with students taking turns doing the drawing.
flashcard to the board, e.g., carrots, and use it to make Alternatively, they can play the game in pairs.
a sentence or ask a question, e.g., Do you like carrots?
Drawing in the air
Count the number of hands up and write this number
Trace the outline of a number or an item in the air.
next to the flashcard of the carrots. Repeat with other
Students have to watch and guess what you are “drawing.”
food and drink flashcards. At the end of the activity, you
can compare the numbers for each food and drink item Find a partner
to find out the most and the least popular foods (How Students draw or write down something that is their
many children like carrots?) favorite/they like/they can do/they are wearing, e.g.,
for Unit 3 SB42, they draw an item of clothing they are
Correct my mistakes wearing and color it in (e.g., a pink T-shirt). Then they
This game can be played with photographs, pictures, or have to find someone, who has drawn or written the same
texts or about your class/classroom. Make false sentences thing. They do this by asking different students a question
for students to correct, e.g., if there is a TV on a table, say about what they have on their paper, e.g., Are you wearing
The TV is on the closet. Nominate individual students to a pink T-shirt? (Yes, I am./No, I’m not.) When they find a
correct the sentences (No (it isn’t). It’s on the table. etc.). partner they make a pair by standing or sitting together.

xix
 Find something (red/plastic) Jigsaw matching
Give students simple instructions to find objects of a color Find pictures of items from your target vocabulary set (e.g.,
or a material: Find something (red/cotton). Students have from the Internet or magazines) and cut these up into
to look around the classroom to find all the items they can two or three pieces to make a simple jigsaw. Distribute
that are of that color or material. This can also be played the pieces of the pictures to students so each student has
as a team game with students seeing which team can find one. Students have to guess what their item is. They then
the most objects. If they know the words, students list the have to find other students in the class with the same item
objects they have found: a red pencil/a cotton shirt, etc. by asking questions. For example, they ask Do you have
a horse? (Yes, I do./No, I don’t.) They put their pieces
Follow my instructions together to make a complete picture.
Give a student an instruction, e.g., Put a pencil on the
cabinet. When the student has done so, ask the rest Last one standing
of the class Where’s the pencil? (It’s on the cabinet.) Start the game with all students standing. Make a
If the student has obeyed your instruction correctly sentence, practicing a target structure, e.g., in Unit 3
congratulate him/her and say Thank you. The pencil is on SB38 with items of clothing and I have: I have a skirt.
the cabinet. If the student has made a mistake, e.g., the Students who agree with you (or, in Unit 3, those who are
pencil is on your chair, say Sorry (Clara), and repeat the wearing the same item of clothing) stay standing. Those
instruction. Repeat, giving instructions about other items who don’t agree sit down. Ask a standing student Do
to other students. This can also be played as a team you have (a skirt)? (Yes, I do.) Then ask a sitting student,
game with the team getting a point when a student to elicit No, I don’t. Repeat with different sentences
carries out the instruction correctly. using I have and I don’t have. In Unit 3, include practice
of colors, e.g., I have blue socks. The last student left
Guess what? standing wins.
This is a simple description game. You/Students describe a
word or a picture for others to guess what it is, e.g., for Listen and do
Unit 2 SB26, It’s a pet. It’s small. It’s orange. (It’s a fish.) Say a mixture of words that have two target sounds, e.g.,
for /g/ and /h/ in Unit 1: go, get, help, green, how, head,
Guess where? great, hair, grandma, give, helicopter. Students listen and
Ask students to close their eyes while you hide a do a specifi c action or mime for each target sound (e.g.,
flashcard or a small item somewhere in the classroom. in Unit 1 they look at you and wave as if saying “hello”
Students then open their eyes. Ask Where’s the (ball)? for the /h/ words and they wave and then turn around as
Students look around and if they can see the item/ if saying “goodbye” for the /g/ words).
flashcard, they answer It’s next to the window.
Match the pictures and words
Hangman Use any set of flashcards and matching word cards. Hold
Write short lines on the board representing the letters in up the word cards and read them with the class. Then
a word you want to practice (e.g., in Hello again! SB13 stick them to the board, or put them on your desk.
for yellow you write: _ _ _ _ _ _.) Students take turns Distribute the matching flashcards to pairs of students in
guessing letters. If they’re correct, you write the letter in the class. One student shows the flashcard and names the
the word, on the appropriate line. If they’re wrong, you item or place on it. The other student finds the matching
note down the letter they guessed and draw one line of word card and brings it back. Check with the class that
a picture made of nine lines, e.g., a simple house (with a each word card collected matches with the flashcard
triangular roof and rectangular door). If students guess correctly.
the word before the picture is finished, they win. If you
draw the whole house before they guess the word, you Me too!
win. Each student writes a list of sentences about themselves
which are true, e.g., I’m seven. I have a sister. I like
I can see art. I don’t like soccer. I can swim. I can’t dance. They
Play this observation game with photographs or work in pairs. Student A reads his/her first sentence.
illustrations in the Student’s Book. Ask students to look at Student B responds Me too! if the sentence is true for
the photographs/ illustrations and make sentences about him/her, or Not me. if it isn’t true. Student A checks
them, e.g., I can see a red bus. Students find and point to the sentence if the response is Me too! Then Student
the correct items in the photograph/illustration. Students B reads his/her first sentence and Student A responds.
can also take turns making more sentences for the class, Students continue in this way until they have said all their
or do the same activity in pairs. sentences. See which pair have the most in common. If
time, students can swap partners and repeat the activity
(with the same sentences).

xx
Meet and greet Mime and match
Ask students to stand up. If you have some music, play it Use flashcards and the matching word cards for a target
while students move around the classroom. Then stop the vocabulary set. Distribute the flashcards to half the
music. Students turn to the student on their left and class, and matching word cards to the other half of the
introduce themselves, e.g., In the Hello again! unit SB6, class. Ask a student with a flashcard to mime doing
saying Hello/Hi! I’m (name). I’m (age). What’s your something with the word shown on his/her card, e.g.,
name? … They can wave to each other, or shake hands, flying a plane for plane, getting ready to serve for play
and say Pleased to meet you. Repeat several times. (Note tennis or swimming like a duck for duck. The student
if you don’t have music, just do this activity with students with the matching word card stands up, shows the word
moving around until you say Stop! Alternatively students and reads it aloud, e.g., I have “plane”. Check that the
do the same activity from their seats, turning to ask the answer is correct, and then repeat with other students.
students next to them, behind, and in front of them in
turn.)
Mirror game
Memory 1 through 10 Students stand facing each other in pairs. They take turns
Play this game with any set of ten flashcards. Show the touching an item of clothing/part of the body or face,
cards to the students one by one and elicit the word, or a e.g., touch their shoes. Their partner has to do the same
sentence about the card. Then stick the flashcard to the action at exactly the same time, as if they are looking in
board face down and write a number underneath it from the mirror. They can both then say the action: Touch
1 through 10. Students have to try and remember where your shoes! Students can make this activity more
each flashcard is. Divide the students into two teams. challenging by tricking their partner with their
Students from one team name a card and ask you a movements, i.e., seem to be about to touch their shoes
question about it, e.g., Number 3. Is it a (baby)? Turn the and touch their socks instead.
chosen flashcard over. If it is a baby, answer Yes, it is, and
the guessing team keeps the card. If it isn’t a baby, say No, Tic-tac-toe
it isn’t, and turn it face down on the board again in the Use any nine flashcards or word cards. Draw a tic-tac-toe
same position. Continue the game until all the cards have grid on the board (a 3 X 3 grid). Stick one flashcard or
been guessed correctly. The team with the most flashcards word card face down into each of the nine squares. Divide
wins the game. the class into two teams – the Xs and the Os. The teams
take turns selecting a card and turning it over. They have
Memory pairs to say or read the word on the card, or make a sentence,
Play this game with any set of five matching flashcards or ask a question using it. If they do this correctly, they
and word cards. Distribute the flashcards and word cards score an X or O in the square. If they make a mistake, the
to ten students and ask them to stand at the front of the other team scores the X or O. The first team to get three
class – the students with flashcards to the left and the Xs or Os in a row wins.
students with word cards to the right. Students show their
flashcards and word cards and say or read the word. The one that doesn’t belong
They then hold the cards facing away from the class. Choose and show four flashcards or word cards – three
Other students in the class take turns remembering who from the same category and one that is different (e.g.,
is holding the matching flashcards and word cards. They three places in town and one place on a farm). Students
name a pair of students, e.g., Jacques and Laura. The have to look at the word and say which one doesn’t
named students show their cards. If they match, they belong. When they can, encourage students to say why
give the cards to the student who guessed correctly. If the item they chose doesn’t belong, e.g., It’s on a farm.
they don’t, they keep them and turn them to face away
Pass the actions
from the class. At the end of the game, the winners are
Use any word cards for actions or action phrases. Distribute
students who have matching pairs of cards. Repeat with
these to students in the class. Play some music while
the other five pairs of matching flashcards and word
students pass the word cards around the class. Then stop
cards.
the music or say Stop! Students with word cards take turns
Messages reading their action silently and acting it out for the rest of
Students write a message down on a slip of paper and the class to guess.
put the slips of paper into a box or bag. The message can
Pass the ball
be an offer, an instruction, a request, or an invitation. For
Students pass a soft ball or another object carefully around
example, for Unit 5 SB65, students write messages
the class. Play some music or ask students to pass the ball
offering food Would you like an apple? Students then
around the class. Then stop the music or say Stop! The
take turns drawing out a message, and passing on the
student holding the ball has to answer a question posed by
message to another student by reading it. The other
you or another student in the class.
student responds (e.g., Yes, please./No, thank you.), and
the student who reads the message mimes carrying out
the message, if appropriate (e.g., in Unit 5, handing over
the food if the other student says “yes”).

xxi
 Pass the flashcards Simon says
Use any set of flashcards or objects. Distribute these to This is an instructions game. Students listen and follow
students in the class. Play some music or ask students to instructions, but only if you say Simon says, e.g., if you
pass the flashcards around the class. Then stop the music say Put on your jacket, students should do nothing, but
or say Stop! Students with flashcards or objects take if you say Simon says, “Put on your jacket,” students
turns naming or making a sentence about the item on must find their jacket and put it on (or mime doing so).
their flashcard. Students can also give the instructions.

Pass the present Sound bingo

Wrap a classroom object, a piece of food (e.g., a carrot Students think of four words with the target sound in
or a banana) or a small toy (e.g., a helicopter) in layers them and write them on a piece of paper, e.g., with the
of wrapping paper. Play some music and ask students /f/ sound in Unit 2: frog, fish, five, fox. Then call out a
to Pass the present. Students pass the present carefully mixture of words that have /f/ (four, fruit, feet) or other
round the class. Then stop the music and ask the student sounds to contrast, e.g., /v/ and /θ/ for Unit 2: vulture,
holding the parcel a question, e.g., What are you think, van, three, violin. Students listen carefully. When
wearing? The student answers and can then unwrap one you say a word with the target sound (e.g. /f/), they say
layer of the present. Continue until one student opens Yes and cross it off their list if they have written it down.
and names the final object inside the present. When you say a word without this target sound in it,
students say No. The first student to cross out all of his/
Point to (red) her words calls out Bingo!
Give students simple color instructions: Point to (red).
Students have to look around the class and be the first Sound pairs
one to find and point to something of that color. Repeat Draw or write pairs of sound words on the board in a
with other colors. This pointing game can also be played jumbled order, e.g., for words with /y/, /j/, /m/, and /n/,
with any nouns – e.g., Point to a cabinet. Students try yak and yellow, juice and giraffe, man and mom, nine and
to be the first one to find and point to a cabinet in the nice. Make sure the words you choose only contain one of
classroom. the target sounds in them (e.g., avoid name, as it contains
both /n/ and /m/). Students then work in pairs to see who
Questions tic-tac-toe can match up the correct sound pairs the most quickly.
Draw a tic-tac-toe grid on the board (a 3 X 3 grid). Stick a
flashcard into each of the nine squares. Divide the class into Stand in order
two teams – the Xs and the Os. The teams take turns asking Use any set of flashcards or number cards. Distribute
and answering an appropriate question using the picture these to students in the class and ask these students to
in the square. If the question and answer is grammatically come to the front. Name the items on the flashcards in
correct, they score an X or O in the square. The first team to a random order (or say the numbers in ascending or
get three Xs or Os in a row is the winner. descending order). Students with the flashcards have to
arrange themselves in the correct order.
Reading race
Stand up and sit down
Use any set of flashcards or a mix of flashcards from
This is an agreement game. Make sentences about
different sets. Write sentences on pieces of paper, each
something relating to students, e.g. for Unit 5, I like
describing one of the flashcards you have chosen, e.g.,
toast for breakfast. Students for whom this is true stand
It’s a purple skirt for the skirt flashcard or I like cereal
up, the others remain seated. Repeat with different
for breakfast for the cereal flashcard. Stick the flashcards
sentences.
you have chosen to the board. Divide the class into two
teams and give each team half the sentences (face down Test the teacher
in a pile). Say Ready, Steady, Go! One student from each Students test your knowledge by asking you questions. The
team stands up, picks up a sentence, reads it and sticks it questions can be about themselves or other students in the
below the correct flashcard on the board. They then walk class, about flashcards, the coursebook or general
quickly back to their team and sit down, naming the next knowledge questions they know the answer to. Students
student to read a sentence. The first team to stick up all can just take turns thinking of and asking you questions, or
its sentences is the winner. you can arrange this as a team game, with teams taking
turns thinking of and asking you a question. If you know
Sentence chain game the answer, you get a point. If you don’t know the answer,
This is a chain activity. Start with an initial sentence, e.g., their team or group gets a point. The team or group with
for Unit 2 SB30 as if you have lost your pet: I can’t find my the most points at the end of the game is the winner.
mouse. Ask a student to continue, repeating your sentence
and adding a pet of their own: I can’t find my mouse or The last word
my spider. The game continues until someone forgets a Say a sentence from the lesson/using target language,
pet or can’t think of one to add. Repeat the activity, seeing but stop before you say the last word each time. Students
how long you can make the sentence chain. say the word. For example, in Hello again! SB10 say lines
from the story with the last word missing, e.g., This is our
… We have a surprise for … Stand … Hello, Ben. Let’s …
xxii
Traffic lights Where’s the (lamp)?
Move students to a large open space or make a space in Show students the flashcards of pieces of furniture:
the classroom. Give classroom instructions or name target closet, bookcase, cabinet, table and couch. Elicit the
words (animals, actions) for students to mime. Say Green words, then stick them face down to the board in a row.
light! and show a circle of green card. Students follow Then show the following flashcards: phone, TV, mirror,
your instruction. Say Red light! and show a circle of red lamp and clock, elicit the words, and stick one above
card. Students stop what they are doing. each of the five furniture flashcards. Turn over the first
You can also use these cards for classroom management furnishings flashcard in the top row. Using the item on
(e.g., to start and stop pair or group work). If you want the flashcard, ask Where’s the (phone)? Tap the piece of
to let students know they only have a few minutes left for furniture below. Students have to guess It’s on the table./
a particular activity, you can say Yellow light! and show a Is the phone on the table? Turn the furniture flashcard
circle of yellow card. over. If it’s the table, give both flashcards to the student
who guessed correctly. If not, turn both cards over again
True or false? and ask about another item, returning to the phone
Make true and false sentences about a picture, again later. At the end of the game, students who have
photograph, text, story, students in the class, or factual the most pairs of cards are the winners of the game.
statements. Students listen and say true or false. Students
Whisper down the line
can also take turns making the sentences. They can
Make four teams. Teams line up facing the board. Give
correct the false sentences to make them all true ones.
the student at the front of each team a board pen.
Two minutes Whisper a different number between 1 and 20 or a
Write a category heading for words you want to word to each of the students at the front of the teams.
brainstorm on the board (e.g., for Unit 8 Animals). Divide Students whisper it back along the line and the student
the class into teams of five or six students. Each team at the back of their team comes and writes it on the
chooses someone to write for them. Tell them to write the board. Teams get a point for writing the number (in
names of as many things in the category as they can in figures) correctly (or the word). The four students at the
English. Set a time limit of two minutes (use a timer if you front go to the back of the line. Repeat with different
have one or ring a bell after two minutes). Teams stop numbers or words.
writing when the time is up. Ask students to count how
many items are on their list. Elicit the words from the team Who said it?
with the most items and write them on the board (or invite Books closed. Say a line from the story. Students say the
the student with the list to write on the board). The other name of the character who said it, e.g., in Unit 5 SB65
teams cross off the ones they have on their lists. Elicit any Let’s go for lunch (Ben). Oh, dear! (Tina) More cake,
extra items from the other teams. Check comprehension please. (iPal) That’s enough! (Olivia).
and practice any new words. Who has it?
What’s in the bag? Hand out the unit flashcards at random. Students with
Put an object or objects in a bag for a student to feel flashcards stand up, show them to the class and make
(e.g., classroom objects or small toys). Ask What’s this? a sentence, e.g., in Unit 1 SB18 I have a helicopter.
or What are these? Students must feel and guess the Give students two minutes to look at the flashcards and
object(s) (It’s a (pencil)./They’re (teddy bears)) without remember who has what. Then the students with
looking. flashcards put them face down on their desks. You can
make a sentence, e.g., She has a helicopter. Students
What’s missing? guess the name or say, e.g., Umberto has a helicopter.
Stick flashcards or word cards to the board or lay them When someone guesses correctly, the student with the
on the floor where all students can see them. Allow flashcard says Yes. I have a (helicopter) and gives the
students a few minutes to look at them. Then ask card back to you. Alternatively, ask a question, e.g.,
students to close their eyes while you remove one or two Who has a helicopter? Students guess the name in the
of the cards. Students then open their eyes and answer same way. When students have the idea, repeat but
the question What’s missing? this time volunteers can try to say where all the cards
are by pointing to the students and making sentences
themselves, e.g., She has a helicopter. He has a tractor.
etc. You can make the game competitive by giving
students who guess correctly points.

xxiii
 Word race
Stick the word cards for the unit on the board (or write
the words). Give students a time limit of five minutes to
look at the words and practice spelling (e.g., by writing
them out or testing each other). Divide the class into
teams (there should be no more students on each team
than there are words to remember, so that each student
gets a turn – e.g., if there are nine words to remember
you need teams of nine or fewer). Remove/Erase the
words from the board. Divide the board into as many
sections as you have teams, by drawing vertical lines
(i.e., if you have four teams, there will be four sections).
Students line up in their teams, facing the board. Give
the first person on each team a board marker. Say Write
the words! These four students come to the front and
write one of the words they practiced earlier, in their
team’s section. Then they pass the board pen to the next
person in the team, who writes a different word from the
list, and so on. Students must not copy other teams but
they can help the members of their team with words and
spelling. Make sure a different student writes each word
(and that there isn’t a stronger student writing/spelling
out all the words). The team which finishes first and has
the most correctly spelled words wins.

Yes/No game
This game can be used for various vocabulary items.
Think of an item students know the English word for.
Students have to guess what you are thinking of by asking
yes or no questions only, e.g., in Unit 6 Is it a team sport?/
Do you need a racket? Allow them a maximum number of
questions to ask, e.g., five. This can also be played as a
team game. If students guess correctly within this number
of questions they score a point for their team.

xxiv
Contents Page

Hello again! 4

Transportation 14

2 Pets 24

Review Units 1 and 2 34

3 Clothes 36

4 Room 46

Review Units 3 and 4 56

5 Meals 58

6 Activities 68

Review Units 5 and 6 78

7 In town 80

8 On the farm 0

Review Units 7 and 8 100

My sounds 102

Songs and chants TB102

Word cards TB105

Extra activities TB114

Video scripts TB128

Language Summary Page

Hello again! 4

Vocabulary Ben, Olivia, David, Leo, Tina Numbers − 0 6–7

Grammar Hello. What’s your name? How do you spell … ? What’s this? 8–9
Story value Play together 10
Talk time Let’s play! 11
Animal sounds r, l The rabbit can run. The lion is lazy.
CLIL: Art What kind of art is it? 12–13

Transportation 14

Vocabulary boat, bus, car, helicopter, truck, motorcycle, plane, tractor, train 16–17
Grammar I have a (truck). Does he/she have a (plane)? 18–19
Story value Take turns 20
Talk time Can I have a turn, please? 21
Animal sounds g, h A gorilla on the grass. A hippo in the house.
CLIL: Science Where is the transportation? 22–23

2 Pets 24

Vocabulary baby, boy, cat, dog, fish, frog, girl, man, mouse, woman 26–27
Grammar It’s (beautiful). Is it (small)? 28–29
Story value Be helpful 30
Talk time Can I help? 31
Animal sounds f, v A fox with a fish. A vulture with vegetables.
CLIL: Science What do animals need? 32–33

Review Units 1–2 34–35

3 Clothes 36
Vocabulary dress, jacket, jeans, shirt, shoes, skirt, socks, pants, T-shirt 38–39
Grammar What are you wearing? Are you wearing (a blue T-shirt)? 40–41
Story value Share things 42
Talk time Here you are! 43
Animal sounds j, y Jackals don’t like jello. Yaks don’t like yogurt.
CLIL: Science What are clothes made of? 44–45
 Page

4 Rooms 46

Vocabulary bookcase, clock, cabinet, lamp, mirror, phone, couch, table, TV, closet 48–49
Grammar There’s a (couch) in the (bathroom). How many (books) are there? 50–51
Story value Be neat 52
Talk time Let’s clean up! 53
Animal sounds m, n Meerkats have mouths. Newts have noses.
CLIL: Math How many are there? 54–55

Review Units 3–4 56–57

5 Meals 58

Vocabulary beans, carrots, cereal, fish, meat, peas, potatoes, rice, sausages, toast breakfast, lunch, dinner 60–61
Grammar My friend Sammy likes (meat) for (lunch). Does he like (cereal)? 62–63
Story value Eat healthy food 64
Talk time Would you like potatoes? 65
Animal sounds s, z A seal in the sun. A zebra in the zoo.
CLIL: Science What kind of food is it? 66–67

6 Activities 68

Vocabulary fly a kite, play baseball, play basketball, play field hockey, play tennis, ride a horse, roller-skate, 70–71
take photographs
Grammar I like playing (basketball). Do you like (flying a kite)? 72–73
Story value Play nicely 74
Talk time That’s not fair! 75
Animal sounds c, k A camel with a camera. A kangaroo with a kite.
CLIL: Sports What equipment do we need? 76–77

Review Units 5–6 78–79

7 In town 80

Vocabulary bookstore, café, movie theater, clothing store, park, playground, school, street, supermarket, toy 82–83
store
Grammar The (toy store) is behind the (clothing store). Is there a (playground) behind the (school)? 84–85
Story value Be safe 86
Talk time It’s safe now. Let’s cross. 87
Animal sounds qu, x A quick queen bee. An ox with an X-ray.
CLIL: Geography Where are the places? 88–89

8 On the farm 90

Vocabulary barn, cow, donkey, duck, field, goat, horse, pond, sheep 92–93
Grammar What’s the (duck) doing? Is the (cat sleeping)? 94–95
Story value Love your home 96
Talk time Would you like to come to my party? 97
Animal sounds w, wh A wolf in the water. A white whale with a wheel.
CLIL: Science What do farmers do? 98–99

Review Units 7–8 100–101

My sounds 102–103
 Hello again!

4
 Unit aims Students review language from Level 1
and learn to give different kinds of information. This
includes:
• introducing themselves
• introducing their friends and family
• saying the letters of the alphabet and spelling
their name
• reviewing numbers from 1 through 10 and saying
how old they and others are
• learning about different kinds of art and reviewing
 
colors and parts of the body
Background information The photograph
shows students in school having a teleconference with
students in a different country.

Introduction to the unit

• Greet the class. Introduce any new students. Say Hello,
I’m/My name’s … What’s your name? When the student
says his/her name reply Nice to meet you, (Sam)! Explain
the meaning and encourage the rest of the class to
repeat the phrase after you. Greet any students you
already know by saying Hello again, (Flavia).
• Distribute or make sure each student has a Student’s
Book and a Workbook.
• Say Open your books to pages 4 and 5, please. Then
say Now listen and look. Play the theme song on the
recording.
• Students look at the photograph and read the title of
the unit while listening to the recording. Confirm the
meaning of again.
• Point to the three children in the foreground of the
photograph and say Look. Where are they? They’re at …
(school.) Point to the teacher and ask Is this their mom?
(No.) Say No. It’s the teacher. Ask Are they happy? Use
gesture to help show the meaning of happy. Point to the
screen and ask Who’s this? (Boys and girls./Children.)
Are they at school? (Yes, they are.) What are they doing?
Explain/Elicit that the children in the foreground are
saying Hello! to some children in a school in a different
country, via the Internet.
• Then ask further questions: How many children can
you see on the screen? (Seven.) Is their teacher in the
classroom, too? (Yes, she is.) What colors can you see?
(Pink, yellow, purple, white, green.) Are there any chairs
in the photograph? (Yes, there are.) Are there any desks?
(Yes, there are.) Are there any bags? (No, there aren’t.)
Do the children have pencils? (No, they don’t.)

CD1:02
(Theme song lyrics)
Guess What! Come and see.
Guess What! Come and play.
Guess What! What can we learn today?
Guess What! Come and see.
Guess What! Come and play.
Guess What! It’s time to learn today!
Guess What! 5
 1 CD1
03 Listen. Who’s speaking?

2 CD1
04 Listen, point, and say.

Ben 2 Olivia
3 David
4 Tina

5 Leo

3 CD1
05 Listen and find.

6 Vocabulary ➞ Workbook page 4

 Hello again!
Lesson aims Students review introducing 2 Listen, point, and say.
themselves and saying how old they are. They • Show the character flashcards in the same order as they
review character names and are introduced to a new appear in the picture. Ask Who’s this? (Ben). Repeat for
character. the other characters.
New language Ben, My name’s … , Nice to meet • Say Now listen, point, and say. Play the recording.
you. This is (my sister/brother, Tina). His/Her name’s … , Students listen and point to the numbered characters in
He’s/She’s my (brother/sister/friend). pet, How old is he? the picture as they hear them mentioned in the recording.
He’s two. Then play again. Students listen and say the characters’
names.
Recycled language Olivia, Tina, David, Leo
(character names), Hello/Hi, What’s your name? CD1:04
I’m … , Who’s this? lizard, iPal, numbers 1–5
1 Ben 3 David 5 Leo
Materials CD1 | Flashcards: 1–6 | CD of lively 2 Olivia 4 Tina
music (optional)
3 Listen and find.
• Say Now listen and find. Play the recording, pausing for
Warmer students to find and point to the correct character, (the
• Point to a student and ask his/her neighbor Who’s this? character who is named, not the speaker). Students can
Encourage the second student to reply with a sentence, also say the correct number.
e.g., It’s Rosa. Repeat for different students. Use What’s Key: Ben (1) Olivia (2) Tina (4) Leo (5) David (3)
his/her name? sometimes.
• Ask students if they remember the names of the CD1:05
characters from Level 1. Show the character flashcards Ben: Hello. My name’s Ben.
and ask about each character What’s his/her name? David: This is my sister. Her name’s Olivia.
Tina: I’m Tina.
Student’s Book page 6
David: This is Leo. He’s two.
1 Listen. Who’s speaking? Tina: This is my friend. His name’s David.
• Say Open your books to page 6, please. Ask Who can Find Leo.
you see? (Olivia, Tina, David, Leo) Are they at home?
(No, at school.) • Point to the Find Leo icon at the bottom of the page. Ask
What’s his name? (Leo.) Say Now find Leo. Students find
• Ask What are they saying? Demonstrate waving your
and point to Leo in the picture (David is holding him).
hand in greeting and elicit Hello! Point to the new
character and ask What are they saying to this boy? Workbook page 4
(What’s your name? / Nice to meet you!) Say Let’s listen
1 Order the letters. Look and draw lines.
to the children. Who’s speaking? Play the recording.
Students listen and point to the characters as they speak. • Students solve the anagrams to make names. They
match the names to the picture by drawing lines.
• Play the recording again, pausing to elicit each character’s
name and that of the new boy, Ben. Ask Is David Olivia’s Key: 2 David 3 Ben 4 Olivia 5 Tina
friend? (No, brother.) How old is Leo? (Two.)
2 Look at Activity 1 and put a check ✓.
• Point to iPal (on Olivia’s backpack) and ask Who’s this?
• Students read the sentences and look at the picture
Remind students/Elicit that this is iPal and that he is a
in activity 1. They check the yes or no box for each
magic robot.
sentence.
• If time, ask about the other items in the picture What’s
this? / What can you see? / What color is it? (a yellow Key: 2 yes 3 no 4 yes 5 yes
book, a blue bike, a ball).
Ending the lesson
CD1:03 • Ask students to look at the picture in the Student’s Book.
Make true or false sentences about each character, e.g.,
Ben: Hello. My name’s Ben. What’s your name?
point to David and say This is Ben. or point to Leo and
Olivia: Hi, Ben. Nice to meet you. I’m Olivia. And this is
say He’s two. Students make a thumbs-up for true and a
David. He’s my brother.
thumbs-down for false.
Ben: Hi, David.
David: Hi, Ben. This is Tina. She’s my friend.
Extra activities: see page TB114 (if time)
Tina: Hello.
Ben: And who’s this?
David: He’s my pet lizard. His name’s Leo.
Ben: How old is he?
David: He’s two.
Ben: Cool!
Leo: Crick!

TB6
 Lesson aims Students learn to introduce family Olivia: This is my friend. Tina: How old is he?
and friends and ask about someone’s age. His name’s Ben. Olivia: He’s eight.
New language This is (my sister/brother, Tina). | 5 Find the mistakes and say.
friend • Point to the first card and read the information. Ask Is
Recycled language character names, numbers that correct? (No.) Say No. There are mistakes. Read
1–10, Who’s this? What’s his/her name? His/Her the example speech bubble, emphasizing the corrected
name’s … , How old is he/she? He’s/She’s (eight). information (Ben, eight).
brother, sister • Say Find the mistakes and say. Students work in
pairs. They read the cards and practice correcting the
Materials CD1 | Flashcards: 7–16 | Word cards: information, using activity 4 and the example speech
see page TB105 | Classroom objects – up to ten of bubble to help them.
each – placed around the classroom (erasers, books,
pens, pencils, pencil cases) (optional) • Elicit answers from different pairs. Write them on the
board, if necessary. Make sure students are choosing his/
her and he/she as appropriate.
Warmer Key: Number 2. Her name’s Olivia. She’s eight. Number
• Practice counting from 1 through 10 in chorus. Repeat 3. His name’s David. He’s seven. Number 4. Her name’s
several times. Then practice counting in reverse from 10 Tina. She’s seven.
through 1.
Workbook page 5
• Write the numbers 1–10 on the board or show the
3 Listen and stick.
number flashcards and point to them. Students say
each number in chorus, then, when they are confident, • Students will need the Hello again! unit stickers from the
individually. back of the Workbook.
• Play the recording. Students listen and stick the stickers
Presentation into the correct position.
• Point to a student and ask Who’s this? / What’s his/her
name? Encourage students to make a full sentence This CD1:07
is Esteban. Ask How old is he/she? Students guess, e.g., 1 David: Hello. My name’s David.
Eight. Repeat for different students. 2 Ben: Hi, I’m Ben.
• Stand next to a student and ask him/her to stand up. 3 David: This is my sister, Olivia.
Introduce him/her to the class, e.g., This is my friend. His 4 David: This is my friend. Her name is Tina.
name’s Erik. He’s seven. Encourage the rest of the class 5 David: And this is Leo. He’s two.
to say Hello, Erik. Nice to meet you. Repeat for different
students. Confirm the meaning of friend and practice 4 Look, read, and match.
pronunciation. • Students read and match the sentence halves.
Student’s Book page 7 Key: 1 Her name’s Sue. She’s nine. 2 This is my brother.
He’s eight. His name’s Dan.
4 Say the chant.
My picture dictionary ➔ Go to page 84. Check the
• Say Open your books to page 7, please. Point to each words you know and trace.
character and ask What’s his/her name? How old is he/
she? Make sure students realize the numbers in the • Before students do the picture dictionary activity,
orange circles are the characters’ ages. Point to the introduce the number words using the word cards. Hold
labels brother and sister and elicit the meaning. up each word card and read it aloud with the class.
• Say Listen to the chant. Play the recording. Students • Students then turn to page 84 and look at the numbers.
listen and point to the pictures in turn. They check the number words they know. They then
trace over the number words.
• Then say Now listen and say the chant. Play the recording
again. Students can clap along to the rhythm at first,
Ending the lesson
joining in with as many words as they can. Then repeat as
often as necessary until students are chanting confidently. • Stand next to a confident student and ask about the
person sitting next to him/her. Say, e.g., Who’s this? Is
CD1:06 this your brother? The student replies This is my friend.
Encourage the student to continue, saying the friend’s
David: This is my sister. Ben: How old is he? name and age, e.g., His name’s David. He’s eight. Repeat
Her name’s Olivia. Olivia: He’s seven. with different students. If time, students repeat the
Ben: How old is she? David: This is my friend. activity in groups of four.
David: She’s eight. Her name’s Tina.
Olivia: This is my brother. Ben: How old is she? Extra activities: see page TB114 (if time)
His name’s David. David: She’s seven.

TB7
 Hello again!

4 CD1
06 Say the chant.

This is my sister.
Her name’s Olivia.
How old is she?
She’s eight.

sister

brother friend friend

5 Find the mistakes and say. Number . His name’s

Ben. He’s eight.

2
Name: Name:
David Tina
Age: Age:
6 7

3 4
Name: Name:
Ben Olivia
Age: Age:
6
5

➞ Workbook page 5 Vocabulary 7

 6 CD1
08 Sing the song.

Happy, happy, look and see,

We can sing our ABCs.

7 CD1
09 Listen and point.

Dan Jill Sam Sue Tom

8 Ask and answer.

What’s your name? My name’s Harry.

How do you spell "Harry"? It’s H-A-R-R-Y.

8 Grammar: Hello. What’s your name? How do you spell … ? ➞ Workbook page 6
 Hello again!
Lesson aims Students learn to say the alphabet Key: Students point to Tom, Jill, Dan, Sue, and Sam.
and to ask about spelling and to spell their name.
CD1:0
New language letter names a–z | How do you
spell (Dan)? It’s (D–A–N). | happy, look and see, Adult: Hello. What’s your “Dan”?
We can sing our ABCs. name? Boy: D–A–N.
Boy: My name’s Tom. Adult: D–A–N. Dan! Thank
Recycled language What’s your name? Adult: How do you spell you.
My name’s (Dan). “Tom”?
Adult: Hello. What’s your
Materials CD1 | Pieces of thin cardboard with Boy: T–O–M.
name?
numbers on for the ages of your class (e.g., one card Adult: T–O–M. Tom! Thank
Girl: My name’s Sue.
with number 7 and one card with number 8) | A you.
Adult: How do you spell “Sue”?
photograph of your family (e.g., mom, dad, and Adult: Hello. What’s your Girl: S–U–E.
siblings) (optional) name? Adult: S–U–E. Sue! Thank you.
Girl: My name’s Jill.
Adult: Hello. What’s your
Adult: How do you spell “Jill”?
Warmer name?
Girl: J–I–L–L.
Boy: My name’s Sam.
• Ask a student to choose a number card to show his/ Adult: J–I–L–L. Jill! Thank you.
Adult: How do you spell
her age. Introduce the student to the class, e.g., This is
Adult: Hello. What’s your “Sam”?
my friend. Her name’s Elena. She’s seven. Ask a second
name? Boy: S–A–M.
student to choose the correct number card for his/her
Boy: My name’s Dan. Adult: S–A–M. Sam! Thank
age. The first student introduces the second student to
Adult: How do you spell you.
the class just as you did (This is my friend. His name’s … ).
Ask other students to continue.
8 Ask and answer.
Presentation • Students work in pairs. They ask and answer about their
own name, e.g., What’s your name? My name’s Irina.
• Write letters a, b, c on the board. Say the letters. How do you spell “Irina”? It’s I–R–I–N–A. They can
Students repeat. Write the other letters on the board and
make a name sign or badge before starting the activity.
say Let’s learn our ABCs. Explain that students are going
to practice saying the letters in English so that they can Workbook page 6
spell their names.
5 Listen and circle the name.
Student’s Book page 8 • Students listen and circle the correct name each time.
6 Sing the song. Elicit answers and ask, e.g., How do you spell Tom?

• Say Open your books to page 8, please. Let’s say the Key: 2 Pat 3 Nick 4 Katy
alphabet. Point to each letter and say it. Students repeat. CD1:10
• Say Now sing the song. Play the recording a few times,
1 Teacher: What’s your name? 3 Teacher: What’s your name?
until students are singing confidently. The first time
Tom: My name’s Tom. Nick: My name’s Nick.
students can hum to the tune and join in with any letters
Teacher: How do you spell Teacher: How do you spell
they know. You can also divide the class into four groups,
“Tom”? “Nick”?
with each group singing one line of the alphabet and the
Tom: T–O–M. Nick N–I–C–K.
whole class joining in with the chorus.
• Students can sing along to the version of the song with 2 Teacher: What’s your name? 4 Teacher: What’s your name?
the words or to the karaoke version. Girl: My name’s Pat. Girl: My name’s Katy.
Teacher: How do you spell Teacher: How do you spell
CD1:08 “Pat”? “Katy”?
A, B, C, D, E, F, G (x2) Q, R, S, T, U, V (x2) Girl: P–A–T. Girl: K–A–T–Y.
Happy, happy, look and see Happy, happy, look and see 6 Draw and say. Then write and circle.
We can sing our ABCs. We can sing our ABCs.
• Students draw a picture of a friend or sibling. They
H, I, J, K, L, M, N, O, P (x2) W, X, Y, and Z (x2) complete the sentences with the person’s name and age
Happy, happy, look and see Happy, happy, look and see and circle the correct option: His/Her and He’s/She’s.
We can sing our ABCs. We can sing our ABCs.
Key: Students’ own answers.
7 Listen and point.
Ending the lesson
• Point to the first photograph and ask What’s his name? • Say Listen. Who’s this? Spell out a student’s name.
(Dan). Repeat for the other photographs. Students ask
The first student to guess the name correctly says It’s
and answer about the children in pairs in the same way.
(Mauricio) and spells the next name.
• Say Listen and point. Play the recording. Students listen
and point to the correct photograph. Ask How do you Extra activities: see page TB114 (if time)
spell “Dan”? (It’s D–A–N.) Practice saying the letters with
the class. Repeat for the other photographs.
TB8
 Lesson aims Students learn to ask about objects • Explain that students are going to listen to some children
using What’s this? It’s a/an … and What are these? playing the same game. Say Now listen and point. Play
They’re … the recording. Students point to the correct item. Play the
New language What are these? They’re … rulers. recording again, pausing to ask What’s this? / What are
these? Students say, e.g., They’re brown chairs.
Recycled language What’s this? It’s a/an … |
classroom objects and furniture | bike, computer, CD1:12
camera | colors (e.g., a pink computer) | How many Girl: A1. What are these? Woman: B3. What’s this?
(chairs) can you see? | numbers 1–10 Boy: They’re brown chairs. Girl: It’s a yellow camera.
Girl: Yes. Your turn. Woman: Yes. Good job!
Materials CD1 | Classroom objects – pencil, pencil
case, eraser, book, pen – or flashcards from Level 1 Boy: B2. What are these? Boy: A2. What’s this?
(17–26) | An orange, an apple | A blindfold, a bag, Girl: They’re purple pencil Girl: It’s a pink computer.
a collection of items students know in English (e.g., cases. Boy: Yes. Good job!
an apple, an orange, some bananas, an egg, a small Boy: Yes. Your turn. Girl: B1. What’s this?
bottle of water, two teddy bears, two or three balls, a Girl: A3. What are these? Boy: It’s a red bike.
doll) (optional) Boy: They’re blue doors. Girl: Yes. Good job!
Girl: Yes. Your turn.
Warmer 11 Ask and answer.
• Play the alphabet song from the previous lesson • Students play the same game in pairs, using the speech
(CD1:08). Students join in and point to the letters on bubbles to help them. Circulate and make sure they are
Student’s Book page 8. forming singular or plural questions and answers as
appropriate.
Presentation
Workbook page 7
• Hold up a pen and ask What’s this? (It’s a pen.) Repeat
for other classroom objects (pencil, book, pencil case, 7 Look, read, and circle the answer.
eraser) and for furniture students can name in English • Students look at the photographs, read, and circle the
(desk, chair, door, window, board). Show an apple or correct sentence each time.
orange and ask What’s this? to elicit It’s an … Show a
Key: 2 They’re pencils. 3 It’s an eraser. 4 They’re pens.
ruler and teach the new word.
• Hold up two items, e.g., two pens, and ask What are 8 Look and write.
these? Help students reply They’re … Repeat with • Students look at the pictures and complete the questions
more pairs and groups of items. and answers.

Student’s Book page Key: 2 this, a chair 3 are these, They’re rulers. 4 ’s this,
It’s a camera.
Listen, look, and say.
• Say Open your books to page 9, please. Listen and Ending the lesson
point. Play the recording. Students point to the children • Play Drawing game (see page xv) using classroom
in the photographs as they speak. objects, toys, or food vocabulary. Draw both single
• Then say Now listen and say. Play the recording again, things (e.g., an apple) and groups of things (e.g., an egg
pausing for students to listen and repeat the questions carton full of eggs) in order to practice What’s this? and
and answers. What are these? Encourage students to reply with full
sentences (e.g., It’s an apple. / They’re eggs.) Color the
CD1:11 pictures when possible, and ask students to describe the
(See Student’s Book page 9.) color, too, e.g., It’s a red apple. You can also practice the
alphabet by asking, e.g., How do you spell “apple”?
10 Listen and point.
• Review colors using the flashcards or items in the Extra activities: see page TB114 (if time)
classroom (point and ask What color is this?)
• Say Listen and find. A2. What’s this? Students find the
correct item (the computer) and say, e.g., It’s a computer.
Ask What color is it? (Pink). Say Yes. It’s a pink computer.
Repeat several times until students understand the way
the grid works. Make sure you ask some plural questions
(What are these?)

TB
 Hello again!

9 CD1
11 Listen, look, and say.
What’s this? 2 What are these?

It’s a ruler. They’re books.

10 CD1
12 Listen and point.
2 3

11 Ask and answer. b, . What’s this? It’s a red bike.

➞ Workbook page 7 Grammar: What’s this? 9

 2
12 CD1
13 Listen and read.
Stand here. You hold iPal.

This is our tree house.

We have
a surprise
for you!

3 4

Do you like
This is iPal. animals? Yes, I do.

Hello, Ben!
Let’s play.

5 6 Wow! What a big surprise!

Don’t worry.
Oh, dear! Help!

And look, Ben!

Your lion!

10 Value: Play together ➞ Workbook page 8

 Hello again!
Lesson aims Students reinforce language with a CD1:13
story. They also discuss the value of playing together.
Olivia: This is our tree house.
New language our, We have a surprise for you! David: We have a surprise for you!
You hold, Let’s play. Help! Don’t worry. What a big Olivia: Stand here. You hold iPal.
surprise! We’re back again. Look and see. Come with All: 1, 2, 3, Magic tree.
us. Come and play. today We’re back again. Look and see.
Recycled language colors | This is … , | tree Come with us. Come and play
house, Stand here, iPal, magic tree, Hello, Do you In our magic tree today.
like … ? Yes, I do. / No, I don’t. Oh, dear! Wow! Look, Tina: This is iPal.
your, lion, crocodile, happy iPal: Hello, Ben! Let’s play.
Materials CD1 | Cards/Materials for a game (e.g., iPal: Do you like animals?
dominoes, Happy Families, Ludo) (optional) Ben: Yes, I do.
Lion: Roar!
Warmer Ben: Oh, dear! Help!
Olivia: Don’t worry.
• Draw a tree on the board and ask What’s this? (It’s a
tree). Draw a tree house in the tree. Point and ask What’s All: 3, 2, 1, that was fun.
this in the tree? (It’s a tree house). Ask students if they Time to go. The magic’s done!
have ever been inside a tree house (they can explain Ben: Wow! What a big surprise!
where and when). David: And look, Ben! Your lion!
• Ask students what they remember about the tree house
in the story in Level 1. Elicit magic tree and see if students Value Play together
remember the rhyme the characters say when they’re at • Play the dialog for frame 3 of the story again, pausing
the tree house in Level 1 (1, 2, 3, Magic tree, Clap your and asking students to repeat iPal’s line: Hello, Ben.
hands and come with me). Tell students they are going Let’s play! Show/Confirm with gesture the meaning
to revisit the magic tree house in the stories in this book. of this expression. Then read the value with the class
Play together. Make sure that students understand the
Student’s Book page 10 meaning of together. Point to frame 2 and ask Who’s in
12 Listen and read. the tree house? (Everyone). Ask Who paints in the story?
• Say Open your books to page 10, please. Ask Can you (Everyone). Talk about how important it is to include
see the tree house? Point to the characters in frame 1 in everyone in games and play together. Point out that
turn and ask Who’s this? / What’s his/her name? (Ben, Olivia and David share their tree house with their friends,
Olivia, Tina, David.) Remind students that David and and they want their new friend, Ben, to enjoy having
Olivia are brother and sister and that the tree house is adventures there, too.
in their yard. Explain/Elicit that Ben is visiting the tree • Divide the class into three groups and give each group
house for the first time. Point to iPal in frame 2 and ask a character name – Tina, Ben, and iPal. Then play the
Who’s this? (It’s iPal). Encourage students to guess what dialog from frames 3 and 4 again. Students listen and
happens in the story by looking at the other frames. repeat the lines for their group’s character.
• Say Now listen and read. Play the recording while • You can then rearrange the class into groups of three,
students listen and follow the story in their books. At the each with one Tina, one Ben, and one iPal. Students
end of the story, point to the picture of the lion in frame practice the dialog, smiling and laughing to reinforce the
6 and ask What’s this? (It’s Ben’s lion). idea of playing together.
• Then play the recording again, pausing at the end of
Workbook page 8
each frame to ask more questions: Frame 1: What do
Olivia and Tina have? (Paint and brushes.) Frame 2: Read and number. Then listen and check.
What color is the paint? (Red, green, and yellow.) Frame • Students number the pictures from the story to show the
3: Who has the yellow paint? (iPal.) Frame 4: What order of events. Play the recording for students to check.
animals can you see? (A lion and a crocodile.) Frame 5: Key: 2 c 3 b 4 f 5 d 6 a
What does Ben say? (Oh, dear! Help!) Elicit the meaning
of Help! Frame 6: Is Ben happy? (Yes.) CD1:14
• Make sure students realize that at first Ben is surprised/ (Repeat of story – see above for story script)
scared when iPal comes to life, but at the end of the
story, he’s happy and says What a big surprise! Ending the lesson
• Students can listen to the story again for pleasure, or • Play The last word (see page xviii), with lines from the
pause after key lines for students to repeat. Encourage story.
students to use gestures and intonation from the story
as appropriate. Extra activities: see page TB114 (if time)

TB10
 Lesson aims Students learn and practice Let’s play CD1:15
and review asking about likes and dislikes. Students
also practice saying the sounds /r/ and /l/. Alex: Let’s play. Do you like computer games?
Abbi: Yes, I do.
New language Me, too. | rabbit | The (rabbit) Alex: Me, too.
can (run). | lazy
Recycled language Let’s play. | Do you like
14 Listen and say. /r/ /l/
(computer games)? Yes, I do. | run, lion • In this activity, students practice saying the sounds /r/
and /l/.
Materials CD1 | Music CD | Ball, toys (doll, teddy
bear, art set, kite, robot, computer game, and board
• Say Look at activity 14. What can you see? Elicit It’s a
lion. and teach rabbit. Say Look. The rabbit can … Mime
games popular with your students), or flashcards:
running to elicit run. Say Look at the lion. It’s lazy. Mime
27–36 from Level 1 Unit 2, a picture of a robot
being lazy and explain the meaning.
• Then say rabbit – /r/ /r/ /r/ – rabbit. Students repeat,
Warmer emphasizing the /r/ sound in rabbit.
• Ask a student Do you like crocodiles? Encourage the • Say lion – /l/ /l/ /l/ – lion. Students repeat, emphasizing
student to reply with a short answer Yes, I do. / No, the initial sound in the same way.
I don’t. Repeat with different students, asking about • Say Listen and say. Play the sound sentences on the
animals, colors, toys, and food and drink students know recording. Students listen and repeat, emphasizing the
in English. initial /r/ and /l/ sounds.
• Play Pass the ball (see page xvii). When the music • Students can then repeat the sound sentences without
stops, ask the student holding the ball Do you like the recording, saying them faster and faster each time.
(teddy bears)? He/She answers Yes, I do. or No, I don’t. See how fast they can say them.
Alternatively, the student holding the ball asks his/her • Ask students to think of any other words they know that
neighbor a question with Do you like … ? begin with the sounds /r/ and /l/. For example, robot, ride
(a bike), look, living room, leg.
Presentation
CD1:16
• Remind students of the story from the previous lesson.
Say iPal says to Ben “Hello! Let’s … ” (play). He asks “Do /r/ /l/ The rabbit can run. The lion is lazy. (x2)
you like … ?” (animals). Explain that students are going
to practice talking about playing in this lesson. Workbook page
10 What’s missing? Look and draw. Then stick.
Student’s Book page 11
13 Listen and act.
• Remind students of the value from the previous lesson.
Students look at the picture and think about what’s
• Say Open your books to page 11, please. Point to the missing. They then choose the correct toy from the three
controllers the children are holding in the photograph options shown and draw it into the picture.
and ask What toy is it? Is it an art set? Is it a camera? • Students then select a smiley sticker from the back of the
(It’s a computer game). Do not confirm answers. Say book and stick it next to the value.
Listen and find out. What does the boy say? Play the
recording. Elicit Do you like computer games?
Key: Students should draw the soccer ball (b).
• Ask students if they have ever played on a game like this 11 Trace the letters.
and which computer games are their favorites. • Students trace the letters r and l in the sound sentences.
• Ask different students Do you like computer games?
12 Listen and circle l or r.
When a student replies Yes, I do. say So do I. Explain/
Confirm the meaning. • Play the recording. Students listen and circle the letter l
or r according to the initial sound of the word.
• Say Now listen and repeat. Play the CD again, pausing
for students to repeat the lines. Key: 2 l 3 r 4 l
• Hand one of the toys you’ve brought to class to each CD1:17
pair of students (or use the toy flashcards from Level 1).
Students practice the exchange in pairs, using the toy they 1 robot, robot 2 legs, legs 3 rabbit, rabbit 4 lion, lion
have. They swap roles so that each student gets a chance
to ask. Go around the class, helping with the names of Ending the lesson
any new games/toys. Ring a bell or say Stop! Students • Show students a picture of a robot or draw a robot on
swap their toy/flashcard with another pair and repeat the the board. Color the legs red if possible. Write the tongue
activity. twister A lazy robot with red legs on the board. Students
practice saying it repeatedly, as fast as they can.

Extra activities: see page TB114 (if time)

TB11
 Hello again!

13 CD1
15 Listen and act.

Animal sounds
14 CD1
16 Listen and say.

The rabbit can

run. The lion
is lazy.

➞ Workbook page Functional language: Let’s play! Pronunciation: r, l 11

 What kind of
art is it?

12
 Hello again!

1 CD1
18 Listen and say.
2 3 4

photography drawing sculpture painting

2 Watch the video.

3 Look and say the kind of art.

Number . Sculpture. Yes.

Project
4 Make a class
sculpture.

3 4

➞ Workbook page 0 CLIL: Art 13

 Lesson aims Students learn to identify and name 2 Watch the video.
different kinds of art.
• Play the video.
New language Which kind of art is • If you don’t have the video, provide students with
it? | photography, sculpture, drawing, painting reference materials – e.g., guides from art galleries/
museums, Internet access – so they can look for an
Recycled language art | numbers 1–4 |
example of each kind of art. Students work in pairs or
colors | photograph, picture, Which (colors) can
small groups. They try to find and write the title and
you see? I can see … | Do you like … ? Yes, I do. /
artist of one sculpture, one painting, one photograph,
No, I don’t.
and one drawing. Circulate and ask questions about the
Materials CD1 | DVD (optional) | Photographs of art students find, e.g., What’s this? Do you like it? What
different kinds of art, if possible ones that are familiar color is it? What’s it called? Who’s the artist?
to students (sculptures found in their hometown/
nearest city, famous paintings, or photographs by Video 00 : see page TB128
artists from their country) | Materials for making 3 Look and say the kind of art.
paintings and drawings, cameras, objects for a still
life (e.g., toys, fruit in a bowl) (optional)
• Students look at the photographs and say the kind of art
they can see. They use the speech bubbles to help them.
• Check the activity by saying the number of the
Warmer photograph. Students say the kind of art.
• Show the pictures of art you’ve brought to class. Say Key: 2 photograph 3 painting 4 drawing
Look! Art. Show each photograph and ask Do you like Guess What!
it? Where is it? (for a local sculpture) What can you see?
Which colors can you see? Ask students Where can you • Students look at the swirled image and guess which of
the photographs on the page it’s from. Check by asking
see art? (Elicit names of local galleries, museums, or
What’s this? (It’s a sculpture.)
open spaces with sculptures.) Ask students if they have
ever visited an art gallery and which pieces of art they Key: It’s a sculpture (photograph 1 in activity 3).
liked best.
Workbook page 10
Student’s Book page 12 1 Look, read, and circle the word.
What kind of art is it? • Students look at the pictures and circle the correct word
• Say Open your books to page 12, please. Ask questions each time.
about the photograph, e.g., Where is it? What can you Key: 2 photograph 3 painting 4 sculpture
see? How many children are there?
2 Look and copy the painting.
• Ask students what kind of art it is. Present sculpture. Ask
students to think of different kinds of art and elicit ideas • Students copy the painting on the left into the frame on
(in L1). the right. Ask Which colors can you see? Can you see
a nose? Point to the eyes, etc.
Student’s Book page 13
Ending the lesson
1 Listen and say.
• Mime making one of the kinds of art in the lesson (e.g.,
• Say Now look at page 13, please. Use the photographs taking a photograph). Students say the art form. Repeat
to present the words for kinds of art. for the other kinds of art. Students can also play this
• Say Listen and say. Play the recording. Students listen game in pairs.
and repeat the words.
• Hold up the pictures you’ve brought to class and ask Extra activities: see page TB115 (if time)
What kind of art is it? Which kind of art do you like?
Find out which kind of art is most popular in the class
(painting/photography/sculpture, or drawing).

CD1:18
1 photography 2 drawing 3 sculpture 4 painting

TB12
 Hello again!
Lesson aims Students make a class sculpture. • Students put their sculptures together in groups to make
They can also complete the Evaluation in the a class sculpture. They can arrange them so they seem to
Workbook. be walking, running, holding hands, playing soccer, etc.
Recycled language What kind of art is it? Workbook page 11 – Evaluation
photography, sculpture, drawing, painting | parts of
the body (head, arms, legs, hands, feet) | Students 1 Look and write the name.
review all unit vocabulary and grammar in the • Students look at the photographs and complete the
Evaluation. names of the characters by writing letters on the lines.
Review the alphabet first (e.g., by playing the alphabet
Materials CD1 | Examples of different kinds
song, CD1: 08).
of art (made by students or pictures of works by
professional artists) | Materials for the project: Key: 2 Tina 3 Ben 4 Olivia 5 David
eight 30-cm pipe cleaners, plasticine/play clay, foil 2 What’s your favorite part? Use your stickers.
(a large square of foil and lots of strips) for each
student | Optional: PVA glue and metallic or • Students choose their favorite part of the unit – the story,
the song, or the video – and put a sticker under their
brown paint | Example of a person made from pipe
chosen preference.
cleaners, foil, etc. | Five slips of paper per student
(optional) 3 What’s different? Circle and write. Then go to
page 3 and write the letters.
Warmer • Students circle the picture that doesn’t belong and write
the name of the character. They then go to page 93 and
• Show different kinds of art from the previous lesson write the letters in the puzzle.
(either the ones students made in the Extension activity
or pictures of works of art by professional artists. For Key: Tina, letters for the puzzle – n, a
each one, ask What kind of art is it? Do you like it? What
Ending the lesson
can you see? Which colors can you see?
• Students repeat their favorite activity from the unit.
Student’s Book page 13
Extra activities: see page TB115 (if time)
4 Make a class sculpture.
• Say Open your books to page 13, please. Point to the
photographs in activity 3. Ask Which number’s the
sculpture? (Number 1.) Ask students if there are any
sculptures in their town/nearest city and if they’ve ever
made a sculpture.
• Point to the photograph and explain that students are
going to make their own class sculpture. Ask What’s
this sculpture? What can you see? (People.) Hold up an
example you’ve made and elicit parts of the body. Ask,
e.g., What’s this? (It’s a head.) What are these? (They’re
legs.) If you can, show some photographs of similar
sculptures made of bronze by Alberto Giacometti (e.g.,
Three Men Walking).
• Give each student eight pipe cleaners, foil, and plasticine.
Show students how to make their sculpture step by step.
To make the head, scrunch a square of foil into a ball.
Twist two pipe cleaners together and bend them in half.
Wrap them around the ball of foil and twist below to
make a neck. Attach the ends to the legs (formed by
twisted pipe cleaners). Wrap two more pipe cleaners
around the body to make arms. Students can fold the
ends to make hands.
• Hand out strips of foil (about 3 cm wide). Show students
how to wrap these around the sculpture, like a mummy.
Form two pieces of Plasticine into foot shapes and wrap
them around the bottom of each leg. Cover the feet with
squares of foil, too.
• As students work, circulate and help. Ask questions, e.g.,
What’s this? / What are these? Do you like the sculpture?
Is it a man or a woman? What’s his/her name?

TB13
 Transportation

14
 Unit aims Students learn about transportation.
This includes:
• identifying different methods of transportation
• describing the size and color of vehicles
• saying which toy vehicles they/others have
• asking what others have
• categorizing transportation using the terms land,
water, and air
Background information The photograph
shows Mont Saint-Michel (St. Michael’s Mount) in
Normandy, France.

Introduction to the unit

• Ask What’s Unit 1 about? Elicit the meaning of
transportation. Elicit any methods of transportation
students already know (e.g., car, bike, walking). Then
ask What can you see in the photograph? Elicit features
students can name (e.g., water, castle, town). Point and
ask Which colors can you see in the sky? (Orange, purple,
pink, blue.) What color’s the water? (Purple/Blue.)
• Present hot-air balloon and ask students if they have
ever seen one or know someone who has traveled in one.
Ask What color’s the balloon? (Orange and green.) Ask
students if they would like to be in the basket under the
balloon. How would they feel? What would they see?
• Then ask further questions (using mime, gesture, and L1
if necessary to help comprehension): Do you like flying
in a plane? / Would you like to fly?
• Play Action treasure hunt (see page xiv) with other verbs
connected with movement that students know from
Guess What! Level 1 (e.g., run, jump, climb, swim, ride a
bike, play soccer, dance).

CD1:02
(Theme song – see lyrics on page TB5)

15
37
 1 CD1
19 Listen. Who’s speaking?

2 CD1
20 Listen, point, and say.

plane 2 helicopter

3 bus
5 truck
4 car 6 motorcycle

7 train

8 boat

tractor

3 CD1
21 Listen and find.

16 Vocabulary ➞ Workbook page 2

 Unit 1
Lesson aims Students learn vocabulary for David: I can see a red bus and a yellow car. And I can see
methods of transportation. a truck. And listen … it’s a motorcycle. It’s so small!
New language plane, helicopter, bus, car, Ben: Look at this long train. It’s great. I like trains.
truck, motorcycle, train, boat, tractor, Here we are, Teacher: How about you, Olivia? What do you like?
transportation museum | Look around you. | It’s so Olivia: I like this big white tractor.
(small). | How about you? What do you like? Olivia: What’s that?
Recycled language character names | teacher | Ben: It’s Leo!
numbers 1–9 | colors | What’s this/that? It’s a 2 Listen, point, and say.
plane. | big, small, long | What can you see? I can
see a (red bus). | I like (trains). | He’s in the (boat). • Say Now listen, point, and say. Play the recording.
Students listen and point to the numbered items in the
Materials CD1 | Flashcards: 17–25 | Word cards: picture. Then play again. Students listen and say the
(see page TB106) (optional) words.

CD1:20
Warmer 1 plane 2 helicopter 3 bus 4 car 5 truck 6 motorcycle
• Say Listen. Who’s this? Spell out the name of a student 7 train 8 boat tractor
in the class. The first student to guess correctly says the
whole name (e.g., It’s Joanna) and can spell the next
3 Listen and find.
name. • Say Now listen and find. Play the recording, pausing for
• Say Listen. What’s this? Spell out the word students to find and point to the correct items in the
transportation, letter by letter. Write it on the board. picture. Students can also say the correct number.
Remind students this is the topic of Unit 1. • If you have time, students can then do a similar activity
in pairs. One says a sentence, e.g., It’s a train, and the
Presentation other says the number: Number 7 (or points to the item).
• Hold up each transportation flashcard and say the new Key: Students point to the items in the following order: 3,
words. Students repeat in chorus and individually. Then 6, 1, 7, 4, 9, 2, 8, 5.
hold up the flashcards in a random order. Students say
the word. CD1:21
• Hold up the car flashcard and ask What color is it? It’s a red bus. It’s a yellow car.
(Blue.) Repeat with the other flashcards, asking the same It’s a small orange It’s a big white tractor.
question. motorcycle. It’s a green helicopter.
It’s a blue plane. It’s a boat.
Student’s Book page 16 It’s a long train. It’s a blue truck.
1 Listen. Who’s speaking? Find Leo.
• Say Open your books to page 16, please. Ask Who can • Say Now find Leo. Students search for Leo in the picture
you see? (Olivia, Tina, David, Ben). Point to the new (he’s in the boat).
character and ask Who’s this? Students guess. Tell
them This is their teacher. Practice the word teacher, if Workbook page 12
necessary. Ask Where are they? Are they at school? (No.) 1 Look, read, and check ✓ or put an ✗.
Explain that the children are on a field trip to a museum.
Ask What kind of museum? What are they looking at? • Students look at the pictures and read the words. They
(Transportation / A transportation museum). put a check if the word matches the picture and an ✗ if it
doesn’t match.
• Say Let’s listen to the children. Who’s speaking? Play the
recording. Students listen and point to the character they Key: plane ✗ tractor ✗ car ✓ train ✗ motorcycle ✓
think is speaking each line (the teacher, Tina, David, Ben,
2 Follow the transportation words.
or Olivia). Then play again, pausing for students to point
to the methods of transportation in the picture as they • Students begin at the Start square and draw arrows
hear the characters mention them. connecting all the transportation words.
• If time, ask about the color of the vehicles in the picture Key: Students draw lines between the following words:
What color’s the plane? (It’s blue.) train, truck, bus, plane, helicopter, tractor, boat.
CD1:1 Ending the lesson
Teacher: OK, children. Here we are at the transportation • Act out driving/sailing/flying or riding on one of the
museum. Listen and look around you. … What’s this, vehicles from the lesson. Students guess (It’s a boat).
Tina? Then they can repeat the activity in pairs.
Tina: It’s a plane! A big blue plane. And listen to this …
It’s a big green helicopter! Extra activities: see page TB115 (if time)
Teacher: What can you see, David?

TB16
 Lesson aims Students learn to describe the size 6 Ask and answer.
and color of vehicles. • Ask different students about the methods of
New language It’s a (big) (red) (car). And it goes transportation, e.g., Vitoria, do you like trains? Students
like this. reply with short answers (Yes, I do. / No, I don’t.)
Students repeat the activity in pairs.
Recycled language transportation words |
colors | big, small, bike, This is my (car). Workbook page 13
Materials CD1 | Flashcards: 17–25 | Picture of a 3 Listen and stick.
bike or flashcard from Level 1 Unit 2 (27) | Music CD • Students will need the Unit 1 stickers from the back of
(optional) the Workbook.
• Play the recording. Students listen and stick the stickers
into the correct position.
Warmer
• Review the transportation words with the flashcards. CD1:23
Show a picture of a bike or the flashcard from Level 1 1 It’s a long green truck.
Unit 2 (27) to review bike. Play Act and guess (see page 2 It’s a yellow and white tractor.
xiv). Encourage students to make the noises of the
3 It’s a blue and white boat.
different vehicles when they mime.
4 It’s a yellow bus.
Student’s Book page 17 5 It’s a small green car.
4 Say the chant. 4 Look, read, and write the words.
• Say Open your books to page 17, please. Point to each • Make sure students understand what the two categories
vehicle in activity 4 and ask What’s this? (It’s a (car).) are (vehicles that travel on roads, vehicles that don’t
What color is it? (Red.) Is it big or small? (It’s big.) travel on roads). They copy the words from the word
Make a longer sentence about each vehicle, e.g., Yes. bank into the correct category.
It’s a big red car. Encourage students to repeat the
Key: Road: car, motorcycle, bus; Not on the road: boat,
sentence with the two adjectives.
helicopter, plane, train.
• Say Listen to the chant. Play the recording. Students
listen and point to the pictures in turn. My picture dictionary ➔ Go to page 85. Check the
• Then say Now listen and say the chant. Play the words you know and trace.
recording again. Students can clap along to the rhythm • Students turn to page 85 and check the transportation
at first, joining in with as many words as they can. Then words they know. They then trace over the word labels
repeat as often as necessary until students are chanting for each picture.
confidently. Encourage them to join in with the vehicle
sounds as loudly as they can. Ending the lesson
CD1:22 • Play the chant again. Students join in and mime as
follows: driving a car (holding the steering wheel,
This is my car, This is my train,
pressing the accelerator for “vroom, vroom”), riding
It’s a big red car. It’s a big green train.
a bike (holding the handle bars and ringing the bell),
This is my car, This is my train,
driving a train (holding and pulling down an old-
And it goes like this. And it goes like this.
fashioned whistle), and sailing a boat (e.g., pulling on
Vroom! Vroom! (x3) Toot! Toot! (x3)
ropes and then honking a horn).
This is my bike, This is my boat,
It’s a big pink bike. It’s a big blue boat. Extra activities: see page TB115 (if time)
This is my bike, This is my boat,
And it goes like this. And it goes like this.
Ding! Ding! (x3) Honk! Honk! (x3)

5 Match and say.

• Point to the example and say Look! Number 1 is a tractor,
and c is a tractor. They match. Students match the other
close-up photographs to the vehicles in the second row.
They make sentences in pairs, using the speech bubble to
help them. Check answers by asking, e.g., Number 2 … ?
Students say the letter and It’s a … .
Key: 2 d It’s a bus. 3 b It’s a motorcycle. 4 a It’s a
helicopter.

TB17
 Unit

4 CD1
22 Say the chant.

This is my car.
It’s a big red car.
This is my car,
And it goes like this.
Vroom! Vroom!
car

bike train boat

5 Match and say. Number , c . It’s a tractor!

2 3 4

a b c d

6 Ask and answer.

Do you like motorcycles? Yes, I do.

➞ Workbook page 3 17
 7 CD1
24 Sing the song.

I have a , I have a ,
You have a . You have a .
He has a , He has a ,
And she has a . And she has a .

Let’s play together. Let’s play together …

Let’s share our toys.
I have a ,
Let’s play together.
You have a .
All the girls and boys.
He has a ,
And she has a .

Let’s play together …

8 CD1
25 Listen and say the name. She has a train. May.

Tim May Alex Lucy

18 Vocabulary
Grammar: I have a truck. ➞ Workbook page 4
 Unit 1
Lesson aims Students talk about toys they and CD1:24
others have.
I have a truck, Let’s play together.
New language You have a (train). He/She has a You have a train. Let’s share our toys.
(motorcycle). | Let’s share our toys, girls, boys He has a motorcycle, Let’s play together.
Recycled language transportation words | toys And she has a plane. All the girls and boys.
(teddy bear, doll, robot, ball, kite, bike) | I have Let’s play together. I have a helicopter,
a (truck). | play together Let’s share our toys. You have a kite.
Let’s play together. He has a tractor,
Materials CD1 | Flashcards: 17–25 | Toy flashcards
All the girls and boys. And she has a bike.
from Level 1, Unit 2 (if available) | A blank piece of
paper for each student (optional) I have a teddy bear, Let’s play together.
You have a doll. Let’s share our toys.
He has a robot, Let’s play together.
Warmer And she has a ball. All the girls and boys.
• Play a game of Find something (red) (see page xvi) with 8 Listen and say the name.
objects in the classroom or pictures in the Student’s Book.
Students make sentences about the items as they find • Point to the first picture and ask What’s his name? (Tim).
them, e.g., It’s a red pencil. / It’s a yellow car. If you wish, Point out that this is the boy from the picture in activity 7.
include practice of size (Find something big/small.) Repeat for the other pictures. Students ask and answer in
pairs in the same way.
Presentation • Say Listen and say the name. Play the recording.
Students listen and say the correct name, referring to the
• Review the transportation words with the flashcards. Ask
What’s this? (It’s a big red tractor). Stick the cards on picture in activity 7.
the board and make sentences with I have, e.g., I have a Key: 2 Alex 3 Tim 4 Lucy
big red tractor.
CD1:25
• Call nine volunteers to the front. Give each one a
flashcard. The students hold up their cards and say, 1 She has a train. 3 He has a helicopter.
e.g., I have a blue car. 2 He has a tractor. 4 She has a plane.
• Say You have a blue car. The student with the car
flashcard waves it. Point to the card and say to the class Workbook page 14
Yes. Look. He/She has a blue car. Repeat for the other 5 Listen and check ✓.
cards (in random order). • Students listen and check the correct picture each time.
Check answers by asking, e.g., Number 1? Students say,
Student’s Book page 18 e.g., b She has a car.
7 Sing the song. Key: 2 b 3 b 4 b
• Say Open your books to page 18, please. Point to the CD1:26
picture of the children. Say What can you see? Elicit the
transportation and toy words. Use the toy flashcards 1 She has a car. 3 She has a bus.
from Level 1 to review/present toys if necessary. Ask, e.g., 2 He has a helicopter. 4 He has a truck.
Where’s the ball? Students point.
6 Look at the pictures and say.
• Say Listen and point. Play the recording. Students
listen and point to the vehicles and toys as they are • Students work individually or in pairs to find five more
mentioned in the song. At the end, remind students of differences. They make sentences, using the example
the meaning of play together and explain share our speech bubble to help them.
toys, girls, and boys. Key: In picture a, she has a motorcycle. In picture b, she
• Then say Now sing the song. Play the recording a few has a boat. In picture a, he has a plane. In picture b, he
times, until students are singing confidently. The first has a helicopter. In picture a, he has a boat. In picture
time students can hum to the tune and join in with b, he has a motorcycle. In picture a, she has a tractor. In
any words they know. Then students can sing along, picture b, she has a bus. In picture a, she has a truck. In
following the song text. Make sure they realize that the picture b, she has a tractor.
chorus is repeated at Let’s play together. Note: Students
can sing along to the version of the song with the words Ending the lesson
or to the karaoke version.
• Students work in pairs. Student A makes a sentence
about one of the children in the picture in the Student’s
Book (e.g., She has a red and black ball.). Student B says
the name (e.g., Lucy). Then they swap roles.

Extra activities: see page TB115 (if time)

TB18
 Lesson aims Students learn to ask about what • Say Look and match. Give students time to follow the
others have. other lines to find out what each child has. They can
check in pairs. Elicit the answers as numbers. Then say
New language Does he/she have a (plane)? Yes,
Now listen and answer. Play the questions, pausing
he/she does. / No, he/she doesn’t.
after each one to elicit the answer. Ask students to make
Recycled language transportation words | correct sentences for the No answers.
toys | classroom objects | food Key: 2 c Yes, he does. 3 b Yes, she does. 4 d No, he
Materials CD1 | Six classroom objects/toys (e.g., a doesn’t. (He has a ball.) 5 a No, she doesn’t. (She has a
teddy bear, a doll, a kite) and/or items of known food plane.)
(e.g., an orange, an apple, a banana) | Six bags that
CD1:28
are not transparent | Music CD
1 Does she have a ball?
2 Does he have a tractor?
Warmer 3 Does she have a doll?
4 Does he have a plane?
• Play the song from the previous lesson (CD1:24). Students
join in with as many of the words as they can. If you wish, 5 Does she have a robot?
teach mimes for each of the vehicles and toys mentioned. 11 Ask and answer.
Presentation • Students play the same game in pairs, using the speech
bubbles to help them. Circulate and make sure they are
• Call six volunteers to the front. Give each student an item using he and she appropriately.
to hold that students can name in English (e.g., a toy
car, a pencil case, a doll, a teddy bear, an orange, and a Workbook page 15
banana). Ask each student to say what he/she has, e.g.,
7 Look, read, and circle the answer.
I have a car. Then they each hide their item in a bag.
Ask the class about what the volunteers have in random • Students look at the pictures, read, and circle the correct
order with Does … have, e.g., Does Lily have a banana? answer each time.
Help students reply with short answers, e.g., Yes, she Key: 2 Yes, he does. 3 No, he doesn’t. 4 No, she doesn’t.
does. When a student answers Yes, he/she does correctly,
the volunteer gives his/her item to that student and sits 8 Look at the picture and answer the questions.
down. • Students look at the picture and write the correct short
answers.
Student’s Book page 1
Key: 2 Yes, she does. 3 Yes, she does. 4 No, he doesn’t.
Listen, look, and say.
Draw and say. Then circle and write.
• Say Open your books to page 19, please. What can you
see? Elicit the different toys on the table. Explain that the • Students draw a picture of their friend with a toy, vehicle,
items are prizes for charity. or other known item. Then they complete the sentence
• Say Listen and point. Play the recording. Students point to describe the picture. They talk about their picture in
to the toys in the photograph as they are mentioned. pairs.
• Then say Now listen and say. Play the recording again, Key: Students’ own answers.
pausing for students to listen and repeat the questions
and answers. Ending the lesson
CD1:27 • Hand out the objects from the beginning of the lesson.
Play some music. Students pass the objects around.
Man: Does he have a plane? Stop the music. Point to one of the students holding an
Woman: Yes, he does. object and ask another student, e.g., Does she have a
Man: Does she have a plane? banana? The student replies Yes, she does. / No, she
Woman: No, she doesn’t. She has a car. doesn’t. Encourage students to respond as quickly as
possible. Play the music again. Students pass the objects,
10 Look and match. Then listen and answer.
as before.
• Read the question in the speech bubble and show
students how to follow the line from the photograph of Extra activities: see page TB115 (if time)
the girl to find out the answer. Elicit the answer (No, she
doesn’t.) and the correct sentence (She has a robot.).

TB1
 Unit

9 CD1
27 Listen, look, and say.

Does he have
a plane?

Yes, he does.
Does she have
a plane?

No, she doesn’t.

She has a car.

10 CD1
28 Look and match. Then listen and answer.
Number . Does she have a ball? No, she doesn’t.

2 3 4 5

a b c d e

11 Ask and answer.

Number . Does she have a ball? No, she doesn’t.

➞ Workbook page 5 Grammar: Does he have a plane? 19

 2
12 CD1
29 Listen and read.

Ben has a helicopter!

Does Ben have
a robot?

Let’s go to
the park! No, he doesn’t. It’s a helicopter.

3 4
Can I have a
turn, please?

Be careful,
Thank you. iPal!
This is fun!

Yes, of course!

5 6
Sorry. Now let’s play
with my helicopter!
It’s OK.

Wow! The helicopter is iPal!

20 Vocabulary ➞ Workbook page 6

 Unit 1
Lesson aims Students reinforce language with the story using gestures and intonation from the story as
a story. They also discuss the value of taking turns. appropriate.
New language Let’s go to the park. | Can I have CD1:2
a turn, please? Yes, of course. This is fun. Be careful. Olivia: Ben has a helicopter!
Take turns. David: Let’s go to the park!
Recycled language methods of transportation, All: 1, 2, 3, Magic tree.
(Ben) has a (helicopter). Does (Ben) have a (robot)? We’re back again. Look and see.
No, he doesn’t. It’s a (helicopter). | Thank you. Sorry. Come with us. Come and play
It’s OK. | Let’s play. Wow! In our magic tree today.
Materials CD1 | Flashcards: 17–25 | A toy and iPal: Does Ben have a robot?
a dice for each group of four students OR a large Olivia: No, he doesn’t. It’s a helicopter.
game (e.g., floor-sized jigsaw puzzle, cars on a track, iPal: Can I have a turn, please?
building blocks), slips of paper or small pieces of thin Ben: Yes, of course.
cardboard, half with “yes” written on them, half with iPal: Thank you. This is fun!
“no” (enough for one for each student), a bag or a David: Be careful, iPal!
box (optional)
Ben: It’s OK.
iPal: Sorry. Now let’s play with my helicopter!
Warmer Ben: Wow! The helicopter is iPal!
• Call nine volunteers to the front. Give each one a All: 3, 2, 1, that was fun.
flashcard that they show in turn and say I have a Time to go. The magic’s done!
(motorcycle). Then they turn their flashcards around. Ask
the rest of the class questions about the volunteers, e.g., Value Take turns
Does he/she/(name) have a (boat)? If students answer • Play the dialog for frame 3 of the story again, pausing
incorrectly (e.g., they say Yes, he does, but the student after iPal’s line: Can I have a turn, please? Explain/Elicit
doesn’t have that flashcard), make a mark on the board. that iPal says this to ask to play with the helicopter. Play
If you get to nine marks, the students at the front win. Ben’s response, Yes, of course, and ask students to guess
the meaning.
Introduction
• Read the value Take turns. Explain the meaning and say
• Ask questions about the story so far: What are the how important it is to take turns when we play. Point out
children’s names? (Ben, David, Olivia, and Tina.) What’s that iPal asks politely for his turn, without grabbing.
in the yard? (A tree house.) What’s the surprise for Ben? • Divide the class into two groups and give each group a
(iPal is magic.) Which animal does Ben paint? (A lion.) character name – Ben or iPal. Then play the dialog from
frame 3 again. Students listen and repeat the line for
Student’s Book page 20 their group’s character. You can then rearrange the class
12 Listen and read. into pairs, each with one Ben and one iPal. Students
• Say Open your books to page 20, please. Point to the practice the dialog in their pairs.
characters in frame 1 and ask Does Ben have a plane?
(No, he has a helicopter). Point to frame 4 and ask Does
Workbook page 16
Ben have the helicopter? (No, he doesn’t. iPal has the 10 Read and write the letter. Then listen and
helicopter.) Ask students to guess what happens by check.
looking at the other frames. • Students match the text with the story frames. They
• Say Now listen and read. Play the recording while write the correct letter in each speech bubble. Play the
students listen and follow the story in their books. Then story again, which is repeated in full on the recording.
point to the helicopter in frame 6 and ask What’s this? Students listen and check their answers.
(It’s a helicopter, and it’s iPal.)
Key: 2 c 3 a 4 e 5 b 6 d
• Play the recording again, pausing to ask more questions:
Frame 1: Where are Olivia and David? (In the tree CD1:30
house.) Frame 2: Does Ben have a robot? (No, he (Repeat of story – see above for story script)
doesn’t. He has a helicopter.) Frame 3: Who plays with
the helicopter? (iPal.) Frame 4: Are Ben, David, and Olivia Ending the lesson
happy? (No, they’re worried.) Elicit/Explain the meaning
• Make a sentence about the story. Students say the
of Be careful. Frame 5: Is the helicopter OK? (Yes, it is.) number of the frame, e.g., Ben, David, and Olivia aren’t
Frame 6: Are the children happy? (Yes.) happy. (4) The helicopter is iPal. (6) Ben says, “Yes, of
• Students can listen to the story again for pleasure, or course.” (3) iPal plays with the helicopter. (4) Olivia and
pause after key lines for students to repeat. They can David are in the tree house. (1) The helicopter is OK. (5).
join in with the rhymes before frame 2 and at the end of
Extra activities: see page TB116 (if time)

TB20
 Lesson aims Students practice taking turns. • Say Listen and say. Play the sound sentences on the
Students also practice saying the sounds /g/ and /h/. recording. Students listen and repeat, emphasizing the
initial /g/ and /h/ sounds.
New language gorilla, on the grass
• Students can then repeat the sound sentences without
Recycled language toys | methods of the recording, saying them faster and faster each time.
transportation | Let’s play, Can I have a turn, please? See how fast they can say them.
Yes, of course. | take turns, computer game, hippo,
house
• Ask students to think of any other words they know that
begin with the sounds /g/ and /h/. For example, goodbye,
Materials CD1 | Small toy for each pair of students grandpa, grandma, green, game, go, hello, hallway,
(if possible one they can name in English) | Large head, hair, how, helicopter.
pictures of flowers and trees, windows, and a door
CD1:32
(optional)
/g/ /h/ A gorilla on the grass. A hippo in the house. (x2)

Warmer Workbook page 17

• Say Let’s play soccer. Students mime playing soccer. 11 What’s missing? Look and draw. Then stick.
Repeat with different games and sports students know • Remind students of the value from the previous lesson.
(e.g., Let’s play with a toy car. Let’s play with a kite. Let’s Students look at the picture and think about what’s
play with a camera. Let’s run. Let’s jump.) Make the last missing. They then choose the correct toy from the three
instruction Let’s play with a computer game. options shown and draw it into the picture.
Student’s Book page 21 • Students then select a smiley sticker from the back of the
book and stick it next to the value.
13 Listen and act.
Key: Students should draw the kite (b).
• Say Open your books to pages 20 and 21, please. Remind
students of the story from the previous lesson. Say iPal 12 Trace the letters.
asks Ben, “Can I have a … ?” (turn, please). Elicit Ben’s • Students trace the letters g and h in the sound sentences.
reply (Yes, of course.)
13 Listen and match the pictures with g or h.
• Tell students they are going to listen to more people
taking turns. Remind them of the expression take turns. • Play the recording. Students listen and match each
Say Now look at page 21. Who’s speaking? Listen and picture with the letter g or h according to the initial
point. Play the recording. Students listen and point to the sound of the word.
people in the photograph as they speak each line. Key: 2 h 3 g 4 h
• Then say Now listen and act. Play the recording again,
pausing for students to repeat each line with the correct CD1:33
pronunciation and intonation. 1 gorilla, gorilla 2 house, house 3 grass, grass
• Students act out similar dialogs in pairs. One student 4 hippo, hippo
mimes playing with the controller for a computer game
and handing it over when the other asks Can I have a Ending the lesson
turn, please? • Give a small toy to each pair of students. They practice
taking turns. Student A plays with the toy. Student B
CD1:31 asks Can I have a turn, please? Student A replies Yes, of
Alex: Can I have a turn, please? course. and hands over the toy. Student B says Thank
Carlos: Yes, of course. you. I like … They repeat, handing the toy over each
Alex: Thanks. I like computer games. time.
14 Listen and say. /g/ /h/ Extra activities: see page TB116 (if time)
• In this activity, students practice saying the sounds /g/
and /h/.
• Say Look at activity 14. What can you see? Elicit hippo
and teach gorilla and grass. Ask Where’s the gorilla? (On
the grass.) and Where’s the hippo? (In the house.)
• Then say gorilla – /g/ /g/ /g/ – gorilla. Students repeat,
emphasizing the /g/ sound in gorilla.
• Say hippo – /h/ /h/ /h/ – hippo. Students repeat,
emphasizing the initial sound in the same way.

TB21
 Unit

13 CD1
31 Listen and act.

Animal sounds
14 CD1
32 Listen and say.

A gorilla on the
grass. A hippo
in the house.

➞ Workbook page 7 Functional language: Can I have a turn, please? Pronunciation: g, h 21

 Where is the
transportation?

22
 Unit

1 CD1
34 Listen and say.
2 3

on land on water in the air

2 Watch the video.

3 Look and say on land,

on water, or in the air.

Number . On land. Yes.

Project
4 Find transportation
on land, on water,
and in the air.

3 4

➞ Workbook page 8 CLIL: Science 23

 Lesson aims Students learn to categorize methods 2 Watch the video.
of transportation according to where they go.
• Play the video.
New language on land, on water, in the air • If you don’t have the video, show students the pictures
of different methods of transportation you have found.
Recycled language Where is the (transportation)? |
For each one ask Where’s the transportation? (On land/
methods of transportation | numbers
water. / In the air.) and additional questions, e.g., What
Materials CD1 | DVD (optional) | If you don’t color is it? Do you like it? Ask students if they have
have the DVD: pictures of ways of traveling on land, traveled in any of the ways in the pictures.
on water, or in the air (e.g., someone walking, four-
wheel-drive vehicle, go-kart, hovercraft, paddle boat, Video 01 : see page TB129
surfboard, hot-air balloon, large commercial plane, 3 Look and say on land, on water, or in the air.
hang glider) | Flashcards: 17–25 | Word cards: see
page TB106 | Map of students’ country (to show ferry • Students look at the photographs and say where the
method of transportation is. They use the speech
routes, if appropriate) | 2 circles of thin cardboard, one
bubbles to help them.
red and one green, OR a water tray with objects that
float or sink (e.g., a toy boat, a paper boat, a piece of • Check the activity by saying the number of the
wood, a cardboard tube, a toy car) (optional) photograph. Students say the kind of transportation.
Key: 2 on water 3 in the air 4 on land
Warmer Guess What!
• Review the methods of transportation using the • Students look at the swirled image and guess what it is.
flashcards. Stick all of the flashcards on the board and Check by asking What’s this? (It’s a boat.)
say They are … Elicit/Remind students of the category Key: It’s a boat (in photograph 2 of activity 3).
name transportation. Students can play Drawing game
(see page xv) with the words in pairs. Workbook page 18
1 Look, read, and circle the words.
Student’s Book page 22
Where is the transportation? • Students look at the pictures and circle the correct words
each time.
• Say Open your books to page 22, please. Ask questions Key: 2 on land 3 in the air 4 on land 5 in the air
about the photograph, e.g., What transportation can
6 on water
you see? (bikes, boat) Is there a plane? (No, there isn’t.)
How many people can you see? Can you see a family? 2 Look and draw. Say.
• Ask students if they have ever traveled on a ferry like the
• Students draw the four kinds of transportation in
one in the photograph (if yes, ask where they went, how photographs 2, 4, 5, and 6 in the correct place (e.g., a
long it took, and whether they liked it). If appropriate, bus on a road). They work in pairs and take turns making
show students a map of their country and point out ferry sentences about where the vehicles are in their picture
routes on rivers/lakes or across the ocean. (e.g., The bus is on land.)
• Then point to the ferry and ask the opening question
Key: Students draw the car and truck on the road, the
Where is the transportation? Point and say The boat’s on
plane in the air, and the big boat on water.
water. Point to the last bike and say The bike’s on land.

Student’s Book page 23 Ending the lesson

1 Listen and say.
• Draw three columns on the board, with the headings on
land, on water, in the air. Stick the transportation word
• Say Now look at page 23, please. Use the photographs to cards below the columns in random order (at a height
present the words for places where we can see methods your students can reach). Call volunteers to the front to
of transportation. choose a word card and put it into the correct column.
• Say Listen and say. Play the recording. Students listen The other students help decide if he/she is right.
and repeat the words.
Extra activities: see page TB116 (if time)
• Hold up the transportation flashcards and elicit the
correct phrase (e.g., plane – in the air, boat – on water,
truck – on land).

CD1:34
1 on land 2 on water 2 in the air

TB22
 Unit 1
Lesson aims Students make a transportation Workbook page 1 – Evaluation
collage. They also complete the Evaluation in the 1 Look, match, and write the word.
Workbook.
• Students match the people with the methods of
Recycled language Where is the transportation? transportation. They write transportation words to label
on land, on water, in the air | methods of the pictures on the right.
transportation | Students review all unit vocabulary
and grammar in the Evaluation. Key: 2 d tractor 3 b boat 4 a bus
Materials CD1 | Flashcards: 17–25 | Materials for 2 What’s your favorite part? Use your stickers.
the project: pictures of methods of transportation for • Students choose their favorite part of the unit – the story,
students to cut out (e.g., car calendars/magazines, the song, or the video – and put a sticker under their
brochures for boat or train rides, airline ads), scissors, chosen preference.
glue, a large sheet of paper for each student | Word
3 What’s different? Circle and write. Then go to
cards: see page TB106 OR words to a traditional song
about a method of transportation (e.g., “Row, Row, page 3 and write the letters.
Row your Boat”) and, if possible, music (optional) • Students circle the picture that doesn’t belong and write
the method of transportation. They then go to page 93
and write the letters in the puzzle.
Warmer
Key: motorcycle, letters for the puzzle – r, y
• Show a transportation flashcard and ask What’s this?
(It’s a tractor.) Is it on land, on water, or in the air? (On Ending the lesson
land). Repeat for the rest of the flashcards. • Students repeat their favorite activity from the unit.
Student’s Book page 23 Extra activities: see page TB116 (if time)
4 Find transportation on land, on water, and in
the air.
• Say Open your books to page 23, please. Point to the
photograph in activity 4 and ask What’s this? Explain
that it’s a chart. Point to the columns in the chart (you
may wish to copy it on the board first) and ask How
many? (Three). Confirm the column headings (on land,
on water, in the air).
• Give each student a large sheet of paper and tell them to
draw the same three-column chart with headings. Hand
out printed materials that have pictures of methods of
transportation, such as magazines, calendars, catalogs,
and ads. Students cut out photographs and stick them
into the correct column of their chart. They can also
draw more methods of transportation. Help them label
the pictures, if they wish.
• As students work, circulate and help. Ask, e.g., What’s
this? Where is it – on land or in the air? What color is it?
Do you like it?
• When students have finished their collages, they show
them to the class or another group and name the
different methods of transportation they’ve found,
saying where they usually travel (e.g., Motorcycle – on
land).
• You can see if anybody found a method of
transportation that’s different from everybody else’s,
e.g., a taxi, a hang glider, an all-terrain vehicle.

TB23
 2 Pets

Unit aims Students learn about people and

pets. This includes:
• identifying pet animals
• identifying people as baby, boy, girl, woman, or
man
• describing people and animals
• asking and answering questions with be (Is it … ? /
Are they … ?)
• learning about what animals need
Background information The photograph
shows a pajama cardinalfish (scientific name:
Sphaeramia nematoptera).

Introduction to the unit

• Say Open your books to pages 24 and 25, please. Play
the theme song on the recording. Students look at
the photograph and read the title of the unit while
listening to the song.
• Ask What’s Unit 2 about? Students guess the meaning
of pets. Then ask What can you see in the
photograph? See if anyone already knows the word
fish. Ask What can a fish do? Can it jump/run/walk? (It
can swim.)
• Ask What color’s the fish? (Yellow, brown/orange,
black, and white.) Review parts of the body: say Look
at the fish. Does it have legs/arms/feet/hands? (No, it
doesn’t.) Point to its eye. (Students point.) Repeat for
head, tail, and mouth. Students can repeat this game
in pairs. One student names parts of the fish’s body,
and the other student points.
• Then ask further questions to personalize the topic:
Do you/your grandma and grandpa/your cousins have
a pet? What is it? What’s its name? Is it in the house or
in the yard?

CD1:02
(Theme song – see lyrics on page TB5)

24
25
 1 CD1
35 Listen. Who’s speaking?

2 CD1
36 Listen, point, and say.

woman 2 man

3 girl

6 fish
4 cat 5 mouse

7 boy

8 dog baby
0 frog

3 CD1
37 Listen and find.

26 ➞ Workbook page 20
 Unit 2
Lesson aims Students learn vocabulary for people Tina: It’s small and green … He has a frog!
and pets. David: Where’s my pet? … Leo?
New language pet, pet show | woman, man, Leo: Crick!
girl, boy, baby | cat, mouse, fish, dog, frog | What 2 Listen, point, and say.
does he/she/that man have? It has (long ears).
• Say Now listen, point, and say. Play the recording.
Recycled language character names | numbers Students listen and point to the numbered items in the
1–10 | colors | big, small | He/She has a (white) picture as they hear them mentioned. Then play again.
(cat). It’s (fat). I like the (dog). Can you see the (boy)? Students listen and say the words.
Be careful, Where’s (my pet)?
CD1:36
Materials CD1 | Flashcards: 26–35 and animal
flashcards from Level 1 Unit 8: 86–95, if available. 1 woman 2 man 3 girl 4 cat 5 mouse 6 fish 7 boy 8 dog
baby 10 frog
3 Listen and find.
Warmer
• Review animals from Level 1 – say the animal, then • Say Now listen and find. Play the recording, pausing for
students to find and point to the correct animals/people
students mime and make the appropriate noise. Stick
in the picture, as they hear them mentioned. Students
the flashcards from Level 1 Unit 8 on the board, if
can also say the correct number.
available, or write the animal names. Point to each
animal and ask Is it a pet? Students answer Yes, it is. • If you have time, students can then do a similar activity
for snake, bird, and spider. in pairs. One says a sentence, e.g., It’s a cat, and the
other says the number or points to the animal/person in
Presentation the picture.

• Explain that students are going to learn words for more Key: Students point to the items in the following order: 1,
pets and also words for people. 4, 2, 6, 3, 8, 7, 5, 9, 10.
• Hold up each flashcard and say the new word. Students CD1:37
repeat in chorus and individually. Then show the
It’s a woman. It’s a girl. It’s a baby.
flashcards in random order. Students say the words.
It’s a cat. It’s a dog. It’s a frog.
• Show the pet flashcards and encourage students to say
It’s a man. It’s a boy.
the word and then mime/make the appropriate noise
It’s a fish. It’s a mouse.
for each animal.
Find Leo.
Student’s Book page 26
• Say Now find Leo. Students search for Leo in the picture
1 Listen. Who’s speaking? and raise their hands when they find him. (He’s in Tina’s
• Say Open your books to page 26, please. Ask Can you bag.)
see Olivia, Tina, David, and Ben? Students point to the
children’s backs. Ask Where are they? (At a pet show.) Workbook page 20
Point to the sign in the picture and confirm the meaning. 1 Order the letters and match.
Ask students if they have ever been to a pet show.
• Students solve the anagrams and write the words. Then
• Say Let’s listen to the children. Who’s speaking? Play they match each person with their pet by drawing lines.
the recording. Students listen and point to the character
they think is speaking each line (Tina, David, Ben, or
Key: 2 c girl, dog 3 b woman, fish 4 a boy, mouse
Olivia). Then play again, pausing for students to point 2 What’s next? Look and circle the word.
to the people and pets in the picture as they hear the
characters mention them.
• Students look at the pictures and circle the correct word
in each pair.
• If time, ask about the items in the background of the
picture: What transportation can you see? (A bus, a Key: 2 frog 3 baby 4 dog
plane.) What color’s the bus? (It’s red.)
Ending the lesson
CD1:35 • Stick the flashcards man, woman, girl, boy, and baby on
Tina: It’s a pet show! Look at that woman. She has a the board in a column. Stick a pet flashcard next to each
white cat. It’s fat! person flashcard (e.g., frog next to man). Point to one pair
David: Ha, ha! What does that man have? of flashcards, name the person, and make a sentence,
Olivia: A fish. An orange fish. e.g., Man. He has a frog. Say the name of another person
Ben: And look at that girl. She has a brown dog. I like the on the board and choose a volunteer to make a sentence
dog. It has long ears! about his/her pet. Repeat for the other people. Then swap
Olivia: Can you see the boy? He has a black mouse. the pets around and ask different students.
David: Be careful, mouse! The woman has a big cat.
Extra activities: see page TB116 (if time)
Ben: What about the baby? What does he have?

TB26
 Lesson aims Students practice the people and pet Then say Look at the picture. Let’s count the women. … I
vocabulary and learn irregular plural words. Students can see two women.
practice counting. • Say Look, find, and count. Students work in pairs to
New language Come on now. Let’s count them count the number of men, babies, and children in the
all. mice, fish (plur.), women, men, babies picture. They make sentences, using the speech bubble
to help them. Check answers by asking, e.g., How many
Recycled language people and pets | numbers men can you see? Students say I can see … Ask more
1–10 | colors | big, small | I can see … questions about the animals, pausing for students to
Materials CD1 | Flashcards: 26–35 | Picture of a look and count: How many cats/rabbits/dogs/mice/fish
rabbit can you see? (not including the small pictures on the
mouse and cat food).
Key: men – 3, babies – 4, children – 5, rabbits – 5,
Warmer mice – 7, cats – 7, dogs – 3, fish – 2
• Review the people and pet words with the flashcards. 6 Look at your classroom. Then say.
Students work in pairs and play I can see (see page xvi)
with the picture on Student’s Book page 26. Encourage • Point to the example speech bubble. Say Look at our
students to include colors and to talk about the details class. How many boys? Students count and say (remind
in the background, e.g., I can see a red bus., as well as them to include themselves!). Repeat for girls, children,
the people and pets. Teach white, brown, and black if men, and women. Write the numbers on the board and
necessary. help students say them in English if they are bigger than
ten and also, e.g., I can’t see any men.
Student’s Book page 27
Workbook page 21
4 Say the chant.
3 Listen and stick.
• Say Open your books to page 27, please. Point to one of
the pets in each group in activity 4 and ask What’s this? • Students will need the Unit 2 stickers from the back of the
Workbook.
(It’s a mouse.) Ask What color is it? (White.) Is it big or
small? (It’s big.) Then point to the whole group of mice • Play the recording. Students listen and stick the stickers
and say Look and count. How many mice? (Seven.) Say into the correct position.
Yes. There are seven mice. Seven mice. Students repeat CD1:3
mice. Do the same for the other groups of animals,
1 The man has a small white dog. 2 The baby has a
pointing out that we also say Five fish, not Five fishes.
frog. 3 The girl has a big orange cat. 4 The woman has a
• Say Listen to the chant. Play the recording. Students
small black cat. 5 The boy has a big black dog.
listen and point to the pictures in turn.
• Then say Now listen and say the chant. Play the 4 Write the words and find.
recording again. Students can clap along to the rhythm • Students label the pictures,
c h i l d r
e n
at first, joining in with as many words as they can. Then then find the words
n b j k l o p l
repeat as often as necessary until students are chanting in the word search puzzle.
b c m e n s a o
confidently. Encourage them to join in with the sound
Key: 2 women  3 babies  c y m b c g h j
effects, when possible.
4 children v t mw o m e n
CD1:38 m e e t y u k a
a w b a b i e s
One frog, two frogs, One fish, two fish, q n e r t f n c
Big and small. Big and small.
Come on now, let’s count Come on now, let’s count
My picture dictionary ➔ Go to page 86. Check the
them all. them all.
words you know and trace.
One, two, three. One, two, three, four, five.
Three green frogs. Five orange fish. • Students turn to page 86 and check the words they
know. They then trace over the word labels for each
One dog, two dogs, One mouse, two mice, picture.
Big and small. Big and small.
Come on now, let’s count Come on now, let’s count Ending the lesson
them all. them all. • Play the chant again for students to join in. Divide the
One, two, three, four. One, two, three, four, five, class into groups to represent the animals in the chant:
Four brown dogs. six, seven! seven “mice,” four “dogs,” five “fish,” and three “frogs.”
Seven white mice! The groups mime being their animal when they are
5 Look, find, and count. mentioned, and students point to them in turn for the
counting in the last two lines of the verse.
• Point to each photograph on the left and say, e.g., Look!
One woman, two women. Students repeat after you. Extra activities: see pages TB116 to TB117 (if time)

TB27
 Unit 2

4 CD1
38 Say the chant.

One frog, two frogs.

mice fish
Big and small.
Come on now, let’s count them all.
One, two, three.
Three green frogs.

dogs frogs

5 Look, find, and count. I can see two women.

women

men

babies

children

6 Look at your classroom. Then say. I can see five boys.

➞ Workbook page 2 Vocabulary 27

 7 CD1
40 Listen, look, and say. 3 4

2 ugly

old

young
beautiful

7 big
5 happy

6 sad

8 small

8 CD1
41 Listen, find, and say. They’re cats. They’re happy.

9 Make sentences. Say yes or no.

Number . It’s
a bird. It’s ugly.

No. It’s beautiful.

28 Grammar: It’s beautiful. ➞ Workbook page 22

 Unit 2
Lesson aims Students describe animals. CD1:40
New language beautiful, ugly, old, young, happy, 1 It’s beautiful. 5 They’re happy.
sad | It’s/He’s/She’s (beautiful). They’re (happy). 2 It’s ugly. 6 They’re sad.
3 She’s old. 7 They’re big.
Recycled language people and pets | numbers | 4 He’s young. 8 They’re small.
women, men, children, babies | big, small
8 Listen, find, and say.
Materials CD1 | Flashcards: 26–35 | Word cards:
see page TB107, plus four homemade word cards with • Point to the speech bubble and read it aloud. Point to the
the words women, men, children, babies | Pictures picture of the cats in activity 7 and elicit/say They’re happy.
of two or more women, two or more men, two or • Say Listen, find, and say. Play the recording, pausing
more children, two or more babies, two or more after each sentence. Students listen, find the animal(s) in
elephants | A piece of blank paper for each student activity 7, and say a sentence with It’s/He’s/She’s/They’re
(optional) … and the appropriate adjective each time.
Key: It’s a pink and blue bird. It’s beautiful. They’re brown
Warmer frogs. They’re big. They’re dogs. They’re sad. She’s an
elephant. She’s old. He’s an elephant. He’s young. It’s a
• Review the people and pet words with flashcards and gray bird. It’s ugly. They’re green frogs. They’re small.
word cards (e.g., show the word cards, students do
a mime for each, show the flashcards, students say CD1:41
the words). Show the boy and girl flashcards again to They’re cats. She’s an elephant.
review/elicit child and children. It’s a pink and blue bird. He’s an elephant.
• Stick the flashcards for man, woman, baby, and boy on They’re brown frogs. It’s a gray bird.
the board (at a height your students can reach). Add They’re dogs. They’re green frogs.
pictures of women, men, children, and babies (or draw
Make sentences. Say yes or no.
simple pictures yourself). Show a word card for one of
these eight items and invite a volunteer to stick it on • Students work in pairs. Student A chooses one of the
the board below the correct picture. Students practice pictures in activity 7 and says two sentences to describe
reading the words aloud. Remove the word cards and it, as in the example. These can be either true or false.
number the pictures 1 through 8. Students practice Student B says yes if the description is correct and no if it
asking and answering in pairs, e.g., Student A: Number isn’t. Encourage students to correct the false sentences,
6? Student B: Women. as in the example. Circulate and check that students are
using the correct pronouns and singular/plural verb forms.
Presentation Workbook page 22
• Stick the flashcards of the dog and the mouse on the 5 Look, write the words, and match.
board. Point to the dog and ask What’s this? (It’s a dog.)
Is it small? (No). Say It’s big. Students repeat. Do the • Students label the pictures using the words in the box,
same for the mouse (It’s small). Draw two elephants then draw lines to match the adjectives with their
on the board or show a picture of some elephants. Ask opposites in the right-hand column.
What are these? (They’re elephants). Ask Are they small? Key: 2 young 3 sad a happy b beautiful c old (2–c, 3–a)
(No.) Say They’re big. Students repeat.
6 Look, read, and check ✓.
• Practice big and small with mime. Students stand up. Say
Elephants! They’re big. Students stamp their feet and • Students look at the pictures, read, and check the correct
make themselves as big as possible. Say Mice! They’re sentence in each pair.
small. Students pretend to be mice and curl up as small Key: 2 It’s big. 3 She’s old. 4 He’s ugly.
as they can. Repeat with different animals and people
(e.g., giraffes, crocodiles, lions, men, babies, frogs, fish). 7 Draw and say. Then write.
Students join in with the They’re small / They’re big as they • Students draw a picture of a real or imaginary pet. They
get the idea. complete the sentences with the kind of pet and two
adjectives, as in the example.
Student’s Book page 28
Key: Students’ own answers.
7 Listen, look, and say.
Ending the lesson
• Say Open your books to page 28, please. What can you
see? Elicit the different animals (birds, elephants, cats, • Books closed. Play a memory game with the pictures on
dogs, frogs). Student’s Book page 28. Say, e.g., They’re sad. Students
say (They’re) dogs. Repeat several times. Students can
• Say Listen and point. Play the recording. Students point
play the same game in pairs.
to the pairs of animals as they are mentioned. Confirm
the meaning of each adjective. Then say Now listen and
Extra activities: see page TB117 (if time)
say. Play the recording again, pausing for students to
listen and repeat.

TB28
 Lesson aims Students learn to ask questions with • Then say Now sing the song. Play the recording a few
adjectives and be. times, until students are singing confidently. The first
New language at | pet store | Can you guess time students can hum to the tune and join in with
which (pet/pets) is/are (my favorite/favorites) | Is any words they know. Then students can sing along,
it (happy)? Are they (beautiful)? Are they following the song text.
(spiders)? | Yes, they are. / No, they aren’t. • Students can sing along to the version of the song with
the words or to the karaoke version.
Recycled language animals | adjectives | I’m
(at the pet store). | Is it a (dog)? Yes, it is. / No, it CD1:42
isn’t. | my favorite I’m at the pet store. I’m at the pet store.
Materials CD1 | Flashcards: 26–35 | Pictures Can you guess which pet is my favorite?
of spiders, snakes, and other known animals, e.g., Is it small? No, it isn’t. Is it big? Yes, it is.
giraffes, elephants, lions | Pictures of an ugly Is it beautiful? No, it isn’t. Is it ugly? Yes, it is.
spider/snake, two or more beautiful animals (e.g., It’s big and ugly.
fish), some elephants / other big animals, two or Let me guess, let me guess. Oh, yes!
more small animals (e.g., mice/frogs), a happy It’s a fish! It’s a fish!
child / some happy children, a sad person, an old I’m at the pet store. I’m at the pet store.
person / group of old people, a baby / some babies Can you guess which pets are my favorites?
(optional) | Eight word cards: ugly, beautiful, big,
small, happy, sad, old, young Are they old? No, they aren’t. Are they young? Yes, they are.
Are they sad? No, they aren’t. Are they happy? Yes, they are.
They’re young and happy.
Warmer Let me guess, let me guess. Oh, yes!
They’re dogs! They’re dogs!
• Stick the flashcards on the board, putting the boy
and girl close to each other. Say Listen. Can you guess? 11 Play the game.
Describe one of the pictures, e.g., It’s small. It’s green. It
can jump. (Frog). Students guess the person/animal. For
• Read the speech bubbles with the class and ask them to
point to the correct pet(s).
the flashcards of the boy and the girl say, e.g., They’re
happy. They’re a boy and a girl. (Children). Take the • Tell students you are thinking of one of the animals in
the picture. Students ask you questions, as in the speech
people flashcards off the board, leaving the pets.
bubbles, until they guess. Repeat until students get the
Presentation idea. Students can then play the game in pairs.

• Add pictures of other animals to the board, making sure Workbook page 23
some of them show more than one animal.
8 Listen and circle the answer.
• Point to one of the flashcards with just one animal and
ask, e.g., Is it a mouse? Help students with the answers • Students listen to the question, look at the picture,
Yes, it is. / No, it isn’t. Repeat with different single animals and circle the correct answer. Pause the recording as
and with items around the classroom, e.g., Is it a pen? necessary.
Add questions with adjectives, e.g., Is it small? Key: 2 No, they aren’t. 3 Yes, it is. 4 Yes, he is.
• Point to one of the pictures of two or more animals and
CD1:43
ask, e.g., Are they elephants? Teach the answers Yes,
they are. / No, they aren’t. Repeat with different animals 1 Is she old? 3 Is it happy?
and objects around the classroom. Add questions with 2 Are they ugly? 4 Is he sad?
adjectives, e.g., Are they beautiful?
Look at the picture and answer the questions.
Student’s Book page 2 • Students look at the picture and write the correct short
10 Sing the song. answers.

• Say Open your books to page 29, please. Say Look. It’s Key: 2 No, they aren’t. 3 No, it isn’t. 4 Yes, they are. 5 Yes,
a pet store. Confirm the meaning and ask students if they are. 6 No, they aren’t.
they’ve ever been to a pet store. Ask What can you see?
Ending the lesson
Elicit the animals and encourage students to describe
them, e.g., It’s a dog. It’s brown. It’s sad. Make sure they • Stick the pet flashcards on the board, together with a
realize the green animal on the branch is a lizard. picture of a spider and a snake. Say Can you guess which
pet is my favorite? Students ask you Yes/No questions with
• Say, e.g., They’re snakes. They’re happy. Students point.
adjectives and colors, e.g., Is it small? Is it black? until
• Say Listen and point. Play the recording. Students listen they guess the pet. Students repeat the game in pairs.
and point to the pets. Remind students of the meaning
of Can you guess? and favorite. Ask Which pet is your Extra activities: see page TB117 (if time)
favorite?

TB2
 Unit 2

10 CD1
42 Sing the song.

I’m at the pet store.

I’m at the pet store. I’m at the pet store.
Can you guess which I’m at the pet store.
pet is my favorite? Can you guess which
pets are my favorites?
Is it small? No, it isn’t.
Is it big? Yes, it is. Are they old? No, they aren’t.
Is it beautiful? No, it isn’t. Are they young? Yes, they are.
Is it ugly? Yes, it is. Are they sad? No, they aren’t.
It’s big and ugly. Are they happy? Yes, they are.
Let me guess, let me They’re young and happy.
guess. Oh, yes! Let me guess, let me guess. Oh, yes!
It’s a fish! It’s a fish! They’re dogs! They’re dogs!

11 Play the game.

Is it happy? No it isn’t. Are they

beautiful? No, they aren’t.
Is it a dog? Yes, it is!
Are they spiders? Yes, they are!

➞ Workbook page 23 Grammar: Is it small? 29

 2
12 CD1
44 Listen and read.

Look! What’s that?

It’s Aunt
Sue! Hello.

It’s a frog!
Oh, dear! She’s sad.

3 4
Mr. Tom. He’s big …
and he’s beautiful!
Can we help?

What’s
his name?

Yes, please.
I can’t find
my cat.

5 6

What’s that? Thank you.

You’re welcome!

30 Value: Be helpful ➞ Workbook page 24

 Unit 2
Lesson aims Students reinforce language with • Students can listen to the story again for pleasure, or
a story. They also discuss the value of being helpful. pause after key lines for students to repeat. They can join
in with the rhymes after frame 1 and at the end of the
New language Can I/we help? | I can’t find story. Encourage students to use gestures and intonation
(my cat). | What’s his name? | Mr. | You’re
from the story as appropriate.
welcome. | be helpful
CD1:44
Recycled language frog, cat | sad, big,
beautiful | What’s that? It’s a (frog). | Aunt | Olivia: Look! What’s that?
Hello | Oh, dear | He’s/She’s (sad). | Thank you. David: It’s a frog!
All: 1, 2, 3, Magic tree.
Materials CD1 | Materials for making a poster We’re back again. Look and see.
(display paper, blank sheet of paper, pens, scissors, Come with us. Come and play
glue) for each group of students (optional) In our magic tree today.
Tina: It’s Aunt Sue! Hello.
Warmer David: Oh, dear! She’s sad.

• Play the song from the previous lesson (CD1:42). Divide Tina: Can we help?
the class into two groups. One group sings the I’m at Aunt Sue: Yes, please. I can’t find my cat.
the pet store … sections and all the short answers (No, David: What’s his name?
it isn’t. etc.). The other group sings all the questions, as Aunt Sue: Mr. Tom. He’s big … and he’s beautiful!
if they were the person guessing (Is it small? etc.), Let David: What’s that?
me guess … and the last line It’s a fish! / They’re dogs! Aunt Sue: Thank you.
Repeat, with the groups swapping roles. Tina: You’re welcome!
All: 3, 2, 1, that was fun.
Introduction Time to go. The magic’s done!
• Ask questions about the story so far: What are the
children’s names? (Ben, David, Olivia, and Tina.) Is Value Be helpful
Ben a girl? (No, he’s a boy.) Which toy does Ben have? • Play the dialog for frame 3 of the story again, pausing
(A helicopter.) What’s the magic robot’s name? (iPal.) after Tina’s line Can we help? Explain/Elicit that Tina
says this because Aunt Sue looks sad. Play Aunt Sue’s
Student’s Book page 30 response, Yes, please.
12 Listen and read. • Read the value Be helpful. Explain the meaning and talk
• Say Open your books to page 30, please. Point to the about how important it is to offer help when we can. Ask
characters in frame 1 and ask Where are the children? students for examples of when they helped someone at
(In the tree house). Say Point to iPal. (Students point – school or at home.
he’s next to Tina). Point to the new character in frame • Divide the class into two groups and give each group a
2 and ask Who’s that? Explain that the woman is Tina’s character name – Tina or Aunt Sue. Then play the dialog
aunt and her name is Sue. Ask What animals can you see from frame 3 again. Students listen and repeat the line
in the story? (A frog, a cat.) Encourage students to guess for their group’s character.
what happens by looking at the other frames. • Rearrange the class into pairs, each with one Tina and
• Say Now listen and read. Play the recording while one Aunt Sue. Students practice the dialog in their pairs.
students listen and follow the story in their books. At
the end of the story, point to the cat in frame 6 and ask Workbook page 24
What’s this? (It’s Aunt Sue’s cat.) Make sure students 10 Look and write the words. Then listen and
realize that the cat is lost and iPal and the children find it. check.
• Then play the recording again, pausing to ask more
• Students complete the speech bubbles with words from
questions: Frame 1: Which animal is in the tree house? the box. Play the story again, which is repeated in full on
(A frog.) Frame 2: Is Aunt Sue happy? (No, she isn’t. the recording. Students listen and check their answers.
She’s sad.) Frame 3: What’s in the picture? (Aunt Sue’s
cat.) Explain the meaning of I can’t find … Pretend you Key: 2 sad 3 cat 4 beautiful 5 What’s 6 you
have lost something yourself and mime looking for it, CD1:45
saying, e.g., Oh, dear! I can’t find my pen. Frame 4:
What’s the cat’s name? (Mr. Tom.) Is he small? (No, he (Repeat of story – see above for story script)
isn’t. He’s big.) Is he ugly? (No, he isn’t. He’s beautiful.)
Frame 5: What’s under the tree? (The frog.) Explain that
Ending the lesson
it’s helping the children find the cat. Frame 6: Is Aunt Sue • Play Sentence chain game (see page xviii), using the
happy? (Yes, she is.) What does she say? (Thank you.) starting sentence I can’t find my (mouse).
Point out Tina’s reply (You’re welcome.) and explain the
meaning. Extra activities: see page TB117 (if time)

TB30
 Lesson aims Students practice offering help. (/f/, /v/), with their hands on their throats, so that
Students also practice saying the sounds /f/ and /v/. they can feel the difference between the unvoiced /f/
and voiced /v/.
New language fox, vulture, vegetables, with
• Say Listen and say. Play the sound sentences on the
Recycled language pets | I can’t find my recording. Students listen and repeat, emphasizing the
(dog). | Can I help? | Here you are. Thank initial /f/ and /v/ sounds.
you. | Hello, five, soccer
• Students can then repeat the sound sentences without
Materials CD1 | A picture of a firefly (optional) the recording, saying them faster and faster each time.
See how fast they can say them.
• Ask students to think of any other words they know that
Warmer begin with the sound /f/ or contain the sound /v/. For
• Before class, hide your Student’s Book (or your board example, four, five, fine, find, feet, frog, living room, five,
marker) somewhere in the room. Look very worried, say have, seven.
Oh, dear! Where is it? and search in your bag. Encourage
CD1:47
students to ask you Can we help? Say Yes, please. I
can’t find my (book). Students help look for it. When a /f/ /v/ A fox with a fish. A vulture with vegetables. (x2)
student finds it, help him/her say Here you are and hand
it over. Look very relieved and say Thank you. You’re very Workbook page 25
helpful. 11 What’s missing? Look and draw. Then stick.
Student’s Book page 31 • Remind students of the value from the previous lesson.
Students look at the picture and think about what’s
13 Listen and act. missing. They then choose the correct pet from the three
• Say Open your books to pages 30 and 31, please. Remind options shown and draw it into the picture.
students of the story from the previous lesson. Say Aunt • Students then select a smiley sticker from the back of the
Sue is sad. Tina asks, “Can we … ?” (help). Elicit Aunt book and stick it next to the value.
Sue’s reply. (Yes, please. I can’t find my cat.)
Key: Students should draw the cat (a).
• Tell students they’re going to listen to someone else
offering help. Remind them of the expression be helpful. 12 Trace the letters.
Say Now look at page 31. Who’s speaking? Listen and • Students trace the letters f and v in the sound sentences.
point. Play the recording. Students listen and point to the
people in the photograph as they speak each line. 13 Listen and check ✓ v or f.
• Then say Now listen and act. Play the recording again, • Play the recording. Students check the box next to v or f
pausing for students to repeat each line with the correct according to the initial sound of the word.
pronunciation and intonation. Key: 2 v 3 f 4 f
• Students act out similar dialogs in pairs. One student
mimes looking for a pet (e.g., in the air if it is a bird, CD1:48
under the desk if it is a mouse), saying I can’t find my … 1 four, four 2 vegetables, vegetables 3 fox, fox 4 fish,
The other student asks Can I help?, mimes finding the fish
pet and handing it over (Here you are). Remind the first
student to say Thank you. Ending the lesson
CD1:46 • Show a picture of a firefly and teach the word. Write
the tongue twister Five fireflies on the board. Students
Abbi: I can’t find my dog.
practice saying it repeatedly, as fast as they can.
Ed: Can I help?
Ed: Here you are. Extra activities: see page TB117 (if time)
Abbi: Thank you! Hello, Rover!
14 Listen and say. /f/ /v/
• In this activity, students practice saying the sounds /f/
and /v/.
• Say Look at activity 14. What can you see? Elicit fish and
teach fox, vulture, and vegetables.
• Then say fox – /f/ /f/ /f/ – fox. Students repeat,
emphasizing the /f/ sound in fox.
• Say vulture – /v/ /v/ /v/ – vulture. Students repeat,
emphasizing the initial sound in the same way.
• Students can also practice the sounds one after the other

TB31
 Unit 2

13 CD1
46 Listen and act.

Animal sounds
14 CD1
47 Listen and say.

A fox with a
fish. A vulture
with vegetables.

➞ Workbook page 25 Functional language: Can I help? Pronunciation: f, v 31

 What do
animals need?

32
 Unit 2

1 CD1
49 Listen and say.
2 3

water food shelter

2 Watch the video.

3 Look and say water, food,

or shelter.

Number . Water. Yes!

Project
4 Draw a home
for a pet.

3 4

➞ Workbook page 26 CLIL: Science 33

 Lesson aims Students learn about what animals CD1:4
need.
1 water 2 food 3 shelter
New language What do (animals) need? shelter,
wild animals
2 Watch the video.

Recycled language animals | colors | numbers | • Play the video.

water, food • If you don’t have the video, write the word cat in the
center of the board. Draw a mind map around the word,
Materials CD1 | DVD (optional) | Flashcards of with three branches: food, water, shelter. Next to each
pets: 28–31 and 34 | Pictures of elephants, zebras, word draw a picture of food for a cat (e.g., a tin of food
giraffes, crocodiles, hippos, monkeys, snakes, spiders, with a fish on it), water for a cat (a bowl with water in it),
lions (or flashcards from Level 1 Unit 8: 86–95) | and shelter for a cat (a house). Give each student in the
Pictures of different animal food (e.g., meat, fish, class a different pet animal from the list (dog, mouse,
leaves, insects), shelter (e.g., cave, tree, kennel, nest), fish, frog). Tell them to draw a similar mind map for their
and water (river, stream, water hole) OR a blank piece animal. Circulate and provide new language if students
of paper for each student (optional) wish to label their pictures (e.g., cheese, tank, aquarium).

Video 02 : see page TB129

Warmer 3 Look and say water, food, or shelter.
• Mix up the flashcards of pets and pictures of wild • Students work in pairs. They look at the photographs
animals and stick them on the board. Elicit the names
and say what each one is. They use the speech bubbles
by asking What’s this? (It’s a fish.) or What are these?
to help them.
(They’re giraffes.) Move three of the pet flashcards into
a group (e.g., cat, dog, and mouse) and ask What’s the • Check the activity by saying the number of the
same? Move more pet cards into the group if students photograph. Students say water, food, or shelter.
don’t guess (They’re all pets). When students get the Key: 2 water 3 food 4 shelter
idea, ask which of the other animals are pets. Explain
Guess What!
that the others are wild animals.
• Students look at the swirled image and guess what it is.
Student’s Book page 32 Check by asking What’s this? (Shelter.)
What do animals need? Key: It’s the nest in photograph 4 of activity 3.
• Say Open your books to page 32, please. Ask questions Workbook page 26
about the photograph, e.g., What animals can you see?
(Elephants.) Where are the elephants? (In the water.) Are 1 Look, read, and match.
they small? (No, they aren’t. They’re big.)
• Students look at the pictures and match them with the
• Ask students if they like elephants and if they have ever sentences by drawing lines.
seen a real elephant. Key: b 2 c 3 d 1
• Then point to the photograph and ask the opening
2 Look at the picture and check ✓ the box.
question What do animals need? Point to the water and
say Animals need water. Point to the trees and say They • Students look at the picture and read the sentences.
need food. Confirm/Explain the meaning of need. They check the correct sentence.

Student’s Book page 33 Key: 2 A mouse needs food.

1 Listen and say. Ending the lesson
• Say Now look at page 33, please. Use the photographs to • With their books closed, ask students What do animals
review/present the words for things animals need. need? Draw pictures on the board as prompts, if
• Say Listen and say. Play the recording. Students listen necessary. Elicit the words (water, food, shelter) and ask
and repeat the words. students to help you spell them as you write them on the
• Draw a picture of a banana on the board and ask Is it board.
water? (No.) Is it shelter? (No.) What is it? (Food.) Draw
more pictures of food animals eat (e.g., a worm, some Extra activities: see page TB118 (if time)
grass, a spider), forms of water animals might drink
from (e.g., river, waterfall, dog’s bowl with water), and
kinds of shelter for animals (e.g., a rabbit hutch, a dog’s
kennel, a tree with a hole in it). Students say food, water,
or shelter each time.

TB32
 Unit 2
Lesson aims Students draw a home for a pet. Workbook page 27 – Evaluation
They also complete the Evaluation in the Workbook. 1 Read and write the answer.
New language for a (pet) • Students read the definitions and write the animals on
Recycled language What do animals need? the right.
shelter, water, food, home | pets and people | Key: 2 fish 3 mouse 4 frog 5 dog
numbers | Students review all unit vocabulary and
grammar in the Evaluation. 2 What’s your favorite part? Use your stickers.

Materials CD1 | Flashcards: 26–35 | Materials for • Students choose their favorite part of the unit – the story,
the song, or the video – and put a sticker under their
the project (a blank sheet of paper, colored markers
chosen preference.
or pencils for each student)
3 What’s different? Circle and write. Then go to
page 3 and write the letters.
Warmer
• Students circle the picture that doesn’t belong and write
• Play Memory 1 through 10 (see page xvii) with the pet the pet. They then go to page 93 and write the letters in
and people flashcards. the puzzle.
Student’s Book page 33 Key: mouse, letters for the puzzle – o, u
4 Draw a home for a pet.
Ending the lesson
• Write the question from the previous lesson (What do • Students repeat their favorite activity from the unit.
animals need?) on the board and see if students can
remember the three things you talked about (shelter, Extra activities: see page TB118 (if time)
water, food).
• Say Open your books to page 33, please. Point to the
picture in activity 4 and ask Which pet is this? (A rabbit.)
Ask Where’s the rabbit? (In its house/shelter.) Say Yes.
The rabbit needs shelter. It needs a home. Confirm the
meaning of home.
• Say Draw a home for a pet. Give each student a sheet of
paper and tell them to draw a picture showing a pet in
its home, with food and water. Help students label the
pictures, if they wish.
• As students work, circulate and help. Ask, e.g., What’s
this? Is it food, water, or shelter?
• When students have finished their pictures, they show
them to the class or a partner and say which animal the
home is for (e.g., This is a home for a frog).

TB33
 Review Units and 2

1 Look and say the words. Number . Bus.

2 3 4

5 6 7 8

2 CD1
50 Listen and say the color.

Tony Anna May Bill

34 Review ➞ Workbook pages 28–2

 Lesson aims Students reinforce the language of CD1:50
the Hello again! unit through Unit 2. Tony: Hello. I’m Tony. I’m eight.
New language on the weekend | snow center, Adult: Do you have a pet?
lake Tony: I have two! They’re small, and they’re white.
Adult: Are they mice?
Recycled language numbers 1–10 |
Tony: Yes, they are! Good job!
the alphabet | transportation | people and pets |
colors | big, small, old, young, beautiful, ugly, happy, Anna: Hi. I’m Anna.
sad | What’s this? Is it a (bus)? Is it (big)? Yes, it is. / Adult: How do you spell “Anna”?
No, it isn’t. | Hello. I’m (Tony). I’m (eight). | Do you Anna: A­–N–N–A.
have a (pet)? I have (two). It’s /He’s / She’s (small). Adult: Do you have a pet?
It/He/She isn’t (beautiful). They’re (white). Are they Anna: I have two pets! I have two fish.
(mice)? Yes, they are. / No, they aren’t. His/Her name’s They’re yellow and black, and they’re beautiful.
(Domino). How do you spell (Anna)? May: Hello. My name’s May. I’m nine.
Materials CD1 | Flashcards: 17–35 (optional) | I have a cat. She isn’t beautiful. She’s ugly!
Word cards: see pages TB105, TB106, and TB107 Adult: Is she old?
May: No, she’s young.
Bill: Hello! My name’s Bill. I’m seven. I have an old pet.
Warmer He’s happy. He’s a dog! His name’s Domino.
• Ask What can you remember from the Hello again! unit, Adult: How do you spell “Domino”?
Unit 1, and Unit 2? Let’s find out. Allow students time Bill: D–O–M–I–N–O.
to look through the units and at any work displayed in
class. Encourage them to say what is easy or difficult. Ask Workbook page 28
What is your favorite activity? 1 Look and write the word.
Student’s Book page 34 • Students look at the pictures and complete the words in
the puzzle grid.
1 Look and say the words.
Key: 1 Olivia 2 Leo 3 mouse 4 tractor 5 frog 6 Ben
• Say Open your books to page 34. Students look at the 7 motorcycle 8 helicopter Tina
close-up photographs and guess the words. Check the
activity by saying the picture number, e.g., Number 1. 2 Read and circle the answer.
Students say the word: Bus. Alternatively, check the
activity by asking What’s number (1)? / What’s this? Elicit
• Students read the questions and answers and circle the
correct option each time.
It’s a (bus).
• If you have time, provide further review by asking Key: 2 has 3 They’re 4 spell 5 Does, have 6 it, it
questions about the photographs, e.g., Number 8. Is it a
Ending the lesson
bus? (No, it isn’t.) Is it big/small? Is it a pet?
Key: 2 frog 3 tractor 4 fish 5 helicopter 6 mouse • Play Stand up and sit down (see page xviii) with a variety
of sentences from the first three units, e.g., I have a pet.
7 boat 8 cat
My pet is young. My mom has a bike. I’m seven. I have a
2 Listen and say the color. baby sister.
• Say Look at the children. Point to the children in the top Extra activities: see page TB118 (if time)
row of the activity in turn and ask Is this a boy or a girl?
What’s his/her name? (His/Her name’s … )
• Point to each photograph in the bottom row and ask
What color is it? Students answer with the color of the
picture frame, e.g., Red. Then say Look at the (red)
photograph. What pet(s) can you see? Students look at
each photograph and name the pet (a fish, a dog, mice,
a cat).
• Say Now listen. Say the name and the color. Play the
recording. Students listen and find which pet each child
has. They then say the name, color, and pet. Play the
recording again, if necessary, pausing to ask What color?
Which pet? How old is (Tony)? What color are Anna’s
fish? Is May’s cat old? What’s the name of Bill’s dog?
Key: Tony – green (mice), Anna – red (fish), May – blue
(cat), Bill – yellow (dog)

TB34
 Lesson aims Students play a board game and Yellow 4 What does she have? She has a cat. Green 1 Are
continue reinforcing the language of the Hello again! they beautiful? No, they aren’t. They’re ugly. Green 2 Is
unit through Unit 2. he old? Yes, he is. Green 3 Are they young? Yes, they are.
Green 4 Is he/she sad? No, he/she isn’t. He’s/She’s happy.
Recycled language the alphabet |
transportation | people and pets | colors | What’s Workbook page 2
this? It’s a (fish). What are these? They’re (cars). How
3 Look, read, and match.
do you spell (“helicopter”)? What does he/she have?
He/She has a (frog). Is he / Are they (beautiful/old/ • Students look at the pictures, read the questions, and
young/sad)? What’s the matter? I can’t find my (car). match them with the answers by drawing lines.
Can I help? Yes, please. Here you are. Thanks. Do you Key: 2 d 3 c 4 a
like cars? Yes, I do. Can I have a turn? Of course. Let’s
play. 4 Listen and check ✓.

Materials CD1 | Flashcards: 17–35 | Small squares • Students listen and check the correct picture in each pair.
of colored paper or colored game pieces for covering Key: 1 picture 1 2 picture 2
the game board squares (four of one color for each
student) CD1:51
1 Girl: Oh! I can’t find my car.
Boy: Can I help?
Warmer Girl: Yes, please.
• Use the flashcards to play The one that doesn’t belong Boy: Here you are.
(see page xvi). The one that doesn’t belong can be from Girl: Thanks. Do you like cars?
a different category (e.g., bus, dog, boat, motorcycle Boy: Yes, I do. Can I have a turn?
– dog doesn’t belong because it isn’t a method of Girl: Of course!
transportation), or it can be different because of spelling 2 Boy: Let’s play.
or sound (e.g., baby, bus, boat, fish – fish doesn’t belong Girl: OK. Do you like soccer?
because it doesn’t start with the sound /b/). Boy: Yes, I do.
Girl: Me, too.
Student’s Book page 35 Boy: What’s the matter?
3 Play the game. Girl: I can’t find my soccer ball.
• This is a tic-tac-toe-style game. The aim is to be the Boy: Here you are.
first to get a row of four (vertically, horizontally, or Girl: Thank you!
diagonally).
Ending the lesson
• Students play in pairs. Each student has four pieces of
colored paper or four game pieces (all the same color). • Play a game of Correct my mistakes (see page xv) using
The student who’s starting the game chooses where to the pictures in the game squares on Student’s Book page
place his/her game piece by saying the color of the row 35. While students are looking at the game, make false
and the column number, e.g., Blue 2. The other student sentences for them to correct, e.g., Yellow 4. She has a
then makes a question according to the color of the dog. (No, she doesn’t. She has a cat.)
square on the board. For example, for square 2 on the
blue row, he/she asks How do you spell “motorcycle”? If Extra activities: see page TB118 (if time)
the first student answers the question correctly, he/she
puts a game piece on the square. It is then the second
student’s turn. The first student with four game pieces in
a row wins.
• Students use the prompts at the top of the page to help
them when they are playing the game.
Key: Red 1 What’s this? It’s a fish. Red 2 What are these?
They’re cars. Red 3 What’s this? It’s a tractor. Red 4
What are these? They’re mice. Blue 1 How do you spell
“helicopter”? (Student spells the word aloud.) Blue 2
How do you spell “motorcycle”? (Student spells the
word aloud.) Blue 3 How do you spell “plane”? (Student
spells the word aloud.) Blue 4 How do you spell “train”?
(Student spells the word aloud.) Yellow 1 What does he
have? He has a frog. Yellow 2 What does she have? She
has a truck. Yellow 3 What does he have? He has a boat.

TB35
3 Play the game.

What’s this? /
How do you What does Is he /
What are
spell ... ? he/she have? Are they ... ?
these?

1 2 3 4

young?

sad?

old?
beautiful?

35
 3 Clothes

36
 Unit aims Students learn about clothes. This
includes:
• identifying items of clothing
• asking someone what he/she is wearing
• describing what they are wearing
• learning about what clothes are made of
Background information The photograph
shows a group of children in Ethiopia, East Africa.

Introduction to the unit

• Say Open your books to pages 36 and 37, please. Play
the theme song on the recording. Students look at the
photograph and read the title of the unit while listening
to the song.
• Then ask What’s Unit 3 about? Students guess the
meaning of clothes. Then ask What can you see in
the photograph? Can you see women, men, children?
(Children.) What continent are they from? (Africa.) Point
to the children’s clothes and ask What colors can you
see? (Red, blue, brown, yellow, green.) Do you like the
clothes?
• Ask further questions about colors of clothes: Do you
like red clothes? Do you like yellow clothes? What’s your
favorite color for clothes? Point to different items of
clothing in the classroom and ask, e.g., What color’s
my skirt? What color are (Eugenia’s shoes)?
• Alternatively, play Memory pairs (see page xvii) using
pieces of colored thin cardboard or paper and pink and
homemade word cards for colors.

Extra activities: see page TB118 (if time)

CD1:02
(Theme song – see lyrics on page TB5)

37
 1 CD1
52 Listen. Who’s speaking?

2 CD1
53 Listen, point, and say.

jacket
2 pants 3 socks

5 shoes

4 skirt

7 T-shirt
6 dress

8 jeans

shirt

3 CD1
54 Listen and find.

38 Vocabulary ➞ Workbook page 30

 Unit 3
Lesson aims Students learn vocabulary for clothes. Teacher: Hmm. Do you have any shoes?
Ben: No, I don’t.
New language jacket, pants, socks, skirt, shoes,
Teacher: Oh, dear.
dress, T-shirt, jeans, shirt, Do you like … or … ?, the
Tina: Look, Olivia! I have this green skirt. And do you like
(yellow) one
this pink shirt or the yellow shirt?
Recycled language character names | numbers Olivia: I like the yellow one.
1–9 | colors | old, favorite | Do you have … ? What Tina: What about you, Olivia? Where’s your costume?
do you have? this/these, I have (these black shoes). This Olivia: It’s this purple dress! But I don’t like it. I just like
is my … Oh, dear. Where’s … ? I don’t like it. my old jeans and my favorite T-shirt.
Teacher: Oh, Olivia!
Materials CD1 | Flashcards: 36–44
2 Listen, point, and say.

Warmer • Say Now listen, point, and say. Play the recording.
Students listen and point to the numbered items in the
• Point to something you are wearing or your purse and picture as they hear them mentioned in the recording.
say the color(s). Point to more items of clothing. Students Then play again. Students listen and say the words.
say the colors. Play Point to (red) (see page xviii).
Encourage students to point to items of clothing (theirs CD1:53
or someone else’s) first. 1 jacket 2 pants 3 socks 4 skirt 5 shoes 6 dress
7 T-shirt 8 jeans shirt
Presentation
• Explain that students are going to learn words for 3 Listen and find.
clothes in today’s lesson. • Say Now listen and find. Play the recording, pausing for
• Hold up each flashcard and say the new word. Students students to find and point to the correct clothes in the
repeat in chorus and individually. Then show the picture, as they hear them mentioned. Students can also
flashcards in random order. Students say the words. say the correct number.
• Show the flashcards and elicit a phrase for each with • If you have time, students can then do a similar activity
the correct color, e.g., a purple skirt / blue jeans. in pairs. One says a sentence, e.g., She has a white
T-shirt, and the other says the name (e.g., Olivia) or
Student’s Book page 38 points to the person in the picture.
1 Listen. Who’s speaking? Key: Students point to the items in the following order: 6,
• Say Open your books to page 36, please. Elicit the 8, 5, 1, 7, 2, 4, 3, 9.
characters’ names and ask Where are the children?
CD1:54
(At school). Point to the teacher and ask Who’s this?
(The teacher.) Say Look! They’re in the school auditorium. I like this dress. I like these pants.
Point to the stage and the rack of clothes and elicit/ I like these jeans. I like this skirt.
explain that the children are preparing a school play. Use I like these shoes. I like these socks.
the picture to teach costume. Ask students if they have I like this jacket. I like this shirt.
taken part in a performance at school / worn a costume. I like this T-shirt.
• Say Let’s listen. Who’s speaking? Play the recording. Find Leo.
Students listen and point to the character they think
is speaking each line (Tina, David, Ben, Olivia, or the • Say Now find Leo. Students search for Leo in the picture
(he’s behind the fish tank).
teacher). Then play again, pausing for students to point
to the items of clothing as they hear the characters Workbook page 30
mention them in the recording.
1 Look and match. Then read and color.
• If time, ask about the colors of the clothes (What color’s
the skirt?/What color are the shoes?) and the items in the • Students match the labels with the clothes by drawing
background: Can you see any pets? (A dog, some fish, lines. Then they read the instructions and color the
a lizard.) What color’s the dog? (It’s brown.) How many clothes accordingly.
fish can you see? (Four.) Key: Students color according to the instructions on page
CD1:52 30 of the Workbook.

Teacher: Hello, everyone. Do you all have your costumes? Ending the lesson
Children: Yes, Teacher.
Teacher: David, what do you have? • Play Last one standing (see page xvi) with items of
clothing and colors.
David: This black jacket and these red pants. And I have
these black shoes.
Extra activities: see pages TB118 to TB119 (if time)
Teacher: Good! What about you, Ben?
Ben: This is my costume! My pants, my jacket, and
these red socks.

TB38
 Your favorite green T-shirt. Here are your pants,
Lesson aims Students practice the clothes
Put on your T-shirt, Your favorite blue pants.
vocabulary.
Let’s go out and play. Put on your pants,
New language Here’s your (jacket). Here are your Let’s go out and play.
(shoes). Put on your (jacket). | go out
5 Find the mistakes and say.
Recycled language clothes | colors | favorite |
Let’s … (play)! | His/Her (T-shirt) isn’t (red). It’s
• Point to the picture and say They’re in a clothing store.
Explain that they’re trying on clothes before they buy.
(yellow). His/Her (shoes) aren’t (orange). They’re (red).
Then say Look at the picture. Is it OK? Make sure
Materials CD1 | Flashcards: 36–44 | Real items students realize that the mirror is strange, and the
of clothing in different colors on hangers, pairs of clothes in the reflection are not the right colors. Read the
shoes in different colors | Pictures of people wearing speech bubbles and encourage students to point to the
different clothes (e.g., from clothes catalogs or items of clothing.
magazines), scissors, glue, blank paper (optional) • Say Find the mistakes and say. Students work in pairs
to find more differences between the clothes and their
reflections. They take turns making sentences using his/
Warmer her and the singular or plural form of be (isn’t/aren’t/It’s/
• Review the clothes words with the flashcards or real They’re) as appropriate and using the speech bubbles to
items of clothing. Display these in the classroom (e.g., help them. Check answers by asking, e.g., What about the
clothes on hangers, shoes on top of shoe boxes). Then girl’s jacket? Students say Her jacket isn’t purple. It’s blue.
play Can I have … ? (see page xv). Call students to find
Key: His pants aren’t green. They’re blue. His socks aren’t
the correct item of clothing, e.g., Paul, can I have a blue
purple. They’re green. His T-shirt isn’t red. It’s yellow. Her
T-shirt, please?
dress isn’t pink. It’s purple. Her jacket isn’t purple. It’s blue.
Presentation Workbook page 31
• Ask a student What’s your favorite lesson? (Math.) Then 2 Listen and stick.
ask Do we have math today? (Yes, we do. / No, we don’t.)
Confirm by saying We have math today. We have math • Students will need the Unit 3 stickers from the back of the
on Monday. or We don’t have math today. We have Workbook.
math on Tuesday. Students repeat the sentences in chorus • Play the recording. Students listen and stick the stickers
and individually. Repeat with other students’ favorite into the correct position.
lessons, eliciting and practicing as a class and individually.
CD1:56
Student’s Book page 3 1 Oh, look! I like this pink T-shirt and purple skirt!
4 Say the chant. 2 This white T-shirt is great! And look at these orange
• Say Open your books to page 39, please. Point to each socks! 3 A short green jacket! I like short jackets. And I
jacket in the first photograph in activity 4 and ask What’s like these blue jeans, too. 4 I like these black jeans. And
this? (It’s a jacket.) Ask What color is it? (Black/Red.) this long green jacket is my favorite. 5 This yellow dress
Make a phrase for each item, e.g., Yes. It’s a black jacket. is beautiful. I like these black shoes, too.
Repeat for the other photographs, e.g., What are these? 3 Look and write the words.
(They’re shoes.) What color are they? (They’re purple.)
Yes. They’re purple shoes. • Students label the picture using the words in the box.
• Say Listen to the chant. Play the recording. Students Key: 1 T-shirt 2 shirt 3 jacket 4 jeans 5 skirt 6 pants
listen and point to the photographs in turn. Use gesture 8 shoes
and mime to show the meaning of Here’s/Here are and
My picture dictionary ➔ Go to page 87. Check the
Put on your … Check that students understand Let’s go
words you know and trace.
out and play.
• Then say Now listen and say the chant. Play the • Students turn to page 87 and check the words they know.
recording again. Students can clap along to the rhythm They then trace over the word labels for each picture.
at first, joining in with as many words as they can. Then
repeat as often as necessary until students are chanting
Ending the lesson
confidently. Encourage them to mime putting on the • Ask a student to stand up. Say a verse from the chant,
different items of clothing as they chant. using any item of clothing/color. Mime handing over the
item of clothing, e.g., Here’s your dress. Your favorite
CD1:55 blue dress. Put on your dress. Let’s go out and play. The
Here’s your jacket, Your favorite purple student mimes putting on the item. Repeat with other
Your favorite red jacket. shoes. students. Students can repeat the activity in pairs, using
Put on your jacket, Put on your shoes, the words of the chant or their own ideas.
Let’s go out and play. Let’s go out and play.
Here are your shoes, Here’s your T-shirt, Extra activities: see page TB119 (if time)

TB3
 Unit 3

4 CD1
55 Say the chant.
Here’s your jacket,
red jacket Your favorite red jacket.
Put on your jacket,
Let’s go out and play.
Here are your shoes,
Your favorite purple shoes.
green T-shirt Put on your shoes,
Let’s go out and play.

purple shoes blue pants

5 Find the mistakes and say.

His T-shirt isn’t Her shoes aren’t
red. It’s yellow. orange. They’re red.

➞ Workbook page 3 Vocabulary 39

 6 CD1
57 Sing the song.

What are you wearing?

What are you wearing?
What are you wearing today?

I’m wearing red I’m wearing blue

And a green . And an orange .
I’m wearing a blue I’m wearing a green
And a yellow . And a purple .
Oh! I look great today! Oh! I look great today!

7 CD1
58 Listen and say the name.

Sammy Sally

8 Ask and answer.

What are you wearing today? I’m wearing a blue skirt.

40 Grammar: What are you wearing? ➞ Workbook page 32

 Unit 3

Lesson aims Students ask someone what he/she Oh! I look great today! I’m wearing a green dress
is wearing and describe what they themselves are What are you wearing? And a purple sock.
wearing. What are you wearing? Oh! I look great today!
New language What are you wearing (today)? What are you wearing What are you wearing?
I’m wearing (a) (red jacket/pants) and a (green skirt). today? What are you wearing?
I look great. I’m wearing blue shoes What are you wearing
And an orange skirt. today? (x2)
Recycled language clothes | colors | parts of
the body | man, woman, boy, girl 7 Listen and say the name.
Materials CD1 | Pictures of people from clothes • Point to the picture on the left and say Look. It’s the
catalogs | A ball, a music CD OR flashcards: 36–44, boy monster from the song. What’s his name? (Sammy.)
and handmade clothes cards, e.g., red shoes, pink Practice pronunciation of the name. Repeat for Sally.
pants, an orange jacket, yellow socks (if possible,
• Say Listen and say the name. Sammy or Sally? Play the
make a set of 15 cards for each group of students – first item on the recording. Pause and elicit the name
see Extra activities for details) (optional) (Sammy). Ask What’s he wearing? (A blue jacket.)
Then play the rest of the recording, pausing after each
sentence. Students listen, look at the picture in activity 6,
Warmer
and say Sammy or Sally.
• Point to a picture of a person in the Student’s Book or • If time, students can repeat this activity in pairs. Student
show a picture from a catalog. Ask, e.g., Is this a man? A makes a sentence with I’m wearing … as if he/she were
(No, it’s a woman.) Describe the clothes, making mistakes one of the monsters. Student B says Sammy or Sally.
with colors (as in Student’s Book page 39, activity 5).
Students say, e.g., Her jacket isn’t brown. It’s orange. Key: 1 Sammy 2 Sally 3 Sally 4 Sammy
They can repeat the activity in pairs, using pictures in CD1:58
their books.
1 Voice: What are you wearing?
Presentation Sammy: I’m wearing a blue jacket.

• Say Today I’m wearing (black pants and a red T-shirt). 2 Voice: What are you wearing?
I’m wearing (black socks and black shoes). Help Sally: I’m wearing blue shoes.
a volunteer describe his/her clothes. Repeat with different 3 Voice: What are you wearing?
students. Ask each student What are you wearing today? Sally: I’m wearing an orange skirt.
4 Voice: What are you wearing?
Student’s Book page 40 Sammy: I’m wearing a yellow T-shirt.
6 Sing the song.
8 Ask and answer.
• Say Open your books to page 40, please. Point to the
large picture and say Look. Two monsters. A boy and a • Read the speech bubbles aloud. Practice pronunciation
girl. Ask Which clothes can you see? Elicit the clothes and if necessary. Students work in pairs to ask and answer
colors, e.g., a yellow T-shirt. Review parts of the body by about their clothes. Note: If your students wear a
asking, e.g., Where’s the yellow T-shirt? (On his head.) uniform, ask them to draw a picture of themselves
wearing their favorite clothes. They ask and answer
• Say Listen and point. Play the recording. Students listen
about the picture (What are you wearing in the picture?).
and point to the clothes that are mentioned in the song.
At the end, explain the meaning of I look great today. Workbook page 32
• Then say Now sing the song. Play the recording a few
4 Look, read, and check ✓.
times, until students are singing confidently. The first
time students can hum to the tune and join in with • Students read the questions and answers and check the
any words they know. Then students can sing along, correct picture in each pair.
following the song text. You can also divide the class into Key: 2 b 3 b 4 b
two groups, with one group singing the part of Sammy
and the other Sally. They all join in with the questions 5 Look at the pictures and write.
What are you wearing (today)? Note: Students can sing • Students look at the pictures and complete the
along to the version of the song with the words or to the sentences.
karaoke version.
Key: 2 a dress, a jacket, shoes 3 jeans, a T-shirt, socks
CD1:57 4 pants, a shirt, shoes
What are you wearing? I’m wearing red pants Ending the lesson
What are you wearing? And a green skirt.
What are you wearing I’m wearing a blue jacket • Play Sentence chain game (see page xviii), using the
starting sentence: I’m wearing purple pants.
today? (x2) And a yellow T-shirt.
Extra activities: see page TB119 (if time)

TB40
 Lesson aims Students ask and answer about what Students repeat. Explain that the boy has chosen a color
they are wearing. and an item of clothing and then made a question for
his partner. Play the girl’s answer. Students repeat. Do
New language Are you wearing a (blue T-shirt)?
the same with the second part of the recording.
Are you wearing (brown shoes)? Yes, I am. / No, I’m
not. | My turn. • Say Play the game. Take turns. Students take turns
choosing a color and an item of clothing and making a
Recycled language clothes | colors | What are question. They answer according to what they’re actually
you wearing (today)? I’m wearing (a) (red jacket/ wearing.
pants) and a (green skirt). I look great. | take turns
CD1:60
Materials CD1 | Flashcards: 36–44 | A scarf /
piece of thick fabric to use as a blindfold (optional) Boy: Pink. Pants. Are you wearing pink pants?
Girl: No, I’m not. My turn!
Girl: Purple. Socks. Are you wearing purple socks?
Warmer Boy: Yes, I am!
• Play the song from the previous lesson. Students sing Workbook page 33
along. Stick the clothes flashcards on the board in the
order they appear in the song (pants, skirt, jacket, 6 Listen and number the pictures.
T-shirt, shoes, skirt, dress, sock). Play the karaoke version • Students listen and number the pictures.
of the song. Students sing the song, changing the colors
to match the items on the flashcards. Key: a 2 b 1 c 3
CD1:61
Presentation
1 Woman: Are you wearing a skirt and a T-shirt?
• Tell a confident volunteer to stand up. Ask What are Girl: No, I’m not. I’m wearing jeans and a T-shirt.
you wearing today? Suggest something the student isn’t
wearing, e.g., Are you wearing a green skirt? Help the 2 Man: Are you wearing pants and a jacket?
student reply No, I’m not. Repeat with different items he/ Boy: No, I’m not. I’m wearing jeans and a jacket.
she isn’t wearing (make them funny, if possible), e.g., Are 3 Man: Are you wearing a dress and shoes?
you wearing red shoes? Are you wearing a purple jacket? Woman: No, I’m not. I’m wearing a skirt, a shirt,
Then ask about something he/she is wearing, e.g., Are and shoes.
you wearing blue jeans? Help the student reply Yes, I am.
7 Look, read, and circle the word.
Student’s Book page 41 • Students look at the picture, read the question, and circle
Listen, look, and say. the correct word each time.

• Say Open your books to page 41, please. What can you Key: 2 shirt 3 shoes 4 jeans
see? Elicit clothes and colors in the photograph (e.g., black 8 Draw. Ask and answer with a friend.
pants, a blue T-shirt, a yellow T-shirt, a gray skirt).
• Say Listen and point. Play the recording. Students point • Students draw a picture of themselves, either in the
clothes they’re wearing or in a different outfit. They ask
to the children in the photograph as they speak. Then
and answer in pairs, using the speech bubbles to help
say Now listen and say. Play the recording again, pausing
them.
for students to listen and repeat the questions and
answers. Key: Students’ own answers.
• If time, students can ask and answer about their clothes
Ending the lesson
in pairs, using the speech bubbles to help them.
• Turn your back to the class or close your eyes. Ask
CD1:5 individual students about what they’re wearing, using
1 Katie: Are you wearing a blue T-shirt? Yes/No questions, e.g., Irene, are you wearing a pink
Alex: Yes, I am. T-shirt? Try to get as many Yes answers as possible. You
can make this game competitive by scoring a point each
2 Alex: Are you wearing brown shoes?
time a student answers Yes, I am, but giving the class
Katie: No, I’m not.
a point for a No answer. See who can get to ten points
10 Listen and point. Then play the game. first, you or the class.
• Point to the colors and elicit the name of each. Do the Extra activities: see page TB119 (if time)
same with the clothes.
• Say Listen and point. Play the first line of the recording,
pausing after pants. Students listen and point to the
correct color and item of clothing. Play the question.

TB41
 Unit 3

9 CD1
59 Listen, look, and say.

Are you wearing a blue T-shirt? 2 Are you wearing brown shoes?

Yes, I am. No, I’m not.

10 CD1
60 Listen and point. Then play the game.
Pink. Pants.
Are you wearing pink pants? No, I’m not. My turn!

➞ Workbook page 33 Grammar: Are you wearing a blue T-shirt? 41

 2

11 CD1
62 Listen and read. What are
you wearing?

They’re clothes
for a party!

Look at these clothes!

Here’s a hat for you!

3 4 Here you are, iPal.

You can use my hat.

A party? Thank you.

Yes, look! I’m wearing big

pants and long shoes. And my jacket.

5 6 First prize …
The robot!

Look at me!
Fantastic!

Thanks. But I’m

not a robot!
42 Value: Share things ➞ Workbook page 34
 Unit 3
Lesson aims Students reinforce language with • Students can listen to the story again for pleasure, or
a story. They also discuss the value of sharing. pause after key lines for students to repeat. They can join
New language hat, party | You can use my in with the rhymes, using gestures and intonation from
(hat). | Fantastic! first prize, share things the story as appropriate.

Recycled language clothes | costume | Look CD1:62

at … , clothes, Here’s a … for you, What are you Tina: Look at these clothes.
wearing? They’re … , I’m wearing … , big, long, Here Olivia: Here’s a hat for you!
you are. Thanks. robot All: 1, 2, 3, Magic tree. We’re back again. Look and see.
Come with us. Come and play
Materials CD1 | A piece of blank paper for each
In our magic tree today.
student | A hat (optional)
iPal: What are you wearing?
Ben: They’re clothes for a party!
Warmer iPal: A party?
• Ask different students about their clothes (e.g., Serena, David: Yes, look! I’m wearing big pants and long shoes.
are you wearing white socks? (Yes, I am. / No, I’m not.) Olivia: Here you are, iPal. You can use my hat.
• Give a piece of paper to each student and ask them to Ben: And my jacket.
draw an item of clothing they are wearing. Play Find a iPal: Thank you.
partner (see page xv), with students asking about their iPal: Look at me!
drawing, e.g., Are you wearing a white shirt? When David: Fantastic!
students find a partner, they describe what they’re
Judge: First prize … The robot!
wearing to one another. Note: If your students wear a
iPal: Thanks! But I’m not a robot!
uniform, they draw a favorite item of clothing instead.
All: 3, 2, 1, that was fun. Time to go. The magic’s done!
Introduction Value Share things
• Remind students of the story so far, asking who the • Point to frame 4 and remind students that iPal is sad
children helped in the last episode (Tina’s Aunt Sue), because he doesn’t have a costume. Ask students what
which pet Aunt Sue has (a cat), and which animal helped happens next. Play the dialog for frame 4 of the story
the children (a frog). Ask students to guess what the again, pausing after Olivia’s lines: Here you are, iPal.
children will do with iPal today. You can use my hat. and after Ben’s line And my jacket.
Explain/Elicit that Olivia and Ben are sharing their things
Student’s Book page 42 with iPal. Ask what iPal says next (Thank you).
11 Listen and read. • Read the value Share things. Explain the meaning and
• Say Open your books to page 42, please. Point to frame ask students for examples of things they can share at
1 and ask What do the children have? (Clothes). Teach school or at home (classroom items, food, toys).
hat with a real hat or the picture. Ask Are these clothes • Divide the class into three groups, one each for Olivia,
for school? Encourage students to guess what the clothes iPal, and Ben. Then play the dialog from frame 4.
are for by looking at the other frames. Students repeat the lines for Olivia and Ben, and if they
• Say Now listen and read. Play the recording while are iPal, they act being sad, then happy. They then say
students listen and follow the story. At the end, ask What Thank you. Rearrange the class into groups of three,
are the children wearing? (Costumes). Explain/Elicit that with one of each character per group. Students practice
there is a costume contest. Point to frame 6 and ask the dialog in their groups.
Who’s the winner? Who’s number 1? (iPal.) Explain the
meaning of first prize. Ask students if any of them have Workbook page 34
been to a parade/street party like the one in the story. Read and number. Then listen and check.
• Then play the recording again, pausing to ask more • Students number the pictures to show the order of
questions: Frame 1: What color’s the hat for David? events. Play the recording for students to check.
(Red.) Frame 2: What’s Tina wearing? (A pink and purple
dress.) Who’s wearing yellow pants? (David.) What
Key: a 4 b 1 c 5 d 2 e 6 f 3
are the clothes for? (A party). Explain the meaning of CD1:63
party. Frame 3: Are David’s shoes small? (No. They’re
big.) Frame 4: Is iPal happy? (No, he’s sad.) Make sure (Repeat of story – see above for story script)
students realize he wants to wear a costume. Explain the Ending the lesson
meaning of You can use my … Frame 5: Is iPal happy?
(Yes, he is.) What’s on iPal’s head? (A bird.) Where are • Imagine you are a character in the story and describe
they? (At the party). Frame 6: Is iPal a robot? (No, not your clothes, e.g., I’m wearing a pink and purple dress.
at this party!) Explain/Elicit that the man thinks iPal is Students say the name of the character (e.g., Tina). They
dressed as a robot, but his costume is a pirate costume. can play the same game in pairs.

Extra activities: see page TB119 (if time)

TB42
 Lesson aims Students practice sharing. Students 13 Listen and say. /ʤ/ /j/
also practice saying the sounds /ʤ/ and /j/.
• In this activity, students practice saying the sounds /ʤ/
New language You can use this one, jackal, jello, and /j/.
yak, yogurt • Say Look at activity 13. What can you see? Teach jackal,
yak, Jell-O, and yogurt.
Recycled language clothes | classroom objects |
I don’t have a (pen). Here you are. Thank you. • Then say jackal – /ʤ/ /ʤ/ /ʤ/ – jackal. Students repeat,
don’t like emphasizing the /ʤ/ sound in jackal.

Materials CD1 | Six or seven hats | Music CD | A

• Say yak – /j/ /j/ /j/ – yak. Students repeat, emphasizing
the initial sound in the same way.
selection of clothes (jackets, hats, skirts, boots) for
costumes (e.g., a pirate hat that goes with some • Students can also practice the sounds one after the other
(/ʤ/, /j/), with their hands on their throats, so that they
pirate pants or a toy parrot, a fairy skirt with a
can feel the difference between the unvoiced /j/ and
matching top and hat, cowboy pants and a matching
voiced /ʤ/.
jacket) (optional)
• Say Listen and say. Play the sound sentences on the
recording. Students listen and repeat, emphasizing the
Warmer initial /ʤ/ and /j/ sounds.
• Put on a hat and ask What am I wearing? / What’s this? • Students can then repeat the sound sentences without
(A hat). Students stand up, if possible. Give the hat to the recording, saying them faster and faster each time.
one student and say Here you are. You can use my hat. See how fast they can say them.
He/She puts the hat on. Encourage the student to say • Ask students to think of any other words they know that
Thank you. Hand out another five or six hats in the same begin with the sounds /ʤ/ and /j/. For example, juice,
way. Play some music. Students walk around. Stop the giraffe, jacket, jeans, jump, yellow, you, yes, young, use.
music. Students who are wearing hats pass them to the
student closest to them, saying Here you are. You can CD1:65
use my hat. These new students put them on and say /ʤ/ /j/ Jackals don’t like jello. Yaks don’t like yogurt. (x2)
Thank you. Play the music. The game continues in this
way. Note: If you have limited space in your classroom, Workbook page 35
students can remain seated and pass the hats around 10 Look, read, and stick.
the class when the music plays.
• Remind students of the value from the previous lesson.
Student’s Book page 43 Students look at the pictures and think about which one
12 Listen and act. shows the value. They stick the smiley face sticker in the
circle next to the correct picture.
• Say Open your books to pages 42 and 43, please. Remind • Students then select a smiley sticker from the back of the
students of the story from the previous lesson. Say The book and stick it next to the value.
children have costumes for a party. iPal is sad. Ask
why (iPal doesn’t have clothes for the party). Ask what Key: Students put the sticker next to the second picture.
happens (Olivia and Ben share the clothes). Remind 11 Trace the letters.
students of the meaning of share. Write You ____ use my
hat. on the board and elicit the missing word (can). • Students trace the letters j and y in the sound sentences.
• Tell students they are going to listen to someone else 12 Listen and circle j or y.
sharing their things. Say Now look at page 43. Who’s
speaking? Listen and point. Play the recording. Students
• Play the recording. Students circle j or y according to the
initial sound of the word.
listen and point to the boys in the photograph as they
speak each line. Key: 2 y 3 j 4 y
• Then say Now listen and act. Play the recording again, CD1:66
pausing for students to repeat each line with the correct
pronunciation and intonation. Explain the meaning of 1 jello, jello 2 yak, yak 3 jacket, jacket 4 yogurt, yogurt
this one.
Ending the lesson
• Students act out similar dialogs in pairs, using real
classroom objects. One student looks sad as he/she says • Write the tongue twister Do you like jeans or do you
I don’t have a … The other student offers to share his/ like jackets? on the board. Students practice saying it
her things (Here you are. You can use this one). Remind repeatedly, as fast as they can.
the first student to say Thank you.
Extra activities: see page TB119 (if time)
CD1:64
Alex: Oh, no! I don’t have a pen.
Carlos: Here you are. You can use this one.
Alex: Thank you.

TB43
 Unit 3

12 CD1
64 Listen and act.

Animal sounds
13 CD1
65 Listen and say.

Jackals don’t like

jello. Yaks don’t
like yogurt.

➞ Workbook page 35 Functional language: Here you are! Pronunciation: j, y 43

 What are
clothes
made of?

44
 Unit 3

1 CD1
67 Listen and say.
2 3 4

cotton silk leather wool

2 Watch the video.

3 Look and say the material.

Number . Wool. Yes!

Project
3 4 Make a collage
of clothes from
different countries.

4 5

➞ Workbook page 36 CLIL: Science 45

 Lesson aims Students learn about what clothes Key: Possible items of clothing for the chart: cotton: shirt,
are made of. T-shirt, jacket, socks, skirt, pants, dress, jeans; silk: shirt,
skirt, dress, pants, jacket; leather: jacket, shoes, pants,
New language What are clothes made of?
skirt, dress; wool: socks, jacket, pants, skirt, dress, socks
cotton, silk, leather, wool
Recycled language clothes | colors Video 03 : see page TB130

Materials CD1 | DVD (optional) | Real items of 3 Look and say the material.
clothing made of cotton, silk, leather, and wool (if • Students work in pairs. They look at the photographs
possible, at least two items made from each material) and say the material each item is made of. They use the
(optional) speech bubbles to help them.
• Check the activity by saying the number of the
photograph. Students say cotton/silk/leather/wool.
Warmer
Key: 2 cotton 3 silk 4 wool 5 leather
• Show two or more items of clothing made from the same
material (e.g., a shirt, a T-shirt, and some socks, all made Guess What!
of cotton). For each item ask What’s this? (A shirt) and • Students look at the swirled image and guess what it is.
Are you wearing a (shirt)? (Yes, I am. / No, I’m not.) Give Check by asking What’s this? (It’s wool.)
the items of clothing to the students to pass around the
class. Ask them to feel the clothes and ask What’s the Key: It’s wool (last photograph, activity 1).
same? Students guess. If they guess that the material is
Workbook page 36
the same, tell them they are going to learn about the
different materials clothes are made of in today’s lesson. 1 Look and write the number.

Student’s Book page 44

• Students look at the picture and number the materials to
match the items of clothing.
What are clothes made of?
Key: wool 4 silk 3 leather 2
• Say Open your books to page 44, please. Ask questions 2 Look, read, and circle the word.
about the photograph, e.g., What clothes can you see?
(…) What colors can you see? Can you see a/some … ? • Students look at the photograph and circle the correct
• Ask students where they usually get their clothes. material each time.
• Then point to the photograph and ask the opening Key: cotton wool leather
question What are clothes made of? Explain the
meaning of the question. Show the different clothes Ending the lesson
you’ve brought to class and elicit the materials in L1. • Point to different items you’re wearing / that you’ve
brought to class and ask, e.g., What are my pants made
Student’s Book page 45 of? (Cotton.) What’s this scarf made of? (Wool.)
1 Listen and say.
• Say Now look at page 45, please. Use the photographs
to present the words for materials.
• Say Listen and say. Play the recording. Students listen
and repeat the words.
• Hold up each item of clothing you’ve brought to class
and ask What’s it made of? (Cotton/Wool/Silk/Leather.)
CD1:67
1 cotton 2 silk 3 leather 4 wool
2 Watch the video.
• Play the video.
• If you don’t have the video, draw a simple four-column
chart on the board, with the four materials at the top
of each column. Students copy the chart, then write the
names of items of clothing that can be made of each
material in the correct column. They compare their charts
in pairs or small groups. Elicit ideas and complete the
chart on the board (note that some items of clothing can
be made of more than one material).

TB44
 Unit 3
Lesson aims Students make a clothes collage. Key: 2 pants 3 skirt 4 jeans 5 dress 6 shoes
They also complete the Evaluation in the Workbook.
New language collage g s k i r t f s h o e s d
Recycled language What are clothes made of? f s d r e s s d v b c m q
cotton, silk, leather, wool, clothes | Students review j e a n s n a j k o a l o
all unit vocabulary and grammar in the Evaluation.
a w t q o p a n t s p l l
Materials CD1 | Flashcards: 36–44 | Word cards: s o c k s m c n v b w i k
see page TB108 | Pictures of clothes from around the
world (e.g., thobe from the Middle East, Japanese
kimono, Scottish kilt) | Materials for the project: 2 What’s your favorite part? Use your stickers.
blank paper, scraps of material (cotton, wool, silk, • Students choose their favorite part of the unit – the story,
and others), scissors, glue, colored markers/pencils for the song, or the video – and put a sticker under their
each student (optional) chosen preference.
3 What’s different? Circle and write. Then go to
Warmer page 3 and write the letters.
• Play Word race (see page xx) with the word cards for • Students circle the picture that doesn’t belong and write
Unit 3. the item of clothing. They then go to page 93 and write
the letters in the puzzle.
Student’s Book page 45
Key: pants, letters for the puzzle – t, s
4 Make a collage of clothes from different
countries. Ending the lesson
• Write the question from the previous lesson (What are • Students repeat their favorite activity from the unit.
clothes made of?) on the board and see if students can
remember the materials (cotton, silk, wool, leather).
• Show pictures of clothes from around the world and ask
What’s this made of? Ask students to guess the materials
and which country/region each outfit comes from.
• Say Open your books to page 45, please. Point to the
picture in activity 4 and ask How many people can you
see? (Four.) What are they wearing? What colors can you
see? Check that they understand the meaning of collage.
• Say Make a collage of children’s clothes. Give each
student a piece of paper and each group some pieces of
material, a scissors, and glue. Students make a collage
picture of two to four different outfits. Help students
label the pictures, if they wish.
• As students work, circulate and help. Ask, e.g., What’s
the skirt made of? Is it from Poland?
• When students have finished their collages, they show
them to a partner / small group, say what each person is
wearing, and name the materials.

Workbook page 37 – Evaluation

1 Write the words and find.
• Students label the pictures and find the words in the
word search puzzle.

TB45
 4 Rooms

46
 Unit aims Students learn about houses and
rooms. This includes:
• identifying rooms and furnishings inside the home
• asking about and describing where things are in
a room
• learning numbers 11 through 20
• learning about things on a street
• interpreting and drawing a bar chart
Background information The photograph
shows a building in Little India, Singapore.

Introduction to the unit

• Say Open your books to pages 46 and 47, please. Play
the theme song on the recording. Students look at the
photograph and read the title of the unit while listening
to the song.
• Ask What’s Unit 4 about? Explain the meaning of rooms.
Then point to the photograph and ask What can you
see? (A house/a door/windows.) What colors can you see
on the door? (Green, yellow, orange, red.)
• Ask Which rooms can you see in a house? (Bedroom,
living room, bathroom, kitchen, dining room, hallway.)
Elicit other parts of the home that students already know
in English, e.g., from Guess What! Level 1: hallway, yard,
balcony.
• Ask further questions about homes: Do you like houses
or apartments? What color’s your bedroom? What’s your
favorite room at home?
• Then play True or false? (see page xix), making statements
about the students’ classroom and/or school, to review
rooms, furniture, and the prepositions in, on, and under,
e.g., My desk’s under the window. We have two doors in
our classroom. The computer’s on a black chair.

CD1:02
(Theme song – see lyrics on page TB5)

47
 1 CD2
02 Listen. Who’s speaking?

2 CD2
03 Listen, point, and say.

closet

2 phone

3 TV

5 mirror
4 bookcase

6 cabinet
7 lamp

0 couch
clock
8 table

3 CD2
04 Listen and find.

48 Vocabulary ➞ Workbook page 38

 Unit 4

Lesson aims Students learn vocabulary for Olivia: It’s me, Olivia!
furnishings. Ben: This is my cabinet for my toys. And I have a TV
on the cabinet. And who can you see in the cabinet?
New language closet, phone, TV, bookcase, David: It’s me, David!
mirror, cabinet, lamp, table, clock, couch, Welcome
Ben: This is my bed, and here’s a table. I have a lamp on
to … , video diary, We’re playing hide and seek. Who’s
the table and a red clock. And who is under the bed?
in/on/under the (closet)? It’s me. Who can you see in/
Tina: It’s me, Tina!
on/under the (couch)?
Ben: This is the couch. It’s under the mirror. And who is
Recycled language character names | numbers under the couch?
1–10 | rooms | colors | bed, Come and see. This is Leo: Crick!
the (bookcase). My (books) are in/on/under the (bed). Ben: It’s Leo!
The (phone) is in/on/under the (couch). books, clothes,
2 Listen, point, and say.
toys, I have a (TV). Here’s a (table). It’s in/on/under
the (mirror). • Say Now listen, point, and say. Play the recording.
Students listen and point to the numbered items in the
Materials CD2 | Flashcards: 45–54 | Word cards: picture. Then play again. Students listen and say the
see page TB109 | Poster putty
words.
CD2:03
1 closet 2 phone 3 TV 4 bookcase 5 mirror
Warmer 6 cabinet 7 lamp 8 table clock 10 couch
• Draw a house with two floors and five rooms (three 3 Listen and find.
downstairs, two upstairs) on the board, at a height
your students can reach. Ask What’s this? (A house). • Say Now listen and find. Play the recording, pausing for
How many rooms can you see? (Five.) Point to the students to find and point to the correct items. Students can
upstairs part. Ask Which rooms are here? (Bedroom and also say the correct number. If time, students can repeat in
bathroom.) Draw a bed in the bedroom and a bathtub pairs. One says a sentence, e.g., It’s a lamp, and the other
and toilet in the bathroom. Repeat for downstairs (living says the number (e.g., Seven) or points to the item.
room, dining room, kitchen), adding simple details. Point Key: Students point to the items in the following order: 1,
and ask What’s this room? or ask Where’s the (living 9, 3, 7, 4, 10, 6, 8, 5, 2.
room)? Students point. Say Draw a yard/balcony, please.
CD2:04
Presentation It’s a closet. It’s a bookcase. It’s a mirror.
• Ask What’s in a room? Let’s look. Hold up each flashcard It’s a clock. It’s a couch. It’s a phone.
and say the new word. Students repeat in chorus and It’s a TV. It’s a cabinet.
individually. Then show the flashcards in random order. It’s a lamp. It’s a table.
Students say the words.
Find Leo.
Student’s Book page 48 • Say Now find Leo. Students search for Leo in the picture
1 Listen. Who’s speaking? (he’s under the couch).

• Say Open your books to page 48, please. Ask Is this Workbook page 38
Tina’s bedroom? Students guess (No). Explain that it’s
1 Look, read, and circle the word.
Ben’s room. Say They’re playing a game. Which game?
Teach hide and seek. Ask students if they play hide and • Students look at the picture and circle the correct word.
seek. Point to the camera and explain that Ben is making Key: 2 lamp 3 phone 4 couch 5 TV 6 table
a video diary.
• Say Let’s listen. Who’s speaking? Play the recording. 2 Look, read, and write.
Students listen and point to the characters. Play again, • Students look at the pictures, read the sentences, and
pausing for students to point to the furnishings. Review/ write the missing words.
Teach bed. If time, ask Who’s in the closet? (Olivia.) Who
can you see under the bed? (Tina.) Where’s David? (In
Key: 2 clock 3 couch 4 phone
the cabinet.) Ask about the clothes and other items, e.g., Ending the lesson
Where are Ben’s shoes? (Under the couch.) Can you see
a chair? (Yes. It’s blue.) • Put poster putty on the back of the word cards. Hand out
the cards. Students take turns finding the object written
CD2:02 in the classroom and sticking the card onto it (e.g., the
Ben: Hello. Welcome to my video diary! We’re playing word bookcase onto the bookcase). Remove the cards,
hide and seek in my bedroom. Come and see. This is mix them up, and repeat with different students.
the bookcase, and this is the closet. My books are in the
bookcase, and my clothes are in the closet. The phone is Extra activities: see pages TB119 to TB120 (if time)
on the bookcase. And who is in the closet?
TB48
 Lesson aims Students practice the furnishings and answer about the picture, using the speech bubbles
vocabulary. They practice asking about and to help them. Circulate and make sure students are using
describing where things are in a room. Is and Are correctly.
New language Is the (lamp) on/in the (table)? • Check answers by asking, e.g., Are the lamps on the
The (lamp)’s/It’s on/in the (table). Are the (books) in/ table? (No, they aren’t. They’re on the bookcase.)
on the (bookcase)? The (books) are / They’re in/on the Key: Students’ own answers.
(bookcase).
6 What’s in your bedroom? Think and say.
Recycled language furnishings | Yes, it is. / No,
it isn’t. Yes, they are. / No, they aren’t.
• Tell students to close their eyes and think about their
bedroom at home. What’s in the bedroom? Where’s the
Materials CD2 | Flashcards: 45–54 | Two pieces of bed? Where’s the chair? What’s in the cabinet? Students
blank paper for each student (optional) work in pairs. They take turns describing where things
are in their bedroom, using the speech bubble to help
them. Circulate and help with new language.
Warmer
Key: Students’ own answers.
• Review the furnishings words with the flashcards or using
items around the classroom. Workbook page 3
• Play Correct my mistakes (see page xv), making 3 Listen and stick.
sentences about the color and position of items in the
classroom, e.g., The clock is white. (No. It’s red.) The
• Students will need the Unit 4 stickers from the back of
the Workbook.
lamp is on the closet. (No. It’s on the cabinet.) You can
also point to items and say the wrong word, e.g., point • Play the recording. Students listen and stick the stickers
to a table and say This is a couch. (No. It’s a table.) into the correct position.
CD2:06
Student’s Book page 4
1 The computer isn’t in the closet. It’s in the cabinet.
4 Say the chant.
2 The clock isn’t on the bookcase. It’s on the table.
• Say Open your books to page 49, please. Point to each 3 The phone isn’t on the table. It’s on the couch.
of the photographs and ask What’s this? (It’s a table.) 4 The mirror isn’t under the TV. The TV is under the
Review in and on by asking Where’s the lamp? (On the mirror.
table.) Where are the books? (In the bookcase.) Repeat 5 The lamp isn’t on the table. It’s on the bookcase.
for clock and clothes.
Key: computer in the cabinet, clock on the table, phone on
• Say Listen to the chant. Play the recording. Students the couch, mirror above the TV, lamp on the bookcase
listen and point to the photographs in turn.
• Then say Now listen and say the chant. Play the 4 Look, match, and write the words.
recording again. Students can clap along to the rhythm • Students match the missing items with the rooms by
at first, joining in with as many words as they can. Then drawing lines. Elicit a sentence about each picture, e.g.,
repeat as often as necessary until students are chanting 1 The TV is in the living room. 2 The clothes are in the
confidently. Encourage them to mime putting something closet. 3 The books are in the bookcase. 4 The phone is
on a table and putting books in a bookcase / clothes in on the table.
a closet as they chant.
Key: 2 c closet 3 a bookcase 4 b phone
CD2:05 My picture dictionary ➔ Go to page 88. Check the
Is the lamp on the table? Is the clock on the table? words you know and trace.
Yes, it is. Yes, it is. Yes, it is. Yes, it is.
The lamp’s on the table. The clock’s on the table. • Students turn to page 88 and check the words they
know. They then trace over the word labels for each
Are the books in the Are the clothes in the picture.
bookcase? closet?
Yes, they are. Yes, they are. Yes, they are. Yes, they are. Ending the lesson
The books are in the The clothes are in the
bookcase. closet.
• Ask students to look at the picture on Student’s Book
page 48. Ask questions with Is/Are, e.g., Is the lamp
5 Look, ask, and answer. on the table? (Yes, it is.) Are the shoes under the bed?
(No, they aren’t. They’re under the couch.) Students
• Point to the main picture and ask What can you see? (A can repeat the activity in pairs, taking turns asking the
living room, a couch, a cabinet, a bookcase, a table).
questions.
Explain that there are some pieces missing from the
picture – point to the jigsaw pieces on the right. Read the
Extra activities: see page TB120 (if time)
question in the speech bubble. Point to the picture, then
read the example answer.
• Say Look, ask, and answer. Students work in pairs to ask

TB4
 Unit 4

4 CD2
05 Say the chant.

Is the lamp on the table?

Yes, it is. Yes, it is.
The lamp’s on the table.
lamp bookcase
Are the books in the bookcase?
Yes, they are. Yes, they are.
The books are in the bookcase.

clock closet
5 Look, ask, and answer.
Is the phone on the bookcase? No, it isn’t. It’s on the table.

2 3

6 What’s in your bedroom? Think and say. My computer

is on my desk.

➞ Workbook page 3 Vocabulary 49

 7 CD2
07 Sing the song.

It’s moving day, it’s moving day,

And everything’s wrong
on moving day.
There’s a in the bathroom.
There’s a in the hallway.
There’s a in the kitchen.
And I can’t find my ball today!
It’s moving day …
There are four s in the yard.
There are two s on my bed.
There are three s on the couch.
And where is baby Fred?
It’s moving day …

8 CD2
08 Listen and say yes or no.

50 Vocabulary
Grammar: There’s a couch in the bathroom. ➞ Activity Book page XX
➞ Workbook page 40
 Unit 4
Lesson aims Students describe where things are in one singing the first verse, the other the second verse.
a room/house. They all join in with the chorus (It’s moving day … ).
Note: Students can sing along to the version of the song
New language moving day, everything’s wrong, with the words or to the karaoke version.
There’s a (couch) in/on the (bathroom). There are (four
lamps) in/on the (yard). CD2:07

Recycled language furnishings, furniture, rooms, It’s moving day, it’s moving day,
in/on, I can’t find my (ball). Where is … ? baby And everything’s wrong on moving day. (x2)
There’s a couch in the bathroom.
Materials CD2 | Five or six known toys, toy
There’s a table in the hallway.
animals, items of clothing or food (some singular,
There’s a closet in the kitchen.
some plural) | A scarf / piece of thick fabric to use as
And I can’t find my ball today!
a blindfold OR a large bag and six to eight objects
or flashcards (toys, animals, items of clothing, It’s moving day, it’s moving day
or classroom objects) (optional) And everything’s wrong on moving day. (x2)
There are four lamps in the yard.
There are two mirrors on my bed.
Warmer There are three clocks on the couch.
• Before the class, put some furnishings in unusual places And where is baby Fred?
(e.g., the clock in a cabinet (with the door open), a lamp It’s moving day, it’s moving day,
under a table, your purse on a cabinet). And everything’s wrong on moving day. (x2)
• Ask What’s wrong in the classroom today? Explain the
8 Listen and say yes or no.
meaning of wrong. Students make sentences, e.g., The
clock is in the cabinet (today). If possible, students also tell • Say Listen and say yes or no. Play the recording, pausing
you where the clock should be, e.g., It isn’t in the cabinet. after each sentence. Students listen, look at the picture
It’s on the wall. Move each item back to its usual position. in activity 7 and say yes or no. Ask students to make true
sentences for the “no” answers.
Presentation Key: 1 yes 2 no (There are four lamps in the yard.) 3 no
• Place some singular and plural items around the room, (There’s a closet in the kitchen.) 4 yes 5 no (There’s
e.g., a teddy bear on your chair, a toy animal under a a mirror / There are two mirrors in the bedroom.) 6 yes
chair, a pair of socks on someone’s desk, some bananas
on the cabinet. Ask What toy can you see? (A teddy
CD2:08
bear). Say Yes! There’s a teddy bear. Encourage students 1 There’s a couch in the 4 There are two TVs on
to repeat There’s a teddy bear. Ask Where is it? (It’s on bathroom. the chair.
your chair.) Repeat for the other items, making sure you 2 There are four lamps in 5 There’s a bookcase in
introduce There are … (e.g., There are three bananas.) the living room. the bedroom.
3 There’s a bed in the 6 There’s a baby in the
Student’s Book page 50 kitchen. cabinet.
7 Sing the song.
Workbook page 40
• Say Open your books to page 50, please. Point to the 5 Look, read, and write yes or no.
picture and ask What’s this? (A house.) Ask What can you
see? Elicit rooms, furniture, and other items. Point to the • Students look at the picture, read the sentences, and
family and ask Who’s this? (Mom/Dad/A baby/A boy.) Point write yes or no. Elicit correct sentences for the “no”
to the men who are wearing blue. Say Look at these men. answers.
Are they in the family? (No, they aren’t.) Elicit/Explain that Key: 2 yes 3 no (There’s one clock in the bedroom.)
they are helping the family move. Say It’s moving day. 4 no (There’s a closet in the bedroom.) 5 yes 6 yes
Explain the meaning. Ask students if they have ever moved.
• Point to one thing that’s in the wrong place (e.g., the 6 Draw your room and say. Then write.
bookcase). Say Oh, dear! Look! There’s a bookcase in the • Students draw a picture of their bedroom. They take
bathroom. That’s wrong! Explain/Review the meaning turns talking about their rooms, then completing the
of wrong. Elicit more examples of things that are in the sentences.
wrong place (e.g., There are lamps in the yard.).
Key: Students’ own answers.
• Say Listen and point. Play the recording. Students listen
and point to the items. At the end, explain the meaning of Ending the lesson
everything and I can’t find (my ball).
• Make true or false sentences using There’s / There are
• Then say Now sing the song. Play the recording a few
about the classroom (make the false sentences funny, if
times, until students are singing confidently. The first time
possible), e.g., There’s a robot in the cabinet. Students
students can hum to the tune and join in with any words
say Yes or No. They can repeat the game in pairs.
they know. Then students can sing along, following the
song text. You can also divide the class into two groups, Extra activities: see page TB120 (if time)

TB50
 Lesson aims Students ask and answer questions CD2:10
about quantity. Students practice counting and learn
numbers 11–20.
1 How many fish are there?
2 How many lamps are there?
New language numbers 11–20 | How many 3 How many clocks are there?
(books) are there? 4 How many pencils are there?
5 How many socks are there?
Recycled language furnishings and furniture |
pets | clothes | numbers 1–10 11 Play the game.
Materials CD2 | Two different-colored board • Read the speech bubbles with the class. Ask How many
markers, one for each team of students (optional) spiders are there? (Four.) Make a true sentence about the
picture, e.g., There are seven planes. Ask Yes or no? (Yes.)
Say Play the game. Students play in pairs, taking turns
Warmer making a true or false sentence each time.
• Play the song from the previous lesson. Students sing Workbook page 41
along. Teach mimes for the furniture and the other key
items in the song (couch, table, closet, ball, lamp, mirror, 7 What’s next? Read and write.
clock, baby). Play the song again for students to sing and
• Students complete the number sequences with words
mime. from the box.
Presentation Key: 2 twelve 3 fifteen 4 twenty
• Practice counting from 1 through 10 with the class 8 Count and write. Then answer the questions.
forward and in reverse. See if any students know
numbers larger than ten already. Ask questions about
• Students look at the large picture and count the number
of each of the items in the small pictures. They write the
items in the classroom (with answers of ten or less), e.g.,
numbers in the boxes. Then they read and answer the
How many windows are there in our classroom? How
questions.
many girls are there?
Key: 2 There are thirteen fish. 3 There are sixteen cars.
Student’s Book page 51 4 There are fifteen shoes. 5 There are ten balls.
Listen, look, and say. 6 There are twenty books.

• Say Open your books to page 51, please. What’s this? Ending the lesson
(A bookcase.) What’s in the bookcase? (Books.) Say
How many books are there? Give students time to look at • Play Drawing in the air (see page xv) with numbers
between 1 and 20. Students can also play in pairs.
the picture.
• Say Listen and point. Play the recording. Students point Extra activities: see page TB120 (if time)
to the books one by one as they hear the numbers.
Then say Now listen and say. Play the recording again,
pausing for students to listen and repeat. Practice
counting from 1 through 20 in chorus several times.
CD2:0
Boy: How many books are there?
Girl: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18,
19, 20. Twenty! There are twenty books.
10 Listen, count, and answer the questions.
• Point to the picture and ask What can you see?
(A bedroom). Elicit as many items students know in the
room as possible (e.g., planes, clocks, fish, socks, pencils,
chair, jackets, lamps, spiders).
• Say Listen, count, and answer. Play the first question
on the recording, pause and count the fish with the
students, then play the answer. Point to the speech
bubbles above the picture.
• Then play the rest of the recording, pausing after each
question for students to count and answer. They can
compare answers in pairs, if necessary, before telling you.
Key: 2 three 3 six 4 nine 5 sixteen

TB51
 Unit 4

9 CD2
09 Listen, look, and say.

10 CD2
10 Listen, count, and How many fish
answer the questions. are there? Seventeen!

11 Play the game.

There are three spiders. No!

➞ Workbook page 4 Grammar: How many books are there? 51

 2
12 CD2
11 Listen and read.
Look at this
Oh, no! Where’s my ring? big bookcase!

There’s my
doll. We’re in
my bedroom!

Is it in the art set?

3 4 What a mess! Let’s clean up.

Let’s go in.
Walk on me!

Thanks, iPal.

5 6
Let’s put the toys in the cabinet. What does iPal have?

Now it’s neat.

It’s your ring, Tina!

52 Value: Be neat ➞ Workbook page 42

 Unit 4
Lesson aims Students reinforce language with a CD2:11
story. They also discuss the value of being neat. Tina: Oh, no! Where’s my iPal: Let’s go in. Walk on me!
New language ring (n), We’re in (my bedroom). ring? Children: Thanks, iPal.
Let’s go in. Walk on me! What a mess! clean up, put, Olivia: Is it in the art set? Olivia: What a mess!
now, neat (adj) All: 1, 2, 3, Magic tree. David: Let’s clean up.
We’re back again.
Recycled language furniture, Where’s my … ? Is Look and see.
Tina: Let’s put the toys in
it in the … ? Look at this, big, There’s my … , Thanks, the cabinet.
Come with us.
What does … have? David: Now it’s neat.
Come and play
Materials CD2 | Ten slips of paper for each In our magic tree today. Olivia: What does iPal
student OR flashcards: bookcase, cabinet, and closet have?
David: Look at this big
(45, 47, and 54) and flashcards of clothes: 36–44, bookcase. iPal: It’s your ring, Tina!
pictures or flashcards of toys and books/magazines/ Tina: There’s my doll. We’re All: 3, 2, 1, that was fun.
comic books (optional) in my bedroom! Time to go. The magic’s
done!

Warmer Value Be neat

• Practice counting from 1 through 20 in chorus. Start • Point to frame 4 and play the first line of the dialog.
counting and point to students at random to say the Remind students of the meaning of What a mess!
next number. Practice counting in different patterns, e.g., Say Look! There are books on the couch. Elicit more
saying only odd or only even numbers or only multiples sentences about the room (e.g., There’s a ball on the
of three (students clap instead of saying the other couch. There’s a book and a duck on the table.) Play the
numbers). next line of the story (Let’s clean up.).
• Read the value Be neat. Confirm the meaning of neat
Introduction and ask Is your bedroom/house/desk neat? Talk about
• Remind students of the story so far, asking why iPal is sad how we can lose things if we aren’t neat.
in the last episode (he doesn’t have a costume), where • Divide the class into two groups (Olivia and David). Then
the children go (to a party), how iPal gets his costume play the dialog from frame 4 again. Students repeat the
(the children share their clothes), and what iPal dresses lines for Olivia and David. Encourage them to use the
up as (a pirate). Ask students to guess what the children same intonation as on the recording. Rearrange the class
will do with iPal today. into pairs, with one of each character per pair. Students
practice the dialog.
Student’s Book page 52
12 Listen and read. Workbook page 42
Read and write the letter. Then listen and check.
• Say Open your books to page 52, please. Point to frame
1 and ask Where are the children? (In the tree house). • Students match the text with the story frames. They
Say Look. Tina is sad. She can’t find her ring. Teach ring write the correct letter in each speech bubble. Play the
by drawing a picture on the board. Point to frame 2 and story again, which is repeated in full on the recording.
ask Are the children big? (No, they’re small.) Encourage Students listen and check their answers.
students to guess how they find the ring by looking at Key: 2 d 3 b 4 a 5 f 6 c
the other frames.
• Say Now listen and read. Play the recording while CD2:12
students listen and follow the story. At the end, ask (Repeat of story – see above for story script)
Where’s Tina’s ring? (On iPal’s head). Explain/Elicit that
the children become small and they go inside Tina’s Ending the lesson
dollhouse in her bedroom. • Ask questions about the position, color, and number of
• Then play the recording again, pausing to ask more the things in the story, e.g., Frame 1: Where’s the art set?
questions: Frame 1: Is the ring in the art set? (No.) Frame (On the table.) Frame 2: How many books are there in
2: What’s big in the picture? (The bookcase.) Frame 3: the bookcase? (Eight.) Frame 3: How many windows are
What do the children walk on? (iPal’s arms.) Frame 4: Is there in the dollhouse? (Five.) Frame 4: What color’s the
the room OK? (No, it’s messy.) Explain the meaning of mirror? (It’s yellow.) Frame 5: Where’s the ball? (It’s in
What a mess! and Let’s clean up. Frame 5: Where are the cabinet.) Frame 6: What’s Tina wearing? (Pink pants
the toys? (In the cabinet.) Where are the books? (In the and a green and blue T-shirt.) See which student/pair of
bookcase). Frame 6: Is Tina sad? (No, she’s happy. / She students can get the most correct answers.
has her ring.)
• Students can listen to the story again for pleasure, or Extra activities: see page TB120 (if time)
pause after key lines for students to repeat. They can join
in with the rhymes. Encourage students to use gestures
and intonation from the story as appropriate.

TB52
 Lesson aims Students practice Let’s clean up. 14 Listen and say. /m/ /n/
Students also practice saying the sounds /m/ and /n/.
• In this activity, students practice saying the sounds /m/
New language meerkat, newt and /n/.

Recycled language furnishings | What a mess! • Say Look at activity 14. What can you see? Teach
meerkat and newt. Review mouth and nose by saying
Let’s clean up! have, mouth, nose
Point to your nose/mouth.
Materials CD2 | Books, toys, stuffed animals, • Then say meerkat – /m/ /m/ /m/ – meerkat. Students
items of clothing, magazines/comic books, classroom repeat, emphasizing the /m/ sound.
objects, a picture of an anemone
• Say newt – /n/ /n/ /n/ – newt. Students repeat,
emphasizing the initial sound in the same way.
Warmer • Say Listen and say. Play the sound sentences on the
• Before class, make the room messy by putting books, recording. Students listen and repeat, emphasizing the
stuffed animals, items of clothing, bags and classroom initial /m/ and /n/ sounds.
items, etc. on the tables/under chairs/on the floor, etc. • Students can then repeat the sound sentences without
When students arrive say What a mess! Students repeat. the recording, saying them faster and faster each time.
Encourage them to join in with Let’s clean up! Point to See how fast they can say them.
one of the items that’s in the wrong place and say, e.g., • Ask students to think of any other words they know that
Look. There’s a book under the chair. Let’s put the book begin with the sounds /m/ and /n/. For example, mom,
in the bookcase. Repeat with two or three more items. my, milk, monkey, motorcycle, man, mouse, mice, mirror,
Then call on volunteers to say where items are, suggest name, number, nine, nineteen, now, not, nice.
where to put them, and clean them up. At the end say
Great! Now it’s neat. CD2:14
/m/ /n/ Meerkats have mouths. Newts have noses. (x2)
Student’s Book page 53
13 Listen and act. Workbook page 43
• Say Open your books to pages 52 and 53, please. 10 Look, read, and stick.
Remind students of the story from the previous lesson. • Remind students of the value from the previous lesson.
Say Tina is sad. She can’t find her ____ . (ring) Ask Students look at the pictures and think about which one
where the children go (To Tina’s bedroom). Ask Are shows the value. They stick the smiley face sticker in the
they big or small? (They’re small.) Remind students of circle next to the correct picture.
the meaning of What a mess! Write Let’s ____ up! on the
board and elicit the missing word (clean).
• Students then select a smiley sticker from the back of the
book and stick it next to the value.
• Tell students they’re going to listen to someone else who
Key: Students put the sticker next to the first picture.
is looking at a messy room. Say Now look at page 53.
What can you see? (…) Then say Who’s speaking? Listen 11 Trace the letters.
and point. Play the recording. Students listen and point
to the person in the photograph they think is speaking • Students trace the letters M, m, N and n in the sound
sentences.
(Mom).
• Then say Now listen and act. Play the recording 12 Listen and circle the pictures.
again, pausing for students to repeat with the correct
• Play the recording. Students circle the pictures that match
pronunciation and intonation. the sound shown on the left of each row.
• Students practice the language in pairs, making a mess
Key: 1 mouse, man 2 newt, nose
with books and other classroom objects on their desk
first. One student points to the things and says What a CD2:15
mess! Let’s clean up! The other student says OK and puts
1 mouse, mouse 2 name, name 3 man, man
the things away. Then they swap roles and repeat.
1 newt, newt 2 nose, nose 3 motorcycle, motorcycle
CD2:13
Ending the lesson
Woman: What a mess! Let’s clean up!
• Write the tongue twister Many anemones see enemy
anemones on the board. Show a picture of an anemone,
if possible. Students practice saying it repeatedly, as fast
as they can.

Extra activities: see pages TB120 to TB121 (if time)

TB53
 Unit 4

13 CD2
13 Listen and act.

Animal sounds
14 CD2
14 Listen and say.

Meerkats have
mouths. Newts
have noses.

➞ Workbook page 43 Functional language: Let’s clean up! Pronunciation: m, n 53

 How many
are there?

54
 Unit 4

1 CD2
16 Listen and say.
2 3 4

streetlight bus stop mailbox traffic light

2 Watch the video.

3 Look and say the number.

How many streetlights

are there? There are fourteen.

20
18
16
14 Project
12
4 Make a bar
10 chart.
8
6
4
2
0
street- bus mail- traffic
lights stops boxes lights

➞ Workbook page 44 CLIL: Math 55

 Lesson aims Students learn about things on a 2 Watch the video.
street. They learn to interpret a bar chart.
• Play the video.
New language streetlight, bus stop, mailbox, • If you don’t have the video, talk about how the things
traffic light on the street in the photographs in activity 1 are different
Recycled language numbers 1–20 | How many from the ones in your students’ hometown (color, size,
(streetlights) are there? shape). Ask students for examples of other things we
usually see on a street (e.g., crosswalks, trash cans,
Materials CD2 | DVD (optional) | Four board benches, road signs, railings, bike racks, parking meters)
markers (one for each team of students in the and talk briefly about what each one is for.
Warmer) | Ten large number cards, each with a
number between 11 and 20 on it OR a blank piece of Video 04 : see page TB130
paper and a clipboard for each student (optional) 3 Look and say the number.
• Point to the picture of the bar chart and ask if students
Warmer have seen a chart like this before. Read the labels on
the x axis. Tell them that someone has done a survey,
• Review numbers 1 through 20 by counting around the counting the number of each of these things on a street
class, forward and in reverse.
close to their house/school. Read the numbers on the y
• Play Whisper down the line (see page xix) with numbers axis aloud with the students. Read the example speech
1–20. bubbles and make sure students know how to read the
answer on the bar chart.
Student’s Book page 54
How many are there?
• Students work in pairs to ask and answer about the
rest of the items on the x axis of the chart (bus stops,
• Say Open your books to page 54, please. Ask questions mailboxes, and traffic lights). They use the speech
about the photograph, e.g., What transportation can bubbles to help them.
you see? (…) How many people can you see? (…) Can • Check the activity by choosing pairs to ask and answer
you see a … ? about each thing.
• Ask students how the street looks different from a street Key: bus stops – eleven, mailboxes – seven,
in their hometown/city. traffic lights – sixteen
• Then point to the photograph and ask the opening
question How many are there? Review the meaning of Guess What!
the question. Ask about objects, furnishings, and people • Students look at the swirled image and guess what it is.
in the class (there have to be 20 or fewer), e.g., How Check by asking What’s this? (A traffic light.)
many girls are there in our class? How many boys? How
Key: It’s the traffic light in activity 1.
many desks are there? How many windows? How many
bookcases? Workbook page 44
Student’s Book page 55 1 Count and write the number.
1 Listen and say. • Students count the items in each picture and write the
answers to the sums in the boxes on the right.
• Say Now look at page 55, please. Use the photographs
to present the words for things on the street. Key: 1 5 2 5 3 8 4 6
• Say Listen and say. Play the recording. Students listen
Ending the lesson
and repeat the words.
• Students look at the photograph on page 54 again. Ask • Write six to eight addition sums on the board (or dictate
Can you see some traffic lights? How many streetlights them). Students work in pairs and write the answers in
can you see? Is there a mailbox? What color is it? their notebooks. Make sure the answers are all 20 or less.
Where’s the bus stop? Students can also write sums for a partner to work out.

CD2:16 Extra activities: see page TB121 (if time)

1 streetlight 2 bus stop 3 mailbox 4 traffic light

TB54
 Unit 4
Lesson aims Students do a survey and make a • Give each student a piece of paper (graph paper, if
bar chart. They also complete the Evaluation in the possible), a ruler, and colored markers/pencils. Show
Workbook. them how to draw the x axis, with equal space for each
bar, and the y axis, with equal spacing for each number
New language bar chart
(either marked in single numbers or in twos). Students
Recycled language How many (streetlights) are draw their bar chart and color each bar a different color.
there? streetlight, bus stop, mailbox, traffic light | Circulate and help. Students compare their bar charts in
numbers 1–20 | Students review all unit vocabulary pairs and ask and answer questions, using the speech
and grammar in the Evaluation. bubbles in Student’s Book activity 3 to help them.
Materials CD2 | Materials for the project: blank Workbook page 45 – Evaluation
paper for each student (if possible, graph paper),
1 Order the letters and write the word.
colored markers or pencils, rulers | Flashcards: 45–54
and word cards: see page TB109 • Students solve the anagrams and label the pictures.
Key: 2 table 3 clock 4 phone 5 mirror 6 couch
Warmer 2 What’s your favorite part? Use your stickers.
• Draw a long line across the board representing a street.
• Students choose their favorite part of the unit – the story,
Draw some houses along the street. Say What is there the song, or the video – and put a sticker under their
on the street? Let’s draw. Students suggest things on the chosen preference.
street, e.g., Streetlight. Ask How many streetlights are
there? (Five.) Add the correct number of streetlights to 3 What’s different? Circle and write. Then go to
your picture. Make sure you review bus stop, mailbox, page 3 and write the letters.
and traffic light. You can also ask How many men/
• Students circle the picture that doesn’t belong and write
women/children are there? and/or How many cars/bikes/ the item of clothing. They then go to page 93 and write
motorcycles/buses are there? and add these things to the letters in the puzzle.
your picture.
Key: closet, letter for the puzzle – t
• If you do not wish to draw, ask questions about the
photograph on Student’s Book page 54. Ending the lesson
Student’s Book page 55 • Students repeat their favorite activity from the unit.
4 Make a bar chart.
Extra activities: see page TB121 (if time)
• Draw the axes of a simple bar chart on the board and
remind students that they looked at a bar chart in the
previous lesson. Teach bar chart. Point to the y axis and
ask What do I write here? (Numbers). Explain that we
can use bar charts to show the results of any kind of
survey where we count groups of items/people/answers.
• Say Open your books to page 55, please. Point to the
picture in activity 4 and ask questions about the chart,
e.g., How many streetlights are there? (Twelve.)
• Say Make a bar chart. If you didn’t take students for
a walk outside school for the Extension activity in the
previous lesson, take them before they make their bar
chart (see page TB119 for instructions). Alternatively,
walk to the road just outside the school and count
each street item together with your class (streetlights,
bus stops, traffic lights, mailboxes), recording the
answers in a chart on a large piece of paper. If there are
a number of additional pieces of things on the street
outside your school, add those to the categories in your
chart (e.g., benches, trash cans, parking spots).
• If you can’t take your students outside, count the items
yourself before the class.
• Write the results of the survey on the board as total
numbers for each item, e.g., streetlights – 8, bus stops –
2, traffic lights – 1, parking spots – 14.

TB55
 Review Units 3 and 4

1 Look and say the words. Number . Jeans.

2 3 4

5 6 7 8

2 CD2
17 Listen and say the color.

56 Review ➞ Workbook pages 46–47

 Lesson aims Students reinforce the language of • Play the recording, pausing after each mini-dialog.
Units 3 and 4. Students listen and guess which photograph is being
talked about each time. They say the color of the correct
New language best friend photograph frame.
Recycled language clothes | furniture and • Depending on time available, ask students further
furnishings | numbers | colors | bedroom | How questions about the photographs: What’s the boy’s
old is he/she? He’s/She’s (eight). | What’s he/she name? (His name’s Alex.) How old is he? (He’s eight.)
wearing? He’s/She’s wearing (jeans). What are you What’s his favorite color? (Green.) Is it Alex’s computer?
wearing? I’m wearing (a green T-shirt). | My favorite (Yes, it is.) What’s Alex’s favorite toy? (Cars.) What’s
color is (green). | There’s a (closet). There are (two the girl’s name? (Sue.) How old is she? (She’s eight.) Is
beds). I have (a computer). | How many (cars) are she Alex’s sister? (No. She’s his best friend.) Explain the
there? | Who’s this? Her name’s (Sue). How old is she? meaning of best friend.
She’s (eight).
Key: Yellow, Red, Blue, Green
Materials CD2 | Flashcards: 36–54, word cards:
see pages TB108–TB109 (optional)
CD2:17
Adult: Hello. What’s your name?
Alex: Hello. I’m Alex. I’m eight years old. This is my
Warmer picture!
• Ask What can you remember from Units 3 and 4? Let’s Adult: What are you wearing in this picture?
find out. Allow students time to look through the units Alex: Jeans … and my green T-shirt. And I’m wearing
and at any work displayed in class. Encourage them to green shoes. My favorite color is green.
say what is easy or difficult. Ask What’s your favorite Adult: Is this your bedroom?
activity? Alex: Yes, it is. There are two beds, and there’s a closet,
and I have a computer.
Student’s Book page 56
Adult: Wow! How many cars are there?
1 Look and say the words. Alex: There are lots of cars! They’re my favorite toy.
• Say Open your books to page 56, please. Students look Adult: And who’s this?
at the close-up photographs and guess the words. Check Alex: She’s my best friend. Her name’s Sue.
the activity by saying the picture number, e.g., Number Adult: How old is she?
1. Students say the word: Jeans. Alternatively, check the Alex: She’s eight – the same age as me!
activity by asking What’s number (1)? / What’s this? /
What are these? Elicit It’s a (clock). / They’re (jeans). Workbook page 46
• If you have time, provide further review by asking 1 Look and write the word. Then draw Number 8.
questions about the photographs, e.g., Number 1. Are
they socks? (No, they aren’t.) What color are they?
• Students look at the pictures and complete the words in
the puzzle grid. They work out the answer for number
(They’re blue.) Are you wearing (jeans)? (Yes, I am. / No,
8 by reading the word spelled in the outlined boxes in
I’m not.)
the grid. Then they draw the missing item and write the
Key: 2 clock 3 jacket 4 lamp 5 socks 6 table 7 shoes word.
8 closet
Key: 2 lamp 3 table 4 mirror 5 phone 6 dress
2 Listen and say the color. 7 pants 8 cabinet

• Say Let’s find out about the people and things in the 2 Read and circle.
photographs. Explain that students will hear two people
talking about the photographs. They have to decide
• Students read and circle the correct word each time.
which photograph matches each conversation. Key: 2 are 3 are 4 dress
• Ask Can you see a boy? (Students point to the correct Ending the lesson
photograph.) Ask How old is he? (Students guess.)
What’s he wearing? (Jeans, a green T-shirt, green • Play Point to (red) (see page xviii) with clothes, furniture,
shoes.) Repeat for the photograph of the girl. Point to and furnishings in the classroom (e.g., Point to a blue
the photograph of the toy cars and ask What are these? jacket. / Point to a bookcase. / Point to some black
(They’re cars.) What colors can you see? (Red, black, shoes.)
blue, yellow, white, etc.) Then point to the photograph
of the bedroom and ask Is this a living room? (No, Extra activities: see page TB121 (if time)
a bedroom.) Ask What can you see? (A bed, toys, a
computer, a bookcase with books, a closet.) Say Listen
and say the color.

TB56
 Lesson aims Students play a board game and (Students’ own answers.) 6 Are you wearing socks? (Yes, I
continue reinforcing the language of Units 3 and 4. am. / No, I’m not.) 7 How many couches are there in your
living room? (Students’ own answers.) Are you wearing
New language Miss a turn. Go forward one.
a T-shirt? (Yes, I am. / No, I’m not.) 10 How many chairs
Go back one.
are there in your kitchen? (Students’ own answers.)
Recycled language clothes | furniture and 11 Are you wearing pants? (Yes, I am. / No, I’m not.)
furnishings | classroom, bedroom, living room, 13 How many bookcases are there in your classroom?
kitchen | Are you wearing (shoes)/(a skirt)? Yes, I (Students’ own answers.) 14 Are you wearing a jacket?
am. / No, I’m not. | How many (tables) are there (Yes, I am. / No, I’m not.) 15 How many mirrors are there
in your (classroom)? There are (ten). | Look at your in your bathroom? (Students’ own answers.) 17 Are you
bedroom. What a mess! Let’s clean up. Let’s put the wearing a dress? (Yes, I am. / No, I’m not.) 18 How many
T-shirts and jeans in the closet. | Thank you! You’re TVs are there in your house? (Students’ own answers.) 1
welcome. | Oh, no! I don’t have a pen. Here you are. Are you wearing a shirt? (Yes, I am. / No, I’m not.)
You can use this one.
Workbook page 47
Materials CD2 | Flashcards: 36–54 | Coin for
each pair of students and buttons or game pieces for 3 Look, read, and write the answers.
playing the game | Word cards: see pages TB108– • Students read the questions and write the answers,
TB109 (optional) referring to the pictures.
Key: 2 No, I’m not. 3 I’m wearing a dress and a jacket. 
Warmer 4 There are 11.
• Play What’s missing? (see page xix) with the flashcards. 4 Listen and check ✓.
You can play using the sets for Units 3 and 4 separately
or mix five cards from each set together each time to • Students listen and check the correct picture in each pair.
make a mixed selection of items to remember (more Key: 1 picture 1 2 picture 2
challenging).
CD2:18
Student’s Book page 57 1 Big Sister: What’s the matter?
3 Play the game. Little Sister: I can’t find my favorite purple T-shirt!
Big Sister: Oh! Look at your bedroom. What a mess!
• The aim of this game is to be the first one to reach the Little Sister: Let’s clean up.
Finish square (top right of the board). Students play in
Big Sister: OK. Let’s put the T-shirts and jeans in the
pairs with a coin and buttons or game pieces.
closet.
• Students place their game piece on the square marked Little Sister: Thank you!
Start (the green traffic light). They then take turns Big Sister: You’re welcome.
flipping the coin and moving their game piece along the
board. If they flip the heads side of the coin, they move 2 Boy: Can I have a turn, please?
two spaces. If they flip the tails side of the coin, they Girl: Of course.
move one space. Boy: Oh, no!
Girl: What’s the matter?
• When students land on a square with a picture on it,
Boy: I don’t have a pen.
they ask and answer a question with those pictures and
Girl: Here you are. You can use this one.
the words given, e.g., Are you wearing shoes? Yes, I am.
Boy: Thank you!
or How many tables are there in your classroom? (There
are ten.) If students make the question and answer Ending the lesson
correctly, they stay on the square they’ve landed on. If
they make a mistake, they move back one square. • A volunteer stands at the front of the classroom, with
his/her back to the class. The rest of the class takes
• When they land on a square with the words Miss a
turns asking about items in the classroom / what their
turn, their partner has two turns. When they land on a
classmates are wearing, e.g., How many bookcases are
square with the words Move forward one or Move back
there in the classroom? / What’s Elena wearing? This can
one, they move their game piece accordingly. Make sure
also be played as a team game, with a representative
students understand what these phrases mean before
from one team as the volunteer and only members of
they begin to play.
the other team asking the questions. Keep score on the
• Play continues until one student moves to the square board. The volunteer at the front swaps with a different
marked Finish (by flipping the heads side of the coin, student after answering a certain number of questions
when on square 19). (e.g., three).
Key: 1 Are you wearing shoes? (Yes, I am. / No, I’m not.)
2 How many tables are there in your classroom? (Students’ Extra activities: see page TB121 (if time)
own answers.) 3 Are you wearing a skirt? (Yes, I am. / No,
I’m not.) 5 How many closets are there in your bedroom?

TB57
 3 Play the game.
Finish
Are you wearing a How many Are you wearing a

? ?
are there in
your house? 18 19 20
17

How many Are you wearing a How many

are there
in your ?
bathroom?
are there in your
16 15 14 classroom? 13

Are you wearing a How many Are you wearing

? are there ?
in your
9
kitchen?
10 11 12

How many Are you wearing How many

?
are there in your are there in
8 living room? 7 6 your bedroom? 5

Are you wearing How many Are you wearing a

? ?
are there in your
classroom? 2 3 4
1

Start 57
 5 Meals

58
116 TB5
 Unit aims Students learn about meals and food.
This includes:
• learning vocabulary for meals and food
• asking about what others like to eat
• talking about what others like / don’t like to eat
• offering food
• categorizing food into food groups

Introduction to the unit

• Say Open your books to pages 58 and 5 9, please. Play
the theme song on the recording. Students look at the
photograph and read the title of the unit while listening
to the song.
• Ask What’s Unit 5 about? Encourage students to work
out the meaning of meals. Then point to the photograph
and ask What can you see? (Boys/Brothers) How many
boys are there? (Two.) What do the boys have? Explain
that each boy has a lunch box. Ask students Do you have
a lunch box? If necessary, explain that school children
in different countries often take sandwiches to school to
eat for lunch. Ask students what they eat at lunchtime /
if they eat at home or at school. Ask what kind of food
the boys in the photograph have (sushi/rice).
• Elicit food items that students already know in English or
play Two minutes (see page xix) with the heading Food.
(From Guess What! Level 1 students should know: juice,
apple, banana, orange, bread, chicken, egg, water, milk,
cheese). Write any words students come up with on the
board. Ask individual students about the foods, e.g., Do
you like (chicken)? (Yes, I do. / No, I don’t.)

CD1:02
(Theme song – see lyrics on page TB5)

59
 1 CD2
19 Listen. Who’s speaking?

2 CD2
20 Listen, point, and say.

2 carrots
potatoes

4 peas
3 rice

5 sausages

fish
8 beans
6 7 meat

toast 0 cereal

3 CD2
21 Listen and find.

60 Vocabulary ➞ Workbook page 48

 Unit 5
Lesson aims Students learn vocabulary for food David: I have meat and potatoes. I don’t like rice.
and meals. And I have lots of orange carrots. I like carrots.
Tina: What about you Olivia? What do you have?
New language potatoes, carrots, rice, peas, Olivia: I have sausages and beans. And I have potatoes.
sausages, fish, meat, beans, toast, cereal, I’m hungry, Mmm! I’m hungry.
lots of, lunch, breakfast, What a funny lunch! David: What’s that, Ben?
Recycled language character names | numbers Ben: It’s toast and cereal.
1–10 | food and drink from Guess What! Level 1 | Olivia: Toast and cereal? For lunch? What a funny lunch!
What do you have? I have (carrots). I like / don’t I like toast and cereal for breakfast!
like (fish). What about you? What’s that? There’s /
2 Listen, point, and say.
There are
Materials CD2 | Flashcards: 55–64 | Level 1 food • Say Now listen, point, and say. Play the recording.
Students listen and point to the numbered items in the
and drink flashcards: 66–75, if available | Music CD
picture. Then play again. Students listen and say the
(optional)
words.

CD2:20
Warmer
1 potatoes 2 carrots 3 rice 4 peas 5 sausages 6 fish
• Use the Level 1 food flashcards: 66–75, if available, to 7 meat 8 beans toast 10 cereal
review food and drink vocabulary.
3 Listen and find.
• Play the Drawing game (see page xv) with food from
Level 1 (e.g., banana, orange, apple, egg, bread, chicken, • Say Now listen and find. Play the recording, pausing for
cheese). Students can also play the game in pairs. If you students to find and point to the correct items in the
don’t wish to draw, mime eating one of the items, picture. Students can also say the correct number.
e.g., peeling and eating a banana and ask What’s this? • If you have time, students can repeat in pairs. One says
(It’s a banana.) The student who guesses first does the a sentence, e.g., I don’t like meat, and the other says the
next mime. number (e.g., Seven) or points to the item.
Presentation Key: Students point to the items in the following order: 5,
6, 7, 1, 3, 9, 10, 4, 8, 2.
• Say Let’s learn more food words. Hold up each flashcard
and say the new word. Students repeat in chorus and CD2:21
individually. Then show the flashcards in random order. I like sausages. I like rice. I like beans.
Students say the words. I like fish. I like toast. I like carrots.
• Stick the flashcards on the board. Point and ask individual I like meat. I like cereal.
students Do you like (rice)? (Yes, I do. / No, I don’t.) Point I like potatoes. I like peas.
to the cereal flashcard. Mime waking up and eating
a bowl of cereal and say I like cereal for breakfast. Find Leo.
Confirm the meaning. Ask students What do you like for • Say Now find Leo. Students search for Leo in the picture
breakfast? Present lunch and dinner in the same way. (he’s next to the counter, looking at the carrots).
Student’s Book page 60 Workbook page 48
1 Listen. Who’s speaking? 1 Find and circle. Look and write the word.
• Say Open your books to page 60, please. Ask Who can • Students circle the words in the word snake and then use
you see? Students say the names of the characters. Ask them to label the pictures.
Where are the children? (At a café.) Point to the trays
and the clock and say Look at the food and the clock. Key: 2 peas 3 fish 4 cereal 5 carrots 6 toast
Is it time for breakfast, lunch, or dinner? (Lunch.) 2 Look, read, and write yes or no.
• Say Let’s listen. Who’s speaking? Play the recording.
• Students look at the picture, read the sentences, and
Students listen and point to the characters. Then play
write yes or no.
again, pausing for students to point to the foods.
• If time, ask about other items in the picture, e.g., How Key: 2 no 3 yes 4 yes 5 no
many tables are there? (Three.) What drinks can you see?
Ending the lesson
(Water, orange juice.) Who has a phone? (The woman.)
• Students work in pairs. Student A closes his/her book.
CD2:1 Student B looks at the picture on Student’s Book page 60
David: Mmm, I’m hungry! What do you have for lunch, and makes a sentence about one of the characters’ food,
Tina? e.g., She has fish. Student A says the name (e.g., Tina).
Tina: I have fish, white rice, and peas. I like fish and rice. Then they swap roles.
What about you?
Extra activities: see page TB121 (if time)

TB60
 Lesson aims Students practice the food and meals 5 Read, look, and say. What’s missing?
vocabulary. They practice asking what others like
to eat.
• Ask students Do you like grocery shopping? Who goes
shopping for food in your family? Do you go shopping
New language for (breakfast/lunch/dinner), for food? Hold up a shopping list and say Look. This is
Yum! shopping list my shopping list. It has lots of food on it. Read some of
the items, then mime using the list while walking down
Recycled language food, breakfast, lunch, an aisle in a supermarket. Elicit the meaning.
dinner, Do you like (toast) for (breakfast)? Yes, I do.
plants • Say Look at the shopping list. Students read the shopping
list in activity 5. Give them time to work out the meaning
Materials CD2 | Flashcards: 55–64 | A shopping of each item. Point to the first item on the list. Then
list | Ten sentences on slips of paper, each about one say Let’s look in the shopping bag. Where’s the cereal?
of the key food words in the unit (optional) Students find it and point. Mime checking the item on the
list. Say What’s missing? Explain that students need to
check the rest of the items on the list and find the things
Warmer
that aren’t in the bag.
• Review the food words with the flashcards. Write dinner, • Check answers by asking, e.g., Are there any (sausages)
breakfast, lunch on the board and ask students to in the bag? / Is there any (meat) in the bag? (Yes/No.)
put the meals in order (breakfast, lunch, dinner). Play
Anagrams (see page xiv), using some of the food words Key: The missing items are peas, rice, and fish.
and the three meal words.
Workbook page 4
Student’s Book page 61 3 Listen and stick.
4 Say the chant. • Students will need the Unit 5 stickers from the back of the
• Say Open your books to page 61, please. Point to the Workbook.
first photograph and ask What’s for breakfast? (Toast • Play the CD. Students listen and stick the stickers into the
and cereal.) Repeat for the other two photographs. correct position.
• Say Listen to the chant. Play the recording. Students CD2:23
listen and point to the photographs in turn.
1 I have sausages and peas for lunch.
• Then say Now listen and say the chant. Play the
2 I have fish and rice for dinner.
recording again. Students can clap along to the rhythm
at first, joining in with as many words as they can. 3 I have cereal and toast for breakfast.
Then repeat as often as necessary until students are 4 I have meat and potatoes for lunch.
chanting confidently. You can also divide the class into 5 I have sausages and carrots for dinner.
two groups. One group chants the first two lines of each 4 Look and write the words.
verse and one chants the second two lines. Then they
swap. • Review the meaning of plants and check that students
understand the column headings. Students write each
CD2:22 word in the box in the correct column.
Do you like toast for breakfast? Key: These foods are plants: cereal, peas, rice, potatoes,
Do you like cereal, too? carrots
Toast and cereal for breakfast? These foods aren’t plants: meat, fish, sausages
Yum! Yes, I do. My picture dictionary ➔ Go to page 8 . Check the
Do you like sausages for lunch? words you know and trace.
Do you like carrots, too?
Sausages and carrots for lunch?
• Students turn to page 89 and check the words they
know. They then trace over the word labels for each
Yum! Yes, I do. picture.
Do you like fish for dinner?
Do you like potatoes, too? Ending the lesson
Fish and potatoes for dinner? • Play Stand up and sit down (see page xviii), using
Yum! Yes, I do. sentences about foods for different meals (e.g., I like
toast for breakfast. I don’t like milk for breakfast. I like
rice for lunch. I like meat for dinner.)

Extra activities: see page TB120 (if time)

TB61
 Unit 5

4 CD2
22 Say the chant.
Do you like toast for breakfast?
Do you like cereal, too?
Toast and cereal for breakfast?
Yum! Yes, I do.

breakfast

lunch dinner

5 Read, look, and say. What’s missing?

Shopping list
cereal
sausages
m eat
pe as
potatoes
b e ans
rice
fish

➞ Workbook page 4 Vocabulary 61

 6 CD2
24 Sing the song.
My friend Sammy likes My friend Sally likes
for lunch. for lunch.
He doesn’t like , She doesn’t like ,
And he doesn’t like . And she doesn’t like .
He likes and , She likes and ,
And he likes . And and .

Munch, Sammy. Munch, Sally.

Munch your lunch! Munch your lunch!

7 CD2
25 Listen and say Sammy or Sally.

8 Ask and answer. Then say.

Do you like fish? Alex likes fish.

Yes, I do.

62 Vocabulary
Grammar: My friend Sammy likes meat for lunch. ➞ Activity Book page XX
➞ Workbook page 50
 Unit 5
Lesson aims Students talk about what others like / text. You can divide the class into boys and girls. Note:
don’t like to eat. Students can sing along to the version of the song with
the words or to the karaoke version.
New language My friend/He/She/Alex likes
(meat) for (lunch). My friend/He/She/Alex doesn’t like CD2:24
(beans). munch
My friend Sammy likes My friend Sally likes fish
Recycled language food, friend, Do you like (fish)? meat for lunch. for lunch.
Yes, I do. / No, I don’t. shopping bag, There is/are … He doesn’t like potatoes, She doesn’t like cheese,
And he doesn’t like peas. And she doesn’t like meat.
Materials CD2 | A shopping bag | Flashcards:
He likes beans and carrots, She likes beans and carrots,
55–64 | A photograph of a friend of yours (optional)
And he likes cheese. And potatoes and peas.
Munch, Sammy. Munch, Sally.
Warmer Munch your lunch! (x4) Munch your lunch! (x4)
• Review the food words using the flashcards and stick them 7 Listen and say Sammy or Sally.
on the board. Show a shopping bag and say I have my
bag. Let’s go shopping. Play Sentence chain game (see
• Say Listen and say Sammy or Sally. Play the recording,
pausing after each sentence. Students listen, look at the
page xviii). Take a flashcard and say There are (peas) in my
picture in activity 6, and say Sammy or Sally.
shopping bag. Put the flashcard in your bag. Ask a student
to choose another flashcard, add the new item he/she has Key: 1 Sammy 2 Sally 3 Sally 4 Sammy 5 Sammy 6 Sally
chosen to the sentence, e.g., There are peas and sausages
CD2:25
in my shopping bag., and put the flashcard in the bag.
Repeat until there are no flashcards left. You can show the 1 He doesn’t like peas. 2 She likes peas. 3 She doesn’t
flashcards in the bag as prompts, if necessary. like meat. 4 He doesn’t like potatoes. 5 He likes carrots.
6 She likes carrots.
Presentation
8 Ask and answer. Then say.
• Draw two large circles on the board (at a height your
students can reach). Draw a smiley face at the top of • Ask students to draw four pictures of foods. Students
one circle and a sad face at the top of the other. Give a work in pairs. Student A shows each of his/her pictures
volunteer a flashcard and ask Do you like (potatoes)? If the to Student B and asks, e.g., Do you like beans? Student B
student replies Yes, I do, help him/her to put the flashcard answers Yes, I do or No, I don’t. Then they swap. Make
in the circle with the smiley face. Ask about different foods, groups of four. Students take turns talking about the
each time encouraging the student to put the flashcard in person they asked in the pairwork, e.g., Lucia likes toast.
the correct circle. When there are four flashcards in each She doesn’t like peas.
circle, ask the student to sit down. Make a sentence about
Workbook page 50
one of the foods in the “like” circle, e.g., Look! Leo likes
sausages. Make another positive sentence. Invite students 5 Listen and match. Draw a happy face or a sad
to make similar sentences. Then make a negative sentence, face.
e.g., Look! Leo doesn’t like cereal. Give more example • Students listen and draw lines to match each child with
sentences, inviting students to help. the food. They draw a happy or a sad face on each child,
depending on whether he/she likes or dislikes the food.
Student’s Book page 62
Key: 2 rice, sad 3 beans, sad 4 fish, happy
6 Sing the song.
• Say Open your books to page 62, please. Point to the CD2:26
monsters and ask Who’s this? (Sammy and Sally.) (These 1 She likes potatoes. 3 She doesn’t like beans.
are the monsters from Student’s Book page 40.) Say 2 He doesn’t like rice. 4 He likes fish.
Sammy and Sally are friends. Elicit the meaning of friend.
Point to the foods at the bottom and ask What can you 6 Look, read, and circle the words.
see? Make sentences about what each monster likes • Students read each sentence, look at the picture, and
(e.g., Sammy likes meat. Sally likes fish.). circle likes or doesn’t like.
• Say Listen and point. Play the recording. Students listen Key: 2 doesn’t like 3 doesn’t like 4 likes
and point to the food. Point to the foods where the
circles overlap and say What foods do Sammy and Sally Ending the lesson
like? (Carrots and beans.) Explain the meaning of Yum!
and munch.
• Students cover the song words, leaving the picture of
Sammy and Sally and the circles visible. Play a game of
• Then say Now sing the song. Play the recording a few True or false? (see page xix), making sentences with Sally/
times, until students are singing confidently. The first Sammy likes / doesn’t like … Students can also play in pairs.
time students can hum and join in with any words they
know. Then students can sing along, following the song Extra activities: see page TB122 (if time)

TB62
 Lesson aims Students ask and answer about what • Say Play the game. Students play in pairs, taking
others like to eat. turns choosing a child in the photographs and asking
questions. Circulate and help with language.
New language Is it a boy or a girl? Does he/she
like (meat)? Yes, he/she does. No, he/she doesn’t. Workbook page 51
Recycled language food, boy, girl, It’s (Tony). 7 Look, read, and circle the words. Then answer
the questions.
Materials CD2 | Flashcards: 55–64
• For the first two items, students look at the pictures, read
the questions and answers, and circle the correct words.
Warmer For the second two items they look, read, and write the
• Play the song from the previous lesson. Students sing correct answer.
along. They can act looking happy/hungry for lines with Key: Kim 2 peas 4 No, she doesn’t. Jim 1 carrots
the word likes and mime being disgusted for the lines 2 fish 3 Yes, he does. 4 No, he doesn’t.
with doesn’t like.
8 Draw and say. Then write and circle.
Presentation • Students choose a member of their family to write about.
• Hand out five of the flashcards to volunteers. Ask a They draw two plates – one with things he/she likes
student with a flashcard to stand up. Tell the class they eating for dinner and one with things he/she doesn’t
need to guess whether the student likes or dislikes this like. Then they complete the sentences about the
food. Ask individuals to guess, e.g., Does Adriana like person. They use the model on the left to help them.
(beans)? Help them reply Yes, he/she does. or No, he/she Key: Students’ own answers.
doesn’t. Keep a tally of guesses on the board. Then ask
the student Do you like (beans)? He/She answers Yes, I Ending the lesson
do. or No, I don’t. See if the students guessed correctly.
Repeat with different students.
• Students work in pairs. Student A points to one of the
children in Student’s Book activity 10 and asks Does he/
Student’s Book page 63 she like (rice)? Student B answers Yes, he/she does. or No,
he/she doesn’t. as quickly as possible. Then they swap.
Listen, look, and say. They can also play this as a memory game, with Student
• Say Open your books to page 63, please. What can you A looking at the book (asking, e.g., Does Pat like bread?)
see? (Orange juice, cereal, toast.) Give students time to and Student B answering from memory.
look at the picture and think about whether the children
like or dislike the foods. Extra activities: see page TB122 (if time)
• Say Listen and point. Play the recording. Students point
to the children. Then say Now listen and say. Play the
recording again, pausing for students to listen and
repeat.

CD2:27
1 Does he like cereal? 2 Does he like toast?
No, he doesn’t. Yes, he does.
Does she like toast? Does she like cereal?
No, she doesn’t. Yes, she does.
10 Ask and answer.
• Tell students they are going to play a guessing game
using the photographs in activity 10. Point to Tony and
ask, e.g., Does he like potatoes? (Yes, he does.) Does
he like sausages? (No, he doesn’t.) Ask two questions
about each child in the photographs, one with a positive
answer, one negative, in the same way.
• Ask two volunteers to read the example speech bubbles
and make sure students understand that the person
asking questions can only ask questions that can be
answered Yes or No (after question 1, Is it a boy or a
girl?). Play an example round of the game, with you
choosing one of the children in the photographs and the
class asking you questions, if necessary.

TB63
 Unit 5

9 CD2
27 Listen, look, and say.
2

10 Ask and answer.

Is it a boy or a girl?

It’s a boy.

Does he like meat? Kim

Yes, he does.
Tony
Does he like carrots?

No, he doesn’t.

It’s Tony!

Tom Pat

➞ Workbook page 5 Grammar: Does he like cereal? 63

 2
11 CD2
28 Listen and read.
Would you like fish
and potatoes?

Look! Café Hawaii!

Let’s go for lunch! Yes, please!

No, thank you!

3 What about carrots 4

or peas, iPal? Oh, dear! What
would you like, iPal?

No, thank you!

Cake! I like chocolate cake.

5 6
What’s the matter?
More cake, please!
He likes chocolate
cake – a lot!

No, iPal.
That’s enough!

64 Value: Eat healthy food ➞ Workbook page 52

 Unit 5
Lesson aims Students reinforce language with • Students can listen to the story again for pleasure, or
a story. They also discuss the value of eating pause after key lines for students to repeat. They can join
healthy food. in with the rhymes. Encourage students to use gestures
New language Hawaii, café, Let’s go, chocolate and intonation from the story.
cake, more, That’s enough! a lot, eat, healthy food CD2:28
Recycled language food, look, lunch, Yes, David: Look! Café Hawaii!
please. No, thank you. Oh, dear! I like … , What’s the Ben: Let’s go for lunch!
matter? He likes … All: 1, 2, 3, Magic tree. We’re back again. Look and see.
Materials CD2 | Toy mouse (or mouse flashcard Come with us. Come and play
from Unit 2:34) | Bag | Selection of six food In our magic tree today.
flashcards or toy food (e.g., bananas, cheese, Café attendant: Would you like fish and potatoes?
toast, fish, rice, carrots) | Picture of a “food Olivia: Yes, please!
wheel” | Pictures of healthy and unhealthy foods iPal: No, thank you!
(bananas, juice, oranges, peas, fish, cookies, cake, David: What about carrots or peas, iPal?
chips, etc.) (optional) iPal: No, thank you.
Tina: Oh, dear! What would you like, iPal?
iPal: Cake! I like chocolate cake.
Warmer
iPal: More cake, please!
• Show the mouse flashcard/toy mouse and say This is my Olivia: No, iPal. That’s enough!
pet mouse, Minnie. Hold up the bag with flashcards/toy
food inside and say This is Minnie’s food. Guess what Ben: What’s the matter?
she likes. Students take turns asking, e.g., Does Minnie/ David: He likes chocolate cake – a lot!
she like (potatoes)? If a student guesses correctly, say All: 3, 2, 1, that was fun. Time to go. The magic’s done!
Yes, she does! and give the flashcard/toy food to that
student. If a student guesses incorrectly, you score a Value Eat healthy food
point. If students guess all the items before you get six • Point to frame 5 and play the first line. Remind students
points, they win. If you get six points, you win. of the meaning of more. Ask Is it a good idea? (No.) Play
the next line. Ask students How many arms does iPal
Introduction have? (Four.) What does iPal have in his hands? (A lot of
• Remind students of the previous episode of the story. Say cake.) Ask students what happens next (iPal feels sick)
Tina can’t find her … (ring). The children go to (Tina’s and play the dialog for frame 6.
bedroom). They say, “What a mess! Let’s … ” (clean up). • Read the value Eat healthy food. Explain the meaning
Ask if they find Tina’s ring (Yes, iPal does.). Ask students and ask Is chocolate cake healthy food? (No, it isn’t.)
to guess where the children will go with iPal today. Talk about how important it is to eat all kinds of food,
but only a small amount of unhealthy foods. Ask What
Student’s Book page 64 healthy food is there in the story? (Fish, potatoes, carrots,
11 Listen and read. peas, bananas, oranges, apples, beans.) Elicit examples
of unhealthy food (cake, cookies, ice cream, chips, fries).
• Say Open your books to page 64, please. Point to frame If possible, show a picture of a “food wheel” to explain
1 and ask What can the children see? (A plane.) Point to
how much of each different kind of food we should eat.
the banner and explain the meaning of café. Ask students
Divide the class into two groups (iPal and Olivia). Play
what they know about Hawaii and show where it is. Point
the dialog from frame 5 again. Students repeat the lines,
to frame 2 and ask Where are the children? (At Café
then practice the dialog in pairs (iPal and Olivia).
Hawaii.) Elicit the food they can see. Ask What food does
iPal like? Ask students to look at the story and guess. Workbook page 52
• Say Now listen and read. Play the recording while
Look and write the words. Then listen and check.
students listen and follow the story. Ask What does iPal
like? (Chocolate cake.) Check that students know what • Students complete the speech bubbles with words from
chocolate cake is. Then play the recording again, pausing the box. Play the story again, which is repeated in full on
to ask questions: Frame 1: Do the children want breakfast? the recording. Students listen and check their answers.
(No, lunch.) Frame 2: Does iPal like fish and potatoes? (No, Key: 2 fish 3 peas 4 Cake 5 please 6 likes
he doesn’t.) Frame 3: Does iPal like carrots or peas? (No,
he doesn’t.) Frame 4: Is the chocolate cake small? (No, CD2:2
it’s big.) Frame 5: Why are the children sad? (iPal is eating (Repeat of story – see above for story script)
a lot of / too much cake.) Explain the meaning of more
and That’s enough. Frame 6: Is iPal OK? (No.) What’s the Ending the lesson
matter? Confirm that iPal’s feeling sick because he’s eaten
too much cake. Explain the meaning of a lot.
• Play Who said it? (see page xix).
Extra activities: see page TB122 (if time)

TB64
 Lesson aims Students practice offering, refusing, CD2:30
and accepting food. Students also practice saying the Woman: Would you like Woman: What about
sounds /s/ and /z/. potatoes? beans?
New language seal, sun, zoo | Would you like Boy: Yes, please. Boy: No, thank you.
(beans)? What about (carrots)? What would you like? 13 Listen and say. /s/ /z/
Recycled language food | Yes, please. / No, • In this activity, students practice saying the sounds /s/ and
thank you. | zebra /z/.
Materials CD2 | Flashcards: 55–64 | Selection of • Say Look at activity 13. What can you see? Teach seal,
healthy and unhealthy breakfast foods / pictures sun, and zoo.
of foods (e.g., oat cereal, sugary cereal, cupcakes, • Then say seal – /s/ /s/ /s/ – seal. Students repeat,
bread, cola, empty milk or juice bottle/carton) | emphasizing the /s/ sound.
A slip of paper for each student, a box or bag • Say zebra – /z/ /z/ /z/ – zebra. Students repeat,
(optional) emphasizing the initial sound in the same way.
• Say Listen and say. Play the sound sentences on the
recording. Students listen and repeat, emphasizing the
Warmer
initial /s/ and /z/ sounds.
• Put the unhealthy breakfast foods / pictures on a table at • Students can then repeat the sound sentences without
the front of the class (or draw a picture of a glass of cola the recording, saying them faster and faster each time.
and a plate with cupcakes on it). Say Look. This is my See how fast they can say them.
breakfast. What do I have for breakfast? Students say
the foods they know. Ask Is my breakfast healthy? (No,
• Ask students to think of any other words they know
that begin with the sound /s/ or contain the sound /z/.
it isn’t.) Ask What healthy food can I eat for breakfast?
For example, see, sit, six, seven, sister, sing, swim, snake,
Students make suggestions (e.g., cereal, milk, juice).
spider, skirt, socks, lazy, lizard.
Show the healthy foods as prompts.
CD2:31
Presentation
/s/ /z/ A seal in the sun. A zebra in the zoo. (x2)
• Offer one of the foods you’ve brought to class (or a food
flashcard) to a confident student. Ask Would you like Workbook page 53
(cereal)? Encourage the student to reply politely (Yes,
10 Look, read, and stick.
please. / No, thank you.). If the student says “yes,” hand
him/her the food. If the student says “no,” offer something • Remind students of the value from the previous lesson.
else, e.g., ask What about (cupcakes)? Repeat with Students look at the pictures and think about which one
different students until you have handed out all the food. shows the value. They stick the smiley face sticker in the
circle next to the correct picture.
Student’s Book page 65 • Students then select a smiley sticker from the back of the
12 Listen and act. book and stick it next to the value.
• Say Open your books to pages 64 and 65, please. Key: Students put the sticker next to the second picture.
Remind students of the story from the previous lesson.
11 Trace the letters.
Say The children are hungry. They go to … (Café Hawaii).
Ask Which foods does the café have? (fish, potatoes, • Students trace the letters s and z in the sound sentences.
carrots, peas). Ask What does iPal like? (Chocolate cake). 12 Listen and circle s or z.
Is it healthy? (No.) Remind students that the children try
to get iPal to eat other kinds of food. Ask What does iPal • Play the recording. Students look at the picture, listen,
say? (No, thank you. / More cake.) and circle the correct sound each time.
• Tell students they are going to listen to more people Key: 2 z 3 z 4 s
offering food. Say Now look at page 65. What can you
see? (A woman, a boy, a school cafeteria, sausages, CD2:32
potatoes, beans). Then say Who’s speaking? Listen and 1 sock, sock 2 zebra, zebra 3 zoo, zoo 4 sing, sing
point. Play the recording. Students listen and point to the
person in the photograph they think is speaking. Ending the lesson
• Then say Now listen and act. Play the recording • Write the tongue twister Six lazy lizards on the board.
again, pausing for students to repeat with the correct Students practice saying it repeatedly, as fast as they can.
pronunciation and intonation.
• Students practice the language in pairs. Student A mimes Extra activities: see page TB122 (if time)
offering different foods and says Would you like … ? /
What about … ? Student B accepts or refuses politely.
Then they swap roles and repeat.

TB65
 Unit 5

12 CD2
30 Listen and act.

Animal sounds
13 CD2
31 Listen and say.

A seal in the
sun. A zebra
in the zoo.

➞ Workbook page 53 Functional language: Would you like potatoes? Pronunciation: s, z 65

 What kind of food is it?

66
 Unit 5

1 CD2
33 Listen and say.
2 3 4 5

fruit vegetables meat grains dairy

2 Watch the video.

3 Look and say what kind of food it is.

Number . Fish. Yes.

Project
4 Make a food
poster.

3 4

➞ Workbook page 54 CLIL: Science 67

 Lesson aims Students learn about food groups 2 Watch the video.
and categorize foods.
• Play the video.
New language fruit, vegetables, grains, dairy, • If you don’t have the video, write the food groups as
ice cream headings on the board. Show flashcards (from this unit
and Level 1 Unit 6, if available) or pictures of foods
Recycled language food, What kind of (food)
from each group (mixed up). Ask volunteers to come to
is it? meat, fish, Would you like (an apple)? Yes,
the front, choose a card/picture, say which food group
please. / No, thank you.
it belongs in, and stick it in the correct place on the
Materials CD2 | DVD (optional) | Flashcards: board. Possible groups: fruit: apple, banana, orange;
55–64 | Food flashcards from Level 1 Unit 6: 66–75 or vegetables: peas, carrots, beans, potatoes; grains: rice,
pictures of known foods | Music CD bread, toast, cereal; meat: chicken, sausages; dairy: milk,
cheese, egg.

Warmer Video 05 : see page TB131

• Review language for offering, accepting, and refusing 3 Look and say what kind of food it is.
by offering students food flashcards (or real/toy food),
• Students work in pairs. They look at the photographs
e.g., Would you like (an apple)? Remind students to reply and say which food group(s) each food belongs in. They
politely. (Yes, please. / No, thank you.) use the speech bubbles to help them.
• Play Pass the flashcards (see page xviii). When the music
• Check the activity by saying the number of the
stops, students with flashcards turn to the person on photograph. Students say, e.g., fruit and dairy. Teach ice
their right and offer the food on the card, e.g., Would cream.
you like (toast)? The person says Yes, please. and takes
the card or No, thank you. and doesn’t take it. Key: 2 fruit and dairy 3 meat and grains 4 fruit
Guess What!
Student’s Book page 66
What kind of food is it? • Students look at the swirled image and guess what it is.
Check by asking What’s this? (Ice cream.)
• Say Open your books to page 66, please. Ask questions Key: It’s ice cream (photograph 2, activity 3).
about the photograph, e.g., Where is it? What food can
you see? (Oranges.) Can you see a (banana)? Can Workbook page 54
you see any meat? (No.)
1 Look and write the words in the chart.
• Ask students if there is a market like this in their
hometown/city. • Students look at the pictures and write each food in the
• Then point to the whole stall in the photograph and ask correct column of the chart.
the opening question What kind of food is it? Review the Key: fruits and vegetables: peas, carrots; meat and fish:
meaning of What kind … ? See if students know the food sausages, fish; grains and cereals: rice, bread; dairy:
group name already (fruit) or the names of any other cheese, milk
food groups (e.g., vegetables). Ask How many kinds
of fruit can you see? Ending the lesson

Student’s Book page 67 • Play House (see page xv) with the names of the food
groups.
1 Listen and say.
• Say Now look at page 67, please. Use the photographs Extra activities: see pages TB122 to TB123 (if time)
to present the words for food groups.
• Say Listen and say. Play the recording. Students listen
and repeat the words.
• Students look at the photograph on page 66 again. Ask
about the new food groups: Are there any dairy foods in
the photograph? Are there any grains?

CD2:33
1 fruit 2 vegetables 3 meat 4 grains 5 dairy

TB66
 Unit 5
Lesson aims Students make a food poster, 2 What’s your favorite part? Use your stickers.
categorizing kinds of food. They also complete the
Evaluation in the Workbook.
• Students choose their favorite part of the unit – the story,
the song, or the video – and put a sticker under their
Recycled language food, What kind of food is it? chosen preference.
fruit, vegetables, grains, dairy, meat, fish | Students
3 What’s different? Circle and write. Then go to
review all unit vocabulary and grammar in the
page 3 and write the letters.
Evaluation.
Materials CD2 | Flashcards: 55–64 | Food
• Students circle the picture that doesn’t belong and write
the name of the food. They then go to page 93 and write
flashcards from Level 1 Unit 6: 66–75 or pictures of
the letters in the puzzle.
known foods | Materials for the project: large piece
of blank paper for each group of students, colored Key: rice, letters for the puzzle – r, e
markers or pencils, pictures of food (e.g., from
supermarket advertising leaflets or fridge catalogs), Ending the lesson
scissors, glue • Students repeat their favorite activity from the unit.
Extra activities: see page TB123 (if time)
Warmer
• Hand out a selection of food flashcards/pictures of
food, making sure there are at least two from each food
group. Name a food group, e.g., Vegetables. Ask Where
are the vegetables? Students with a flashcard/picture of
a food from that group hold it up or stand up and say,
e.g., Potatoes are vegetables. Repeat for the other food
groups (fruit, dairy, meat and fish, grains).

Student’s Book page 67

4 Make a food poster.
• Say Open your books to page 67, please. Point to the
picture in activity 4 and ask questions about the poster,
e.g., What fruit can you see? (Orange, bananas, apples.)
What foods are grains and cereals? (Rice, bread.) What
kind of food is cheese? (Dairy.)
• Say Make a food poster. Students work in small groups.
Give each group a large piece of blank paper, pictures of
food to cut out (e.g., leaflets from supermarkets, pictures
of fridges from catalogs), scissors, and glue. Each group
divides their paper into four sections, writes the food
groups, and makes a poster like the one in the Student’s
Book. They don’t need to use pictures of food they can
name in English – as long as they can identify the food
group it belongs to. If you don’t have leaflets/catalogs,
students can draw and color the pictures themselves.
• Circulate and help, asking the names of the different
foods, providing new vocabulary and asking, e.g., What
kind of food is this? Do you like (broccoli)?
• Display the posters in the classroom and give students
time to look at their classmates’ work.

Workbook page 55 – Evaluation

1 Read and write the word.
• Students complete the food words.
Key: 2 (C)arrots 3 (F)ish 4 (P)eas 5 (m)eat 6 (R)ice

TB67
 6 Activities

Unit aims Students learn about free-time

activities. This includes:
• learning vocabulary for activities
• talking about what they can/can’t do
• talking about what they and others like doing
• asking what others like doing
• talking about playing nicely
• learning vocabulary for sports equipment

Introduction to the unit

• Say Open your books to pages 68 and 6 , please. Play
the theme song on the recording. Students look at the
photograph and read the title of the unit while listening
to the song.
• Ask What’s Unit 6 about? Encourage students to
work out the meaning of activities. Then point to the
photograph and ask What can you see? How many boys
are there? (Two.) How many girls? (Two.) What’s the
activity? Teach or elicit roller-skate. Ask different students
Can you roller-skate? Encourage them to reply with
short answers Yes, I can. / No, I can’t. If time, ask more
questions about the photograph, e.g., What are the
children wearing? / Which colors can you see?
• Elicit actions and activities that students already know
in English (from Guess What! Level 1: paint, draw, run,
jump, sing, climb, swim, ride a bike, play soccer, dance).
Write these words on the board. Ask individual students
Can you (dance)? (Yes, I can. / No, I can’t.) Students ask
and answer about the activities in pairs.
• If time, play Pass the ball (see page xvii). When the music
stops (or you say Stop!), ask the student with the ball a
question with Can you … ?, e.g., Can you draw? (Yes, I
can. / No, I can’t.) Students can also practice asking and
answering about activities using Can you … ? in pairs.

CD1:02
(Theme song – see lyrics on page TB5)

68
69
 1 CD2
34 Listen. Who’s speaking?

2 CD2
35 Listen, point, and say.

play tennis 2 play field 3 play basketball

hockey

4 roller-skate 5 play baseball

6 ride a horse 7 fly a kite 8 take

photographs

3 CD2
36 Listen and find.

70 Vocabulary ➞ Workbook page 56

 Unit 6

Lesson aims Students learn vocabulary for Olivia: Me, too. And I can play basketball. Basketball is
activities. my favorite sport.
Ben: What about you, Tina? What can you do?
New language play tennis, play field hockey, play
Tina: Roller-skate! I can roller-skate. And I can play
basketball, roller-skate, play baseball, ride a horse,
baseball. I love baseball.
fly a kite, take photographs, Activity Day, Cool! enter,
David: What about me? I can ride a horse. And, um –
What can you do? I love (baseball). today
I can fly a kite! I have a fantastic kite.
Recycled language character names | numbers Olivia: Yes! Great! And I can take photographs.
1–8 | Activities from Level 1: paint, draw, run, jump, Ben: Look – it’s today! Come on. Let’s go!
sing, climb, swim, ride a bike, play soccer, dance, I
2 Listen, point, and say.
can/can’t (paint). Can you (paint)? Yes, I can. No, I
can’t. Look at this. school, Let’s (go). Me, too. What’s • Say Now listen, point, and say. Play the recording.
your favorite sport? What about you/me? I have … , Students listen and point to the numbered activities
Great! Come on. on the poster as they hear them mentioned. Then play
again. Students listen and say the words.
Materials CD2 | Flashcards: 65–72 | Word cards:
see page TB111 | Level 1 action flashcards: 76–85, if CD2:35
available | Slips of paper, each with an activity from
1 play tennis 2 play field hockey 3 play basketball
the lesson or an action from Level 1 written on it
4 roller-skate 5 play baseball 6 ride a horse 7 fly a kite
(optional)
8 take photographs
3 Listen and find.
Warmer
• Say Now listen and find. Play the recording, pausing for
• Use the Level 1 action flashcards: 76–85, if available, to students to find and point to the correct activity. Students
review vocabulary for activities. can also say the correct number.
• Play Simon says (see page xviii) with actions and
• If you have time, students can repeat in pairs. One says
activities from Level 1 (e.g., Simon says “Ride a bike.”) a sentence, e.g., I can take photographs, and the other
(Students mime riding a bike.) Volunteers can also give says the number (e.g., Eight) or points to the picture of
the instructions. the activity.
Presentation Key: Students point to the activities in the following order:
6, 8, 5, 3, 1, 7, 2, 4.
• Say Let’s learn more words for activities. Hold up each
flashcard and say the new word. Students repeat in CD2:36
chorus and individually. Then show the flashcards in
I can ride a horse. I can play tennis.
random order. Students say the words.
I can take photographs. I can fly a kite.
• Stick the flashcards on the board. Make a positive and I can play baseball. I can play field hockey.
a negative sentence about two of the activities with can I can play basketball. I can roller-skate.
(e.g., I can play basketball. I can’t play field hockey.)
Write the sentences on the board. Find Leo.
• Ask What can you do? Elicit sentences from different • Say Now find Leo. Students search for Leo in the picture
students (e.g., I can ride a bike.) Students tell each other (he’s in Ben’s bag).
which things they can and can’t do in pairs.
Workbook page 56
Student’s Book page 70 1 Look, match, and write.
1 Listen. Who’s speaking?
• Students match the activities with the equipment by
• Say Open your books to page 70, please. Ask Who can drawing lines. Then they complete the phrases on the
you see? Students say the names of the characters. Ask right.
Where are the children? (At school.) Point to the poster
Key: 2 a horse 3 c kite 4 b baseball
and say Look! A poster. What’s it for? Explain/Elicit that
the poster is for an Activity Day. Check that students 2 Look and write the words.
understand day and today.
• Students look at the pictures and complete the dialogs
• Say Let’s listen. Who’s speaking? Play the recording. with the words in the box.
Students listen and point to the characters. Then play
again, pausing for students to point to the activities on Key: 1 play 2 ride, fly 3 roller-skate, take
the poster as they hear the characters mention them.
Ending the lesson
CD2:34 • Play Does it match (see page xv) with the Unit 6
Olivia: Look at this! A school Activity Day! Cool! flashcards and word cards.
Ben: Let’s enter. I can play tennis, and I can play field
hockey. Extra activities: see page TB123 (if time)

TB70
 Lesson aims Students practice the activities • Check answers by saying the number of the sentence,
vocabulary. They practice talking about what they e.g., Two. Students say, e.g, c I can take photographs.
can/can’t do.
Key: 2 c I can take photographs. 3 a I can ride a horse.
New language Good idea! 4 b I can play tennis. 5 d I can play field hockey.
Recycled language actions and activities | 6 Point and tell your friend.
I can/can’t (play tennis). Let’s (play tennis). |
letters a–e | numbers 1–5
• Students work in pairs. They take turns pointing to one of
the pictures in activity 5 (a–e) and saying whether they
Materials CD2 | Flashcards: 65–72 | Word cards: can or can’t do it. Circulate and check pronunciation of
see page TB111 | A piece of blank paper for each can/can’t.
student (optional) Key: Students’ own answers.
Workbook page 57
Warmer
3 Listen and stick.
• Review the activities with the flashcards.
• Play Mime and match (see page xvii), using the • Students will need the Unit 6 stickers from the back of
the Workbook.
flashcards and word cards. When the student with the
matching word card stands up, encourage him/her to • Play the recording. Students listen and stick the stickers
make a sentence with can or can’t about the activity into the correct position (the things the boy can do on
(e.g., I can’t roller-skate). the left and the things he can’t do on the right).

CD2:38
Student’s Book page 71
1 I can roller-skate. 4 I can’t ride a horse.
4 Say the chant.
2 I can’t play field hockey. 5 I can fly a kite.
• Say Open your books to page 71, please. Point to the 3 I can take photographs. 6 I can’t play basketball.
larger photograph and say I can play … (tennis).
Repeat for the other photographs. Make sure students 4 Look and write the words.
understand the meaning of the checks and ✗s next to the • Check that students understand the meaning of the
photographs. pictures in the two columns (the left-hand column is for
• Say Listen to the chant. Play the recording. Students activities that require a ball, the right-hand column is for
listen and point to the photographs in turn. Explain the activities that don’t require a ball). Students write the
meaning of Good idea! and practice saying it with the activities from the box in the correct columns.
whole class. Key: ball: play tennis, play baseball; no ball: ride a horse,
• Then say Now listen and say the chant. Play the roller-skate, take photographs
recording again. Students can clap along to the rhythm
at first, joining in with as many words as they can. Then My picture dictionary ➔ Go to page 0. Check the
repeat as often as necessary until students are chanting words you know and trace.
confidently. Students can also mime the different • Students turn to page 90 and check the words they
activities as they chant. know. They then trace over the word labels for each
picture.
CD2:37
I can play tennis. I can fly a kite. Ending the lesson
I can’t play field hockey. I can’t ride a horse.
Let’s play tennis! Let’s fly a kite!
• Suggest activities with Let’s … (e.g., Let’s roller-skate!).
Students all say Good idea! and mime doing the activity.
Good idea! Good idea! When they get the idea, volunteers can come to the front
I can play basketball. I can take photographs. to make the suggestions. Use the flashcards as prompts,
I can’t play baseball. I can’t roller-skate. if necessary.
Let’s play basketball! Let’s take photographs!
Good idea! Good idea! Extra activities: see page TB123 (if time)
5 Match and say.
• Write letters a through e on the board and practice
pronunciation of the letter names.
• Point to the first sentence in the list in activity 5 and ask
a volunteer to read it aloud. Ask Which picture? (e). Say
Match and say. Students read and match the rest of the
sentences in pairs.

TB71
 Unit 6

4 CD2
37 Say the chant.

✓ I can play tennis.

I can’t play field hockey.
Let’s play tennis.

✗ Good idea!

take
basketball fly a kite photographs
✓ ✓ ✓
baseball
✗ ride a horse
✗ roller-skate
✗
5 Match and say. , e. I can roller-skate.
I can roller-skate. a b
2 I can take photographs.
3 I can ride a horse.
4 I can play tennis.
5 I can play field hockey.

c d e

6 Point and tell your friend.

Picture b. I can play tennis. Picture e. I can’t roller-skate.

➞ Workbook page 57 Vocabulary 71

 7 CD2
39 Listen, look, and say.
I like playing basketball, I like swimming. I don’t
I don’t like swimming. 2 like playing basketball.

8 CD2
40 Listen and say the name.

Ann Pam Jack

Bill Alex Grace

9 Things you like. Think and say.

I like painting. He likes painting.

72 Vocabulary
Grammar: I like playing basketball. ➞ Activity Book page XX
➞ Workbook page 58
 Unit 6
Lesson aims Students talk about what they and • Say Listen and say the name. Play the recording,
others like / don’t like doing. pausing after each sentence. Students listen, look at the
photographs, and say the correct name each time.
New language I like / don’t like (playing
basketball). He/She likes / doesn’t like (painting). Key: Alex, Grace, Pam, Ann, Bill, Jack
Recycled language activities | family | This is CD2:40
(me/my family). That’s (my cousin). Who’s this? Is it Alex: Look at my photographs. This is my family.
your (mom)? dog Girl: OK.
Materials CD2 | Flashcards: 65–72 | Level 1 action Alex: This is me. I like painting pictures. What’s my name?
flashcards: 76–85, if available Girl: And who’s this?
Alex: That’s my cousin. She likes riding a horse.
What’s her name?
Warmer
Girl: And who’s this? Is it your mom?
• Review the activities using the flashcards. Review actions Alex: Yes! She likes playing tennis.
from Guess What! Level 1 with flashcards, if available, Girl: Oh, yes. What’s her name?
or using mime prompts. Girl: And who’s this? Is it your grandma?
• Students play a version of Mirror game (see page xvii) in Alex: Yes, it is. She likes taking photographs. What’s her
pairs. They stand facing each other. Student A says, e.g., name?
Let’s roller-skate. Student B says Good idea! Then they Alex: And this is my uncle. He likes singing.
both mime the activity, trying to do exactly the same Girl: What’s his name?
actions at the same time, as if they were looking in a
mirror. The game continues, with Student B suggesting an Girl: And this is your dog!
activity to mime. Alex: Yes! He likes playing soccer. What’s his name?
Things you like. Think and say.
Presentation
• Students work in pairs. They take turns talking about
• Stick the activity flashcards on the board in a row. things they like/dislike doing (e.g., I like singing. I don’t
Point to one of the flashcards and say, e.g., I like playing like playing soccer.).
tennis. Make a check next to the flashcard. Point to the
next flashcard and say, e.g., I don’t like flying a kite. Put • Make groups of four. Students take turns talking about
the person they worked with in the pairwork, e.g.,
an ✗ next to the flashcard. Repeat the sentences. Check
Gabriel likes singing. He doesn’t like playing soccer. They
that students understand the meaning. Make sentences
use the speech bubbles to help them.
about the rest of the flashcards.
• Invite students to make similar positive and negative Workbook page 58
sentences about different activities by asking, e.g.,
5 Look at the chart. Circle the words and write.
What about dancing, Elena? (I like dancing.)
• Students read, refer to the chart, and circle like or don’t
Student’s Book page 72 like in each speech bubble. Then they use the chart to
7 Listen, look, and say. complete the sentences below in the third person.

• Say Open your books to page 72, please. Point to activity Key: 2 don’t like 3 don’t like 4 don’t like 6 likes 7 likes
7 and ask Which activities can you see? (Basketball, 8 likes
swimming.)
Ending the lesson
• Say Listen and point. Play the recording. Students point
to the children. Then say Now listen and say. Play the • Make a sentence with likes/doesn’t like about one of the
recording again, pausing for students to listen and photographs in Student’s Book activity 8 (e.g., She likes
repeat. taking photographs.). Students say the name (e.g., Ann).
If time, they can play the same game in pairs.
CD2:3
Boy: I like playing basketball. I don’t like swimming. Extra activities: see pages TB123 to TB124 (if time)
Girl: I like swimming. I don’t like playing basketball.
8 Listen and say the name.
• Say Look at activity 8. This is a family. Let’s read the
names. Point to each photograph and ask What’s his/
her name? Help students practice pronunciation of the
names. Explain that they are going to listen to the boy
(Alex) talking about the photographs. Review family
words (mom, dad, sister, brother, cousin, grandma,
grandpa).

TB72
 Lesson aims Students ask and answer about what Do you like playing tennis? Does she like playing tennis?
others like doing. No, I don’t. No, I don’t. No, she doesn’t. No, she
Do you like playing soccer? doesn’t.
New language Do you like (flying a kite)? Does
Yes, I do. Yes, I do. Does she like playing
he/she like (flying a kite)?
I like playing soccer. soccer?
Recycled language activities | Yes, I do. No, Yes, she does. Yes, she does.
I don’t. Yes, he/she does. No, he/she doesn’t. I like She likes playing soccer.
(flying a kite). He/She likes (flying a kite). 11 Listen and say the number.
Materials CD2 | Flashcards: 65–72 • Say Look at the pictures. Find the children in the big
picture. Give students time to match the small pictures
(1 to 6) with children in the picture in activity 11. Elicit
Warmer
a sentence for each picture, to make sure students
• Play True or false? (see page xix), making sentences with understand which activity each person is doing and
he/she likes +ing about students in the class. Volunteers whether he/she likes it or not (e.g., Number 4. She
can lead the game by making sentences about their doesn’t like playing tennis.)
friends. • Say Listen and say the number. Play the recording,
pausing for students to find the picture and answer after
Presentation
each short dialog.
• Hand out five of the flashcards to volunteers. Ask a Key: 6, 5, 3, 2, 4, 1
student with a flashcard to stand up. Tell the class they
need to guess whether the student likes or dislikes this CD2:42
activity. Ask individuals to guess, e.g., Does Dominika Boy: Do you like Girl: Do you like riding
like (playing basketball)? Help them reply Yes, he/she roller-skating? a bike?
does. or No, he/she doesn’t. Keep a tally of guesses on Girl: Yes, I do. Boy: Yes, I do.
the board. Then ask the student Do you like (playing
basketball)? He/She answers Yes, I do. or No, I don’t. See Girl: Do you like riding Boy: Do you like playing
if the students guessed correctly. Repeat with different a horse? tennis?
students. Boy: No, I don’t. Girl: No, I don’t.
Boy: Do you like playing Girl: Do you like flying
Student’s Book page 73 soccer? a kite?
10 Sing the song. Girl: Yes, I do. Boy: No, I don’t.

• Say Open your books to page 73, please. Point to the Workbook page 5
large picture in activity 10 and ask What activities can
6 Look, read, and circle the answers.
you see? (playing tennis, riding a horse, riding a bike,
flying a kite, roller-skating, playing soccer). Say Listen • Students look at the pictures, read the speech bubbles,
and point. Point to each of the people in the large and circle the correct answer each time.
picture (e.g., the boy riding a horse) and ask Does he like Key: 2 No, I don’t. 3 Yes, he does. 4 No, she doesn’t.
(riding a horse)? (No, he doesn’t.)
7 Complete the chart. Ask and answer.
• Say Listen and point. Play the recording. Students listen
and point to the small pictures. • Students work in groups of three. They complete the
• Then say Now sing the song. Play the recording a few chart by writing two more activities at the top of columns
times, until students are singing confidently. The first 3 and 4 and the names of the two other students in
time students can hum to the tune and join in with their group on the numbered lines in rows 3 and 4. They
any words they know. Then students can sing along, complete the Me row by circling “yes” for activities they
following the song text and the small pictures. You can like and “no” for activities they don’t like. Then they ask
also divide the class into two groups, with one group the other two students in their group questions with Do
singing all the questions and one singing the answers. you like … ? to find out their answers.
Note: Students can sing along to the version of the song Key: Students’ own answers.
with the words or to the karaoke version.
Ending the lesson
CD2:41
Do you like flying a kite? Does he like flying a kite?
• Students work in pairs. They look at the picture in
Student’s Book activity 10 and ask and answer about the
No, I don’t. No, I don’t. No, he doesn’t. No, he
different activities shown (e.g., Do you like riding a bike?
Do you like riding a bike? doesn’t.
Yes, I do. / No, I don’t.)
Yes, I do. Yes, I do. Does he like riding a bike?
I like riding a bike. Yes, he does. Yes, he does.
Extra activities: see page TB124 (if time)
He likes riding a bike.

TB73
 Unit 6

10 CD2
41 Sing the song.

Do you like ? Do you like ?

No, I don’t. No, I don’t. No, I don’t. No, I don’t.
Do you like ? Do you like ?
Yes, I do. Yes, I do. Yes, I do. Yes, I do.
I like ! I like !

Does he like ? Does she like ?

No, he doesn’t. No, he doesn’t. No, she doesn’t. No, she doesn’t.
Does he like ? Does she like ?
Yes, he does. Yes, he does. Yes, she does. Yes, she does.
He likes ! She likes !

11 CD2
42 Listen and say the number.
2 3

4 5 6

➞ Workbook page 5 Grammar: Do you like flying a kite? 73

 2
12 CD2
43 Listen and read.
The All Stars are
my favorite team!

It’s a basketball!

Are you OK,

David?

Let’s play! Put on these shirts!

3 4

That’s not fair!

I’m sorry.

That’s OK.

Play nicely, iPal.

5 6

Good job, Thanks, iPal.

Watch me! Throw Olivia!
the ball like this.

Yes!

74 Value: Play nicely ➞ Workbook page 60

 Unit 6
Lesson aims Students reinforce language with CD2:43
a story. They also discuss the value of playing nicely. Olivia: It’s a basketball!
New language Are you OK? team, That’s not Tina: Are you OK, David?
fair! play nicely, Watch me, throw, like this, Good job. All: 1, 2, 3, Magic tree.
We’re back again. Look and see.
Recycled language activities, It’s a … , favorite, Come with us. Come and play
Let’s play, Put on (these shirts). I’m sorry. That’s OK. In our magic tree today.
ball, Thanks
David: The All Stars are my favorite team!
Materials CD2 | A selection of balls used to iPal: Let’s play! Put on these shirts!
play different sports (e.g., basketball, soccer, tennis, Players: That’s not fair!
baseball, rugby, Ping-Pong, field hockey, volleyball) OR Olivia: Play nicely, iPal.
four board markers – one for each team of students
(optional) iPal: I’m sorry.
Player: That’s OK.
Olivia: Watch me! Throw the ball like this.
Warmer Player: Yes!
• Play the song from the previous lesson. Students join in iPal: Good job, Olivia!
and mime doing the different activities. Olivia: Thanks, iPal.
All: 3, 2, 1, that was fun.
Introduction Time to go. The magic’s done!
• Remind students of the previous episode of the story. Ask Value Play nicely
Do the children go out for breakfast? (No, lunch.) What’s
the name of the café? (Café Hawaii.) What’s iPal’s • Point to frame 3 and play the first line. Explain the
favorite food? (Chocolate cake.) Does iPal eat meaning of That’s not fair. Ask why it isn’t fair (iPal is
a little bit of cake? (No, a lot.) Is that healthy? (No.) using magic to help him reach the basket). Is it a good
Is he OK? (No. He’s sick.) Ask students to guess which idea? (No.) Play the next line. Explain the meaning of
sport the children will play with iPal today. Play nicely. Ask students what happens next (iPal says,
“I’m sorry.”) and play the dialog for frame 4.
Student’s Book page 74 • Read the value Play nicely. Talk about how important
12 Listen and read. it is to play by the rules when we play sports or games
with other people. Ask for another example of playing
• Say Open your books to page 74, please. Point to frame nicely in the story (iPal says “Good job!” to Olivia). Elicit
1 and ask Who can you see? What does Olivia have on examples of when students have played nicely at school
her neck? (A camera.) Does Olivia have a soccer ball? or at home.
(No, she has a basketball.) Point to the basketball players
in frame 2 and say Look. There’s a red team and a blue • Divide the class into two groups (basketball player
and Olivia). Then play the dialog from frame 3 again.
team. Check that students know the meaning of team.
Students repeat the lines. Rearrange the class into pairs
Ask Do you like basketball? What’s your favorite team?
(basketball player and Olivia). Students practice the
• Point to frame 3 and ask What’s iPal wearing? (A red dialog.
shirt). Say Look at Olivia. Is she happy? Why not? What
happens? Encourage students to guess by looking at the Workbook page 60
other frames.
8 Read and number. Then listen and check.
• Say Now listen and read. Play the recording while students
listen and follow the story. At the end, ask Who’s the • Students number the pictures to show the order of
winner? (The red team.) Is Olivia happy? (Yes, she is.) events. Play the recording for students to check.
• Then play the recording again, pausing to ask questions: Key: a 6 b 4 c 2 d 5 e 3 f 1
Frame 1: Who does the ball hit? (use gesture to convey
CD2:44
the meaning) (David.) Frame 2: What’s the name of
the basketball team? (The All Stars.) Frame 3: Are iPal’s (Repeat of story – see above for story script)
arms and legs short? (No, they’re long.) Is it OK? (No, it
isn’t.) Frame 4: What does iPal say? (I’m sorry.) Frame 5: Ending the lesson
Can Olivia play basketball? (Yes, she can.) Explain the • Play The last word (see page xviii) with the following
meaning of Watch me and throw. Frame 6: What does lines from the story: Are you … ? (OK) The All Stars are
iPal say? (Good job!) Explain the meaning of Good job! my favorite … (team). Put on these … (shirts). That’s not
• Students can listen to the story again for pleasure, or … (fair). I’m … (sorry). Watch … ! (me) Good … ! (job).
pause after key lines for students to repeat. They can join
in with the rhymes. Encourage students to use gestures Extra activities: see page TB124 (if time)
and intonation from the story.

TB74
 Lesson aims Students practice playing nicely. • Say kangaroo – /k/ /k/ /k/ – kangaroo. Students
Students also practice saying the sound /k/ and learn repeat, emphasizing the sound /k/ in the same way.
that the sound can be represented by two different • Say Listen and say. Play the sound sentences on the
letters. recording. Students listen and repeat, emphasizing the
New language camel, kangaroo initial /k/ sounds.
• Students can then repeat the sound sentences without
Recycled language activities, camera, kite, the recording, saying them faster and faster each
That’s not fair! Play nicely. time. See how fast they can say them.
Materials CD2 | Flashcards of words spelled with • Ask students to think of any other words they know
the letter c or k: car, bike, helicopter, tractor, cat, skirt, that begin with the sound /k/ (spelled with either c or
socks, bookcase, cabinet, clock, carrots, basketball, k). For example, computer, cousin, climb, car, carrots,
field hockey, roller-skate | A board marker for each kitchen. You may wish to point out that when the
team of ten students (optional) sound /k/ is in the middle or at the end of the word,
it is usually represented with the letter k (e.g., snake,
like, bike, milk, book, look, take) and that the letter
Warmer c does not always make the sound /k/ (e.g., cheese,
• Ask different students What’s your favorite sport? and cereal).
What’s your favorite team? If students completed the CD2:46
Home–school link task for the previous lesson, ask them
to show the pictures/photographs they brought to class. /k/ /k/ A camel with a camera. A kangaroo with a kite.
Ask about the teams’ uniforms, e.g., What color are your (x2)
team’s shirts? Do you have a team shirt?
Workbook page 61
Student’s Book page 75 Look, unscramble, and stick.
13 Listen and act. • Remind students of the value. They read the caption,
• Say Open your books to pages 74 and 75, please. solve the anagram, and write the word in the blank.
Remind students of the story from the previous lesson. Then students look at the pictures and think about
Ask What sport do the children play? (Basketball.) Can which one shows the value. They stick the smiley face
iPal play basketball? (No, he can’t. His arms and legs are sticker in the circle next to the correct picture.
long. / It’s not fair.) Ask What does Olivia say to iPal? • Students then select a smiley sticker from the back of
(Play nicely.) the book and stick it next to the value.
• Tell students they’re going to listen to some other people Key: Missing word: play; Students put the sticker next to
asking their friends to play nicely. Say Now look at page the second picture.
75. What sport is it? (Soccer.) Ask How many boys are
there? (Four.) Then say Who’s speaking? Listen and 10 Trace the letters.
point. Play the recording. Students listen and point to the • Students trace the letters c and k in the sound
person in the photograph they think is speaking. sentences.
• Then say Now listen and act. Play the recording
11 Listen and number the pictures.
again, pausing for students to repeat with the correct
pronunciation and intonation. • Students listen to the words on the recording and
number the pictures in the order they are mentioned.
• Students practice the language in groups of three. They
decide what sport/game they’re playing. One student Key: a 2 b 3 c 5 d 4 e 1 f 6
mimes playing the wrong way / not following the rules.
The other two say That’s not fair! and Play nicely. CD2:47
Encourage the first student to then say I’m sorry. Then 1 car, car 2 kite, kite 3 cat, cat 4 kangaroo, kangaroo
they swap roles and repeat. 5 kitchen, kitchen 6 camera, camera

CD2:45 Ending the lesson

Ed: That’s not fair! Charlie: I’m sorry. • Prepare a selection of flashcards of words from Level
Alex: Play nicely. 2 that are spelled with c, k, or both. Show one of the
14 Listen and say. /k/ flashcards (e.g., tractor). Students think about the
spelling and say C, K, or Both (e.g., for tractor, they
• In this activity, students practice saying the sound /k/ and say C). Ask a volunteer to spell the word aloud and
learn to recognize the two spellings (“c” and “k”). write it on the board to check.
• Say Look at activity 14. What can you see? (a camera,
a kite). Teach camel and kangaroo. Point out that the Extra activities: see page TB124 (if time)
sound /k/ can be represented with the letters c and k.
• Then say camel – /k/ /k/ /k/ – camel. Students repeat,
emphasizing the /k/ sound.

TB75
 Unit 6

13 CD2
45 Listen and act.

Animal sounds
14 CD2
46 Listen and say.

A camel with
a camera.
A kangaroo
with a kite.

➞ Workbook page 6 Functional language: That’s not fair! Pronunciation: c, k 75

 What equipment
do we need?

76
 Unit 6

1 CD2
48 Listen and say.
2 3 4

rackets sticks bats balls

2 Watch the video.

3 Look and say racket,

stick, bat, or ball.

Number . Ball. Yes!

Project
4 Make a Carroll
diagram.

3 4

➞ Workbook page 62 CLIL: Sports 77

 Lesson aims Students learn vocabulary for sports 2 Watch the video.
equipment.
• Play the video.
New language What equipment do we need? • If you don’t have the video, ask students to think about
racket, stick, bat their gym classes at school. Ask What sports do you
Recycled language activities, ball, camera, play? What equipment do you use? Students think about
hat, shoes, kite, I have a (camera). I like (taking what they wear and use for different sports in pairs.
photographs). They write the name of each sport and a sentence about
what they need, e.g., soccer – We need soccer boots,
Materials CD2 | DVD (optional) | Flashcards: 65– shirts, and a ball. Circulate and provide new language as
72 and flashcards of activities that require equipment necessary.
from Level 1 Unit 7 (e.g., paint, climb, swim, ride a
• Ask pairs to read their sentences and write them on the
bike, play soccer, dance) | Music CD | Equipment board. Ask students about sports and activities they do
for activities students can name in English (e.g., a outside school. Ask What equipment do you need?
camera, roller skates, a basketball, a bicycle helmet,
a swimming cap, dancing shoes / a music CD, a kite/ Video 06 : see page TB131
string) 3 Look and say racket, stick, bat, or ball.
• Students work in pairs. They look at the photographs
Warmer and say what kind(s) of equipment are used in each
sport. They use the speech bubbles to help them.
• Show an item used in one of the activities students have
learned about in the unit so far, e.g., a camera. Say Look. • Check the activity by saying the number of the
I have a … (camera.) I like … (taking photographs.) photograph. Students say racket/stick/bat, and/or ball.
Repeat with other items. Tell students that all these items Key: 2 stick, ball 3 racket, ball 4 ball
are equipment – things we need to do different activities.
Write the words on the board. Guess What!
• Then hand the items to students around the class. Play • Students look at the swirled image and guess what it is.
some music. Students pass the items around. When the Check by asking What’s this? (A bat.)
music stops, students with the items stand up and say Key: It’s a bat (photograph 3, activity 1).
I have a (cap). I like (swimming).
Workbook page 62
Student’s Book page 76
1 Look and match the pictures.
What equipment do we need?
• Students draw lines to match each sport with the kinds
• Say Open your books to page 76, please. Ask questions of equipment needed.
about the photograph, e.g., Where are they? What sport
is it? (…) How many children can you see? (…) Can you Key: 2 tennis – racket – ball, 3 baseball – bat – ball,
see a (ball)? Is it big or small? 4 field hockey – stick – ball
• Ask students if they can play baseball. 2 Look at Activity 1 and write the words.
• Then point to the baseball bat in the photograph and • Students look at the pictures in activity 1 and complete
ask the opening question What equipment do we need? the sentences.
Review the meaning of need. See if students know any
words for sports equipment already. Key: 2 racket, ball 3 bat, ball 4 stick, ball

Student’s Book page 77 Ending the lesson

1 Listen and say. • Show an activity flashcard (from this unit or from Level 1
Unit 7). Ask What equipment do we need? Students say
• Say Now look at page 77, please. Use the photographs to the words. Stick the flashcard on the board and write the
present the words for equipment (and review ball). equipment words around it (or invite students to write
• Say Listen and say. Play the recording. Students listen the words). Repeat for different flashcards to review as
and repeat the words. much of the vocabulary from the lesson as possible.
• Students look at the photograph on page 76 again. Ask
about the new equipment: Can you see a bat? Are there Extra activities: see page TB124 (if time)
any sticks in the photograph? How many sticks are there?

CD2:48
1 rackets 2 sticks 3 bats 4 balls

TB76
 Unit 6
Lesson aims Students make a Carroll diagram, Workbook page 63 – Evaluation
categorizing sports/activities. They also complete the
1 Look and write the activity.
Evaluation in the Workbook.
New language Carroll diagram, We use a (bat). • Students look at the pictures and complete the words.
We don’t use a (bat). Key: 2 (p)lay (b)asketball 3 (r)ide a (h)orse 4 (p)lay
(t)ennis 5 (p)lay (f)ield (h)ockey 6 (p)lay (b)aseball
Recycled language activities, equipment, racket,
stick, bat, ball | Students review all unit vocabulary 2 What’s your favorite part? Use your stickers.
and grammar in the Evaluation. • Students choose their favorite part of the unit – the story,
Materials CD2 | Flashcards: 65–72 and flashcards the song, or the video – and put a sticker under their
of activities that require equipment from Level 1 Unit chosen preference.
7 (e.g., paint, climb, swim, ride a bike, play soccer, 3 What’s different? Circle and write. Then go to
dance) | Materials for the project (large piece of blank page 3 and write the letters.
paper for each group of students, colored markers or
pencils, pictures of activities, scissors, glue) | Word • Students circle the picture that doesn’t belong and write
cards: see page TB111 | Music CD (optional) the name of the activity. They then go to page 93 and
write the letters in the puzzle.
Key: ride a horse, letters for the puzzle – d, a, e
Warmer
• Play True or false? (see page xix) with the activity Ending the lesson
flashcards, e.g., show the tennis flashcard and say • Students repeat their favorite activity from the unit.
We use a racket to play this sport. (True.) Show the
basketball flashcard and say There are ten people on a Extra activities: see page TB124 (if time)
basketball team. (False.) Present use during the game.

Student’s Book page 77

4 Make a Carroll diagram.
• Say Open your books to page 77, please. Point to the
picture in activity 4 and say Listen and point. We use
a bat and a ball. Help students point to the correct
part of the diagram (the top left section). Repeat for
We don’t use a bat, but we use a ball. (the bottom left
section) and We don’t use a bat, and we don’t use a ball
(the bottom right section). Ask, e.g., Which sports use a
bat and a ball? (Baseball, cricket.) Which sports use a
ball, but don’t use a bat? (Soccer, tennis). Explain that
this kind of diagram is called a Carroll diagram.
• Say Make a Carroll diagram. Students work in small
groups. Give each group a large piece of blank paper,
pictures of activities/sports to cut out, scissors, and
glue. Each group copies the three-column chart from
the diagram in the Student’s Book onto their paper and
writes along the top and at the sides. They don’t need to
use pictures of sports they can name in English, they just
need to categorize them according to which equipment is
used/not used. Note that students can draw and color the
pictures themselves or just write the names of the sports.
• Circulate and help, providing new vocabulary and
asking, e.g., Do we use a bat? Do we use a ball?
• Display the diagrams in the classroom and give students
time to look at their classmates’ work.

TB77
 Review Units 5 and 6

1 Look and say the words. Number . Fly a kite.

2 3 4

5 6 7 8

2 CD2
49 Listen and say the color.

Sue Dan

78 Review ➞ Workbook pages 64–65

 Lesson aims Students reinforce the language of CD2:4
Units 5 and 6.
Adult: Hi! What’s your name?
Recycled language meals and food | activities | Sue: Hi! I’m Sue.
He/She likes (cereal). He/She doesn’t like (sausages). Adult: Do you like playing tennis?
Does (Sam) like (fish)? Yes, he/she does. / No, he/she Sue: No, I don’t. I like roller-skating.
doesn’t. I like (playing tennis). I don’t like (playing
Adult: Hi! What’s your name?
field hockey). He/She likes (riding a horse). Do you like
Dan: Hi! My name’s Dan.
(playing baseball)? Do you like (meat and potatoes)
Adult: What do you like doing?
for (dinner)? Yes, I do. / No, I don’t. What do you like
Dan: I like playing field hockey.
doing?
Adult: Do you like meat and potatoes for dinner, Sue?
Materials CD2 | Flashcards: 55–72 | Music CD Sue: No, I don’t. I like fish, rice, and carrots.
Adult: Hello, Dan. What do you like for dinner, Dan?
Warmer Dan: I like sausages and beans.

• Ask What can you remember from Units 5 and 6? Let’s Workbook page 64
find out. Allow students time to look through the units 1 Write and draw.
and at any work displayed in class. Encourage them to
say what is easy or difficult. Ask What’s your favorite • Students use the alphabet code at the top of the activity
activity? to work out the letters. They write the words and draw
pictures.
Student’s Book page 78 Key: 2 fly a kite 3 sausages 4 play basketball 5 cereal
1 Look and say the words. 6 roller-skate
• Say Open your books to page 78, please. Students look 2 Read and match.
at the close-up photographs and guess the words/
phrases. Check the activity by saying the picture number, • Students match the sentence/question halves by drawing
lines.
e.g., Number 1. Students say Kite/Fly a kite. Alternatively,
check the activity by asking What’s number (1)? / What’s Key: 2 f 3 e 4 a 5 b 6 c
this? / What are these? Elicit It’s (a kite).
Ending the lesson
• If you have time, provide further review by asking
questions related to the photographs, e.g., Number 1. Do • Play Pass the flashcards (see page xviii) with a selection
you like flying a kite? (Yes, I do. / No, I don’t.) What color of flashcards from Units 5 and 6. When the music stops,
are carrots? (They’re orange.) students have to ask a classmate a question using the
Key: 2 peas 3 carrots 4 ride a horse 5 rice 6 take food/activity on the card (e.g., Do you like roller-skating?
photographs/camera 7 sausages 8 play tennis/racket / Do you like cereal for breakfast?). You can check that
the rest of the class is listening by asking Does (Thomas)
2 Listen and say the color. like roller-skating? (Yes, he does. / No, he doesn’t.)
• Say Let’s find out about the people in the photographs. Extra activities: see pages TB124 to TB125 (if time)
What does the girl like? What does the boy like? Explain
that students will hear the children talking about the
things in the photographs. They have to decide which
photograph matches each conversation.
• Ask What’s the boy’s name? (Dan.) What’s the girl’s
name? (Sue.) Point to the photographs in the bottom
row and ask What food/activity can you see? Then say
Listen and say the color.
• Play the recording, pausing after each mini-dialog.
Students listen and guess which photograph is being
talked about each time. They say the color of the correct
photograph frame.
• Depending on time available, ask students further
questions about the children: Does Sue like playing
tennis? (No, she doesn’t. She likes roller-skating.) Does
she like fish, rice, and carrots? (Yes, she does.) Does
Dan like meat and potatoes? (No, he doesn’t. He likes
sausages and beans.) Does Dan like playing field
hockey? (Yes, he does.)
Key: Blue, Yellow, Red, Green

TB78
 Lesson aims Students play a board game and (No, he doesn’t.) 10 Do you like playing field hockey?
continue reinforcing the language of Units 5 and 6. (Students’ own answers.) 11 Does she like peas? (No, she
doesn’t.) 12 Do you like roller-skating? (Students’
Recycled language meals and food | activities | own answers.) 13 Does he like cereal? (Yes, he does.)
Do you like (playing basketball)? Yes, I do. No, I
14 Do you like playing baseball? (Students’ own
don’t. Does he/she like (sausages)? Yes, he/she does.
answers.) 15 Does she like fish? (No, she doesn’t.)
No, he/she doesn’t. Would you like some (cereal)?
16 Do you like riding a horse? (Students’ own answers.)
Yes, please. / No, thanks. Me, too. That’s not fair! Play
17 Does he like toast? (Yes, he does.) 18 Do you like
nicely. I’m sorry. That’s OK.
beans? (Students’ own answers.)
Materials CD2 | Flashcards: 55–72 | A coin for
each pair of students and buttons or game pieces for Workbook page 65
playing the game (optional) 3 Look, read, and write the words.
• Students look at the pictures and complete the questions
Warmer and answers with words from the box.
Key: 2 fish, does 3 rice, doesn’t 4 roller-skating, don’t
• Play The one that doesn’t belong (see page xvi) with
flashcards from Units 5 and 6, e.g., potatoes, fish, 4 Listen and check ✓.
carrots, peas (fish – the rest are vegetables); play tennis,
play baseball, play basketball, take photographs (take • Students listen and check the correct picture in each pair.
photographs – the rest are ball sports); cereal, rice, Key: 1 picture 2 2 picture 2
roller-skate, ride a horse (cereal – the rest start with
CD2:50
the sound /r/); play basketball, play field hockey, ride a
horse, play tennis (ride a horse – you need more than 1 Girl: Do you like cereal?
one person to do the other activities). Boy: Yes, I do.
Girl: Me, too. Would you like some?
Student’s Book page 7 Boy: No, thank you. Let’s clean up.
3 Play the game. Girl: OK. Put the cereal in the cabinet.
Boy: OK.
• The aim of this game is to be the first one to get to the Girl: Thank you.
star at the Finish. Students play in pairs with a coin and
buttons or game pieces. Elicit the food or activity on each 2 Boy: I like flying a kite.
of the picture squares before students begin the game. Girl: Me, too. Can I have a turn?
Boy: No, May.
• Students place their button or game piece on the green
arrow marked Start. They then take turns flipping the Girl: That’s not fair!
coin and moving their game piece along the board. Mom: Play nicely!
If they flip the heads side of the coin, they move two Boy: I’m sorry.
spaces. If they flip the tails side of the coin, they move Girl: That’s OK.
one space.
Ending the lesson
• On each square of the game board, students make a
question with the words given and the food or activity • Write the following phrases in a column on the left of
pictured. For example, square 1: Does he like sausages? the board: 1 Would you like some toast? 2 I like roller-
and square 2 Do you like playing basketball? They use skating. 3 I’m sorry. 4 Can I have a turn? Write the
the happy and sad faces as prompts to answer the following responses in a column on the right: a That’s
questions about other people (i.e., for a happy face they OK. b Yes, of course. c No, thanks. d Me, too. Students
answer Yes, he/she does. and for a sad face they answer match the phrases (they can work in pairs). Check
No, he/she doesn’t.). answers (1 c, 2 d, 3 a, 4 b). Then give students time to
practice the exchanges in pairs (Student A: Would you
• If students make a question and answer correctly, they
like some toast? Student B: No, thanks. etc.).
stay on the square they have landed on. If they make a
mistake, they move back one square. • Finish the class by saying phrases to students at random,
encouraging them to reply as quickly as possible (erase
• Play continues until one student moves to the star
the board to make it more challenging).
marked Finish.
Key: 1 Does he like sausages? (No, he doesn’t.) Extra activities: see page TB125 (if time)
2 Do you like playing basketball? (Students’ own
answers.) 3 Does she like rice? (Yes, she does.) 4 Do you
like taking photographs? (Students’ own answers.) 5
Does he like carrots? (No, he doesn’t.) 6 Do you like
flying a kite? (Students’ own answers.) 7 Does she like
meat? (Yes, she does.) 8 Do you like playing tennis?
(Students’ own answers.) Does he like potatoes?

TB7
3 Play the game.
Does he like 18
Do you
Do you like
like ? ?
? 16 17
Finish
15
Does
she like 13 Do you
Do you
14 Does he like
? like ?
? like ? 12

8 Does she
like
Do you
Does he like 9 ?
like ? Do you like
? ? 11
10

7 5
Does 4
Does he like
she like
6 ? Do you
like
? Do you ? ?
like

Does 3
she like
Does he like 2
Start ?
Do you
like ? ?
1

79
 7 In town

Unit aims Students learn about places in town.

This includes:
• learning vocabulary for places in town
• describing where a place is
• asking where a place is
• talking about road safety
• learning vocabulary for public buildings
• drawing a map of their town
Background information The photograph
shows the town square (Place du Chapitre) in Nimes,
France.

Introduction to the unit

• Say Open your books to pages 80 and 81, please. Play
the theme song on the recording. Students look at the
photograph and read the title of the unit while listening
to the song.
• Ask What’s Unit 7 about? Encourage students to work
out the meaning of town. Then point to the photograph
and ask What can you see? Elicit, e.g., building, house,
apartment, window, balcony, and the colors of the
decorations.
Ask Where is this place? Students guess which country
the photograph was taken in. Tell students it’s a picture
of Nimes, in France, and show them where it is on a map.
• Write the word town on the board and ask students
What is there in our town? Students say places in town
that they already know in English (e.g., café, park,
school). Write these on the board and add places
that are similar in L1 (e.g., hospital, movie theater,
supermarket). Ask What’s the name of this school/the
hospital? What’s the name of a café/movie theater/
supermarket in town?

CD1:02
(Theme song – see lyrics on page TB5)

80
81
 1 CD3
02 Listen. Who’s speaking?

2 CD3
03 Listen, point, and say.

2 movie theater
park

3 clothing store
4 café 5 toy store 6 bookstore

7 supermarket

8 street

school

0 playground

3 CD3
04 Listen and find.

82 Vocabulary ➞ Workbook page 66

 Unit 7
Lesson aims Students learn vocabulary for places Tina: And there’s a big movie theater. I love movies.
in town. There’s a movie on about robots.
Ben: And there’s a park. The park is my favorite place.
New language park, movie theater, clothing
I like playing tennis at the park.
store, café, toy store, bookstore, supermarket, street,
All: We like our town.
school, playground, store, Action! Welcome, down
Olivia: OK, great! Good job, everyone!
the street, lots of, outside, them all, There’s a movie
on about (robots). place, everyone 2 Listen, point, and say.
Recycled language character names | numbers • Say Now listen, point, and say. Play the recording.
1–10 | This is … , I’m on … , There’s/There are … , Can Students listen and point to the numbered places in the
you see … ? small, I love … , robot, my favorite, I like picture. Then play again. Students listen and say the
(playing tennis). We like (our town). great, Good job! words.
Materials CD3 | Flashcards: 73–82 | Map or CD3:03
photographs of students’ hometown | Ten slips of
paper for each student or pair of students (optional) 1 park 2 movie theater 3 clothing store 4 café 5 toy
store 6 bookstore 7 supermarket 8 street school 
10 playground
Warmer
3 Listen and find.
• Show a map/photographs of the students’ hometown • Say Now listen and find. Play the recording, pausing for
and ask What’s the name of this place? Teach place. If
students to find and point to the correct place. Students
students don’t recognize the town, point to the map and
can also say the correct number. If you have time,
say, e.g., This is (name) Street. Ask Where’s our school?
students can repeat in pairs. One says a place and the
Students say the name of the street/area.
other says the number or points to the picture.
Presentation Key: Students point to the places in the following order:
• Say Let’s learn more words for places in a town. Hold up 8, 1, 5, 7, 2, 4, 9, 6, 10, 3.
each flashcard and say the new word. Students repeat
CD3:04
in chorus and individually. Then show the flashcards in
random order. Students say the words. There’s a street. There’s a café.
There’s a park. There’s a school.
Student’s Book page 82 There’s a toy store. There’s a bookstore.
1 Listen. Who’s speaking? There’s a supermarket. There’s a playground.
There’s a movie theater. There’s a clothing store.
• Say Open your books to page 82, please. Ask What’s this?
(A town.) Where’s Ben? Is he at the supermarket? (No, Find Leo.
the café.) Point to David. (Students point.) Ask Can you
• Say Now find Leo. Students search for Leo in the picture
see Tina and Olivia? Where are they? (At school. / On the (he’s above the school gate).
playground.) Ask What does Olivia have? (A camera. / A
phone.) Say She’s making a video. Workbook page 66
• If time, ask about other details, e.g., How many cars are 1 Look at the picture and write the letter.
there? (Seven.) What’s in the toy store window? (A teddy
bear, a ball, a tractor.) Can you see someone flying a • Students look at the picture and write the letters next to
kite? (Students point.) the correct words.
• Say Let’s listen. Who’s speaking? Play the recording. Key: 2 d 3 a 4 f 5 b 6 c
Students listen and point to the characters. Then play 2 Look at Activity 1 and write yes or no.
again, pausing for students to point to the places.
• Students look at the picture in activity 1 and write yes or no.
CD3:02 Key: 2 yes 3 no 4 yes 5 no 6 yes
Olivia: OK, Tina. Action!
Tina: Welcome to our town. This is our school. I’m on our Ending the lesson
playground. • Ask What’s your favorite place/store/street in (name of
David: Look down the street. There are lots of places town)? Volunteers answer. If appropriate, ask further
along the street. questions, e.g., Can you ride your bike in (name) Park?
Ben: Yes. I’m outside the café. Can you see it? I like What do you eat in (name) Café? What stores are there
going to the café for lunch. And over there, there’s on (name) street?
a big supermarket. There are lots of cars outside the
supermarket.
• Students can also ask and answer What’s your favorite
place? in pairs.
David: And there are three small stores. Can you see
them all? There’s a toy store, a bookstore, and a Extra activities: see page TB125 (if time)
clothing store.

TB82
 Lesson aims Students practice the town vocabulary. 5 Match and say.
They practice talking about where people are.
• If necessary, write letters a through e on the board and
New language Come with me, look around, practice pronunciation of the letter names. Practice the
My (cousin)’s on the (playground). family words (aunt, uncle, etc.) using flashcards from Guess
What! Level 1 or by saying, e.g., Point to the grandma.
Recycled language places in town, girl, boy,
man, woman, sister, brother, mom, dad, cousin, aunt, • Point to the first sentence in activity 5 and ask a
uncle, grandma, grandpa, It’s my (sister). Where’s volunteer to read it aloud. Ask Which picture? (c). Say
your (dad)? He’s/She’s in the (café). There’s/There Match and say. Students read and match the rest of the
are … sentences in pairs.
• Check answers by saying the number of the sentence, e.g.,
Materials CD3 | Flashcards: 73–82 | Word cards Two. Students say, e.g., d My aunt’s in the clothing store.
(see page TB112) | Flashcards of family from Level 1:
37–45, if available Key: 2 d 3 e 4 b 5 a
6 Think of a place. Say and guess.
Warmer • Students work in pairs. They take turns making a
• Review places in town with the flashcards. Stick the sentence about a place in town. Give some more
flashcards on the board. Ask students for an example examples, if necessary, e.g., I can drink tea here. (Café) I
of some/all of the places in their town, e.g., What’s the can get a jacket here. (Clothing store) Circulate and help
name of a (park) in (name of students’ hometown)? with language.
• Play Memory pairs (see page xvii), using the flashcards Key: Students’ own answers.
and word cards.
Workbook page 67
Student’s Book page 83 3 Listen and stick.
4 Say the chant. • Students will need the Unit 7 stickers from the back of the
• Say Open your books to page 83, please. Point to the Workbook.
photograph of the girl and ask Where’s the girl? (In a • Play the recording. Students listen and stick the stickers
café). Repeat for the other photographs. Review the into the correct position.
family words in the captions or use flashcards from Guess
What! Level 1. CD3:06
• Say Listen to the chant. Play the recording. Students 1 Man: Where’s your mom?
listen and point to the photographs in turn. Explain the Boy: She’s in the clothing store.
meaning of Come with me and look around and practice 2 Man: Where’s your brother?
saying it with the whole class. Boy: He’s in the movie theater.
• Then say Now listen and say the chant. Play the 3 Man: Where’s your dad?
recording again. Students can clap along to the rhythm Boy: He’s in the supermarket.
at first, joining in with as many words as they can. 4 Man: Where’s your cousin?
Then repeat as often as necessary until students are Boy: She’s at the park.
chanting confidently. 5 Man: Where’s your sister?
Boy: She’s in the toy store.
CD3:05
4 Look and write.
Come with me and look around.
Who’s in the café in the town? • Students look at the items and write the name of the
It’s my sister! She’s in the café. place where they would usually see them.
She’s in the café in the town! Key: 2 café 3 street 4 school
Come with me and look around. My picture dictionary ➔ Go to page 1. Check the
Who’s in the toy store in the town?
words you know and trace.
It’s my brother! He’s in the toy store.
He’s in the toy store in the town! • Students turn to page 91 and check the words they know.
Come with me and look around. They then trace over the word labels for each picture.
Who’s in the bookstore in the town? Ending the lesson
It’s my mom! She’s in the bookstore.
She’s in the bookstore in the town! • Students look at the photographs and pictures on
Student’s Book page 83. Say the name of a family
Come with me and look around.
member (e.g., Grandma). Students make a sentence
Who’s in the movie theater in the town?
(e.g., She’s in the supermarket.) They can repeat the
It’s my dad! He’s in the movie theater.
activity in pairs.
He’s in the movie theater in the town!
Extra activities: see page TB125 (if time)

TB83
 Unit 7

4 CD3
05 Say the chant.
Come with me and look around.
Who’s in the café in the town?
It’s my sister! She’s in the café.
She’s in the café in the town.

sister

brother mom dad

5 Match and say. , c. My cousin’s on the playground.

a My cousin’s on the c
playground.
2 My aunt’s in the
clothing store.
3 My uncle’s in the
b school. d
4 My grandma’s in
the supermarket.
5 My grandpa’s at
the park.
e

6 Think of a place. Say and guess.

There’s a desk and green chairs.

It’s a school.

➞ Workbook page 67 Vocabulary 83

 7 CD3
07 Sing the song.

Come and visit my town, And the toy store is behind the
My friendly little town. clothing store.
It’s nice to be in my town, And the bookstore is in front of
My little town. the clothing store.
And the clothing store is between
There’s a toy store and
the bookstore and the toy store!
a clothing store.
In my little town.
There’s a bookstore
and a movie theater. And the movie theater is next to the café.
There’s a café, and And the café is next to the supermarket.
there’s a supermarket. And the café is between the supermarket
In my little town. and the movie theater.
Come and visit my town …

8 CD3
08 Look, listen, and find the mistakes.

The movie theater is next No, it isn’t. The movie theater

to the supermarket. is next to the café.

84 Vocabulary
Grammar: The toy store is behind the clothing store. ➞ Activity Book page 66
➞ Workbook page 68
 Unit 7
Lesson aims Students describe where places are in There’s a toy store and a clothing store.
a town. There’s a bookstore and a movie theater.
There’s a café, and there’s a supermarket,
New language Come and visit (my town). friendly, In my little town.
little, It’s nice to be in (my town). The (movie theater)
And the toy store is behind the clothing store.
is next to/in front of/behind the (café). The (café) is
And the bookstore is in front of the clothing store.
between the (movie theater) and the (supermarket).
And the clothing store is between the bookstore and the
Recycled language places in town, In my town, toy store,
There’s a … , No, it isn’t. In my little town.
Materials CD3 | Flashcards: 73–82 | Three soft And the movie theater is next to the café.
toys (e.g., a mouse, a dog, and a frog) or toy vehicles And the café is next to the supermarket.
(e.g., a car, a tractor, and a bus) And the café is between the supermarket and the movie
theater.
Come and visit my town.
Warmer Come and visit my town, my friendly little town.
• Play the chant from the previous lesson. Students join It’s nice to be in my town, my little town, my little town.
in. Write the names of two girls and two boys from your 8 Look, listen, and find the mistakes.
class on the board. Students say the chant, using these
names instead of the family words. • Say Look at the town. Listen and correct. Play the
recording, pausing after each sentence. Students listen,
Presentation look at the picture in activity 7 and correct the sentences.
They use the speech bubbles to help.
• Hold up each soft toy and ask What’s this? (It’s a
(mouse).) Put one toy on a table where everyone can see Key: 2 No, it isn’t. The clothing store is in front of the
it. Say The (mouse) is on the table. Put a second toy next toy store. 3 No, it isn’t. The café is between the movie
to it and say, e.g., The frog is next to the mouse. Explain theater and the supermarket. 4 No, it isn’t. The toy store
next to, using gesture and L1. Students repeat the is behind the clothing store.
sentence. Present in front of and behind by changing the
position of the toys and making sentences (e.g., The frog CD3:08
is behind the mouse. / The mouse is in front of the frog.) 1 The movie theater is next to the supermarket.
Students repeat. Add the third toy and present between 2 The clothing store is in front of the bookstore.
(e.g., The frog is between the mouse and the dog.). 3 The café is between the movie theater and the toy store.
Move the toys and practice the sentences until students
4 The toy store is behind the movie theater.
are familiar with the prepositions.

Student’s Book page 84 Workbook page 68

5 Look, read, and match.
7 Sing the song.
• Students match the prepositions with the pictures by
• Say Open your books to page 84, please. Point to the drawing lines.
picture of the town and say It’s a town. Is it big? (No,
it’s small.) Say It’s a little town. Present little. Then ask Key: 2 c 3 b 4 a
What places can you see? (A movie theater, a café, etc.). 6 Look, read, and circle the words.
Say Look. The movie theater is next to the café. (Point to
the buildings.) Do the same with the rest of the places in • Students look at the pictures and circle the correct
the song. preposition each time.

• Say Listen and point. Play the recording. Students Key: 2 between 3 in front of 4 behind
listen and point to the places in the picture. Explain the 7 Draw and say. Then write.
meaning of Come and visit, It’s nice to be in my town,
and friendly. • Students draw a picture of their school and a nearby
building/place. They compare their pictures in pairs and
• Then say Now sing the song. Play the recording a few
talk about where the school is, using the speech bubble
times, until students are singing confidently. The first time
to help. Circulate and check. Students then write a
students can hum to the tune and join in with any words
sentence describing where the school is.
they know. Then students can sing along, following the
song text and using the picture to help. Note: Students Key: Students’ own answers.
can sing along to the version of the song with the words
or to the karaoke version. Ending the lesson
• Play Guess where? (see page xvi) with a flashcard or toy.
CD3:07
Extra activities: see page TB125 (if time)
Come and visit my town, my friendly little town.
It’s nice to be in my town, my little town.

TB84
 Lesson aims Students learn to ask where a place is. 10 Listen and say yes or no.
New language Is there a (playground) next • Say Look at the map. Listen and say “yes” or “no.” Play
to/behind/in front of the (school)? Is there a (café) the recording, pausing for students to look at the picture
between the (movie theater) and the (supermarket)? and answer after each question.
Yes, there is. / No, there isn’t. Key: 1 Yes, there is. 2 Yes, there is. 3 No, there isn’t.
Recycled language places in town, No, it isn’t. 4 No, there isn’t. 5 Yes, there is. 6 No, there isn’t.
The (movie theater) is next to/in front of/behind the
(café). The (café) is between the (movie theater) and CD3:10
the (supermarket). 1 Is there a park behind the movie theater?
Materials CD3 | Flashcards: 73–82 | Two pieces of 2 Is there a bookstore between the café and the toy
blank paper per student (optional) store?
3 Is there a café in front of the park?
4 Is there a toy store next to the clothing store?
Warmer 5 Is there a clothing store in front of the school?
• Review prepositions from the previous lesson by asking 6 Is there a bookstore next to the school?
about where students are sitting in class, e.g., Is Rafael
next to Paulo? (Yes, he is. / No, he isn’t.) Is Larissa in front
11 Play the game.
of Igor? (Yes, she is. / No, she isn’t.) Then play Correct • Students work in pairs. Student A looks at the Student’s
my mistakes (see page xv), making false sentences about Book page and Student B has his/her book closed.
where students and items are, e.g., Julia is between Thais Student A asks a question or makes a sentence about the
and Leonardo. (No, she isn’t. She’s between Thais and map, using the speech bubbles to help. Student B tries to
Olira.) or The TV is next to the window. (No, it isn’t. remember the map and answers. Then they swap roles.
It’s next to the door.) They can make the game competitive by scoring a point
for each correct answer.
Presentation
Workbook page 6
• Draw a horizontal line on the board and say This is a
street. Stick four or five flashcards of places along the 8 Look, read, and check ✓.
line (e.g., clothing store, bookstore, café, supermarket). • Students look at the picture, read the questions, and
Stick three or four more flashcards behind the places, check the correct answer each time.
(e.g., park, school, movie theater), making sure the
positions of the second group of flashcards show behind/ Key: 2 Yes, there is. 3 No, there isn’t. 4 Yes, there is.
in front of. Point to the flashcards and ask questions Complete the questions and the answers.
about where things are, e.g., Is there a park behind the
bookstore? Help students to answer Yes, there is. / No, • Students complete the questions and answers.
there isn’t. Key: 2 Is there, there isn’t 3 Is there, there is 4 Is there,
there is
Student’s Book page 85
Listen, look, and say. Ending the lesson
• Say Open your books to page 85, please. Point to the • Ask questions about the position of places in students’
hometown, e.g., Is there a playground behind our
map of the town and ask Where’s the (bookstore)?
school? (Yes, there is. / No, there isn’t.) or items in the
Students point and say, e.g., It’s between the café and
classroom (e.g., Is there a chair next to my table?).
the toy store. Students practice talking about where
If time, students can repeat the activity in pairs.
things are in pairs in the same way.
• Say Listen and look. Play the recording. Students point to Extra activities: see page TB125 (if time)
the map as they listen. Then say Now listen and say.
Play the recording again, pausing for students to listen
and repeat.

CD3:0
Boy: Is there a playground behind the school?
Girl: Yes, there is.
Boy: Is there a café next to the movie theater?
Girl: No, there isn’t.

TB85
 Unit 7

9 CD3
09 Listen, look, and say.
Is there a playground behind the school? Yes, there is.

Is there a café next to the movie theater? No, there isn’t.

10 CD3
10 Listen and say yes or no.

11 Play the game.

Is there a café in front

of the supermarket? Yes, there is.

The movie theater is No, it isn’t. The movie theater

next to the school. is next to the supermarket.

➞ Workbook page 6 Grammar: Is there a playground behind the school? 85

 2
12 CD3
11 Listen and read.

Movie tickets!
Where’s the movie theater?

They’re from my
cousin, Anna!
It’s next to the supermarket.

3 4

Let’s go!
It’s safe now.
Look left and right. Let’s cross.

No, iPal! Be careful!

5 6

Oh, no! It’s

closed today!
It’s a movie
about robots!

I like going to
the movies.
Come with me!
86 Value: Be
Vocabulary safe ➞ Activity Book page
➞ Workbook
66 page 70
 Unit 7
Lesson aims Students reinforce language with CD3:11
a story. They also discuss the value of road safety.
David: Movie tickets! Anna: No, iPal! Be careful!
New language tickets, They’re from … , Be Tina: They’re from my
careful! Look left and right. It’s safe now. Let’s cross. Olivia: Look left and right.
cousin, Anna! David: It’s safe now.
It’s closed today. Come with me. It’s a movie about
(robots). Be safe. All: 1, 2, 3, Magic tree. Let’s cross.
We’re back again. Look Anna: Oh, no! It’s closed
Recycled language places in town, cousin, and see.
Where’s the (movie theater)? It’s (next to) the today!
Come with us. Come
(supermarket). Let’s go. I like (going to the movies.) iPal: Come with me!
and play
Materials CD3 | Strips of thin black and white In our magic tree today. David: It’s a movie about
cardboard (to make a crosswalk) (optional) robots!
iPal: Where’s the movie
theater? Tina: I like going to the
movies.
Anna: It’s next to the
Warmer All: 3, 2, 1, that was fun.
supermarket.
• Play the Unit 7 song (CD3:07). Students join in. They can iPal: Let’s go!
Time to go. The magic’s
act/mime showing people around while they sing. done!

Introduction Value Be safe

• Remind students of the previous episode of the story. • Point to frame 3 and ask Where are the children? Explain
Ask What sport do the children play? (Basketball.) Does that they’re at a crosswalk. Ask What color’s the man
iPal play nicely? (No. / He has long arms and legs.) What (in the traffic light)? (Red). Is it OK to cross? (No, it isn’t.)
does he say? (I’m sorry.) Who has the trophy? (Olivia.) Play the recording for frame 3. Explain the meaning of Be
Ask students to guess where in town the children will careful. Point to frame 4 and ask What color is the man?
visit today. (Green.) Is it OK to cross? (Yes, it is.) Play the first line of
the recording for frame 4. Explain the meaning of left
Student’s Book page 86 and right. Play the next line. Explain It’s safe now and
12 Listen and read. Let’s cross.
• Say Open your books to page 86, please. Point to frames • Read the value Be safe. Say how important it is to cross
1 and 2 and ask Which place do the children visit? (The the road at the right place (e.g., at a crosswalk) and
movie theater.) Point to frame 1 and say I need tickets to wait for lights to change and/or cars to stop. Ask
for the movie theater. Students repeat tickets. Ask What students which way they need to look before they cross
do we see at the movie theater? Say the titles of some (left, then right, if they live in a country where people
movies. Present movie. Point to frame 2 and ask Are the drive on the right). Explain that in the U.K., people look
children in the bus? (No. They’re walking / on the street.) right, then left, because the cars travel on the left.
Point to frame 5 and ask Are the children in the movie • Divide the class into two groups (Olivia and David). Play
theater? (No, they aren’t.) Say Look. The movie theater the dialog from frame 4 again. Students repeat the
is closed. Explain the meaning of closed. Ask Do the lines. Rearrange the class into pairs (Olivia and David) to
children see a movie? Encourage students to guess by practice the dialog.
looking at the end of the story.
Workbook page 70
• Say Now listen and read. Play the recording while
students listen and follow. At the end, point to frame 6 10 Read and write the letter. Then listen and check.
and ask Where are the children? (At a movie theater, but • Students match the text with the story frames. They
in a car. The car is iPal.) Explain/Elicit that this is a drive-in write the correct letter in each speech bubble. Play the
theater. story again, which is repeated in full on the recording.
• Play the recording again, pausing to ask questions: Students listen and check their answers.
Frame 1: Who are the tickets from? (Tina’s cousin.) Key: 2 f 3 a 4 e 5 d 6 b
What’s her name? (Anna.) Frame 2: Where’s Anna?
(Students point.) Where’s the movie theater? (Next to the CD3:12
supermarket.) Frame 3: Is the man in the car happy? (No,
(Repeat of story – see above for story script)
he isn’t.) Where’s iPal? (On the street. / In front of the
car.) Frame 4: Are the children OK now? (Yes, they are.) Ending the lesson
Frame 5: Why are the children sad? (The movie theater is
closed.) Frame 6: What’s the movie about? (Robots.) • Describe one of the frames from Student’s Book page
86 and ask students to say the number, e.g., The movie
• Students can listen to the story again for pleasure, or
theater is closed. (5) It’s safe to cross the street. (4) The
pause after key lines for students to repeat. They can join
children are in the tree house. (1) iPal isn’t safe. (3)
in with the rhymes. Encourage students to use gestures
and intonation from the story. Extra activities: see pages TB125 to TB126 (if time)

TB86
 Lesson aims Students practice crossing the road quick. Point out that the letter q is always followed by
safely. Students will also practice saying words with the letter u in English, and together they make the sound
the letters qu and x. /kw/. Explain that the letter x usually represents the
sound /ks/ (e.g., ox, fox, box) but that it represents the
New language quick, queen bee, ox, X-ray
letter name “x” /eks/ in X-ray.
Recycled language places in town, Look left • Then say quick – /kw/ /kw/ /kw/ – quick. Students repeat.
and right / right and left. It’s safe now. Let’s cross.
• Say ox – /ks/ /ks/ /ks/ – ox. Students repeat, emphasizing
Materials CD3 | Picture of the queen of the sound /ks/ at the end of the word.
England | Flashcards: 73–82, word cards: see page • Say X-ray – /eks/ /eks/ /eks/ – X-ray. Students repeat,
TB112 (optional) using the letter name this time.
• Say Listen and say. Play the sound sentences on the
recording. Students listen and repeat.
Warmer
• Students can then repeat the sound sentences without
• Students stand up. Tell them to imagine they’re on a street the recording, saying them faster and faster each time.
(We’re on the street.). Say Let’s go to school. Let’s walk. See how fast they can say them.
Students walk on the spot. Say Stop! Let’s cross the street.
We’re at the crosswalk. Push the button. Mime pushing
• Ask students to think of any other words they know that
have the letter x. For example, Excuse me, fox, next to.
the button on a traffic light. Students copy. Say Look right
and left / left and right. Mime looking for cars. Students CD3:14
copy. Say It’s safe now. Let’s cross. Students walk on the /kw/ /ks/ A quick queen bee. An ox with an X-ray. (x2)
spot as if crossing the street. Repeat the same instructions,
encouraging students to join in with the actions and the Workbook page 71
language. 11 Look, unscramble, and stick.
Student’s Book page 87 • Remind students of the value. They read the caption,
13 Listen and act. solve the anagram, and write the word in the blank.
Then students look at the pictures and think about which
• Say Open your books to pages 86 and 87, please. Remind one shows the value. They stick the smiley face sticker in
students of the story from the previous lesson. Ask Where the circle next to the correct picture.
do the children go? (To the movie theater.) Can iPal cross
the street? (No, he can’t. He isn’t safe.). Say Anna says,
• Students then select a smiley sticker from the back of the
book and stick it next to the value.
“Be careful” and Olivia says, “Look … ” (left and right).
David says, “It’s safe now. Let’s … ” (cross). Key: Missing word: safe; Students put the sticker next to
the first picture.
• Tell students they’re going to listen to someone else
being safe. Say Now look at page 87. Who can you see? 12 Trace the letters.
(Some children, a man with a stop sign.) Ask Is it safe?
Can they cross the street? (Yes, they can.) If you wish, • Students trace the letters qu, x, and X in the sound
sentences.
explain that a person who helps children cross the road
when they are on their way to/from school is called 13 Listen and write qu or x.
a crossing guard (because they take care of people
wanting to use the crosswalk). Then say Listen and point. • Point to the picture of the man running and teach quick.
Play the recording. Students listen and point. • Play the recording. Students complete the words with the
letters qu or the letter x.
• Then say Now listen and act. Play the recording
again, pausing for students to repeat with the correct Key: 2 si(x) 3 o(x) 4 qu(ick)
pronunciation and intonation.
CD3:15
• Students practice the language in pairs. They mime
waiting at a crosswalk and looking right and left / left 1 queen bee, queen bee 2 six, six 3 ox, ox 4 quick, quick
and right. Then they say It’s safe now. Let’s cross. and
mime walking across the road. Ending the lesson
CD3:13 • Play Tic-tac-toe (see page xvii) with nine words containing
the letters qu and x (e.g., queen, six, fox, excuse me,
Boy: It’s safe now. Let’s cross. ox, question, quick, X-ray, quiet). Write the words on
14 Listen and say. /kw/ /ks/ /eks/ the board, let students memorize them, and then cover
each word with a piece of thin cardboard with a number
• In this activity, students practice saying words with the between 1 and 9 on it or make nine word cards that can
letters qu and x. be turned over in the squares of the tic-tac-toe grid.
• Say Look at activity 14. What can you see? Teach queen
bee, ox, and X-ray. Use a picture of the queen of England Extra activities: see page TB126 (if time)
to present queen, if possible. Explain that the bee is

TB87
 Unit 7

13 CD3
13 Listen and act.

Animal sounds
14 CD3
14 Listen and say.

A qu
quick
ick qu
queen
een
bee. An ox
ox with
with
an an x-ray.
X-ray.

➞ Workbook page 7 Functional language: It’s safe now. Let’s cross. Pronunciation: qu, x 87
 Where are the
places?

88
 Unit 7

1 CD3
16 Listen and say.
2 3 4

police station fire station hospital sports center

2 Watch the video.

3 Look and say the letter

and number.

A, 3. Fire station. Yes!

Project
4 Draw a map of
your town.

➞ Workbook page 72 CLIL: Geography 89

 Lesson aims Students learn vocabulary for public 2 Watch the video.
buildings in town.
• Play the video.
New language police station, fire station, • If you don’t have the video, ask students to think about
hospital, sports center their town. Ask, e.g., Is there a (hospital)? What’s the
Recycled language places in town, town, name of the hospital? Where’s the sports center? What
Where are … ? sports can you play there? Ask students if they have ever
visited any of these places or if anyone in their family
Materials CD3 | DVD (optional) | Flashcards: works there.
73–82 | A board marker for each team of students
(if possible, each a different color) OR a piece of Video 07 : see page TB132
paper for each student with two blank grids of 15 3 Look and say the letter and number.
squares, with letters A through E along the bottom
and 1 through 3 on the left side (similar to the one on • Say the coordinates of one of the places on the grid (e.g.,
2, A). Students say the place (e.g., Bookstore). Repeat
Student’s Book page 89) (optional)
with different places until students get the idea. Then say
a place (e.g., Fire station). Students say the coordinates
Warmer (e.g., A, 3).

• Review places in town using the flashcards. Play Bluff • Students then play the same game in pairs. Student A
says the coordinates of one of the pictures, and Student
(see page xiv) with the flashcards. First stick a flashcard
B says the place. Then they swap over.
on the board, e.g., the clothing store flashcard. Say
There’s a clothing store in my town. Draw a square next Guess What!
to the clothing store with a question mark in it (as if it
was a mystery building). Say What’s next to the clothing
• Students look at the swirled image and guess what it is.
Check by asking What’s this? (A fire station.)
store? Each of the students with a flashcard makes a
sentence, either using the place on their flashcard if they Key: It’s a fire station (photograph 2, activity 1).
are telling the truth or using a different place if they are
the “bluffer” (e.g., The toy store is next to the clothing Workbook page 72
store.). The rest of the class guesses who is bluffing. 1 Look, read, and circle the word.

Student’s Book page 88 • Students read the sentences and circle the correct option.
Where are the places? Key: 2 movie theater 3 café 4 movie theater
• Say Open your books to page 88, please. Ask questions 2 Look at Activity 1 and answer the questions.
about the photograph, e.g., What’s this? (A town.) What • Students read the questions and find the items on the
can you see? (Houses, a hospital, trees, a car park, etc.) grid in activity 1.
Can you see some cars? Can you see a factory? Is there
a park?
Key: 2 A2 3 D/E3 4 C/D1, C/D2
• Then ask the opening question Where are the places? Ending the lesson
Review the meaning of places.
• Mime an action from one of the places in the lesson
Student’s Book page 8 (e.g., putting out a fire with a fire hose). Ask What place
is it? Students say, e.g., Fire station. Students can also
1 Listen and say.
play in pairs or small groups.
• Say Now look at page 8 9, please. Use the photographs
to present the places. Extra activities: see page TB126 (if time)
• Say Listen and say. Play the recording. Students listen
and repeat the words.
• Students look at the photograph on page 88 again. Ask
about the new places: Can you see the fire station? Is
there a sports center in the photograph? Where’s the
police station? Is the hospital next to a school?

CD3:16
1 police station 2 fire station 3 hospital 4 sports center

TB88
 Unit 7
Lesson aims Students draw a map of their town. Workbook page 73 – Evaluation
They also complete the Evaluation in the Workbook. 1 Look and write the word.
New language map • Students label the pictures.
Recycled language places in town | Students Key: 2 school 3 movie theater 4 park 5 toy store 6 café
review all unit vocabulary and grammar in the
Evaluation. 2 What’s your favorite part? Use your stickers.

Materials CD3 | Flashcards: 73–82 | A map/plan • Students choose their favorite part of the unit – the story,
the song, or the video – and put a sticker under their
of the center of the students’ hometown / or nearby
chosen preference.
city | Equipment for making a video presentation,
photographs / pictures of places students know 3 What’s different? Circle and write. Then go to
well in their hometown (e.g., the park, the hospital, page 3 and write the letters.
the sports center, your school, the movie theater)
(optional) • Students circle the picture that doesn’t belong and write
the name of the place. They then go to page 93 and
write the letters in the puzzle.
Warmer Key: supermarket, letters for the puzzle – u, e
• Play Memory 1 through 10 (see page xvii) with the Ending the lesson
flashcards.
• Students repeat their favorite activity from the unit.
Student’s Book page 8
4 Draw a map of your town. Extra activities: see page TB126 (if time)

• Say Open your books to page 89, please. Point to the

picture in activity 4 and ask What’s this? Teach map.
Ask Do you have a map of (the students’ hometown) at
home? Do/Does your (mom and dad) use a map? Hold
up a plan of the center of the students’ hometown or a
nearby city and talk about where things are, e.g., Look.
This is the hospital. It’s next to the park. Can you see the
sports center? It’s on (name) Street.
• Say Draw a map of your town. Students work in pairs
or small groups. Give each group a large piece of blank
paper. Each pair/group decides which part of the town/
city to show on their map. Tell them to choose just a few
streets, as on the example map in the Student’s Book.
They draw a grid of streets in pencil. Check the layout
and help each group decide where to put the places they
want to show.
• Circulate and help, providing new vocabulary and
asking, e.g., What place is this? Where’s the (fire
station)? What’s next to the (bookstore)?
• Display the maps in the classroom and give students time
to look at their classmates’ work.

TB8
 8 On the farm

90
 Unit aims Students learn about animals and
places on a farm. This includes:
• learning vocabulary for farm animals and places
on a farm
• describing what an animal is doing
• asking what an animal is doing
• inviting someone to a party
• learning about what farmers do
Background information The photograph
shows a young golden alpaca on a farm.

Introduction to the unit

• Say Open your books to pages 90 and 91, please. Play
the theme song on the recording. Students look at the
photograph and read the title of the unit while listening
to the song.
• Ask What’s Unit 8 about? Encourage students to work
out the meaning of On the farm. Then point to the
photograph and ask What can you see? Elicit an animal
and present alpaca. Ask Is the alpaca a pet? Is it in a
yard? (No.) Confirm the meaning of farm.
• Write the word farm on the board and ask students if
they have ever visited a farm or if they know anyone
who lives on a farm. Ask what kind of products we get
from farms (e.g., wheat, rice, meat, eggs, milk, apples).
• Ask What is there on a farm? Students suggest names of
animals and places on the farm. Tell students they are
going to learn the names in English in this unit.
• Alternatively, hand out paper and ask students to draw
a picture of a farm. They can then compare their pictures
in pairs or small groups (e.g., I have a farmer in my
picture. There’s a red tractor.) and ask you for any
additional new vocabulary for the buildings, animals,
or equipment they drew.

CD1:02
(Theme song – see lyrics on page TB5)

91
 1 CD3
17 Listen. Who’s speaking?

2 CD3
18 Listen, point, and say.

field
2 barn
3 horse

4 donkey
5 sheep 6 goat
7 cow

8 duck

3 CD3
19 Listen and find.
pond

92 Vocabulary ➞ Workbook page 74

 Unit 8
Lesson aims Students learn vocabulary for David: Oh, yes. She is big! And there’s a black and white
animals and places on the farm. cow in the barn, too.
New language field, barn, horse, donkey, sheep, Tina: And look! There are two ducks in the pond.
goat, cow, duck, pond, over there They have babies!
Olivia: Ahhh!
Recycled language character names, numbers Tina: One baby really likes Leo!
1–9, colors, Welcome, Can you see it / the (gray
donkey)? It’s/She’s in the (field). next to, I have (three 2 Listen, point, and say.
sheep). There’s a (black goat). There are (two ducks • Say Now listen, point, and say. Play the recording.
in the pond). What’s your favorite (animal)? big, old, Students listen and point to the numbered animals and
look, They have (babies). baby places in the picture as they hear them mentioned. Then
play again. Students listen and say the words.
Materials CD3 | Flashcards: 83–91
CD3:18
Warmer 1 field 2 barn 3 horse 4 donkey 5 sheep 6 goat 7 cow
8 duck pond
• Play Two minutes (see page xix) with the category
heading Animals. Students may write zebra, elephant, 3 Listen and find.
giraffe, crocodile, hippo, monkey, snake, bird, spider,
lion, fish, mouse, dog, cat, frog, horse, and some of
• Say Now listen and find. Play the recording, pausing for
students to find and point to the correct place. Students
the animals from the sound sentences (e.g., rabbit, fox, can also say the correct number.
camel). Review the alphabet by asking students to spell
some/all of the animal words aloud when you write • If you have time, students can repeat in pairs. One says
an animal or place on the farm, and the other says the
them on the board.
number or points to the picture.
Presentation Key: Students point to the animals and places in the
• Say Let’s learn more words for animals and places on following order: 2, 7, 3, 8, 1, 4, 6, 5, 9.
a farm. Hold up each flashcard and say the new word. CD3:19
Students repeat in chorus and individually. Then show
the flashcards in random order. Students say the words. Can you see the barn? Can you see the donkey?
Can you see the cow? Can you see the goat?
Student’s Book page 2 Can you see the horse? Can you see the sheep?
1 Listen. Who’s speaking? Can you see the ducks? Can you see the pond?
Can you see the field?
• Say Open your books to page 92, please. Ask What’s
this? (A farm.) Where’s the farmer? (Next to the pond.) Find Leo.
Can you see the sheep? Where are they? (In the field.) • Say Now find Leo. Students search for Leo in the picture
How many chickens are there? (Five.) What color’s the (he’s on the grass close to the pond, on the right).
horse? (Brown.) Can you see the children? Who’s next
to the barn? (Ben.) Who’s next to the field? (Olivia.) Say Workbook page 74
The children are visiting the farm. They’re looking at the 1 Look, read, and circle the word.
animals. Present gray, using the picture of the donkey.
• Students look at the pictures and circle the correct word
• If time, ask about other details, e.g., Can you see a café? each time.
(Students point.) What’s in the store window? (A sheep,
a tractor.) Can you see a woman? (Students point.) Is Key: 2 goat 3 barn 4 donkey 5 pond 6 duck
she wearing a skirt? (No, pants/jeans.) 2 Follow the animal words.
• Say Let’s listen. Who’s speaking? Play the recording.
• Students begin at Start and draw arrows connecting all
Students listen and point to the characters. Then play
the animal words.
again, pausing for students to point to the places as they
hear the characters mention them. Key: Students draw lines between the following words:
cow, goat, duck, sheep, donkey, cat, horse.
CD3:17
Farmer: Hello! Welcome to my farm! Ending the lesson
Look! Can you see the gray donkey? • Play Guess what? (see page xvi), describing animals and
Olivia: Um – oh, yes. Over there. It’s in the field. Next places in the picture on Student’s Book page 92, e.g., It’s
to the sheep. big and gray. (Donkey.) There’s a cow and a horse in this
Farmer: Yes. I have three sheep. And there’s a black goat, place. (Barn.)
too. Can you see it?
Olivia: Oh, yes. Extra activities: see page TB126 (if time)
David: What’s your favorite animal?
Farmer: My big old horse, Bess. She’s in the barn.

TB 2
 Lesson aims Students practice the farm vocabulary. • Check answers by asking a volunteer to read the next
They practice talking about where animals are on question and choose someone to answer. That person
the farm. answers, then reads the next question and chooses a
New language Where are the (goats)? They’re different classmate to answer.
(in the field). Key: 2 They’re in the pond. 3 They’re in the field.
Recycled language farm animals and places, 4 It’s in the barn.
Where’s the (donkey)? It’s in the (barn). What’s your 6 Ask and answer.
favorite animal? It’s a (sheep). swim, fly, water, ride,
wool, house, fish • Students work in pairs. They take turns asking the
question What’s your favorite animal? Remind students
Materials CD3 | Flashcards: 83–91 | Word cards: that they can choose from the animals they talked
see page TB113, a board marker for each team of about at the beginning of the first lesson of the unit or a
students (each team has nine or fewer students) different animal. Circulate and provide new vocabulary,
(optional) as necessary.
Key: Students’ own answers.
Warmer
Workbook page 75
• Review the farm vocabulary with the flashcards. Then
play Act and guess (see page xiv) with the farm animal 3 Listen and stick.
flashcards (students can mime and make animal noises). • Students will need the Unit 8 stickers from the back of
the Workbook.
Student’s Book page 3
4 Say the chant.
• Play the recording. Students listen and stick the stickers
into the correct position.
• Say Open your books to page 93, please. Point to the CD3:21
photographs of the animals and ask in turn What’s this?
/ What are these? (It’s a donkey/cow. / They’re goats/ 1 Where’s the donkey?
ducks.) Ask Where’s the donkey? (In the barn.) Where It’s in front of the barn.
are the goats? (In the field.) 2 Where are the ducks?
• Say Listen to the chant. Play the recording. Students They’re in the pond.
listen and point to the photographs in turn. Remind them
3 Where are the donkeys?
of the meaning of on the farm.
They’re behind the barn.
• Then say Now listen and say the chant. Play the recording
again. Students can clap along to the rhythm at first, 4 Where are the sheep?
joining in with as many words as they can. Then repeat They’re next to the barn.
as often as necessary until students are chanting 5 Where’s the horse?
confidently. It’s in the field.
CD3:20 4 Read and write the word.
Where’s the donkey? • Students read the definitions and write the animal or
It’s in the barn. place.
It’s in the barn on the farm!
Key: 2 duck 3 horse 4 sheep 5 barn 6 pond
Where are the goats?
They’re in the field. My picture dictionary ➔ Go to page 2 . Check the
They’re in the field on the farm! words you know and trace.
Where’s the cow? • Students turn to page 92 and check the words they know.
It’s in the barn. They then trace over the word labels for each picture.
It’s in the barn on the farm!
Ending the lesson
Where are the ducks?
They’re in the pond. • Students look at the picture on Student’s Book page 92.
They’re in the pond on the farm! Ask, e.g., Where’s the donkey? (It’s in the field.) Where
are the ducks? (They’re in the pond.) Students can repeat
5 Read and follow. Then ask and answer. the activity in pairs.
• Choose two volunteers to read the example speech
bubbles. Show students how to follow the tracks from Extra activities: see page TB126 (if time)
the question to the photograph of the field. They work
individually to follow the rest of the tracks and work out
where each animal is. Then they work in pairs to ask and
answer. Circulate and make sure students are using It’s/
They’re as appropriate in their answers.

TB 3
 Unit 8

4 CD3
20 Say the chant.

Where’s the donkey?

It’s in the barn.
It’s in the barn.
On the farm.
donkey cow
Where are the goats?
They’re in the field.
They’re in the field.
On the farm.

goats ducks

5 Read and follow. Then ask and answer.

Where’s the cow? It’s in the field. a

e cow?
Where’s th

2
Where are the d b
ucks?

3
Where are the sheep?

4 c
Where’s the hors
e?

6 Ask and answer.

What’s your favorite animal? It’s a sheep.

➞ Workbook page 75 Vocabulary 93

 7 CD3
22 Sing the song.
Field and pond, house and barn, What’s the doing?
Look at the animals on the farm … It’s sleeping. It’s sleeping.
It’s sleeping.
What’s the doing?
What’s the doing?
It’s swimming. It’s swimming.
It’s sleeping in the .
It’s swimming.
What’s the doing? Field and pond …
It’s swimming in the .
What’s the doing?
Field and pond … It’s eating. It’s eating. It’s eating.
What’s the doing? What’s the doing?
It’s running. It’s running. It’s running. It’s eating in the .
What’s the doing?
Field and pond …
It’s running in the .

Field and pond …

8 CD3
23 Listen and answer the questions.
What’s the duck doing? It’s swimming.

2 3 4

5 6 7 8

94 Vocabulary
Grammar: What’s the duck doing? ➞ Activity Book page XX
➞ Workbook page 76
 Unit 8
Lesson aims Students talk about what animals Field and pond …
are doing. What’s the cat doing?
New language What’s the (horse) doing? It’s It’s sleeping. It’s sleeping. It’s sleeping
(running), swimming, sleeping, eating, sleep, eat What’s the cat doing? It’s sleeping in the house.
Field and pond …
Recycled language farm animals and places,
Look at … on the farm, run, swim, jump, dance What’s the cow doing?
It’s eating. It’s eating. It’s eating.
Materials CD3 | A slip of paper for each student, What’s the cow doing? It’s eating in the barn.
a box or bag | Slips of paper with verbs/activities
Field and pond, house and barn,
written on them (from this lesson and from Unit 6)
Look at the animals on the farm.
(optional)
Field and pond, house and barn,
Look at the animals. Look at the animals on the farm.
Warmer 8 Listen and answer the questions.
• Play the chant (CD3:20). Students join in. Divide the class • Say Listen and answer the questions. Play the first item
into two groups, boys and girls. One group chants the on the recording and point to the example speech
questions, the other the answers. They all join in with the bubbles. Give students time to look at the rest of the
phrase On the farm. Swap the groups and repeat. photographs and discuss what each animal is doing in
pairs.
Presentation
• Play the recording, pausing after each question. Students
• Mime swimming and ask What am I doing? Explain listen, look at the photographs, and answer. They use
the question if necessary. Students reply Swim. Make the speech bubbles to help.
a present progressive sentence, e.g., I’m swimming.
Swimming. Repeat with running, jumping, and dancing.
Key: 2 It’s sleeping. 3 It’s eating. 4 It’s jumping.
5 It’s running. 6 It’s eating. 7 It’s sleeping.
• Present eating and sleeping using mime.
8 It’s running.
Student’s Book page 4 CD3:23
7 Sing the song. 1 What’s the duck doing? 5 What’s the horse doing?
• Say Open your books to page 94, please. Point to the 2 What’s the sheep doing? 6 What’s the hen doing?
small pictures of the animals and places in the song 3 What’s the cow doing? 7 What’s the cat doing?
and ask What’s this? Students say It’s a (horse/field). 4 What’s the frog doing? 8 What’s the goat doing?
• Say Listen and point. Play the recording. Students listen
Workbook page 76
and point to the photographs of the animals and places.
Mime each of the actions (running, swimming, sleeping, 5 Look, read, and check ✓.
eating) as students listen, to confirm the meaning of the • Students look at the pictures and check the correct
verbs. sentences.
• Then say Now sing the song. Play the recording a few Key: 2 The horse is running. 3 The duck is flying.
times, until students are singing confidently. The first
time students can hum to the tune and join in with 6 Look, read, and answer the questions.
any words they know. Then students can sing along, • Students look at the pictures, then read and answer the
following the song text and singing the words for the questions.
animals and places shown in the photographs. They can Key: 2 It’s swimming. 3 It’s sleeping. 4 It’s running/
also mime the different actions as they sing. jumping.
• Students can sing along to the version of the song with
7 Draw your favorite farm animal. Then write.
the words or to the karaoke version.

CD3:22
• Students draw a picture of their favorite farm animal
doing one of the actions from the lesson. They complete
Field and pond, house and barn, the sentences.
Look at the animals on the farm. Key: Students’ own answers.
Field and pond, house and barn,
Look at the animals. Ending the lesson
What’s the duck doing? • Play Act it out (see page xiv).
It’s swimming. It’s swimming. It’s swimming.
What’s the duck doing? It’s swimming in the pond. Extra activities: see page TB126 (if time)
Field and pond …
What’s the horse doing?
It’s running. It’s running. It’s running.
What’s the horse doing? It’s running in the field.

TB 4
 Lesson aims Students practice asking what 10 Play the game.
animals are doing.
• Read the example speech bubbles with the class. Check
New language Is the (cat) (sleeping)? that they understand what they need to do. They work
in pairs. Student A chooses a picture. Student B asks
Recycled language farm animals, actions, Yes, questions about what the different animals are doing
it is. / No, it isn’t. and guesses which picture Student A has chosen. Then
Materials CD3 | Slips of paper with actions on they swap.
them from this unit, Unit 6, and Level 1 (e.g., run, Key: Students’ own answers.
jump, swim, eat, sleep, paint, draw, climb, ride a bike/
horse, play soccer/tennis/basketball/ field hockey, Workbook page 77
dance, take photographs, fly a kite, roller-skate) OR 8 Listen and check ✓ or put an ✗.
farm animal flashcards (sheep, donkey, horse, cow,
goat, duck) (optional) • Students look at the pictures and name the animals
they can see. Students then listen and put a check if the
answer is correct or an ✗ if the answer is incorrect.
Warmer Key: 2 ✗ 3 ✗ 4 ✓
• Play Simon says (see page xviii) with the actions from CD3:25
the previous lesson (e.g., Simon says “Swim”). Review
the present progressive by describing what students are 1 Is the horse eating?
doing, e.g., Good job! You’re swimming. / Oh, no! You’re Yes, it is.
jumping. 2 Is the cow sleeping?
No, it isn’t.
Presentation
3 Is the goat eating?
• Say Open your books to page 94, please. Point to the No, it isn’t.
first photograph in activity 8 and ask Is the duck flying?
4 Is the sheep sleeping?
Explain the meaning of the question if necessary.
Yes, it is.
Encourage students to reply No, it isn’t. Repeat with more
questions to practice positive and negative answers. Look, read, and circle the word.
Student’s Book page 5 • Students read the questions and answers, and circle the
correct word each time.
Listen, look, and say.
Key: 2 running 3 jumping 4 flying 5 eating 6 swimming
• Say Open your books to page 95, please. Point to picture
1 and ask about what the different animals are doing, Ending the lesson
e.g., Look at picture 1. What’s the cat doing? Students
point and say, e.g., It’s sleeping. Students can practice in • Ask questions about the pictures on Student’s Book
pairs in the same way if time. page 95, activity 9, choosing students at random. For
example, Maxim, Picture 2, Is the frog jumping? (Yes,
• Say Listen, look, and say. Play the recording. Students
it is.) Alternatively you could play a team game, asking
point to the animals in the pictures as they listen. Then
each team in turn a question about one of the pictures.
say Now listen and say. Play the recording again, pausing
Students on each team can confer before they give you
for students to listen and repeat.
their answer. Keep score on the board.
CD3:24
Extra activities: see pages TB126 to TB127 (if time)
1 Is the cat sleeping?
Yes, it is.
Is the mouse sleeping?
No, it isn’t. It’s eating.
Is the duck swimming?
No, it isn’t. It’s flying.
Is the dog running?
Yes, it is.
Is the cow sleeping?
No, it isn’t. It’s running.
Is the horse jumping?
Yes, it is.

TB 5
 Unit 8

9 CD3
24 Listen, look, and say.
Is the cat sleeping? Yes, it is.

2 Is the duck swimming? No, it isn’t. It’s flying.

10 Play the game.

Is the dog running?

Yes, it is.

Picture !

➞ Workbook page 77 Grammar: Is the cat sleeping? 95

 2
Would you like to
11 CD3
26 Listen and read. come to a party?

It’s a message for iPal.

Let’s find him!

Yes, please!

3 4
Welcome to
Hold on! the party!

It’s so nice
to see you!

We’re flying!

5 6
What’s Ben doing?
Goodbye, iPal!

He’s … dancing! Goodbye! Thanks for

taking care of me!

96 Value: Love your home ➞ Workbook page 78

 Unit 8
Lesson aims Students reinforce language with a • Students can listen to the story again for pleasure,
story. They also discuss the value of loving their home. or pause after key lines for students to repeat. They
can join in with the rhymes. Encourage students to use
New language message, Would you like to come
gestures and intonation from the story.
to a party? Hold on, We’re flying, It’s so nice to see
you. What’s Ben doing? He’s dancing. take care of CD3:26
Recycled language farm animals and places, Olivia: It’s a message for iPal.
Let’s find (him). Yes, please. Welcome to … , Goodbye! Tina: Let’s find him!
Materials CD3 | Flashcards: 83–91 | Word cards: All: 1, 2, 3, Magic tree.
see page TB113 (optional) We’re back again. Look and see.
Come with us. Come and play
In our magic tree today.
Warmer iPal: Would you like to come to a party?
• Play Mime and match (see page xvii) with the farm Ben: Yes, please!
animal flashcards and word cards. Tell the students who iPal: Hold on!
are miming that they can also make the animal sounds, All: We’re flying!
if necessary. When students guess correctly, check by iPal’s dad: Welcome to the party!
asking, e.g., What’s the duck doing? (It’s swimming.) iPal’s mom: It’s so nice to see you!
Introduction Olivia: What’s Ben doing?
David: He’s … dancing!
• Remind students of the previous episode of the story. Children: Goodbye, iPal!
Ask Which place in town do the children visit? Is it a
toy store? (No, a movie theater.) Do they go by bus? iPal: Goodbye! Thanks for taking care of me!
(No, they walk.) Is iPal safe on the street? (No, he isn’t.) All: 3, 2, 1, that was fun.
Remind them that the children have to teach iPal to use Time to go. The magic’s done!
the crosswalk and to look left and right before he crosses
the road. Ask students to guess where the children will Value Love your home
go with iPal today. • Point to frame 4 and ask Is iPal happy? (Yes, he is.)
Point out that his dad is waving, and his mom has her
Student’s Book page 6 arms out to welcome him and the children. Play the line
11 Listen and read. It’s so nice to see you. Remind students of the meaning.
Students repeat the line.
• Say Open your books to page 96, please. Point to frame
3 and ask What are they doing? (Flying.) Point to frame • Read the value Love your home. Talk about how good it
4 and ask What’s this place? (iPal’s home.) Who are is to come home when you have been away somewhere.
the people? (iPal’s family.) Point to frame 5 and say Look. Ask students if they have ever been away on vacation or
They’re having a party. Check that students know the staying with relatives and how they felt when they came
word party. home. What did their parents/caregivers say or do? Did
they have a special meal or a party? Ask students what
• Point to frame 6 and say This is the end of the party.
they like best about their home.
Explain that the children are getting party favors (bags
with little presents, usually given out at the end of Workbook page 78
parties in the United States). Ask Is iPal going home with
the children? Encourage students to guess by looking at 10 Look and write the words. Then listen and check.
the picture and the words in the speech bubbles. • Students complete the speech bubbles with words from
• Say Now listen and read. Play the recording, while the box. Play the story again, which is repeated in full on
students listen and follow. At the end, point to frame 6 the recording. Students listen and check their answers.
and ask Does iPal go home with the children? (No, he Key: 2 party 3 flying 4 Welcome 5 dancing 6 Goodbye
doesn’t. He stays with his family.)
• Then play the recording again, pausing to ask questions: CD3:27
Frame 1: What does Olivia have? (A message for iPal.) (Repeat of story – see above for story script)
Explain the meaning of message. Frame 2: Are the children
happy? (Yes, they are.) Why? Students explain that iPal Ending the lesson
has invited them to a party. Frame 3: Are they walking to
the party? (No, they’re flying (in iPal).) Frame 4: Point to
• Play Who said it? (see page xix) with lines from the story,
e.g., Let’s find him. (Tina) Would you like to come to
the banner in the picture and ask students what Welcome a party? (iPal) Yes, please. (Ben) Hold on! (iPal) It’s so
home, iPal means. Explain the meaning of It’s so nice nice to see you. (iPal’s mom) What’s Ben doing? (Olivia)
to see you. Frame 5: Who’s dancing? (Ben, iPal, and his Thanks for taking care of me. (iPal)
family.) Frame 6: What does iPal say? (Goodbye. Thanks.)
Explain the meaning of Thanks for taking care of me. Extra activities: see page TB127 (if time)

TB 6
 Lesson aims Students practice making, accepting, • Say Listen and say. Play the sound sentences on the
and refusing invitations. Students also practice saying recording. Students listen and repeat.
words with the sound /w/. • Students can then repeat the sound sentences without
New language wolf, whale, wheel, I’d love to. the recording, saying them faster and faster each time.
See how fast they can say them.
Recycled language farm animals and places, • Ask students to think of any other words they know
Would you like to come to my party? Yes, please. No, that have the sound /w/. For example, what, window,
thank you. white, water wood, where, wash, woman, wearing, wool. If necessary,
Materials CD3 | Flashcards: 83–91 | Music CD, a explain that although the word who is written with the
ball (optional) letter w the first sound is /h/, not /w/.

CD3:2
Warmer /w/ /w/ A wolf in the water. A white whale with a wheel. (x2)
• Play Stand in order (see page xviii) with the farm Workbook page 7
flashcards.
11 Look, unscramble, and stick.
Student’s Book page 7
• Remind students of the value. They read the caption,
12 Listen and act. solve the anagram, and write the word in the blank.
• Say Open your books to pages 96 and 97, please. Remind Then students look at the pictures and think about which
students of the story from the previous lesson. Ask Do one shows the value. They stick the smiley face sticker in
the children go to the stores? (No, to a party.) Do they the circle next to the correct picture.
fly in a plane? (No, in iPal.) Where do they visit? (iPal’s • Students then select a smiley sticker from the back of the
home.) Do they meet iPal’s friends? (No, his family.) Does book and stick it next to the value.
iPal go home with the children? (No, he doesn’t. / He’s Key: Missing word: home; Students put the sticker next to
with his family.) Say iPal asks the children to the party. He the second picture.
says, “Would you … to come to a party?” (like). Remind
students that Ben replies Yes, please. 12 Trace the letters.
• Tell students they are going to listen to someone else • Students trace the letters w and wh in the sound
making an invitation. Say Now look at page 97. Who can sentences.
you see? (Two girls.) Point to the girl with the invitation
and ask What does she have? Explain/Elicit that it’s a
13 Listen and check ✓ w or wh.
party invitation. Ask students if/when they’ve received an • Play the recording. Students listen to the words and
invitation to a party. Then say Listen and point. Play the check the ones with the letter(s) w or wh.
recording. Students listen and point. Explain the meaning Key: 2 wh 3 wh 4 w
of I’d love to.
• Then say Now listen and act. Play the recording CD3:30
again, pausing for students to repeat with the correct 1 water, water 2 where, where 3 wheel, wheel
pronunciation and intonation. Ask students what to say 4 wolf, wolf
if they can’t accept an invitation (No, thanks.).
• Students practice the language in pairs. They mime Ending the lesson
handing over an invitation and accepting it. • Play Sound pairs (see page xviii) with the sounds /w/ and
/v/ (e.g., vulture, wolf, white, very, window, vegetables,
CD3:28
wool, van). When students hear the /w/ sound, they
Girl 1: Would you like to come to my party? wave.
Girl 2: Yes, please! I’d love to. Thanks.
Extra activities: see page TB127 (if time)
13 Listen and say. /w/ /wh/
• In this activity, students practice saying words with the
sound /w/.
• Say Look at activity 13. What can you see? Review water
and teach wolf, whale, and wheel. Point out that the
letter w is often followed by the letter h in English, but it
still makes the sound /w/.
• Say wolf – /w/ /w/ /w/ – wolf. Students repeat,
emphasizing the sound /w/.
• Say whale – /wh/ /wh/ /wh/ – whale. Students repeat,
emphasizing the sound in the same way.

TB 7
 Unit 8

12 CD3
28 Listen and act.

Animal sounds
13 CD3
29 Listen and say.

A wolf in
the water.
A white whale
with a wheel.
Functional language: Would you like to come to my party?
➞ Workbook page 7 Pronunciation: w, wh 97
 What do
farmers do?

98
 Unit 8

1 CD3
31 Listen and say.
2 3 4

plant seeds turn soil water plants harvest plants

2 Watch the video.

3 Look and say.

Number . He turns soil. Yes!

Project
4 Draw how
farmers grow
our food.
3 4

➞ Workbook page 80 CLIL: Science 99

 Lesson aims Students learn vocabulary for things Video 08 : see page TB132
that farmers do.
3 Look and say.
New language What do farmers do? plant seeds,
turn (the) soil, water plants, harvest plants, A farmer/
• Students work in pairs. They look at the photographs
and say what the farmer does in each one. They use the
He/She (plants seeds / turns the soil / waters plants /
speech bubbles to help them. Point out that they need
harvests plants / feeds the chickens / milks the cows /
to add an “s” to the verb because they are talking about
drives a tractor / rides a horse)
the farmer.
Recycled language farm animals and places, • Check the activity by saying the number of the
take care of, animals, food, water photograph. Students make a sentence, e.g., He plants
Materials CD3 | DVD (optional) | Flashcards: 83–91 seeds.
Key: 2 He plants seeds. 3 He waters plants. 4 He harvests
plants.
Warmer
Guess What!
• Review the farm words with the flashcards. Play Reading
race (see page xviii). Example sentences: A duck can • Students look at the swirled image and guess what it is.
swim and fly. A barn is a house for animals. Check by asking What does the farmer do? (He plants
seeds. / Plant seeds.)
Student’s Book page 8 Key: He plants seeds (photograph 2, activity 3).
What do farmers do?
Workbook page 80
• Say Open your books to page 98, please. Ask questions
about the photograph, e.g., What can you see? (A 1 Look and number the pictures.
farm/fields/trees/a tractor.) Can you see animals? (No, • Students look at the photographs and number them in
birds.) What are the birds doing? (Flying. / Following the the correct order.
tractor.) What’s the farmer doing? Students guess in their
Key: a 4 b 2 c 3
first language.
• Then ask the opening question What do farmers do? 2 Look at Activity 1 and write the letter.
Explain the meaning of the question. Students may be • Students read the sentences. They look at the
able to suggest take care of plants/animals, feed animals photographs in activity 1 again and write the letter.
in English.
Key: 2 d 3 c 4 a
Student’s Book page
Ending the lesson
1 Listen and say.
• Ask students to stand up. Say Let’s play farmers! Drive
• Say Now look at page 99, please. Use the photographs your tractor. Mime driving a tractor. Students copy.
to present the things farmers do. Continue with different jobs a farmer does (students can
• Say Listen and say. Play the recording. Students listen also suggest jobs and do mimes, as they get the idea),
and repeat the phrases. e.g., Plant seeds. (Mime sowing seeds by hand.) Drive
• Students look at the photograph on page 98 again. Ask your tractor. Harvest fruit. (Mime picking fruit from a
What’s this farmer doing? (Turning the soil.) Talk briefly tree.) Drive your tractor. Milk the cows. (Mime milking by
about why farmers need to turn the soil (to bury the hand.) Drive your tractor. Feed the chickens. Drive your
remains of old crops, to bring nutrients to the surface for tractor. Go home. Open the door. Sit down!
the seeds, and to put air into the soil).
Extra activities: see page TB127 (if time)
CD3:31
1 plant seeds 2 turn soil 3 water plants 4 harvest plants
2 Watch the video.
• Play the video.
• If you don’t have the video, ask students to think about
the farms close to their hometown / in their region. Ask,
e.g., What do farmers do in (students’ region)? Do they
have plants or animals? Do they plant seeds? When do
they harvest plants? Ask students what kind of work they
usually see farmers doing (maybe they harvest fruit or
feed animals). If you wish, teach names for the different
kinds of farms in the region (e.g., fruit farm, pig farm,
chicken farm, cattle farm, wheat farm).

TB 8
 Unit 8
Lesson aims Students draw a diagram to show Workbook page 81 – Evaluation
how food is produced by farmers. They also complete 1 Write the words and find.
the Evaluation in the Workbook.
• Students label the pictures. Then they circle the words in
New language how farmers grow our food the word search puzzle.
Recycled language farm animals and places, A Key: 2 donkey 3 field 4 pond 5 sheep 6 barn
farmer (drives a tractor / milks cows, etc.) | Students
review all unit vocabulary and grammar in the
evaluation. s h e e p a c n c o w o
Materials CD3 | A piece of blank paper and g a d o n k e y m k l p
colored markers/pencils for each student c b a r n o l p a t u e
f i e l d g h n a o q i
Warmer a f p o n d g r t e y a
• Play Correct my mistakes (see page xv), saying false
sentences about what farmers do, e.g., A farmer drives 2 What’s your favorite part? Use your stickers.
a bus. (No. A farmer drives a tractor.) A farmer plants
sausages. (No. A farmer plants seeds.) A farmer milks • Students choose their favorite part of the unit – the story,
horses. (No. A farmer milks cows.) the song, or the video – and put a sticker under their
chosen preference.
Student’s Book page 3 What’s different? Circle and write. Then go to
4 Draw how farmers grow our food. page 3 and write the letters.
• Say Open your books to page 99, please. Point to the • Students circle the picture that doesn’t belong and write
picture in activity 4 and say Look. This is how farmers the name of the animal. They then go to page 93 and
grow our food. Explain the meaning of how farmers write the letters in the puzzle.
grow our food. Elicit a sentence for each picture, Key: goat, letters for the puzzle – g, t
beginning A farmer … Point out that the different things
have to happen in the right order (turning the soil first, Ending the lesson
then planting, then watering, and finally harvesting). Ask
what happens after harvesting (plants are transported • Students repeat their favorite activity from the unit.
to be processed (e.g., wheat into flour) or sold (e.g.,
Extra activities: see page TB127 (if time)
potatoes, carrots, fruit)).
• Say Draw how farmers grow our food. Students work
individually. Give each student a large piece of blank
paper. Show students how to divide the paper into four
and number the sections 1 through 4, as in the example
on page 99. Alternatively, students can work in groups
of four, with each student drawing one picture in the
farming process.
• Each student decides which kind of crop to show in
their pictures. Elicit some examples (e.g., rice, cereal,
vegetables, apples). They draw the different stages
of turning soil, planting, watering, and harvesting.
Circulate, help, and ask, e.g., What’s the farmer doing?
What’s this?
• Display the drawings in the classroom and give students
time to look at their classmates’ work.

TB
 Review Units 7 and 8

1 Look and say the words. Number . Café.

2 3 4

5 6 7 8

2 CD3
32 Listen and say the name.

Grace Kento

Lola Dan

100 Review ➞ Workbook pages 82–83

 Lesson aims Students reinforce the language of • Depending on time available, ask students further
Units 7 and 8. questions about the children, e.g., Where’s the hay? (In
the field, next to the barn.) What’s Grace drinking? (She’s
New language hay
drinking orange juice.) What’s Kento’s favorite animal?
Recycled language places in town, farm (A donkey.)
animals and places, farm, next to, in front of, behind, Key: Dan, Lola, Grace, Kento
between, The (school) is (next to) the (movie theater).
Is there a (toy store) (behind) the (school)? Yes, there CD3:32
is. / No, there isn’t. What’s he/she doing? He’s/She’s Dan: This is me on the farm. I’m feeding the goat.
(drinking). I’m (jumping). sleeping, flying, eating, Lola: I’m on the farm. I’m jumping on the hay. The hay
running, riding, feeding the goat is in the field next to the barn.
Materials CD3 | Flashcards: 73–91 | Pictures of Grace: This is me in a café. I’m drinking juice. I like
vocabulary items from Level 2 (e.g., from the Internet, orange juice. Do you like juice?
magazines, or catalogs) cut up into pieces to make Kento: I’m on the farm. I’m riding my favorite animal. It’s
simple jigsaws (one puzzle piece for each student) a donkey! Can you ride a donkey?
OR a slip of paper for each student and a box or bag
(optional) Workbook page 82
1 Look and write the word. Then draw Number 11.

Warmer • Students look at the pictures and complete the words in

the puzzle grid. They work out the answer for number
• Ask What can you remember from Units 7 and 8? Let’s 11 by reading the word spelled by the shaded letters in
find out. Allow students time to look through the units the grid. Then they draw the missing item and write the
and at any work displayed in class. Encourage them to word.
say what is easy or difficult. Ask What’s your favorite
activity?
Key: 2 clothing store 3 barn 4 toy store 5 goat 6 horse
7 bookstore 8 duck pond 10 donkey 11 playground
Student’s Book page 100
Ending the lesson
1 Look and say the words.
• Play Last one standing (see page xvi), making sentences
• Say Open your books to page 100, please. Students from Units 1 through 8, e.g., My family has a white car.
look at the close-up photographs and guess the I don’t have a pet cat. I’m wearing shoes. There’s a
animals/places. Check the activity by saying the picture closet in my bedroom. I like cereal for breakfast.
number, e.g., Number 1. Students say the word: Café. I don’t like playing tennis. There isn’t a playground next
Alternatively, check the activity by asking What’s number to my house. I like donkeys.
(1)? / What’s this (place/animal)? Elicit It’s a (café).
• If you have time, provide further review by asking Extra activities: see page TB127 (if time)
questions related to the photographs, e.g., Number
1. What’s the name of a café in our town? (Students’
own answers.) Where is it? (e.g., It’s next to the movie
theater.) Is there a bookstore behind the supermarket?
(Yes, there is. / No, there isn’t.) Can ducks swim? (Yes,
they can.)
Key: 2 duck 3 pond 4 playground 5 cow 6 bookstore
7 sheep 8 movie theater
2 Listen and say the name.
• Say Look at the children in the photographs. Point to
each photograph and ask What’s his/her name? Where is
he/she? What’s he/she doing? Explain that students will
hear the children talking and that they have to choose
the correct photograph each time.
• Say Listen and say the name.
• Play the recording, pausing after each section. Students
listen and guess which person is speaking. Explain the
meaning of hay if necessary.

TB100
 Lesson aims Students play a game and continue Key: 1 No, there isn’t. 2 A toy store. 3 Yes, there is.
reinforcing the language of Units 7 and 8. 4 It’s eating. 5 No, it isn’t. (It’s swimming.) 6 It’s eating
New language Stop! Wait for the green light. (an apple). 7 No, she isn’t. (She’s eating a burger.)
8 He’s jumping. No, she isn’t. (She’s running.)
Recycled language places in town, farm animals 10 He’s sleeping.
and places, Is there a (supermarket) next to the
(playground)? Yes, there is. / No, there isn’t. What’s Workbook page 83
between the (bookstore) and the (café)? What’s the 2 Look, read, and write the answers.
(duck) doing? It’s (eat)ing. Is he/she (sleep)ing? Yes,
he/she is. / No, he/she isn’t. What’s he/she doing? • Students look at the pictures and answer the questions.
He’s/She’s (runn)ing. Look left and right. It’s safe now. Key: 2 No, there isn’t. 3 Yes, it is. 4 It’s sleeping/sitting.
Let’s cross/go. Would you like to (take photographs at
the park with me)? I’d love to. 3 Listen and check ✓.

Materials CD3 | Flashcards: 73–91 | A classroom • Students listen and check the correct picture in each pair.
Confirm the meaning of Stop! and Wait for the green
object / item of food / small toy wrapped in layers of
light. if necessary.
paper (to play Pass the present), a music CD, a timer
or bell (optional) Key: 1 picture 1 2 picture 1
CD3:33
Warmer 1 Boy: Would you like to come to my house?
• Play Pass the present (see page xviii). When the music Girl: Yes, please. I’d love to.
stops, ask students a variety of questions from Guess Boy: OK. Let’s go.
What! Level 2, e.g., How do you spell your name? Do Girl: Stop, Sam!
you like computer games? Is a baby young or old? Are Boy: What’s the matter?
you wearing pants? How many cabinets are there in the Girl: Wait for the green light. Look left and right.
classroom? Do you like toast for breakfast? Do you like Boy: It’s safe now.
playing field hockey? Is there a toy store in our town? Girl: Let’s cross.
2 Girl: Do you like taking photographs?
Student’s Book page 101 Boy: Yes, I do. Would you like to take photographs at
3 Ask and answer. the park with me?
Girl: I’d love to. Let’s go. Oh, no!
• This is an observation game. The aim is to answer Boy: What’s the matter?
corrrectly as many of the questions below the picture as
Girl: I don’t have my camera.
possible.
Boy: Here you are. You can use my camera.
• Say Look at the picture. What’s this place? (A park.) Girl: Thanks.
What can you see? (A pond, a playground, a goat, etc.)
Where’s the (café)? It’s next to the (toy store). Point Ending the lesson
to different people and animals in the picture and ask
• Students close their books. Make sentences about the
What’s he/she/it doing? (She’s dancing.) Is he/she/it picture on Student’s Book page 101 (e.g., There’s a toy
(sleep)ing? (Yes, he/she/it is. / No, he/she/it isn’t.) store in the park. (true) Four children are dancing in the
• Students play in pairs. They read the questions and write picture. (false) There’s a cow in the field. (false) The goat
answers in a numbered list in their notebooks. Circulate is black. (false) A man is sleeping. (true)). Students wave
and check comprehension of the questions. or give a thumbs-up if the sentence is true or do nothing
• Pairs swap answers with another pair. Elicit answers to / give a thumbs-down if the sentence is false. Elicit correct
the questions. Invite volunteers to point to the parts of sentences for the false sentences. Alternatively, play this
the picture that helped with the answer. Elicit correct as a team game. Make a true or false sentence for each
sentences for the “no” answers. team. Students confer with their teammates and give
• Students check the other pairs’ answers and give them a their answer. Keep score on the board.
score out of ten. The partners with the highest score are
the winners. Note: Alternatively, this can be played as Extra activities: see page TB127 (if time)
a memory game. Ask students to look at the picture
and remember where people and things are and what
the people and animals are doing. Set a timer for two
minutes or ring a bell when the time is up. Say Now cover
the picture. Students cover the picture, e.g., with a book,
but with the questions below showing. They answer the
questions individually and swap their list of answers with
a partner. Check answers as before. The student with the
highest score in the pair wins.

TB101
3 Ask and answer.

Is there a supermarket next to the playground?

2 What is between the bookstore and the café?
3 Is there a pond at the park?
4 What is the duck doing?
5 Is the dog sleeping?
6 What is the donkey doing?
7 Is she eating cereal?
8 What’s he doing?
6
Is she swimming?
0 What’s he doing?

101
 My sounds

lion • rabbit gorilla • hippo fox • vulture

jakal • yak meerkat • newt

102
 seal • zebra camel • kangaroo

queen bee • ox wolf • whale

103
 Songs and chants
Hello again! (page 4) Q, R, S, T, U, V All the girls and boys.
Q, R, S, T, U, V I have a teddy bear,
4 CD1
02 Happy, happy, look and see You have a doll.
We can sing our ABCs. He has a robot,
Guess What! And she has a ball.
W, X, Y, and Z.
Come and see.
W, X, Y, and Z. Let’s play together.
Guess What! Happy, happy, look and see Let’s share our toys.
Come and play. We can sing our ABC. Let’s play together.
Guess What! All the girls and boys.
What can we learn today? Unit 1 (page 17) I have a helicopter,
Guess What! You have a kite.
Come and see.
4 CD1
22 He has a tractor,
Guess What! This is my car, And she has a bike.
Come and play. It’s a big, red car. Let’s play together.
Guess What! This is my car, Let’s share our toys.
It’s time to learn today! And it goes like this. Let’s play together.
Guess What! Vroom! Vroom! All the girls and boys.
Vroom! Vroom!
Hello again! (page 7) This is my bike,
Unit 2 (page 27)
It’s a big, pink bike.
4 CD1
06 This is my bike,
4 CD1
38

 his is my sister.
T And it goes like this. One frog, two frogs,
Her name’s Olivia. Ding! Ding! Big and small.
How old is she? Ding! Ding! Come on now, let’s count them all.
She’s eight. Ding! Ding! One, two, three.
This is my brother. This is my train, Three green frogs.
His name’s David. It’s a big green train. One dog, two dogs,
How old is he? This is my train, Big and small.
He’s seven. And it goes like this. Come on now, let’s count them all.
Toot! Toot! One, two, three, four.
This is my friend.
Toot! Toot! Four brown dogs.
Her name’s Tina.
Toot! Toot!
How old is she? One fish, two fish,
She’s seven. This is my boat, Big and small.
It’s a big, blue boat. Come on now, let’s count them all.
This is my friend.
This is my boat, One, two, three, four, five.
His name’s Ben.
And it goes like this. Five orange fish.
How old is he?
Honk! Honk!
He’s eight. One mouse, two mice,
Honk! Honk!
Big and small.
Hello again! (page 8) Honk! Honk!
Come on now, let’s count them all.
Unit 1 (page 18) One, two, three, four, five, six,
6 CD1
08 seven!
A, B, C, D, E, F, G 7 CD1
24
Seven white mice!
A, B, C, D, E, F, G
I have a truck, Unit 2 (page 2 )
Happy, happy, look and see
You have a train.
We can sing our ABCs.
He has a motorcycle, 10 CD1
42
H, I, J, K, L, M, N, O, P And she has a plane.
H, I, J, K, L, M, N, O, P I’m at the pet store.
Let’s play together. I’m at the pet store.
Happy, happy, look and see Let’s share our toys. Can you guess which pets are my
We can sing our ABCs. Let’s play together. favorites?

TB102
 Is it small? No, it isn’t. What are you wearing? There are four lamps in the yard
Is it big? Yes, it is. What are you wearing? There are two mirrors on my bed.
Is it beautiful? No, it isn’t. are you wearing today? There are three clocks on the
Is it ugly? Yes, it is. What are you wearing? couch.
It’s big and ugly. What are you wearing? And where is baby Fred?!
Let me guess are you wearing today? It’s moving day, it’s moving day
Let me guess – Oh yes. I’m wearing an orange skirt And everything’s wrong on
It’s a fish! And a purple sock. moving day.
It’s a fish! I’m wearing blue shoes It’s moving day, it’s moving day
I’m at the pet store. And a green dress. And everything’s wrong on
I’m at the pet store. I look great today! moving day.
Can you guess which pets are my What are you wearing?
favorites? What are you wearing?
Unit 5 (page 61)
Are they old? No, they aren’t. are you wearing today?
Are they young? Yes, they are. What are you wearing?
4 CD2
22
Are they sad? No, they aren’t. What are you wearing? Do you like toast for breakfast?
Are they happy? Yes, they are. are you wearing today? Do you like cereal, too?
They’re young and happy. Toast and cereal for breakfast?
Let me guess Unit 4 (page 4 ) Yum! Yes, I do.
Let me guess – Oh yes! Do you like sausages for lunch?
They’re dogs! 4 CD2
05
Do you like carrots, too?
They’re dogs! Is the lamp on the table? Sausages and carrots for lunch?
Unit 3 (page 3 ) Yes, it is. Yes, it is. Yum! Yes, I do.
The lamp’s on the table. Do you like fish for dinner?
4 CD1
55
Are the books in the bookcase? Do you like potatoes, too?
Yes, they are. Yes, they are. Fish and potatoes for dinner?
Here’s your jacket, The books are in the bookcase. Yum! Yes, I do.
Your favorite red jacket.
Is the clock on the table?
Put on your jacket,
Yes, it is. Yes, it is.
Unit 5 (page 62)
Let’s go out and play.
The clock’s on the table.
Here are your shoes, 6 CD2
24
Are the clothes in the closet?
Your favorite purple shoes. My friend Sammy likes meat for
Yes, they are. Yes, they are.
Put on your shoes, lunch.
The clothes are in the closet.
Let’s go out and play. He doesn’t like potatoes
Here’s your T-shirt, Unit 4 (page 50) And he doesn’t like peas.
Your favorite green T-shirt. He likes beans and carrots.
Put on your T-shirt, 7 CD2
07 And he likes cheese.
Let’s go out and play. Munch, Sammy.
It’s moving day, it’s moving day
Unit 3 (page 40) And everything’s wrong on Munch your lunch!
moving day. Munch your lunch!
6 CD1
It’s moving day, it’s moving day Munch your lunch!
57
And everything’s wrong on Munch your lunch!
What are you wearing? moving day. My friend Sally likes fish for lunch.
What are you wearing? She doesn’t like cheese.
There’s a couch in the bathroom.
What are you wearing today? And she doesn’t like meat.
There’s a table in the hallway.
What are you wearing? She likes beans and carrots.
There’s a closet in the kitchen.
What are you wearing? And potatoes and peas.
And I can’t find my ball today.
What are you wearing today?
It’s moving day, it’s moving day Munch, Sally.
I’m wearing red pants, Munch your lunch!
And everything’s wrong on
And a green skirt Munch your lunch!
moving day.
I’m wearing a blue jacket Munch your lunch!
It’s moving day, it’s moving day
And a yellow T-shirt. Munch your lunch!
And everything’s wrong on
I look great today!
moving day.

TB103
 Unit 6 (page 71) It’s my brother! He’s in the toy store. Where are the goats?
He’s in the toy store in the town! They’re in the field.
4 CD2
37 Come with me and look around. They’re in the field on the farm!
Who’s in the bookstore in the town? Where’s the cow?
I can play tennis.
It’s my mom! She’s in the bookstore. It’s in the barn.
I can’t play field hockey.
She’s in the bookstore in the town! It’s in the barn on the farm!
Let’s play tennis!
Good idea! Come with me and look around. Where are the ducks?
Who’s in the movie theater in the They’re in the pond.
I can play basketball.
town? They’re in the pond on the farm!
I can’t play baseball.
It’s my dad! He’s in the movie
Let’s play basketball!
theater. Unit 8 (page 94)
Good idea.
He’s in the movie theater in the
I can fly a kite. town! 7 CD3
22
I can’t ride a horse.
Let’s fly a kite! Unit 7 (page 84) Field and pond, house and barn,
Good idea! Look at the animals on the farm.
7 CD3 Field and pond, house and barn,
I can take photographs. 07
Look at the animals.
I can’t roller-skate.
Come and visit my town, What’s the duck doing?
Let’s take photographs.
My friendly little town. It’s swimming. It’s swimming. It’s
Good idea!
It’s nice to be in my town, swimming
Unit 6 (page 73) My little town. What’s the duck doing?
There’s a toy store and a clothing It’s swimming in the pond.
10 CD2
41
store. Field and pond, house and barn,
There’s a bookstore and a movie Look at the animals on the farm.
Do you like flying a kite? theater. Field and pond, house and barn,
No, I don’t. No, I don’t. There’s a café and there’s a Look at the animals.
Do you like riding a bike? supermarket.
Yes, I do. Yes, I do. What’s the horse doing?
In my little town.
I like riding a bike. It’s running. It’s running. It’s
And the toy store is behind the running.
Does he like flying a kite? clothing store. What’s the horse doing?
No, he doesn’t. No, he doesn’t. And the bookstore is in front of It’s running in the field.
Does he like riding a bike? the clothing store.
Yes, he does. Yes, he does. Field and pond, house and barn,
And the clothing store is between
He likes riding a bike. Look at the animals on the farm.
the bookstore and the toy store!
Field and pond, house and barn,
Do you like playing tennis? In my little town.
Look at the animals.
No, I don’t. No, I don’t. And the movie theater is next to
Do you like playing soccer? What’s the cat doing?
the café.
Yes, I do. Yes, I do. It’s sleeping. It’s sleeping. It’s
And the café is next to the
I like playing soccer. sleeping.
supermarket.
What’s the cat doing?
Does she like playing tennis? And the café is between the
It’s sleeping in the house.
No, she doesn’t. No, she doesn’t. supermarket and the movie
Does she like playing soccer? theater. Field and pond, house and barn,
Yes, she does. Yes, she does. Come and visit my town. Look at the animals on the farm.
She likes playing soccer. Field and pond, house and barn,
Come and visit my town,
Look at the animals.
My friendly little town.
Unit 7 (page 83) What’s the cow doing?
It’s nice to be in my town,
My little town. It’s eating. It’s eating. It’s eating.
4 CD3
05 My little town. What’s the cow doing?
It’s eating in the barn.
Come with me and look around.
Who’s in the café in the town?
Unit 8 (page 93) Field and pond, house and barn,
It’s my sister! She’s in the café. Look at the animals on the farm.
She’s in the café in the town!
4 CD3
20 Field and pond, house and barn,
Look at the animals.
Come with me and look around. Where’s the donkey?
Look at the animals on the farm.
Who’s in the toy store in the town? It’s in the barn.
It’s in the barn on the farm!

TB104
Hello again! word cards

one two

three four

five six

seven eight

nine ten

PHOTOCOPIABLE © Cambridge University Press 2016

TB105
Unit 1 word cards

boat bus car

helicopter motorcycle plane

tractor train truck

PHOTOCOPIABLE © Cambridge University Press 2016

TB106
Unit 2 word cards

baby boy

cat dog

fish frog

girl man

mouse woman

PHOTOCOPIABLE © Cambridge University Press 2016

TB107
Unit 3 word cards

dress jacket jeans

pants shirt shoes

skirt socks T-shirt

PHOTOCOPIABLE © Cambridge University Press 2016

TB108
Unit 4 word cards

bookcase cabinet

clock closet

couch lamp

mirror phone

table TV

PHOTOCOPIABLE © Cambridge University Press 2016

TB109
 Unit 5 word cards

beans carrots

cereal fish

meat peas

potatoes rice

sausages toast

PHOTOCOPIABLE © Cambridge University Press 2016

TB110
Unit 6 word cards

play
fly a kite
baseball

play play
basketball field hockey

play tennis ride a horse

take
roller-skate
photographs

PHOTOCOPIABLE © Cambridge University Press 2016

TB111
 Unit 7 word cards

bookstore café

clothing store movie theater

park playground

school street

supermarket toy store

PHOTOCOPIABLE © Cambridge University Press 2016

TB112
Unit 8 word cards

barn cow donkey

duck field goat

horse pond sheep

PHOTOCOPIABLE © Cambridge University Press 2016

TB113
 Extra activities
Hello again! Page TB6 Hello again! TB
• Reinforcement activity: Play Meet and greet (see • Reinforcement activity: Play What’s in the bag?
page xvii). (see page xix) with classroom objects or small toys
• Extension activity: Write some or all of the following (sometimes with just one object in the bag and
prompts on the board: I’m … (name and age). My sometimes more than one).
favorite color is … I like … (food). I can … . Students copy • Extension activity: Students work in pairs. They move
and complete the sentences. Circulate and help with around the classroom and take turns asking each other
language. When students have finished writing, tell them about furniture/items, e.g., What’s this? It’s a window.
to change places and sit next to someone they don’t What are these? They’re books. Circulate and check/help
know very well. Students work in pairs. They exchange with language.
information by asking and answering questions. Elicit
the questions they need and write them on the board: Hello again! TB10
What’s your name? How old are you? What’s your • Reinforcement activity: Students look at the story in the
favorite color? Do you like apples? Can you swim? Student’s Book. Mime an action from one of the frames
(e.g., climbing the ladder to get to the tree house in
Hello again! TB7 frame 1). Students say the number of the frame and the
• Reinforcement activity: Play Count and collect (see page name of the character(s) (e.g., 1, Tina). Other possible
xv). Review names of classroom objects before beginning mimes: carrying a ball (1, Ben), looking surprised but
the game (book, pencil, pencil case, eraser, pen). happy (3, Ben), kneeling down painting (4, Ben, David),
• Extension activity: Review members of the family. calming someone down (5, Olivia), looking very worried/
Students draw a picture of their family (mom, dad, scared (5, Ben), pointing to a picture on the wall (6,
brothers or sisters, aunts, uncles and cousins). They show David). When students have the idea, they can play this
their picture to a partner and introduce each person, game in pairs.
giving as much information as they can, e.g., This is my • Extension activity: Students work in groups of four or
uncle. His name’s Teo. five. Give each group a game to play together (e.g.,
• Home-school link: Students find a photograph of a dominoes, ludo, happy families, snakes and ladders).
friend (not in their English class) or sibling. They show it Students play together. Encourage them to say the
to a partner and say, e.g., This is my sister. Her name’s numbers/colors/family members in their game in English,
Ursula. She’s ten. Provide help with numbers above ten as appropriate, and to take turns (help students say It’s
as necessary. Students change partners and repeat. my/your turn).
• Home-school link: Students think of games they usually
Hello again! TB8 play together with their friends. They write a list of
• Reinforcement activity: Play Bingo (see page xiv) with games and bring it to the next class. Which game can
letters of the alphabet. be played by the most people at the same time? Which
• Extension activity: Draw a simple family tree on the games can only be played with other people (not
board (parents and siblings or cousins) or show a alone)?
photograph of your family. Say This is my family. Listen
and write their names. Point and say, e.g., This is my
Hello again! TB11
mom. Her name’s Christine. How do you spell Christine? • Reinforcement activity: Play Listen and do (see page
It’s C-H-R-I-S-T-I-N-E. xvi) with r and l words. Students run on the spot (like the
• Home-school link: Students make a list of the names of rabbit) when they hear words which start with the sound
their close family – mom, dad and siblings, or cousins. /r/ and pretend to be asleep (like the lion) when they
They exchange information in pairs (without showing hear words which start with the sound /l/.
each other their lists), e.g., Student A: My mom’s name is • Extension activity: Students play Me too! (see page xvi).
Ximena. Student B: How do you spell Ximena? Student A:
It’s X-I-M-E-N-A.

TB114
• Home-school link: Students draw a picture of themselves Unit 1 TB17
and a friend playing with their favorite toy or game • Reinforcement activity: Play Pass the flashcards (see
(it has to be a game they usually play with someone page xvii). When the music stops, students with a
else). In the next lesson, provide the name in English. flashcard show their picture and say, e.g., This is my
Students write I like … and the name of the game. They train. It’s long and red. (It goes Toot, Toot!).
show their pictures to a partner and ask Do you like … ? • Extension activity: Move students to a large space, if
Encourage students to respond with short answers and possible. Explain that you are all going to travel on the
the student asking the question to add So do I, where same method of transportation. Say Look, listen and
appropriate. Make a class display with the pictures, copy me. This is my bus. It’s a big, red bus. Mime being
entitled Let’s play. the driver and invite students to mime lining up and
getting on the bus. Say Let’s go! Students mime moving
Hello again! TB12 up and down as the bus moves along. Then say Let’s
• Reinforcement activity: Students practice talking about change! Students get off the bus. Repeat for train, boat,
the photographs on Student’s Book pages 12 and 13 in plane and helicopter. Once students have the idea,
pairs. Student A points to a photograph and asks What’s they can play the game in groups, taking turns to be
this? Student B replies, e.g., It’s a drawing. Students can the “driver” (if you have a large class, you may want to
continue the conversation with more questions, e.g., Do divide the class into groups at the beginning and give
you like it? What color is it? Can you draw? each group different instructions).
• Extension activity: Students make a kind of art from the • Home-school link: Students talk about the pictures of
lesson (not a sculpture – see Project in the next lesson), their/their family’s vehicles (see notes for page 16), e.g.,
e.g., a painting, drawing, or (if cameras are available) a This is my family’s car. It’s big and blue./This is my bike.
photograph. They choose which kind of art to make and It’s purple and yellow.
the topic. Alternatively, provide a still life of objects (e.g.,
a kite and a ball on a chair, or some fruit in a bowl) for Unit 1 TB18
students to represent using their chosen kind of art. They • Reinforcement activity: Play Who has it? (see page
complete their artwork in class or at home. Circulate and xix) with the transportation flashcards and/or the toy
ask questions about what they are making. Display the flashcards from Level 1.
artwork in a future lesson, as if in a gallery, in different
sections with signs (photography, painting, drawing,
• Extension activity: Give each student a blank piece of
paper. Ask them to draw one of the vehicles or toys
collage).
from the lesson on it and color it a known color (or two
• Home-school link: Students look around their house and colors). Set a time limit for the drawing and coloring.
see what kinds of art they have on the walls/decorating Divide the class into two. Half the class stand up with
the rooms. They make a list or take photographs and their notebooks and a pen and walk around writing
write the name of the artist and the title of each artwork sentences about what the other students have, e.g.,
(they ask their parents for this information). In the next Marta has a yellow boat. Yoris has a green robot. Tell
lesson they make sentences in small groups, e.g., In the them they have only five minutes to write and they have
living room there’s a painting. In my bedroom there are to write as many sentences as they can. When the time
photographs. Circulate and ask questions about the titles is up, the students swap over, so that the other half of
and artists of the works. the class write sentences. After another five minutes,
see who has written the most correct sentences. He/She
Hello again! TB13 is the winner. Elicit more sentences from the rest of the
• Reinforcement activity: Play Alphabetical order (see class.
page xiv) with the character names (Leo, Tina, David,
• Home-school link: Students think about the vehicles
Olivia, Ben) and five slips of paper per student. and toys from the lesson and which people in their
• Extension activity: Play Hangman (see page xvi) with family/friends have each thing. They write four or five
character names, colors and kinds of art from the unit. sentences, e.g., My mom has a purple bike. My uncle has
a red motorcycle. My sister has a pink doll. My cousin has
Unit 1 TB16 a robot.
• Reinforcement activity: Play Does it match? (see page
xv) with the transportation flashcards and word cards. Unit 1 TB1
• Extension activity: Students work in pairs. They look at • Reinforcement activity: Draw a stick man on the board.
the picture on Student’s Book page 16. Student A makes Stick three or four flashcards on the board near the man
a true or false sentence about the picture, e.g., I can see (methods of transportation and/or classroom objects,
a black truck. Student B says Yes/No, it’s blue. Then they toys and food from Level 1 (if available). Draw a stick
swap roles. woman on the other side of the board. Stick three or four
• Home-school link: Students draw a picture or take a flashcards near the woman. Ask questions about the
photograph of the method of transportation they use to man, e.g., Does he have a truck? Students reply Yes, he
get to school and bring it to the next class (e.g., a car, a does./No, he doesn’t. Repeat for the woman. Students do
bus or themselves walking to school). the activity again in pairs. Circulate and check language.

TB115
• Extension activity: Play Questions tic-tac-toe (see page in turn so that only one group is moving at one time
xviii) with the transportation flashcards. Students ask (e.g., Group 1, helicopter). If you don’t have space for
Does he/she have a … ? or use the names of students in students to move, then point to the correct place.
the class, e.g., Does Cristina have a car?
Unit 1 TB22
Unit 1 TB20 • Reinforcement activity: Play Traffic lights (see page xix)
• Reinforcement activity: Divide the class into groups giving instructions such as Run, Jump, Sing, Swim, Play
of three or four. Give each group a toy. One student soccer, Play a computer game, Dance, Paint, Ride a bike,
in the group plays with the toy. The others take turns Climb. Students mime as appropriate until you show
throwing a dice. Whoever gets a six says Can I have a a red traffic light.
turn, please? to the first student. He/She replies Yes, of • Extension activity: Set up a large water tray or provide
course and hands over the toy. This student then joins small water trays for each group of four or five students.
the rest of the group taking turns throwing the dice. The Show students an object or give an object to each group
next student who gets a six has the chance to say Can and ask them to guess if it will float or sink (teach the
I have a turn, please? The game continues in this way. words float and sink). Call a volunteer to put the object
Encourage students to say the numbers on the dice in in the water tray and see what happens. Encourage
English. students to say Yes, it floats or No, it doesn’t float.
• Extension activity: Put slips of paper or card with “yes” Students could write the results in a simple table, with
or “no” written on them in a bag or box. Make sure the objects numbered 1 to 6 and a check if it floats or an
there are enough for students to have one each. If X if it sinks. Possible objects: a toy boat, a paper boat,
possible, ask students to sit in a circle. Put a toy, game a piece of wood, a cardboard tube, a toy car, a plastic
or floor-sized jigsaw puzzle in the center of the circle. yogurt pot.
Give the bag to the first student. He/She pulls out a slip
Unit 1 TB23
of paper. If the paper has “yes” on it, that student goes
into the middle of the circle and starts playing with the • Reinforcement activity: Play Mime and match (see page
game. The slip of paper goes back in the bag and it xvii) with the transportation flashcards and word cards.
is passed on. If the paper says “no” he/she passes the • Extension activity: Teach students a traditional song
bag to the next student in the circle. The student in the related to the topic of transportation, e.g., The wheels
center continues playing until another student gets a on the bus, A sailor went to sea or Row, row, row your
“yes” slip from the bag. This student then comes to the boat.
center of the circle and asks Can I have a turn, please?
The student who is playing stops and says Yes, of course, Unit 2 TB26
returning to his/her place in the circle. • Reinforcement activity: Students work in pairs. They
• Home-school link: Ask students to think of situations both look at the picture on Student’s Book page 26.
when they need to take turns. They make a list. Elicit Student A acts being one of the people or pets in the
examples in the next class (e.g., using a computer or picture (e.g., holding a dog lead). Their partner guesses,
a favorite toy at home, using play equipment (swings, points to the person or animal on the page and says the
slides) at the park, using classroom equipment (scissors, word (e.g., Girl!). Then they swap roles.
glue) at school, speaking in class or in a conversation • Extension activity: Students play Guess what? (see page
(not interrupting)). xvi) in pairs. They use the picture on Student’s Book
page 26. Make sure they know the words pet and person
Unit 1 TB21 before they begin.
• Reinforcement activity: Play Listen and do (see page • Home-school link: Students draw a picture or take a
xvi) with the following words: go, get, help, green, how, photograph of their pet or the pet of a member of their
head, great, hair, grandma, give, helicopter. Students family. They write the kind of animal and its name. If
face you and wave as if saying “hello” for the /h/ no one in their family has a pet, they can draw the pet
words and wave then turn away from you as if saying they would like to have. In the next lesson, students
“goodbye” for the /g/ words. show their pictures in small groups or to the whole class
• Extension activity: Move your class to an empty and say, e.g., This is Carlos. He’s my cat. Help students
classroom or clear a space at one end of your classroom. to express themselves if the pet is owned by a different
Stick pictures of flowers and trees on one wall or in one member of the family (e.g., He’s my grandma’s cat.).
corner. Point and say This is the yard. Stick pictures of
windows and a door on another wall/corner. Point and Unit 2 TB27
say/elicit. This is the house. Students wait in a group. Say • Reinforcement activity: Say Listen and write. Say a
a word beginning with the sound /h/ or /g/. Students word from the lesson. Students have to write the plural
run to the correct wall/corner of the room. Repeat with form, e.g., child (children). Include: mouse (mice), baby
another word (if it has the same sound as the last word, (babies), boy (boys), girl (girls), child (children), woman
they stay where they are). If you have a large class, (women), fish (fish), man (men), frog (frogs).
divide them into groups and say a word to each group

TB116
• Extension activity: Teach students the following rhyme • Use homemade word cards of the eight adjectives (big,
(or sing it to the tune of Ten green bottles): small, happy, sad, old, young, ugly, beautiful) to play
Five green frogs, Where it’s nice and cool. a version of Does it match? (see page xv). Call eight
Sitting on a log. Then there are four students to the front instead of four. Ask questions with
Five green frogs, green frogs the words on the word cards, e.g., Are they big? not Does
Sitting on a log. Sitting on a log! it match? Make sure students guess the describing words,
One jumps into the pool, Four green frogs … not the animals names (e.g., Young! not Babies!).

The number of frogs decreases in each verse until there

• Extension activity: Draw three or four large circles and
three or four rectangles (to be animal enclosures and
are no frogs left (Then there are no green and yellow
tanks) on the board and say Look! This is our pet store.
frogs! Glug, glug, glug!).
Ask students Which animals are in our pet store? Draw
• Home-school link: Tell students to think about the animals in each of the enclosures/tanks, according to
people who live in their house. Ask How many men? How students’ suggestions, e.g., if a student says Spiders! ask
many women? How many children? How many babies? more yes/no questions and draw what students decide,
Write a list on the board as a model, e.g., In my house: 2 e.g., OK. We have spiders. Juan Manuel, how many
women, 1 man, 3 children (2 girls, 1 boy). Students write spiders? (Three.) Nieves, are they big? (Yes, they are.)
a similar list, with their parents’ help, at home. In the Alba, are they ugly? (Yes, they are.) Iñigo, are they sad?
next lesson they compare in pairs or small groups and (No, they aren’t.)
explain who each person is (e.g., Two women – my mom
and my grandma. One man – my dad. Two girls – me Unit 2 TB30
and my sister. One baby – my brother.)
• Reinforcement activity: Students work in pairs. Student
A puts five or six of his/her possessions on the desk, e.g.,
Unit 2 TB28
an eraser, a pen, a pencil, a book, a bag. He/She says
• Reinforcement activity: Choose a volunteer and say what there is to Student A, e.g., I have an eraser, a pen
Find something small. The student finds and names … then Student A closes his/her eyes. Student B removes
something small – either of their own belongings, or in one of the items. Student A then opens his/her eyes and
the classroom near them and puts in on your desk, e.g., looks sad. Student B asks Can I help? Student B says Yes,
an eraser. Repeat with other students and the adjectives please. I can’t find my (the name of the object Student B
big, beautiful, ugly and old until you have about eight removed). Student B “finds” it and gives it back. Student
items on your desk. Ask students to name the items, A says Thank you! Encourage Student B to reply You’re
(e.g., It’s an eraser. It’s small. It’s a book. It’s beautiful, welcome! Demonstrate the game with a volunteer first.
etc.). Then say Close your eyes. Take an item away and
say Now open your eyes. What’s missing? Students
• Extension activity: Students work in groups to make a
poster with the title Be helpful! Each group things of a
look at the items on your desk and try to remember the
way to be helpful at school (provide ideas, if necessary,
missing one. Repeat the activity a few times.
e.g., Share your things./Remember your books./Listen to
• Extension activity: Give each student a blank piece of the teacher./Help your friends./Clean up the classroom./
paper. Ask them to draw one of the pets from the unit Don’t shout out.) They draw pictures to show their
(or another known animal, e.g., a snake or a spider) idea and write a caption (provide new language, as
and color it a known color (or two colors). Tell students necessary). Display the posters around the class.
to draw their animal to show whether it is big or small/
beautiful or ugly/happy or sad. Set a time limit for the
• Home-school link: Ask students to think of things they
can do to be helpful at home. They make a list, with the
drawing and coloring.
help of their parents/carers. Elicit examples in the next
• Students work in pairs. Student A shows his/her picture class (e.g., cleaning their bedroom, making their bed,
and Student B makes two or three sentences about it, helping in the yard, playing with their younger brother/
e.g., It’s a dog. It’s big. It’s happy. It’s black and white. sister, helping to make breakfast).
Student A helps if necessary. Then they swap roles. Say
Change! Students change partners (taking their pictures Unit 2 TB31
with them) and repeat the activity. Do this several times.
• Reinforcement activity: Play Sound bingo (see page
xviii) with the students writing words beginning with the
Unit 2 TB2
sound /f/ in their bingo grid.
• Reinforcement activity: Draw or stick the following • Extension activity: Divide the class into two groups.
pictures on the board: an ugly spider or snake, two or
Name them Frogs and Vultures. Tell the students to listen
more beautiful animals (e.g., birds, fish), some elephants
carefully. If they hear the sound for their group (/f/ for
or other big animals, two or more small animals (e.g.,
frogs and /v/ for vultures) they have to mime being the
mice/frogs), a happy child/some happy children, a sad
animal. If they don’t hear it they do nothing. Say a list of
person, an old person/group of old people, a baby/some
words with the two sounds (they don’t have to be words
babies.
students know). Students respond by doing actions, in
their groups. Possible words: van, Friday, fat, viper, fast,
foot, vote, visit, from, first, vow.

TB117
Unit 2 TB32 board, e.g., They’re green and blue. They’re on land. They
aren’t animals. Student B says the color and number of
• Reinforcement activity: Stick pictures of different kinds the square and the name of the item (e.g., Red, two –
of animal food, forms of water and shelter animals
might use on the board. Write the three headings water, cars). Student A says Yes or No. They can also keep score.
shelter, food on the board. Invite volunteers to come to Unit 3 TB36
the board, choose a picture and put it under the correct
heading, saying, e.g., This is shelter. • Reinforcement activity: Play Anagrams (see page xiv)
with the clothes words.
• Extension activity: Tell students to think of an animal
they can name in English. They draw water, food and • Extension activity: Play Reading race (see page xviii)
shelter for that animal (without drawing the animal). with the clothes flashcards.
Students work in pairs. Student A shows his/her pictures, • Home-school link: Students draw a picture of
points and say This is food, This is water, This is shelter. themselves wearing their favorite outfit. They label the
Student B guesses the animal, e.g., (Is it a) rabbit? Then items of clothing and/or write sentences, e.g., These are
they swap roles. my favorite pants. They’re brown. I like this T-shirt. It’s
yellow and green.
Unit 2 TB33
Unit 3 TB37
• Reinforcement activity: Play Categories (see page xv)
with the pet and people flashcards (and the headings • Reinforcement activity: Students work in groups of three
pets and people). You could also play the game with (A, B and C). Student A describes Student B’s clothes,
the pet flashcards and pictures of wild animals (or but making mistakes with the colors, e.g., His pants are
flashcards from Level 1, Unit 8, 83–91), using the black. His T-shirt is green. His shoes are purple. Student C
headings pets and wild animals. corrects the mistakes, e.g., His pants aren’t black. They’re
blue. His T-shirt isn’t green. It’s red and blue. His shoes
• Extension activity: Describe animals for students to
guess, using as much language from the unit as you can, aren’t purple. They’re black. Then they swap roles (e.g.,
for example, This animal is a pet and a wild animal. It’s Student B describes Student C’s clothes and Student A
small. It’s ugly. It’s green. It can jump. Its food is insects. corrects).
Its shelter is water. (Frog.) This is a wild animal. It’s big. • Extension activity: Hand out clothes catalogs/
It’s beautiful. Its food is trees. It’s black and white. It magazines. Students find a picture they like, cut it out
has a long, black tail. (Zebra.) Students can repeat the and stick it on a piece of paper. They talk about their
activity in pairs. pictures in pairs or write sentences describing the clothes,
e.g., Her skirt is green. It’s long. Her jacket is brown.
Review Units 1 and 2 TB34 Provide new vocabulary as necessary (e.g., boots, top,
• Reinforcement activity: Make teams for a spelling shorts).
game. Students play in teams of no more than five. Stick • Home-school link: Students draw a picture or find a
a selection of six to eight flashcards from the first three photograph of at least two people in their family, there
units on the board. Say How do you spell these words? must be at least one male and at least one female in
Write the words. Students work together in their teams the picture (e.g., their mom and dad or their brother and
to write the words on a piece of paper. Make sure they sister). They write sentences describing the colors of the
keep their books closed. Set a time limit for the writing if clothes or talk about their pictures in the next lesson,
you wish (e.g., two minutes). Teams swap their papers. e.g., This is my dad. His jeans are blue. His jacket is black.
Elicit the spellings by asking, e.g., How do you spell His shoes are brown. This is my mom. Her skirt is purple.
train? Students spell out the word letter by letter. Stick Her T-shirt is white. Her shoes are black.
the word card on the board for confirmation or write the
word. Teams get a point for each correct word. The team Unit 3 TB38
with the most correct spellings is the winner. • Reinforcement activity: Play Pass the ball (see page
• Extension activity: Ask students questions from the xvii). When the music stops, choose a volunteer to ask
Welcome unit to Unit 2, e.g., How do you spell your the student with the ball What are you wearing today?
name? Does your dad have a motorcycle? What’s this/ The student describes what he/she is wearing in as much
What are these? Is it a (mouse)? Are they (boys)? Is it detail as he/she can (e.g., I’m wearing a blue skirt and
(big)? Are they (happy)? Then play Test the teacher (see a purple and white T-shirt. I have a picture of a cat on
page xviii), with students asking you these questions. the T-shirt. I’m wearing white socks. They’re short. I’m
wearing black shoes.). Prompt with questions about
Review Units 1 and 2 TB35 color, length etc., if necessary.
• Reinforcement activity: Play Stand in order (see page • Extension activity: Show the flashcards and the
xviii) with flashcards from the first three units. homemade cards and ask What’s this?/What are these?
• Extension activity: Students work in pairs. They both look for each one. Then put the cards face down in three
at the game board on Student’s Book page 35. Student piles – one pile for T-shirts, jackets and dresses, one pile
A describes one of the things, people or animals on the for skirts and pants, one pile for shoes and socks. Call a
volunteer to the front. Say Take three cards. Show him/

TB118
 her how to take a card from each pile. He/She sticks the item to add to the costume. When he/she sees an item
cards on the board. Ask What are you wearing today? he/she wants, he/she says, e.g., I don’t have a pink
The student imagines he/she is wearing the cards on skirt. The student with the correct item offers to share
the board and says, e.g., I’m wearing an orange T-shirt, it, saying Here you are. You can use this one. He/She
purple pants and yellow socks. Encourage him/her to say brings the item to the front. The first student says Thank
I look great today! Repeat with different volunteers. you and puts it on. Repeat with another student who
If you have made sets of cards, students can play the has some clothes, until all the costumes are complete.
same game in groups. Suggested cards (15 in each set): Repeat the game, with different students, if time.
an orange jacket, a green T-shirt, a red T-shirt, a pink
shirt, a green shirt, blue pants, pink pants, a purple skirt, Unit 3 TB42
a white skirt, a brown dress, a black dress, yellow socks, • Reinforcement activity: Play Find something (red/plastic)
blue socks, purple shoes, orange shoes. Students can (see page xvi), using materials from the lesson and from
help color in the cards before they play. Level 1 (wood/plastic/metal/glass). Students point to or
pick up items and clothes in the classroom.
Unit 3 TB3 • Extension activity: Students look at their own clothes
• Reinforcement activity: Students work in pairs. They and think about what they are made from. They check
look at the picture on Student’s Book page 38. Student the labels inside if necessary. Teach new materials (e.g.,
A imagines he/she is one of the people in the picture. nylon, acrylic) as necessary. Students write a sentence
Student B has to guess who by asking yes/no questions about each item, e.g., I’m wearing a cotton shirt.
about clothes, e.g., Are you wearing a green skirt? (No, I’m wearing nylon pants. They’re made of nylon. I’m
I’m not.) Are you wearing a white T-shirt? (No, I’m not). wearing leather shoes.
Are you wearing shoes? (No, I’m not). You’re Ben! • Home-school link: Students bring an item of clothing
• Extension activity: Play a version of Blindfold game made from one of the materials in the lesson to the
(see page xvi). The blindfolded student has to guess the next class. If possible, ask them to bring an item they/
name of the student he/she stops, as well as an item someone in their family wears on a special occasion
of clothing he/she is wearing (by asking, e.g., Are you (e.g., for dancing/for a regional feast day or as part of
wearing black shoes?). a traditional national costume). They show the item
of clothing, say what it’s called and what it’s made of.
Unit 3 TB40 Students can then draw pictures or take photographs of
• Reinforcement activity: Play Match the pictures and the items and make a class display.
words (page xvi) with the clothes flashcards and word
cards. Unit 3 TB43
• Extension activity: Students draw a picture of themselves • Reinforcement activity: Play a game of Simon Says
wearing a fancy dress costume. They write about what (see page xviii), giving instructions with the clothes and
they are wearing in the picture (e.g., I’m wearing a big material words (e.g., Put on your jacket. Touch your
hat, brown pants and a white shirt. I have a horse.) and T-shirt. Touch something made of cotton.)
write about who they are (e.g., I’m a cowboy). Supply • Extension activity: Students play Mirror game (see page
new language as necessary. xvii) in pairs. Review parts of the body before they begin.
• Home-school link: Ask students to find a photograph
Unit 4 TB48
of themselves or someone else in their family wearing
a fancy dress costume. They write a description or talk • Reinforcement activity: Play Act and guess (see page
about the costume in the next class. xiv). You/the students mime using one of the furnishing
items (e.g., switching on a lamp, looking in a mirror,
Unit 3 TB41 opening a closet and taking out an item of clothing on a
• Reinforcement activity: Play Listen and do (see page hanger).
xvi). Ask students to jump when they hear the sound /ʤ/. • Extension activity: Give students two minutes to look
Example words: just, giraffe, Gina, yes, young, grandma, at and remember the picture on Student’s Book page
jacket, jeans, great. 48. Books closed. Divide the class into two or more
• Extension activity: Prepare a selection of clothes teams. Ask questions to each team in turn, e.g., Who’s
(jackets, hats, skirts, boots) which make up fancy dress under the bed? (Tina) Where’s Leo? (Under the couch)
costumes (e.g., a pirate hat which goes with some pirate What color is the book on the table? (It’s red.) What’s
pants or a toy parrot, a fairy skirt with a matching top on the bookcase? (The phone.) What’s in the closet? (A
and hat, cowboy pants and a matching jacket). Hand red jacket.) Who has a video camera? (Ben.) Where’s
out the items of clothing to different children around the TV? (On the cabinet.) What color is Tina’s T-shirt?
the class (one item each, not a complete costume). Call (Green.) Where’s David? (In the cabinet.) What color
a student who has one item of clothing to the front. is the mirror? (It’s blue.) Keep score on the board. The
He/She shows the item, puts it on and says, e.g., I’m team with the most correct answers wins. Alternatively,
wearing a hat. He/She looks around the class for another students can play a similar game in pairs.

TB119
 • Home-school link: Students draw a picture of their Unit 4 TB51
house/flat or bring a photograph to the next class. They • Reinforcement activity: Play Circle it! (see page xv) with
show their pictures and talk about the different rooms numbers between 1 and 20.
in the house in pairs/small groups (e.g., My house has a • Extension activity: Students work in pairs. Each student
living room, a kitchen, a bathroom and three bedrooms. writes a list of ten numbers between 1 and 20. Student A
It has a yard. It doesn’t have a balcony.) then dictates his/her numbers for Student B to write (in
figures, not words). They check to see how many Student
Unit 4 TB4
B has written correctly. Then Student B dictates his/her
• Reinforcement activity: Play Where’s the (lamp)? (see numbers.
page xix).
• Extension activity: Play a version of Describe and draw Unit 4 TB52
(see page xv). Draw a simple bedroom on the board • Reinforcement activity: Play Alphabetical order (page
with a bed, table, cabinet (with one door open), closet xiv) with the furnishing words.
(with one door open), chair and bookcase. Students • Extension activity: Stick the flashcards for closet, cabinet
copy the picture. Then tell students to choose five things and bookcase on the board, at a height your students
and draw them in/on or under the furniture in the room. can reach, but with plenty of space around each one.
They can choose items from the unit (phone, TV, etc.) Have a selection of 8 to 10 flashcards or pictures ready
and/or other items they know in English (e.g., book, of toys (e.g., teddy bear, doll, computer game, camera)
pencil case, teddy bear, robot). Note that when they and clothes (e.g., T-shirt, jacket, pants, skirt) and several
describe what’s in their picture to their partner, students pictures of books, comics and magazines.
need to say, e.g., I have a teddy bear. It’s on the bed.
• Show the flashcards and elicit the words. Teach comic/
• Home-school link: Students draw a simple picture of magazine, if necessary. Stick the words in a large group
their living room at home, showing the position of the at the bottom of the board. Say Look at these things.
phone, TV, bookcase, clock, mirror, table, couch, etc. as What a mess! Let’s clean up. Take one of the clothes
well as members of the family. They compare pictures flashcards and say, e.g., Let’s put the skirt in the closet.
in pairs in the next lesson and describe where things Move the flashcard next to the closet. Invite volunteers
are (e.g., My dad’s on the couch.). Alternatively, write a to come forward one by one, choose a flashcard, move
list of five items on the board (e.g., mirror, TV, phone, it and make a similar sentence, deciding whether to put
toys, shoes). Students copy the list and at home, find the flashcard in the closet, cabinet or bookcase.
each item and write one or two sentences about where
it is (e.g., The mirror is in the hallway. The toys are in
• Home-school link: Ask students to clean their bedroom
at home and then draw pictures of their closet, cabinet
my bedroom. They’re in the cabinet.). Help with new
and/or bookcase, showing the things inside. They can
language as necessary.
write sentences about what is in each place, e.g., There
Unit 4 TB50 are books in the bookcase. There’s a jacket in the closet.

• Reinforcement activity: Choose a volunteer. He/She Unit 4 TB53

stands at the front and puts on a blindfold. Make true/
false sentences about the position/color/number of
• Reinforcement activity: Move your class into a large
empty room. Make three or four teams and give them
items in the classroom, e.g., There’s a black lamp on
names, e.g., colors. Stick the flashcards of closet, cabinet
the bookcase./There are five books on my table. The
and bookcase on three different walls of the room. Put
blindfolded student has to remember and say Yes or No.
a pile of real items in the center of the room (clothes,
When the student gets an answer wrong, he/she takes
toys, books, magazines, etc.). Teams stand in lines at
off the blindfold and swaps with a different volunteer.
one side of the space, with one student at the front of
When students get the idea, the rest of the class can
each, ready to play. Say What a mess! Let’s clean up!
make the true/false sentences.
Encourage students to join in.
• Extension activity: Put six to eight objects (both singular
Give instructions to each team in turn, e.g., Green team.
and plural) in a bag. These can be items of clothing,
Let’s put a T-shirt in the closet. The student at the front
pieces of food, toys, classroom objects or flashcards from
of the named team finds the item in the pile, picks it up
Units 1 to 3. Take each thing out and show it to the class,
and puts it in the correct place in the room (e.g., next
making a sentence with There’s/There are, e.g., There’s
to the wall with the closet flashcard). He/She repeats
a ball in my bag. There are three pens in my bag. Give
your sentence Let’s put … at the same time. He/She
students time to look at the items and then put them
gets a point for putting the correct item in the correct
back in the bag. The students have to remember what’s
place. Continue in this way until all the items have been
in the bag (you can also ask them the color/number),
cleaned up. The team with the most points wins.
e.g., There’s an orange ball in your bag. You can make
this game competitive – students score a point when Alternatively, give an instruction to all the teams (e.g.,
they guess correctly, you get a point if they make a Let’s put a T-shirt in the closet), the students at the front
wrong guess. of each team come to the pile of things at the same time

TB120
 and race to be the first to find the correct item and put it Review Units 3 and 4 TB57
in the correct place. They score a point for their team if
they are first.
• Reinforcement activity: Play Memory pairs (see page
xvii) with a selection of flashcards and word cards from
• Extension activity: Play Sound pairs (see page xviii), using Units 3 and 4.
words with the sounds /j/, /ʤ/, /m/ and /n/ (e.g., yak,
yellow, juice, giraffe, mom, monkey, nine, nice).
• Extension activity: Play True or false (see page xix),
making sentences about what is in the classroom/school
Unit 4 TB54 and what students are wearing, e.g., There’s a closet in
the classroom. Fran is wearing a brown jacket. Students
• Reinforcement activity: Play Stand in order (see page can repeat the game in pairs or small groups.
xviii) with ten number cards, each with a number from
11 to 20 on it (in figures). Say the numbers (together Unit 5 TB60
with the rest of the class) in ascending order from 11.
Students with cards stand in order. Then mix the cards
• Reinforcement activity: Play Class survey (see page xv)
using the food flashcards.
up and hand them to ten different students. Repeat,
this time starting at 20 and saying the numbers in • Extension activity: Play Pass the flashcards (see
page xvii). When the music stops, students with food
descending order. Students with cards stand in order.
flashcards say whether they like or dislike the item (e.g.,
You can also call students with cards to stand forward,
I don’t like sausages.).
or hold up their card, e.g., 13, 15 and 17.
• Extension activity: Draw a simple table on the board, • Home-school link: Draw a table with six columns and
four rows. Tell students to write six foods from the lesson
with four columns, headed streetlights, bus stops,
in columns 2 to 7 as column headings. Tell them to write
mailboxes, traffic lights. Students copy the table on a
Me in the second row of the table and then the names
blank piece of paper. Give each student a clipboard,
of two other people in their family in rows 3 and 4 (e.g.,
if possible. Take students out on a walk around their
My sister. My brother). They complete the “Me” row of
local area. They count how many of each item of street
the table by checking the foods they like and putting
furniture they see and make a mark in the correct
an X for the foods they don’t like. Then they complete
column of their table. When you return to class, elicit
rows 3 and 4 at home by asking the other two people
a total for each item (ask, e.g., How many streetlights
whether they like each of the five foods in turn (e.g., Do
are there?) and write them on the board for students to
you like peas?). They compare results in the next lesson.
check. Students will use this information to make a bar
Help them to write sentences, e.g., Three people in my
chart in the next lesson.
family like peas.
• Home-school link: Students draw a picture or take
a photograph of the street outside their house. They Unit 5 TB61
write the name of their street and label any items of
street furniture. They talk about their pictures and
• Reinforcement activity: Ask students What do you like
for breakfast? What do you like for lunch? What do you
write sentences in the next class, e.g., There are three
like for dinner? They write a sentence about each meal,
streetlights. There isn’t a post box. There’s a bus stop. It’s
e.g., I like milk and cookies for breakfast. I like meat and
green and white. Help with new language as necessary.
rice for lunch. I like fish and bread for dinner. Circulate
Unit 4 TB55 and help with new language.

• Reinforcement activity: Play Bingo (see page xiv), with • Extension activity: Play Reading race (see page xviii).
Use sentences including food and meals, e.g., I like
numbers between 1 and 20 (students write the numbers
carrots for lunch. I don’t like cereal for breakfast.
as figures).
• Extension activity: Students play Who has it? (see page • Home-school link: Students keep a note of what they
eat for the three main meals in one day at the weekend
xix) with the furnishings flashcards or Traffic lights (see
(e.g., Sunday). They write notes, e.g., breakfast: orange
page xix), with students miming using the different
juice, cereal, milk; lunch: bread, soup, banana; dinner:
pieces of furniture.
potatoes, chicken, beans, orange. They use their notes to
Review Units 3 and 4 TB56 draw pictures of what they ate at each meal. They can
either draw pictures of three plates at home, or hand
• Reinforcement activity: Play Tic-tac-toe (see page xvii) out three paper plates to each student and have them
with flashcards of word cards from Units 3 and 4.
draw the food onto the plates. They label the foods.
• Extension activity: Play Follow my instructions (see page You can use the plates to make a classroom display with
xvi) using the furniture and furnishings from Unit 4, as three sections. The display can have a large heading
well as clothes from Unit 3 (e.g., Put your jacket on the What we like for … and smaller headings for the three
bookcase.). sections: breakfast, lunch, dinner.

TB121
Unit 5 TB62 spoken about them. Volunteers can try to say where all
the cards are and whether the students like or dislike
• Reinforcement activity: Draw a picture of a friend of the foods by making sentences, e.g., Nina doesn’t like
yours on the board or show a photograph. Talk about
what the friend is wearing in the photograph and his/ sausages. Renata likes bread. etc. You can make the
her likes and dislikes, e.g., This is Cristina. She’s wearing game competitive by giving a point for each correct
a green skirt. She likes One Direction. She likes cereal sentence or guess.
for breakfast. She doesn’t like meat. Students describe a Unit 5 TB64
friend of theirs in the same way, in pairs.
• Extension activity: Using the information from the
• Reinforcement activity: Stick pictures of healthy and
unhealthy foods on the board. Elicit the words. Label any
pairwork in Student’s Book Activity 8, students draw a
new items (e.g., cookies, chips). Draw a table with two
Venn diagram (two overlapping circles) showing how
columns on the board, the first column headed healthy
their own food tastes overlap with those of their friend.
and the second unhealthy. Students copy the table in
On the left they draw a picture of themselves inside a
their notebooks. Then they work in pairs to decide which
circle, with pictures of the foods only they like. On the
foods are healthy and which are unhealthy and write
right they draw a picture of their friend, with a circle
the names of the foods in their table. Elicit answers and
which overlaps with the first circle. In the left part of the
move the pictures on the board into the two groups.
circle the draw the foods only their friend likes. In the
central space, where the circles overlap, they draw food • Extension activity: Draw two large plates on the board,
both they and their friend like. Below the diagram they one with the heading healthy food and one with the
write sentences, e.g., I like potatoes. José Luís doesn’t like heading unhealthy food. Students copy the plates in
potatoes. I like peas. José Luís doesn’t like peas. He likes their notebooks. Tell them the plates need to be large
meat. I don’t like meat. enough to write four or five words inside. Dictate a
series of eight to ten foods, around half healthy and
Help students to write about the foods they both like by
half unhealthy, e.g., oranges, apples, cake, cereal,
writing a model sentence on the board, e.g., We both
hamburger, peas, cola, carrots. Students write each word
like rice and beans.
on the correct plate (in pencil). They compare answers
• Home-school link: Students write about what a member in pairs. Elicit the words in their groups and write them
of their family likes to eat for each meal and two things on the board for students to check their answers and
they dislike, e.g., My dad likes toast and coffee for spelling.
breakfast. He doesn’t like milk. He likes fish and rice for
lunch. He doesn’t like potatoes. He likes meat and pasta Unit 5 TB65
for dinner. At the end of the next class, students can
work in pairs and ask each other about the person they
• Reinforcement activity: Play Listen and do (see page
xvi). If students hear a word with the sound /z/ they lie
wrote about, e.g., What does your dad like for breakfast/
down or sit with their heads on their desks, being lazy.
lunch/dinner? Does he like (toast) for breakfast?
If they hear a word with the sound /s/ they stand up.
Unit 5 TB63 Possible words: snake, seven, zoo, zip, swim, Zorro, see,
sun, zap, swim.
• Reinforcement activity: Students work in pairs. They • Extension activity: Play Messages (see page xvii) with
take turns asking questions about members of their
students writing offers on the slips of paper (e.g., Would
family’s likes and dislikes, e.g., Does your brother like
you like (sausages) for breakfast?).
meat? Does your dad like peas?
• Extension activity: Hand out the unit flashcards at Unit 5 TB66
random. Students with flashcards stand up, show them
to the class and say whether they like or dislike the
• Reinforcement activity: If possible, move your class to
a larger space. Give out food flashcards from Levels 1
food, e.g., I don’t like sausages. Tell the students with
and 2 and / or pictures of food at random, so that each
flashcards to show a “thumbs up” if they said they like
student in the class has a picture or a flashcard (some
the food and thumbs down if they said they don’t like it.
foods can be repeated). Write the five food groups:
Give students two minutes to look at the flashcards and
fruit, vegetables, meat and fish, dairy, grains and cereal
remember who likes which food. Then the students with
on the board. Students look at their card and work out
flashcards put their hands down.
which food group they belong in. Tell students to find
Ask the class about one of the students with a flashcard, other members of the same food group and then all
e.g., Does Nina like sausages? Students say, Yes, she stand together. Circulate and help. When students are in
does or No, she doesn’t. The student with the flashcard their five groups, give instructions to each group in turn,
confirms by saying That’s right. I don’t like sausages and e.g., Fruit, touch your head! Meat and fish, jump!
gives the flashcard back to you or says No. That’s wrong,
and keeps the flashcard.
• Extension activity: Draw a food pyramid on the board,
as shown below:
When students have the idea, repeat, but this time
students with flashcards hide their cards after they have

TB122
 write an activity the person can do next to each name. In
the next class, help students make sentences about each
person, e.g., My mom can ride a horse. My dad can play
soccer.

Unit 6 TB71
• Reinforcement activity: Play Last one standing (see
page xvi), making sentences with I can/can’t … Students
who agree (i.e., they can or can’t do the same thing as
you) stay standing. Those who don’t agree sit down. Ask
the students who are sitting down and standing up Can
Number the sections 1 to 6, from top to bottom. Write you (roller-skate)? (Yes, I can./No, I can’t.) to check they
the food groups dairy, grains and cereals, sugars, meat, have responded in the correct way.
fruit, vegetables on the board. Explain the meaning • Extension activity: Give each student a piece of paper
of sugars and ask students which part of the pyramid and tell them to draw a line down the center to divide
shows sugar and why (number 1 – the top section, it into two sections. In the left section, students draw a
because we need less food with sugar than any other picture of the equipment they need to do their favorite
kind of food). Students guess which numbered sections activity/an activity they are good at. They write a caption
represent the other food groups (make sure they with I can … (e.g., I can play basketball.). In the right
understand how the diagram works – the largest section section, students draw equipment for an activity they
at the bottom shows the kind of food we need to eat can’t do. They write a caption with I can’t … (e.g., I
lots of). Discuss with the class and number the sections can’t ride a horse). They compare their pictures in pairs.
on the board, then label them with the group names. If you wish, encourage students to respond to their
Students can copy the diagram in their notebooks. partner’s pictures by saying Me, too or Me, neither.
Key: 1 sugars, 2 dairy, 3 meat, 4 fruit, 5 vegetables, • Home-school link: Draw a table on the board as shown
6 grains and cereals below:
• Home-school link: Students write the names of the Activities me
five food groups in a column in their notebooks (fruit, play soccer
vegetables, meat, grains, dairy). They find an example
dance
of each kind of food at home (not a food they have
roller-skate
already learned in class), find out the name in English,
if they can, and write it next to the food group name ride a bike
in their notebook. If they can’t find the English word ride a horse
they write the word in L1. Students compare the foods swim
they found in the next lesson. Provide new language as Students copy the table and write the names of two
necessary. members of their family at the top of columns 3 and 4.
They complete column 2 with checks and Xs to show
Unit 5 TB67 what they can/can’t do. Ask them to complete the rest of
• Reinforcement activity: Play Categories (see page xv) the table by asking their relatives Can you (play soccer)?
with the food flashcards and extra pictures of foods In the next lesson they compare their tables in pairs/
from the different groups. The category headings will be small groups.
the names of the food groups.
• Extension activity: Play Can I have? (see page xv), with Unit 6 TB72
the food flashcards, either using the names of the foods • Reinforcement activity: Students work in pairs. Student
(e.g., Can I have some toast, please?) or the names of A Students describes a member of their family to a
food groups (e.g., Can I have a vegetable, please?) partner, talking about what the person likes to eat and
what he/she likes doing. Student B draws pictures of the
Unit 6 TB70 food and the equipment needed to do the activities the
• Reinforcement activity: Play Act and guess (see page person likes. Then they swap over.
xiv) using the activity flashcards. • Extension activity: Play a version of Who has it? (see
• Extension activity: Play Action treasure hunt (see page page xix). Students with flashcards make a sentence
xiv) with the new activities from the lesson and, if with I like/don’t like and the activity on the card (e.g., I
appropriate, actions from Guess What! Level 1 (paint, like taking photographs.) The rest of the class have to
draw, run, jump, sing, climb, swim, ride a bike, play remember who has which flashcard and whether they
soccer, dance). like the activity or not. You/the students guess by saying,
• Home-school link: Students write a list of four or five e.g., Alessandra likes taking photographs.
people in their family in a column in their notebooks • Home-school link: Students choose one member of their
(e.g., my dad, my mom, my brother, my cousin). They family and write about the things he/she likes/doesn’t

TB123
 like doing, e.g., My brother Lucas likes playing computer Unit 6 TB75
games and roller-skating. He doesn’t like playing
basketball. He likes riding his bike and playing soccer.
• Reinforcement activity: Play Sound bingo (see page
xviii). Students write four words with the sound /k/
They can also draw a picture of the person or include (spelled either with a “c”, a “k” or both letters together).
a photograph. Read a list of words spelled with “c” and “k”, but mix
Unit 6 TB73 in some words in which these letters make a different
sound, (e.g., cheese, cereal, know).
• Reinforcement activity: Students play Find a partner • Extension activity: Play Word race (see page xx) with
(see page xv). They start by writing a sentence about
words with the letters “c” and “k”, e.g., kitchen, snake,
something they like doing (e.g., I like roller-skating).
climb, field hockey, truck, jacket, socks, bookcase, rice, kite.
They find a partner by asking around the class Do you
like roller-skating? When they have found a partner they Unit 6 TB76
stand together. Check by eliciting sentences from one
of the students in the pair, e.g., I like roller-skating and • Reinforcement activity: Describe a sport or activity, e.g.,
It’s a team sport. You need a ball. You don’t need sticks
Ruslan likes roller-skating, too.
or a bat. There are eleven players in team. You can’t
• Extension activity: Students work in pairs. In secret, they touch the ball. (soccer) Students guess the sport. You can
write four sentences about what they think their partner make the game competitive by making teams and giving
likes/doesn’t like doing, e.g., Carolina likes playing four points if a team guess after the first clue, three
tennis. She likes taking photographs. She doesn’t like points if they guess after the second clue, and so on.
playing field hockey. She doesn’t like dancing. Then they
take turns asking each other questions to find out if they • Other examples: You can play this sport with two
people or four people. You need a racket and a ball.
have written the correct information, e.g., Do you like
(tennis) One person can do this activity. You don’t need
playing tennis? Do you like taking photographs? They
a racket or a ball. You need a kind of transportation.
check sentences which are correct and put an X next to
You don’t need an animal. You need a bike. (ride a bike)
sentences which are incorrect. Then they compare. Find
One person can do this activity. You don’t need a ball.
out who knows their partner best – did any students get
You need special clothes. You need a hat. You need
four checks? Elicit example sentences and interesting
water. (swimming)
information from volunteers about their partner.
• Extension activity: Students play Me, too! (see page xvi) in
Unit 6 TB74 pairs. Tell them to include sentences about activities they
like/dislike doing (e.g., I like playing field hockey. I don’t
• Reinforcement activity: Students work in pairs or small
groups. Show a series of balls used for different sports like roller-skating.). After they have found out what they
(e.g., a basketball ball, a soccer, a tennis ball, a baseball have in common, call on volunteers to tell you about their
ball, a rugby ball, a table tennis ball, a field hockey partner, e.g., Melinda likes playing field hockey. Me, too!
ball, a volleyball ball), for each ball say, e.g., This is ball • Home-school link: Students draw pictures or make a list
number 1. Students guess the name of the sport the ball of the sports equipment they/their family have at home.
is used for. They confer in their pairs/groups and write They compare in pairs or small groups in the next lesson.
the answer down but don’t say it. You could write the Provide new vocabulary, as necessary.
name of the sports on the board in random order for
students to choose from. At the end of the game, elicit Unit 6 TB77
the sport for each ball. Students check their answer. See • Reinforcement activity: Play Pass the actions (see page
if any pairs/groups guessed all the sports correctly. xvii) with the activity word cards and word cards from
• Extension activity: Play Whisper down the line (see page Level 1 Unit 7.
xix) with the activity words and/or phrases from the • Extension activity: Play the Yes/No game (see page
story. Make sure students play nicely and say That’s not xx) with the activities from the unit and from Level 1.
fair! or Play nicely. during the game, when appropriate. Students can ask you questions with like, e.g., Do you
Encourage the losing teams to say Good job! to the like (basketball)? or questions about the teams and
winners at the end. equipment needed for an activity, e.g., Do you need a
• Home-school link: Students draw a picture or find a racket?/Is it a team sport?
picture of their favorite sports team (if they don’t have a
Review Units 5 and 6 TB78
favorite team, they choose a team liked by a member of
their family). They write two sentences about the name • Reinforcement activity: Play Memory 1 through 10 (see
of the team, the sport they play and what they wear, page xvii) with a selection of flashcards from Units 5
e.g., My favorite soccer team is Spartak Moscow. They and 6.
have red and white shirts. • Extension activity: Play Class survey (see page xv) with
the activities flashcards from Unit 6. You can either carry
out a survey of the class, with you asking the questions
(e.g., Do you like playing baseball?) or students can
work in groups and do their own survey of their friends,

TB124
 using a table to record the answers. After the survey, ask behind the supermarket. Then make false sentences (e.g.,
questions about the results, e.g., How many children like The school is next to the clothing store). Students correct
playing baseball? What’s our favorite activity? you (e.g., No, it isn’t. The school is in front of the park.)

Review Units 5 and 6 TB7

• Extension activity: Students work in pairs. Student A
makes a sentence about the position of two or three
• Reinforcement activity: Play Categories (see page xv) places in their hometown, e.g., The ABC movie theater
with flashcards or word cards from Units 1 to 6. is between the café and the supermarket. Student B says
• Extension activity: Students work in pairs with someone True or False. He/She corrects the false sentences. Then
they don’t usually work with. They write four sentences they swap roles.
they guess are true about what their partner likes/ • Home-school link: Students choose a famous or favorite
doesn’t like to eat/doing (e.g., Ainhoa likes fish. She place in their town and draw a simple map to show
doesn’t like peas. Ainhoa likes playing basketball. She which buildings/places are next to/in front of/behind
doesn’t like playing tennis.) Then they ask their partner it. Then they write two sentences, e.g., This is an old
questions to find out whether they guessed correctly, bookstore in my town. It’s next to a café.
e.g., Do you like fish/playing basketball, Ainhoa? They
check the sentences which were true. Circulate and ask Unit 7 TB85
students to feed back (e.g., Ainhoa doesn’t like fish. She • Reinforcement activity: Students work in pairs. Student A
doesn’t like peas.) looks at the picture on Student’s Book page 82. Student B
keeps his/her book closed. Student A asks a question with
Unit 7 TB82 Is there … ? e.g., Is there a café next to the supermarket?
• Reinforcement activity: Play What’s missing? (see page Student B tries to remember and answers Yes, there is/
xix) using the flashcards. No, there isn’t. Then they swap roles. They can make the
• Extension activity: Play Alphabetical order (see page game competitive by keeping score.
xiv) with the town words. Students may need to work in • Extension activity: Give each student two pieces of
pairs, as they need to look at the second letter in some blank paper. Draw a simple pictorial map on the board,
of the words to be able to put them in order correctly in the same style as the map on Student’s Book page
(e.g., school, street, supermarket). 85 (a street at the bottom of the map with two other
• Home-school link: Students draw a picture or take a streets behind this main street). Draw places on the map.
photograph of their favorite place in their hometown. Students copy the basic map, but add places where they
They write one or two sentences, e.g., My favorite place wish. Circulate and help/check. Students work in pairs to
in (name of town) is the toy store. It’s in (name) street. play Describe and draw (see page xv) with their pictures.
They compare pictures in the next lesson and read their They ask questions to help in the drawing phase, e.g.,
sentences in small groups. You can also use their work to Is there a playground behind the school? Is there a
make a class display with the title Our favorite places. bookstore? Where is it?

Unit 7 TB83 Unit 7 TB86

• Reinforcement activity: Students play I can see (see • Reinforcement activity: Move your class to a large space
page xvi) in pairs, using the large picture on Student’s (e.g., an empty classroom). Stick flashcards of five or
Book page 82. six places in town on the walls on opposite sides of the
• Extension activity: Play Anagrams (see page xiv) with room (e.g., three on one wall, two on the opposite wall).
the town words. If possible, stick some black and white stripes made
of cardboard on the floor (or draw stripes) to make a
• Home-school link: Students choose a person in their
crosswalk from one side of the room to the other.
family. They draw a picture of that person in their
favorite place in town. They compare pictures in the next • Students stand at one end of the space, next to each
lesson and say, e.g., This is my brother. He’s in the movie other or in one or more rows, so that everyone can walk
theater. around easily. Give instructions, e.g., Let’s go to the
supermarket. Stop! Let’s go to the crosswalk. Stop! Press
Unit 7 TB84 the button. Wait for the green man! The man is green. Is
• Reinforcement activity: Draw a horizontal line on the it safe? Look right and left. It’s safe now! Let’s cross. …
board to represent a street. Check four or five flashcards Let’s go to the movie theater. Get the tickets… . Students
of places along the line (e.g., clothing store, bookstore, move around, following your instructions/miming as
café, supermarket). Stick three or four more flashcards if they were walking around an imaginary town. Get
behind the places, (e.g., park, school, movie theater), them to cross from side to side of the room, using the
making sure the positions of the second group of crosswalk each time.
flashcards show behind/in front of. Point to the flashcards • Extension activity: Students draw two pictures of a
and elicit sentences about where things are, e.g., The typical light from a crosswalk in their country – one
clothing store is next to the bookstore. The café is showing the light when they have to wait (e.g., a red
between the bookstore and the supermarket. The park is light/a person standing still) and one showing the
light when they can walk (e.g., a green light/a person

TB125
 walking). They write captions: for the first light Be Unit 8 TB 2
careful!/You need to wait, and for the second light It’s
safe now./Let’s cross. You can make a class display of the
• Reinforcement activity: Play Drawing game (see page
xv), with the animals and places from the lesson.
pictures, with the title Be safe!
• Extension activity: Play Bingo (see page xiv) with the
Unit 7 TB87 farm words.
• Reinforcement activity: Teach students the tongue Unit 8 TB 3
twisters A quick kiss and Six boxes. Students practice
saying them in pairs, as fast as they can. • Reinforcement activity: Play Word race (see page xx)
with the farm word cards.
• Extension activity: Play Match the pictures and the words
(see page xvi) with the unit flashcards and word cards. • Extension activity: Students play a memory game using
the picture on Student’s Book page 92. They work in
Unit 7 TB88 pairs. Student A looks at the picture and asks, e.g.,
Where’s Ben? Student B has his/her book closed and
• Reinforcement activity: Play Circle it! (see page xv) tries to remember (e.g., He’s next to the barn.) Then
with the flashcards and pictures of a police station, fire
they swap roles. They can also ask about numbers (e.g.,
station, sports center and hospital (if available).
How many ducks are there?) and colors (e.g., What color
• Extension activity: Give each student a piece of paper is the cow?). They can make the game competitive by
with two grids of 15 squares, lettered A to E along the scoring a point for each correct answer.
bottom and 1 to 3 along the left-hand side (like the
grid on Student’s Book page 89). Write a list of places • Home-school link: Students think about the question
What farm animals are there in your country? at home
from the unit on the board. Students work in pairs. They
(they can ask parents/carers). Ask them to draw a
decide where to put the places on the board in their grid,
picture or find a photograph of a farm animal from
and write the name of the place or draw a picture in
their country and write the name. Use the pictures to
each square, e.g., in A1 they draw an X to represent the
make a class poster in the next lesson, with the title Farm
hospital.
animals in (name of students’ home country).
Students then work in groups of four (two pairs
together). They take turns saying where they put the Unit 8 TB 4
places on the map, e.g., First pair of students: We have
the school in B7. Second pair of students: We have the
• Reinforcement activity: Play True or false (see page
xix) with the photographs in Student’s Book page 94
school in C3. Each pair uses the second (blank) grid
Activity 8 (e.g., The goat is sleeping. (false) The duck
to draw the positions of the other pairs’ buildings/
is swimming. (true)). Students can repeat the game in
places. Circulate and help/check. See if any of the pairs’
pairs.
buildings are in the same place.
• Extension activity: Play Action treasure hunt (see page
Unit 7 TB8 xiv) with verbs from the lesson and activities from Unit
6. Encourage students to describe what others are doing
• Reinforcement activity: Play Question tic-tac-toe (see using the present continuous, e.g., He’s sleeping.
page xviii), encouraging students to ask different kinds
of question from the unit (e.g., Where’s the toy store?/Is • Home-school link: Students find a photograph of
there a toy store?/Is there a toy store behind the school?) an animal (if possible their family pet). They write
two sentences, e.g., This is my cat. It’s sleeping. They
• Extension activity: Students make a video about their
compare pictures in pairs or small groups in the next
hometown, similar to the one the characters were
lesson and ask each other What’s that? What’s it doing?
making on Student’s Book page 82. Assign places to
each pair/group of students (e.g., the hospital, the police Unit 8 TB 5
station, the park, a café). They think about where their
place is (which street it is in and what is next to/behind/ • Reinforcement activity: Call six volunteers to the front
of the class. Hand each volunteer a slip of paper with an
in front of it) and any interesting fact they would like
action on it (e.g., run). Use actions from this unit (run,
to say. Circulate and help with language. Tell students
jump, swim, eat, sleep) and from Level 1 and Unit 6:
to imagine they are introducing the place to a tourist
paint, draw, climb, ride a bike/horse, play soccer/tennis/
and write a short script, e.g., This is the park. It’s in King
basketball/ field hockey, dance, take photographs, fly a
Street. It’s next to the station. I love roller-skating here
kite, roller-skate). The volunteers all mime their actions
with my friends. Encourage them to memorize the script,
at the same time. Ask the rest of the class questions
taking turns to say the lines.
about what they are doing, e.g., Is Emma running? (Yes,
Film the pairs/groups in turn, if possible standing in
she is./No, she isn’t.) Repeat with six different volunteers
front of or holding a picture/photograph of their place.
and new actions.
You could show the resulting “tour” of the students’
hometown to the students’ parents/another class at your • Extension activity: Call six volunteers to the front of
the class and give each one a farm animal flashcard.
school.
The volunteers look at the cards but don’t show the
rest of the class. If possible, tape the flashcards to the

TB126
 volunteers’ backs. Then tell each volunteer to mime Unit 8 TB
doing an action their animal might do, e.g., if they have
donkey, they mime running. The rest of the class guess
• Reinforcement activity: Play Odd one out (see page
xvii), with groups of flashcards from the course
the animal and the action for each student by asking,
(suggestions: cow, baby, horse, sheep (baby – It isn’t a
e.g., Is the donkey running? When they guess correctly
farm animal.), boat, motorcycle, bus, car (boat – Boats
the volunteer turns to show the flashcard and says Yes, it
are on water, not the street.), pants, shoes, jacket, skirt
is.
(skirt – Men don’t wear skirts.), clothing store, movie
Unit 8 TB 6 theater, barn, supermarket (barn – It isn’t in town.),
potatoes, carrots, beans, fish (fish – It isn’t a vegetable./
• Reinforcement activity: Ask students to look through all Farmers don’t grow it.), dog, cat, cow, mouse (sheep – It
the episodes of the story in the book. They work in pairs isn’t a pet/It’s big.))
to choose their favorite episode and their favorite picture
from that story. They practice saying the dialog for their • Extension activity: Tell students to think about what
a farmer does in a normal day and the order he does
favorite picture and try to memorize it. Ask volunteer
things. Brainstorm and write some phrases on the
pairs to perform their dialog for the class.
board to help, e.g., eat breakfast, milk the cows, feed
• Extension activity: Ask students to draw a picture the chickens, take care of the cows, eat lunch, drive the
of their home. It can be the outside of their home or tractor, turn the soil, go home, eat dinner. Assign one
their favorite room inside. They can write two or three of the phrases to each student/pair of students and ask
sentences about what they like best about their home, them to draw a picture and write a caption, e.g., The
e.g., I love my home. This is my favorite room. It’s the farmer eats breakfast. Circulate and help with language
kitchen. (students will need to use the third person). Use the
pictures to make a class poster about a farmer’s day,
Unit 8 TB 7
with the title A day on the farm. If you wish, add a
• Reinforcement activity: Play Sound bingo (see page picture of the rising sun near the morning activities, a
xviii). Students write four words with starting with w or sun at the top of the sky for afternoon jobs and a setting
wh. sun at the end of the day, to show that the farmer’s day
• Extension activity: Play Pass the ball (see page xvii). is in line with the rhythms of nature.
When the music stops, the student with the ball has to
invite the person next to him/her to a party (Would you Review Units 7 and 8 TB100
like to come to a party?) The student replies Yes, please/ • Reinforcement activity: Play Jigsaw matching (see page
thanks. I’d love to. xvi) with pictures of items from all units of Guess What!
Level 2.
Unit 8 TB 8
• Extension activity: Play Messages (see page xvii). Tell
• Reinforcement activity: Play The last word (see page students to write a factual question (e.g., Is there a
xviii) with sentences about what farmers do, e.g., A café next to the movie theater? Do you like cows? What
farmer drives a … (tractor). A farmer turns the … (soil). are you wearing? How many table are there in the
A farmer plants … (seeds). A farmer waters … (plants). classroom?) or an invitation/request (e.g., Would you like
A farmer harvests … (plants). A farmer feeds the … to come to a party? Would you like some juice?)
(chickens/animals). A farmer milks the … (cows). A
farmer rides a … (horse). Students can play the same Review Units 7 and 8 TB101
game in pairs, with one student looking at the sentences
on Workbook page 80 and the other with his/her book
• Reinforcement activity: Play Stand up and sit down (see
page xviii), making sentences from Units 1 to 8 or Sound
closed. pairs (see page xviii), revising sounds from Units 1 to 8.
• Extension activity: Tell students to imagine they are
• Extension activity: End of course quiz. In groups,
farmers. Write the following questions on the board for students make up questions for another group or the
them to copy and answer: rest of the class to answer. Encourage them to use
1 What’s your name? Farmer different question kinds from all units of Guess What!
2 How old are you? I’m Level 2.
3 Where is your farm? My farm is
4 What animals or plants
do you have? I have
5 What do you like doing
on the farm? I like ing
Students can also draw a picture of themselves doing
one of the jobs a farmer does. Help students write a
sentence in the present progressive describing what they
are doing in the picture (e.g., I’m feeding the chickens./
I’m driving the tractor.)

TB127
 Guess What! Level 2 Video Hello again!
Introduction Unit Topic: Hello again!
Topic: Art – kinds of art
Before the video
Question: What kind of art is it?
• Use the opening question on the first CLIL page in the Learning objective: Children should:
Student’s Book and activity 1 on the second page to
• be able to identify 4 different kinds of art
discuss what students already know about the topic and
• understand that we can use different techniques in
teach new key CLIL vocabulary.
art work
• Ask students to guess what the video is going to be about.

During the video Video 00

• Play the whole video in the first instance. Students watch Hi. Welcome to Guess What!
to see if they’ve guessed correctly what some or all of the Today we’re asking,
video is going to be about. What kind of art is it?
Let’s find out.
• Congratulate any students who guessed the content of the
video correctly. drawing
• Then play the video again, this time encouraging students This kind of art is called drawing.
to interact with the video more fully, using one of the People draw with pencils.
following techniques: People draw with colored pencils,
and people draw with pens, too.
• Pause the video to ask questions or elicit new
vocabulary. painting
• Show the video with the sound off, pausing for students Look at this kind of art. It’s called painting.
to guess what the presenter is saying. Painting is fun! Artists paint with different kinds of paints.
Painters paint on wood,
• Use homemade flashcards of the CLIL vocabulary
and painters paint on windows, too.
shown in the audio and ask students to put them
Look! Face painting!
in order.
photography
• Write questions on the board for students to answer
while they are watching. Photography is a kind of art, too.
People take photographs with a camera.
After the video Some photographs are black and white.
• Check students’ answers to any questions you have asked. Look at this photographer.
Look at her photograph.
• Then use activity 3 in the Student’s Book for students to Now, look at this photographer.
reinforce understanding of the CLIL question. The project
Look at his photograph.
provides an opportunity for students to produce their
Some photographs are in color.
ideas about the CLIL topic in words and pictures. There is
Look at this photographer.
further practice provided in the Workbook. Look at his photograph.
Now, look at this photographer.
Look at his photograph.
sculpture
This kind of art is called sculpture. Look at these two animal
sculptures!
We can make sculptures from a lot of different materials.
Look at this sculpture. The material is wood.
And the material of this sculpture is metal.
Look at this sculpture. It’s a sand sculpture,
and this is an ice sculpture.
What do you know?
What kind of art is it?
It’s a painting.
It’s a drawing.
It’s a sculpture.
Good job!
See you next time on Guess What! Bye!

TB128
Unit 1 Unit 2
Unit Topic: Transportation Unit Topic: Pets
Topic: Science – kinds of transportation Topic: Science – needs of animals
Question: Where is the transportation? Question: What do animals need?
Learning objective: Children should: Learning objective: Children should:
• be able to identify 3 places transportation goes • be able to identify 3 basic needs of living things -
• understand that transportation moves on land, on animals
water, and in the air • understand that animals need water, food, and
shelter as basic needs

Video 01
Hi again. Welcome back to Guess What! Video 02
Today we’re asking, Hi again. Welcome back to Guess What!
Where’s the transportation? Today we’re asking,
Let’s find out. What do animals need?
on land Let’s find out.

These kinds of transportation are on land. water

Look at the bus, All animals need water.
the long train, Look at these zebras. They all have water.
the bicycles, The cow has water, too.
and the trucks and cars. Look at these small birds. They need water.
Look at all the different kinds of transportation on land. The cats need water, too.
Can you see the motorcycles and cars? food
on water All animals need food.
These kinds of transportation are on water. Look at the elephant. It has food.
Look at the big ship in the ocean, Look at the monkey. It has food, too.
the small boats on the canal, Look at the sheep. It needs food.
and the boats on the river. Look at the small birds. They need food, too.
And look! This boat is like a bus on water! It’s called shelter
a ferry.
All animals need shelter.
in the air Big animals need shelter. Look at the lion. It has shelter.
These kinds of transportation are in the air. And the sheep have shelter, too.
Look at this helicopter. It’s in the air. Small animals need shelter. Look! The frog has shelter.
This helicopter is in the air, too. It’s above the trees. The rabbits need shelter, too.
Look at this plane. It’s big. Now, it’s in the air. What do you know?
And look at this plane. It’s small. It’s on water!
Now it’s in the air. What do animals need?
They need water.
What do you know? They need food.
Where’s the transportation? They need shelter.
It’s on water. Good job!
It’s on land.
It’s in the air. See you next time on Guess What! Bye!

Good job!
See you next time on Guess What! Bye!

TB129
 Unit 3 Unit 4
Unit Topic: Clothes Unit Topic: Rooms
Topic: Science – kinds of materials for clothes Topic: Math – counting and interpreting data on a
Question: What are clothes made of? bar chart

Learning objective: Children should: Question: How many are there?

• be able to identify 4 different kinds of materials for Learning objective: Children should:
clothes • be able to use the math symbols + and - then add
• understand that we can use different materials for and subtract numbers between 0 and 20
making clothes • understand that + means add and - means minus

Video 03 Video 04
Hi again. Welcome back to Guess What! Hi again. Welcome back to Guess What!
Today we’re asking, Today we’re asking,
What are clothes made of? How many are there?
Let’s find out. Let’s find out.
cotton This is a bar chart.
Some clothes are made of cotton. streetlights
Cotton is a plant. There are many kinds of streetlights.
Look at the men! They’re making cotton fabric for clothes. Some streetlights are modern,
Look. This baby is wearing a cotton dress. and some streetlights are not modern.
And the boy and the girl are wearing cotton pants and Lots of streetlights. How many are there?
T-shirts. Fourteen.
Look how we show the number of streetlights in a bar chart!
silk
Fourteen streetlights.
Some clothes are made of silk. bus stops
Silkworms make silk.
The woman is making silk fabric for clothes. There are many kinds of bus stops. Look at these bus stops!
Silk is beautiful. Look. The men are wearing silk pants and These bus stops are in Asia,
and these bus stops are in Europe.
shirts.
Lots of bus stops. How many are there?
And this man is wearing a silk jacket.
Eleven.
wool Look how we show the number of bus stops in a bar chart!
Some clothes are made of wool. Eleven bus stops.
Wool is from animals, like sheep. mailboxes
Look at this woman. She’s making a wool sweater. Look at these mailboxes! They are all different.
We wear clothes made of wool in cold places. This mailbox is white,
This woman is wearing a sweater. It’s made of wool. and these mailboxes are gray.
And this woman is wearing socks. They’re made of These mailboxes are big, and they’re red and yellow.
wool, too. Lots of mailboxes. How many are there?
leather Seven.
Look how we show the number of mailboxes in a bar chart!
Some clothes are made of leather. Seven mailboxes.
Leather is from animals, like cows.
Look! The machine is painting the leather. traffic lights
And this woman is cutting the leather for a jacket. There are many kinds of traffic lights.
Look! This boy is wearing a leather jacket, These traffic lights have three colors – green, orange, and red.
and this woman is wearing leather shoes. This traffic light has four lights.
Look! This traffic light is for bikes.
What do you know?
Lots of traffic lights. How many are there?
What are clothes made of? Sixteen.
Look how we show the number of traffic lights in a bar chart!
wool.
Sixteen traffic lights.
leather.
cotton. What do you know?
Good job! How many are there?
Fourteen streetlights.
See you next time on Guess What! Bye! Eleven bus stops.
Seven mailboxes.
Sixteen traffic lights.
Good job!
See you next time on Guess What! Bye!
TB130
Unit 5 Unit 6
Unit Topic: Meals Unit Topic: Activities
Topic: Science – food groups Topic: Physical education – sports equipment
Question: What kind of food is it? Question: What equipment do we need?
Learning objective: Children should: Learning objective: Children should:
• be able to identify 4 different food groups and • be able to identify 4 kinds of equipment used when
classify examples of food into those groups playing different sports
• understand that food is classified into different • understand that there are different kinds of sports
groups equipment we need

Video 05 Video 06
Hi again. Welcome back to Guess What! Hi again. Welcome back to Guess What!
Today we’re asking, Today we’re asking,
What kind of food is it? What equipment do we need?
Let’s find out. Let’s find out.
fruit a ball
Fruit is a kind of food. We need a ball for playing some sports. We need a ball for
Apples, oranges, and bananas are fruit. They’re playing basketball.
healthy food. We need a ball for playing soccer, too.
We can eat fruit for breakfast, lunch, and dinner! a racket and a ball
vegetables We need a racket and a ball for playing tennis.
Vegetables are a kind of food. a stick and a ball
Beans are vegetables,
and carrots and peas are vegetables, too. We need a stick and a ball for playing field hockey
Look at this family! They like vegetables for dinner. and for playing golf.
We need a stick and a ball for playing this sport on horses.
meat It’s called polo.
Meat is a kind of food. a bat and a ball
Chicken is a kind of meat.
Beef is a kind of meat, too. We need a bat and a ball for playing baseball,
We can eat meat for breakfast, lunch, or dinner. and for playing softball.
We need a bat and a ball for playing cricket, too.
grains
We don’t need equipment for some sports.
Grains are a kind of food. We don’t need equipment for swimming,
Bread is made from grains. Look at all the different and we don’t need equipment for running!
kinds of bread.
Look at the girls! Their cereal is made from grains. What do you know?
We can eat cereal and toast for breakfast. Toast is What equipment do we need?
made from grains. We need a bat.
dairy We need a ball.
We need a racket.
Dairy is a kind of food, too.
Dairy food is made from milk. Good job!
Look! Cheese is made from milk. See you next time on Guess What! Bye!
We all need some dairy food. It’s healthy.
Fruit, vegetables, grains, dairy, and meat are all kinds
of food we eat.
What do you know?
What kind of food is it?
fruit
dairy
grains
Good job!
See you next time on Guess What! Bye!

TB131
 Unit 7 Unit 8
Unit Topic: In town Unit Topic: On the farm
Topic: Geography – reading basic map references Topic: Science – farming process for growing crops
Question: Where are the places? Question: What do farmers do?
Learning objective: Children should: Learning objective: Children should:
• be able to read a basic grid reference and identify • be able to explain the steps in the process of
places/building on it growing food on a farm
• understand that a grid reference is used to read • understand a farmer’s role in the process of
where places/buildings are on a map growing food

Video 07 Video 08
Hi again. Welcome back to Guess What! Hi again. Welcome back to Guess What!
Today we’re asking, Today we’re asking,
Where are the places? What do farmers do?
Let’s find out. Let’s find out.
fire station turn soil
These are fire stations. These farmers are turning the soil in their fields.
This fire station is in North America. Look at the fire truck. This farmer has an animal to help him.
This fire station is in Europe. Look! The two fire trucks are This farmer has a machine to help him.
next to each other. This farmer doesn’t have an animal or a machine to help
This fire station is in South America. The fire trucks are in him. He’s turning the soil by hand.
front of the fire station.
plant seeds
And look at the long ladder!
Look how we find the fire station on the map! It’s in square B4. These farmers are planting seeds.
hospital Some farmers plant seeds by hand. This farmer is a man,
and this farmer is a woman.
These are hospitals.
Some farmers have machines to plant their seeds.
This hospital is in Europe. It’s between two buildings.
Can you see the word hospital on the wall? water plants
This hospital is in Europe, too. It’s very beautiful. The seeds are now small plants. Farmers need to water the
This hospital is in Australia. It’s very big. Look! There’s an plants.
ambulance! Some farmers water the plants by hand.
Look how we find the hospital on the map! It’s in square C1. Some farmers have machines to water their plants. This is
sports center a small machine,
These are sports centers. and this is a big machine.
This sports center is round. harvest plants
This sports center is round, too. These farmers are harvesting their plants.
Look at this sports center. It’s red and yellow! This farmer is harvesting her rice plants by hand.
Look how we find the sports center on the map! It’s in This farmer is harvesting the fruit from his coffee plant
square D5. by hand.
police station This farmer has a very big machine to harvest his grain.
These are police stations. What do you know?
This police station is very big. It’s in North America.
And look! There’s a police car. What do farmers do?
This police station is in North America, too. It’s small. They plant seeds.
This police station is very big. It’s in Asia. Can you see They water plants.
the word police? They harvest plants.
Look how we find the police station on the map! It’s in Good job!
square E3. Bye!
What do you know?
Where are the places?
The police station is in E3.
The hospital is in C1.
The sports center is in D5.
The fire station is in B4.
Good job!
See you next time on Guess What! Bye!

TB132
Thanks and Acknowledgments
Many thanks to everyone in the excellent team at Cambridge University Peerbacus/Alamy; p.39 (TR): artproem/Shutterstock; p.39 (CL): Zoonar GmbH/Alamy;
Press. In particular we would like to thank Emily Hird, Liane Grainger, p.39 (CR): Irina Rogova/Shutterstock; p.44–45: Tim Gainey/Alamy; p.45 (T-1):
THPStock/Shutterstock; p.45 (T-2): Sofiaworld/Shutterstock; p.45 (T-3): smereka/
Helen Brock, and Flavia Lamborghini whose professionalism, enthusiasm,
Shutterstock; p.45 (T-4): Randy Rimland/Shutterstock; p.45 (cotton): pixbox77/
experience, and talent makes them all such a pleasure to work with. Shutterstock; p.45 (silk): Tramont_ana/Shutterstock; p.45 (leather): illustrart/
We would also like to give special thanks to Lesley Koustaff for Shutterstock; p.45 (wool): trossofoto/Shutterstock; p.45 (B-1): Lucy Liu/Shutterstock;
p.45 (B-2): Picsfive/Shutterstock; p.45 (B-3): karkas/Shutterstock; p.45 (B-4): Gulgun
her unfailing support, expert guidance, good humor and welcome
Ozaktas/Shutterstock; p.45 (B-5): Loskutnikov/Shutterstock; p.46–47: LeeYiuTung/
encouragement throughout the project. Getty Images; p.49 (TL): LianeM/Getty Images; p.49 (TR): donatas1205/Shutterstock;
The authors and publishers would like to thank the following contributors: p.49 (CL): akud/Shutterstock; p.49 (CR), p.56 (8), p.56 (CL): Image Source/Alamy; p.53
(T): Datacraft – QxQ images/Alamy; p.54–55, p.89 (3): Justin Kase zsixz/Alamy; p.55
Blooberry Design: concept design, cover design, book design, (1): Radius Images/Alamy; p.55 (2): Taina Sohlman/Shutterstock; p.55 (3): ATGImages/
page make-up Shutterstock; p.55 (4): stocker1970/Shutterstock; p.56 (1): Teerasak/Shutterstock; p.56
Monika Marszewska: Teacher’s Book editor (2): Kitch Bain/Shutterstock; p.56 (3): Marek Uszynski/Shutterstock; p.56 (4):
Lisa Hutchins: Freelance editor Pearlimage/Alamy; p.56 (5): Africa Studio/Shutterstock; p.56 (6): Chukcha/
Ann Thomson: art direction, picture research Shutterstock; p.56 (7): Nolte Lourens/Shutterstock; p.56 (BL): Bart Broek/Getty Images;
Gareth Boden: commissioned photography p.58–59: Naho Yoshizawa/Shutterstock; p.63 (Tony): Craig Richardson/Alamy5; p.63
(Kim): Tracy Whiteside/Alamy; p.63 (Tom): Blend Images/Alamy; p.63 (Pat): Tracy
Jon Barlow: commissioned photography Whiteside/Alamy; p.63 (meat): Jacek Chabraszewski/Shutterstock; p.63 (fish):
Ian Harker: audio recording Eskymaks/Shutterstock; p.63 (potatoes): Kevin Mayer/Shutterstock; p.63 (carrots):
Robert Lee, Dib Dib Dub Studios: song and chant composition Maria Komar/Shutterstock; p.63 (rice): oriori/Shutterstock; p.63 (beans): mayer
Vince Cross: theme tune composition kleinostheim/Shutterstock; p.63 (toast): alnavegante/Shutterstock; p.65 (B/G), p.97
John Marshall Media: audio recording and production (B/G): Jolanta Wojcicka/Shutterstock; p.65 (T): Andrew Olney/Shutterstock; p.66–67:
James Richardson: arrangement of theme tune Stefano Politi Markovina/Alamy; p.67 (T-1): matka_Wariatka/Shutterstock; p.67 (T-2):
sarsmis/Shutterstock; p.67 (T-3): Jag_cz/Shutterstock; p.67 (T-4): Christine Langer-
Phaebus: video production Pueschel/Shutterstock; p.67 (T-5): Christian Draghici/Shutterstock; p.67 (B-1): koss13/
hyphen S.A.: publishing managment, American English edition Shutterstock; p.67 (B-2): Christian Jung/Shutterstock; p.67 (B-3): Adam Gault/Getty
Images; p.67 (B-4): Africa Studio/Shutterstock; p.68–69: Leander Baerenz/Getty
The authors and publishers acknowledge the following sources of
Images; p.71 (baseball): Dan Thornberg/Shutterstock; p.71 (basketball): Aaron Amat/
copyright material and are grateful for the permissions granted. While Shutterstock; p.71 (kite): Hurst Photo/Shutterstock; p.71 (horse): Alex White/
every effort has been made, it has not always been possible to identify Shutterstock; p.71 (camera): taelove7/Shutterstock; p.71 (skates), p.71 (e): J. Helgason/
the sources of all the material used, or to trace all copyright holders. Shutterstock; p.71 (a): gorillaimages/Shutterstock; p.71 (b): Veronica Louro/
Shutterstock; p.71 (c): Ramona Heim/Shutterstock; p.71 (d): Rob Bouwman/
If any omissions are brought to our notice, we will be happy to include Shutterstock; p.72 (C): Hybrid Images/Getty Images; p.72 (CR): Production Perig/
the appropriate acknowledgements on reprinting. Shutterstock; p.72 (CL): racorn/Shutterstock; p.72 (BL): auremar/Shutterstock; p.72
(BR): Kuttig – People/Alamy; p.75 (T): F1online digitale Bildagentur GmbH/Alamy;
The authors and publishers would like to thank the following illustrators:
p.76–77: 13/David Madison/Ocean/Corbis; p.77 (T-1); p.77 (T-2): Image Source Plus/
Bill Bolton, pp41; Marek Jagucki, pp5, 6, 7, 10, 15, 16, 20, 25, 26, 30, 37, 38, 42, 47, Alamy; p.77 (T-3): onilmilk/Shutterstock; p.77 (T-4): Aaron Amat/Shutterstock; p.77
48, 52, 59, 60, 64, 69, 70, 74, 81, 82, 86, 91, 92, 96; Kirsten Collier (Bright Agency), (rackets): anaken2012/Shutterstock; p.77 (sticks): Bill Frische/Shutterstock; p.77 (bats):
pp11, 21, 31, 43, 53, 65, 75, 87, 97, 102, 103; Andy Parker, pp39, 89; Phil Garner Sean Gladwell/Shutterstock; p.77 (balls): mexrix/Shutterstock; p.77 (B-1): Pal2iyawit/
(Beehive Illustration), pp17, 27; Joelle Dreidemy (Bright Agency), pp27, 61, 83; Shutterstock; p.77 (B-2): Ian Buchan/Shutterstock; p.77 (B-3): isitsharp/Getty Images;
Woody Fox (Bright Agency), pp8, 18, 29, 40, 50, 62, 73, 84; Richard Watson (Bright p.77 (B-4): Visionhaus/Corbis; p.78 (1): Fir4ik/Shutterstock; p.78 (2): Ledo/Shutterstock;
p.78 (3): Nattika/Shuterstock; p.78 (4): Ramon grosso dolarea/Shutterstock; p.78 (5):
Agency), pp28, 41, 51, 63, 95; Chris Jevons (Bright Agency), pp51; Marcus Cutler
Tischenko Irina/Shutterstock; p.78 (6): igor.stevanovic/Shutterstock; p.78 (7): Joe
(Sylvie Poggio), pp35, 57, 79, 101; Gareth Conway, pp49 Gough/Shutterstock; p.78 (8): Elnur/Shutterstock; p.78 (Sue): Tracy Whiteside/
The authors and publishers would like to thank the following for permission to Shutterstock; p.78 (Dan): oliveromg/Shutterstock; p.78 (BC skates): StockPhotosArt/
Shutterstock; p.78 (BC hockey): Leonid Shcheglov/Shutterstock; p.78 (BL): Igor Dutina/
reproduce photographs: Shutterstock; p.78 (BR): Lauri Patterson/Getty Images; p.80–81: Peter Burnett/Getty
p.2–3: Galyna Andrushko/shutterstock; p.4–5: Images Etc Ltd/Getty Images; p.8 (Dan): Images; p.83 (TL): Gladskikh Tatiana/Shutterstock; p.83 (brother): Pavel L Photo and
Valua Vitaly/Shutterstock; p.8 (Jill): Jacek Chabraszewski/Shutterstock; p.8 (Sam), p.34 Video/Shutterstock; p.83 (mum): racorn/Shutterstock; p.83 (dad): Carlos Yudica/
(Bill): Monkey Business Images/Shutterstock; p.8 (Sue): Lorelyn Medina/Shutterstock; Shutterstock; p.87 (B/G): Brett Baunton/Alamy; p.87 (T): Adrian Sherratt/Alamy; p.88:
p.8 (Tom): michaeljung/Shutterstock; p.9 (CL): AnnalA/Shutterstock; p.9 (C): terekhov A.P.S.(UK)/Alamy; p.89 (1): meunierd/Alamy; p.89 (2): Sava Alexandru/Alamy; p.89 (3):
igor/Shutterstock; p.9 (CR): Wil Tilroe-Otte/Shutterstock; p.9 (BL): Gena73/ Rosa lrene Betancourt 5/Alamy: p.89 (4): Mike Robinson/Alamy; p.90–91: Getty
Shutterstock; p.9 (BC): incamerastock/Alamy; p.9 (BR): Mikhail Olykaynen/Alamy; p.11 Images; p.93 (TL): Dieter Hawlan/Shutterstock; p.93 (TR): Orhan Cam/Shutterstock;
(B/G), p.32 (B/G), p.43 (B/G), p.53 (B/G), p.75 (B/G): Tim Jackson/Getty Images; p.12: p.93 (CL): Sebastian Knight/Shutterstock; p.93 (CR): Isantilli/Shutterstock; p.93 (a):
Robin Weaver/Alamy; p.13 (1): scyther5/Shutterstock; p.13 (2): Chukcha/Shutterstock; American Spirit/Shutterstock; p.93 (b): Scott Prokop/Shutterstock; p.93 (c): Brian
p.13 (3): veryan dale/Alamy; p.13 (4): Africa Studio/Shutterstock; p.13 (CL): Serge Vero/ Goodman/Shutterstock; p.94 (B/G): Dudarev Mikhail/Shutterstock; p.94 (horse):
Shutterstock; p.13 (CR): Matej Kastelic/Shutterstock; p.13 (BL): Corbis; p.13 (BC): Lenkadan/Shutterstock; p.94 (field): robert_s/Shutterstock; p.94 (duck): Geanina
MaKars/Shutterstock; p.14–15: Guido Cozzi/Corbis; p.17 (1), p.17 (c), p.34 (3): Bechea/Shutterstock; p.94 (pond): Yuriy Kulik/Shutterstock; p.94 (cat): Rumo/
Argentieri/Getty Images; p.17 (2); p.17 (d): Philip Lange/Shutterstock; p.17 (3); p.17 (b): Shutterstock; p.94 (house): bbofdon/Shutterstock; p.94 (cow): jesadaphorn/
Margo Harrison/Shutterstock; p.17 (4); p.17 (a): John Orsbun/Shutterstock; p.19 (a): Shutterstock; p.94 (barn): Bonita R. Cheshier/Shutterstock; p.94 (1): Diane Picard/
Scott Rothstein/Shutterstock; p.19 (b): V. J. Matthew/Shutterstock; p.19 (c): s oleg/ Shutterstock; p.94 (2): Schubbel/Shutterstock; p.94 (3): Ewa Studio/Shutterstock; p.94
Shutterstock; p.19 (d): Aprilphoto/Shutterstock; p.19 (e): Mikael Damkier/Shutterstock; (4): Michael Durham/Getty Images; p.94 (5): Makarova Viktoria/Shutterstock; p.94 (6):
p.21 (B/G): SZE FEI WONG/Getty Images; p.22–23: imageBROKER/Alamy; p.23 (TL): Kemeo/Shutterstock; p.94 (7): Ballawless/Shutterstock; p.94 (8): Alexander Matvienko/
Buzz Pictures/Alamy; p.23 (TC): David Fowler/Shutterstock; p.23 (TR): Dwight Smith/ Alamy; p.98–99: Stephen Dorey/Getty Images; p.99 (1): Danylo Saniylenko/
Shutterstock; p.23 (CL): Bailey-Cooper Photographer/Alamy; p.23 (C): antb/ Shutterstock; p.99 (2): Tim Scrivener/Alamy; p.99 (3): Keith Dannemiller/Corbis; p.99
Shutterstock; p.23 (CR): Dhoxax/Shutterstock; p.23 (1): Andrey Pavlov/Shutterstock; (4): Alex Treadway/National Geographic Society/Corbis; p.100 (1): Shchipkova Elena/
p.23 (2): Elena Elisseeva/Shutterstock; p.23 (3): Patrick Foto/Shutterstock; p.23 (4): Shutterstock; p100 (2): Arterra Picture Library/Alamy; p.100 (3): THPStock/
maxpro/Shutterstock; p.24–25: antos777/Getty Images; p.27 (men): Viorel Sima/ Shutterstock; p.100 (4): Brandon Seidel/Shutterstock; p.100 (5): 1stGallery/Shutterstock;
Shutterstock; p.27 (women): stockyimages/Shutterstock; p.27 (babies): StockLite/ p.100 (6): Denise Lett/Shutterstock; p.100 (7): imageBROKER/Alamy; p.100 (8):
Shutterstock; p.27 (children): Gelpi JM/Shutterstock; p.32–33: SurangaSL/Shutterstock; IxMaster/Shutterstock; p.100 (CL): Blend Images/Alamy; p.100 (CR), p.100 (BR):
p.33 (TL): Barna Tanko/Shutterstock; p.33 (TC): g215/Shutterstock; p.33 (TR): imageBROKER/Alamy; p.100 (BL): Alinute Silzeviciute/Shutterstock.
Tierfotoagentur/Alamy; p.33 (CL): J Reineke/Shutterstock; p.33 (C): skynetphoto/
Shutterstock; p.33 (CR): Galyna Andrushko/Shutterstock; p.33 (1): Don Fink/ Commissioned photography by Gareth Boden: p.13 (BR), p.23 (BR), p.33 (BR), p.45
Shutterstock; p.33 (2): David Sucsy/Getty Images; p.33 (3): BarbarosKARAGULMEZ/ (BR), p.55 (BR), p.67 (BR), p.77 (BR), p.89 (BR), p.99 (BR); Jon Barlow: p.9 (T), p.11 (T),
Getty Images; p.33 (4): Vitaly Titov & Maria Sidelnikova; p.34 (1): DWD-photo/Alamy; p.19 (T), p.19 (C), p.21 (T), p.28, p.31 (T), p.41 (T), p.43 (T), p.56 (CR), p.56 (BR), p.61,
p.34 (2): shane partdridge/Alamy; p.34 (4): Mikael Damkier/Shutterstock; p.34 (5): paul p.62, p.71 (T), p.72 (TL), p.72 (TR), p.72 (BC), p.85, p.95 (B), p. 97 (T).
prescott/Shutterstock; p.34 (6): Tsekhmister/Shutterstock; p.34 (7): Olga Bogatyrenko/
Shutterstock; p.34 (8): DenisNata/Shutterstock; p.34 (Tony): MANDY GODBEHEAR/ Our special thanks to the following for their kind help during location
Shutterstock; p.34 (Anna): Judy Kennamer/Shutterstock; p.34 (May): Victoria Blackie/ photography:
Getty Images; p.34 (BL): Willyam Bradberry/Shutterstock; p.34 (BC dog): Matthew
Everyone Active-Parkside Pool Cambridge, Queen Emma Primary School
Williams-Ellis/Shutterstock; p.34 (BC mice): Geoffrey Lawrence/Shutterstock; p.34 (BR):
DreamBig/Shutterstock; p.36–37: Bartosz Hadyniak/Getty Images; p.39 (TL): Mo Front Cover photo by Lynne Gilbert/Getty Images
 O‘ZBEKISTON BARKAMOLLIK UCHUN TA’LIM DASTURI
O‘ZBEKISTON BARKAMOLLIK UCHUN TA’LIM DASTURI

Teacher’s Book 2
What makes our bodies move?

Why do whales jump out of water?

Guess What! has the answers. Through beautiful

photography and engaging topics, young learners
can explore the world as they learn English.

This book was adapted from its original English-language

international version. Additional guidance has been
added and select images and content have been
changed to reflect life and education in Uzbekistan.

Ushbu kitob AQSh xalqaro taraqqiyot agentligi (USAID) orqali Amerika xalqining qoʻllab-quvvatlashi
yordamida tayyorlangan. Kitobdagi fikr va mulohazalar USAID yoki AQSh hukumati qarashlarini aks ettirmaydi.

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