4

Daniel Barber TEACHER’S BOOK

CO U R S E CO N S U LTA N T S
Elaine Boyd

ng
Paul Dummett Scope and Sequence ii
Introduction iv

ni
Student’s Book Walkthrough vi
Helping Teachers Succeed xii

ar
Generic Pacing Guide xvii

Le
Games and Interactive Activities xviii

Welcome 4
1 Who’s Hungry? 7

c
hi 2 Animαl Life 15
Units 1–2 Let’s Talk: Tαlking About Preferences 23
ap
Video: “The Antαrctic Food Chαin” 24–25
Review 26
gr

3 Look αt Me 27
4 Body αnd Mind 35
eo

Units 3–4 Game: Find the Difference 43

Reading Challenge: “Solαr Eclipses” 44–45
G

Review 46
5 I Love My Town 47
6 Yesterdαy αnd Long Ago
l

55
na

Units 5–6 Let’s Talk: Mαking Suggestions

  αnd Responding 63
io

Video: “The Tαos Pueblo” 64–65

Review 66
at

7 The Greαt Outdoors 67

8 Exploring
N

75
Units 7–8
Game: Quiz 83
Reading Challenge: “The Comedy
  Wildlife Photogrαphy Awαrds” 84–85
Review 86

Anthology Teacher’s Notes 88

Grammar Helper Answer Key 92
LEARNING Workbook Answer Key 94

Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U00FM_00i-xix.indd 1 8/18/21 8:59 AM
 Scope αnd Sequence
Welcome p. 4

Vocαbulαry Grαmmαr Reαding Phonics Song αnd Vαlue

1 Who’s Hungry? p. 7 School Subject: Heαlth & Physicαl Educαtion

ng
ketchup, milkshαkes, There’s / There αre + α / “Don’t Wαste oo αs in: Sing αbout unusuαl
noodles, pαncαkes, some / α lot of + noun Food . . . αnd moon food.

ni
pαstα, sαlαd, Food quαntifiers Plαstic!” ue αs in: Vαlue: Try new
sαndwiches, soup, Reαd αbout how blue things.

ar
vegetαbles to go green when u_e αs in:
Reαding: bottles, cups, eαting out. flute

Le
glαss, plαtes, strαws

2 Animαl Life p. 15 School Subject: Science

c
αnts, bαt, dolphins, Present progressive:
hi “A Dαy in the Life f αs in: Sing αbout unusuαl
kαngαroo, pαndα, Singulαr αnd plurαl of . . . Meerkαts!” fish αnimαl behαvior.
pαrrot, penguins, shαrk, nouns Reαd αbout how fruit Vαlue: Be interested
ap
whαle Present progressive: meerkαts live. ph αs in: in αnimαls.
Reαding: busy, hungry, Yes / No αnd Wh- dolphin
lizαrds, sαfe, wαking up questions photo
gr

UNITS 1–2 Let’s Tαlk p. 23 Tαlking About Preferences Video pp. 24–25 “The Antαrctic Food Chαin” Review p. 26
eo

3 Look αt Me
G

p. 27 School Subject: Heαlth & Physicαl Educαtion

α beαrd, curly hαir, Compαrαtives with -er “Amαzing αr αs in: shαrk Sing αbout drαwing
l

dαrk hαir, fαt, light hαir, Superlαtives with -est People!” or αs in: corn α portrαit.
na

α moustαche, round Reαd αbout ir αs in: bird Vαlue: Accept

fαce, strαight hαir, tαll, people with differences.
thin unusuαl
io

Reαding: αlmost, died, differences.

meters, tαkes two hours
at

4 Body αnd Mind

N

p. 35 School Subject: Heαlth & Physicαl Educαtion

bαck, α cold, α cough, Must / must not “Feeling Good” ou αs in: Sing αbout dαncing.
medicine, shoulder, sick, Reαd αbout doing shout Vαlue: Stαy in shαpe.
Adjectives with to-
α sore neck, stomαch, yogα. mouse
infinitives
tooth (teeth), toothαche ow αs in:
Reαding: cαlm, grαdes, flower
worry down

UNITS 3–4 Gαme p. 43 Find the Difference Reαding Chαllenge pp. 44–45 “Solαr Eclipses” Review p. 46

2
ii
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u00_02-06.indd 2 2
42002_U00FM_00i-xix.indd 7/19/21
8/18/21 12:58
8:59 AM
PM 41678_u
 Vocαbulαry Grαmmαr Reαding Phonics Song αnd Vαlue

5 I Love My Town p. 47 School Subject: Sociαl Studies

ng
building, bus stop, cαfé, hospitαl, There wαs / There “Megαcities!” er αs in: lobster Sing αbout α town.
mαrket, movie theαter, pαrking were Reαd αbout ir αs in: T-shirt Vαlue: Love your

ni
lot, sports center, supermαrket α lαrge city in ur αs in: purple town.
Time expressions
Chinα. or αs in: world
Reαding: fαctories, skyscrαpers, for simple present

ar
shopping centers αnd simple pαst

Le
6 Yesterdαy αnd Long Ago p. 55 School Subject: Sociαl Studies

c
bike to school, climb trees, cry, hi
Simple pαst: "Egypt Long αir αs in: chαir Sing αbout
lαugh, need wαter, sαil, stαy Regulαr verbs Ago" αre αs in: scαre weekend αctivities.
home, wαit for the bus, wαlk to Reαd αbout αr αs in: pαrents Vαlue: Be interested
Simple pαst: Yes /
ap
school Ancient Egypt. eαr αs in: beαr in others.
No questions αnd
Reαding: civilizαtions, invented, αnswers
mystery, stαtues
gr

UNITS 5–6 Let’s Tαlk p. 63 Mαking Suggestions αnd Responding Video pp. 64–65 “The Tαos Pueblo” Review p. 66
eo

7 The Greαt Outdoors

G

p. 67 School Subject: Heαlth & Physicαl Educαtion

eαt outside, get lost, go cαnoeing, Simple pαst: “On Top of the c αs in: Sing αbout outdoor
l

go on α roller coαster, hαve α Irregulαr verbs World” cαt αctivities.

na

picnic, mαke friends, ride on α Reαd αbout α city Vαlue: Stαy sαfe
Simple pαst: Wh-
motorcycle, see α shooting stαr, young skier. g αs in: outside.
questions αnd
sleep in α tent, swim in α lαke goαt
io

αnswers: Where,
girαffe
Reαding: explorer, ski, sled Who, Whαt, When
at

8 Exploring
N

p. 75 School Subject: Visuαl Arts

αrt gαllery, dinosαur, fαir, Future predictions Reαd αbout schwα αs in: Sing αbout summer
museum, ride, sculpture, summer αnd plαns with be summer cαmps. kαngαroo vαcαtion plαns.
cαmp, theme pαrk, wαter pαrk, going to chicken Vαlue: Plαn your
wildlife pαrk pencil free time.
Yes / No questions
lemon
Reαding: chefs, circus, juggle, αnd αnswers with
circus
skills, stαrs, unicycle be going to

UNITS 7–8 Gαme p. 83 Quiz Reαding Chαllenge pp. 84–85 “The Comedy Wildlife Photogrαphy Awαrds” Review p. 86

Grαmmαr Helper pp. 87–94

iii
3
SAMPLE COPY, NOT FOR DISTRIBUTION
12:58 PM 41678_u00_02-06.indd 3 3
42002_U00FM_00i-xix.indd 7/21/21 8:59
8/18/21 1:31 AM
PM
 Introduction

Children are naturally curious.

They have an enormous appetite for learning about the
world. Imagine taps into this curiosity by providing a
window into amazing facts, people, and places. The real-
world content, paired with step-by-step presentation
and scaffolded practice, makes the learning meaningful
and memorable, and enhances the child’s learning

ng
experience. Children are motivated to speak about the
world, and Imagine will give them the support they

ni
need to do this from the very beginning.
The Teacher’s Book provides background information

ar
about the real-world content in the Student’s Book. We

Le
hope that you too will be inspired by this content and
will share additional facts with students.

c
Learn About the World hi
PHOTOS Imagine, like other National Geographic In addition to using the activities on the page, you
ap
Learning programs, uses stunning photography to can try other techniques when teaching with video,
bring the world to the classroom. The photos are such as:
gr

not just decorative—each relates closely to the

•turning the sound off and as ing students to narrate
curriculum and is intended to promote curiosity and
the video.
eo

stimulate discussion. Each unit opens with a stunning

•pausing the video and asking students to guess what
photograph accompanied by two activities: one to help
happens next.
children describe the photos they see and the other
G

•pausing the video when playing it for the second time

to encourage them to relate to their own lives and
and asking students to remember what happens next.
experiences. Fascinating photography is also featured
l

•asking students to watch and list things they see.

throughout the unit and is consistently used to build
na

context and promote communication. You will find e tra

information about these photos in the About the Photo VALUES Teaching values is integral to the Imagine
io

box in the Teacher’s Book. If students are curious to know curriculum. Universal values are woven throughout the
more about the photo, you can share that information materials, and each unit focuses explicitly on one key
at

in the students’ native language. You can also return age-appropriate value. Teaching values in the classroom
promotes a healthy and joyful learning environment,
N

to these photos and use them as prompts for recalling

words or talk about them again in more detail after helping children develop social and emotional skills
students have acquired the skills and the language to that continue into adulthood. As students engage with
do so. positive values, these become powerful affirmations that
equip children with attitudes and behaviors for success
VIDEOS The documentary-style videos in Imagine
at school and beyond. The values are then reviewed and
celebrate the amazing world we live in. Children learn
consolidated through fun and motivating activities in
about fascinating people and places as they review and
the Workbook.
use the language acquired in preceding units. The videos
also provide a springboard for the students to do hands-
on, creative projects.

iv
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00FM_00i-xix.indd 4 8/18/21 9:00 AM
 Make Learning a Joy mind, provide students with the language they need,
and correct errors when appropriate (sometimes after a
SONGS AND CHANTS Songs and chants are an round or at the end of the game, so as not to disrupt the
important resource in any primary classroom because fun!). Imagine games ensure students are using English
repetition and rhythm make them memorable. They to achieve a task without detracting from the children’s
are an engaging and age-appropriate way of providing primary objective: having fun!
language input and reinforcement for children. Children

ng
learn the words and structures along with the rhythms
and patterns of the language. The chants and songs in Build Young Learners’ Confiden e
Imagine are catchy and fun, and they are designed to To help students reduce language-learning anxiety, this

ni
help you present and recycle language in a motivating Teacher’s Book incorporates a range of strategies to build
way. Songs and chants are also opportunities to develop

ar
students’ confidence and motiva e them to learn. These
learners’ listening skills. strategies include:

Le
GAMES Imagine features a wide range of games. Personalize These activities have students connect
Children love playing games. A good game can make a the context to their own life experiences. This allows
lesson fun and memorable. Games can help consolidate them to make connections between the classroom

c
learning while boosting energy and enjoyment. While and their lives.
playing games, students are encouraged to use English hi
freely. Here are the key ingredients to a successful game: Collaborate These activities allow students to learn
from each other before they have to “perform.”
ap
Preparation Make sure any materials, such as game
pieces and slips of paper, are ready before the lesson. A Help my friend These tasks help students focus on
gr

list of materials is always provided in the Teacher’s Book what they can do well, which then allows them to use
at the start of each lesson. their skills and competencies to help teach and support
eo

their classmates, so classmates can pool together their

Clear instructions The Teacher’s Book provides a skills and knowledge.
clear procedure for which examples to do with the class
G

beforehand, and how to set up each game by illustrating Refle t These activities encourage students to refle t
what to say and what to do on the board. on the process they went through and look at how they
can improve. This helps develop self-regulation and
l

Monitoring Once students start playing, it’s crucial for

na

autonomous learning in young learners.

teachers to check that students are following the rules
and playing the game in English. Second chance These activities are suggested
io

especially for production practice. Once students have

Variety Level 4 features a variety of game types: received feedback and have had an opportunity to
at

vocabulary review games, phonics games, and board refle t on their performance, they can redo the activities
games. Also, on pages xviii and xix, we provide a bank of successfully to build confidenc .
N

games and interactive activities you can use at any time.

Own it! These activities have students start developing
Clear language objectives Games should be fun, but their own learning tasks, which allows them to
in class, they must also help learners meet their language understand what learning objectives are and how their
goals. The games in Imagine encourage students to learning outcomes can be evaluated. It also shows that
think about the language they have recently learned being evaluated can be a fun experience.
and practice it in an engaging and safe environment.
While playing games, keep the learning objectives in

v
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00FM_00i-xix.indd 5 8/18/21 9:00 AM
 Student’s Book Walkthrough

Unit Opener

Real-world topics are relevant to

8 Exploring students' lives, connecting their
experiences and aspirations.

ng
ni
ar
High-impact photos

Le
engage students’ interest
and get them thinking and
speaking.

c
hi
ap
gr
eo

Tree house in the sky, Bαños, Ecuαdor

Α Look αt the photo. Αnswer the B Work in pαirs. Discuss.

G

questions. 1. Where do you go on vαcαtion?

1. Where is the girl? 2. Whαt do you like plαying on vαcαtion?
2. Whαt is she doing?
l

3. Which is tαller, the tree house or the tree?

na

75
io

41678_u08_75-86.indd 75 7/19/21 10:46 AM

at

Unit opener activities Open dialogue prompts encourage

encourage interaction with the free thinking and production.
N

photo and promote visual and

textual literacy.

vi
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00FM_00i-xix.indd 6 8/18/21 9:00 AM
 Lesson 1 Lesson 2
Vocαbulαry Grαmmαr
A high-impact photo brings the real world into the Students practice
classroom and provides context for new vocabulary. the target grammar
in a catchy chant

ng
Images are used as visual aids to present target thematically related to
Grammar is presented in
words. Vocabulary is benchmarked against the unit vocabulary.
meaningful contexts.
wordlists from international exams and the CEFR.

ni
ar
Lesson 1 Vocαbulαry Lesson 2 Grαmmαr

Α Listen αnd point. TR: 8.1 Α Listen αnd reαd. TR: 8.3

Le
Α visitor poses for α I’m going to see some dinosαurs.
picture in the “Heαd on You’re going to visit α theme pαrk.
the Plαte” room in the
She isn’t going to leαve the cαr.
Museum of Illusions in
αrt gαllery dinosαur Pristinα, Kosovo We αren’t going to stαy αt home.
They’re going to tαke photos of the sculpture.

c
fαir museum
hi B Listen αnd chαnt.

to look αt wildlife.
You’re going to α museum.
TR: 8.4

I’m going to see some dinosαurs. I’m not going

ap
Thαt’s right! Yes, I αm.
She’s going to see some lions. She isn’t going to
leαve the cαr.
She’s going to go to α wildlife pαrk.
gr

ride sculpture Thαt’s right! Yes, she is.

We’re going to ride on α roller coαster. We αren’t
going to stαy αt home.
You’re going to visit α theme pαrk.
eo

Thαt’s right! Yes, we αre.

summer cαmp theme pαrk

C Drαw pictures. Guess.
You’re going to visit α museum.
G

No, thαt’s not right. Try αgαin.

wαter pαrk wildlife pαrk You’re going to go to α theme pαrk.

l

B Listen αnd repeαt. TR: 8.2 Thαt’s right!

na

C Sαy.
I’m on α ride.
io

You’re αt the fαir.

Yes!

76 UNIT 8 UNIT 8 77
at
N

41678_u08_75-86.indd 76 7/19/21 10:46 AM 41678_u08_75-86.indd 77 7/19/21 10:46 AM

Unit 8 Grαmmαr Helper

Students interact with the Lesson 2 Future with going to

Use going to + verb to tαlk αbout future plαns.

Scaffolded speaking activities give
new vocabulary through students opportunities to use the
Αffirmαtive sentences Negαtive sentences
I’m going to hαve fun on vαcαtion. I’m not going to see my friends.
They’re going to eαt in α restαurαnt. We αren’t going to trαvel by trαin.
She’s going to love the roller coαster! He isn’t going to stαy αt home.

real-world listening Complete the plαns with going to αnd α verb. Write.
1. Tomorrow, I ’m going to run two kilometers).
run bαke plαy sαil wαsh target grammar in real-life situations.
prompts. 2. She

3. I
some breαd for dinner.
bαdminton becαuse it’s very hot.

4. They to the islαnd becαuse it’s very fαr.

5. We the cαr. It’s very dirty!

Lesson 4 Questions αbout the future with going to

Use Αre/Is + going to + verb to αsk questions αbout people’s future plαns.
Yes/No questions Short αnswers

Expanded grammar charts and additional

Αre you going to cook lunch todαy? Yes, I αm. / No, I’m not.
Is she going to sleep in the tent tonight? Yes, she is. / No, she isn’t.

Put the words in order to mαke questions. Write short αnswers.

1. αre / going / on Sαturdαy / Rαquel / see / to / you / ?

Αre you going to see Rαquel on Sαturdαy?
(✓)
Yes, we αre .
practice are included in the Grammar
Helper section at the back of the book.
2. going / he / is / climb / to / up to the window / ? (✗)
.

3. going / is / she / the movie / to / wαtch / with you / ? (✓)

.

4. αre / fly / going / they / to / to New York / ? (✗)

.
94 GRΑMMΑR HELPER

vii
41678_uEM_87-96.indd 94 7/19/21 10:49 AM

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U00FM_00i-xix.indd 7 8/18/21 9:00 AM
 Student’s Book Walkthrough

Lesson 3 Lesson 4
Reαding Grαmmαr
A high-impact photo supports reading comprehension and Grammar is presented
promotes visualization of vocabulary and textual details. explicitly and is practiced
through all four skill areas:

ng
Vocabulary from the Reading is pre-taught
listening, reading, writing,
so that students can approach the reading
and speaking.
with confidenc .

ni
ar
Lesson 3 Reαding Lesson 4 Grαmmαr

Α Look αt the words. Listen αnd repeαt. TR: 8.5

Nαtionαl Geogrαphic Α Listen αnd reαd. TR: 8.7
Photo Cαmp, Bαrbαdos

Le
chefs stαrs circus juggle skills unicycle Αre you going to hαve fun this summer?
Yes, I αm.
Is she going to leαrn to juggle?
B Look αt the photo. Whαt type of summer cαmp is it? No, she isn’t.
Αre we going to ride α unicycle?
C Listen αnd reαd. TR: 8.6 Yes, we αre.

c
Αre they going to cook with chefs?
Here αre three summer cαmps where children leαrn something new! No, they αren’t.

Cooking Cαmp
Do you like cooking? You’re going to love Mαsterchef summer cαmp!
In the mornings, you’re going to leαrn to cook with professionαl
hi B Listen. Complete the chαrt. TR: 8.8
ap

wildlife pαrk
theme pαrk
chefs αnd the young stαrs of the TV progrαm Mαsterchef! In the

cαmping

museum
summer
αfternoons, you’re going to hαve fun in the Spαnish countryside.

cαmp
Circus Cαmp

fαir
Joe ✓ ✗ ✗ ✗
Cαn you juggle? Well, you’re going to leαrn! There αre lots of fun
gr

skills to leαrn αt α circus cαmp in Cαliforniα, like wαlking on α rope Pαndmα ✓ ✗ ✗

αnd riding α unicycle. You’re going to sleep in α tent, climb trees, Sunil ✗ ✓ ✗
αnd mαke lots of friends.
C Αsk αnd αnswer.
eo

Wildlife Photogrαphy Cαmp

Go cαmping in the forests αnd mountαins of Nilgiri in Indiα, discover Is Joe going to go to
the αnimαls thαt live here, αnd leαrn αbout tαking fαntαstic photos summer cαmp?
αt the sαme time!
G

Yes, he is.

D Reαd αgαin. Αt which summer cαmp do… D Αct αnd sαy.

1. you leαrn new skills from αdults αnd children?
Αre you going
l

to fly in α plαne?
2. people find different skills they αre good αt?
na

Yes, I αm.
3. you work in α kitchen?
4. you leαrn to tαke photos?
io

5. people mαke lots of friends?

6. you sleep in α tent?

78 UNIT 8 UNIT 8 79
at
N

41678_u08_75-86.indd 78 7/19/21 10:46 AM 41678_u08_75-86.indd 79 7/19/21 10:46 AM

Unit 8 Grαmmαr Helper

Activities get students to put

Meaningful and carefully-leveled Lesson 2 Future with going to

Use going to + verb to tαlk αbout future plαns.

Αffirmαtive sentences Negαtive sentences the grammar they’ve learned
real-world texts contextualize the I’m going to hαve fun on vαcαtion. I’m not going to see my friends.

immediately into practice.

They’re going to eαt in α restαurαnt. We αren’t going to trαvel by trαin.
She’s going to love the roller coαster! He isn’t going to stαy αt home.

new vocabulary. Complete the plαns with going to αnd α verb. Write.
1. Tomorrow, I ’m going to run two kilometers).
run bαke plαy sαil wαsh

2. She some breαd for dinner.

3. I bαdminton becαuse it’s very hot.

4. They to the islαnd becαuse it’s very fαr.

5. We the cαr. It’s very dirty!

Lesson 4 Questions αbout the future with going to

Expanded grammar charts and additional

Use Αre/Is + going to + verb to αsk questions αbout people’s future plαns.
Yes/No questions Short αnswers
Αre you going to cook lunch todαy? Yes, I αm. / No, I’m not.
Is she going to sleep in the tent tonight? Yes, she is. / No, she isn’t.

Put the words in order to mαke questions. Write short αnswers.

1. αre / going / on Sαturdαy / Rαquel / see / to / you / ? (✓)

practice are included in the Grammar
Αre you going to see Rαquel on Sαturdαy?

2. going / he / is / climb / to / up to the window / ?

Yes, we αre

(✗)
.
Helper section at the back of the book.
.

3. going / is / she / the movie / to / wαtch / with you / ? (✓)

.

4. αre / fly / going / they / to / to New York / ? (✗)

.
94 GRΑMMΑR HELPER

viii
41678_uEM_87-96.indd 94 7/19/21 10:49 AM

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U00FM_00i-xix.indd 8 8/18/21 9:00 AM
 Lesson 5
Phonics

A two-page Phonics lesson provides students with

extensive phonics practice in both receptive and

ng
productive skill areas.

Target phonemes are presented in

ni
high-frequency words.

ar
Playful chants practice Listening activities focus on phonemic
phonemic awareness. awareness and writing.

Le
Lesson 5 Phonics

c
Α Listen αnd sαy. TR: 8.9 D Write the vowel(s). Sαy the words. Listen αnd repeαt. TR: 8.12

α e i o u
hi 1. 2. 3.
ap
αrt gαll ry αn m ls roll r coαst r
kαngαroo chicken pencil lemon circus
gr

4. 5. 6.
B Listen. How do we sαy the syllαbles C Circle the α/e/i/o/u sound. Listen αnd
in bold? TR: 8.10 chαnt. TR: 8.11
eo

1. summer 4. bαnαnα I’m going to fly over Αfricα

2. kαngαroo 5. wαterfαll in α helicopter todαy.
We’re going to see big αnimαls
3. holidαy 6. trαvel
like girαffes αnd elephαnts. dαught r din sαur zebr
G

E Plαy Bingo. Choose αnd write nine words. Tαke turns sαying the words.

Phonics
l

αrt gαllery B I N G O
na

bαnαnα
dαughter
dinosαur
io

kαngαroo
summer
trαvel
at

vαcαtion
wαterfαll
N

zebrα

Αfricαn elephαnt fαmily,

Kenyα, Αfricα

80 UNIT 8 UNIT 8 81

41678_u08_75-86.indd 80 7/19/21 10:46 AM 41678_u08_75-86.indd 81 7/19/21 10:47 AM

An image is used as a visual aid to Fun, collaborative games encourage

contextualize the chant and support phonics practice and oral production.
visual literacy.

ix
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00FM_00i-xix.indd 9 8/18/21 9:00 AM
 Student’s Book Walkthrough

Lesson 6
Song The Value feature introduces an
age-appropriate value related to
The Song consolidates grammar and vocabulary the song lyrics. Students practice
from the unit in a fun and engaging way and identifying and personalizing the
uses catchy, modern tunes. value in the Workbook.

ng
ni
Lesson 6 Song

ar
Α Listen, reαd, αnd write. TR: 8.13 VΑLUE
CHORUS Plαn your free time.
Students practice the song

Le
We’re going to hαve α good time; we’re going to hαve
in multiple ways—listening, some summer fun.

reading, singing, and Summer’s coming, αnd we’re feeling cool.

It’s time to close our αnd sαy goodbye to school!
acting—to internalize the Vαcαtion is here, αnd I’m feeling .

c
We’re going to hαve some fun; we’re going to hαve α good time.
unit’s language. CHORUS
hi
Αre you going to fly αwαy in α super plαne?
Αre you going to tαke α trip on α high-speed trαin?
Αre you going to stαnd under α ,
ap
or see your friends αnd plαy bαsketbαll?
I’m not going to ; I’m going to stαy αt home,
but I hαve things to do with friends αnd on my own.
I’m going to tαke some , reαd α book or two,
gr

αnd jump on my bed like α !

CHORUS
eo

B Listen αnd sing. TR: 8.14 αnd 8.15

G

C Sing αnd αct. TR: 8.16

l

High-impact
na

photography supports
visual literacy by
io

contextualizing the
song’s lyrics. Bond Fαlls,
at

Michigαn, US
N

82 UNIT 8

41678_u08_75-86.indd 82 7/19/21 10:47 AM

x
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00FM_00i-xix.indd 10 8/18/21 9:00 AM
 Additional lessons consolidate and expand the language and concepts taught in the previous two units.

Units 3–4 Gαme Units 1–2 Review Units 1–2 Let’s Tαlk

Α Look αt the pictures. Plαy in pαirs. Find ten differences. In picture 1, it’s rαining.
Α Write the word. αnts bαts kαngαroos ketchup milkshαkes So αnd neither
pαstα penguins sαndwiches soup vegetαbles Α: I go to the pαrk on weekends. Α: I don’t like tomαtoes.
In picture 2, it’s sunny.
B: So do I. B: Neither do I.
1. Cαrrots, peαs, αnd potαtoes αre .
1
2. People in Itαly eαt α lot of . Spαghetti is my fαvorite.
Α Listen αnd reαd. Complete the chαrt. TR: 2.17
3. I αlwαys put on my burger.
4. αre slices of breαd with cheese or meαt between them. Crocodiles Snαkes Bαts Αnts
5. αre usuαlly strαwberry or chocolαte. Tom

6. You often eαt with breαd. Eve

7. cαn fly, but they αren’t birds or insects. Tom: We hαve α snαke in our clαssroom αt school. Do you like snαkes?
8. You cαn see jumping high in Αustrαliα. Eve: No, I don’t. They’re scαry.
9. αre very smαll, but they cαn do αmαzing things. Tom: Our snαke isn’t. She’s very smαll. Whαt αnimαls do you like?
10. cαn swim very fαst, but they αren’t fish. Eve: Hmm . . . bαts. We sometimes see them in our yαrd. I love bαts.
Tom: So do I. They’re smαrt. But α lot of people don’t like bαts.
B Listen. Circle the best αnswer to the question. TR: 2.19 Eve: It’s the sαme with crocodiles.

ng
1. α. Yes, here they αre. 4. α. Yes, there αre α lot. Tom: Ooh, no! I don’t like crocodiles!
b. No, sorry. We don’t hαve αny. b. No, there isn’t αny. Eve: Neither do I. I don’t like αny big αnimαls like thαt.
2 2. α. We hαve α cαt. 5. α. Yes, there αre mαny bowls. Tom: Αnd smαll αnimαls? Whαt αbout insects? Do you like αnts?
b. Yes, here you αre. b. No. We don’t hαve αny todαy. Eve: Yes! I like looking αt αnts.
3. α. Do you wαnt orαnge or αpple? 6. α. Yes, but only one slice. Tom: So do I. They’re αmαzing!
b. Yes, there is. b. Yes, I do.
B Listen αnd repeαt. TR: 2.18
C Complete the sentences.
1. The girl is eαting α C Sαy So do I or Neither do I.

ni
of wαtermelon. 1. I don’t go to the movies often. 4. I never hαve pαncαkes for breαkfαst.
2. The womαn is drinking α 2. I hαve α pet fish. 5. I don’t ride my bike to school.
of orαnge juice.
3. I live in α big town. 6. I eαt pizzα once α week.
Αnswer the questions.
3. Who is the boy looking αt? D Do α survey. Choose three things. Sαy.
He .
food αnd drinks hobbies jobs αround the house

ar
4. We cαn see α mαn’s hαnd. Whαt is he doing?
He . I like plαying with teddy beαrs.
So do I.
Now write two sentences αbout the photo.

UNITS 3–4 GAME 43 26 UNITS 1–2 REVIEW UNITS 1–2 LET’S TALK 23

Le
41678_u04_35-46.indd 43 7/19/21 10:41 AM 41678_u02_15-26.indd 26 7/19/21 10:39 AM 41678_u02_15-26.indd 23 7/19/21 10:39 AM

Two Games, after Units 4 and 8, Four Review sections bring together After Units 2 and 6, Let’s Talk
provide a fun context for vocabulary the vocabulary and grammar from presents and practices everyday
and grammar review. the preceding two units. functional language.

c
Real-world Video lessons (after Units 2 and 6) and Reading Challenge lessons hi
(after Units 4 and 8) bring the world into the classroom.
ap
Units 7–8 Reαding Chαllenge

The Comedy Wildlife Carefully scaffolded

gr

Α Whαt cαn you see in the photo?

Photogrαphy Αwαrds Do you like the photo?

Meaningful and Αnimαls αre beαutiful. But they cαn be ugly, too.
They cαn be big αnd scαry or very smαll. They
Why / Why not?

activities focus on prior

B Listen αnd reαd. How mαny
carefully-leveled
αre αlwαys interesting. They cαn αlso be funny.
winners αre there in this
Every yeαr there αre mαny competitions for
people who tαke photos of αnimαls αnd nαture.
competition? TR: 8.18
knowledge activation,
eo

real-world texts
Mαny people enjoy looking αt wildlife, αnd
C Reαd αgαin. Circle α, b, or c.

comprehension, and
photos cαn teαch us αbout αnimαls αnd our
plαnet. There αre competitions for blαck-αnd- 1. Whαt cαn photos teαch us αbout?
white photos, color photos, αnd photos of birds,

expand on the
α. wildlife
insects, αnimαls αt night, αnimαls in the oceαn,

recall.
b. our plαnet
αnd more.
c. α αnd b: wildlife αnd our plαnet
But when people see the winning photos, 2. There αre mαny competitions for

topics explored
G

they αlwαys love the funny ones. So, two photogrαphy, but
photogrαphers,
α. they αren’t αll good.
Pαul Joynson-Hicks

in prior units. αnd Tom Sullαm, b. there αren’t mαny competitions

decided to stαrt the for funny wildlife photogrαphy.
first competition for c. there αren’t mαny competitions
the world’s funniest for wildlife photogrαphy.
wildlife photos. 3. Tom αnd Pαul sαw thαt mαny
people were interested in
In this competition, α teαm of
l

photogrαphers, wildlife experts, αnd celebrities α. photos in αrt gαlleries.

choose their fαvorite photos. The photos must b. blαck-αnd-white photos.
na

be funny, of course, αnd mαke them lαugh, but c. funny photos.

they αlso hαve to be very good photos. Α lot of 4. The photos in Tom αnd Pαul’s
the αnimαls in these photos look αs if they αre competition must
smiling, lαughing, or mαking funny fαces. Αre the
αnimαls fαlling over or doing silly things, like in α. show α bird.
this photo of α squirrel? There αre seven winners: b. be good photos thαt αre funny.
α photo of α lαnd αnimαl, α photo of αn αnimαl c. be by young people.
in the αir, α photo of αn underwαter αnimαl, α Α funny squirrel
photo by α young photogrαpher, αn Internet entry in the Wildlife D Whαt’s your fαvorite funny
io

portfolio of four photos, α video, αnd the best Photogrαphy Αwαrds photo? Is it of you, your fαmily,
photo of them αll. or something else?
Αre you going to buy α book soon? You could Units 5–6 Video
buy α book of photos from the competition!

84 The Tαos Pueblo Α Reαd αbout the villαges UNITS

of the7–8 READING B Wαtch the
85video. Check (✓) the true
at

UNITS 7–8 READING CHALLENGE CHALLENGE

Pueblo people. Choose. sentences. Video 2
Welcome to Tαos. Tαos is α very old villαge in the US. The buildings
here αre some of the oldest buildings in North Αmericα. This is one 1. Whαt is speciαl αbout Tαos? 1. They live in the sαme plαce todαy αs
41678_u08_75-86.indd 84
of the villαges of the Pueblo people, Nαtive Αmericαns
7/19/21 10:47 AM
who were
41678_u08_75-86.indd 85 α. It’s the only pueblo todαy. their7/19/21
fαmilies
10:47 AM
did 1,000 yeαrs αgo.
here before the Europeαns αrrived. In fαct, pueblo meαns villαge. 2. Eαch αpαrtment hαs α plαce to cook
There αre 21 pueblos like Tαos in the southwest of the US where b. It’s very old.
in it.
Puebloαns still live todαy. So, let’s visit this villαge αnd leαrn αbout c. People don’t live there now.
N

its people, in the pαst αnd todαy. 3. There αre 35 villαges where Pueblo
2. Who αre Nαtive Αmericαns? people live.
α. People who live in old buildings. 4. These dαys, there is electricity in the
b. People from Europe who cαme villαge.
Tαos, α nαtive pueblo in to Αmericα. 5. They get wαter from α river.
New Mexico, US
c. People who lived in Αmericα 6. People come from other plαces to

Projects
before Europeαns. leαrn αbout the Pueblo people.
3. Where do the Puebloαns live?
α. In villαges in α pαrt of the US.
b. In cities in the US.
c. Only in Tαos.
promote hands-
C Project Write α biogrαphy of
your town or α town you know.
on learning and
A high-impact photo
In the pαst, there wαs / were…
There weren’t… creativity, while
These dαys, there αre…

activates students’ interest

People…
reinforcing the
D Αct.

and background knowledge, Grαndfαther? concepts and

language learned.
Yes, Clαudiα.

and promotes discussion Were there α lot of cαrs

when the town stαrted?

before students watch the No! There weren’t αny

cαrs! There were horses.

64 UNITS 5–6 VIDEO UNITS 5–6 VIDEO 65

video or read the texts.

41678_u06_55-66.indd 64 7/19/21 10:45 AM 41678_u06_55-66.indd 65 7/19/21 10:45 AM

xi
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00FM_00i-xix.indd 11 8/18/21 9:00 AM
 Helping Teachers Succeed

PLAN

TEACHER’S BOOK
The Teacher’s Book provides everything Lesson 1 Vocαbulαry Lesson 1 Vocαbulαry Extension

needed to plan, teach, and supplement Α Listen αnd point. TR: 1.1 In this lesson, students will:
• identify and name different foods.
• A fun way to repeat is to teach students a conversation
activity. Model with a student This is a _____. A what?!
A _____. (Louder!) Ah! A _____. Exaggerate when you model
the conversation. For example, sound confused on A what!?

lessons successfully, including:

and cup your ears as if you can’t hear. Do the same while
Resources: Audio Tracks 1.1–1.2, eBook, Classroom showing realization on Ah! A ____. Encourage students to do
Presentation Tool, Flashcards 1–9, Workbook p. 6, Workbook the same as you monitor their conversations. Again, model
Audio Track 1.1, Online Practice, Formative Assessment grammatical correctness with plural items. For example,
Strategies Guide say These are [vegetables]. They’re what? They’re [vegetables].
Oh! [Vegetables].

Warm Up C

•A detailed Scope and Sequence to show

ketchup milkshαkes noodles pαncαkes pαstα
• Put students in pairs or groups of three. Make sure each • Write on the board ____ you like pasta? Turn to a student and
group has a piece of paper and a pen. Explain that they are ask What word is missing? (Do) Complete the sentence on the

ng
going to race to complete each task, and they must say board, and then ask a student to answer it with Yes, I do. or
Ready! as soon as they have completed each task. No, I don’t.

the contents of the Student’s Book

• Say Write fi e fruits. Go! When a pair/group says Ready!, • Put students in pairs. Tell them to take turns asking and
get them to list their fruits immediately. Award a point to answering questions about the new food items, and other
each pair/group if they are correct. To make this more of food items they know. Tell them to find five things they
a competition, you can also give the group that finishes first both like.
an extra point. • As you review, ask students different questions. For example,
sαlαd sαndwiches soup vegetαbles

•Full-size Student's Book pages with

• Do the same for the following lists: fi e things you can eat for ask Did you find five things you both like? What are they? Is
breakfast, three sweet foods, fi e drinks, three meat dishes, and there anything you like but your partner doesn’t? Do you like
B Listen αnd repeαt. TR: 1.2
three vegetables. similar foods or diffe ent foods?
Α Wrap Up

Answer Key

ni
ABOUT THE PHOTO
• Have students open their books to p. 8. Read the instructions • Have students write in their notebooks a daily food diary that
The photo shows sweet treats from a aloud. Play TR: 1.1 and have students point to each word. only contains the items learned today. Write these sentence
mermaid-themed café in Bangkok, Thailand. stems on the board and have them complete them:
• Write the nine food items on the board. Act out each one, for
There are two such cafés—Mermaid Castle
example, squeezing a bottle of ketchup, eating soup with
and Mermaid Island. Both are very popular, For breakfast, I have ___ and ___.

•Teaching notes for every lesson plus

a spoon, eating noodles with chopsticks. Each time, elicit the
especially with social-media influencers who For lunch, I have ___ and ___.
correct word from the students to see how many items they
like to get their photos taken while wearing For dinner, I have ___ and ___.
know or can make educated guesses about.
a mermaid tail blanket and enjoying I have ___ as a snack.
rainbow waffles or mermaid-tail sundaes. In • Hold a flashcard in front of you without looking at it. For
addition to the café, there are shops filled example, ask Is this [soup]? Have students respond by saying

ar
• Walk around, check spelling, and point out questionable

suggestions for Warm Up, Wrap Up, and

with mermaid-themed merchandise. Yes, it is/No, it isn’t (remind them of short answers with to
be). Keep asking until you receive a Yes answer. Continue food combinations.
in this way with all the flashcards. Use this to introduce the • Have students compare their diary with a classmate’s.
difference between singular and plural nouns. Ask Are these
[sandwiches]? for plural items (and have students respond

Extension Activities
Additional Practice: Workbook p. 6, Online Practice
Yes, they are/No, they aren’t) and Is this [pasta]? for singular
(Yes, it is/No, it isn’t).
• Extra Challenge Have a student call out the food words for
others to point to.

Le
•A clear list of expected student outcomes,
• Extra Support Pause the audio after each word. Call on
a student to come to the board and point to the right word.

B
• Read the instructions aloud. Point to the activity and say

skills coverage, and teaching resources

Listen and repeat. Play TR: 1.2. Have students repeat the
words in chorus. Play TR: 1.2 again and call on individual
students to repeat the words.

needed for every unit

•Useful background information in the

c
8 UNIT 1 UNIT 1 8a

About the Photo and About the Video 41678_u01_07-14.indd 8

42002_U01_007a-014a.indd 9
hi 7/19/21
8/17/21 10:04
3:32 PM
AM 42002_U01_007a-014a.indd 8 8/17/21 3:32 PM

features
•Useful tips to support Phonics instruction
ap
•Task Guidance Notes for exam task type activities
•Student’s Book audio and video scripts, and
gr

Workbook answer key

•Reading Anthology teaching notes and answers
eo

•Companion Website access for all video and audio, TEACHER’S COMPANION WEBSITE
downloadable teaching resources, and more Additional teacher resources can be found at
G

ELTNGL.com/imagine_teacher and include:

•Lesson Planner pages
l
na

UNIT

6 Yesterdαy αnd Long Αgo Nαme: •Assessment program, including Placement Test
•Formative Assessment Strategies Guide
Whαt Wαs the Question? Twenty-First Century Skills Criticαl Thinking

WORKSHEET Α

•Audio for the Student’s Book, the Workbook, the

Α Here αre some αnswers. Whαt were the questions?
io

1.

Yes, I did. Αnd milk.

2.

No, I didn’t. I didn’t hαve time.

Anthology, and assessment
at

•Video program
3.
UNIT

Yes, they did. They wαtched it yesterdαy. 8 Exploring Nαme:

4.
Mαke α Video

•Audio and video scripts

Twenty-First Century Skills Collαborαtion αnd Creαtivity

No, they didn’t. They didn’t hαve αny money.

Α Complete.
N

5.
I’m speciαl becαuse …

•Unit-by-unit Pacing Guides for easy lesson planning

Yes, he did. He wαs with me.
1.
6.

No, he didn’t. He wαsn’t there when I αrrived.

2.
7.

Yes, she did. She wαlked here.

3.
•Printable activity Worksheets
•Printable Flashcards
8.

No, she didn’t. She stαyed home. Exαmples

1. I hαve the longest hαir in the clαss.

B Plαy the gαme!

•Printable Mini Flashcards for vocabulary practice

2. My birthdαy is on New Yeαr’s Dαy!

3. I climbed α mountαin when I wαs six.

© 2022 Cengαge Leαrning, Inc. LEVEL 4

and games
B Work in pαirs. Αsk αnd αnswer.
• Whαt’s your nαme?
IMG_AmE_L4_Worksheet_4-6.indd 1 8/17/21 4:06 PM
• How old αre you?

•Printable Graphic Organizers and Game resources

• Where αre you from?
• Whαt three things mαke you speciαl?

C Work in groups of four. Mαke α video!

TIPS

•Home-School Connection Letters (in English and

Student Α: Αsk the questions from Αctivity B.
• Prαctice before you record.
Student B, C, αnd D: Αnswer the questions.
• Speαk slowly.
• Look interested.

translated into multiple languages) to communicate

• Smile!

LEVEL 4

with families about what students are learning

© 2022 Cengαge Leαrning, Inc.

IMG_AmE_L4_Worksheet_4-8.indd 1 8/17/21 4:05 PM

xii
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00FM_00i-xix.indd 12 8/18/21 9:00 AM
 TEACH
All audio and video Interactive activities Direct access to
CLASSROOM PRESENTATION TOOL are available at make teaching Workbook pages
The Classroom Presentation Tool point of use. engaging and fun. and Answer Key
integrates digital resources, including
video, audio, and interactive activities and
games, in the context of the Student’s
Book and Workbook pages, making it easy

ng
to carry out lessons.
The Classroom Presentation Tool is

ni
computer and tablet compatible and

ar
accessible in the Learning Management
System, or you can download the

Le
Classroom Presentation Tool App.

c
hi
ap
STUDENT’S BOOK WORKBOOK
Through breathtaking photography and real-world The Workbook can be used in class to practice and
gr

content, Imagine Student’s Book makes it simple to consolidate content presented in the Student’s Book.
introduce curious young learners to the world and Read more about the Workbook on p. xiv.
eo

everything in it. Each eight-page unit presents and

practices vocabulary, grammar, reading, phonics, a song, WORKSHEETS
cross-curricular content, and everyday language models.
G

Printable worksheets (available on the Teacher

An age-appropriate value is introduced in every unit and Companion Site) extend Student’s Book activities.
then practiced in the Workbook.
l
na

FLASHCARDS
STUDENT’S EBOOK The Flashcards provide additional support for vocabulary
An interactive Student’s eBook includes the full content
io

and phonics. The Flashcards have a dry-erasable side and

of the Student’s Book, allows learners to save their provide opportunities for activities and games. Digital
answers, and includes all audio and video resources.
at

flashca ds and printable mini flashca ds are available on

the Teacher’s Companion Website.
N

ANTHOLOGY
Each Imagine Anthology includes four stories that
recycle the language and themes covered in the
Student’s Book. They include a mix of original stories,
non-fi tion, myths, and legends from around the world
to help learners make global connections. Read more
about the Anthologies on p. xvi.

LEVEL 4 UNIT 2 34
Inc.
© 2022 Cengαge Leαrning,
6/17/21 11:44 AM

34
46338_u02_018-035.indd

© 2022 Cengαge Leαrning, Inc.

LEVEL 4 UNIT 4 68

xiii
46338_u04_052-068.indd 68

6/17/21 12:23 PM

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U00FM_00i-xix.indd 13 8/18/21 9:00 AM
 Helping Teachers Succeed

ASSIGN AND TRACK

ONLINE PRACTICE WITH STUDENT’S EBOOK

The Imagine Online Practice with Student’s eBook offers
learners independent, interactive practice across all
devices. It includes activities and games with integrated
audio and video to support all sections in the Student’s
Book. The Online Practice includes an interactive

ng
Student’s eBook.
Registration is available at learn.ELTNGL.com with an

ni
access code and course key. The Online Practice with

ar
Student’s eBook can be accessed online or through the
Student’s App for offline mobile acce .

Le
WORKBOOK LEARNING MANAGEMENT SYSTEM
The activities in the Workbook can be assigned as A Learning Management System (LMS) for teachers,

c
homework. The Workbook includes: accessible at learn.ELTNGL.com, provides access to the
•Six pages of skills practice for each Student’s Book unit
hi following:
•Two pages of Review activities every two units •Online Practice course content
ap
•Additional Games and Let’s Talk lesson practice •Interactive Student’s eBook
•Additional practice for every Video lesson •Class management functionality
gr

•Reinforcement of every Value with opportunities for •Assignment creation tools

personalization and self-refle tion •Messaging
eo

Workbook audio is available to students through the •Progress reports

•Streaming/Downloadable Classroom Presentation Tool
G

resources section in the Online Practice.

5 I Love My Town
l
na

Lesson 1 Vocαbulαry

Α Put the letters in order. Check the plαces thαt you cαn see in the picture.
1. αpishlot hospitαl ✓ 5. féαc
2. orpsst recent 6. trekαm

3. pαrketmuser 7. sub pots

io

4. ovime htreαet 8. ginrαkp tol

Lesson 2 Grαmmαr

Α Look αt the picture on p. 38. Write wαs, were, wαsn’t, or weren’t.

Α: In the 1950s, wαs there α hospitαl in the town?
at

B: Yes, there , but it smαller thαn the hospitαl we hαve now.

Α: Αnd there αny movie theαters?
B: Yes, there . But there α sports center.
Α: there α cαfé?
B: Yes, there α nice cαfé. There αny big supermαrkets.
N

B Look αnd write αbout the town in 1990.

Lesson 3 Reαding
(✓) (✗) (✗)

Α Write the words.

B Listen αnd write. Whαt is it? TR: 5.1

1. pαrking lot 5. 1. There wαs α store. 2. There weren’t αny 3.

bus stops.
2. 6.

3. 7. (✓) (✓) (✗)

4. 8.
SUPERMARKET
1. s 2. f 3. s
38 c

4. 5. 6.
B Reαd. Write α–e.
41937_u05_38-43.indd 38 5/20/21 9:42 AM

Α megαcity is α city with more thαn 10 million people. In 2020, there were 34 megαcities in
C Αsk someone in your fαmily αbout your town in 1990.
the world. where mαny cities αre getting bigger αnd bigger.
Write the αnswers.

1. Were there αny stores ? Yes, there

This iswere
Shenzhen. But αbout. 40 yeαrs αgo, it wαs very different. In those dαys, it wαs
α smαll town with only 59,000 people. But then, the big compαnies αrrived. These
2. ? . smαrtphones. Shenzhen now hαs one the lαrgest
fαctories mαke things like tαblets αnd
3. ? electronics mαrkets in the world. .

These dαys, αbout 12 million people live in αnd αround Shenzhen. Where do you live?
4. ? .
How is it the sαme αs Shenzhen? How is it different?
UNIT 5 39
α. It’s α very big city in Chinα.
b. Seven of them were in Chinα,
c. There αre huge supermαrkets αnd shopping centers here, too.
41937_u05_38-43.indd 39 5/20/21 9:42 AM
d. Αnd the skyscrαpers αre getting tαller αnd tαller!
e. Very soon, there were big fαctories αnd mαny new jobs for people.

C Reαd αgαin. Circle the correct word.

1. Megαcities hαve more thαn ten thousαnd / million / billion people.
2. There were seven / sixteen / thirty-four megαcities in Chinα in 2020.
3. In Chinα, mαny people / electronics / skyscrαpers αre getting tαller αnd tαller.
4. In 1980, Shenzhen wαs much smαller / the sαme size / much bigger thαn todαy.

40 UNIT 5

xiv
SAMPLE COPY, NOT FOR DISTRIBUTION
41937_u05_38-43.indd 40 5/20/21 9:42 AM

42002_U00FM_00i-xix.indd 14 8/18/21 9:00 AM

 ASSESS FORMATIVE ASSESSMENT
Young learners need the support of frequent and
ongoing feedback on their learning and progression
EXAMVIEW®
to motivate them. In addition, accurate assessment
The ExamView® Assessment Suite includes activity banks
refle ts not only what students can recognize and
to generate customized unit quizzes, mastery tests, final
produce on a summative written test, but also what they
exams, and a placement test, and is available through
can perform or do as they use the language regularly.
the Teacher’s Companion Website. Ready-to-go printable
Imagine provides multiple opportunities for formative
and editable tests are also available.

ng
assessment—informal and formal evaluation methods
that teachers can use during the learning process to
SUPPORT FOR CAMBRIDGE ENGLISH

ni
gauge progress and to modify their teaching activities
QUALIFICATIONS for their students' needs and strengths. The results of
Imagine prepares students for the Cambridge English

ar
formative assessment can help teachers plan remedial
Qualifications in the ollowing ways: activities as well as extension activities.

Le
•Exam tasks are introduced throughout the Student’s A Formative Assessment Strategies Guide is available
Book and Workbook, with Task Guidance Notes in on the Imagine Companion Website. The strategies
the Teacher’s Book to help teachers teach the exam described in this guide are referenced throughout the

c
formats. Practice is focused on enabling students to Teacher’s Book.
master techniques that will allow them to perform
at their best in formal assessment situations. These
hi Formative assessment strategies can be used as regular
tasks give students the opportunity to familiarize checkpoints to gauge students’ comprehension and
ap
themselves with task types that appear in the exam progress. They do not require a lot of time or preparation.
and make connections to their own lives in order to Formative assessment can take place before, during,
gr

build both their interest and confidenc . or after a lesson. Below are a few examples of how you
•A full mock CEQ exam is provided as a printable for can incorporate formative assessment throughout your
eo

levels 1 through 6, along with a document containing instruction.

scripts for teachers, notes, and the answer key. This
Before you teach At the beginning of a unit, after
G

test can be used to practice exam task types or for

summative assessment at the end of an Imagine level. discussing learning objectives, you can ask students
to fill out the K and W sections in a KWL chart. This will
l

allow you to understand students’ existing knowledge of

na

Starters Listening Part 3 5 questions

a topic, plan your approach to the unit, and identify areas
Listen and check (✓) the box. There is one example. TR: 76
you may want to spend more time on.
io

What animal does the teacher have?

K: I know
Starters Reading & Writing Part 3 5 questions

Look at the pictures. Look at the letters. Write the words.

at

A. B. C. ✓
Example

h
W: I wonder or I want to know
L: I learned
h o r s e r s
1. Which is Matt’s kite?
e
o
N

Questions

1.
g
d
o While you teach Use the Thumbs Up-Side-Down
A. B.

2. What are Eva’s clothes for the party?

C.

i r
strategy to check for understanding. Use the results to
2. d
b

k
inform your decisions: you may repeat the activity, do an
d n
3.
e
o
y additional practice activity with the whole class, or plan
additional activities for specific student .
A. B. C. h
s
4. e
5
p e

Imagine_L0_Test 5 6/16/21 9:25 AM

c h c
5. i
e
n k

13

Imagine_L0_Test 13 6/16/21 9:25 AM

“I get it.” “I have questions.” “I don’t get it.”

xv
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00FM_00i-xix.indd 15 8/18/21 9:00 AM
 Helping Teachers Succeed

After you teach You can have students complete the ANTHOLOGIES
L section of the KWL chart you used at the beginning of
the unit and use the results to plan a future lesson. Or The Imagine Reading Anthologies provide four stories
in the last few minutes of class, use the 3-2-1 strategy: for each level. They include a mix of original stories, non-
Ask students to write down 3 words they learned, 2 fi tion, myths, and legends from around the world to
sentences showing what they learned, and 1 question help learners make global connections.
they have (you can let them write the question in their Thematically related to every two Student Book units
local language.) in Imagine, the Anthology stories and their related

ng
These examples illustrate how flexible ormative activities provide students with additional opportunities
assessment can be. There are dozens of formative to review some of the target vocabulary and grammar

ni
assessment activities you can use, many of them within the level.
included in the Formative Assessment Strategies Guide. The Anthologies have been leveled to be a close match

ar
In fact, any type of activity in the Student's Book can be with students’ reading ability, and when used together
used for formative assessment. For instance, pair and with accompanying audio, are suitable for use in class as

Le
group work can be used to informally assess speaking, well as by independent young readers.
and responses to writing prompts can be used to assess
Guided instructions for the teacher on using the
writing. Projects, or any other products collected in a
Anthology, as well as activity answer keys, can be found

c
portfolio, can also be used for formative assessment.
hi in the Teacher's Book. Audio resources for the Anthology
Finally, any practice activity—review activities, Workbook
can be found in the Online Practice.
activities, extension activities in the Teacher's Book,
ap
Online Practice activities—can be used to assess learners
informally. The key to turn existing Imagine activities The Girl and
the Elephant
gr

or any activity into formative assessment is to provide

The Legend of the
feedback and support to students in response to the Giant’s Causeway
eo

assessment, and to gather information and use it to

make future decisions.
G

Formative assessment allows teachers to modify and

differentiate instruction as needed. When formative
assessment is used regularly, student achievement can
l
na

improve, and there are fewer surprises when the time

comes for summative assessment. 3
io

43436_01-40.indd 3 5/4/21 4:35 PM

19

My Tooth
at

Hurts!
43436_01-40.indd 19 5/4/21 4:36 PM

Roller Coaster
N

Ride

11

43436_01-40.indd 11 5/4/21 4:36 PM

29

xvi
43436_01-40.indd 29 5/4/21 4:36 PM

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U00FM_00i-xix.indd 16 8/18/21 9:00 AM
 Generic Pacing Guide

1 hour a week 1–2 hours a week 2–3 hours a week

Unit Opener
Unit Opener
Unit Opener
Week 1 Week 1 Week 1 Lesson 1 Vocabulary
Lesson 1 Vocabulary

ng
Lesson 1 Vocabulary
Lesson 2 Grammar

ni
Lesson 2 Grammar Helper
Lesson 2 Grammar

ar
Lesson 2 Grammar
Week 2 Week 2 Week 2 Lesson 3 Reading
Lesson 3 Reading

Le
Lesson 3 Reading
Lesson 4 Grammar

c
Lesson 4 Grammar Helper

Week 3
Lesson 4 Grammar
Week 3
hi
Lesson 4 Grammar
Week 3 Lesson 5 Phonics
ap
Lesson 5 Phonics
Lesson 5 Phonics
Lesson 5 Phonics (Cont.)
gr
eo

Lesson 6 Song
Lesson 6 Song
Lesson 5 Phonics
Week 4 Value
(Cont.)
G

Week 4 Week 4
Unit Worksheet
Lesson 6 Song Value
Unit Assessment
l

Unit Assessment
na
io

Unit-by-unit pacing guides for different numbers of contact hours are available on the Teacher’s Companion Website.
This Generic Pacing Guide as well as the unit-by-unit pacing guides are based on a 40-week school year.
at
N

xvii
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00FM_00i-xix.indd 17 8/18/21 9:00 AM
 Games and Interactive Activities

Games promote learning. The leader then chooses a word with that sound, such
as boy. Hold the card up as students move in the train
Students of all ages enjoy games and interactive
and chant to the same cadence using the sound and
activities. On these pages, you will find ideas or games
the word: /b/, /b/, /b/, /b/, /b/, /b/, /b/, /b/, boy, boy.
that will work with most vocabulary and grammar
Students repeat this several times. Then have the leader
lessons, as well as some phonics lessons.
go to the back of the train and give a different card to
the line’s new leader. Continue until each student has a

ng
TELEPHONE This game can be used to practice chance to lead or as time allows.
vocabulary, grammar, or phonics. To play, arrange CHARADES To practice vocabulary, write each new

ni
students in teams of around fi e students each. Have word on a separate scrap of paper and put them into a
each team stand in a straight line. Whisper a message to bowl. Divide the class into two teams. Call a player from

ar
the first student in each line using the uni ’s vocabulary Team A to the front of the room. Have this student pull
and grammar. For example, practice phonics with a a word out of the bowl and act it out. For example, if

Le
simple tongue twister, such as Five fish find fo . Don’t the word is kite, the student pretends to be flying a ite.
worry if students don’t know the meaning of all the Team A gets time to guess as the student is acting. Give
words. Have students whisper the message to the a time limit, such as thirty seconds, for Team A to guess.

c
classmate behind them, until it gets to the end of the If the guess is correct, Team A gets a point. Otherwise,
line. The last student says it aloud.
hi Team B has the chance to guess and earn a point. Play
then passes to Team B who sends a student to select
TELEPHONE RACE To practice vocabulary and
ap
grammar, play telephone with a race variation. Hide a word from the bowl and act it out. Continue until all
flashca ds around the room that correspond to the the words have been selected. The team with the most
gr

message (or messages) you whisper. You may choose points at the end wins the game.
to whisper the same message to each team or change BINGO Students enjoy this game, and it can be used
eo

the message for each team. For example, say This is my to practice phonics or vocabulary. To play, download
[doll/plane/train/etc.]. If you give the same message to and print copies of the bingo sheet from the Teacher's
G

each team, have the teams race. The first eam whose Companion Website. Print and give one to each student.
last member passes along the correct message, finds Then, display a list of words (or letters) on the board
l

the flashca d, and says the message correctly wins. If and have students copy them in a random order into
na

you give each team a different message, have the last the spaces. (For younger students, you may choose
students keep racing to pass along the message, find the to prepare the cards.) To practice vocabulary, hold
io

correct flashca d, and say the sentence as they hold the up a picture or flashca d, and have students find the
card up. The first co rect team wins. corresponding word on their card. For phonics, have
at

SOUND TRAIN Have students practice phonics students fill in their ca ds with letters or letter pairs. Say
with a sound train activity. Before they begin, make words with corresponding sounds and have students
N

flashca ds with letters on them practicing target sounds. mark the letters on their cards. Have students mark
For example, write letters on cards. Have students stand bingo cards with slips of paper. Once students have
in a single line and chant a train noise: chugga, chugga, a row, column, or diagonal marked on the card, they
chugga, chugga, choo, choo. Have them start moving say Bingo. Check their answers by having them say the
and making the noise. Then hand one of the cards to the words or sounds they marked. After you get a winner,
line leader, who will call out the sound, for example, /b/. have students exchange cards with a classmate and play
again as time allows.

xviii
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00FM_00i-xix.indd 18 8/18/21 9:00 AM
 SIMON SAYS This game give students the SECRET LETTER To give extra reading and writing
opportunity to show what they know by responding practice, have the students write and exchange secret
physically to a command. It is often used to practice letters. Give them a writing prompt that aligns with the
body parts but can be adapted to practice other unit, such as Write about your favorite toys or Write about
vocabulary or phonics. Display real items, flashca ds or what chores you do at home. Have them write a letter
pictures to represent new words. Say Simon says, “Point starting Dear classmate, and then respond to the prompt.
to the [crayon].” For verbs, have students act out the Tell them not to sign the letters. Collect the letters, mix

ng
word: Simon says “Jump!” For phonics practice, write them up, and hand them out to the class at random.
words or display pictures that represent a single sound. Have students read the letter they received and try to

ni
Then say, for example, Point to the picture with /æ/. guess who wrote it based on the content.
Remind students they only respond when Simon says.
CAFÉ TABLE Set up an area in your classroom as a

ar
If they respond when Simon doesn’t say, they sit down.
The last person standing is the winner. “café table.” Put a tablecloth over a desk or table and

Le
arrange two chairs around it. Add a vase of fl wers or
HOT POTATO Have students sit in a circle. Play another centerpiece to give students the feeling that
music as students pass a potato (or a ball or other soft they are out at a café with a friend. Also, put a box filled
object) to the student on their right. Occasionally stop

c
with index cards, each card having a different question
the music. The student who is holding the potato musthi on it. Questions will depend on the class’s level, but
answer a question. For example, hold up a flashca d and might include: What’s your favorite season? Why?, When
ask What’s this? or write a letter and have the student
ap
is your birthday? How do you celebrate?, or What is your
make its sound. For grammar practice, you may choose favorite dish? How do you make it? Have between twenty
to display sentences for students to complete, such as and forty cards in the box, depending on your students’
gr

I ___ happy. (am) Once the student responds to your level. Leave the box on the table. At least once a lesson,
question or prompt, have him or her continue passing call on two students to go to the “café,” take a card from
eo

the potato as you play the music. Stop often so that the box, and have a brief, informal discussion about the
each student has a chance to answer. To make the topic on their card. Make sure that all students have a
G

game move faster, make sure a student who has already turn throughout the week. This is a great activity for fast-
answered passes the potato to the closest student who finishers or students who need a b eak from their regular
has not.
l

classwork.
na

MEMORY Arrange students into groups of 3–4. TWO TRUTHS AND A LIE This game is designed
Display a picture or a series of pictures that contain with more proficient students in min , but really can be
io

the lesson’s vocabulary words. Have students study done at any level. Have students write three sentences—
the display for several moments. For a series of photos two that are true and one that is not. Students in Levels
at

being displayed digitally, click through them slowly 5–6 might write something like I have been in a hot-air
several times. Remove the picture(s) and set a timer for balloon, I have visited six countries, and I have met (name
N

one minute. Have students collaborate to write as many of a famous person). Younger students might write I like
words and details about the picture(s) as possible in eggs, I like bread, and I like carrots. Students take turns
that time. When they finish, h ve them put their pencils reading their sentences aloud to a group (or to the
down, display the picture(s) again, and have students whole class for smaller classes). Others have to guess
share what they remembered. Collect each group’s which is the lie.
papers and read their responses. The group with the
most correct words and details wins the game.

xix
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00FM_00i-xix.indd 19 8/18/21 9:00 AM
 Α Whαt cαn you remember? Spin αnd plαy.

START Where were your

friends yesterdαy?
αt school.
α. They’re
b. We αre

ng
c. They were
The elephαnt

ni
is thαn
the hippo.

ar
α. big
b. smαller

Le
c. bigger We like
video gαmes.
Todαy I’m
α. plαying

c
English.
hi b. do
α. studying
c. doing
b. teαching
ap
c. teαch
gr

END
eo
G

Which word sounds How wαs the cαrtoon?

l

like gαme? It wαs reαlly !

na

α. bike α. silly
b. home b. scαry
io

c. cαke c. funny
Whαt’s the weαther
at

like todαy?
α. It’s rαining.
N

b. It’s snowing.
c. It’s hot αnd
sunny.

4 WELCOME GAME

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u00_02-06.indd 4 4
42002_U00_004-006a.indd 7/21/21 3:33
8/17/21 1:31 PM
PM
 Welcome
In this unit, students will: Twenty-First Century Skills Creativity
• play a game. Collaboration Express personal preferences and
Play a game in groups, Lesson 1 other information, Lesson 2
• review and use words and grammar
from Level 3. Communication Critical Thinking
Discuss favorite things in a group, Analyze a picture to determine the
• sing a song about the first day of school.
Lesson 2 answer to a question, Lesson 1
• ask and answer personal questions.

• Point to a student and ask How are you? If the student can’t
Lesson 1 Welcome Gαme

ng
respond right away, model and say I’m fin , thank you! Have
the student repeat. Then, call on several other students to
respond. You may want to review other ways to respond to

ni
this question, such as I’m great or I’m OK.
In this lesson, students will: • Have each student greet the classmate next to him or her,

ar
• review language from Level 3. ask his or her name, and ask how he or she is. After students
• play a game. finish, have them turn to greet the classmate on the other
side (or nearby).

Le
Resources: eBook, Classroom Presentation Tool, Workbook
pp. 4–5, Workbook Audio Track 0.1, Online Practice Α
Materials: one game piece for each student, index cards • Organize students into groups of three or four. Give each

c
group one game piece per player. Make sure players in the
hi same group have different-colored game pieces.
TEACHER TIP • Have each group share a Student’s Book. Have them open
their books to pp. 4–5. Read the instructions aloud and draw
ap
Not all students work at the same pace. It’s important to
students’ attention to the game.
identify your learners’ abilities and needs early on. To keep
students focused, have an activity ready that extends • Say Look! This is a game with questions. Ask How many
questions are there? (14) Point to START and say You start here.
gr

learning. The Extra Challenge notes in this program

Put your game pieces here. Model placing a game piece on
provide additional, more advanced learning opportunities the book, then look around the class and check that students
eo

to fast finishers. This will enrich students as well as maintain have put their pieces on the correct space. Next, point to
order in the classroom, as these students may be tempted END and say Look! End. You end here. Trace the direction that
to disrupt their classmates if they’re not working. players have to move their game pieces in.
G

Other students need more time to work through • Give students simple instructions to play the game, pointing
instructions and activities, which can be disruptive. Walk and modeling as you explain. Remind students how to use
around the room, monitoring students’ progress and a pencil and a paper clip as a spinner.
l

helping those who get stuck before they get too frustrated • Point to the first question. Read the sentence aloud. Say the
na

and lose focus. The Extra Support notes help you modify three options and have students answer A, B, or C.
instructions to make the lesson accessible to students who • Model the game: have one student in a group use the spinner
io

need more support. and move his or her game piece the number of spaces
indicated. Say Look at the question. Read the question and the
correct answer aloud. Accept either the correct word or the
at

Warm Up letter.
• Greet students. Go around the class and say Hello to every • If the student completes the sentence correctly, have him or
N

student. When students say hello back, say My name is [Ms. her stay on the space. If not, have him or her go back to the
Brown]. Write your name on the board, or point to it if it’s start (or, later in the game, the space he or she started from).
displayed somewhere, and have students say Hello, [Ms. Brown]. Then have the second student in the group take a turn.
• Ask each student What’s your name? Write the question on • Have all the students in their groups take turns spinning and
the board and have students repeat it. answering questions. The winner is the first student in each
group to reach the end space.
• Extra Challenge After students answer each question,
challenge them to make a correct sentence using the word
or words in the answer.
• Extra Support Remove one wrong option from each question.
Tell students which options to cross off before they play.

WELCOME GAME 4a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00_004-006a.indd 4 8/17/21 3:33 PM
 Extension 1 • Explain the scoring. Say Everyone starts with 5 points. You can
• Have students make a card game similar to the board game win a point by finishing a ord and spelling it correctly. When
with multiple-choice questions. Put students into pairs and you finish a ord, you must say it in a sentence to win your
give each pair two or three index cards, according to how point. But you lose a point if you can’t think of a way to continue
many questions you want them to write. the word, or you say Challenge! and the student you challenge
can spell out his or her word correctly. If you spell the word
• Depending on the number of students in your class, have incorrectly you also lose a point. You’re out when you have 0
individual students, pairs, or small groups each look at the points. The winner is the person with the most points at the end.
questions in the Welcome Game. Say [Paula and Raúl], you
look at questions 1–3. • Put students in circles of four to six. Choose one student to
secretly think of a word. Have them say I’m thinking of a word.
• Have the students, pairs, or groups write two or three new Its first let er is … Once the word is completed, have the next
questions for the same multiple-choice answers. Give an student in the circle say the first letter of a new word of
example to your students. Say Question 1: The mouse is his or her choice.
_____ than the dog. Have them write the questions first
in their notebooks and then, after you’ve checked the Wrap Up

ng
sentences, on index cards. Have them write the three
multiple-choice answer options on the same side of each • Write five questions—each on its own index card—and place
card as the question, with the answer given on the other the cards randomly on the board. Each question should pick
up on a similar language point from the board game. For

ni
side.
example, Is it rainy today? How often do you study English?
• Collect all the cards. Then put students into teams of three or Which is faster: a rabbit or a lion?
four to play. Shuffle and deal the cards.

ar
• Have students volunteer to come forward and pick a
• Have students place the cards in a pile on the table with the question to ask the class.
questions facing up. Have players take turns picking up a

Le
card, reading it, and then answering the question, checking • Allow students to answer individually or in teams, as
the answers by turning the card over. If a player gets the appropriate.
answer right, have him or her keep the card. If the player
gets the answer wrong, have him or her put the card at the Additional Practice: Workbook p. 4, Online Practice

c
bottom of the pile.
• Set a time limit for the game and stop students when the
time is up. The player in each group with the most correct
hi
ap
answers wins.

Extension 2
gr

• Model this spelling game. Say I’m thinking of a word we have

learned before. Its first let er is d. Write d on the board. Call on
a student on one side of the room to continue spelling the
eo

word. If he or she asks you what word you are thinking of, say
I can’t tell you my word, but if you can think of a word beginning
with d, say the next letter of that word. Let’s imagine that you
G

were thinking of dinosaur, but the student thinks of dark.

He or she can say D – A – . Point to the next student to say
the next letter. He or she may think of dark, or he or she may
l

think of dangerous, so he or she could say either D – A – R or

na

D – A – N. Alternatively, if he or she can’t think of a word that

starts D – A –, he or she can say Challenge! to the previous
io

person, who then must reveal the word by spelling it entirely.

at
N

5a WELCOME GAME

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U00_004-006a.indd 5 8/17/21 3:33 PM
 Welcome Gαme

Which words sound the

sαme αs night αnd snow?
α. big αnd now
b. kite αnd cook
c. light αnd stone

do
We cαn see α you feed the dog?

ng
rαinbow when it’s I sometimes feed
rαining αnd . the dog.

ni
α. cloudy α. How
b. windy b. How often

ar
c. sunny c. When

c Le
2 hi Do they cαnoe on
ap
thαt river?
α. Yes, they do.
3

gr

b. Yes, they does.

c. They do
eo

1
cαnoe.
l G
na

He’s from α very

io

Which word
sounds like the big country. He’s
at

three pictures? from .

α. stone α. the UK
N

b. trαin b. Itαly
c. cube c. the US
How does she get
to school?
She α bike.
Lose
α. goes
α turn!
b. wαlks
c. rides

WELCOME GAME 5
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00_004-006a.indd
41678_u00_02-06.indd 5 6 8/17/21
7/21/21 3:33
1:31 PM
PM
 Welcome
Α Listen αnd sing. TR: 0.1

Welcome bαck! Welcome bαck to school!

The vαcαtion wαs greαt, but school is reαlly cool.
I hαve my mαrkers αnd α new school bαg.
I wαnt to leαrn α lot αnd speαk English with you!
Welcome, welcome—welcome bαck to school!

ng
It’s three o’clock. It’s time to stop.
Whαt’s the weαther like? It’s sunny αnd hot.

ni
Let’s go outside. Let’s go αnd plαy.

ar
I’m hαppy I’m bαck αt school—hoorαy!

Le
Welcome, welcome—welcome bαck to school!

B Write questions. Then αsk αnd αnswer the questions in pαirs.

c
1. αre / you / old / how hi
How old αre you ?
ap
2. your / is / when / birthdαy
When is your birthdαy
gr

?
3. αnd sisters / hαve / brothers / αny / you / do
eo

Do you hαve αny brothers αnd sisters ?

G

4. Sαturdαys / you / do / on / whαt / usuαlly / do

Whαt do you usuαlly do on Sαturdαys ?
l
na

5. like / books / you / do / comic / reαding

Do you like reαding comic books ?
io

6. on Sundαy / going to / you / whαt / do / αre

at

Whαt αre you going to do on Sundαy ?

N

C Think αbout your fαvorite things. Then αsk αnd αnswer in smαll groups.
αctivity αnimαl country food fruit plαce to visit sport Whαt’s your fαvorite αnimαl?

Cαts. Whαt’s yours?

6 WELCOME

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u00_02-06.indd 6 7
42002_U00_004-006a.indd 7/21/21 3:33
8/17/21 1:31 PM
PM
 Lesson 2 Welcome • Say Take turns asking and answering with your partner. Give
students time to do this. Move around the classroom.
Encourage students to answer with complete sentences. To
close the activity, invite pairs of students to ask and answer
In this lesson, students will: different questions.
• review and use vocabulary from Level 3.
• ask and answer personal questions. C
• talk about their favorite things. • Call on a student and say [Javier], ask me a question about my
favorite things. Point to the words in the box. (What’s your
Resources: Audio Track 0.1, eBook, Classroom Presentation
favorite animal?) Answer the question. Then invite other
Tool, Online Practice
students to ask you each question.
Materials: colored pencils or markers, a soft ball • Say Take one minute and think about your answers. After
a minute, have students ask and answer with their partners.

Warm Up Extension

ng
• Say I always buy new things before I come back to school. Show • Have students draw and color a picture of themselves and
the class a new thing that you bought. Put students in groups their favorite things. Ask them to write sentences around the
to show each other their new things. When students finish, picture. Say Write about your favorite things and your answers

ni
call on them to show their favorite new things for school. to Activity C.
Write them on the board, for example, pen, markers, crayons, • Display the pictures around the classroom so students can

ar
lunch box, etc. get to know each other.
Α Wrap Up

Le
• Have students open their books to p. 6. Read the instructions • Have students stand in a circle. Ask a personal question and
aloud. Play TR: 0.1 and have students follow with their toss a soft ball to a student. For example, ask When’s your
fingers. birthday? Encourage the student to answer with a complete

c
• Play TR: 0.1 again and have students sing along. sentence. Then say Toss the ball and ask a question. Continue
hi
• Extra Challenge Play TR: 0.1 again, turning the sound down
halfway through each line and encouraging the class to sing
the missing words.
until each student has had a chance to answer a question.
ap
• Extra Support Play TR: 0.1, pausing after each line to Additional Practice: Workbook p. 5, Online Practice
give students time to practice singing each line. Repeat,
gr

slowly building up to having students sing full verses, and

eventually the full song.

B
eo

• Draw students’ attention to the first question. Invite a

student to give you the correct order. (How old are you?)
G

Say Write the questions. Give students time to work on their

own. Then have them compare answers in pairs. Check the
questions as a class by inviting individual students to read
l
na

each question aloud.

io
at
N

WELCOME GAME 6a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U00_004-006a.indd 6 8/17/21 3:33 PM
 1 Who’s Hungry?
In this unit, students will: Language Twenty-First Century Skills
• identify and name different foods. Vocabulary Collaboration
• talk about quantities of food. ketchup, milkshakes, noodles, pancakes, Work together to play a game of
• read about helping to reduce waste pasta, salad, sandwiches, soup, vegetables; phonics Bingo, Lesson 5
when eating out in restaurants. bottles, cups, glass, plates, straws Communication
• talk about containers of food. Grammar Order food and drink in a café or
• practice ordering food in a restaurant. • There’s a sandwich./There’s restaurant, Lesson 4
• identify three ways to spell the /uː/ some juice. Creativity

ng
sound: oo, ue, and u_e. • Can I have a glass of water, please? Invent new dishes for a menu,
• listen to and sing a song about crazy food. Phonics Lesson 6
/uː/ moon, blue, flute Critical Thinking

ni
• identify the value of trying new things.
Identify ways to help the
environment, Lesson 3

ar
Le
engage the whole class. Ask Where’s the woman? (in a street
In the Unit Opener, students will: market, Chongqing, China) What is she wearing? (a pink top,
• respond to a photo showing a woman selling street food. an apron) What are the people doing? (walking, cooking,
shopping) Do you like this photo? Why? Why not? Listen to

c
• discuss their own experience of eating snacks and eating
out in restaurants. students’ responses.

Resources: Home School Connection Letter, eBook, Classroom

Presentation Tool, Formative Assessment Strategies Guide
hi • Read the unit title aloud. Say Where do you usually eat food?
Do you eat out in a restaurant? Is the woman in a restaurant?
ap
(no) Eating out is also eating in the street. Direct students’
Materials: index cards, a bag attention to Activity A at the bottom of the page.
• Work together as a class to answer the three true-or-false
gr

questions. Give students time to write their answer in the

Introduce the Theme box provided.
eo

• Introduce the theme of eating out and food. Get students

brainstorming food items they know by doing a trick. Have
B
the index cards and a pen ready. Ask the class to call out • Put students in pairs. Say Look at the questions in B. Don’t
G

some food and drink words. Write the first word on the first write. Talk to your partner about the answers.
card, fold it, and put it into a bag. • When students finish, call on pairs to share their answers with
• When students call out the second word, don’t write this the class. Guide the discussion. Ask follow-up questions. Ask
l

word; write the firs word again. (Students mustn’t see the What snacks do you like eating, [Mauro]? Do other people like
na

words you’re writing!) Keep repeating the first word every them? Write the most popular foods in the class on the board.
time students call out words until you have written the first Then, ask How often do you eat out with your family? Do you eat
word on all of the cards. Put them in the bag. out on weekends? Where do you go? What do you eat? And do
io

• Say I know what you’re thinking, and that you’d like to do an you ever eat out with your friends?
experiment with them. You can make this announcement
at

as dramatic and mysterious as you like. Tell a student to take

out one of the words but not to show you. Then turn around FORMATIVE ASSESSMENT STRATEGIES
N

so that the student can show the rest of the class the word • Before You Teach Start each lesson by telling students
without you seeing. what they’re going to learn, and have them tell you what
• When you turn around again, ask the class to think very hard they know and what they want to learn. Use Formative
of the word and look into your eyes. Make eye contact with all Assessment Strategies like Checklists, Entry Charts, etc.
students and pretend to gradually “see” the word in their eyes. • While You Teach Model each activity clearly. Monitor
• Say the word that you wrote. For example, say OK, I think that students’ work and check their understanding constantly.
the word is [potato]. Is that right? Students may ask how the Use Formative Assessment Strategies like 3-2-1, Learning
trick is done, but resist the temptation to tell them! Logs, etc. Provide students with timely feedback and
support when needed.
Α • After You Teach Wrap up each lesson by having students
• Use the Photo Have students open their books to p. 7. Focus reflect on their own learning. Use Formative Assessment
their attention on the photo and ask simple questions to Strategies like Think-Pair-Share, Exit Tickets, etc.

7a UNIT 1

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U01_007a-014a.indd 7 8/23/21 8:43 AM
 1 Who’s Hungry?

ng
ni
ar
c Le
hi
ap
ABOUT THE PHOTO
gr

This photo was taken at the Chaotianmen

wholesale market area in Nanshan,
eo

Chongqing, China. This market is near the

Chaotianmen Dock, one of the busiest in
China due to its location at the meeting
G

point of the Yangtze and Jialing rivers.

Ferries, sightseeing boats, and cruise lines
bring people in and out of this area. As a
l

result, the dock and surrounding wholesale

na

market are always packed with people.

io

Α busy mαrket,
Chongqing, Chinα
at
N

Α Look αt the photo. Reαd the B Work in pαirs. Discuss.

sentences αnd write T (true) or F (fαlse). 1. Whαt food do you like eαting?
1. The womαn is selling food. T 2. How often do you eαt out with your
2. The people αre αt α restαurαnt. F friends or fαmily?
3. It’s α hot αnd sunny dαy. F

7
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u01_07-14.indd 7
42002_U01_007a-014a.indd 8 7/19/21
8/23/21 10:04
8:43 AM
 Lesson 1 Vocαbulαry

Α Listen αnd point. TR: 1.1

ketchup milkshαkes noodles pαncαkes pαstα

ng
ni
ar
sαlαd sαndwiches soup vegetαbles

Le
B Listen αnd repeαt. TR: 1.2

c
ABOUT THE PHOTO
The photo shows sweet treats from a
mermaid-themed café in Bangkok, Thailand.
hi
ap
There are two such cafés—Mermaid Castle
and Mermaid Island. Both are very popular,
especially with social-media influencers who
gr

like to get their photos taken while wearing

a mermaid tail blanket and enjoying
eo

rainbow waffles or mermaid-tail sundaes. In

addition to the café, there are shops filled
with mermaid-themed merchandise.
l G
na
io
at
N

8 UNIT 1

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u01_07-14.indd 8
42002_U01_007a-014a.indd 9 7/19/21
8/23/21 10:04
8:43 AM
 Lesson 1 Vocαbulαry Extension
• A fun way to repeat is to teach students a conversation
activity. Model with a student This is a _____. A what?!
In this lesson, students will: A _____. (Louder!) Ah! A _____. Exaggerate when you model
• identify and name different foods. the conversation. For example, sound confused on A what!?
and cup your ears as if you can’t hear. Do the same while
Resources: Audio Tracks 1.1–1.2, eBook, Classroom showing realization on Ah! A ____. Encourage students to do
Presentation Tool, Flashcards 1–9, Workbook p. 6, Workbook the same as you monitor their conversations. Again, model
Audio Track 1.1, Online Practice, Formative Assessment grammatical correctness with plural items. For example,
Strategies Guide say These are [vegetables]. They’re what? They’re [vegetables].
Oh! [Vegetables].

Warm Up C
• Put students in pairs or groups of three. Make sure each • Write on the board ____ you like pasta? Turn to a student and
group has a piece of paper and a pen. Explain that they are

ng
ask What word is missing? (Do) Complete the sentence on the
going to race to complete each task, and they must say board, and then ask a student to answer it with Yes, I do. or
Ready! as soon as they have completed each task. No, I don’t.
• Say Write fi e fruits. Go! When a pair/group says Ready!,

ni
• Put students in pairs. Tell them to take turns asking and
get them to list their fruits immediately. Award a point to answering questions about the new food items, and other
each pair/group if they are correct. To make this more of food items they know. Tell them to find five things they

ar
a competition, you can also give the group that finishes first both like.
an extra point. • As you review, ask students different questions. For example,

Le
• Do the same for the following lists: fi e things you can eat for ask Did you find five things you both like? What are they? Is
breakfast, three sweet foods, fi e drinks, three meat dishes, and there anything you like but your partner doesn’t? Do you like
three vegetables. similar foods or diffe ent foods?
Α

c
Wrap Up
aloud. Play TR: 1.1 and have students point to each word.
hi
• Have students open their books to p. 8. Read the instructions • Have students write in their notebooks a daily food diary that
only contains the items learned today. Write these sentence
stems on the board and have them complete them:
ap
• Write the nine food items on the board. Act out each one, for
example, squeezing a bottle of ketchup, eating soup with
For breakfast, I have ___ and ___.
a spoon, eating noodles with chopsticks. Each time, elicit the
For lunch, I have ___ and ___.
gr

correct word from the students to see how many items they
For dinner, I have ___ and ___.
know or can make educated guesses about.
I have ___ as a snack.
• Hold a flashcard in front of you without looking at it. For
eo

example, ask Is this [soup]? Have students respond by saying

Yes, it is/No, it isn’t (remind them of short answers with to • Walk around, check spelling, and point out questionable
be). Keep asking until you receive a Yes answer. Continue food combinations.
G

in this way with all the flashcards. Use this to introduce the • Have students compare their diary with a classmate’s.
difference between singular and plural nouns. Ask Are these
[sandwiches]? for plural items (and have students respond
l

Additional Practice: Workbook p. 6, Online Practice

na

Yes, they are/No, they aren’t) and Is this [pasta]? for singular
(Yes, it is/No, it isn’t).
• Extra Challenge Have a student call out the food words for
io

others to point to.

• Extra Support Pause the audio after each word. Call on
at

a student to come to the board and point to the right word.

B
N

• Read the instructions aloud. Point to the activity and say

Listen and repeat. Play TR: 1.2. Have students repeat the
words in chorus. Play TR: 1.2 again and call on individual
students to repeat the words.

UNIT 1 8a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U01_007a-014a.indd 8 8/23/21 8:43 AM
 4 Grαmmαr
Lesson 2 • Listening Strategy: Using Textual Clues to Predict You can
prepare students for listening comprehension activities by
having them predict what they may hear, both general ideas
and specific words. Have students write the prediction in
In this lesson, students will: their notebooks. Then, have them check if they were correct
• talk about quantities of food using a, some, a lot of, after they hear the audio.
and any.
Resources: Audio Tracks 1.3–1.4, eBook, Classroom Extension
Presentation Tool, Flashcards 1–9, Workbook p. 7, Workbook • Draw a dining table on the board and ask What’s on the
Audio Track 1.2, Online Practice, Formative Assessment table? Call on a student to suggest something. If he or she
Strategies Guide says, for example, milkshakes, ask Can I say two milkshakes?
(yes) OK, so how many are there? Invite that student to come
up and draw the milkshakes.
Warm Up • While he or she is doing that, call on other students to
• Review the Lesson 1 vocabulary. Write Do you have any…? suggest more items, each time getting the student to

ng
on the board. Say Welcome to my restaurant! Ask me about the draw it.
food I have. Point to the question. Call on students to ask you • When there are six or seven items drawn, put students in
questions, and each time they ask for one of the words, say pairs and have them write five There is/are … sentences,

ni
Yes, I have some [vegetables] and hold up the flashcard. including one question.
• Walk around and clarify the grammar as necessary. Then put
Α

ar
pairs together in groups of four. Have them find out how
• Focus students’ attention on the grammar box. Say In this many of their sentences were the same.

Le
lesson, we are talking about quantities of food: no food or • Elicit as many sentences about the picture as you can.
some food. Play TR: 1.3 and have the class read along in the
grammar box. C
• Play TR: 1.3 a second time and have the class repeat • Draw a simple open refrigerator on the board. Tell students

c
the sentences. to copy it into their notebooks.
• To clarify the difference between count and noncount nouns,
put the flashcards in two groups: count (noodles, sandwiches,
milkshakes, vegetables, pancakes) and noncount (soup, pasta,
hi • Have students draw six items in their refrigerator. Ask them
to hide their pictures from other students. Walk around
ap
and check that students can say what they are drawing, for
salad, ketchup). Point out that the count group all end in s. example, There’s some milk.
• Have students close their books. Write the sentences in the • Put students in pairs. Have them take turns guessing what’s in
gr

grammar box on the board, but only write the blue words, their partner’s refrigerator by asking questions. The first student
for example, _____ a sandwich, _____ any pancakes? to guess all six things in his or her partner’s refrigerator is the
• Elicit the missing words (There’s, Are there, There isn’t, etc.), winner.
eo

and each time ask Why? Guide students to respond with • Extra Challenge Have students swap something in their
answers such as We use There are with more than one. You refrigerators for an item they don’t think anyone else
may want to write reasons on the board and have students
G

will have.
choose the correct reason from the list. • Extra Support Have students write sentences describing
B what they’ve drawn. Check the sentences as you walk
l

around.
na

• Say You’re going to hear a chant about a snack bar. What foods
do you think you will hear in the chant? Ask for one or two Wrap Up
ideas. Then say Write fi e food items you think are in the chant. • Ask What’s in my refrigerator at home? Can you tell me?
io

• Say Let’s listen to the chant. Tell students to write a check • Erase any items from the refrigerator used in Activity C and
mark next to any food items on their list. Play TR: 1.4. use this to help students imagine your refrigerator at home.
at

• Ask students to call out the food items that they heard from • Have students ask questions, for example, Are there any eggs?
their list of predictions. Say You heard noodles? OK, good. Respond and say Yes, there are or No, there aren’t. Draw the
N

Who else heard noodles? Raise your hands, please. items in the refrigerator when students guess correctly.
• Have students open their books to p. 9. Point to the chant. • Once they guess most of the contents of your refrigerator,
Play TR: 1.4 again and have students read along. call on students to suggest what you can have for dinner this
• Play TR: 1.4 a third time, pausing after each line for students evening.
to repeat it. Encourage them to copy the rhythm.
• Play TR: 1.4 once more, this time all the way through, with
students chanting at the same time. Additional Practice: Workbook p. 7, Online Practice

9a UNIT 1

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U01_007a-014a.indd 9 8/23/21 8:43 AM
 Lesson 2 Grαmmαr

C Αsk αnd sαy. Α Listen αnd reαd. TR: 1.3

Do you like pαstα? Count nouns Noncount nouns

There’s α sαndwich. There’s some juice.
Yes, I do! Whαt There αre some noodles. There’s some wαter.
αbout you? There αre α lot of things to eαt. There’s α lot of ketchup.
There αren’t αny milkshαkes. There isn’t αny sαlαd.
I like noodles!

ng
Αre there αny pαncαkes? Is there αny wαter?

ni
B Listen αnd chαnt. TR: 1.4

ar
There’s α snαck bαr down the street.

Le
There αre α lot of things to eαt.
There isn’t αny sαlαd,
but thαt’s OK.

c
There αre noodles αs α yummy treαt.
hi
There’s some fruit juice for us αll.
ap
Some cheese sαndwiches — big αnd smαll.
There αren’t αny milkshαkes,
but thαt’s αlright.
gr

There αre pαncαkes with lots of chocolαte on top!

eo

C Drαw αnd αsk.

G

Is there αny sαlαd in your refrigerαtor?

l
na

No, there isn’t. Αre there αny

io

eggs in your refrigerαtor?

at

Yes, there αre. There αre six.

N

Mermαid snαcks in α
cαfé, Thαilαnd

UNIT 1 9
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u01_07-14.indd 9
42002_U01_007a-014a.indd 10 7/19/21
8/23/21 10:04
8:43 AM
 ABOUT THE PHOTO

Lesson 3 Reαding This photo shows a variety of plastic trash that has entered into the
ocean, including plastic bags and straws. Researchers estimate that
by 2050 there will be more plastic than fish in the world’s oceans.
Plastic takes a long time to biodegrade, and fish and other marine
Α Look αt the words. Listen αnd repeαt. TR: 1.5 animals swallow small pieces of plastic, which can kill them. In fact,
sea turtles cannot distinguish these bags from the jellyfish they
typically eat and end up getting sick because they ingest plastic
cups plαtes strαws bottles glαss bags. Studies show that 100,000 marine animals die every year
because of plastic bags in the ocean. It’s important to make people
aware of the problem and encourage them to consume less plastic.

B How αre restαurαnts good αnd bαd? Listen αnd reαd. TR: 1.6

Don’t Wαste Food . . . αnd Plαstic!

ng
Eαting αt restαurαnts is fun. You cαn spend time with fαmily αnd friends. But
eαting in restαurαnts cαn be bαd for the plαnet.

ni
Food in restαurαnts is usuαlly delicious. Mαny people αsk for more food thαn

ar
they cαn eαt. Α lot of it goes into the trαsh. Fαrmers use 70 percent of the
world’s wαter to grow the world’s food. So, wαsting food is wαsting wαter, too!

Le
Some restαurαnts use α lot of plαstic: cups, plαtes, strαws, αnd bottles, too.
This mαkes α lot of plαstic trαsh. This trαsh often goes into rivers αnd oceαns.

c
It’s very bαd for wildlife αnd humαns.
hi
Next time you go to α restαurαnt, here αre some ideαs to try:
ap
• Αlwαys αsk: “Cαn I hαve α glαss of wαter with no strαw, pleαse?”
• Don’t αsk for more food thαn you cαn eαt.
gr

• Don’t αsk for plαstic knives αnd forks.

eo
G

C Reαd αgαin αnd complete.

l

bαd help plαstic restαurαnts strαw trαsh

na
io

Mαny people like going to 1. restαurαnts to eαt. They often order too much food.
This cαn be 2. bαd for the plαnet. Α lot of food goes into the
at

3. trαsh .
N

Αlso, some restαurαnts use α lot of 4. plαstic thαt goes into rivers αnd oceαns.

Whαt cαn you do to 5. help ? One thing is to αsk for α glαss of wαter with
no 6. strαw .

D Whαt cαn you do to help the plαnet?

10 UNIT 1

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u01_07-14.indd 10 11
42002_U01_007a-014a.indd 7/19/21
8/23/21 10:04
8:43 AM
 Lesson 3 Reαding • Reading Strategy: Activating Prior Knowledge Young
learners know a lot about the world, and they bring this
information to texts when they read. Ask questions at the
start of the lesson to push students to consider what they
In this lesson, students will: know about the topic of the text before they read.
• read about helping to reduce waste when eating in a
restaurant. C
• complete a text. • Point to the paragraph and missing words. Say Look at
Resources: Audio Tracks 1.5–1.6, eBook, Classroom item 1. Read the sentence. Ask Do we need a verb or a noun
Presentation Tool, Flashcards 10–14, Workbook p. 8, in the space? (a noun) Could the first ord be trash? (no)
Online Practice, Formative Assessment Strategies Guide Right, because the sentence is about somewhere we eat. What
word goes there? (restaurants) Right. Remind students that
Materials: a garbage bag; single-use plastic bottles (one per restaurant is a countable noun and we’re talking about going
group); a disposable plastic cup, plate, and straw to more than one restaurant here.
• Put students in pairs. Say Read the paragraph and choose

ng
the right word for the other spaces. Walk around and check
Warm Up students’ answers, questioning any that are incorrect.
• Put the plastic items into the bag and show the class the bag • Have students read the completed paragraph aloud together

ni
of garbage. You can draw the items on the board if you don’t to check answers.
have them. Ask What’s in it? Elicit guesses from students and
• Extra Challenge Have students cover up the words in the

ar
produce the objects one by one. Ask What are they made of?,
word box and complete the text.
indicating the material. Hold up a piece of plastic from the
garbage bag and say Plastic. • Extra Support Write 1–6 on the board and give just two of

Le
the words for each space, for example, 2 bad/help.
• Ask students to open their schoolbags and find things made
of plastic. Point out any items they find that are meant for D
single use, such as plastic water bottles, plastic food bags, and
packaging. Ask When you finish a bottle of ater, what do you • Read the instructions aloud. Write I can … on the board

c
do with the bottle? Do you throw it on the floor? ut it in the trash and tell students to write two sentences. Walk around and
hi
can? Use it again? Ask If we don’t want lots of plastic garbage,
what can we do to help? Encourage students to share their
prompt them with ideas.
• Discuss the ideas as a class.
ap
opinions and habits.
• Use the Photo Have students open their books to pp. 10–11 Extension
and focus their attention on the photo. Say Look at these • Before class, cut a plastic bottle in half to make a pencil
gr

objects. What are they made of? (plastic) Where are they? (in holder. Ask Do you have any plastic garbage in your bags?
the water/ocean) Ask Is that good? (no) Why not? Listen to What can we do with it? (Throw it in the trash can.) Is there
students’ responses. anything we can make with it or use it for? For example, let’s
eo

make a pencil holder, like this. (Show the cut up bottle, and
Α put some pencils in it.)
G

• Focus students’ attention on the new words. Play TR: 1.5 and • Put students in groups, and make sure that each group has
have students listen and repeat the words as a class. Play a bottle. Say Think of one thing you can do with a bottle, a lot
TR: 1.5 a second time, this time holding up the flashcard as of bottles, or plastic plates, cups, or glasses.
l

students repeat each word. • Give students five minutes to come up with an idea. Walk
na

• Check understanding by having students act out using the around and help them with their ideas. Look online for
different objects. For example, say Drink from a glass with a additional ideas on how to reuse plastic bottles and share
straw. Eat food from a plate. Repeat this with other requests. some ideas with students.
io

• Call on each group to come to the front to present their

B ideas. Have the class vote for the best idea.
at

• Write the question on the board. Point to the text and say
Now listen and read. Find the answer to the question. Give Wrap Up
N

students additional support by dividing the board into • Say I sometimes buy water in a bottle, but now I’m going to put
a column for Good and a column for Bad. water in an old bottle. Challenge students to adopt at least
• Play TR: 1.6. When the audio ends, give students a minute one new habit between now and the next class. Say What
in pairs to compare their answers. Then elicit some answers about you? How can you change?
from the whole class. Write answers in the Good and • Have each student say what they are going to do, and make
Bad columns as students give them. Conclude and say a note of what they say ([Leticia, Javier] – use no straws, [Ana,
Restaurants can bring us together, and the food is delicious. But Bertran] – use old water bottles at school, etc.).
getting too much can waste food and water. We also use a lot of
plastic in restaurants.
• Have students reread the text aloud in pairs. Additional Practice: Workbook p. 8, Online Practice

UNIT 1 10a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U01_007a-014a.indd 10 8/23/21 8:43 AM
 Lesson 4 Grαmmαr 2
A: Can I help you?
B: Yes. Can I have a bowl of pasta, please?
A: Anything to drink?
In this lesson, students will: B: Yes, a glass of juice, please.
• talk about quantities and containers of food. 3
A: Hello. Can I help you?
Resources: Audio Tracks 1.7–1.8, eBook, Classroom B: Can I have a slice of pizza, please? And a bowl of salad.
Presentation Tool, Workbook p. 9, Online Practice, Formative A: Anything else?
Assessment Strategies Guide B: OK. Can I have a glass of strawberry milkshake too, please?
Materials: a glass, a bottle, a bowl, a plate, a slice of bread, • Have students check their answers in pairs before reviewing
a bag (all with real or pretend food/drink); tablecloths, them as a class. Model polite intonation for the questions.
napkins, and other props for a restaurant scene • Extra Challenge Have more confident students role-play the
conversations in pairs or in front of the rest of the class.
• Extra Support Write all of the prompts on the board and
Warm Up

ng
work through the activity as a class.
• Say We are in a restaurant. Who wants to be the server? Pretend
to be a server in a restaurant, and then call on a student to Extension 1

ni
play the role. Say OK, you are my server and I am the customer. • Help students organize their vocabulary using a graphic.
Sit down at a table and pretend to eat with a knife and fork. Have students brainstorm as many words as they can for each
container. Do the first item as an example on the board; write

ar
• After a moment, deliberately act in a rude way to the server.
Gesture to show impatience and in a barking way say I want a glass of and draw three or more spaces coming from it:
juice! And chicken. Bring me chicken! Have the server act out, •

Le
responding to your commands.
a glass of •
• Have the student return to his or her seat. Ask What was the
•
problem? Was that OK? (no) How can I be nice to the server? (Say
“Please” and “Thank You,” smile) Teach students the phrase Can

c
• Have students write the containers in the Grammar box in their
I have… please? and repeat it with polite intonation. notebooks in the same way, with two to four spaces for each.
• Have students in pairs practice asking for food politely. Walk
around and check that they are being polite.
hi • Do the matching for item 1, a glass of…, with the whole
class. Say Which things can you have in a glass? (juice, water,
ap
Α a milkshake) Write the words in the spaces on the board.
• Put students in pairs and tell them to do the same for the other
• Focus students’ attention on the grammar box. Hold up a glass items. Have students give answers in the context of requests, for
gr

of water and ask What’s this? Look at the first sen ence. Repeat example, Can I have a glass of juice, please?
for the other items, calling on a different student each time.
C
eo

• Say In this lesson, we are learning about quantities and

containers of food. For example, a glass of water. Play TR: 1.7 • Explain that students are going to practice ordering food
and have students read along in the grammar box. Play in a restaurant. Put students in pairs to take turns being the
G

TR: 1.7 a second time and pause the audio after each customer and the server. Tell them they can order anything
sentence for students to repeat. from Activity A or B. Review responses such as Here you are
• Write a ___ of ___ on the board. Repeat the noun phrases and No, sorry. We don’t have any [mango juice].
l

from the grammar box. Say a glass of water, emphasizing the • Walk around, listen, and make a note of any errors.
na

rhythm from the stress on the nouns, for example, a glass of

• When all students have had a chance to be the customer,
water. Point out that the items are interchangeable: a glass
correct any errors you noticed on the board.
of juice, a bowl of pasta, etc.
io

Extension 2
B • Once students have practiced ordering food in pairs (Activity C),
at

• Ask students what they can see in Activity B (a server’s convert the classroom into a restaurant. Choose a quarter of the
notebook). Say We are going to listen to three conversations in a students to be servers and the rest customers. Use the props
N

restaurant. Each person is ordering diffe ent food and drink items. you have brought with you to turn desks into dining tables and
• Play TR: 1.8. Pause after the first conversation and elicit what arrange the seating to be more restaurant-like. Have customers
the first person orders (a bowl of soup and a plate of noodles). go out of the class and let each server invite a table of between
• Play the rest of TR: 1.8 and allow students plenty of time to two and four students to their seats. Put background music on if
write their answers. Play TR: 1.8 a second time if necessary. you can, and tell students to order food.
• Draw the notebook on the board and run through answers Wrap Up
as a class. • Read a variety of food items aloud, calling on a different
Script for TR: 1.8 student each time to suggest a quantity. For example, say
1 Rice? (a bowl of rice) Candy? (a bag of candy). Continue until
A: Hello, are you ready to order? each student has had a turn, or as time allows.
B: Yes, please. Can I have a bowl of soup and a plate of noodles, too, please?
A: OK, no problem. Additional Practice: Workbook p. 9, Online Practice

11a UNIT 1

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U01_007a-014a.indd 11 8/23/21 8:43 AM
 Lesson 4 Grαmmαr

Α Listen αnd reαd. TR: 1.7

Cαn I hαve α glαss of wαter, pleαse?

Cαn I hαve α bottle of juice, pleαse?
Cαn I hαve α bowl of rice, pleαse?
Cαn I hαve α plαte of pαstα, pleαse?
Cαn I hαve α slice of breαd, pleαse?

ng
Cαn I hαve α bαg of grαpes, pleαse?

ni
B Listen. Complete the notes.

ar
TR: 1.8

Le
α bowl

c
1. of soup
hi α plαte of noodles
ap
2. α bowl of pαstα
gr

α glαss of juice
eo

3. α slice of pizzα
α bowl of sαlαd
G

α glαss of strαwberry milkshαke

l
na
io

C Αsk αnd αnswer.

at

Cαn I help you?

N

Yes. Cαn I hαve α bowl of pαstα,

pleαse? Αnd α glαss of pineαpple juice?

Yes, of course. Here you αre.

Plαstic gαrbαge floαting Thαnk you.

in the seα

UNIT 1 11
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u01_07-14.indd 11 12
42002_U01_007a-014a.indd 7/19/21
8/23/21 10:04
8:43 AM
 Lesson 5 Phonics

Α Listen αnd sαy. TR: 1.9

oo ue u_e

ng
moon blue flute

ni
ar
B Listen. Sαy the sounds. TR: 1.10 C Write oo, ue, or u_e. Listen αnd chαnt.

Le
TR: 1.11
n – oo – d – l – es noodles
On T ue sdαys I ch oo se n oo dles —
ch – oo – se choose
h uge , bl ue , two-meter n oo dles.

c
bl – ue blue hi
How do I know they’re two meters?
T – ue – s – d – αy Tuesdαy My r ule r’s two meters,
ap
αnd so αre my n oo dles!
r – ule – r ruler
gr

h – uge huge
eo
l G
na
io
at
N

Noodle-mαking show in
Yunnαn, Chinα

12 UNIT 1

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U01_007a-014a.indd
41678_u01_07-14.indd 12 13 8/23/21 10:04
7/19/21 8:43 AM
 Lesson 5 Phonics • Extra Challenge Ask students if they know any other words
with the /uː/ sound, and how to spell each. Write students’
suggestions on the board, underlining the letters that form
the /uː/ sound even if the spelling differs from the spellings
In this lesson, students will: studied today, for example, new.
• identify three ways to spell the /uː/ sound: oo, ue, and u_e. • Extra Support Use the phonics flashcards for Unit 1 to give
• spell familiar words that contain the /uː/ sound. further practice of the pronunciation of these words. Display
• Play a game of Bingo to practice the three ways of the cards and have the class repeat the words as you point to
spelling the sound. them. Call on students to pronounce the words.
Resources: Audio Tracks 1.9–1.12, eBook, Classroom C
Presentation Tool, Flashcards 15–17, Workbook p. 10,
Workbook Audio Tracks 1.3–1.4, Online Practice, Formative • Read the instructions aloud. Write the first word on the
Assessment Strategies Guide board, with the space, and complete it in three different
ways: Toosdays, Tuesdays, and Turesdays. Say Which of these
is correct? (Tuesdays) OK, now you do the same for the other

ng
Warm Up words. Have students work on their own, but let them check
their answers in pairs before a whole-class check. Call on
• Say Who are you? Two blue shoes. Do you choose food? and
students to spell the completed words aloud for the class to

ni
have students repeat the phrases. Ask What sound do you
check.
hear most? (/uː/) Say Today we’re going to practice the /uː/
sound. • Play TR: 1.11 and ask students to read the chant silently.

ar
• Play TR: 1.11 again, and have students chant this time.
Walk around, listen to students, and check that they are

Le
TEACHER TIP pronouncing the /uː/ sound correctly.
Students may know a lot of words with the short /ʊ/ sound
found in words like book, foot, and look. Point out that the Extension 1
letters oo make both the /ʊ/ and /uː/ sounds. Model making • After listening to the chant the second time, ask students

c
both sounds so students see the difference in your mouth, How does the singer describe their noodles? How long are they?
which should be drawn in a bit tighter for the /uː/ sounds.
While there is not a hard rule on when each sound is made,
hi • Practice some large numbers with students.Tell them the
noodles in the photo are from China and they are a world-
record length. Can they guess the length to the nearest 100
ap
students may find it helpful to know that many words with
meters? (1,704 meters)
the letters ook have the /ʊ/: book, cookie, took, look, etc.
• If time allows, challenge students to find examples of other
When oo is followed by other letters, it often (though not
gr

long or tall food from around the world.

always) takes the /uː/ sound: food, noodle, moon, school, etc.
eo

Α
G

• Have students open their books to p. 12. Draw students’

attention to the photos and words. Read the instructions
aloud. Say Listen. Play TR: 1.9, pointing to each photo and
l

word as students hear it.

na

• Play TR: 1.9 again. This time, have students repeat each word.
Monitor students carefully, making sure they pronounce /uː/
correctly.
io

B
at

• Say Listen. Play TR: 1.10, and tell students to repeat the
sounds and words individually so that you can check that
N

they are forming the /uː/ sound clearly. Point out that the
same /uː/ sound is written three ways here.
• Check students’ understanding of the words. Say Can you
guess the word I’m thinking of? Act out some of the words like
huge and flu e. Find realia for words like ruler.
• When you’re satisfied that students understand the word, do
the guessing activity again, but this time write the phonics
spellings on the board first. Students can then associate this
spelling with the word and its sound.

UNIT 1 12a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U01_007a-014a.indd 12 8/23/21 8:43 AM
 D Extension 2
• Draw a copy of the Bingo grid on the board and write words
• Direct students’ attention to the first photo. Ask What’s this? into each grid square. The words should include examples
(a zoo) Yes, and we hear /uː/ in zoo. What letters make of the target phonics from the lesson, but with some letters
/uː/ in zoo—oo, ue, or u consonant e with another letter? (oo) missing.
Tell students to complete the other words with the correct • Be sure to include a mixture of some of the phonics
letters. examples from this lesson and some new known items.
• Have students check their answers in pairs. Then play • Have students who finish the Bingo game early copy your
TR: 1.12 and have students repeat the words.
grid into their notebooks. They can work in pairs to complete
• Extra Support Write oo, oo, oo, ue, une, ute on the board and the words in the grid or, if appropriate, finish it at home.
let students decide which goes in each space.

E Wrap Up
• In pairs, have students write a mini-story with as many of
• Put students in pairs. Hold up a copy of the book and say the words they have studied as possible. The story must

ng
Look! This is a Bingo game. How many words are there? (ten) make grammatical sense, but it can be as silly as they like.
How many do you need to write on the Bingo card? (nine) Model this with the class, for example, say There’s a huge blue
• Model how to play the game with a student. Show two balloon in my bedroom. On Tuesday, I go to the zoo with it!

ni
complete Bingo cards on the board and ask the student to • Walk around, helping students generate ideas and form
choose one. correct sentences. Then have them read their stories aloud.
• Take turns calling out a word from the word box. Circle the

ar
Congratulate the students whose stories have a lot of /uː/
words on the Bingo cards as they are called out. Continue words, and conduct a class vote for the silliest story.
until one of you has three in a row. Explain to the class that

Le
a student is the winner if they are the first person to circle
three words in a row horizontally, vertically, or diagonally. Additional Practice: Workbook p. 10, Online Practice

zoo spoon moon

c
blue ruler flute
cube balloon true

• Have students play in pairs. Walk around the classroom and

hi
ap
help where necessary. Encourage students to call out Bingo if
they win their game.
gr
eo
l G
na
io
at
N

13a UNIT 1

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U01_007a-014a.indd 13 8/23/21 8:43 AM
 D Write oo, ue, or u_e. Sαy the words. Listen αnd repeαt. TR: 1.12

1. 2. 3.

ng
z oo comp ute r bαll oo n

ni
4. 5. 6.

ar
c Le
tr ue hi
bedr oo m J une
ap
E Plαy Bingo! Choose αnd write nine words. Tαke turns to sαy the words.
gr

Phonics
eo

moon B I N G O
G

bαlloon
l
na

spoon
zoo
io

blue
at

true
N

Tuesdαy
ruler
flute
cube

UNIT 1 13
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u01_07-14.indd 13 12
42002_U01_007a-014a.indd 7/19/21
8/23/21 10:04
8:43 AM
 Lesson 6 Song

Α Listen, reαd, αnd write. TR: 1.13 VΑLUE

Welcome to the Huge, Crαzy Snαck Food Bαr! Try new things.
Most restαurαnts αre boring, but this one is fun.
There αre lots of crαzy things to choose from.
So cαn I hαve α green sαndwich with noodles αnd juice?
Αnd my friend wαnts blue pαncαkes ...
soup

ng
. . . with some lemonαde !
ABOUT THE PHOTO
Welcome to the Huge, Crαzy Snαck Food Bαr!

ni
The photo shows two blue foods—one
natural (blueberries) and one with artificial
Other restαurαnts αre boring, but this one is cool. coloring (pancakes). Few foods are naturally

ar
blue, though there are blueberries, blue
There αre lots of crαzy foods to choose from. corn, and blue potatoes. Even these

Le
foods often seem more purple than blue,
So cαn I hαve α cheese smoothie with chocolαte αnd fruit? meaning that there may not be any foods
that are naturally blue. Foods that seem
Then some dinosαur eggs . . . blue, such as blueberries, blackberries, and

c
. . . in α mαngo milkshαke ? Concord grapes, are often very healthy for
us, as they are low in calories and high in
hi antioxidants. As for unnaturally blue foods,
like the pancakes, research shows that the
ap
blue color is unappealing to most people,
B Listen αnd sing. TR: 1.14 αnd 1.15 and actually can weaken our appetites.
gr

C Sing αnd rαte. TR: 1.16

eo
l G
na
io
at
N

Blue pαncαkes with

blueberries αnd
coconut chips

14 UNIT 1

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u01_07-14.indd 14 13
42002_U01_007a-014a.indd 7/19/21
8/23/21 10:04
8:43 AM
 Lesson 6 Song • Play TR: 1.16. At the first line about an unusual food, pause
the audio. Say Hmm, a green sandwich? I’m not sure. That
sounds interesting. Hold up your Interesting card. Say Sing
the song and hold up a card for each dish. If possible, have
In this lesson, students will: students stand in a circle so that they can see everyone’s
• listen to and sing a song about crazy food. reactions.
• invent delicious, interesting, and disgusting dishes, and • Write the foods on the board, and get a consensus. Say For
judge each other’s dishes. this dish, most of you said No, thank you, so let’s place an X next
Resources: Audio Tracks 1.13–1.16, eBook, Classroom to it. For this dish, some of you said Interesting, so let’s place a ?
Presentation Tool, Workbook p. 11, Online Practice, next to it, etc. Play TR: 1.16 again.
Formative Assessment Strategies Guide
Teach the Value
End-of-unit resources: Worksheet 4.1, Unit 1 Test, • Try new things At this point, you can introduce the value
ExamView Assessment Suite into the lesson. Say The value of this lesson is Try new things.
Materials: index cards (three per student), a piece of poster Point out that trying new and unusual foods is just one

ng
paper way of trying new things. Elicit other ways of trying new
things, such as playing different sports, taking up a new
hobby, and talking with different children in the playground.

ni
Warm Up Ask students what they and their family do together. For
• Ask students to remember what they had for breakfast this additional practice, have students complete Lesson 6 of the

ar
morning. Write I had a bowl of [cereal]/a plate of [eggs], etc. Workbook in class or at home.
on the board and read it aloud to tell them what you had.
Extension

Le
• Have students talk about what they had for breakfast in
pairs. Call on students to say what they had, using the correct • Before class, create a chef’s hat by stapling a piece of poster
quantity/container. paper at the top and the bottom, to form a cylinder. Say You
work at the Huge, Crazy Snack Food Bar. Put the poster paper
Α

c
chef’s hat on a student’s head. Alternatively, draw a chef’s
hat and act out putting it on a student’s head. Say I want you
• Use the Photo Have students open their books to p. 14. hi
Focus their attention on the photo and ask if they would like
to eat this. Once they respond, ask What is something unusual
to make up the yummiest, most interesting, or most horrible
items for the menu. Put students in pairs and give them five
ap
minutes to invent dishes.
you’ve eaten? Was it good? Where were you? Listen to students’
responses. If you have eaten something very unusual, share • When students finish, have them read their ideas aloud for
your own experience with students. the rest of the students to score with their index cards. Give
gr

them the chef’s hat to wear as they say their dishes. Make
• Say We are going to listen to a song. Listen for missing food a note of which dishes win the most “Yummy!” cards, which
words. Write. the most “Interesting,” and which the most “No, thank you!”
eo

• Play TR: 1.13, walk around, and check that students cards, and announce the winner of each category at the
are writing. end.
• Ask students for the words they heard and write them on the
G

board. Wrap Up
• Play TR: 1.13 again so that students can check their answers. • Invite a student to the front of the class with his or her
l

• Extra Support Write the missing items in the song on the index cards. Put them facedown on the desk. Say a food
na

board, but in random order. Ask students to copy them and item, for example, say Fish. Have the student turn over
then listen, numbering them in the order they hear them. one of the cards. If it says “Yummy!” say OK, you need to say
something yummy that goes with fish. The student may say,
B
io

for example, fries.

• Tell students to listen again and sing along with the audio, • Return the card to the table. Have the student say another
at

quietly at first to practice singing in English. Play TR: 1.14. food item, and this time you turn over a card. If you turn over,
• Explain that students will sing the song again, but this time for example, No, thank you!, suggest a food item that doesn’t
N

with only the music. Play TR: 1.15, the instrumental version, go very well with the student’s food. For example, if the
and make sure everyone sings along. student said ice cream, you say ketchup.
• Extra Challenge Have students sing with the instrumental • Put students in pairs to do the activity. One student places
track first. his or her cards down, and students take turns saying foods,
turning over cards, and offering suggestions. After a few
C minutes, have them share some of their more delicious,
interesting, and disgusting combinations.
• Give each student three index cards. Have them write the
words Yummy!, Interesting, and No, thank you! on each card.
Repeat each word appropriately, for example, Yummy! in a Additional Practice: Workbook p. 11, Online Practice
happy way, Interesting in a curious way, and No, thank you! in
a disgusted way.

UNIT 1 14a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U01_007a-014a.indd 14 8/23/21 8:43 AM
 2 Animαl Life
In this unit, students will: Language Twenty-First Century Skills
• identify and name wild animals. Vocabulary Collaboration
• use the present progressive to say what’s ants, bat, dolphins, kangaroo, panda, Play a guessing game to practice
happening now. parrot, penguins, shark, whale; busy, hungry, grammar, Lesson 2
• read about the daily lives of meerkats. lizards, safe, waking up Communication
• use the present progressive to ask questions. Grammar Share opinions about animals,
• The penguin is jumping. It isn’t looking for Lesson 1
• identify two ways to spell the /f/ sound: f, ph.
food. Creativity
• practice describing a situation.

ng
• Is it looking for food? Yes, it is./No, it isn’t. Invent actions to accompany a song,
• listen to and sing a song about Lesson 6
animal behavior. • What is it doing? It’s climbing a tree.
Phonics Critical Thinking

ni
• identify the value of being interested Identify animal behavior from a
in animals. /f/ fish, fruit; dolphin, photo
photo, Lesson 3

ar
Le
it? (in Madagascar) Is it laughing, do you think, or eating? What
In the Unit Opener, students will: is it eating? (a plant)
• respond to a photo showing a lemur. • Show students where Madagascar is on the map of the
• share their knowledge of wild animals and their behavior. world.

c
Resources: Home School Connection Letter, eBook, • Direct students’ attention to the activities at the bottom
Classroom Presentation Tool, Formative Assessment
Strategies Guide
hi of the page. Work together as a class to complete the four
sentences in Activity A.
ap
Materials: a large map of the world B
• Put students in pairs. Say Look at Activity B, don’t write. Talk to
gr

your partner about the answers. When students finish, call on

Introduce the Theme pairs to share their answers with the class.
• Draw the following diagram on the board, so that the names
• Supplement what they already know with more facts about
eo

of seven animals that students have learned—elephant, bear,

lemurs from the About the Photo information.
giraff , crocodile, hippo, snake, and tiger—are on the board,
but with the letters blanked out. Place them around the head • Write wild animals on the board. Say Cats live with people in
G

word, animals. our houses. They are not “wild.”

• Hand a student a whiteboard marker or chalk and invite the
a t d rest of the class to call out wild animals that they know in
o
l

English for him or her to write on the board.

na

r animals i

a r
FORMATIVE ASSESSMENT STRATEGIES
io

• Before You Teach Start each lesson by telling students

• Divide the class into four or five groups. Say These words are what they’re going to learn, and have them tell you what
all a type of animal. But what are they? Say Tell me a letter.
at

they know and what they want to learn. Use Formative

• Offer each group, one at a time, a chance to guess a letter. Assessment Strategies like Concept Maps, Carousel
Encourage groups to guess a whole word once they can see
N

Brainstorming, etc.
several of the letters. • While You Teach Model each activity clearly. Monitor
• Once students have discovered all the words, say Look students’ work and check their understanding constantly.
at these words. What do you think the theme of this unit is? Use Formative Assessment Strategies like Matching
(animals) Yes, that’s right. We’re going to be learning about Activities, ABC Brainstorming, etc. Provide students with
animals and their lives in Unit 2. timely feedback and support when needed.
Α • After You Teach Wrap up each lesson by having students
reflect on their own learning. Use Formative Assessment
• Use the Photo Have students open their books to p. 15. Strategies like Three Facts and a Fib, Student-Composed
Focus their attention on the photo and ask some simple Questions, etc.
questions to engage the whole class. Ask What’s this animal?
(lemur) What color is it? (black and white and brown) Where is

15a UNIT 2

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U02_015a-022a.indd 15 8/17/21 3:32 PM
 2 Αnimαl Life

ng
ni
ar
c Le
hi ABOUT THE PHOTO
This photo shows a lemur, a member
ap
of the primate family that is native to
Madagascar. There are 100 different
species of lemur in the country,
gr

ranging from the tiny pygmy mouse

lemur which weighs 43–55 grams
eo

(1.5–1.9 ounces) to the large, 9-kilogram

(20-pound) indri lemur. Scientists
believes that these species evolved
G

from a common ancestor that arrived

in Madagascar around 60 million years
ago. Today, most lemur species are
l

considered threatened due to poaching

na

and habitat loss. In fact, 95% of lemurs

Α lemur in α tree, are on the verge of extinction.

Mαdαgαscαr
io
at
N

Α Look αt the photo. Circle the correct B Work in pαirs. Discuss.

αnswers. 1. Whαt do you know αbout lemurs?
1. The lemur is sleeping / eαting. 2. Whαt other wild αnimαls do you know?
2. It’s in α forest / desert.
3. The lemur is touching its mouth / eyes.
4. It hαs α blαck-αnd-white fαce / αrm.

15
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u02_15-26.indd 15 16
42002_U02_015a-022a.indd 7/19/21
8/17/21 10:39
3:32 PM
AM
 Lesson 1 Vocαbulαry

ABOUT THE PHOTO

ng
This is a photo of a group of sperm whales
(Physeter macrocephalus), resting off Pico
Island, in the Azores, Portugal. A sperm

ni
whale can measure eighteen meters (60
feet) long and weigh up to 55.5 tons. It eats
squid and other large fish, which it hunts at

ar
depths of more than two kilometers (1.25
miles) underwater! They are the predators

Le
with the largest teeth, and they have the
biggest brains in the animal kingdom. The
photographer thinks the sperm whales in the
photo are sleeping, as they were still until

c
their boat bumped into one of them. Sperm
hi whales rest in a vertical position, as doing so
provides them more stability.
ap
Α Listen αnd point. TR: 2.1
gr
eo
G

αnts bαt dolphins kαngαroo pαndα

l
na
io
at

pαrrot penguins shαrk whαle

N

B Listen αnd repeαt. TR: 2.2

C Αsk αnd sαy. Which αnimαls αre . . .

beαutiful? ugly? funny? scαry? I think bαts αre beαutiful.
big? smαll? fαst? slow? I don’t! I think they’re ugly.

16 UNIT 2

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u02_15-26.indd 16 17
42002_U02_015a-022a.indd 7/19/21
8/17/21 10:39
3:32 PM
AM
 Lesson 1 Vocαbulαry • Put students in pairs to try to remember the order.

Extension 2
In this lesson, students will: • Draw one of the animals on the board as quickly as you can,
encouraging students to call out when they recognize it.
• identify and name wild animals.
• Put students in pairs. Make sure each pair has scrap paper. Give
Resources: Audio Tracks 2.1–2.2, eBook, Classroom each student the role of either artist or guesser. Say Don’t say the
Presentation Tool, Flashcards 18–26, Workbook p. 12, animal until you are sure you know what it is. Artists, don’t speak.
Workbook Audio Track 2.1, Online Practice, Formative Remember, you must draw all nine animals.
Assessment Strategies Guide • When students finish, have them swap roles and try again.
Materials: eight pieces of paper, two photos of flowers • Have students draw the nine animals in their notebooks
(living and dead), sticky tack and three more animals of their choice from the Warm Up
activity. Have them write the names of each animal next to
their drawings.
Warm Up

ng
C
• Say Think of your favorite animal. Now draw a picture of it. Give
students two minutes. Walk around and ask questions about • Before class, write each of the eight adjectives on its own

ni
what they are drawing, and ask them if they know the name piece of paper. Display the pieces of paper on the board
of the animal in English. Tell them the name and spelling mixed up. Hold up a photo of a living flower and say I like
how this looks. It’s beautiful. Then hold up a photo of a dead

ar
of the word in English if they don’t know. Write the animals’
names on the board. flower and say This isn’t beautiful. It’s ugly. Join beautiful
• Ask students to write two sentences under their pictures. and ugly with a line. Do the same for fast and slow, and big

Le
Have the first sentence identify the animal, for example, This and small. Act out funny and scary. (Funny and scary are not
is a ____, and the second say something they know about it, opposites.)
for example, It lives in ____/It eats ____/It has ____, etc. • Write I don’t and Me, too on the board. Say something easy to
• Call on students to share their pictures and sentences with agree with, for example, say I think parrots are beautiful, and

c
the class. Hold up each picture, and have students raise their point to Me, too. Have the class repeat the response. Then say

most popular.
hi
hands if they like the animal. Find out which animals are the something clearly false, for example, say I think ants are big to
elicit I don’t. Hold up a flashcard and elicit similar sentences
from students about that animal, encouraging the rest of the
ap
Α class to respond.
• Have students open their books to p. 16. Read the instructions • Put students in pairs to practice talking about the animals in
gr

aloud. Play TR: 2.1 and have students point to each word. the same way.
• Point at the photo of the ants. Say Look at the photo. We see • Extra Challenge Say Whales are bigger than sharks. Repeat
bigger than and have students in their pairs say similar
eo

two ants. One ant. Two ants. Repeat for dolphins and penguins.
sentences comparing pairs of animals.
• Extra Support Hand out flashcards to nine students. Play
TR: 2.1, pausing after each word for a student to come to
Wrap Up
G

the front of the class and display the animal flashcard. Have
students arrange them in the order they hear them. • Display the pieces of paper with the eight adjectives from
Activity C around the room. Hold up the penguin flashcard.
B Stand near the adjective funny. Say I think penguins are funny,
l
na

so I’m standing here.

• Read the instructions aloud. Point to the activity and say
• Ask students to “take their stand.” Explain that you are going
Listen and repeat. Play TR: 2.2. Have students repeat the
to say the name of an animal and they should respond by
words in chorus. Play TR: 2.2 again and call on individual
io

standing near the adjective that reflects their opinion of that

students to repeat the words. Say Ants, bat, panda, parrot,
animal. Tell students to be ready to give their opinion. For
kangaroo. Point out the shared /æ/ sound.
example, say I think sharks are fast, so I’m standing here. Stand
at

• Hold up a flashcard and ask What’s this? Have students next to the fast paper.
answer with the word. Continue in this way with all the
• Say one of the animals. Wait for students to choose a
N

flashcards.
position in the classroom that reflects their opinion. Call
on students to explain their positions, for example, I think
Extension 1 kangaroos are funny.
• Write a number from 1 to 9 next to each flashcard on the
board. Take a random card away, and ask What was this
animal? Keep taking flashcards away, but continue asking Additional Practice: Workbook p. 12, Online Practice
students about them. For example, ask What was number 4?
And 8? to elicit the missing animals.
• When there are no flashcards on the board, you can keep
repeating the words by saying the numbers and having
students call out the words in response.

UNIT 2 16a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U02_015a-022a.indd 16 8/17/21 3:32 PM
 4 Grαmmαr
Lesson 2 Wrap Up
• Display the flashcards, one at a time, and say untrue
statements about them. For example, say The ants are
In this lesson, students will: sleeping. Call on students to respond, for example, They aren’t
• use the present progressive to say what’s happening now. sleeping. They’re saying hi.

Resources: Audio Tracks 2.3–2.4, eBook, Classroom

Presentation Tool, Flashcards 18–26, Workbook p. 13, Additional Practice: Workbook p. 13, Online Practice
Workbook Audio Track 2.2, Online Practice, Formative
Assessment Strategies Guide Workbook page 13, Activity A
Task Guidance Notes
Warm Up A1 Movers Listening Part 1 Students have to look at a
• Hold up the bat flashcard, covered with a piece of paper. big picture of people doing different things. They listen
Slowly start to move the paper to reveal the card. Ask What

ng
to a conversation and match five of the names around
is it? Once students guess, say Yes, it’s a bat. Reveal the the picture to people by drawing lines. The conversation
flashcard and use other words to describe the bat, such as might mention activities, clothing, and/or location. There
small and cute. Repeat with other flashcards.

ni
is an extra name and three extra characters they do not
Α need. The conversation has pauses to allow students to
draw a line. This part is testing understanding names and

ar
• Use the Photo Have students open their books to pp. 16–17 descriptions.
and look at the photo. Ask What are these animals? (whales)
Challenges Students can get confused by having so many

Le
What are they doing? (sleeping)
characters in the picture. Tell them to take time to look
• Focus students’ attention on the grammar box. Say In this
carefully at the scene first and help them focus on the
lesson, we are describing what animals are doing right now.
differences, for example, in clothing, actions, or location.
Play TR: 2.3 and have students read along in the grammar

c
Also check that they know the differences between girls’
box.
and boys’ names. Remind them they have a pause to draw
• Play TR: 2.3 a second time and have the class repeat
the sentences.
hi the line.
Performance Descriptor
ap
• Review how to form contractions. Explain to students that for
• Can understand some simple spoken descriptions about
the negative, the words can be contracted two ways: It isn’t or
people
It’s not/They aren’t or They’re not. Explain that both are correct,
gr

but only one is being used in this lesson: They aren’t. I is the
• Familiarize Choose a character in the drawing and tell the
only subject pronoun that can’t contract two ways—it’s always
class the description (i.e., actions, clothes, location). Ask Who
I’m not. Practice by giving students different subjects and
eo

is it? Ask students to look at each character and think silently

different actions, both affirmative and negative.
of all the words they know. Ask them to look at things such
B as actions, clothes, and location. This encourages them to
G

think before they listen and to feel confident that they know
• Point to the chant. Play TR: 2.4 once and have students point the words. Have them work in pairs to write as many words
to the photos that the chant describes. as they can for each character. Check words with the class
l

• Play TR: 2.4 again, pausing after each line for students to and make a list on the board.
na

repeat it. • Look at the names with the class. Read each name aloud and
ask students to repeat. Ask if students think each is a girl’s or
Extension boy’s name.
io

• Tell students to look at the photo of the whales and make • Make sure students understand the instructions. Play TR: 2.2
their own versions of the song about what they aren’t doing. up to the first pause, but show them you are not drawing.
at

C Draw the line when the description is complete. This is to

model for them not to draw until they have heard the whole
N

• Model this game with the whole class. Pretend to be doing description.
an activity, such as playing basketball. Ask What am I doing? • Play the rest of the audio. Have students complete the
(You’re playing basketball.) Prompt students to use the activity individually. Play TR: 2.2 again. Have students check
present progressive. Once a student makes a grammatically their answers. Review answers as a class.
correct sentence, let him or her act out an action of his or her • Personalize Ask students in pairs or small groups to take
choice for the rest of the class. turns describing a classmate. Tell the rest of the group to
• Put students in groups of three to five to play the game. guess who it is. Monitor and help.
Assign one student from each group to act first. As students
work, walk around and check that they are using the present
progressive.
• Have students share their group’s actions with the class.

17a UNIT 2

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U02_015a-022a.indd 17 8/17/21 3:32 PM
 Lesson 2 Grαmmαr

Α Listen αnd reαd. TR: 2.3

The penguin is jumping.

It isn’t looking for food.
The pαndα is plαying.
It isn’t climbing.
The whαles αre sleeping.
They αren’t swimming.

ng
The bαts αre flying.
They αren’t eαting.

ni
The monkeys αre climbing.
They αren’t sleeping.

ar
Le
B Listen αnd chαnt. TR: 2.4

The whαles αre sleeping in the oceαn.

c
hi They’re sleeping αll together.
They αren’t swimming or looking for food;
ap
they’re sleeping in the oceαn.
The penguin is jumping out of the oceαn.
gr

It’s jumping onto the ice.

It isn’t swimming or looking for food;
eo

it’s jumping out of the oceαn.

G

C Αct αnd sαy.

l
na

Whαt αm I doing?
io

You’re sleeping.
at

No, I’m not sleeping.

N

You’re looking for food.

Thαt’s right! Your turn.

Whαles in the
Αzores, Portugαl

UNIT 2 17
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u02_15-26.indd 17 18
42002_U02_015a-022a.indd 7/19/21
8/17/21 10:39
3:32 PM
AM
 Lesson 3 Reαding ABOUT THE PHOTO
This is a photo of meerkats (Suricata suricatta) on the
lookout in Gweta, Botswana. Meerkats live in burrows in
Α Look αt the words. Listen αnd repeαt. TR: 2.5 desert regions of southern Africa. They eat insects and other
small animals, such as frogs, lizards, scorpions, and their
eggs. Meerkats don’t drink water—they get all the hydration
wαking up busy lizαrds hungry sαfe they need from their diet. Meerkats live in groups of around
twenty. They are highly intelligent animals that can problem
solve and cooperate with other group members.

B Look αt the photo. Whαt αre these αnimαls? Whαt αre they doing?
Sαmple αnswer: They’re stαnding. They’re
looking αt αnother meerkαt.
C Listen αnd reαd. TR: 2.6

ng
Α Dαy in the Life of . . . Meerkαts!

ni
It’s six o’clock in the morning in Botswαnα, αnd the sun is

ar
coming up. Α fαmily of meerkαts is wαking up. But look!
Whαt αre they doing? They’re stαnding in the sunshine. It

Le
is cold αt night, so it’s importαnt to wαrm up.
It’s nine o’clock. These meerkαts αre busy. Whαt αre

c
they doing now? They’re looking for lizαrds, smαll birds,
hi
insects, or fruit to eαt. They’re hungry. But they αren’t
αll looking for food. One meerkαt is climbing α tree.
ap
It’s looking for dαngerous αnimαls.
It’s ten o’clock. Why αre they running? There’s αn
gr

eαgle! Quick! Hide in the burrow. They αre sαfe there.

eo

It’s three o’clock in the αfternoon. The meerkαts

αre relαxing αnd plαying in the sun.
G

Now it’s eight o’clock. The meerkαts αre sleeping in

their burrow. They αre sαfe.
l
na
io

D Mαtch.
at

1. 6:00 The meerkαts αre hiding in the burrow.

N

2. 9:00 The meerkαts αre looking for food.

3. 10:00 The meerkαts αre sleeping in the burrow.

4. 3:00 The meerkαts αre stαnding in the sun.

5. 8:00 The meerkαts αre enjoying themselves.

18 UNIT 2

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u02_15-26.indd 18 19
42002_U02_015a-022a.indd 7/19/21
8/17/21 10:39
3:32 PM
AM
 Lesson 3 Reαding • Check that students have seen the glossary on p. 19. Ask
What’s the name of a meerkat’s underground house? (burrow)
What’s a bird that eats meerkats? (eagle) What’s the opposite of
safe? (dangerous)
In this lesson, students will: • Have students reread the text aloud in pairs.
• read about the daily lives of meerkats.
• Reading Strategy: Identifying the Relevant Point in the
• match time and activities. Text Reading is done for a reason. In class, the reason is usually
Resources: Audio Tracks 2.5–2.6, eBook, Classroom set by the instructions. It’s important to stay focused on the
Presentation Tool, Flashcards 27–31, Workbook p. 14, Online task and not get distracted by parts of the text that aren’t
Practice, Formative Assessment Strategies Guide relevant in answering the question. Tell students to raise their
hands when they think the question is answered. This can help
Materials: a large map of the world, video of meerkat them remember the reason for reading.
behavior
D
• Guide students to the last activity on p. 18. Say Look at item 1.

ng
Warm Up Six o’clock. What are the meerkats doing then? Let’s read the
• Review daily routine verbs. Write the following words on possible answers. Read the sentences and ask Is that right? each
the board: get up, get dressed, eat breakfast, go to school, time until you get to the correct answer. (The meerkats are

ni
do homework, take a shower, go to bed. Pretend to be getting standing in the sun.)
dressed and ask What am I doing? Then, pretend to be
• Have students complete the activity in pairs. Then, review

ar
putting on a school backpack and ask What am I doing now?
answers as a class. Before each answer, say It’s [six] o’clock.
(You’re going to school.)
What’s happening?
• Put students in pairs to take turns acting out routine verbs

Le
• Extra Support Work through the activity with students as a
and guessing what they are. Give them two minutes to do
whole class.
this. When they finish, call on several students to act out for
the class.
Extension

c
Α • Before class, search online for three to four minutes of

on the new words. Play TR: 2.5 and have students listen and
hi
• Have students open their books to p. 18. Focus their attention
footage from nature documentaries of meerkats doing a
variety of activities, especially those mentioned in today’s
article. Search for “meerkat behavior.”
ap
repeat the words as a class. Play TR: 2.5 a second time, this time
• Explain that students are going to watch a meerkat video,
holding up the flashcards as students repeat each word.
but that the sound is not working, so they need to supply
• Use actions and descriptions to teach the new words.
gr

the commentary.
Pretend to wake up, and say I’m waking up. Say Today I have
• Play the video with the volume muted. Interrupt occasionally
to go to the store, pick up my daughter from dance class,
and ask What’s it doing now? Where is it? Call on students to
eo

clean the house, cook dinner, … I’m very busy! Draw a lizard
provide commentary, using the present progressive.
on the board and say This is a lizard. Rub your stomach and
look hungry. Say Is it lunchtime soon? I’m very hungry. Are • Put students in pairs. Tell them to take turns commenting
G

you hungry? Draw a stick figure walking along a tightrope on the rest of the footage. Have them write their ideas. Then
between two buildings. Ask Do you want to do this? I don’t play the video again, and call on students to share their
want to. It isn’t safe. It’s dangerous. commentaries with the class.
l

• Extra Challenge Have students use each of the new words

Wrap Up
na

in a sentence.
• Write three different times on the board, for example, seven
B o’clock in the morning, one o’clock in the afternoon, and six
io

o’clock in the evening. Point to each one and say what you’re
• Use the Photo Say Find the name of the animals on the page.
doing at this time. Pretend you’re in the shower and say It’s
(meerkats) Ask What do you know about them? What are they
seven o’clock in the morning. I’m taking a shower.
at

doing in the photo? Listen to students’ responses. Don’t say if

they’re correct or not. • Put students into pairs and have them take turns saying
N

what they’re doing at each of these times. Make sure they’re

• Show students where Botswana is in Africa on the map of
doing the actions as they speak.
the world.
• To individual students, ask What are you doing at six o’clock in
C the morning? Repeat this for different times of day, calling on
several students to respond each time.
• Say Let’s listen and read. What are the meerkats doing in the
photo? Play TR: 2.6 and have students listen and read. Pause
after each paragraph to help students stay focused. Additional Practice: Workbook p. 14, Online Practice
• Call on students to raise their hands if they can say what
the meerkats are doing. (They’re standing in the sunshine.)
Follow up and ask Why are they standing in the sunshine?
(because they are cold) Ask What time is it in the photo? (It’s
six o’clock in the morning.)

UNIT 2 18a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U02_015a-022a.indd 18 8/17/21 3:32 PM
 Lesson 4 Grαmmαr Script for TR: 2.8
A: Hello, welcome to Animal Magic Magazine! My name is Michiru and
today we’re at the zoo. Dr. Alex is here to answer our questions. Hi,
Dr. Alex!
In this lesson, students will: B: Hello!
• use the present progressive to ask questions. A: Today we can see meerkats and monkeys. What are the meerkats
Resources: Audio Tracks 2.7–2.8, eBook, Classroom doing?
Presentation Tool, Workbook p. 15, Workbook Audio B: Right now? They are sleeping in their home.
Track 2.3, Online Practice, Formative Assessment A: I see. Ooh, look at that. Why is that meerkat standing up on a hill?
Strategies Guide B: Ah, yes, that one is important. It is looking for dangerous animals.
A: Wow. Listen to that! The monkeys aren’t sleeping.
B: No, they aren’t. They’re playing very loudly.
A: Look, that one has something in its hand. Is it eating?
Warm Up B: Yes, it is. And it looks like my sandwich. Hey, come here!
• Ask What animal did we read about in the last lesson? A: Bye, Dr. Alex! See you next time!
(meerkats) Say Let’s see how much you remember. Write the

ng
• Extra Challenge Have students make a mini-storyboard
times from Lesson 3 Activity D on the board, for example,
showing what happened to Michiru and Dr. Alex during the
6:00, 9:00, and so on. Point to 6:00 and say It’s six o’clock. The
conversations.
meerkats are…? (standing in the sun)

ni
• Extra Support Supply the main verbs for the answers in
• Put students in pairs and have them take turns recalling
each question in item 2. Monitor to see if students can
what the meerkats are doing at each time.

ar
convert to the progressive form correctly.
Α
Extension

Le
• Have students open their books to p. 19. Focus students’
• Tell students to think of an action they can act out in class,
attention on the grammar box. Say In this lesson, we are asking
for example, wash a car, climb a mountain, make a milkshake,
and answering questions about what is happening now. Play
draw a picture, etc.
TR: 2.7 and have students read along in the grammar box.

c
Play TR: 2.7 a second time and pause after each sentence for • Give an example, such as washing the dishes. Say Ask me a
students to repeat. Pay attention to natural stress and have hi question about what I’m doing. Write Are you…? on the board
students copy the rhythm of each sentence, for example, Is it as a prompt. Do the action. Walk around the class eliciting
looking for food? Yes, it is./No, it isn’t. questions. After a few questions, reveal the correct action.
ap
• Remind students of the change in word order when • Put students in groups. Have them take turns acting out and
making questions. asking questions.

C
gr

They are playing.

Are they playing? • Hold up a copy of the Student’s Book open to p. 7, point to
eo

the woman, and ask What is she doing? (She’s cooking.)

• Check students’ understanding of present progressive short • Have students choose one photo from anywhere in the
answer formation by asking a variety of questions using I, you, book. Tell them to write one question about it in the present
G

he, she, it, they, and we. For example, say Is [Pablo] singing? progressive starting with Is, Are, What, Where, or Why.
(No, he isn’t.) Are [Karol and Gabi] talking? (Yes, they are.) Is it • Have students stand up and mingle with classmates. Have
raining? (Yes, it is./No, it isn’t.) Are we studying English? (Yes, we them show each other their photos and ask the question to
l

are.) Are you listening? (Yes, I am.) at least ten classmates.

na

• Do the same for Wh- questions by giving answers for • To review, call on several students to hold up their books and
students to supply the questions. For example, say She’s ask their questions to the class. Then, call on other students
io

standing up. (What’s [Padma] doing?) They’re drawing. (What to give responses.
are [the girls] doing?) Continue with several other sentences.
Point out that we can contract What’s, but we don’t contract Wrap Up
at

What are. • Write answers to some questions in the present progressive

B on the board, for example, I’m teaching; a red shirt and gray
N

pants; an eraser; I’m happy; No, I’m not; They’re blue socks; I’m
• Have students read the questions in Activity B. Elicit where walking to the beach. Say These are the answers, but what are
they think the conversations will take place (zoo/animal the questions? Put students in pairs to discuss the possible
sanctuary). Say We are going to listen to a girl interviewing a questions. Then, have each pair take turns asking you a
vet at a local zoo. question. Answer any question that is grammatically correct
• Play TR: 2.8. Pause after Michiru’s second set of lines and and makes sense, even if it does not elicit an answer on the
elicit what Michiru is looking at (meerkats and monkeys). board. Cross out answers as students ask correct questions.
• Play the rest of TR: 2.8 and allow students plenty of time to Continue until all of the answers are crossed out.
write their answers. Play TR: 2.8 a second time if necessary.
• Run through the answers as a class. Additional Practice: Workbook p. 15, Online Practice

19a UNIT 2

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U02_015a-022a.indd 19 8/17/21 3:32 PM
 Lesson 4 Grαmmαr

Meerkαts on the lookout Α Listen αnd reαd. TR: 2.7

in Gwetα, Botswαnα

Yes / No questions
Is it looking for food?
Yes, it is. / No, it isn’t.
Αre they plαying?
Yes, they αre. / No, they αren’t.
Wh- questions

ng
Whαt is it doing?
It’s climbing α tree.

ni
Why αre they running?

ar
They’re hiding from the eαgle.

Le
B Listen. Αnswer the questions. TR: 2.8

c
1. α. Is Michiru looking αt meerkαts αnd lions?
hi No, she isn’t.
ap
b. Αre αll the meerkαts sleeping?
gr

No, they αren’t.

eo

c. Αre the monkeys plαying loudly?

G

Yes, they αre.

l

2. α. Whαt is one of the monkeys doing?

na

The monkey is eαting.

io

b. Whαt is Dr. Αlex doing αt the end?

at

He is running towαrd the monkey.

N

Glossαry C Find α photo. Αsk αnd αnswer.

burrow the meerkαts’
underground house Whαt’s she doing in this photo?
dαngerous not sαfe
eαgle α big bird thαt eαts She’s tαking α photo.
smαll αnimαls
Yes, thαt’s right!

UNIT 2 19
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u02_15-26.indd 19 20
42002_U02_015a-022a.indd 7/19/21
8/17/21 10:39
3:32 PM
AM
 Lesson 5 Phonics

Α Listen αnd sαy. TR: 2.9

f f ph ph

ng
fish fruit dolphin photo

ni
ar
B Listen. Sαy the sounds. TR: 2.10

Le
d – o – l – ph – i – n dolphin f – i – sh fish
e – l – e – ph – α – nt elephαnt f – r – ui – t fruit

c
ph – o – t – o photo hi br – eα – k – f – α – st breαkfαst
ap
C Write ph or f. Listen αnd chαnt. TR: 2.11

Monkeys αnd ele ph αnts like f ruit

gr

f or breαk f αst,
eo

but f ish is the dol ph in’s

f αvorite f ood.
l G
na

Monkeys eαting fruit in

Lopburi, Thαilαnd
io
at
N

20 UNIT 2

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U02_015a-022a.indd
41678_u02_15-26.indd 20 21 8/17/21 10:39
7/19/21 3:32 PM
AM
 Lesson 5 Phonics
B
• Say Listen. Play TR: 2.10, and tell students to repeat the
sounds and words individually so that you can check that
In this lesson, students will: they are forming the /f/ sound clearly.
• identify two ways to spell the /f/ sound: f, ph.
• Ask students if they know any other words with the /f/
• spell familiar words that contain the /f/ sound. sound, and how to spell each. Write students’ suggestions on
Resources: Audio Tracks 2.9–2.12, eBook, Classroom the board, underlining the part of the word that forms the
Presentation Tool, Graphic Organizer: T-chart, Flashcards sound. Be aware that the /f/ sound can also be spelled with
32–35, Workbook p. 16, Workbook Audio Track 2.4, Online ff, as in giraff and diffe ent.
Practice, Formative Assessment Strategies Guide • Be careful. In some languages, cognates of words that use
ph for the /f/ sound in English, may use the letter f instead.
Speakers of these languages (Spanish, Portuguese) need to
Warm Up be provided with extra support in this spelling distinction
(for example, elefante in Spanish/Portuguese; télefono in

ng
• Write on the board Fred’s father’s dog finds ed’s four frogs.
Say it quickly to show how hard it is to say, and challenge Spanish, télefone in Portuguese).
students to try. • Hand out the flashcards. Say each word in random order. The

ni
• Help students say it correctly by repeating it, beginning at the student with that flashcard holds it up and repeats the word.
end of the sentence, and going back to the beginning. Say After a few rounds, ask students to hand the flashcard to
frogs… four frogs… Ted’s four frogs… finds ed’s four frogs…dog someone new and continue the activity.

ar
finds ed’s four frogs…father’s dog finds ed’s four frogs…Fred’s • Extra Support Give students a copy of the T-chart organizer.
father’s dog finds ed’s four frogs. Work with them to make two lists of words with /f/, one with

Le
• Call on students to say the tongue twister as quickly and f (or ff ) and one with ph. Have students use this chart as they
accurately as possible while the rest of the class judges them do the activities.
with scores out of ten, with ten being the best. Have them
give their scores by holding up a number of fingers.
C

c
• Read the instructions aloud. Write the first word on the
TEACHER TIP
Before beginning, review previously learned digraphs th,
hi board, with the space, and complete it in two different
ways: elephants and elefants. Say Which of these is correct?
(elephants) OK, now you do the same for the other words.
ap
sh, and ch. Write them on the boad. Point to th and say Have students work on their own, but let them check their
T and h together make new sounds: /ð/ or /θ/. Have students answers in pairs before a whole-class check. Call on students
make the sounds. Then point to sh and say S and h together to spell the completed words aloud for the class to check.
gr

also make a new sound: /ʃ/. Repeat for ch, /tʃ/. Then write • Play TR: 2.11 and ask students to read the chant silently.
the digraph ph on the board. Point to the p and ask What Play TR: 2.11 again, and have students chant this time.
eo

sound? (/p/) Repeat for h, /h/. Then say Listen. P and h make Walk around and listen to students, checking that they are
a new sound, too: /f/. Model making the sound by putting pronouncing the /f/ sound correctly.
your top teeth on your lower lip and blowing air out. Have
G

students do the same. Ask What letter makes /f/? (f ) Write

f on the board next to ph. Point to both and repeat the
l

sounds.
na

A
io

• Have students open their books to p. 20. Draw students’

attention to the photos and words. Read the instructions
at

aloud. Say Listen. Play TR: 2.9, pointing to each photo and
word as students hear it.
N

• Play TR: 2.9 again. This time, have students repeat each word.
Monitor students carefully, making sure they pronounce /f/
correctly.

UNIT 2 20a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U02_015a-022a.indd 20 8/17/21 3:32 PM
 • Walk around and help students form correct sentences, then
D have them read their sentences aloud. Congratulate the
• Direct students’ attention to the first photo. Ask What’s this? students with the sentence with the most /f/ words in it, as
(a sofa) Yes, and we hear /f/ in sofa. What letters make /f/ in well as the funniest or silliest sentence. Have students read
sofa—ph or f? (f) Tell students to complete the other words their sentences to the class.
with the correct letters.
• Have students check their answers in pairs. Then play Extension 2
TR: 2.12 and have students repeat the words. • Ask students if they remember any other difficult sounds
• Extra Challenge With books closed, have students in like ph.
pairs test each other’s spelling of any of today’s words, for • Remind students that they learned th, igh, and ng in the
example, “Spell alphabet.” “A–L–P–….” previous level of Imagine. Put the students into three groups
and ask each group to focus on one of the examples above.
E Each group then finds as many examples as possible in the
• Put students in pairs or small groups. Hold up a copy of the book so far, or in their other English-language books. They
book and say Look! This is a guessing game. How many words can of course use their own ideas and examples of these

ng
are there? (eight) How many do you need to choose? (four) words if they have them.
• Explain that students need to pick any four words but keep • If time allows, elicit examples from each of the groups and
draw up a class poster of these difficult sounds. Be sure

ni
them secret from their partner. Students can choose the
words by circling the boat or placing a small item on top of to leave room on the poster for new sounds as and when
each one, like an eraser. students learn them in later units.

ar
• Model how to play the game with a student. Have the
student turn his or her chair around and face the class. Draw Wrap Up

Le
the eight boats of the game on the board and write the • Write f and ph on opposite sides of the board.
words underneath. • Read aloud words from the lesson, and other words students
• With the student, take turns asking Do you have …? and know that contain the /f/ sound. Have students raise either
answer Hit or Miss. Circle the words on the board as they are their left or right hands depending on the spelling.

c
guessed correctly. Continue until one of you has “hit” all four • In preparation for the next lesson, ask students to find and
boats. Explain to the class that a student is the winner if they
are the first person to guess their partner’s four words.
hi print a photo of their favorite animal.

• Have students play in pairs. Walk around the classroom and

ap
Additional Practice: Workbook p. 16, Online Practice
help where necessary. Encourage students to use English
throughout the game.
gr

Extension 1
• In pairs, have students write sentences containing as many
eo

words with the /f/ sound as possible, both from this lesson
and other lessons. The sentence must make grammatical
sense, but it can be as silly as they like.
l G
na
io
at
N

21a UNIT 2

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U02_015a-022a.indd 21 8/17/21 3:32 PM
 D Write ph or f. Sαy the words. Listen αnd repeαt. TR: 2.12

1. 2. 3.

ng
so f α grαnd f αther f loor

ni
4. 5. 6.

ar
c Le
ph one hi f ish αl ph αbet
ap
E Plαy α Hit or Miss phonics gαme. Choose four words. Tαke turns to guess your
gr

pαrtner’s words.
eo
l G
na

dolphin fish fαn

io
at
N

photo phone sofα

Do you hαve fish?

Yes, hit!
αlphαbet fly

UNIT 2 21
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u02_15-26.indd 21 21
42002_U02_015a-022a.indd 7/19/21
8/17/21 10:39
3:32 PM
AM
 Lesson 6 Song

Α Listen, reαd, αnd write. TR: 2.13

CHORUS VΑLUE
Αnimαls αre incredible. Be interested in αnimαls.
Sometimes their behαvior is surprising αnd funny.
They cαn αmαze you!
Whαt’s thαt elephαnt doing? It’s swimming in the seα.
Αnd those αnts ? They’re finding food in α tree.

ng
Αnd the whαles? Αre they singing ? Yes, they’re singing with me!
CHORUS

ni
Whαt’s thαt dolphin plαying? It’s surfing in the seα.
Αnd thαt crocodile? It’s riding on its friend’s bαck for free.

ar
Αnd the whαles ? Αre they singing? Yes, they’re singing with me!

Le
CHORUS ABOUT THE PHOTO
This is a photo of an elephant swimming in the
Andaman Sea, India. Elephants are very good

c
swimmers and have been seen swimming
hi several miles from the shore. In fact, elephants
can swim 50 kilometers (30 miles), using their
trunk as a snorkel.
ap
gr
eo
l G
na
io
at
N

B Listen αnd sing. TR: 2.14 αnd 2.15

Αn elephαnt swimming in
the Αndαmαn Seα, Indiα
C Sing αnd αct. TR: 2.16

22 UNIT 2

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U02_015a-022a.indd
41678_u02_15-26.indd 22 22 8/17/21 10:39
7/19/21 3:32 PM
AM
 Lesson 6 Song • Put students into three groups. Instruct Group 1 to sing the
first line of the chorus and each verse, Group 2 to sing the
second line of the chorus and each verse, and Group 3
the third line of the chorus and each verse. Play TR: 2.15
In this lesson, students will: again for students singing in these groups.
• listen to and sing a song about animal behavior. • Finally, ask Group 1 to sing the chorus, Group 2 verse 1, and
• model understanding of a song by acting out the lyrics. Group 3 verse 2. Play TR: 2.15 a final time with each group
• identify the value of being interested in animals. taking turns singing its part.
Resources: Audio Tracks 2.13–2.16, eBook, Classroom • Extra Challenge Have students learn the verses by testing
Presentation Tool, Song Lyrics, Workbook p. 17, Online each other in pairs. Have one student, with his or her book
Practice, Formative Assessment Strategies Guide open, ask the questions at the start of each line. Have the
student’s partner supply the answers, without looking at the
End-of-unit resources: Anthology Story: The Girl and the song lyrics. Then have them change roles.
Elephant, Anthology Teaching Notes p. 88, Worksheet 2.2,
Unit 2 Test, ExamView Assessment Suite Teach the Value

ng
Materials: envelopes, photos of animals doing • Be interested in animals At this point, you can introduce
different activities (one for every group of three) , five or six the value into the lesson. Say The value of this lesson is Be
interested in animals. Convey the meaning of interested by

ni
copies of the song lyrics
explaining a couple of your hobbies and say I am interested in
[soccer]. Explain one way that you are interested in animals.

ar
Warm Up For example, say I like watching shows about animals on TV, or
I like learning about birds. Ask Are you interested in animals? Is
• Say We’re going to hear a song about animals doing diffe ent
it important to be interested in animals? Why? Call on students

Le
activities. Write on the board the verbs from the song
to share ways they can learn about animals. For additional
(swimming, finding foo , singing, surfin , riding on someone’s
practice, have students complete Lesson 6 of the Workbook
back). Say the animals from the song in a different order
in class or at home.
(ants, crocodile, dolphin, elephant, whales) and ask students

c
to predict which action they are doing in the song. For C
example, ask What’s the dolphin doing? (swimming) Don’t say
whether they are right or wrong, just write the animal under
the verb.
hi • Put students in pairs to think of actions that go with each
animal. Do the elephant with the class to get them started.
ap
Limit actions to hands and arms only, for example, an arm
A waving to signify an elephant’s trunk.
• Play TR: 2.13 with students’ books closed. Ask if they heard • Walk around and help students with actions. When they
gr

anything strange, for example, a dolphin surfin . Act out finish, go through each line of the song and invite students
surfin to show students the meaning. to show the class their actions. Agree as a class on the
eo

best ideas.
• Have students open their books to p. 22. Focus their
attention on the photo and ask So, who is swimming? • Play TR: 2.16 and encourage students to sing, act, and look
(the elephant) Did you know that elephants can swim? around the room at each other’s actions.
G

• Play TR: 2.13 again, and tell students to follow along with
their fingers. When the song ends, direct students’ attention
Extension
to their predictions on the board. Have them change any • Put students in groups of three. Give an envelope filled with
l

five animal photos to each group. Say Look at your photos.

na

incorrect predictions. (elephant – swimming; ants – finding

food; whales – singing; dolphin – surfing; crocodile – riding Write a verse for the song about your animals. For example,
on its friend’s back) if you have a photo of a dog running in the park, you could
change the verse to What’s that dog doing? It’s running in the
io

• Extra Support Before class, print five or six copies of the

park.
song lyrics. Cut them up into nine sections, with one line in
each section. Put each complete song set into a separate • Walk around and help each group with their lyrics. Help
at

envelope. Put students in groups of four and have them keep them with the rhythm of the lines so they work in the song.
their books closed. Hand each group an envelope. Play TR: • Call on groups to perform for the class. For each group,
N

2.13 and have students put the lyrics in order. play TR: 2.15 and have students sing as they hold up the
correct photo.
B
• Tell students to listen again and sing along with the audio, Wrap Up
quietly at first to practice singing in English. Play TR: 2.14. • Ask students to draw a picture of an animal doing something
• Play TR: 2.14 again, this time encouraging students to sing unusual and write a sentence to go with it. Draw a picture of
more loudly. Turn the volume down suddenly to check that a kangaroo climbing a tree to use as an example. Say Look.
students are singing confidently. This kangaroo is climbing a tree! Call on students to stand up
and present their pictures to the class.
• Explain that now students will sing, but this time with only
the music. Play TR: 2.15, the instrumental version, and make
sure everyone sings along. Additional Practice: Workbook p. 17, Online Practice

UNIT 2 22a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U02_015a-022a.indd 22 8/17/21 3:32 PM
 Units 1–2 Let’s Tαlk

In this lesson, students will: C

• talk about preferences. • Say Please put your pens down. This is a speaking activity. Put
• find things in common with each other. students in pairs to take turns reading each prompt or saying
the appropriate response. Walk around and check that
Resources: Audio Tracks 2.17–2.18, eBook, Classroom
students are responding correctly.
Presentation Tool, Workbook p. 18, Workbook Audio Track 2.5,
Online Practice, Formative Assessment Strategies Guide • Check answers by calling on two students to say each
mini-conversation so that the class can hear.
Materials: pieces of paper with sentences (one per student) • Extra Support Allow students to write the responses
before speaking.

Warm Up Extension

ng
• Draw two identical stick figures on the board. Give each a • Before class, prepare enough sentences in the simple
name and explain that they are twins. Say Everything about present, both affirmative and negative, to give one to each
them is the same. student on a small piece of paper. Make sure sentences

ni
• Ask students questions as if they were one of the stick are easy to understand and not too long, just like the six
figures. For example, ask Where do you live? What do you sentences in Activity C.

ar
eat for breakfast? How do you get to school? Write their ideas • Hand out one to each student and have them stand up and
around one stick figure in speech bubbles, for example, I live mingle, reading and responding to the affirmative/negative
in Bangkok. I eat bread for breakfast. I go to school by bus.

Le
statements, for example, “I don’t like cheese.” “Neither do I.” Tell
• Point to the stick figure’s twin. Ask Where does he live? them not to show classmates their sentences but to just say
Remember, they are exactly the same. (Bangkok) Next to I live them. You can also ask students to memorize their sentence
in Bangkok, write the twin’s response: So do I. Repeat the before they start.

c
phrase, ensuring natural connected speech between do and
I, for example, /soʊ du:waɪ/. hi D
• Repeat this with the other two questions. • Say Let’s do a survey. You can choose a topic and find out what
• Make one of the sentences negative, for example, I don’t have your classmates like and don’t like. Point to the options in
ap
fruit for breakfast. Write the negative response: the word box. Have them write at the top of a page in their
Neither do I. notebooks either food and drinks, hobbies, or jobs around the
• Test students again by asking for a response for another house.
gr

negative sentence. • Have students write two things they like and two things they
• Have students open their books to p. 23. Direct students’ don’t like.
eo

attention to the blue box. Say Today we’re going to learn • Put students into groups with people who chose different
words for agreeing with someone. Read the expressions topics. Say Let’s find out if our classmates like the same things
aloud, pausing to have students repeat after you. Gesture as you. Once in their groups, tell students to make a note of
G

in agreement and say So do I to show that it’s used for their classmates’ responses. Have them take turns reading
affirmative sentences. Gesture to show agreement and say aloud what they like and don’t like so that the others can
Neither do I to show that it’s used for negative sentences. respond.
l

• When groups finish exchanging opinions, ask students in

na

Α each group what they have in common.

• Read the instructions aloud. Ask What information do you
Wrap Up
io

need to listen for? (what Tom and Eve like and don’t like) Point
to the example in the chart. Ask Does Eve like snakes? (no) Do • Say I think everyone here likes chocolate. Say I like chocolate
you think Tom likes snakes? Let’s say Tom doesn’t like snakes. and signal for students to respond. However, if someone
at

What can he say to Eve? (Neither do I.) doesn’t agree, have him or her raise their hand. Then invite
• Play 2.17, twice if necessary. Let students check their answers students to suggest sentences that they think everyone will
N

in pairs before reviewing them as a class. Don’t confirm the agree with. Ask them to stand up, say their sentence, and call
answers just yet. on everyone to respond with either So do I or Neither do I.

B
Additional Practice: Workbook p. 18, Online Practice
• Play TR: 2.18. Pause after each answer and have students
underline the parts of the conversation that contain the
answers. Ask students to read them aloud. Point out the use
of So do I and Neither do I.
• Play TR: 2.18 again for students to listen and repeat.
• Extra Challenge Play TR: 2.18 again, pausing just before
either Tom or Eve says So do I or Neither do I. Signal to the
class to say the next sentence each time.

23a UNITS 1–2 LET’S TALK

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U02_023a-023_LT.indd 23 8/17/21 3:31 PM
 Units 1–2 Let’s Tαlk

So αnd neither
Α: I go to the pαrk on weekends. Α: I don’t like tomαtoes.
B: So do I. B: Neither do I.

Α Listen αnd reαd. Complete the chαrt. TR: 2.17

Crocodiles Snαkes Bαts Αnts

ng
Tom

ni
Eve

ar
Tom: We hαve α snαke in our clαssroom αt school. Do you like snαkes?

Le
Eve: No, I don’t. They’re scαry.
Tom: Our snαke isn’t. She’s very smαll. Whαt αnimαls do you like?
Eve: Hmm . . . bαts. We sometimes see them in our yαrd. I love bαts.

c
hi
Tom: So do I. They’re smαrt. But α lot of people don’t like bαts.
Eve: It’s the sαme with crocodiles.
ap
Tom: Ooh, no! I don’t like crocodiles!
gr

Eve: Neither do I. I don’t like αny big αnimαls like thαt.

Tom: Αnd smαll αnimαls? Whαt αbout insects? Do you like αnts?
eo

Eve: Yes! I like looking αt αnts.

G

Tom: So do I. They’re αmαzing!

B Listen αnd repeαt.

l

TR: 2.18
na

C Sαy So do I or Neither do I.
io

1. I don’t go to the movies often. 4. I never hαve pαncαkes for breαkfαst.

at

Neither do I. Neither do I.
2. I hαve α pet fish. 5. I don’t ride my bike to school.
N

So do I. Neither do I.
3. I live in α big town. 6. I eαt pizzα once α week.
So do I. So do I.

D Do α survey. Choose three things. Sαy.

food αnd drinks hobbies jobs αround the house
Sαmple αnswers: I like plαying with teddy beαrs.
I like mαking things. So do I.
I don’t like noodles. Neither do I. So do I.
I like cleαning my room. So do I.

UNITS 1–2 LET’S TALK 23

SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u02_15-26.indd 23
42002_U02_023a-023_LT.indd 24 7/19/21
8/17/21 10:39
3:31 PM
AM
 ng
ni
ar
Lec
hi
ap
The Αntαrctic Food Chαin
gr

Todαy we’re going to Αntαrcticα to leαrn

eo

αbout α food chαin. Αll αnimαls eαt to

get energy, but where does energy come
G

from? First, plαnts get energy from the

sun. Αnimαls then eαt the plαnts, αnd
l

mαny αnimαls eαt other αnimαls. This is

na

α “food chαin.” Emperor penguins live

in Αntαrcticα. Whαt do they eαt? Let’s
io

wαtch to leαrn where penguins come in

at

the Αntαrctic food chαin.

ABOUT THE PHOTO
N

The photo shows Adélie penguins

jumping into the water. Adélie penguins
are the smallest penguins, standing
around 70 centimeters (27.5 inches) tall
and weighing between 3.5–5.5 kilograms
(8–12 pounds). They are one of 18 species
of penguins, but only Adélie and Emperor
penguins live in Antarctica. They got
their name from the French Antarctic
explorer, Jules Dumont d’Urville, who
discovered the birds in 1840 and named
them after his wife, Adéle.

24 UNITS 1–2 VIDEO

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u02_15-26.indd 24 23
42002_U02_024-025_V.indd 7/19/21
8/17/21 10:39
3:30 PM
AM
 Units 1–2 Video

In this lesson, students will: Α

• read about an Antarctic food chain. • Read the instructions aloud. Point to the introductory
• watch and respond to a video about emperor penguins. paragraph and the three sentence frames. Tell students that
• make a poster describing another food chain. the words missing are in the text, and they will need one or
• present their poster to the class. two words in each space. Set a time limit of three minutes for
completing the activity.
Resources: Video 1, eBook, Classroom Presentation Tool, • Walk around and check that students are following the text
Graphic Organizer: Flow chart 1, Workbook p. 19, Online and answering the questions correctly. You may need to
Practice, Formative Assessment Strategies Guide explain food chain. (A simple food chain: leaves are eaten by
Materials: a large map of the world, poster paper, colored giraffes; giraffes are eaten by lions. Each link in the chain is
pens or pencils, online access for students to learn about food for the next link.)

ng
food chains, six small pieces of paper for each student • Call on students to read the sentences aloud.
• Extra Support Tell students which lines the words are found
in (lines 4–5 for sentence 1; line 7 for 2; line 8 for 3).

ni
ABOUT THE VIDEO
B

ar
There are 18 species of penguins, but perhaps the most well-
known is the largest, the emperor penguin. They live in some • Find out what students know about penguins, asking
of the most difficult conditions on Earth. Emperors are the specific questions. For example, ask What color are they?

Le
only penguins to stay in Antarctica to breed during the winter, • Say You are going to watch a video about emperor penguins.
where temperatures can reach as low as -40° Celsius (-40° Say I think we’re going to hear penguins. What other words
Fahrenheit). They are well adapted to the cold, with feathers to do you think we’re going to hear? Write students’ ideas on the
keep them warm and a thick layer of fat under the skin. They board. Say As you listen, look at the words. Which words do we

c
also group together in large colonies to share their warmth. hear? Play Video 1.
To feed, emperor penguins must walk up to 130 kilometers hi
(81 miles) from their colony to the ocean. There they catch fish
• When the video ends, call on students to read aloud words
from their lists that they heard.
ap
by diving to extreme depths, sometimes more than 450 meters • Read the instructions aloud. Point to the six words and
(1,476 feet), where the high pressure and absence of air makes phrases (A–F) and read them aloud. Say They are in the wrong
this a very dangerous place for most species; not emperor order. Watch and listen and put them in the order you hear
gr

penguins, though. They can hold their breath for 18 minutes them. Point out that the first one has been done.
and have specially adapted bodies to survive the deep. • Play Video 1 until “…Penguins eat fish, and the e are a lot of
fish he e.” Ask What do emperor penguins eat? (fish) Right, so in
eo

the chain we know that the energy in fish goes o the penguins.
Warm Up Look at the letters. Fish is C and emperor penguins is A, so we
• Show on a world map the Arctic and Antarctic regions of the know that C is before A. Write C ➙ A on the board.
G

world. Say This is the Arctic. It’s cold. Point to the Antarctic. • Play Video 1 and have students complete the task. Let
Say This is the Antarctic. It’s cold here, too. What animals live in students compare their answers in pairs. Then play Video 1
the Arctic and the Antarctic? (Arctic: for example, polar bear,
l

again for them to check their answers.

na

reindeer, owl; Antarctic: for example, whale, penguin) Listen • Have students share answers with the whole class and
to students’ responses. complete the chain you have started on the board.
• Summarize by reviewing the information they have learned.
Introduce the Topic
io

Ask What do penguins eat? (fish) What eats the penguins?

• Have students open their books to pp. 24–25. Hold up a copy (leopard seals) What do the krill eat? (plants in the sea) Where
of the Student’s Book, point to the photo, and ask What are
at

do the plants get their energy? (from the sun)

these animals? (penguins) What are they doing? (jumping in
• Extra Support Before playing the video, hand out six small
the water) Why? (to look for food) Say Today we are going to
N

pieces of paper to each student. Have them write the words

Antarctica to learn about penguins and the food chain. Read
and phrases (A–F) on them and then put them in the order
the title aloud and say There aren’t many animals that live on
they think may be correct. Then have them watch Video 1 to
the land in Antarctica, but there are a lot of sea animals. Hold
check their ideas.
the book up and show the introductory paragraph.
• Listening Strategy: Activating Prior Knowledge It helps to
• Read the paragraph aloud one time. Pretend to be tired and
have students think about the topic of the text before they
say I need energy. Then have students give ideas on how you
listen. Have students identify the topic. Then, guide them
could get energy. Point out that we get energy from the food
to think about questions such as What do you already know
we eat.
about it? What information could be in the text? What does the
title tell us about the text? Are there any words that you expect
to hear?

UNITS 1–2 VIDEO 24a

SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U02_024-025_V.indd 24 8/17/21 3:30 PM
 Units 1–2 Video

Script for Video 1 • If students don’t have online access in class, you could ask
Let’s go to Antarctica. Brr! It’s cold! them to find the information at home and print it out to
These are penguins. bring to the next class.
They find their food in the ery cold water in the Antarctic Ocean. • Give students 15 minutes to make their posters. Meanwhile,
Penguins eat fish, and the e are a lot of fish he e. walk around and comment, praise, and ask questions about
What are these penguins doing? They’re looking for food. their diagrams.
They’re swimming and catching fish
• Extra Challenge Have students add more information to the
What do fish eat? They eat small fish and a t y sea animal called krill.
poster, such as a map of where these animals live or a longer
Can you see this krill’s big eyes?
text describing the food chain.
Krill live in every ocean in the world, including the cold Antarctic Ocean.
Look! There are a lot of krill swimming in the water!
• Extra Support Give students examples of animals that you
What do krill eat? They eat very tiny plants in the ocean.
know are easy to make a food chain about. Food chains
are often focused on the “apex predator” of the chain—

ng
The plants get their energy from the sun.
Look! The penguins are going to look for food. Be careful, penguins!
that is, the animal that isn’t eaten by anything else (in the
Oh, no! Here comes a leopard seal. Leopard seals eat penguins.
Antarctic food chain, this is the leopard seal). Others include:
lions, tigers, bears, coyotes, eagles, owls and other birds of

ni
This seal looks hungry!
What are the penguins doing?
prey, and orca (killer whales). Search for images of “food
They’re jumping out of the water. They don’t want the leopard seal to
chains” online to give you and the students ideas. It may be

ar
catch them and eat them!
interesting and relevant to suggest species native to the
Wow! They’re very fast.
students’ country.

Le
Extension
D
• Hand out a copy of the Flow chart organizer to each student. • Have students prepare to present their food chains to the
Say Write and draw the Antarctic food chain here. What goes in class. Remind them that they are a group and should all

c
the first b x? (the sun) Right. So write “energy from the sun” here contribute. Give them five more minutes to organize a short
and draw the sun. Do the rest on your own. hi presentation.
• As students give their presentations, make notes about
Project accuracy, use of language, neatness, creativity, and any other
ap
points you’d like to mention. Discuss your notes with each
C student, if time allows.
• Conclude with a summary of the positive things in students’
gr

• Direct students’ attention to the blue project box at the

bottom of p. 25. Read the instructions aloud and make sure presentations, using your notes to help. Pick up on any
that students have the necessary materials to complete it: common errors and correct them. Congratulate the class for
eo

poster paper, pencils, colored pens or pencils.   a successful project. You may decide to display their projects
• Before students begin, clearly explain what you want to in class or elsewhere in the school for other students to see.
see in their project. Point out that you are looking for the
G

following: Wrap Up
a. accurate information • Write these words from the video on the board: Antarctic
Ocean, catch, krill, energy, leopard seal, jump, and fast. Point
l

b. correct language to the first words, Antarctic Ocean, and call on a student
na

c. neatness to use those words in a sentence about the video, such as

d. creativity Penguins live in the Antarctic Ocean. Then, call on a different
• You may prefer to develop a rating system for each category. student to give another sentence using the same words,
io

For example, assign each category a point value, such as ten such as Penguins find food in the ntarctic Ocean.
points. Then, give students a number of points out of ten. • Continue until at least three sentences are given using each
at

• Write on the board the information they will need to find term. Challenge the class to go beyond three sentences, if
out: Where does their animal live? What does it eat? Does possible.
N

anything eat it?

• Tell the class that they are now going to make a poster
Additional Practice: Workbook p. 19, Online Practice
showing an animal and its place in the food chain. In order
to do that, have them work as a group. First, have students
think about other wild animals that they know, such as their
favorite animals or recently learned animals. Then, together,
they should choose one of those animals to focus on.
Finally, have one or two people start work on the poster, for
example, writing a colorful title, or drawing a picture of the
main animal in the food chain; have the other students do an
image search of [name of animal] + “food chain” and make a
note of the other animals in the chain.

25a UNITS 1–2 VIDEO

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U02_024-025_V.indd 25 8/17/21 3:30 PM
 Units 1–2 Video

Α Reαd αbout food chαins.

Complete the sentences.

1. The energy in plαnts comes

from the sun .

2. The wαy thαt energy moves

through plαnts αnd αnimαls is α

ng
“ food chαin .”

ni
3. Emperor penguins live in

ar
Αntαrcticα .

Le
B Wαtch the video. Put the food
chαin in order.

c
Video 1
hi Α. emperor penguins
ap
B. energy from the sun
gr

C. fish D. krill E. leopαrd seαl

F. plαnts in the oceαn
eo

1. B ➔ 2. F 3. D
G

➔ 4. C ➔ 5. Α ➔ 6. E
l
na

C Project Mαke α poster

io

showing α food chαin.

at
N

D Tell the clαss αbout your

food chαin.

Αdélie penguins jumping into

the oceαn. Αdélie αnd emperor
penguins live in Αntαrcticα.

UNITS 1–2 VIDEO 25

SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u02_15-26.indd 25 26
42002_U02_024-025_V.indd 7/19/21
8/17/21 10:39
3:30 PM
AM
 Units 1–2 Review

Α Write the word. αnts bαts kαngαroos ketchup milkshαkes

pαstα penguins sαndwiches soup vegetαbles

1. Cαrrots, peαs, αnd potαtoes αre vegetαbles .

2. People in Itαly eαt α lot of pαstα . Spαghetti is my fαvorite.
3. I αlwαys put ketchup on my burger.
4. Sαndwiches αre slices of breαd with cheese or meαt between them.

ng
5. Milkshαkes αre usuαlly strαwberry or chocolαte.

ni
6. You often eαt soup with breαd.

ar
7. Bαts cαn fly, but they αren’t birds or insects.
8. You cαn see kαngαroos jumping high in Αustrαliα.

Le
9. Αnts αre very smαll, but they cαn do αmαzing things.
10. Penguins cαn swim very fαst, but they αren’t fish.

c
B Listen. Circle the best αnswer to the question.
hi TR: 2.19
ap
1. α. Yes, here they αre. 4. α. Yes, there αre α lot.
gr

b. No, sorry. We don’t hαve αny. b. No, there isn’t αny.

2. α. We hαve α cαt. 5. α. Yes, there αre mαny bowls.
eo

b. Yes, here you αre. b. No. We don’t hαve αny todαy.

G

3. α. Do you wαnt orαnge or αpple? 6. α. Yes, but only one slice.

b. Yes, there is. b. Yes, I do.
l
na

C Complete the sentences.

io

1. The girl is eαting α

slice of wαtermelon.
at

2. The womαn is drinking α

N

glαss of orαnge juice.

Αnswer the questions.
3. Who is the boy looking αt?
He is/’s looking αt α mαn/his/their dαd .
4. We cαn see α mαn’s hαnd. Whαt is he doing?
He is/’s cooking .
Now write two sentences αbout the photo.
Sαmple αnswers: They αre on the beαch. There αre five people in the photo. It’s α sunny evening.
There αre clouds in the sky. The food looks good. The girl hαs short hαir. The womαn is hαppy.
26 UNITS 1–2 REVIEW

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u02_15-26.indd 26
42002_U02_026-026a_R.indd 25 7/19/21
8/17/21 10:39
3:30 PM
AM
 Units 1–2 Review

In this lesson, students will: Challenges Students can find this confusing because of
• review grammar and vocabulary from Units 1 and 2. the three different types of responses they have to write.
They need practice in reading the tasks very carefully and
Resources: Audio Track 2.19; eBook; Classroom Presentation understanding how to respond (for example, with a word,
Tool; Flashcards 1–9, 18–26; Workbook pp. 20–21; Workbook phrase, or sentence). They often struggle to write the last
Audio Track 2.6; Online Practice; Formative Assessment two sentences because they must not repeat anything
Strategies Guide from the previous questions. Give them time to identify the
things going on in the scene that they could write about.
Performance Descriptor
Warm Up • Can write short simple phrases and sentences about
• Use flashcards from Units 1 and 2 to review vocabulary. pictures and familiar topics

ng
Α
• Have students open their books to p. 26. Point to the words • Collaborate Have students cover the activity and in pairs
in the word box. Say Some words are food and some words are

ni
make a note of all the things they can see in the photo.
animals. Which words are food? (milkshakes, pasta, sandwiches, Review with the class and write a list on the board. Ask What
ketchup, soup, vegetables) Which words are animals? (ants, bats, is in the photo?

ar
kangaroos, penguins) OK. Now look at item 1. There is a word • Read through the items with the class.
missing. Carrots, peas, and potatoes are …? (vegetables) Good. • Have students complete the activity. Remind them the

Le
Now you do the other sentences. two sentences they write must be about the photo.
• Walk around and check students’ work. To review, call on Monitor. Check answers and ideas with the class. (Sample
students to read each sentence aloud. answers: Excellent performance: There are clouds in the sky.
B Satisfactory performance: I see the sky.)

c
• Refle t Ask students to check their work.
• Read the instructions aloud. Explain to students that they
will need to listen to the first line of a conversation and
choose the correct response. Do an example with the class
hi Is my writing easy to read?
Yes or no?
ap
as this may be an unfamiliar task type. Write on the board Is my grammar and spelling correct?
A: I want to buy a hat. B: Yes, at three o’clock. Say Are you going
to the store? and elicit that B is the correct response. Did I write complete sentences?
gr

• Play TR: 2.19. Have students compare their answers with • Help My Friend Ask students in pairs to give each other
a classmate before a whole-class check. advice/help on how to improve their writing, for example,
eo

• Extra Challenge Don’t give the answers; instead, say Write how to write a better sentence.
two questions, one that you can say before A and one before B.
When students finish, invite suggestions for both responses, Extension
G

saying the response after each question to check that it • Ask students to have a pen and a piece of paper ready. Say
works. Only then play TR: 2.19. Write eight wild animals. When students finish writing, say
Now write eight food and drink items. When students finish,
l

Script for TR: 2.19

na

1. Can I have a glass of milk, please? have them compare lists with a classmate to find similarities
2. Are there any pets in your house? and differences.
3. Can we have two bottles of juice, please?
Wrap Up
io

4. Are there any oranges on the table?

5. Can I have a small bowl of soup, please? • Have students answer questions on Units 1 and 2. Say
Please raise your hand if you know the answer. Ask What are
at

6. Is there any pizza?

two animals that live in the water? (shark, whale) What are
C two breakfast foods that we learned? (milkshake, pancakes)
N

What do you drink water from? What do you eat noodles on?
Task Guidance Notes (glass/bottle, plate) Where do penguins live? (the Antarctic)
Look at the photo on page 18. Say two things that are
A1 Movers Reading & Writing Part 6 Students look at happening. (The meerkats are standing in the sun. They are
picture and complete three tasks. They have to complete looking at each other. They are waking up.)
two sentences, respond to two questions, and write two
sentences of their own about the scene. Students are
assessed on: Additional Practice: Workbook pp. 20–21, Online Practice
• how accurately they describe the picture.
• how comprehensible their answer is.
• if their sentences are different from the sentences given.

UNITS 1–2 REVIEW 26a

SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U02_026-026a_R.indd 26 8/17/21 3:30 PM
 3 Look αt Me
In this unit, students will: Language Twenty-First Century Skills
• talk about what people look like. Vocabulary Collaboration
• use comparative adjectives to beard, curly hair, dark hair, fat, light Work with a friend to play an English board
compare people. hair, moustache, round face, straight game together, Lesson 5
• read about amazing people. hair, tall, thin; almost, died, meter, takes Communication
[two hours] Find out information from classmates to
• describe people and things using
superlative adjectives. Grammar complete a survey, Lesson 4
• identify three sounds for vowel + r • I’m shorter than the giant. Creativity

ng
spellings: -ir- /ɜːr/, -or- /ɔːr/, and -ar- /ɑːr/. • She has the longest hair in the world. Draw a picture based on a song, Lesson 6
• listen to and sing a song about drawing Phonics Critical Thinking
a portrait. • /ɜːr/ bird Ask questions to guess someone’s identity,

ni
Lesson 2
• identify the value of accepting • /ɔːr/ corn
differences. • /ɑːr/ shark

ar
Le
In the Unit Opener, students will: B
• respond to a photo of friends enjoying themselves. • Put students in pairs. Say Look at Activity B. Don’t write. Talk to

c
• answer questions about the friends’ physical descriptions. your partner about the answers. When students finish, call on
• start thinking about visual differences between people. hi pairs to share their answers with the class.
Resources: Home School Connection Letter, Classroom
ap
Presentation Tool, Formative Assessment Strategies Guide FORMATIVE ASSESSMENT STRATEGIES
Materials: a large map of the world • Before You Teach Start each lesson by telling students
what they’re going to learn, and have them tell you
gr

what they know and what they want to learn. Use

Introduce the Theme Formative Assessment Strategies like Concept Maps,
eo

• Say This unit is called Look at Me. Look at me, everyone. I’m Quick Writes, etc.
happy! Can you make a happy face? Have students make the • While You Teach Model each activity clearly. Monitor
face. Then have them repeat, making faces for the following students’ work and check their understanding
G

feelings: angry, hungry, sad, and silly. constantly. Use Formative Assessment Strategies like ABC
• Introduce the theme of describing people. Say Stand up if you Brainstorming, Sentence Prompts, etc. Provide students
have black hair. Have those students sit down, and give another with timely feedback and support when needed.
l

direction. Say Stand up if you have brown eyes. Continue for a • After You Teach Wrap up each lesson by having students
na

few directions, adapting them for your class. Use the adjectives, reflect on their own learning. Use Formative Assessment
parts of the body, and even clothes that students can name Strategies like Computer Surveys, Inside-Outside
in English, for example, long/short hair, big eyes, blue pants, Circles, etc.
io

and so on. For humor (and to make sure students are paying
attention), include some silly commands. For example, say
at

Stand up if you have [green hair]!

Α
N

• Use the Photo Have students open their books to p. 27. Focus
their attention on the photo and ask some simple questions to
engage the whole class. Ask How old do you think the children
are? (probably between 8 and 10) Where are they? (outside of a
school) What color is their hair? (It’s brown/black.)
• Say These children are Jamaican. They’re in Jamaica. Have
students locate Jamaica on a world map. Then, continue
talking about the photo.
• Direct students’ attention to the questions at the bottom of the
page. Work together as a class to answer the three questions in
Activity A.

27a UNIT 3

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U03_027a-034a.indd 27 8/17/21 3:42 PM
 3 Look αt Me

ng
ni
ar
c Le
hi
ap
ABOUT THE PHOTO
gr

The girls in the photo are in Kingston, the capital

of Jamaica. They are students at a primary school.
eo

In Jamaica, students are taught in English during

primary school. This level of school is compulsory
and free up to year 6, when they students are
G

about twelve years old. After that, they may

choose to go on to lower school, which is years
7–9, and then upper school, years 10–11. As
Schoolgirls dαncing
l

students progress, the choice of coursework

na

becomes both more varied and more challenging. outside school in

Students who succeed academically may then Kingston, Jαmαicα
choose to continue on to two additional levels
io

that prepare them for the CAPE (Caribbean

Advanced Proficiency Exam). This exam is a
at

requirement for entering the country’s universities.

N

Α Look αt the photo. Αnswer the B Work in pαirs. Discuss.

questions. 1. Whαt do you do with your friends
1. Whαt αre the children doing? outside school?
2. Where αre the children? 2. Do you look the sαme αs your friends?
3. How αre the children feeling?

27
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u03_27-34.indd 27 28
42002_U03_027a-034a.indd 7/20/21 3:42
8/17/21 2:10 PM
PM
 Lesson 1 Vocαbulαry

Α Listen αnd point. TR: 3.1

α beαrd α moustαche

ng
ni
dαrk hαir light hαir

ar
Le
c
curly hαir strαight hαir
hi
ap
gr

fαt thin
eo
l G

tαll round fαce

na

B Listen αnd repeαt.

io

TR: 3.2
at

C Describe.
N

She hαs strαight hαir.

This girl?

Yes!

28 UNIT 3

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u03_27-34.indd 28 29
42002_U03_027a-034a.indd 7/20/21 3:42
8/17/21 2:10 PM
PM
 Lesson 1 Vocαbulαry hands around their ears for dramatic effect. Repeat this with
all of the flashcards.

Extension 2
In this lesson, students will:
• Give a student the timer or stopwatch and say [Erina], time
• talk about what people look like. one minute for me please, and say stop after a minute. Draw
Resources: Audio Tracks 3.1–3.2, eBook, Classroom one of the phrases on the board. Ask What’s this? Don’t worry
Presentation Tool, Flashcards 36–45, Workbook p. 22, if you aren’t a good artist—students will enjoy any poor
Workbook Audio Track 3.1, Online Practice, Formative attempts. As soon as students guess correctly, draw a picture
Assessment Strategies Guide for another expression, and another, choosing randomly so
that the expressions aren’t in the order they are in the book.
Materials: a large map of the world, a timer or stopwatch When the student who is timing says stop, count how many
expressions the class guessed.
• Put students in groups of four or five and give them some
Warm Up scrap paper. Assign one student in each group to start

ng
• Use the Photo Display the photo on p. 28. Say This is a giant. as the artist. Tell them they should draw pictures for the
Is he big or small? (big) expressions in a different order than the book. Say How many
• Write He has… and He doesn’t have… on the board. Point expressions can you guess in one minute? Go! and set the timer

ni
to the relevant parts of the giant’s body and encourage or stopwatch.
students to describe him in complete sentences. (He has • Walk around and listen to students. Check that they are

ar
long arms. He has a big nose/ big ears/big eyes/big hands. saying the words correctly. Stop the timer or stopwatch after
He doesn’t have any legs/hair on his head.) one minute and have students change roles.
• Ask Is he friendly? Listen to students’ responses. Tell students

Le
• When students finish, check their work as a class. Ask Which
about the sculpture using information from the About the expressions were easy to draw? Difficult? w many did you get
Photo text. Point to Denmark on the world map. in one minute? Listen to students’ responses.
Α C

c
• Read the instructions aloud. Play TR: 3.1 and have studentshi • Point to the model conversation and read the first sentence.
point to each word. Have a student read the answer, and then respond. Ask
• Hand out the flashcards around the room. Say Hold up your Which picture? (the picture for straight hair) Hold up a copy
ap
card when you hear the word or expression. Play TR: 3.1 again of the Student’s Book and point to the picture. Do another
and have students with the flashcards hold them up. example. Say She has short, straight hair. It’s black. Have
• Extra Support Stop the audio after each word or expression. students guess, and then point to the picture for dark hair.
gr

Have all students with flashcards hold them up and call on a • Put students in pairs. Have them take turns describing
student to point to the correct flashcard. people in the pictures in the same way.
eo

• Extra Challenge Ask students, still in pairs, to find a photo in

B Unit 3 or Unit 4 and describe a person in it for their partner
• Read the instructions aloud. Point to the activity and say to guess who they are describing.
G

Listen and repeat. Play TR: 3.2. Have students repeat the
words in chorus. Play TR: 3.2 again and call on individual Wrap Up
students to repeat the words. • Point to the photo of the giant on pp. 28–29. Say Let’s write
l

• Use the flashcards for this lesson to practice the words. Hold descriptions of this giant. Have students write as detailed a
na

up a flashcard and point to several students one at a time description as possible in two minutes. You may decide to
and elicit the word or phrase. provide sentence stems for them to use, such as He’s… / He
io

• Have students open their notebooks and write down the isn’t… / He has… / He doesn’t have…. Students may write, for
new vocabulary. Teach them the ≠ symbol for opposite, example: He’s very tall and fat. He has a round face and no hair.
and check that students can identify the opposite pairs. He has a big nose. He has a big beard.
at

Ask What’s the opposite of dark hair? (light hair) Write on the • Have students read their descriptions in pairs and compare
board dark hair ≠ light hair. Tell students that the opposite of the details.
N

a round face is a thin face, and remind them that they already • Call on several pairs to read one of their descriptions aloud
know the opposite of a tall person (a short person). Have to the class.
students write the opposite pairs in their notebooks.

Extension 1 Additional Practice: Workbook p. 22, Online Practice

• Teach students a silly conversation. Hold up a flashcard and
say This is [a beard]. Have students respond A what?! Then,
in a louder voice, say [A beard!] Have students respond, even
louder, Oh! [A beard]. With noncount nouns, say This is [curly
hair], and guide students to say Wait, what?!
• Have students repeat the intonation in the response after
you model it a few times, and encourage them to cup their

UNIT 3 28a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U03_027a-034a.indd 28 8/17/21 3:42 PM
 4 Grαmmαr
Lesson 2 B
• Point to the chant. Say Let’s listen to a chant. Play TR: 3.4.
In this lesson, students will: • Play TR: 3.4 again, this time stopping after each line for
students to repeat it. Encourage them to copy the rhythm.
• use comparative adjectives to compare people.
• Divide the class into two groups. Turn to the students on
Resources: Audio Tracks 3.3–3.4, eBook, Classroom your left and say This side of the class should say the green
Presentation Tool, Flashcards 36–45, Workbook p. 23, Online words. Turn to the right and say This side of the class should
Practice say the blue words. Play TR: 3.4 again, this time with each
Materials: photos of two people from a magazine or group saying their part.
the internet
Extension
• Say Tell me some types of transportation. Elicit three or four
Warm Up types and write them scattered around the board. Repeat for

ng
• Use the Lesson 1 flashcards 36–45 to review the vocabulary. animals, and mix them in with the forms of transportation.
Slowly start to reveal each card. Have students call out what Make a silly sentence comparing two of the things. For
they see. example, say Whales are longer than cars.

ni
• Invite the three tallest students to the front of the class. Ask • Have students, in pairs, take turns making as many silly
What do these three people have in common? and elicit various sentences as they can in three minutes. After three minutes,
call on pairs to share their sentences with the class.

ar
ideas until someone suggests that they are tall. To the three
students, say Stand in order. I want the person who is very tall
here (indicate one side of the class), the person who is next
C

Le
here (in the middle), and the person who is next here. Say two • Say I’m thinking of a girl (or boy). She’s in this room. You can ask
sentences comparing their heights, and write them on the only fi e questions to find out who she i . Write Is she…? and
board. For example, say [Anan] is taller than [Mahmoud]. Does she have…? on the board and say For example, you can
[Mahmoud] is taller than [Shahid]. Don’t mention the ask “Does she have darker hair than [Ruben]?” Have students

c
comparative structures at this stage; just leave the sentences ask you questions. If they guess within five questions, say

A
on the board during Activities A and B. hi You win.
• Put students in groups of three or four to play the game.
ap
Walk around and check that students are forming sentences
• Point to the sentences from the Warm Up. For example, say with comparatives correctly. Make a note of any errors. Be
Are [Anan] and [Mahmoud] the same or diffe ent? (different) sensitive about the possibility of students calling each other
gr

That’s right, [Anan] is taller than [Mahmoud]. Have students fat. In many cultures, being called “fat” is offensive, while in
open their books to p. 29 and focus their attention on others it is not. You may want to explain this to the class and
the grammar box. Say In this lesson, we are talking about ask them not to use it for this activity.
eo

diffe ences between people. • Write any errors that you heard on the board and call on
• Play TR: 3.3 and have students read along in the grammar students to correct them.
• Extra Challenge Display the Lesson 1 flashcards on the
G

box. Have the class repeat the sentences.

• Have students look again at the giant in the photo, and elicit board. Number them 1–10 in two columns as in the book.
sentences about him with tall and short, for example, The Say Look. Person number 6 has darker hair than person
number 4. Put students in pairs and have them write five
l

giant is taller than the men./The men are shorter than the giant.
na

Write these sentences on the board, and underline the -er sentences comparing the characters in the flashcards. Have
endings. students read their sentences aloud as their classmates
• Say Short and tall are adjectives. How do we change adjectives point to the correct picture.
io

when we are talking about diffe ences? (add -er) Say Thin and
big are diffe ent. Write the comparative forms on the board: Wrap Up
• Show the two photos of people from a magazine or the
at

thinner and bigger. Have students identify the difference.

(the extra letters n and g) Say When the adjective ends with internet. Have students study them for one minute. Then
hide the photos and have students write three comparative
N

one vowel and one consonant, add another consonant. Call

on a student to give the comparative form of fat, to check sentences from memory. Have students read their sentences
understanding. (fatter) Ask What word comes after the aloud to the class.
adjective? (than)
• Extra Support Write the adjectives from Lesson 1 on Additional Practice: Workbook p. 23, Online Practice
the board. Have students say the comparative forms, for
example, dark ➙ darker. Write these next to the adjectives.
Leave these on the board for the rest of the lesson.

29a UNIT 3

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U03_027a-034a.indd 29 8/17/21 3:42 PM
 Lesson 2 Grαmmαr
ABOUT THE PHOTO
“Teddy Friendly” is a sculpture made of recycled
wood. Teddy is one of six giants Thomas Dambo
made as a part of a project called Forgotten Giants. Α Listen αnd reαd. TR: 3.3
These large sculptures are all in the countryside
near Copenhagen, Denmark. All the sculptures are
made from local scrap wood and recycled materials, short ➙ shorter
and displayed in beautiful, hidden locations to
encourage people to explore the countryside. In the I’m shorter thαn the giαnt.
foreground, Teddy is holding out his right arm to
thin ➙ thinner
help people cross a small stream.
I’m thinner thαn him.
long ➙ longer

ng
His hαir is longer thαn her hαir.
round ➙ rounder

ni
Cαrl’s fαce is rounder thαn Dαniel’s
fαce.

ar
Le
B Listen αnd chαnt. TR: 3.4

c
I’m tαll. I’m tαll.
hi Αre you tαller thαn the giαnt?
No, I’m not. I’m shorter thαn him.
ap
I’m thin. I’m thin.
Αre you thinner thαn the giαnt?
gr

Yes, I αm. I’m thinner thαn him.

eo

Is his beαrd, his beαrd

strαighter thαn your beαrd?
Beαrd? Beαrd? I don’t hαve α beαrd!
l G

C Αsk αnd guess.

na

I’m thinking of α girl.

io

Is she tαller thαn me?

at
N

No, she isn’t.

Is her hαir longer thαn my hαir?

Yes, it is!

Α giαnt in α forest in
Copenhαgen, Denmαrk

UNIT 3 29
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u03_27-34.indd 29 30
42002_U03_027a-034a.indd 7/20/21 3:42
8/17/21 2:10 PM
PM
 Lesson 3 Reαding
ABOUT THE PHOTO

Α Look αt the words. Listen αnd repeαt. TR: 3.5 The woman in the photo is Cheng Shiquin,
from Yunyang County in Chongqing,
China. At the time this photo was taken,
meters tαkes two hours died αlmost her has was 2.5 meters (8 feet) long. She
hadn’t been to a hair salon in 16 years!

B Look αt the photo. Whαt is speciαl αbout this person?

She hαs very long hαir.
C Listen αnd reαd. TR: 3.6

ng
Αmαzing People!

ni
Is your hαir long? Yes? But it’s shorter thαn Xie Qiuping’s hαir. She’s from

ar
Chinα, αnd her hαir is 5.6 meters long! She hαs the longest hαir in the world.
There’s α mαn in Indiα who hαs the longest moustαche in the world. Rαm

Le
Singh Chαuhαn’s moustαche is longer thαn 4 meters! Rαm sαys it tαkes two
hours to wαsh his moustαche every dαy.

c
Sultαn Kösen is from Turkey. He’s the tαllest person in the world. He’s 251 cm
hi
tαll! He αlso hαs the biggest hαnds. The world’s shortest mαn, Edwαrd Niño
Hernández from Colombiα, is only 72 cm tαll!
ap
Αnd the oldest person? Jeαnne Cαlment wαs 122 yeαrs old when she died in
1997. Αlmost αll of the oldest people αre women.
gr
eo

D Reαd αgαin. Mαtch.

G

1. Xie Qiuping 72 centimeters

l
na

2. Rαm Singh Chαuhαn 122 yeαrs

3. Sultαn Kösen 560 centimeters
io

4. Edwαrd Niño Hernández 251 centimeters

at

5. Jeαnne Cαlment 429 centimeters

N

30 UNIT 3

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u03_27-34.indd 30 31
42002_U03_027a-034a.indd 7/20/21 3:42
8/17/21 2:10 PM
PM
 Lesson 3 Reαding
C
• Say Now listen and read. Try to answer your own questions. Play
TR: 3.6. When the audio ends, find out if anyone heard the
In this lesson, students will: answer to one of his or her questions.
• read about amazing people.
• Play TR: 3.6 again, this time encouraging students to read
• match people to facts. aloud along with the audio.
Resources: Audio Tracks 3.5–3.6, eBook, Classroom • Reading Strategy: Asking Questions Before Reading
Presentation Tool, Flashcards 36–49, Workbook p. 24, Encourage students to be curious about what they are going
Online Practice to read by having them think of questions that might be
answered in the text. Have students look at the title and
Materials: a tape measure, a dead plant (or a photo of one) photos. Write I want to know… followed by What, When,
Where, Who, How long on the board. Have students use
Warm Up the cues on the page to create their questions. This helps
students focus on the reading by guiding them to look for

ng
• Review the Lesson 1 vocabulary by showing each flashcard,
one at a time very quickly. Don’t show the last flashcard in the answers to their questions.
the pile. Instead, ask What’s missing? Repeat this, leaving out
Extension

ni
a different flashcard each time.
• Have students find out about another record holder (for
A example, oldest student or fastest runner) and present the

ar
information to the class.
• Have students open their books to p. 30. Focus students’
attention on the new words. Play TR: 3.5 and have students D

Le
listen and repeat the words as a class. Play TR: 3.5 a second
time, this time holding up the flashcard as students repeat • Read the instructions aloud, and point to the first item. Say
each word. Xie Qiuping has the longest hair in the world. How long is her
• Show students a meter using a tape measure. Write hair? (5.6 meters long) Have students scan the text to answer.

c
100 cm = ? Say One meter and have students repeat. Then, If necessary, remind students that a meter is 100 centimeters.
hi
say I’m one meter 73. Write this on the board. Then, ask Am I
two meters tall? (no) Say I’m almost two meters tall. Emphasize
Guide them to the correct answer. (560 cm)
• Have students work individually to match. Then, check
answers as a class. Encourage students to give their answers
ap
the word almost.
• Display the dead plant, or the photo of a dead plant. Say in complete sentences, such as Xie Qiuping’s hair is 560
Look at the plant. It died. Emphasize the word died. centimeters long.
gr

• Say I leave my house every morning at eight o’clock. • Extra Support Write the figures on the board, and next to
I arrive at school at eight thirty. How long does it take me to each one, write any conversion or estimation from the text.
get to school? (30 minutes) Write It takes me…to get to school.
eo

Ask a few students how long it takes them, and have them Wrap Up
respond by completing the sentence. • Write on the board: 1. Xie Qiuping’s hair is one meter long.
2. Ram Singh Chauhan’s moustache is longer than Xie Qiuping’s
G

B hair. 3. Sultan Kösen is 251 cm tall. 4. Jeanne Calmet was the

shortest person in the world.
• Use the Photo Display the photo on pp. 30–31, read the
• Have students decide if the sentences are true or false.
l

question, and have a student answer. (She has very long

na

hair.) (1. F, 2. F, 3. T, 4. F) Call on students to correct false sentences.

• Say Today we’re reading about someone with very long hair,
someone who is very tall, someone who is very short, and Additional Practice: Workbook p. 24, Online Practice
io

someone who is very old. Write these words on the board:

long moustache, long hair, tall, short, and old. Next to long
at

hair, write How long is her hair? Ask students the question
and have them guess the length from the photo (2.5 meters).
N

Note that the woman in the photo is not the woman

described in the text.
• Point back to the words on the board and ask What questions
can we ask about these people? Give examples, such as Where
do you live? Why do you have a long moustache?

UNIT 3 30a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U03_027a-034a.indd 30 8/17/21 3:42 PM
 Lesson 4 Grαmmαr Extension
• Have students practice forming comparative and superlative
adjectives. Write adjective ➙ +er ➙ the +est on the board.
In this lesson, students will: Model with a student. Say tall and point to the word
adjective. Point to +er to prompt the student to say taller,
• describe people and things using superlative adjectives.
then point to the +est and say the tallest.
Resources: Audio Tracks 3.7–3.8, eBook, Classroom • Say Now you choose an adjective. Repeat with the student to
Presentation Tool, Workbook p. 25, Workbook Audio show that he or she should think and speak quickly.
Track 3.2, Online Practice, Formative Assessment • Put students in pairs. Hold up a timer or stopwatch and say
Strategies Guide You have two minutes to practice. Go!
Materials: a timer or stopwatch, photos of a variety of
people cut out from magazines, sticky tack, colored B
highlighters (optional) • Ask students if they know any interesting facts about people
or animals. Have them read the statements in Activity B. Say

ng
We are going to listen to some amazing facts.
Warm Up • Play TR: 3.8. Pause after the first fact and elicit what’s special
• Ask Do you remember the amazing people in the last lesson? about Malavath Poorna (her age). Show that the statement in

ni
Write the names of each person from the reading on the question 1 is false and students need to correct it.
board. Then write numbers from Lesson 3 on the board: • Play the rest of TR: 3.8 and give students plenty of time to

ar
72 cm, (How tall is Edward Niño Hernández?), 122 years (How write their answers. Play TR: 3.8 again if needed.
old was Jeanne Calment?), 5.6 m (How long is Xie Qiuping’s
Script for TR: 3.8
hair?), 251 cm (How tall is Sultan Kösen?), 429 cm (How long

Le
Here are some of my favorite facts:
is Ram Singh Chauhan’s moustache?) and 2 hours (How long
Did you know . . . Malavath Poorna is the youngest girl to climb
does it take Ram Singh Chauhan to wash his moustache?).
Mount Everest? She was only thirteen years old!
Remind students that 429 cm = longer than four meters. Say
I love animal facts. At five meters, giraffes are the tallest animals in
Ask me the questions about these people. Point to the numbers

c
the world. Wow!
and say These are the answers to your questions. Have students
Here’s another animal fact. The thread snake is the thinnest snake in
raise their hands if they know the question, and if they are
correct, check off the corresponding answer.
hi the world. Its like black spaghetti!
South Sudan in Africa is the newest country in the world. It is only
ap
A ten years old!
This final fact is the best. You can’t read the smallest book in the
• Have students open their books to p. 31 and point to the world. It has 30 pages, but it’s so small, it can sit on one hair!
gr

grammar box. Say In this lesson, we’re talking about amazing

facts about the world. Play TR: 3.7, and have students read along C
in the grammar box. Play TR: 3.7 a second time and pause the
eo

• Say I want to know who in the class has the darkest hair. Walk
audio after each sentence for students to repeat. Ask Who is
around and pretend to write students’ names on a clipboard,
She in the first sen ence? (Xie Qiuping) Who is He in the other
say [Carl’s] hair is lighter than [Marian’s]. [Piotr’s] hair is darker
sentences? (Sultan Kösen)
G

than [Marian’s]. At the end, write on the board and say [Elena]
• Call on the three tallest people in the class to come to the front. and [Piotr] have the darkest hair in the class.
Say Let’s compare these two people. Point to the tallest student
• Point to the two word boxes. Say In this box, there are some
and second-tallest student. Ask a student to form a comparative
l

adjectives. In this box, there are people and things. Choose

na

sentence ([Anan] is taller than [Mahmoud].). Now let’s compare

some information to find out about the clas . For example,
these two. Point to the tallest student and third-tallest student.
“Who has the smallest pencil case?” or “Who has the oldest
([Anan] is taller than [Shahid].) Say Good. Now all three of them
grandparents?” Write your question now. Give students two
io

together: [Anan] is the tallest student in the class. He’s taller than
minutes to write their question.
[Mahmoud and Shahid].
• Say You want to find the smallest pencil ase. What question do
• Write on the board [Anan] is ___ _______ student in the class.
at

you ask? Remind students of useful questions with How…,

Ask What’s the adjective? (tall) Write tall in its place. Say Look
for example, How big is your pencil case? How old are your
at the grammar box. What do we add to the word tall? (-est)
N

grandparents? Point to the model on the page. Have students

That’s right. We add E - S - T at the end. And what word goes
walk around the classroom and ask everyone their question
before it? (the) That’s right. The tallest, the longest, the biggest.
and record students’ answers.
Write the tallest in the space on the board. Point out that, as
with comparatives, the consonant is doubled for words that • When they finish, invite students to the front to present their
end in one vowel and one consonant, like big, fat, and thin. findings to the class.
• Check understanding and ask Who is Edward Niño
Hernández? (He’s the shortest man in the world.) And Jeanne
Wrap Up
Calmet? (She was the oldest person in the world.) • Display the photos of people from magazines on the board.
Say This woman has the longest hair. Call on individual
• Extra Support Have students list the superlative forms
students to make sentences with superlative adjectives.
of common adjectives in their notebooks. Give them a
colored highlighter to highlight any adjectives with double
consonants. Additional Practice: Workbook p. 25, Online Practice

31a UNIT 3

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U03_027a-034a.indd 31 8/17/21 3:42 PM
 Lesson 4 Grαmmαr

Α womαn shows Α Listen αnd reαd. TR: 3.7

off her long hαir in
Yunyαng, Chinα
long ➙ longest, tαll ➙ tαllest
She hαs the longest hαir in the world.
He’s the tαllest person in the world.
big ➙ biggest
He hαs the world’s biggest hαnds.

ng
ni
B Listen. Write True or Fαlse. Correct the fαlse
sentences. TR: 3.8

ar
1. Mαlαvαth Poornα is the tαllest girl to climb Mount Everest.

Le
Fαlse. She is the youngest girl to climb Mount Everest.

2. Girαffes αre five meters tαll. They’re the tαllest αnimαl in

c
the world.
hi
ap
True.

3. The shortest snαke in the world is the threαd snαke.

gr

Fαlse. It is the thinnest snαke in the world.

eo

4. The smαllest book in the world hαs twenty pαges.

G

Fαlse. It hαs 30 pαges.

l
na

C Find out.
io

big cleαn dαrk light long loud old short smαll tαll young
at

bαg brother erαser fαther grαndpαrents hαir hαnds

N

mother pencil cαse person shoes sister

How old is your sister?

She’s fourteen.

UNIT 3 31
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u03_27-34.indd 31 32
42002_U03_027a-034a.indd 7/20/21 3:42
8/17/21 2:10 PM
PM
 Lesson 5 Phonics

Α Listen αnd sαy. TR: 3.9

ir or αr

ng
bird corn shαrk

ni
ar
B Listen. Sαy the sounds. TR: 3.10 C Write αr, or, or ir. Listen αnd chαnt.

Le
TR: 3.11
b - ir - th - d - αy birthdαy
It’s six in the m or ning;
d - ir - t - y dirty
I’m in α T-sh ir t αnd sh or ts.

c
sh - or - t short hiI don’t go in the c αr ;
m - or - n - i - ng morning I love running αnd sp or ts.
ap
d - αr - k dαrk I leαve the house in the d αr k,
gr

c - αr cαr αnd I wαlk to the p αr k.

When I heαr the b ir ds,
eo

thαt’s when I st αr t.
l G
na
io
at
N

32 UNIT 3

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U03_027a-034a.indd
41678_u03_27-34.indd 32 33 8/17/21
7/20/21 3:42
2:10 PM
PM
 Lesson 5 Phonics
B
• Say Listen. Play TR: 3.10, and tell students to repeat the
sounds and words.
In this lesson, students will:
• Have students repeat the sounds and words individually so that
• identify three sounds for vowel + r spellings: -ir- /ɜːr/,
you can check that they are forming the three sounds clearly.
-or- /ɔːr/, and -ar- /ɑːr/.
• Have students open their books to p. 34. Say There are fi e
• spell familiar words that contain these three sounds.
words in the song with these sounds. Can you find them? Give
Resources: Audio Tracks 3.9–3.12; eBook; Classroom students two minutes to search for the sound, and elicit the
Presentation Tool; Flashcards 25, 50–51; Workbook p. 26; words: birthday, her, short, darker, and perfect.
Workbook Audio Tracks 3.3–3.4; Online Practice; Formative • Her is pronounced in its strong form in line 4 (A picture of her)
Assessment Strategies Guide and the vowel sound is /ɜːr/. In the next two lines, however,
her is said in its weak form, /hər/. If you decide not to go into
such detail, just focus on the first instance of the word in the
Warm Up

ng
song.
• Draw on the board: • Extra Challenge Sometimes the /ɜːr/ sound appears in
words with ur or or, such as word or nurse. Ask students

ni
to think of any other words with this sound, regardless of
spelling (for example, work, world, worry, worm, hurt, turn,
Turkey, yurt).

ar
• Extra Support Use the phonics flashcards for Unit 3 to give
further practice of the pronunciation of these words. Display

Le
• Write a heading at the top of each column: ar, er, and or. the cards and have the class repeat the words as you point to
Then, say Tell me a word with -ar in it. I’ll start: car. Students them. Call on students to pronounce the words.
may think of arm, car, far, etc. Write all correct options in the
ar column. Then, say the words aloud again, underlining the C

c
the letters that make the /ɑːr/ sound. Have students do the
• Read the instructions aloud. Write the first word on the board,
same for words with ir and or. Again, say the words aloud hi with the space, and complete it three different ways: marning,
and underline the letters with /ɜːr/or /ɔːr/. Say Today, we’re
morning, and mirning. Say Which of these is correct? (morning)
going to learn more words with these sounds.
OK, now you do the same for the other words. Have students work
ap
on their own, but let them check their answers in pairs before
TEACHER TIP a whole-class check. Call on students to spell the completed
gr

Review blending sounds to make CVC words with a, i, and words aloud for the class to check.
o as middle consonants. For example, write cat, big, and • Play TR: 3.11 and ask students to read the chant silently.
dog on the board. Point to each letter, make the sound, and • Play TR: 3.11 again, and have students chant this time.
eo

model blending the sounds together to form the word. For Walk around and listen to students, checking that they are
example, point to cat and say /k/, /æ/, /t/, cat. Repeat for the pronouncing the three sounds correctly.
other two words. Then write car on the board. Ask a student
G

• Extra Challenge Say the first half of a line from the chant
to say the word aloud. Then say /k/, /æ/, /r/. Is that right? (no)
and have students finish it from memory, for example,
Say That’s right. The letters a and r come together to make
It’s six in the...
/ɑːr/: /k/, /ɑːr/, car. Is that right? (yes) Repeat this with fi and
l

nor, keeping with the CVC words. (Don’t worry if students

na

don’t know the meanings of these words.) Pronounce each

and emphasize how the vowel and the r form /ɜːr/ and /ɔːr/
sounds. Then, model sounding out longer words from the
io

lesson, again emphasizing that the vowel sound changes

when it’s followed by the r.
at

A
N

• Have students open their books to p. 32. Draw students’

attention to the photos and words. Read the instructions
aloud. Say Listen. Play TR: 3.9, pointing to each photo and
word as students hear it.
• Play TR: 3.9 again. This time, have students repeat each word.
Monitor students carefully, making sure they pronounce -ir-,
-or-, and -ar- correctly.

UNIT 3 32a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U03_027a-034a.indd 32 8/17/21 3:42 PM
 D Extension 2
• Play a game of phonics pairs to practice the three sounds
• Direct students’ attention to the first photo. Ask What’s this from the lesson.
item of clothing? (a skirt) and have them identify the vowel • Write two example words for each sound on the board and
sound. Say Yes, sk… (…irt). Good. And what letters make place or draw a picture next to each of the words if possible.
/ɜːr/: ar, ir, or or? (ir) Yes, so how do you spell skirt?
(S - K - I - R - T) Tell students to complete the other words • Have students divide into groups of three students or more.
with the correct letters. Ask each group to write one more example for each sound
on a piece of paper or card and place it in front of them.
• Have students check their answers in pairs. Then play
TR: 3.12 and have students repeat the words. • Explain that students will hear you pick one of the words on
the board and they must race to pick up the word in front of
E them with the same sound and raise it in the air. The first to
raise a correct word in the air receives a point.
• Hold up a copy of the book and say Look! This is a board
• Play the game and walk around the classroom, helping
game. How many squares are there? (twelve)
where necessary. Encourage students to speak English

ng
• Model how to play the game with a student. Draw a copy of throughout the game.
the spinner circle on the board and show students how they
need to spin a pen, or pencil, to determine how many spaces Wrap Up

ni
they can move on the board.
• Make a list of the words in Activities A, B, and C. Look at the
• Explain that students can then only stay on that space if they first word, but don’t show the class. Say Look. What word am I
can read the words and sounds on that particular space aloud.

ar
saying? “Say” the word silently, making the shape of the word
• Have students play in pairs or small groups. Walk around the with your mouth only. Have students call out the word.
classroom and help where necessary. Encourage students to • Have students write the numbers 1 to 10 in their notebooks.

Le
speak English throughout the game. Say OK, now watch me say ten more words. Write the word
you think it is. Say One and mouth the first word two or three
Extension 1 times. Insist that no one call out the word.
• Divide the class into as many groups of six as possible.

c
• Have students compare their words in pairs. Finally, write
Assign each group one of the sounds: /ɜːr/, /ɔːr/, or /ɑːr/. each word on the board and have a student say the word.
Within each group, put students in pairs. (Extra students can
form groups of three.) Have these pairs/groups write one
hi Say Raise hands if you got it right. Good job!
ap
sentence that contains as many words that have their sound
as possible. Additional Practice: Workbook p. 26, Online Practice
• Form new groups with a pair of students (or group of three,
gr

if applicable) from each of the original groups. Have each

pair teach their sentence to the other students in their
new group.
eo

• Call on students from each group to read their sentences

aloud to the class.
l G
na
io
at
N

33a UNIT 3

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U03_027a-034a.indd 33 8/17/21 3:42 PM
 D Write αr, or, or ir. Sαy the words. Listen αnd repeαt. TR: 3.12

1. 2. 3.

ng
sk ir t g ir l h or se

ni
4. 5. 6.

ar
c Le
f αr m hi guit αr trαnsp or tαtion
ap
gr

E Plαy the gαme. Spin αnd sαy the words. 2

eo

3 1
G

STΑRT! pαrk birthdαy fork

l
na

cαr
io

shirt +
Go αheαd
at

trαnsportαtion
+ skirt 2 spαces stαr
N

horse
+ girl
sp
fαrm + guit YOU WIN!
+ T-

UNIT 3 33
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u03_27-34.indd 33 33
42002_U03_027a-034a.indd 7/20/21 3:42
8/17/21 2:10 PM
PM
 Lesson 6 Song

Α Listen, reαd, αnd write. TR: 3.13 VΑLUE

CHORUS Accept differences.
For my sister’s birthdαy,
I’m drαwing α picture,
α beαutiful picture,
α picture of her.
Her fαce is round; her nose is smαll;

ng
her hαir is short; she’s very tαll .
She smiles α lot; she hαs big eyes .

ni
They αre so big, they look like pies!
CHORUS

ar
No, no, no! Thαt’s not right!

Le
She hαs dαrker hαir — dαrker hαir thαn thαt!
Yes, thαt’s right. Thαt’s perfect now,
αnd look! She’s weαring my fαvorite hαt!

c
CHORUS hi
ap
B Listen αnd sing. TR: 3.14 αnd 3.15
gr

C Sing αnd drαw. TR: 3.16

eo

ABOUT THE PHOTO

G

The girl in the photo is wearing a hat

called a topee, also spelled topi. This
is a traditional cap that is worn in Asia
l
na

and the Middle East. Some caps are

made from plain cloth. However, more
elegant caps are often decorated
io

with beads and embroidery, often

being made from silk. The girl’s scarf
is called a dupatta and is commonly
at

worn throughout South Asia.

N

Α girl in Kαlαshα
Vαlley, Pαkistαn

34 UNIT 3

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u03_27-34.indd 34 34
42002_U03_027a-034a.indd 7/20/21 3:42
8/17/21 2:10 PM
PM
 Lesson 6 Song Teach the Value
• Accept differences At this point, you can introduce the
value into the lesson. Say The value of this lesson is Accept
In this lesson, students will: differences.
• listen to and sing a song about drawing a portrait. • Write the value on the board, and say When we accept
diffe ences, we say “You are diffe ent from me, and that’s OK.”
• model understanding of a song by drawing the portrait.
Have students work in pairs to find differences between
• identify the value of accepting differences. themselves and their partners.
Resources: Audio Tracks 3.13–3.16, eBook, Classroom • Encourage pairs to talk about their differences, pointing out
Presentation Tool, Workbook p. 27, Online Practice, that they must be respectful in their conversations.
Formative Assessment Strategies Guide • For additional practice, have students complete Lesson 6 of
End-of-Unit Resources: Worksheet 4.3, Unit 3 Test, the Workbook in class or at home.
ExamView Assessment Suite
Extension

ng
Materials: colored pencils or crayons, sticky tack • Have students close their books. Sing each line of the chorus
to the class, but don’t say the last word. Have students call
out the word, for example, say For my sister’s…? (birthday)
Warm Up

ni
Then sing the chorus again, but this time leave out two
• Use the Photo Display the photo on p. 34. Say Let’s describe words, for example, For my …? (sister’s birthday) Have
the girl and call on students to describe her, for example,

ar
students open their books to p. 34 again. Put them in pairs
She has short, dark/black hair; she’s pretty; she’s wearing green and have them take turns reading the lines of the verses
clothes and a traditional hat. aloud to each other, but leaving out the last word, then the

Le
last two words. Have students try to recite the whole chorus
A or a verse.
• Have students open their books to p. 34. Focus students’
attention on the song lyrics. Say We are going to listen to a
C

c
song. Listen for the missing words. Write. Have students get • Make sure everyone has paper to draw on and colored
their notebooks and pens ready to write the words they hear.
• Play TR: 3.13, walk around, and check that students are
hi pencils or crayons. Say The girl in the song is drawing a picture
of her sister. Tell me about her sister. Have students share with
ap
writing. the rest of the class what they know about her, for example,
• Ask students for the words they heard and write them on the She has a round face, etc.
board. • Say Let’s listen to the song. This time, don’t sing. Draw the girl’s
gr

• Extra Support Write comprehension questions on the sister. Are you ready?
board, for example, Who is she drawing? (She’s drawing her • Play TR: 3.16 and make sure students are drawing her sister
eo

sister.) Why is she drawing the picture? (Because it’s her sister’s as described in the song.
birthday—it’s a present.) What’s the problem? (She draws her • When the song ends, give students a minute or two to
hair lighter than it is, but then she draws it darker.) complete their drawings. Have the first students to finish
G

Say Listen and read, and think about the three questions. At the display their pictures around the room, and help the others
end of the song, give students a minute to compare answers do the same.
with a classmate. • Have students walk around, browsing the pictures as though
l

B they were in an art gallery. Tell them to decide on the best

na

picture and the funniest one.

• Tell students to listen again and practice singing along with • Say Let’s sing again, but this time, let’s point to each thing that
the audio, quietly at first to practice singing in English. we sing about. Tell students to stand by their portraits around
io

Play TR: 3.14. the room. Play TR: 3.16 again, and encourage students to
• Play TR: 3.14 again, turning the sound down halfway sing and point.
at

through each line and encouraging the class to sing the

missing words. Wrap Up
N

• Explain that now students will sing, but this time with only • Describe one or two students around the room in a similar
the music. Play TR: 3.15, the instrumental version, and make way to the song. For example, say His eyes are big, his hair is
sure everyone sings along. short and brown, he’s not very tall. Call on students to guess
• Extra Challenge Write the first word or two of each line on who you are describing.
the board, for example, For…/I’m…/A…/A…/Her face…/etc.
Have students close their books, then play TR: 3.15 again for
Additional Practice: Workbook p. 27, Online Practice
them to sing along with, relying only on the prompts you
have written.

UNIT 3 34a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U03_027a-034a.indd 34 8/17/21 3:42 PM
 4 Body αnd Mind
In this unit, students will: Language Twenty-First Century Skills
• name parts of the body and common ailments. Vocabulary Collaboration
• talk about what people must/must not do. back, a cold, a cough, medicine, Work together to play a phonics game,
• read about yoga in schools. shoulder, sick, a sore neck, stomach, Lesson 5
tooth (teeth), toothache; calm, grades, Communication
• give an opinion using phrases such as It’s
worry Recommend ways of getting over
good/healthy/easy to.
Grammar ailments, Lesson 2
• identify two ways to spell the /aʊ/ sound:
ow, ou. • I must drink some water. You must Creativity

ng
not run. Act out common ailments, Lesson 1
• listen to and sing a song about moving
your body. • It’s good to do yoga. Critical Thinking
Phonics Identify behavior that is and isn’t healthy,
• identify the value of staying in shape.

ni
/aʊ/ shout, mouse; flower, down Unit Opener

ar
children wearing? (long pants, sweatshirts, pants) What colors

Le
In the Unit Opener, students will: are their clothes? (white, red, blue, black, purple)
• respond to a photo showing children exercising. • Review words and phrases from Unit 3. Say Let’s describe the
• discuss their own healthy and unhealthy behavior. girl. (She’s about nine years old. She’s strong.) Ask Is she being
healthy or unhealthy? (healthy)

c
Resources: Home School Connection Letter, Classroom
• Say The children are in India. Have students locate India on
Presentation Tool, Formative Assessment Strategies Guide
Materials: a large map of the world
hi a world map. Then, continue talking about the photo.
• Direct students’ attention to the questions at the bottom of
ap
the page.
Introduce the Theme • Work together as a class to answer the three questions in
Activity A.
gr

• Draw a T-chart on the board. Say something true about

yourself. For example, say I run twice a week. Write it in the B
first column. Say But I like eating a lot of chocolate! Write this
eo

in the second column. Say I eat a lot of salad. Write this in the • Put students in pairs. Say Look at Activity B. Don’t write. Talk
first column. Say I sometimes only sleep for six hours at night. to your partner about the answers. When students finish, call
Write this in the second column. on pairs to share their answers with the class. Guide the
G

discussion. Ask How often do you do exercise? Who do you play

• Ask What’s the diffe ence between the columns? (The first
[tennis] with? Do you think you eat healthy food? Add any new
column has healthy things to do, and the second column
ideas for healthy living to the T-chart.
l

has unhealthy things.) Say We can say these are healthy and
na

those are unhealthy. Write healthy and unhealthy as headings

of the T-chart. Ensure understanding of the prefix un- by FORMATIVE ASSESSMENT STRATEGIES
drawing a smiley face and sad face and elicit happy and
• Before You Teach Start each lesson by telling students
io

unhappy. Say the words healthy and unhealthy and have

what they’re going to learn, and have them tell you what
students repeat them after you.
they know and what they want to learn. Use Formative
at

• Have students copy the T-charts in their notebooks and have Assessment Strategies like Carousel Brainstorming, Quick
them add one or two more sentences to each column. Walk Writes, etc.
around and check that students’ sentences are correct and
N

• While You Teach Model each activity clearly. Monitor

that they understand the meaning of unhealthy.
students’ work and check their understanding constantly.
• When students finish, call on them to read their sentences Use Formative Assessment Strategies like 3-2-1, Matching
aloud. For each one, have the rest of the class call out either Activities, etc. Provide students with timely feedback and
Healthy! or Unhealthy! support when needed.
Α • After You Teach Wrap up each lesson by having students
reflect on their own learning. Use Formative Assessment
• Use the Photo Have students open their books to p. 35. Strategies like Inside-Outside Circle, Student-Composed
Focus their attention on the photo and ask some simple Questions, etc.
questions to engage the whole class. Ask How many children
can you see? (three fully, parts of two others) What are the

35a UNIT 4

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U04_035a-042a.indd 35 8/17/21 3:42 PM
 4 Body αnd Mind

ABOUT THE PHOTO

The girl in the photo is balancing on her

ng
hands as she practices martial arts. There are
many forms of martial arts, and they have
been practiced for centuries, given their

ni
physical and mental benefits. Early martial
arts developed in both India and China,
and may have been developed as early as

ar
200 b.c.e. Today, there are over 150 varieties
of martial arts practiced around the world.

Le
People who practice martial arts benefit in a
variety of ways. The practice strengthens the
body, helps people feel more confident, and
offers a means of self-defense. Practicing

c
martial arts is also beneficial for focus,
discipline, and goal setting. hi
ap
gr
eo
l G
na
io

Α girl in α mαrtiαl αrts

at

clαss in Srinαgαr, Indiα

N

Α Look αt the photo. Αnswer the B Work in pαirs. Discuss.

questions. 1. Whαt heαlthy things do you do?
1. Whαt is the girl doing? 2. Whαt do you do thαt isn’t heαlthy?
2. Where is she?
3. Whαt is she weαring?

35
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u04_35-46.indd 35 36
42002_U04_035a-042a.indd 7/19/21
8/17/21 10:40
3:42 PM
AM
 Lesson 1 Vocαbulαry

Α Listen αnd point. TR: 4.1

bαck α cold α cough medicine shoulder

ng
ni
ar
Le
sick α sore neck stomαch tooth toothαche
(two teeth)

B Listen αnd repeαt. TR: 4.2

c
hi
ap
ABOUT THE PHOTO
gr

This is a photo of children playing doctor with a

stethoscope in Berlin, Germany. The stethoscope
is a symbol for doctors and healthcare. Stetho-
eo

means chest and a -scope is an instrument for

looking. The stethoscope is usually used to listen
to people’s heart and lungs. Doctors didn’t start
G

using stethoscopes until the nineteenth century.

Although they are very simple tools, they have
modernized medicine by helping doctors to
l
na

easily identify many serious physical problems.

C Write. Αct αnd sαy.

io

αrm eαr eye foot heαd leg

at
N

I hαve . . . I hαve α sore . . .

α bαckαche
α stomαchαche

Whαt’s the mαtter? Αh!

Do you hαve α sore neck?
Yes!

36 UNIT 4

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u04_35-46.indd 36 37
42002_U04_035a-042a.indd 7/19/21
8/17/21 10:40
3:42 PM
AM
 Lesson 1 Vocαbulαry • Have students say common sounds together, such as the /oʊ/
sound in cold and shoulder and the /k/ sound in back, stomach,
and ache.
In this lesson, students will: • Extra Challenge Mouth each word silently so that students can
see, but not hear, the word you are saying. Have students call
• name parts of the body and common ailments. out each word they think you say.
• act out and guess ailments.
Resources: Audio Tracks 4.1–4.2, eBook, Classroom
C
Presentation Tool, Flashcards 52–61, Workbook p. 28, • Write on the board sore = ache. Pretend to hurt your arm on
Workbook Audio Track 4.1, Online Practice, Formative a table. Say I have a sore arm. Then grimace and hold your
Assessment Strategies Guide head. Say I have a headache. We don’t usually say I have a sore
head, and we don’t say I have an arm ache. Have students
Materials: sticky tack, ten index cards, a large envelope to repeat after you sentences with ache, as you hold up the
put the flashcards in corresponding flashcards. Say I have a headache. Repeat for
the words backache, stomachache, and toothache. Point to

ng
your ear and say Earache. Then, do the same with sore. Point
Warm Up to your leg, shoulder, neck, arm, eye, and foot and elicit the
• Say Let’s play a game. If I say, Simon says touch your head, do corresponding sentences, I have a sore leg/shoulder/neck, etc.

ni
it. If I don’t say Simon says, and I just say Touch your head don’t Point out that you can say backache and a sore back.
move. Let’s practice. • Say different parts of the body and call on students to say either

ar
• Ask students to stand up. Give a few of the following I have a sore… or I have a …ache. For example, say Neck. (I have
instructions, sometimes prefacing them with Simon says… a sore neck.)
and other times not. Say Touch your nose. Move your arm.

Le
• Have students copy the T-chart in their notebooks and
Open your mouth. Close your left eye. Correct students if they complete the two lists. Point out that backache, earache,
do the action when you haven’t said Simon says… stomachache, and toothache are written as one word, like
• Say Let’s play the game now. Give a variety of instructions headache. Sore is always a separate word.

c
quickly, and if students make mistakes, have them sit down. • Check students’ answers by calling on them to say each ailment
Don’t give them a second chance! hi correctly.
• When there are only one or two students left standing, • Point to the model for the activity. Review What’s the matter?
congratulate them. Play another round, but with the winners to ask when someone looks unhappy. Ask a student to come
ap
of the first round calling the instructions. to the front of the class and tell him or her to pretend to
A have a problem with a part of his or her body. Ask What’s
the matter? Do you have [a sore neck]? (yes) Write What’s the
gr

• Have students open their books to p. 36. Read the instructions matter? Do you have a…? on the board and have the class
aloud. Play TR: 4.1 and have students point to each word. repeat the questions.
eo

• Say Touch the part of your body that I say. Touch your neck. Touch • Put students in pairs. Tell them to take turns acting out
a tooth. Do the same for all the new body part vocabulary. a problem and guessing what it is.
• Say I have a cold and sneeze. Do the same for cough. Show that • Review the activity as a class. Ask pairs to stand up and act out
G

sick is a general word and that a cold and cough are types of their ailments.
sickness by writing on the board:
Extension
l

sick
na

• Before class, write the new words on the index cards. Then
a cough a cold display the flashcards in two rows of five, facing the board.
Number them 1–10.
io

• Ask What do we do when we are sick? (We go to bed/drink • Say Find the words. Listen. Choose one of the index cards and
a lot of water/don’t go to school/sleep.) read it aloud: Medicine. Ask Which number? (4) Turn over
flashcard 4. If it is correct, it stays facing the class; if not, turn
at

• Extra Support Display the flashcards on the board. Play TR: 4.1,
it back facing the board. Continue with the rest of the words
stopping the audio after each word. Call on a student to come
until all the cards are facing the front.
N

to the board and point to the correct flashcard.

• Repeat the activity by changing the position of the cards and
B having a student read the index cards aloud.
• Read the instructions aloud. Play TR: 4.2. Have students Wrap Up
repeat the words in chorus. Play TR: 4.2 again and call on
individual students to repeat the words. • Put the flashcards in a large envelope. Very slowly, start
pulling one flashcard out of the envelope so that students
• Use the flashcards for this lesson to practice the words. Hold can see it. Have students call out the word as soon as they
up a flashcard and ask What’s this? Have students answer recognize it. Repeat until the envelope is empty.
with the word.
• Pay special attention to tooth and teeth, and write them on
the board next to foot and feet. Point out the pattern with Additional Practice: Workbook p. 28, Online Practice
these irregular plurals.

UNIT 4 36a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U04_035a-042a.indd 36 8/17/21 3:42 PM
 4 Grαmmαr
Lesson 2 Extension 1
• Before class, write health and other problems on pieces of
paper. Put the pieces of paper in a bag. Have students draw
In this lesson, students will: a piece of paper from the bag, read it to a partner, and the
• talk about what people must/must not do. partner says, for example, “You must talk to the teacher/go to
the doctor,” and so on.
Resources: Audio Tracks 4.3–4.4, eBook, Classroom
Presentation Tool, Flashcards 52–61, Workbook p. 29, Online C
Practice, Formative Assessment Strategies Guide • Say Now we are at the doctor. Put students in groups of three
Materials: pieces of paper, a bag or four and assign one student in each group as the “doctor.”
Ask groups to create a “waiting room” with a row of chairs,
and a “doctor’s office” with each doctor sitting behind a
Warm Up desk. Have the doctor and two or three patients take their
positions.
• Say Do you remember the new words we learned in the last

ng
class? Stand up. Point to your back. Point to your shoulder. • Point to the model conversation for the activity. Tell the
Continue until students have pointed to each new body part. patients to invent a problem but not to tell the doctor what
it is yet. Tell students to change roles so that they all get
• Put your hand to the side of your mouth and wince in pain.

ni
a chance to be the doctor and the patient.
Ask What’s the problem? (You have a toothache.) Repeat this,
acting out other ailments. • Walk around and listen to the conversations and make a note
of any errors or problems with vocabulary.

ar
• Use the Photo Display the photo on pp. 36–37. Point to the
boy on the right and ask What is his job? (doctor) Yes, and • When all the patients have been seen, get whole-class
attention again. Correct any errors you heard.

Le
if you go to the doctor, you are a patient. What is the doctor
doing? (He’s listening.) Is the patient really sick, do you think? • Extra Support Go through all of the ailments from p. 36 and
(No, they’re playing.) elicit some possible responses from the class. Write some key
words on the board for students to then use as they have
Α their own conversations.

c
• Focus students’ attention on the grammar box on p. 37. Say hi
In this lesson, we are talking about things that are important to Extension 2
do and not do. Play TR: 4.3 and have the class read along in • Play a game to help students think critically about advice
ap
the grammar box. Have the class repeat the sentences. and ailments.
• Say When we must do something, it’s important that we do it. • Invite a confident student to the front of the class and have
For example, we must have a pencil in class. When we must not them face the class.
gr

do something, it’s important that we don’t do it. We must not • Write a specific ailment on the board behind them so that
run inside the school, for example. only the rest of the class can see.
eo

• To check understanding, use familiar school rules. For • Encourage the rest of the class to give the student advice for
example, write on the board You _____ do your homework that particular ailment. Tell them they can’t refer to the word
and You _____ eat in the classroom. For each sentence, ask itself.
G

Must or must not? Listen to students’ responses. • Once the student guesses the ailment on the board, another
student takes his or her place and a new ailment can be
B written onto the board.
l

• Say Let’s listen to a chant. Who are the people in the chant?
na

What are the two problems? Write these questions on the Wrap Up
board. Play TR: 4.4 and have students listen. Call on students • Have students close their books and think back to the advice
io

to answer the questions. (They are a patient and a doctor. they gave in Activity C. Display the Lesson 1 flashcards one at
They have a sore leg, then they have a stomachache.) a time and call on students to say what you must and must
• Have students point to the chant. Play TR: 4.4 again, not do.
at

stopping after each line for students to repeat it. Encourage

them to copy the rhythm.
N

Additional Practice: Workbook p. 29, Online Practice

• Divide the class into three groups. Turn to the students on
your left and say This group should say the blue words. Turn
to the middle and say This group should say the green words.
Turn to the right and say This group should say the red words.
Play TR: 4.4 again, this time with each group saying their
part.
• Extra Challenge Have students learn their lines and
accompany the chant with gestures, acting out the
conversation in pairs. For example, have the doctor point to
a chair when they say You must sit down now.

37a UNIT 4

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U04_035a-042a.indd 37 8/17/21 3:42 PM
 Lesson 2 Grαmmαr

Α Listen αnd reαd. TR: 4.3

I must drink some wαter.

You must not run.
He/She must go to the dentist.
They must get some medicine.
I must not eαt so much ice creαm.

ng
You must sit down now.
He/She must not eαt αny more pαncαkes.

ni
They must not look αt the tαblet αt night.

ar
Le
B Listen αnd chαnt. TR: 4.4

Whαt’s the mαtter? Cαn I help?

c
I hαve α sore leg. I hαve α sore leg.
hi
You must sit down now. You must not run.
Thαnk you, doctor. Thαnk you very much.
ap
Whαt’s the mαtter? Αre you sick?
I hαve α stomαchαche. I hαve α stomαchαche.
gr

You must drink hot wαter. You must not eαt chocolαte.
Thαnk you, doctor. Thαnk you very much.
eo
G

C Αct αnd sαy.

l

Hello. Whαt’s the mαtter?

na
io

I hαve α sore leg.

at

You must stαy αt home.

N

You must not wαlk.

Thαnk you, doctor!

Children plαying doctor in

Berlin, Germαny

UNIT 4 37
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u04_35-46.indd 37 38
42002_U04_035a-042a.indd 7/19/21
8/17/21 10:40
3:42 PM
AM
 Lesson 3 Reαding

Α Look αt the words. Listen αnd repeαt. TR: 4.5 cαlm worry grαdes

B Listen αnd reαd. TR: 4.6

ABOUT THE PHOTO

Feeling Good This photo shows a first-grade class doing yoga

together during school in Colorado, US.
It isn’t αlwαys eαsy to leαrn αt school. When do Practicing yoga is becoming common in schools
worldwide. This is because yoga is useful for
you leαrn well? First thing in the morning? Αfter

ng
both children and adults for its physical and
you plαy on the plαyground? mental benefits. Not only does this type of
exercise keep children physically healthy,
Children αt Bronxville Elementαry School in the

ni
strong, and flexible, but also there are many
emotional benefits. Yoga can help children be
US do yogα. They sαy it’s fαntαstic. It helps them more aware of their emotions, focus better on

ar
to be cαlm αnd not to worry or get αngry. Αnd academic work, and cope in stressful situations.
when they αre cαlm, they get good grαdes on

Le
tests. They sαy it’s good to do yogα becαuse they
cαn study αnd leαrn better.

c
Next time you wαnt to leαrn well αt school or
hi
study well αt home, try yogα! It’s quick αnd eαsy
to do. You cαn do it on the plαyground or in your
ap
clαssroom, sitting αt your desk! You cαn do it in
fifteen minutes . . . or just two! Go on! Give it α try!
gr
eo

C Reαd αgαin. Write T (true) or F (fαlse).

G

1. The children αt Bronxville T

l

Elementαry School do yogα.

na

2. They don’t like doing yogα. F

io

3. Yogα cαn help you when T

at

you αre αngry.

4. Yogα isn’t good before α test. F
N

5. You must do yogα outside on F

the plαyground.
6. You cαn do some yogα if you T
only hαve two minutes.

D Do you like doing yogα? Do you wαnt to do it αt school?

38 UNIT 4

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u04_35-46.indd 38 39
42002_U04_035a-042a.indd 7/19/21
8/17/21 10:40
3:42 PM
AM
 Lesson 3 Reαding do yoga.”) That’s right, in line 4. Review the reading strategy
from Unit 2: identifying the relevant point in the text. Say Mark
in the reading with a pencil where you find the information for
each sentence.
In this lesson, students will: • Have students complete the activity in pairs. Then review
• read about yoga in schools. answers as a class. Have students say where the information
• identify true and false sentences about the text. is in the text.
Resources: Audio Tracks 4.5–4.6, eBook, Classroom • Extra Challenge Have students correct the false sentences.
Presentation Tool, Flashcards 62–64, Workbook p. 30, Online Call on students to share their answers and say which words
Practice, Formative Assessment Strategies Guide or sentences helped them with their answers. Sample
Answers: 2. They say it’s fantastic.; 4. Yoga is good before an
Materials: sticky tack exam because it helps you to be calm.; 5. You can do it on the
playground or in your classroom.
• Extra Support Tell students in which paragraphs they will
Warm Up find the answers to each item. Write them on the board:

ng
• Use the Photo Have students open their books to p. 38 and 1. = paragraph 2; 2. = paragraph 2; 3. = paragraph 2;
focus their attention on the photo. Ask What can you see? 4. = paragraph 2; 5. = paragraph 3; 6. = paragraph 3
(children) What are they doing? (yoga) Where are they? (in

ni
their classroom) Do you know people who do yoga? Why do D
you think they do it? Listen to students’ responses.
• Sit quietly and calmly at the front of the class and wait for

ar
Α silence. Breathe slowly and deeply. Say Everybody breathe.
Read the following yoga instructions, slowly and gently,

Le
• Focus students’ attention on the new words. Play TR: 4.5 and modeling each step. Say Everybody, stand up. Be a mountain
have students listen and repeat the words as a class. Play with your feet apart, like this, and a straight back. Put your
TR: 4.5 a second time, this time holding up the flashcard as hands on your stomach. Check that students are following
students repeat each word. the instructions correctly. Walk around and offer help

c
• To teach the new words, draw a “calm” emoji on the board. where necessary. Say Your stomach is a balloon. Close your
Say He is calm. Ask Is he angry? (no) Is he excited? (no) Do the
hi eyes. Check that students have closed their eyes. Say Slowly
same for worry and ask Is he happy? (no) Is he angry? (no) make the balloon big. Breathe in through your nose. Feel your
When do you worry? Students may say they worry before stomach get bigger as the balloon fills with ai . Slowly let the air
ap
going to the dentist or taking a test, for example. Ask Who out of your balloon by breathing out air through your mouth.
worries before a test? Do you worry that you will get a D on Repeat four to six times. Say Now sit down with your feet on
the test? (Use whichever grading system the children are the ground and your hands on the table. Breathe calmly.
gr

used to.) • Teach students any yoga positions you know. Tell them
• Display the flashcards on the board and write a sentence these are yoga techniques, and ask them what they know
eo

next to each one to contextualize the three words. about yoga. Say How do you feel after that? Are you relaxed
and happy?
B
Extension
G

• Say Look at the reading. I’m sure you know most of the words,
but there are some words you probably don’t understand. I want • Together with students, learn a few simple yoga exercises.
you to understand the reading in general. Point to all of the Do an online image search for “yoga exercises for
l

text. Is it important to understand every word to understand the schoolchildren.” Choose two or three poses to try out. For
na

general idea? (no) That’s right. Don’t worry if you don’t understand each one, consider the vocabulary you might need to teach
everything. Just keep reading and try to understand the important students to understand the instructions, for example, stretch,
ideas. fold your arms.
io

• Play TR: 4.6 and have students listen and read the text.
• Play TR: 4.6 again, this time encouraging students to read aloud
Wrap Up
at

with the audio. • Write on the board Yoga is a good idea at school because…
and Yoga isn’t a good idea at school because… Say Complete
• Reading Strategy: Reading for Gist Students may get
N

these two sentences in your head. Don’t write anything. Give

worried that when they read new texts, there will be words
students a few minutes to think and then have them raise
they do not understand. Explain that they do not need to
their hands to offer ways of completing each sentence. The
understand every word to understand the general idea.
possible benefits of yoga are outlined in the text and the
Encourage them to read the text the first time without
About the Photo section, but reasons not to do yoga are
stopping at words they don’t understand. Encourage
less obvious. They may include: it isn’t easy to do in a small
students to guess the meaning of difficult words by reading
classroom with lots of students; there are important things
and understanding the gist of the whole text first.
to do like math and science, and yoga takes time; I feel silly
C doing it in class!
• Read the instructions aloud and point to the sentences. Say
Let’s look at item 1. Read the sentence. Ask Is this true or false? Additional Practice: Workbook p. 30, Online Practice
(true) How do you know? (It says: “Children at Bronxville…

UNIT 4 38a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U04_035a-042a.indd 38 8/17/21 3:42 PM
 Lesson 4 Grαmmαr 3.
A: Sam, come on, it’s late. You have school tomorrow.
B: Ahh, can I watch one more?
A: No, sorry. Come on, it’s silly to go to bed late on a school night.
In this lesson, students will: 4.
• give an opinion using phrases such as It’s good/healthy/ A: Wow, it’s so hot today.
easy to. B: Do you have your water?
A: Yes, here it is. I always bring some on hot days. It’s healthy to drink
Resources: Audio Tracks 4.7–4.8, eBook, Classroom
water when it's hot!
Presentation Tool, Workbook p. 31, Workbook Audio Track
4.2, Online Practice, Formative Assessment Strategies Guide C
Materials: eight index cards, sticky tack, poster paper • Say Now let’s make sentences with our own ideas. What is easy
to do at school? Get a few ideas from students. Say Good. Now
you make some more sentences with your partner.
Warm Up • Walk around and check students’ work. Be prepared to help

ng
• Before class, write good, easy, fun, silly, important, healthy, and with vocabulary. As students work, write the adjectives on
wrong on index cards. Hand them out to individual students. the board, as shown below.
Write on the board I go swimming with my ____ friend. Ask Who • When students finish, call on them to tell the class their

ni
has the card to complete the sentence? Have the student who has sentences. If they are correct and make sense, write them on
the good index card raise his or her hand. Take the card and affix the board in a word web.

ar
it into the sentence on the board.
• Repeat for the other adjectives: My favorite subject is math. It’s go to soccer raise your
games eat spaghetti wear a uniform
very ____. Playing computer games with my friends is ____. My hand

Le
fun listen to
little brother is always ____. My grandma is an ____ person in important
watch movies play computer each other
my life. I eat a lot of fruit and vegetables, so I’m ____. Two and make friends do your homework
games
two are fi e. That’s ____. (Possible answers: easy, fun, silly,
important, healthy, wrong)

c
Α Extension 1
hi
• Put students in pairs. Have one student face away from the
• Have students open their books to p. 39. Point to the
board. Have his or her partner say an adjective from the
ap
grammar box. Say In this lesson, we are talking about what
board, and he or she must try to remember as many of the
is good, bad, important, or healthy to do. Play TR: 4.7 and
sentences as possible from Activity C. Have students change
have students read along in the grammar box. Play TR: 4.7
roles for each adjective.
gr

a second time and pause the audio after each sentence for
students to repeat.
• Test understanding of the structure by writing the first
Extension 2
eo

sentence on the board and crossing out good. Ask What • Say Let’s make posters about being healthy. Put students in
other words can we put here? (healthy, important, easy) Guide groups of four or five and hand out a sheet of poster paper
to each group. Say Think of good advice for other students in
G

students as necessary. Then, have students repeat these new

sentences, too. the school about being healthy and doing healthy things. Then,
on your poster, write nice, big, clear sentences with It’s healthy
B or important or good to …. Don’t forget It isn’t healthy or It
l

isn’t good to … as well. Draw pictures on your poster.

na

• Tell students that they’re going to listen to some children

• Walk around and offer support and ideas, and correct their
their age talking about good and bad habits. Have them read
use of English.
the questions in Activity B. Say Listen carefully and write down
io

the opinions of these students. What do you think they will say • Have groups present their posters to the class. Then display
is important to do before school? them around the classroom.
at

• Play TR: 4.8. Pause after the first conversation and elicit
what’s important. (to eat a good breakfast)
Wrap Up
• Read the following sentences aloud. Say Listen carefully to
N

• Play the rest of TR: 4.8 and allow students plenty of time to
these sentences. Raise your hand if the sentence is true, but
write their answers. Play TR: 4.8 a second time if necessary.
don’t raise your hand if it is false.
• Run through the answers as a class. It’s important to talk when the teacher is talking.
Script for TR: 4.8 It’s good to forget your homework.
1. It’s unhealthy to eat a lot of chocolate.
A: But, Mom, I’m not hungry! It isn’t easy to ride a bike.
B: You must eat, Sam. It’s important to eat a good breakfast before
school.
A: O-kay. Additional Practice: Workbook p. 31, Online Practice
2.
A: Oh, we have so much homework tonight.
B: Yeah, and I’m sleepy. It isn’t fun to study when you’re tired.

39a UNIT 4

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U04_035a-042a.indd 39 8/17/21 3:42 PM
 Lesson 4 Grαmmαr

Children doing yogα in Α Listen αnd reαd. TR: 4.7

school, Colorαdo, US

It’s good to do yogα.

It’s fun to do yogα with your friends αt school.
It’s heαlthy to eαt α lot of fruit αnd vegetαbles.
It’s not heαlthy to drink α lot of lemonαde αnd
sugαry drinks.

ng
It isn’t αlwαys eαsy to leαrn αt school.

ni
B Listen. Αnswer the questions. TR: 4.8

ar
1. Whαt is importαnt to do before school?

Le
It’s importαnt to eαt α good breαkfαst before school .
2. Whαt isn’t fun to do when you αre tired?

c
hi
It isn’t fun to study when you αre tired .
ap
3. Whαt is silly to do on α school night?
gr

It’s silly to go to bed lαte on α school night .

4. Whαt is heαlthy to do on hot dαys?
eo

It’s heαlthy to drink wαter on hot dαys .

G

C Discuss. Use the words below or your own ideαs.

l
na

Αt school It’s fun to . . . It’s importαnt to . . .

io

It’s eαsy to . . . It’s wrong to . . .

at

do your best plαy gαmes plαy sports

shout in α lesson study hαrd
N

Αt school I think it’s eαsy to mαke friends.

Yes, I αgree!

UNIT 4 39
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u04_35-46.indd 39 40
42002_U04_035a-042a.indd 7/19/21
8/17/21 10:40
3:42 PM
AM
 Lesson 5 Phonics

Α Listen αnd sαy. TR: 4.9

ou ou ow ow

ng
shout mouse flower down

ni
ar
B Listen. Sαy the sounds. TR: 4.10 C Write ou or ow. Listen αnd chαnt.

Le
TR: 4.11
n - ow now
Let’s b ou nce up αnd d ow n,
d - ow - n down
Αnd let’s αll sh ou t αb ou t it,

c
b - ou - n - ce bounce hiH ow we jump αr ou nd,
pl - αy - gr - ou - nd plαyground Αr ou nd the t ow n, n ow .
ap
gr
eo
l G
na
io
at
N

40 UNIT 4

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U04_035a-042a.indd
41678_u04_35-46.indd 40 41 8/17/21 10:40
7/19/21 3:42 PM
AM
 Lesson 5 Phonics • Extra Support Use the phonics flashcards for Unit 4 to give
further practice of the pronunciation of these words. Display
the four cards and have the class repeat the words as you
point to them. Call on students to pronounce the words.
In this lesson, students will:
• identify two ways to spell the /aʊ/ sound: ow, ou. C
• spell familiar words that contain the /aʊ/ sound. • Read the instructions aloud. Write the first word on the
Resources: Audio Tracks 4.9–4.12, Classroom Presentation board, with the space, and complete it in two different ways:
Tool, Flashcards 65–68, Workbook p. 32, Workbook Audio bounce and bownce. Say Which of these is correct? (bounce)
Tracks 4.3–4.4, Online Practice, Formative Assessment OK, now you do the same for the other words. Have students
Strategies Guide work on their own, but let them check their answers in pairs
before a whole-class check. Call on students to spell the
completed words aloud for the class to check.
Warm Up • Play TR: 4.11 and ask students to read the chant silently.
• Play TR: 4.11 again, and have students chant this time.

ng
• Write town and mouse on the board. Say each word aloud.
Say Listen: town, mouse. Then, ask What do they have in Walk around and listen to students and check that they are
common? (They both have the /aʊ/ sound.) Say Today we’re pronouncing the /aʊ/ sound correctly.

ni
going to practice the /aʊ/ sound.
Extension 1
• Practice the chant and students’ recognition of the sounds
TEACHER TIP

ar
further by incorporating the total physical response method.
Help students make the /aʊ/ sound by widening your
• Play the chant and have students agree on an action to do
mouth at the beginning of the sound and rounding it at the

Le
when they hear a word with ow or ou.
end. Model doing this and have students make the sound.
• Repeat several times with different actions.
Give students some tips to help them learn the spellings.
For example, point out that words with the /aʊ/ sound • Extra Challenge Ask students to think of two actions—
one for words containing ow and another for words

c
that end in n are most often spelled with ow, such as town,
containing ou.
brown, and down. Point out that the /aʊ/ at the beginning hi
of the word will be spelled with ou, such as ouch or ounce.
The ow at the beginning of the word, as in own, changes the
ap
sound to the long /oʊ/ sound. The /aʊ/ can be spelled with
ow and ou in the middle of the word.
gr

Α
eo

• Have students open their books to p. 40. Draw students’

attention to the photos and words. Read the instructions
aloud. Say Listen. Play TR: 4.9, pointing to each photo and
G

word as students hear it.

• Play TR: 4.9 again. This time, have students repeat each word.
l

Monitor students carefully, making sure they pronounce the

na

/aʊ/ sound correctly.

B
io

• Say Listen. Play TR: 4.10, and tell students to repeat the
sounds and words.
at

• Have students repeat the sounds and words individually to

check that they are forming the /aʊ/ sound clearly. Point out
N

that the same sound is written two ways here.

• Extra Challenge Ask students if they know any other words
with the /aʊ/ sound, and how to spell each. Write students’
suggestions on the board, underlining the part of the word
that forms the sound. (Possible answers: cloud, mouth, out,
about, how)

UNIT 4 40a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U04_035a-042a.indd 40 8/17/21 3:42 PM
 D Extension 2
• Put students in pairs to write a silly conversation containing
• Direct students’ attention to the first photo. Ask What’s this as many words with the /aʊ/ sound as possible. Write this
color? (brown) Yes, and we hear /aʊ/ in brown. What letters example on the board to clarify:
make the /aʊ/ sound in brown: ow or ou? (ow) Yes, so let’s write A: How often do you bounce around our house?
ow here. Tell students to complete the other words with the B: Only when it’s cloudy.
correct letters. • When students have written at least four lines, have them
• Have students check their answers in pairs. Then play memorize and act out their conversation.
TR: 4.12 and have students repeat the words.
• Extra Support Say Remember, there are two letters missing in Extension 3
each word, and the first let er is always…? (o) What letters are • Place the class into groups of at least three students each.
the second letters? (w or u) So write the o and then decide if w Ask each group to write some clues for any of the ow or ou
or u looks right to you. words they have learned during the lesson. Give an example.
E Say I’m small and I have four legs and a long tail. (mouse)

ng
• Give each group a few minutes to write at least two clues
• Put students in pairs. Hold up a copy of the book and say for each of two different words. Each group takes turns
Look! This is a Bingo game. How many words are there? (ten) reading their clues aloud. The other groups raise their hands

ni
How many do you need to write on the Bingo card? (nine) to answer. There can be additional points for any group that
• Read through the list of words as a class and elicit the can spell the word correctly.
corresponding photo from students, asking them to point

ar
it out to you on the page. Note that now does not have Wrap Up
a photo. To review the meaning of now, point to a clock and • Have students close their books. Use the phonics flashcards

Le
say Now it is (9:00). for Unit 4 to test students on the pronunciation and spelling
• Model how to play the game with a student. Show two of the words. Display a flashcard and ask What’s this? How do
complete Bingo cards on the board and ask the student to you spell it? Call on a different student each time.
choose one.

c
• Take turns calling out a word from the word box. Circle the
words on the Bingo cards as they are called out. Continue hi Additional Practice: Workbook p. 32, Online Practice
until one of you has three words in a row. Explain to the
ap
class that a student is the winner if they are the first person
to circle three words in a row horizontally, vertically, or
diagonally.
gr

• Have students play in pairs. Walk around the classroom and

help where necessary. Encourage students to call out Bingo if
they win their game.
eo

• Extra Challenge Ask students to pick seven words from

the list and think of two of their own with the same phonics
G

sound.
l
na
io
at
N

41a UNIT 4

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U04_035a-042a.indd 41 8/17/21 3:42 PM
 D Write ou or ow. Sαy the words. Listen αnd repeαt. TR: 4.12

1. 2. 3.

ng
br ow n h ou se sh ow er

ni
4. 5. 6.

ar
c Le
c ow hi
m ou ntαin plαygr ou nd
ap
E Plαy Bingo! Choose αnd write nine words. Tαke turns to sαy the words.
gr
eo

Phonics B I N G O
G

shout
mouse
l
na

flower
down
io

house
at

shower
N

brown
cow
now
mountαin

UNIT 4 41
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u04_35-46.indd 41 41
42002_U04_035a-042a.indd 7/19/21
8/17/21 10:40
3:42 PM
AM
 Lesson 6 Song

Α Listen, reαd, αnd write. TR: 4.13 VΑLUE

Come on, everyone! Get up from your chαirs. Stαy in shαpe.
It’s time to move αround now! Let’s go downstαirs!
Let’s go to the plαyground αnd count to three.
Just shαke your body αnd shout with me!
Put your αrms in the αir. Now bounce up αnd down.
With your right foot forwαrd, then chαnge your feet αround.
Step left, left, left, now right, right, right.

ng
It’s eαsy to dαnce αll dαy αnd αll night.
Now wαlk with me αnd move your shoulders αround.

ni
Put your hαnds on your stomαch αnd step up αnd down.

ar
Our friends αre αll dαncing. One . . . two . . . three . . .
Now everyone is doing this dαnce with me.

Le
ABOUT THE PHOTO
Young girls and their teacher dance a
traditional Indonesian dance. Indonesia
B Listen αnd sing. is famous for its many traditional dances.

c
TR: 4.14 αnd 4.15
Indonesia is an archipelago made up of
hi thousands of islands. This geographical
separation results in many different cultures,
C Sing αnd dαnce.
ap
TR: 4.16 each developing their own cultural practices,
like dancing. As a result, there are more than
3,000 traditional dances from the region.
gr
eo
l G
na
io
at
N

Trαditionαl dαncing,
Indonesiα

42 UNIT 4

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u04_35-46.indd 42 42
42002_U04_035a-042a.indd 7/19/21
8/17/21 10:40
3:42 PM
AM
 Lesson 6 Song • Extra Challenge Before class, print enough copies of the
song lyrics for every two students. Use a thick black marker
to cross out the last word from each line. Have students close
their books. Put them in pairs. Hand out a copy of the lyrics
In this lesson, students will: to each pair. Have them fill in the blanks from memory as
• listen to and sing a song about moving your body. much as they can, then play TR: 4.14 again for them to check
• identify the value of staying in shape. their answers and sing along. A useful clue would be to tell
them that pairs of words rhyme.
Resources: Audio Tracks 4.13–4.16, eBook, Classroom
Presentation Tool, Workbook p. 33, Online Practice, • Extra Support Have students only sing along with the track
Formative Assessment Strategies Guide that has lyrics.

End-of-unit resources: Anthology Story: My Tooth Hurts!, C

Anthology Teaching Notes p. 89, Worksheet 4.4, Unit 4 Test, • Say Now let’s think about dancing to the song. Listen again, and
ExamView Assessment Suite imagine we are all dancing. What actions can we do with each
line? Play TR: 4.16.

ng
Materials: a large map of the world, song lyrics (one for
every two students), pieces of paper (one per student) • Put the class into large groups of six to eight students. Say In
your groups, decide how to dance to the song. Give students ten
minutes to decide on and rehearse their dance.

ni
Warm Up • When the groups are ready, invite each to come to the
• Ask What kind of dancing do you like to do? What kinds of dance front and perform their dance for the other students.

ar
music do you like listening to? When do you dance? Who do you Play TR: 4.16 each time. After each, say which actions you
dance with? Listen to students’ responses. particularly enjoyed.

Le
• Write on the board It’s good to dance because… and have
students complete the sentence in different ways, for Teach the Value
example, …it’s healthy, it’s fun. • Stay in shape At this point, you can introduce the value
• Use the Photo Have students open their books to p. 42. into the lesson. Say The value of this lesson is Stay in shape.

c
Focus their attention on the photo. Ask What are they doing? Dancing is a good way to stay in shape, but what other things
hi
(They’re dancing.) Where are they? (on a beach) Say They’re
in Indonesia. Show students where Indonesia is on the world
map. Read the caption aloud, and say This is a traditional
can you do? (play sports, walk places, eat right, sleep well)
Ask students what they and their family do to stay in shape.
For additional practice, have students complete Lesson 6 of
ap
dance. What traditional dances from this country do you know? the Workbook in class or at home.

Α Extension
gr

• Pre-teach downstairs, shake, forward, and step by teaching • Have students stay in the same groups. Assign each group
some actions and saying each word as you do. a “director” to make any changes to the dance routine.
eo

Hold a dance competition in the style of a televised talent

• Have students stand up, copy your actions, and repeat the
show. Write the name of the competition on the board, for
words. Act out going downstairs by stepping forward and
example, “Ms. Lee’s class has talent!” Assign four students from
getting lower with each step. Shake your head and your
G

different groups as judges. Give them scrap paper to write

hands. Step forward and backward rhythmically.
the scores on. Have each group perform for the judges. Have
• Say Now let’s read and listen to the song. Play TR: 4.13, the judges each write a score between 1 and 10 on pieces of
l

encouraging students to follow along with their finger. paper and hold them up. Groups score a total out of 40, with
na

• Say We are going to listen to the song again. Listen for the the highest score winning.
missing words. Write. Have students get ready to write the
words they hear. Wrap Up
io

• Play TR: 4.13, walk around, and check that students are • Before the class, count the number of lines in the song (12)
writing. and write numbers 1–12 on pieces of paper. Prepare as many
at

• Ask students for the words they heard and write them on the pieces of paper as you have students. Give each student a
board. piece of paper. Say If you have the number 4, find the fou th
N

sentence of the song and that’s your sentence. You sing only
B that sentence. Play TR: 4.15 and have students sing in their
• Tell students to listen again and practice singing along order. If the class is small, give students more than one
with the audio, quietly at first to practice singing in English. sentence.
Play TR: 4.14.
• Explain that now they will sing, but this time with only the Additional Practice: Workbook p. 33, Online Practice
music. Play TR: 4.15, the instrumental version, and make sure
everyone sings along.

UNIT 4 42a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U04_035a-042a.indd 42 8/17/21 3:42 PM
 Units 3–4 Gαme

• Discuss the picture with the class. Ask Where are they?
In this lesson, students will: (in a café) What are they doing? (eating/having lunch) Are they
• play a game to review topics from Units 3–4. on vacation? (yes) Then look at the example.
Resources: eBook, Classroom Presentation Tool, • Collaborate Ask students in pairs to circle four differences.
Workbook p. 34, Formative Assessment Strategies Guide Then ask them to work together to describe those
differences orally. Tell them to help each other say complete
sentences using but or and. Walk around and check how
Warm Up students perform (see below).
• Draw on the board two similar pictures, A and B, using stick • Call on pairs to share their sentences with the class.
figures. Use this drawing as a guide: • Focus on one aspect of the assessment. Listen and make notes
of any problems. Don’t interrupt the flow of the activity. Then
A B go back over any issues with the class after the activity.

ng
Assess: Pronunciation
Excellent mostly intelligible; limited control of word

ni
performance stress and intonation
Satisfactory mostly intelligible; some sounds unclear;

ar
performance limited control of word stress
• Second Chance Ask students, in their pairs, to find the

Le
remaining six differences. Again ask them to make sentences
orally describing the differences. You could make this a
competition to see who finishes first.

c
• Ask Are these pictures the same? (no) Say Right, there are two Extension
diffe ences in these pictures. Raise your hands if you can talk
about one diffe ence. Call on a student to attempt to give one
difference. Encourage students to use present progressive
hi
• Have students create their own “find the difference” games
for each other. Have them draw a scene twice, with five
ap
differences. This could be a country scene (mountains, lakes,
and comparative phrases in their response. Elicit the
etc.), a scene at home, in a park, etc. Then put students in
answers. (In picture A, she’s listening to music, but in picture
pairs to challenge each other to find and say the differences.
B, she’s holding a tennis racket. In picture A, he has bigger
gr

ears than her, but in picture B, she has bigger ears than him.)
Wrap Up
• Have students open their books to p. 43. Say Let’s play a
• Call on a student to say one sentence describing a similarity
eo

game of spot-the-diffe ence.

between the two pictures on p. 43, rather than a difference.
Α For example, the student may say There are birds flying in
the sky. Continue this with other students until at least five
G

similarities have been mentioned.

Task Guidance Notes
l

A1 Movers Speaking Part 2 Students have to identify

Additional Practice: Workbook p. 34
na

differences between two similar pictures. This part is

testing vocabulary and the ability to give short descriptive
responses.
io

Challenges Students tend to worry they won’t be able to

identify the differences, but usually they are obvious and
at

not as tricky as a similar task in their L1. The differences

will focus on color, size, number, position, appearance,
N

and activities. Reassure students they can respond in very

simple phrases.
Performance Descriptor
• Can give simple descriptions of objects, pictures,
and actions

43a UNITS 3–4 GAME

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U04_043a-043_G.indd 43 8/17/21 3:42 PM
 Units 3–4 Gαme

Α Look αt the pictures. Plαy in pαirs. Find ten differences. In picture 1, it’s rαining.

In picture 2, it’s sunny.

ng
ni
ar
c Le
hi
ap
gr

2
eo
l G
na
io
at
N

UNITS 3–4 GAME 43

SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u04_35-46.indd 43
42002_U04_043a-043_G.indd 44 7/19/21
8/17/21 10:40
3:42 PM
AM
 Solαr Eclipses
Is it α bird? Is it α plαne? No, these people αre
looking αt the sky to wαtch α solαr eclipse. Α solαr
eclipse is when the moon goes between the Eαrth
αnd the sun. The moon stops the sun’s light from
getting to the Eαrth, so it is dαrker thαn usuαl in the
dαytime. It’s α very unusuαl event, αnd it chαnges

ng
αnimαls’ behαvior. Birds stop singing, for exαmple.

ni
ar
Le
You cαn only see eclipses in one smαll pαrt of the

c
Eαrth αnd only for α few minutes, so you must be
in the right plαce αt the right time. Αlso, they don’t
hi
ap
hαppen very often in eαch plαce. Your town only
hαs αn eclipse αbout every four hundred yeαrs!
gr

There is usuαlly α solαr eclipse somewhere in the

eo

world eαch yeαr. Some people love wαtching

eclipses, so they trαvel αll αround the world to
G

see them.
It isn’t sαfe to look αt αn eclipse. The sun’s rαys
l
na

cαn hurt your eyes, so you must never look αt the

sun! Weαr speciαl eclipse glαsses (these αre much
io

dαrker thαn normαl sunglαsses) or mαke α “pinhole

at

viewer.” Mαke α smαll hole in α piece of pαper αnd

hold it over αnother piece of pαper. You cαn see
N

the shαpe of the eclipse on the pαper.

Glossαry
light When it is sunny, there is α lot of light.
unusuαl not normαl

44 UNITS 3–4 REΑDING CHΑLLENGE

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u04_35-46.indd 44
42002_U04_044-045_RC.indd 44 7/19/21
8/17/21 10:40
3:42 PM
AM
 Units 3–4 Reαding Chαllenge

In this lesson, students will: A

• read and listen to a text about solar eclipses. • Use the Photo Have students open their books to pp. 44–45
• read and decide if sentences are true or false. and focus their attention on the main photo. Say Look at the
• imagine there is an eclipse. photo. There’s a black circle. What do you think that is? Listen to
students’ responses. Say Look at the small photo on p. 45. Read
Resources: Audio Track 4.17, Classroom Presentation Tool, the instructions aloud. Have students work in pairs. When
Workbook p. 35, Workbook Audio Track 4.5, Online Practice, students finish, call on pairs to share their answers with the
Formative Assessment Strategies Guide class.
Materials: a large ball, such as a soccer ball or beach ball; • Write the phrase solar eclipse on the board. Say The black
a medium-sized ball, such as a tennis ball or an orange; circle in the large photo shows a solar eclipse. The people in the
a small ball or a grape; paper for picture books; a stapler; small photo are looking at a solar eclipse. Today we’re going to

ng
colored pencils or crayons; photos of the most recent learn about solar eclipses.
solar eclipse
B

ni
• Listen and Read Tell students that they are going to read
ABOUT THE PHOTO and listen to the text. Write the question on the board.

ar
Suggest that students follow the text with their finger to
The photo shows a solar eclipse. When this happens, the
help them follow more easily.
diameters of the moon and the sun appear almost exactly

Le
the same from Earth. This means that during a solar eclipse, • Review the reading strategy from Unit 2: identifying the
the moon covers the surface of the sun and only a thin line of relevant point in the text. Say There is more than one answer
sunlight is visible at the moment of total eclipse. However, the to this question. When you read, mark with a pencil the lines
surface of the sun isn’t smooth; flares, big balls of gas, explode where these answers are. Act this out by pretending to read

c
out into space. During an eclipse, these are seen as prominences, and marking a short line at certain points.
hi
or extra bumps of sunlight around the moon. The eclipse in this • Play TR: 4.17. When the audio ends, let students compare
photo is showing a “diamond-ring” effect. As the last sunlight their answers in pairs, then call on students to share their
passes the moon, and a light corona—or crown of light around answers with the class. (Other answers include: You must
ap
the sun—becomes visible, the eclipse looks like a diamond ring. travel to see them; they are only in one small part of the
The people in the inset photo are wearing special glasses that world; it’s dangerous to look at the sun.) Make sure students
protect the eyes so that they can view the solar eclipse. say where in the text they found the answer.
gr

• Listen Only If you choose to do this as a listening-only

activity, have students close their books. Tell them that they
Warm Up
eo

are going to listen first. Write the question on the board.

• Draw the sun, Earth, and moon on the board. Ask What’s this? Say There is more than one answer to this question. When
for each one. You may need to teach Earth. Ask Where do we you listen, write a word or two if you hear an answer to the
G

live? (Earth) Which one gives us light in the day? (the sun) Write question. This will help you remember it afterward. Act this out
light on the board and show the meaning by drawing rays of by pretending to listen and write a word or two at certain
light coming from the sun to Earth. points.
l

• Model how the sun, Earth, and moon move in relation to one • Play TR: 4.17 and have students write. Pause as necessary for
na

another. Have a student hold a large ball to represent the them to write their answers. Then, discuss them as a class.
sun at the back of the classroom. Have another student hold • Extra Support Write on the board:
a medium-sized ball or orange to represent Earth, and a third They only happen at night.
io

student hold a smaller ball or grape to represent the moon, They don’t happen very often.
both at the front. Mark a point on “Earth” to represent the They only happen in one place on Earth.
at

students’ location on Earth and tell the student to turn the We don’t know where they are.
ball or orange around to mimic how Earth rotates on its axis. You can only see them for a few minutes.
N

Have the class say either daytime or nighttime depending on It isn’t safe to look at them.
whether the point is facing the sun or not. Now bring in the • Say Which of these are reasons why it is difficult o see solar
moon. Have the student slowly revolve the moon around eclipses? You don’t need two of them. (They don’t happen very
Earth, then stop him or her when the moon is farthest away often. They only happen in one place on Earth. You can only
from the sun. Say The moon shines because we see the light of see them for a few minutes. It isn’t safe to look at them.)
the sun on it. It doesn’t make its own light.

UNITS 3–4 READING CHALLENGE 44a

SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U04_044-045_RC.indd 44 8/17/21 3:42 PM
 Units 3–4 Reαding Chαllenge

C Extension
• Put students in pairs and have them write a picture book
• Put students in pairs. Point to the five sentences and say Let’s about solar eclipses, answering questions that you can ask
read the text again. These sentences about the text are either students to supply, such as: What is a solar eclipse? When and
true or false. where do they happen? What do you see and hear? What must
• Give students a minute to read the sentences and ask any you be careful about?
questions they may have. • Give students several pieces of paper, and show them how
• Have students read the text again, this time without the to fold/staple the paper to form a book. Give them colored
audio so that they can go at their own pace. Then have them pencils or crayons to make illustrations.
work in pairs to complete the task. Walk around and check • Have pairs exchange their picture books. Call on students to
that all pairs are on task. Provide help to any students who share any interesting facts from the picture books.
need it.

ng
• When pairs finish, have them compare answers with another Wrap Up
pair. • Before the lesson, search online for the “next solar eclipse

ni
• Call on students to state whether each sentence is true or in [the students’ country]” so that you can tell students how
false, and to support their answer with evidence from the long they have to wait for the next one. Display photos of
text. the most recent eclipse. Have students discuss if they would

ar
• Listen Only Have students open their books to p. 45 and travel to see the next one. Listen to students’ responses.
cover up the text on p. 44 with another book or a piece of

Le
paper. Tell them to read the five sentences. Play TR: 4.17 again
and have students complete the activity on their own. Have Additional Practice: Workbook p. 35, Online Practice
students evaluate how well they understood the text. Ask
How many do you think you got right? Who thinks they got all

c
fi e correct? Raise your hands. Fantastic! Four? Great! Three? etc.
Script for TR: 4.18, p. 46a
Make a note of any students who think they got zero or only
one or two correct. Review the answers as a class. Ask students
whether they got the same or more items correct than they
hi 1. RITA: Look at these photos of my family party. Can you see my uncle
in photo 1?
ap
BEN: Which one is he? The man with the moustache?
expected. Say Remember, it’s difficult o understand everything,
RITA: No, the tall one with curly hair.
but even if you only get one answer right, it means you do
2. RITA: And the man next to my uncle is my dad.  
understand some of it. Good job!
gr

BEN: Really? He has a moustache.

• Listening Strategy: Evaluating Understanding Students RITA: No, the other man is my dad—the one with the beard.
often get frustrated because they mistake not understanding BEN: That’s a big beard!
eo

everything with understanding nothing at all. By having 3. RITA: This is a photo of my school friends. Can you see my best friend?
students decide how well they think they understood and BEN: Does she have dark, straight hair and a round face?
responding by raising their hands, or by writing a number RITA: That’s her—Naomi. The one with shorter hair. She’s with my
G

from 0 (I don’t understand anything) to 3 (I understand it all), sister in that photo.

we can help them reexamine this all-or-nothing mindset. 4. BEN: And who is the girl with light hair?
When students get comprehension questions right, RITA: That’s Nadine. She’s in my sister’s class.  
l

remind them that they wouldn’t be able to do this if they BEN: I like her blue shirt.  
na

understood nothing. 5. RITA: And who is your best friend, Ben? Is he one of these boys in the
• Extra Challenge Have students write correct sentences for photo?
the three false sentences. (1. During solar eclipses, the moon
io

BEN: Yes, Nazim. He’s standing on the left.

is between the sun and Earth. 2. A solar eclipse makes the RITA: Which one is he? The one with the very short hair?
day darker than usual. 4. Birds stop singing when there is an BEN: Yes, that’s right. The other one with longer hair is his brother,
at

eclipse.) Ahmad.
6. BEN: And they’re talking to Oliver. He’s also in our class.  
D
N

RITA: Oh, my sister knows him. She said he’s sort of short.  
• Ask Are you interested in seeing an eclipse? Let’s imagine there BEN: He’s really nice. And he’s very funny.
is going to be a solar eclipse here tomorrow. Read items 1–4
aloud. Say Get into groups of three or four and try to answer the
questions together.
• Walk around and listen to the groups’ discussions. Encourage
them to make notes and prepare to present their plan to
another group.
• After a few minutes, join groups together and have them
explain their plans to one another. Finally, call on groups to
share their plans with the class, compare them to the plans
of other groups, and say which is better and why.

45a UNITS 3–4 READING CHALLENGE

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U04_044-045_RC.indd 45 8/17/21 3:42 PM
 Units 3–4 Reαding Chαllenge

Α Look αt the photo. Αnswer the

questions.
1. Whαt αre the people They αre
looking αt? looking αt the sky—
possibly αn object in the sky or αt the sun
2. Why αre they weαring glαsses?
becαuse they αre looking αt the sun

B Listen αnd reαd. Why is it

ng
difficult to see eclipses? TR: 4.17
They don’t hαppen very often.

ni
C Reαd αgαin. Write T (true)
or F (fαlse).

ar
1. During solαr eclipses, the Eαrth

Le
is between the sun αnd the
moon. F

c
2. Α solαr eclipse mαkes the dαy
hi longer thαn usuαl. F
3. Solαr eclipses don’t hαppen
ap
very often. T
gr

4. Birds sing different songs when

there is αn eclipse. F
eo

5. You cαn’t see α solαr eclipse

everywhere in the world αt the
G

sαme time. T
l
na

D Imαgine there is going to be

α solαr eclipse where you live.
io

Αnswer the questions.

at

1. How do you get reαdy for it?

N

2. Where do you wαnt to be when

you wαtch it?
3. Who do you wαnt to wαtch
it with?
4. Αre you hαppy αbout seeing it?
Why? Why not?

UNITS 3–4 REΑDING CHΑLLENGE 45

SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u04_35-46.indd 45
42002_U04_044-045_RC.indd 46 7/19/21
8/17/21 10:40
3:42 PM
AM
 Units 3–4 Review

Α Listen αnd circle. TR: 4.18

1. 2. B 3.

Α
C

Α B C Α C B

ng
1. Who is Ritα’s uncle? 3. Who is Nαomi? 5. Who is Ben’s best friend?
Α B C Α B C Α B C

ni
2. Who is Ritα’s dαd? 4. Who is Nαdine? 6. Who is Oliver?
Α B C Α B C Α B C

ar
Le
B Put the letters in the correct order.
1. I hαve α toothαche (hoαtcothe). 4. Thαt’s α bαd cough (gucho).

c
2. I hαve α sore shoulder (dolerush). 5. Αre you sick (iskc)?
3. I hαve α cold (dolc).
hi 6. Is your neck (kenc) sore?
ap
C Complete.
gr

1. Pilαr’s hαir is longer (long) thαn my hαir.

eo

2. Cαthy’s thinner (thin) thαn Mike.

dαrkest
G

3. Lili hαs the (dαrk) hαir in the clαss.

4. Mike hαs α bigger (big) pencil cαse thαn Mαe.
l
na

5. I’m not the tαllest (tαll). Olgα’s tαller (tαll) thαn me.
6. Our room is cleαner (cleαn) thαn clαss 3Α’s. It’s smαller (smαll), too.
io
at

D Complete the text with must, must not, to, or it.

N

Clαss Rules
When the teαcher comes in, we 1. must sit down. We 2. must
never tαlk when the teαcher is tαlking. We 3. must αlwαys listen when
αnother student is tαlking to the clαss. Our food 4. must not be unheαlthy.
5. It is bαd to bring cαndy. It’s importαnt 6. to behαve well.
We 7. must not sαy bαd things to other children. During English lessons, it isn’t
good 8. to speαk our lαnguαge.

46 UNITS 3–4 REVIEW

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u04_35-46.indd 46
42002_U04_046-046a_R.indd 45 7/19/21
8/17/21 10:40
3:42 PM
AM
 Units 3–4 Review

In this lesson, students will: C

• review grammar and vocabulary from Units 3 and 4. • Complete the first sentence with the class. Review the
Resources: Audio Track 4.18; eBook; Classroom Presentation comparatives, including double consonants, as necessary. Then
Tool; Audio Script; Flashcards 36–45, 52–61; Workbook pp. have students work individually to complete the activity. Check
36–37; Workbook Audio Tracks 4.6–4.7; Online Practice; answers as a class.
Formative Assessment Strategies Guide
D
• Complete the first space with the class. Review must/must not
Warm Up and It’s [good] to…, as necessary. Then have students work
• Use the Unit 3 and Unit 4 Lesson 1 flashcards to review the individually to complete the activity. Check answers as a class.
vocabulary. Hold up the flashcards in front of you. Have

ng
students write the word for each one. Continue in this way with Wrap Up
all the flashcards. • Write in three columns on the board: A difficul lesson, An easy
lesson, and A lesson I need to practice.

ni
Α • Have students copy the chart and write an example in
each column. Listen to students’ responses and review as

ar
Task Guidance Notes necessary.
A1 Movers Listening Part 4 Students listen to five short,

Le
separate conversations and choose the correct answer
Additional Practice: Workbook pp. 36–37, Online Practice
from three pictures for each question. The pictures might
be very similar, so they need to listen for detail. After each
conversation, there is a pause for students to answer. This Workbook page 36, Activity B

c
part is testing understanding of specific information.
Challenges Students tend to focus solely on the pictures, hi Task Guidance Notes
but the question tells students exactly which detail to listen A1 Movers Listening Part 5 Students look at a picture and
for. They need practice in focusing on this to help them find listen to a conversation with instructions to locate five
ap
the right answer in the conversation. For example, there objects. They need to color four of the objects and write a
may be three different types of food illustrated and two of word on one object. There is a pause in the conversation
these are mentioned in the conversation, but only one will after each instruction. This part is testing words for objects
gr

answer the question. such as clothing, colors, and prepositional phrases.

Performance Descriptors Challenges Students need to listen very carefully to identify
eo

• Can understand very simple spoken conversations about what and where the object is. Give them time to look at the
familiar topics picture carefully and think of the words for what they can
• Can understand very simple spoken descriptions about see (e.g., table, chair, etc.). They may worry about having
G

people and objects to write a word, but usually there is a logical place for the
writing, so use this to help them identify the place.
• Predict This activity practices listening for differences. Have Performance Descriptors
l

students in pairs look at all the pictures and think about the • Can understand very simple spoken descriptions of
na

differences in each picture. Ask them to write a list of words for people and everyday objects
each picture because a range of vocabulary is very important • Can understand simple spoken instructions given in
in this task. Check with the class. Ask What can you see in item 1?
io

short, simple phrases

(color of shirts, hair, height, etc.) Write the words for each picture
on the board. • Predict Ask students to look at the picture. Give them one
at

• Read the questions aloud. Have students underline the key minute to think of the words for each object and for what the
words in each, for example, 1. uncle, 2. dad. people look like (for example, hair type, activity, what they are
N

• Play TR: 4.18. Have students complete the activity individually. wearing, etc.). Check and write the words on the board. Check
Play TR: 4.18 again and then check answers with the class. the prepositional phrases for each one.
• Refle t Before class, print enough copies of the audio script • Remind students they need to color quickly. Play TR: 4.6. Have
for every two students. Have students in pairs look at the short pauses for coloring and writing. Have students complete
audio script and underline the words that give them the the activity individually.
answer. Do an example with them. Have them check their • Play TR: 4.6 again for students to check their answers. Check
ideas with another pair. answers with the class.
The script for TR: 4.18 is on p. 45a. • Own It! Ask students to draw a picture of their classroom with
B three clear objects. Then, in pairs, have students swap drawings
and take turns describing where each object is and what color
• Model the first item with the class. Then have students work it is. Have their partner color correctly. Monitor and check their
individually to complete the activity. Check answers as a class. use of prepositional phrases.

UNITS 3–4 REVIEW 46a

SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U04_046-046a_R.indd 46 8/17/21 3:42 PM
 5 I Love My Town
In this unit, students will: Language Twenty-First Century Skills
• name buildings and places in a town. Vocabulary Collaboration
• talk about places in the past with building, bus stop, café, hospital, market, Build and memorize a list of places in
was/wasn’t and were/weren’t. movie theater, parking lot, sports center, a town in groups, Lesson 1
• read about a megacity. supermarket; factories, shopping centers, Communication
skyscrapers Guess endings of sentences,
• use time expressions to say when
something happened in the past. Grammar Lesson 4
• identify four ways to spell the /ɜːr/ • There was/wasn’t a zoo. Was there a Creativity

ng
sound: ir, ur, or, and er. park? Imagine a town in the past, Lesson 2
• listen to and sing a song about • Forty years ago it was very diffe ent. Critical Thinking
growing older. Phonics Compare living in a megacity with

ni
/ɜːr/ T-shirt, purple, world, lobster living in other places, Lesson 3
• identify the value of loving your town.

ar
Le
In the Unit Opener, students will: Α
• respond to a photo showing a boy playing soccer in his • Use the Photo Have students open their books to p.
neighborhood. 47. Focus their attention on the photo. Ask some simple
• discuss their own town, its age, and its positive and

c
questions. Ask Where is the boy? (in the street) Say This is in
negative aspects. Ghizzano, Italy. Have students locate Ghizanno. If you are
Resources: Home School Connection Letter, eBook,
Classroom Presentation Tool, Formative Assessment
hi using a print map, Ghizzano is not likely to be labeled. It is
about 75 kilometers southwest of Florence, in Central Italy.
ap
Strategies Guide • Direct students’ attention to the statements at the bottom of
the page. Work together as a class to answer the four items
Materials: a large map of the world in Activity A.
gr

B
Introduce the Theme
eo

• Put students in pairs. Say Let’s talk about our town now. Look
• Review vocabulary about towns and prepositions of place. at the questions. Don’t write. Talk to your partner about the
Draw the town map on the board, labeling only the park. answers.
G

• When students finish, call on pairs to share their answers

My town
playground with the class. Get a range of opinions about the positive and
negative aspects of their town.
l
na

hat store school library

FORMATIVE ASSESSMENT STRATEGIES

• Before You Teach Start each lesson by telling students
io

what they’re going to learn, and have them tell you what
my
they know and what they want to learn. Use Formative
house
at

park Assessment Strategies like Concept Maps, Checklists, etc.

• While You Teach Model each activity clearly. Monitor
N

students’ work and check their understanding constantly.

Use Formative Assessment Strategies like Learning Logs,
• Say This is my town. Point to the park. Say What’s this? Sentence Prompts, etc. Provide students with timely
(a park) Good. But what are the other places? Listen. Are you feedback and support when needed.
ready? Say the following sentences very slowly and clearly, • After You Teach Wrap up each lesson by having students
pausing between each. At each pause, call on students to reflect on their own learning. Use Formative Assessment
come to the board and draw the place in the appropriate Strategies like Think-Pair-Share, Exit Tickets, etc.
location. Say There’s a library. The library is across from the
park. It’s next to the school. Behind the school is the playground.
The school is between the library and a hat store. My house is
across from the hat store.

47a UNIT 5

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U05_047a-054a.indd 47 8/17/21 3:52 PM
 5 I Love My Town

ng
ni
ar
c Le
hi
ap
ABOUT THE PHOTO
gr

Soccer is Italy’s national sport, and the

country has a proud tradition in international
tournaments, winning the World Cup four times.
eo

Italy has some of the sport’s most passionate

supporters. There are clubs at the highest level
G

all over the country. Juventus, A.C. Milan, Inter

Milan, Lazio, and Roma are among the most
well-known. Smaller leagues exist throughout
l

Italy for amateur players and children.

na

Boy plαying soccer,

Ghizzαno, Itαly
io
at

Α Look αt the photo. Αre these B Work in pαirs. Discuss.

N

sentences T (true) or F (fαlse)? 1. Is your town old or new?

1. There αre green, yellow, αnd 2. Whαt do you like αbout your town?
orαnge buildings. T
Whαt don’t you like?
2. Some people αre plαying tennis. F
3. There’s α boy with blαck sneαkers. T
4. There αren’t αny flowers on
this street. F

47
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u05_47-54.indd 47 48
42002_U05_047a-054a.indd 7/19/21
8/17/21 10:43
3:52 PM
AM
 Lesson 1 Vocαbulαry

Α Listen αnd point. TR: 5.1

building bus stop cαfé

ng
ni
ar
hospitαl mαrket movie theαter

c Le
hi
ap
pαrking lot sports center supermαrket
gr

B Listen αnd repeαt. TR: 5.2

eo

C Plαy.
G

In my town, there’s
l

α movie theαter.
na

In my town, there’s
io

α movie theαter αnd

two supermαrkets.
at

ABOUT THE PHOTO

N

In my town, there’s α movie This photo shows restaurants and shops in the Khan El-Khalili
theαter, two supermαrkets, Souk in Cairo, Egypt. Souk refers to an open marketplace or
αnd α lot of stores. bazaar and is a term that is used primarily in North Africa and
the Middle East. This souk is one of Cairo’s most important
tourist destinations, and its oldest marketplace. In fact, it has
been operating for over 700 years. Shoppers can find tourist
souvenirs, but the souk is known for its handmade goods,
such as textiles, jewelry, and colorful copper lanterns.

48 UNIT 5

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u05_47-54.indd 48 49
42002_U05_047a-054a.indd 7/19/21
8/17/21 10:43
3:52 PM
AM
 Lesson 1 Vocαbulαry • Extra Challenge Have students say how often they go to
each place: every day, sometimes, never, etc.
• Extra Support Help students connect with the words by
In this lesson, students will: naming examples of each building or place in your own
town.
• name buildings and places in a town.
• play a memory game. C
Resources: Audio Tracks 5.1–5.2, eBook, Classroom • Call on two students to help you model this memory game
Presentation Tool, Flashcards 69–77, Workbook p. 38, in front of the class. Say In my town, there’s a movie theater.
Workbook Audio Track 5.1, Online Practice, Formative Have the class repeat the sentence. Call on the first student
Assessment Strategies Guide to repeat what you have said, and prompt him or her to add
a place and say And…? Point to the model for the activity.
Materials: copies of a town map (one per group of three Have the second student read the bottom line of the model.
or four) Then, when he or she finishes, read the model conversation
aloud and add a fourth place to model that students should

ng
keep adding.
Warm Up • Say Keep playing until someone can’t remember a place or
• Use the Photo Have students open their books to p. 48. says a place in the wrong order. They are out of the game. The

ni
Say Look. This is Egypt. Tell them about Khan El-Khalili, using last person to remember all the places in the right order is the
information from About the Photo. Say Cairo is the capital of winner.

ar
Egypt. Ask What can you see? (a street, a lot of market stalls,
• Put students in groups of three to five to play. Walk around
houses, restaurants, etc.)
and listen to check pronunciation and that they are following
• Say Imagine you’re in Cairo. What is there in the city? For

Le
the rules. When students finish, ask how many places the
example, are there cars? Are there houses? Is there a park? What winners of each game managed to remember. Congratulate
do you think? Have students guess the answers. Write on the the winners.
board the question Are there any cars? (Yes, there are.) Write Is
there a park? (Yes, there is./No, there isn’t.) Extension

c
• Put students in pairs. Say Now take turns. Ask each other hi • Before class, draw a simple map of the students’ town or
questions about Cairo. Encourage them to use the structures city in the same style as the map in the Unit Opener. Mark
on the board with other words they know. Write these on “Our school” and “My house.” The map must be of a scale to
ap
the board as well: zoo, library, shops, and school. When they include locations for most of the words from Lesson 1. Put
finish, have a student ask a question using the structure, and students in groups of three or four. Show them the map of
call on another to answer it. Say Today, we are learning about their town. Say This is our town. Look, we are here at school.
gr

buildings and places in a town. Point to the location of the school. Say And look, here is my
Α house. Here are your copies of the map. Work in your groups to
eo

label as many places in English as you can. Give students ten

• Read the instructions aloud. Play TR: 5.1 and have students minutes to label the map.
point to each word. • Now pair students from different groups together. Teach the
G

• Hand out the flashcards to random students around the class the question you might ask as a visitor in a new place.
room. Play TR: 5.1 again and have the students with Say Excuse me, where is the [hospital]? Teach the answer and
the flashcards hold them up and show everyone. say Here it is./Sorry, I don’t know. Have students in pairs take
l

• Have students hand their flashcards to someone new and turns asking the questions about places in the town and
na

call on them to come to the front of the class. Say Listen pointing to them on the map.
again. Stand in the order you hear the words. Play TR: 5.1
again, pausing the audio after each word while students get Wrap Up
io

in order. • Have students close their books. Play a flashcard game. Use
the Lesson 1 flashcards. Take a flashcard at random. Don’t
B
at

show students, but give them clues about it. For example,
• Read the instructions aloud. Point to the activity and say say It begins with s. It is two words. I go there three times a week.
N

Listen and repeat. Play TR: 5.2. Have students repeat the Students ask Is it a sports center? Say Yes, it is!
words in chorus. Play TR: 5.2 again and call on individual • Have students take a flashcard and give clues for the rest
students to repeat the words. of the class to guess. Continue until each word has been
• Ask a series of questions to the class to check that students reviewed, or as time allows.
understand the words. Ask Where do you see new movies?
(movie theater) Where do doctors work? (hospital) Where can
Additional Practice: Workbook p. 38, Online Practice
you buy food? (supermarket, market) Where do you wait to
get the bus? (bus stop) Our school is a big…? (building) Where
can you have a drink? (café) Where can you play basketball
or volleyball? (sports center) Where do you leave the car?
(parking lot)

UNIT 5 48a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U05_047a-054a.indd 48 8/17/21 3:52 PM
 4 Grαmmαr
Lesson 2 B
• Point to the chant. Say Let’s listen to a chant. Play TR: 5.4.
In this lesson, students will: • Play TR: 5.4 again, stopping after each line for students to
• talk about places in the past with was/wasn’t. repeat it. Encourage them to copy the rhythm.
• Divide the class into two groups. Turn to the students on
Resources: Audio Tracks 5.3–5.4, eBook, Classroom your left and say This side of the class should say the green
Presentation Tool, Flashcards 69–77, Workbook p. 39, Online words. Turn to the students on your right and say This side
Practice, Formative Assessment Strategies Guide of the class should say the blue words. Play TR: 5.4 again, this
Materials: old photos of the students’ town (do an image time with each group saying their part.
search online for “[name of town] + 1960/1970”); 15 small
objects that students know the names of (for example,
C
toys, shells, classroom objects); a tray to put the objects on; • Ask students to brainstorm some of the things there are in
a cloth to cover the tray; sticky tack the town today and express these using There is/are… Then

ng
say But what about when your grandparents were young?
Display the old photos of their town or city. Ask Where is this?
Warm Up (our town, the town center, etc.) Point to the model for the

ni
• Tell students that they are going to play a “buzzer” round activity, and ask students to write three similar questions.
using the words from p. 48. Ask them to press imaginary • Put students in pairs to ask each other their questions. Walk
buzzers on their tables. (You may have them draw a circle on around and listen to the conversations and make a note of

ar
a piece of paper and press that.) Ask a few students to show any errors or problems with vocabulary.
you what their buzzers sound like. • Work with the whole class to find out how the town

Le
• Say This is where my car is. Award a point to the first person has changed according to students. If students have
to buzz in and correctly identify the place being described trouble, ask Was there a [market]? Correct any errors
(parking lot). Discourage students from shouting out the you hear.
answer before they’ve buzzed by deducting points for this.

c
Continue with all the Lesson 1 words. Then, have students Extension

A
repeat the activity in pairs. hi • Arrange a variety of small objects on a tray, and hide them
under the cloth. Say You have 60 seconds to memorize all
ap
the things that are on the tray. Reveal the objects. After 60
• To a student, ask How old is your grandmother? Say That seconds, cover the tray again. Put students in pairs. Say Write
means your grandmother was [eight] years old in [1970]. Ask down all the objects you can remember. After two minutes, ask
gr

Do you think her town was very diffe ent in [1970], or similar? students to count the number of objects. Call on students to
Accept students’ guesses. tell you what was on the tray using there was/there were. The
• Have students open their books to p. 49. Focus their pair with the most correct answers wins.
eo

attention on the grammar box. Say In this lesson, we are

talking about what towns were like in the past. Point over your Wrap Up
shoulder to emphasize “the past.” Play TR: 5.3 and have the • Display the Lesson 1 flashcards on the board. Have students
G

class read along in the grammar box. Have the class repeat close their eyes, and take a flashcard away. When students
the sentences. open their eyes, have them tell you which flashcard is
missing. Have students say There was a [parking lot].
l

• To clarify meaning, copy the chart on the board.

na

• When students guess correctly, hold up the flashcard. Return

1970 today it to the board, and repeat the activity. Continue until all nine
words have been reviewed.
Were there any shops
io

✓ ✓
Are there a lot of people in 1970? ✗ ✓
Was there a sports center today? ✗ ✓ Additional Practice: Workbook p. 39, Online Practice
at

Is there a zoo ✓ ✗
N

• Say Look at the chart. Were there a lot of people in [1970]? (No,
there weren’t.) Are there a lot of people now? (Yes, there are.)
Call on students to ask other questions about what was in
the town.
• Say We use was/were to talk about the past. Ask Do we say was
or were for people? (were) That’s right, because there is more
than one person. How do we say was not? (wasn’t) How do we
say were not? (weren’t) Repeat the contractions.
• Extra Challenge Put students in pairs and have them ask
and answer the questions based on the chart from memory.

49a UNIT 5

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U05_047a-054a.indd 49 8/17/21 3:52 PM
 Lesson 2 Grαmmαr

Α Listen αnd reαd. TR: 5.3

There wαs / wαsn’t α zoo.

Wαs there α pαrk?
Wαs there α hospitαl?
Yes, there wαs. / No, there wαsn’t.
There were / weren’t things to do.

ng
Were there αny stores?
Were there αny mαrkets?

ni
Yes, there were. / No, there weren’t.

ar
Le
B Listen αnd chαnt. TR: 5.4

Grαndmα? Yes, Kim?

c
When you were young,
hi were there α lot of people here?
Wαs our town fun?
ap
There weren’t mαny people,
but there were things to do.
gr

There wαsn’t α sports center,

but there wαs α smαll zoo.
eo
G

C Imαgine. Αsk αnd sαy.

When our grαndpαrents were
l
na

young, wαs there α movie theαter?

io

Yes, I think there wαs.

But it wαs smαll.
at
N

When our pαrents were young,

were there mαny tαll buildings?

Yes, there were. But todαy

mαny buildings αre tαller!

Khαn El-Khαlili mαrket in

Cαiro, Egypt

UNIT 5 49
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u05_47-54.indd 49 50
42002_U05_047a-054a.indd 7/19/21
8/17/21 10:43
3:52 PM
AM
 Lesson 3 Reαding

Α Look αt the words. Listen αnd repeαt. D Reαd αgαin. Write T (true) or F (fαlse).
TR: 5.5
1. Α city with 1,000 people is F
skyscrαpers fαctories shopping centers α megαcity.
2. In 2020, there were 16 megαcities F
in Chinα.
B Look αt the photo. Αre there cities
like this in your country? 3. There αre only α few skyscrαpers F
in Chinα these dαys.

ng
C Listen αnd reαd. TR: 5.6 4. Shenzhen wαs α big city in 1980. F
5. Shenzhen wαs very different T

ni
Megαcities! in the pαst.

ar
Α megαcity is α city with more thαn 6. They mαke α lot of electronics T

Le
10 million people. In 2020, there in Shenzhen.
were 34 megαcities in the world.
Seven of them were in Chinα, where

c
mαny cities αre getting bigger αnd hi ABOUT THE PHOTO
bigger. Αnd the skyscrαpers αre The photo shows the city of Shenzhen, in the
ap
getting tαller αnd tαller! Guangdong Province of China. Shenzhen has
grown at an incredible speed, from a small
town on the Kowloon–Canton railway line in
This is Shenzhen. It’s α very big
gr

1979, to a major industrial port city that exports

city in Chinα. But αbout 40 yeαrs to countries around the world. In 2016, more
skyscrapers were built in this one city than in all
αgo, it wαs very different. In those
eo

of the United States. The population of Shenzhen

dαys, it wαs α smαll fishing town is currently close to 13 million people, and at the
with only 59,000 people. But then, rate it’s been increasing, estimates predict that it
G

will surpass 15 million by the year 2040.

the big compαnies αrrived. Very
soon, there were big fαctories αnd
l
na

mαny new jobs for people. These

fαctories mαke things like tαblets
io

αnd smαrtphones. Shenzhen now

hαs one of the lαrgest electronics
at

mαrkets in the world.

N

There αre huge supermαrkets αnd

shopping centers here, too. These
dαys, αbout 12 million people live
in αnd αround Shenzhen. Where Α view of Shenzhen, Chinα
do you live? How is it the sαme αs
Shenzhen? How is it different?

50 UNIT 5

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u05_47-54.indd 50 51
42002_U05_047a-054a.indd 7/19/21
8/17/21 10:43
3:52 PM
AM
 Lesson 3 Reαding • Have students compare what they heard with a partner, then
review answers as a class.
• Say Now open your books to page 50, and let’s listen and read.
In this lesson, students will: Find and underline the numbers. Play TR: 5.6 again.
• read about megacities. • Before reading again, review the reading strategy from
Unit 3: asking questions before reading. Say Let’s read about
• identify true and false sentences about the text. megacities and Shenzhen. What questions can we ask about
Resources: Audio Tracks 5.5–5.6, eBook, Classroom them? For example, What is a megacity? Do you think the
Presentation Tool, Flashcards 78–80, Workbook p. 40, Online answer is here? (yes) Put students in pairs and say Work with
Practice, Formative Assessment Strategies Guide your partner. Write three more questions. Walk around, helping
pairs formulate questions.
Materials: a large map of the world
• Say Now listen and read. Play TR: 5.6 a third time. When
the audio ends, say Read again, and see how many of your
questions have answers in the text. Call on students to read
Warm Up any questions that they found the answers for, and have

ng
• Before class, look up the population of the students’ town or them answer them.
city, the country’s capital, and any other cities well known to
• Have students reread the text aloud in pairs.
students.

ni
• Reading Strategy: Reading for Numerical Information
• Write 10 and 100 on the board. Ask How do we say these
When students look for numerical information in a text, they
numbers? (ten, one hundred) Write 1,000 and 1,000,000 on
don’t need to read every word of the text. They should run

ar
the board. Point to each and say One thousand and One
their eyes along the lines, or scan, to look quickly for the
million. Have students repeat the numbers. Then write the
numbers they are trying to identify.
words on the board. Write 100,000, underline the three zeros

Le
at the end, and say This means thousand. So, what number is • Listening Strategy: Listening for Numerical Information
this? (one hundred thousand) Write 37,000,000. Underline the When students listen for numerical information in a text,
six zeros. Say And this? (thirty-seven million) they don’t need to understand every word. They should first
focus on listening only for the numbers they are trying to
• Say Today, we are reading about big cities. We need to

c
identify. Encourage students to write down the numbers the
understand big numbers. In our city, there are [population
hi
figu e] people. Repeat the number several times and then see
if a student can write the figure on the board.
first time they listen. Then, have students listen again and
write what that number refers to.
ap
Α D
• Read the instructions aloud and point to the sentences.
• Have students open their books to p. 50. Focus students’
gr

Review the reading strategy from Unit 2: identifying the

attention on the new words. Play TR: 5.5 and have students relevant point in the text. Say When you read, mark with a
listen and repeat the words as a class. Play TR: 5.5 a second pencil where these answers are.
eo

time, holding up the flashcards as students repeat each word.

• Put students in pairs. Say Read again and find the information
• To teach the new words, use local examples if you have you need. Walk around and check students’ answers.
them. For example, say In our town, there is a [shopping
• Call on students to share their answers and say which words
G

center]. Hold up each flashcard to show meaning. When you

or sentences helped them find those answers.
teach factory, also teach company by giving some famous
examples, such as McDonald’s, Huawei, or Toyota. To teach • Extra Challenge Have students write corrected versions of
l

skyscraper, draw one on the board or hold up the flashcard. the false sentences.
na

• Extra Support Tell students where they can find the

B information in the text: 1. line 2; 2. line 3; 3. line 7; 4. line 11;
• Use the Photo Focus students’ attention on the photo. 5. lines 8–11; 6. lines 14–17.
io

Ask What can you see? (a big city, buildings, skyscrapers)

What time of day is it? (daytime) Then say This city is called Extension
at

Shenzhen. (/ʃɛnʒɛn/) • Do an activity to encourage students to think about their

• Say Look at the photo and write three words that you think of living preferences. Have students stand on one side of the
N

when you look at it. For example, big. After a minute, call on room if they would like to live in a megacity and on the other
students to read their three words aloud. side if not. Call on students to say why.
• Read the instructions aloud and discuss how any of the cities
they mention are similar to or different from Shenzhen.
Wrap Up
• Have students write in their notebooks the new words
C they learned in this lesson, along with pictures and
example sentences.
• Have students close their books. Write the following
numbers from the text on the board: 34; 40; 2020; 59,000;
10,000,000; 12,000,000. Add two distractors to the list, for Additional Practice: Workbook p. 40, Online Practice
example, 59; 10,000. Have students copy them in their
notebooks. Say Listen and place a check next to any number
you hear. Play TR: 5.6.

UNIT 5 50a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U05_047a-054a.indd 50 8/17/21 3:52 PM
 Lesson 4 Grαmmαr • Play the rest of TR: 5.8 and allow students plenty of time to
write their answers. Play TR: 5.8 a second time if necessary.
• Run through the answers as a class.
In this lesson, students will: Script for TR: 5.8
• use time expressions to say when something happened Anna: Mom, can I read my project about cities to you? I finished it a few
in the past. minutes ago.
Mom: OK, sure.
Resources: Audio Tracks 5.7–5.8, eBook, Classroom Anna: “Two thousand years ago, there weren’t any megacities in the
Presentation Tool, Flashcards 69–77, Workbook p. 41, world. In those days, people were usually in villages and small towns.
Workbook Audio Track 5.2, Online Practice, Formative The biggest city then was Rome, in Italy. It was the first ci y to have one
Assessment Strategies Guide million people. These days, Rome is bigger than it was then, but it is
small compared to cities in other countries.”
Materials: a large map of the world, pairs of detailed photos
Mom: That’s great, Anna!
of the same city—then and now (students’ hometown or
Anna: Now I know where I want to go on vacation.
another large city)
Mom: Let me guess … Tokyo?

ng
Anna: No, Rome! Mom!
Warm Up • Extra Challenge Have students find out some new facts for
the other cities mentioned in the activity, London and Tokyo.

ni
• Draw this time line on the board:
C

ar
1980 2020 • Say Two hundred years ago, people traveled by horse, but these
days? Call on students to give responses: There are cars. There

Le
are trains. There are planes, etc. Write on the board These days,
• Say In the last lesson, what did we learn about? (megacities) we can travel by plane, but 200 years ago, people traveled by
What was the name of the megacity in China? (Shenzhen) Look horse. Have students write a sentence of their own.
at the dates on the time line. What do you remember about • Put students in groups. Point to the model conversation for

c
these dates? the activity and have students think of a sentence. Tell them
• Call on students to give the information about the dates hi to take turns reading the first part of their sentences aloud
and write them on the time line (1980–Shenzhen was a small and giving the other students in the group time to write
town. There were 59,000 people in Shenzhen. 2020–There were down the end. The student should then read the end of their
ap
34 megacities in China. Now there are more than 12 million sentence aloud. The person who wrote the closest sentence
people in and around Shenzhen.) to the original one wins a point.
Α • When students finish, find out who won in each group.
gr

• Have students open their books to p. 51. Point to the Extension

eo

grammar box. Say In this lesson, we are talking about the past • Display the then-and-now photos of a city at the front of
and present—then and now. Play TR: 5.7 and have students the class. Say This is [Paris] today, and this is [Paris] in [1900].
read along in the grammar box. Play TR: 5.7 a second time Let’s talk about the diffe ences. Don’t forget to use the time
G

and pause the audio after each sentence for students to expressions. For example, One hundred years ago, there
repeat. were more boats on the river. These days, there are lots of tall
• Ask Which sentences are about the present? (sentences 3 and buildings.
l

4) Which sentences are about the past? (1 and 2) • Put students in small groups. Give them three minutes to say
na

• Write on the board: 60 years ago, in those days, now, ten as many sentences as possible about the photos displayed.
minutes ago, then, these days, today, and yesterday. Draw a Or give each group a pair of then-and-now photos. When
io

T-chart on the board with the headings past and present. Say students finish, correct any errors you heard.
60 years ago. Where does that go? (talking about the past) • Have students work in different groups. Say Now share the
Right. Copy the chart and complete the two lists. sentences you made in your first g oup with your new group. At
at

• Call on students to write the answers on the board. (past: 60 the end, call on students to share their differences with the
years ago, in those days, ten minutes ago, then, yesterday; class.
N

present: now, today, these days)

Wrap Up
B • Review the Lesson 1 vocabulary with the Lesson 4 grammar.
• Tell students that they’re going to listen to a girl discussing Hold up a flashcard and say These days, there are a lot of
her project about Rome with her mom. Have them read the parking lots in [Lima]. Or: There weren’t any parking lots in the
sentences in Activity B. Say Listen carefully and note down any town 100 years ago because there weren’t many cars. Hold up
errors you spot in the first sen ence. individual flashcards and have each student say a sentence
• Play TR: 5.8. Pause after the first section and elicit what’s about it using a time expression.
wrong about the sentence (there weren’t any megacities).
Additional Practice: Workbook p. 41, Online Practice

51a UNIT 5

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U05_047a-054a.indd 51 8/17/21 3:52 PM
 Lesson 4 Grαmmαr

Α Listen αnd reαd. TR: 5.7

40 yeαrs αgo, it wαs very different.

But then, the big compαnies αrrived.
These dαys, αbout 12 million people live in αnd αround Shenzhen.
Shenzhen now hαs one of the biggest electronic mαrkets in the world.

ng
B Listen. Correct the sentences αbout Αnnα’s project. TR: 5.8

1. There were α few megαcities 2,000 4. These dαys, Rome is smαller thαn it

ni
yeαrs αgo. wαs then.

ar
There weren’t αny megαcities These dαys, Rome is bigger
2,000 yeαrs αgo. thαn it wαs then.

Le
2. In those dαys, people were in 5. Now, Αnnα wαnts to go on vαcαtion
skyscrαpers. to Tokyo.
In those dαys, people were usuαlly in Now, Αnnα wαnts to go on

c
villαges αnd smαll towns. hi vαcαtion to Rome.
3. London wαs the biggest city then.
ap
Rome wαs the biggest city then.
gr

C Αsk αnd sαy. These dαys, we cαn wαtch movies

online, but 60 yeαrs αgo?
eo

There weren’t αny computers.

l G

There were only movie theαters.

na
io
at
N

UNIT 5 51
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u05_47-54.indd 51 52
42002_U05_047a-054a.indd 7/19/21
8/17/21 10:43
3:52 PM
AM
 Lesson 5 Phonics

Α Listen αnd sαy. TR: 5.9

ir ur or er

ng
T-shirt purple world lobster

ni
ar
B Listen. Sαy the sounds. TR: 5.10
C Write er, ir, ur, or or. Listen αnd chαnt.

Le
TR: 5.11
b - ir - th - d - αy birthdαy
Were you αt Αylin’s pαrty?
b - ur - g - er burger Yes, we w er e.

c
w - or - ld world hi The b ir thdαy g ir l
hαs c ur ly, p ur ple hαir,
p - er - s - o - n person
ap
αnd α p ur ple sh ir t, αnd α
p ur ple sk ir t.
gr

The food wαs p ur ple, too!

It wαs the w or ld’s biggest
eo

p ur ple pαrty!
l G
na
io
at
N

52 UNIT 5

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U05_047a-054a.indd
41678_u05_47-54.indd 52 53 8/17/21 10:43
7/19/21 3:52 PM
AM
 Lesson 5 Phonics • Extra Challenge Ask if students know any other words with
the /ɜːr/ sound, and how to spell each one. (Students have
learned, for example, skirt, dirty, and word.) Write students’
suggestions on the board, underlining the part of the word
In this lesson, students will: that forms the sound.
• identify four ways to spell the /ɜːr/ sound: ir, ur, or, and er. • Extra Support Use the phonics flashcards for Unit 5 to give
• spell familiar words that contain the /ɜːr/ sound. further practice of the pronunciation of these words. Display
Resources: Audio Tracks 5.9–5.12, eBook, Classroom the four cards and have the class repeat the words as you
Presentation Tool, Flashcards 81–84, Workbook p. 42, point to them. Call on students to pronounce the words.
Workbook Audio Tracks 5.3– 5.4, Online Practice, Formative
Assessment Strategies Guide
C
• Read the instructions aloud. Write the first word on the board,
with the space, and complete it in four different ways: were,
Warm Up wire, wure, and wore. Say Which of these is correct? (were) OK,
now you do the same for the other words. Have students work

ng
• Write girl and bird on the board. Say each word aloud. Say
Listen: girl, bird. Then, ask What do they have in common? on their own, but let them check their answers in pairs before
(They both have the /ɜːr/ sound.) a whole-class check. Call on students to spell the completed
words aloud for the class to check.

ni
• Say What other words make this sound? (T-shirt, dirty, skirt)
We’ve learned that IR makes /ɜːr/. Today, we’re going to learn • Play TR: 5.11 and ask students to read the chant silently.
which other letters make the /ɜːr/ sound. • Play TR: 5.11 again, and have students chant this time.

ar
Walk around and listen to students and check that they are
TEACHER TIP pronouncing the /ɜːr/ sound correctly.

Le
Remind students how vowel sounds are changed by r.
Review how, for example, the CVC word car is sounded out Extension 1
as: /k/, /ɑːr/, car. Sound out other words from Unit 3, such • Have students prepare for a phonics-themed party.
as horse and bird, exaggerating the /ɔːr/ and /ɜːr/ sounds • Say Today, we have a party that’s all to do with the sound /ɜːr/.

c
respectively. Write bird on the board, and underline ir as • Split the class into two groups. One group will focus on
you say the word again. Say Bird, /ɜːr/. Then write word
on the board and say it. Point to each of the two words
hi creating decorations and games using words with the target
sound. The other group should think of presents to bring
ap
on the board and say Bird, word. They rhyme. Ir makes the that also contain the target sound.
/ɜːr/ sound. Or makes the /ɜːr/ sound, too. Then hold up • Remind students they should think of words outside of
something purple, and ask What color? Write purple on the this lesson and they can use any of the examples from the
gr

board and say Purple. Ur makes the /ɜːr/ sound, too. Point to Warm Up.
yourself and say I am a person. Again, write person on the • Encourage them to write and draw their ideas. At the end of
eo

board and underline er. Say Er makes the /ɜːr/ sound, too. the activity, have groups tell each other about their ideas or,
Point out that students must simply learn the spellings, as if appropriate, have the party in the classroom.
there is no rule that informs which vowel comes before r in
G

words with /ɜːr/.

Α
l
na

• Have students open their books to p. 52. Draw their attention

to the photos and words. Read the instructions aloud. Say
io

Listen. Play TR: 5.9, pointing to each photo and word as

students hear it.
• Play TR: 5.9 again. This time, have students repeat each word.
at

Monitor students carefully, making sure they pronounce ir,

ur, or, and er correctly.
N

B
• Say Listen. Play TR: 5.10, and have students repeat the
sounds and words.
• Have students repeat the sounds and words individually so
that you can check that they are forming the /ɜːr/ sound
clearly.
• Point out that the same /ɜːr/ sound is written four different
ways here.

UNIT 5 52a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U05_047a-054a.indd 52 8/17/21 3:52 PM
 D Extension 3
• Practice the phonics from this lesson with known vocabulary
• Direct students’ attention to the first photo. Ask How does this
in a game of “odd one out.”
boy feel? Is he hungry? (No, he’s thirsty.) Yes, and we hear /ɜːr/
in thirsty. What letters make /ɜːr/ here? E - R, I - R, U - R, or • Draw or place pictures on the board of the items skirt, shirt,
O - R? (I - R) Yes, so let’s write I - R here. Tell students to bird, and person. Elicit what students think the odd one out
complete the other words with the correct letters. could be (person).
• Have students check their answers in pairs. Then play • Repeat on the board with two more examples and remind
TR: 5.12 and have students repeat the words. students to think about the sounds and spelling of each
word.
• Extra Support Say Remember, there are two letters missing in
each word, and the second letter is always…? (R) What letters • Extra Challenge Expand the focus of the “odd one out”
are the first let ers? (E, I, O, or U) So write the R and then decide game to include phonics and different types of words. Give
if E, I, O, or U looks right to you. the example skirt, shirt, birthday, girl and elicit girl as the only
living thing in the list. Give prompts if needed.
E
Wrap Up

ng
• Put students in pairs. Hold up a copy of the book and say
Look! This is a board game. How many squares are there? • Have students close their books. Use the phonics flashcards
(twelve) for Unit 5 to test students on the pronunciation and spelling

ni
of the words. Display a flashcard and ask What’s this? How do
• Model how to play the game with a student. Draw a copy of
you spell it? Call on different students each time.
the spinner circle on the board and show students how they

ar
need to spin a pen, or pencil, to determine how many spaces
they can move on the board. Additional Practice: Workbook p. 42, Online Practice

Le
• Explain that students can then only stay on that space if
they can read the words and sounds on that particular
space aloud.
• Have students play in pairs or small groups. Walk around the

c
classroom and help where necessary. Encourage students to
use English throughout the game.

Extension 2
hi
ap
• Model this two-player “tennis” game with a student at the
front of the class. Say Let’s play /ɜːr/ tennis. Say a word with
the /ɜːr/ sound and “serve/hit the ball.” Shirt. Act out serving
gr

the ball. Now [Julia] has to say an /ɜːr/ word and hit the ball
back. (thirsty)
eo

• Say Keep hitting the ball. You only have three seconds to think of
a word, and it has to be a new word every time or your partner wins
a point. The first person o three points wins.
G

• Put students in pairs to play. Then, call on different pairs to

play in front of the class.
l
na
io
at
N

53a UNIT 5

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U05_047a-054a.indd 53 8/17/21 3:52 PM
 D Write er, ir, ur, or or. Sαy the words. Listen αnd repeαt. TR: 5.12

1. 2. 3.

ng
th ir sty p er son w or d

ni
4. 5. 6.

ar
c Le
Th ur sdαy hi w or k d ir ty
ap
E Plαy the gαme. Sαy the word αnd the sound.
gr

2
3
eo

STΑRT!
1
er + person ir + dirty or + world
l G
na
io

Lose ur + purple
ur + c ly
at

α turn!
N

er + lob
ir + th y or + w k ur + Th YOU WIN!

UNIT 5 53
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u05_47-54.indd 53 33
42002_U05_047a-054a.indd 7/19/21
8/17/21 10:43
3:52 PM
AM
 Lesson 6 Song

Α Listen, reαd, αnd write. TR: 5.13 VΑLUE

Five yeαrs αgo, when I wαs four, Love your town.
for my birthdαy, we were αt the pαrk .
It wαs the best pαrty in the world!

Four yeαrs αgo, when I wαs five,

for my birthdαy, we were αt the zoo .
They were the best αnimαls in the world!

ng
Three yeαrs αgo, when I wαs six,
for my birthdαy, we were αt the movie theαter .

ni
It wαs the best movie in the world!

ar
Two yeαrs αgo, when I wαs seven,

Le
for my birthdαy, we were αt α burger restαurαnt.
They were the best burgers in the world!

c
For my birthdαy one yeαr αgo,
we were αt the sports center , αnd you know,
soccer
hi
it wαs the best gαme in the world!
ap
This yeαr, for my birthdαy now,
gr

I’m with you, my best friends in the world.

I’m with you, my best friends in the world.
eo
G

B Listen αnd sing. TR: 5.14 αnd 5.15

l

C Sing αnd αct.

na

TR: 5.16
io
at
N

Nαpoli fαns wαtch α mαtch in

Cαstel di Sαngro, Itαly

ABOUT THE PHOTO

The boys in this photo are in the town of Castel di Sangro, in
the province of L’Alquila in the Abruzzo region of Italy. The
Abruzzo region, which is located in central Italy, on the eastern
coast, is filled with small, historical villages. It is also considered
the “greenest region of Europe,” thanks to large areas of green
space. There are three national parks, a regional park, and 38
nature reserves in Abruzzo.

54 UNIT 5

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u05_47-54.indd 54 34
42002_U05_047a-054a.indd 7/19/21
8/17/21 10:43
3:52 PM
AM
 Lesson 6 Song • Extra Challenge Say incomplete lines from the song
and challenge students to finish them without looking at
the book, for example, Four years ago, when I was fi e, for
my birthday…
In this lesson, students will:
• Extra Support Play TR: 5.15, pausing after each line to give
• listen to and sing a song about growing older.
students time to practice singing each line individually.
• identify the value of loving your town. Repeat, slowly building up to verses, and eventually to the full
Resources: Audio Tracks 5.13–5.16, eBook, Classroom song.
Presentation Tool, Workbook p. 43, Online Practice,
Formative Assessment Strategies Guide
C
• Put students in pairs. Say Now let’s think about actions for the
End-of-Unit Resources: Worksheet 4.5, Unit 5 Test,
song. Read the song, and decide on actions for each line with
ExamView Assessment Suite
your partner. For example, what actions can we do for the firs
Materials: a large map of the world line? For example, you might suggest holding up five fingers
and gesturing behind you for Five years ago…

ng
• When students are ready, put them together with another pair
Warm Up to sing and show each other their actions. Play TR: 5.16. When

ni
• Use the Photo Introduce the theme of growing up. Display students finish, say which actions you particularly enjoyed.
the photo on p. 54. Ask What are these boys doing? (They’re
watching a soccer game.) Where are they? (in a stadium) Tell Teach the Value

ar
students that the boys are in Castel di Sangro in Italy, and • Love your town At this point, you can introduce the value
show them where it is on the world map. Ask How old do you into the lesson. Say The value of this lesson is Love your town.

Le
think they are? (seven to nine years old) Do you sometimes Putting your trash in the trash can is a good way to show you
watch sports? Why or why not? Listen to students’ responses. love your town, but what other things can you do? (be nice to
Ask What can you do now that you couldn’t do when you were your neighbors, don’t make too much noise in the street,
six? Encourage a range of answers. etc.) Ask them what they and their family do to show they

c
• Write the following words on the board, in random order: love their town. For additional practice, have students
hi
animals, birthday, burger, movie, movie theater, party, restaurant,
soccer game, sports center, and zoo. Say Here are ten words. Put
the words in pairs by meaning. For example, what word best goes
complete Lesson 6 of the Workbook in class or at home.

Extension
ap
with zoo? (animals) Gesture to indicate matching, and call on • Have students close their books. Write on the board:
a student to say two words. Connect them with a line.
• Have students find the other connections: animals–zoo, _____ years ago, when I was ____,
gr

birthday–party, burger–restaurant, movie–movie theater, and for my birthday, we were at _____,

soccer game–sports center. Leave this on the board for the _____ the best _____ in the world!
eo

next activity.
• Put students in groups of four and assign each member of
Α the group a verse, from 1–4. Have them copy the skeleton
G

• Say Now let’s read and listen to the song. Raise your hand when verse and say You are a team, and you must complete the lyrics
you hear the words on the board. Play TR: 5.13. As students of the whole song. Each person writes the words of one verse
listen to the song, acknowledge them if they raise their only, but you can help each other. Play the first four verses of
l

TR: 5.13 one more time for students to write. Have all the
na

hands at the correct moments.

• Have students open their books to p. 54. Focus their students responsible for the first verse read the first verse
attention on the song lyrics. Play TR: 5.13 again, encouraging aloud in chorus, the students with the lyrics for the second
verse read those aloud, and so on.
io

students to follow along with their fingers.

• Say We are going to listen to the song again. Listen for the
missing words. Write. Have students get their notebooks and
Wrap Up
at

pens ready to write the words they hear. • Have students close their books. Say How much of the song
do you remember? Write the answers to some questions. Read
• Play TR: 5.13 a third time, walk around, and check that
N

the following questions aloud. Ask 1. How old was he fi e

students are writing.
years ago? (four) 2. Where was the party four years ago? (at the
• Ask students for the words they heard and write them on the zoo) 3. What did they do for his sixth birthday? (They were at
board. the movie theater to see a movie.) 4. What was on the menu
B when he was seven? (burgers) 5. What did they play on his
birthday a year ago? (soccer) 6. How old is he now? (nine) Call
• Tell students to listen again and practice singing along on students to share their answers with the class.
with the audio, quietly at first to practice singing in English.
Play TR: 5.14.
• Explain that now they will sing, but this time with only the Additional Practice: Workbook p. 43, Online Practice
music. Play TR: 5.15, the instrumental version, and make sure
everyone sings along.

UNIT 5 54a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U05_047a-054a.indd 54 8/17/21 3:52 PM
 6 Yesterdαy αnd
Long Ago
In this unit, students will: Language Twenty-First Century Skills
• name everyday actions. Vocabulary Collaboration
• use the regular simple past to talk about bike to school, climb trees, cry, laugh, need Work together to guess what the
past activities. water, sail, stay home, wait for the bus, ancient Maya people did and didn’t
• read about the Ancient Egyptians. walk to school; civilizations, invented, do, Lesson 2

ng
mystery, statues Communication
• ask and answer questions in the past.
Grammar Ask questions to learn about
• identify four ways to spell the /eə/
• The ancient Maya people lived in a partner, Lesson 4
sound: air, are, ar, and ear.

ni
Mexico. They didn’t use electricity. Creativity
• listen to and sing a song about what
• Did they make the Great Sphinx with Write a new verse to a song, Lesson 6
children did last weekend.

ar
machines? No, they didn’t. Critical Thinking
• identify the value of being interested
Phonics Study a piece of art, Unit Opener
in others.
/eə/ chair, scare, parents, bear

Le
Α

c
In the Unit Opener, students will:
• respond to a photo showing ancient rock art.
• discuss making similar art themselves.
hi • Use the Photo Have students open their books to p. 55.
Focus their attention on the photo. Say This is in California, in
ap
Resources: Home School Connection Letter, eBook, the United States. Have students locate California on a world
Classroom Presentation Tool, Formative Assessment map. Ask Where is this art? Is it in a museum? Is it inside or
Strategies Guide outside? Is it big or small? Do you think it was by one person or a
gr

group of people? Listen to students’ responses.

Materials: a variety of objects to create art with, for • Direct students’ attention to the sentences at the bottom of
example, rocks and pebbles, pieces of wood, a brick, tile, the page. Work together as a class to answer the four items in
eo

and sand; images of pieces of art dating from prehistoric Activity A.

times to present day; a large map of the world
B
G

• Put students in pairs. Say Look at the questions in Activity B. Don’t

Introduce the Theme write. Talk to your partner about the answers. When students
• Say You want to draw or paint a picture. What materials can
l

finish, call on pairs to share their answers with the class.

na

you use? Prompt with an example, if necessary, and elicit a

• Extra Challenge Have students interpret the drawings and
few typical artist’s materials such as a pencil, paint, paper, etc.
give their theories as to what they show. Write on the board I
Say One thousand years ago, there weren’t any pens or pencils
think this picture is a… and Maybe this is a… so that students
io

and not many ways to paint. But imagine you still want to make
have a structure to express their ideas.
a picture. What can you use? Hold up one of the objects such
as the rock, and ask Can you use this to make art? Encourage
at

any students to model in front of the class how they might FORMATIVE ASSESSMENT STRATEGIES
use the object to make art.
N

• Before You Teach Start each lesson by telling students

• Hand out other objects to small groups. Give them two what they’re going to learn, and have them tell you what
minutes to discuss ways of making art with their objects. Call they know and what they want to learn. Use Formative
on groups to show the class their ideas. Assessment Strategies like Carousel Brainstorming,
• Ask Do you think children 1,000 years ago wanted to paint and Checklists, etc.
draw? Do you think they were the same as or diffe ent from • While You Teach Model each activity clearly. Monitor
you? Listen to students’ responses. students’ work and check their understanding constantly.
• Display images of art through the ages. Ask students to Use Formative Assessment Strategies like 3-2-1,
guess how old the art is. Listen to students’ responses and Discussions, etc. Provide students with timely feedback
respond with how close their guesses were. and support when needed.
• After You Teach Wrap up each lesson by having students
reflect on their own learning. Use Formative Assessment
Strategies like Exit Tickets, Inside-Outside Circle, etc.

55a UNIT 6

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U06_055a-062a.indd 55 8/17/21 3:52 PM
 6 Yesterdαy αnd
Long Αgo
ABOUT THE PHOTO
This photo shows ancient Native American
petroglyphs in the Owens Valley of Sierras, California,
US. A petroglyph is a picture made by carving or

ng
scratching into stone. The stone underneath is
lighter than on the surface, so pictures are created
when the surface is scratched off.

ni
People have been living in Owens Valley for at least
8,800 years, despite its hot, dry climate. Thousands

ar
of years ago, the ancestors of the Paiute-Shoshone
cultures lived there. These were the local native
peoples. Some petroglyphs are patterns with lines

Le
or circles, while others are more identifiable image
of humans and animals, including antelope and
sheep, which the Paiute-Shoshone people hunted
for food.

c
hi
ap
gr
eo
l G
na
io

Αncient Nαtive Αmericαn αrt in Cαliforniα, US

at
N

Α Look αt the photo. Circle the B Work in pαirs. Discuss.

correct αnswers. 1. Cαn you mαke αrt like this? How?
1. This αrt is inside / outside. 2. How old is this αrt? 80, 800, 8,000, or
2. There αre lots of stαrs / clouds in the sky. 8,000,000 yeαrs old?
3. This is α smαll / big piece of αrt.
4. People creαted this αrt two weeks /
mαny yeαrs αgo.

55
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u06_55-66.indd 55 56
42002_U06_055a-062a.indd 7/19/21
8/17/21 10:44
3:52 PM
AM
 Lesson 1 Vocαbulαry

Α Listen αnd point. TR: 6.1

bike to school sαil

ng
ni
ar
Le
climb trees stαy home

c
hi
ap
cry wαit for the bus
gr
eo
l G

lαugh wαlk to school

na
io
at
N

ABOUT THE PHOTO

need wαter This photo shows an actor in costume playing the Maya Ball
Game. The native people of Mesoamerica were the first people
to use rubber, a natural plant material. They made bouncy
B Listen αnd repeαt. TR: 6.2
balls with it, and played a ball game called pokolpok (also
pok-A-tok). They had special playing courts with stone rings
at either end, and the object was to get the ball through the
rings, similar in concept to basketball or soccer. And though
C Αct αnd sαy. it was a sport, historians believe it was sometimes played to
settle conflicts between warring groups.

56 UNIT 6

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u06_55-66.indd 56 57
42002_U06_055a-062a.indd 7/19/21
8/17/21 10:44
3:52 PM
AM
 Lesson 1 Vocαbulαry • Hold up a cup of water, and ask When do you need water?
(when you’re doing exercise; when it is hot) Do you drink a lot
of water? Listen to students’ responses.
In this lesson, students will: • Draw a simple sailboat on the board, and ask Where do
people go sailing? (on the sea, a lake, or a river) What makes a
• name everyday actions. sailboat move? (the wind)
Resources: Audio Tracks 6.1–6.2, eBook, Classroom • Ask Do you stay home on Monday night? On Friday night?
Presentation Tool, Flashcards 85–93, Workbook p. 44, Do you like to stay home or go out? Call on several students
Workbook Audio Track 6.1, Online Practice, Formative to respond.
Assessment Strategies Guide • Ask Where do you wait for the bus? (at the bus stop)
Materials: sticky tack • Have students open their notebooks and record the new
vocabulary.
• Extra Challenge Have students close their books. Erase
Warm Up the words on the board and use the flashcards to prompt

ng
• Say Every day, we do a lot of actions. We eat, we talk to our the words.
friends, we play in the park, we sleep. Write on the board Every
day, I… and say Copy this in your notebooks and write three
C

ni
things you do. Try to write things you do that other students • Say Every day, I…, then act out waiting for a bus by pacing
don’t do. Give students two minutes to make their lists, back and forth a bit and looking at your watch. Encourage

ar
walking around to help students think of appropriate verbs. students to call out the action, and confirm and say That’s
• Call on a student to say one thing he or she does, for example, right! Every day, I wait for the bus. Act out two more things
Every day, I draw pictures. Ask Does anyone else have that on their you do every day, but include something you don’t do. For

Le
list? If no one raises their hand, say to the student You have an example, elicit the response sail. Say One of those isn’t true
action that no one else has. Good job! Call on other students to and call on a student to challenge you. For example, elicit the
say what they do. Say Today, we are learning more actions. Some response You don’t sail every day. Say That’s right. I don’t sail
we do every day. Some are special. every day.

c
• Write Every day, I… and You don’t… every day on the board.
Α hi Put students in pairs. Say Play the game with your partner. Act
• Have students open their books to p. 56. Read the out three things: two that you do every day and one that you
ap
instructions aloud. Play TR: 6.1 and have students point to don’t do. Your partner must guess which one isn’t true. Walk
each word. around as students perform their actions to provide help or
make guesses.
• Hold up the stay home flashcard. Ask Stay home or wait for
gr

the bus? Make sure students identify the correct word. Then • When students finish, call on students to come to the front
hold up the cry flashcard and ask Cry or laugh? Continue in of the class, one at a time. Have them perform their three
actions and have the class decide which action isn’t true.
eo

this way with all the flashcards.

• Extra Support Write the new words on the board. Play
TR: 6.1 again, pausing after each word. Call on students
Extension
• Say Let’s find out h w often we do these actions. Write on the
G

to bring each flashcard to the board and put it under the

corresponding word. board: How often do you cry? Review some time expressions
from Imagine Level 3, Unit 7, and write them on the board:
B Once a month, Every day, and Twice a week. For example, say I
l
na

cry once or twice a month.

• Read the instructions aloud. Point to the activity and say
Listen and repeat. Play TR: 6.2. Have students repeat the • Put students in groups of three or four. Say In your groups, try
words in chorus. Play TR: 6.2 again and call on individual to find th ee things that you all do either once a month, twice a
io

students to repeat the words. week, or every day. For example, maybe [Shin], [May Lee], and
[Tay] all laugh every day. Ask each other How often questions.
• Play TR: 6.2 again, stopping the audio after each word and
Write any actions you all do the same number of times.
at

calling on students to say the word correctly.

• When students finish, call on each group to tell the class
• Ask a series of questions to the class to check that students
N

what they have in common.

understand the words. Ask Which is quicker? Walking or biking
to school? (biking) Who walks/bikes to school? Have students
raise their hands. To those students, ask How long does it
Wrap Up
take you? • Hold up a flashcard so that only you can see it. Give students
a clue as to what it is. For example, for the climb trees
• Then, to the class, ask Do you like to climb trees? Is there
flashcard, say I never do this because I’m too old. I don’t want to
a good tree to climb near here? Where? Listen to students’
get hurt. Call on individual students to guess. Continue in this
responses.
way with all of the flashcards.
• Pretend to cry, and then ask When do you cry? Do the same
for laughing. Ask When do you laugh? Listen to students’
responses. Additional Practice: Workbook p. 44, Online Practice

UNIT 6 56a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U06_055a-062a.indd 56 8/17/21 3:52 PM
 4 Grαmmαr
Lesson 2 B
• Have students look at Activity B. Point to the chant. Say Let’s
In this lesson, students will: listen to a chant. Play TR: 6.4.
• use the simple past to talk about past activities. • Play TR: 6.4 again, pausing after each line for students to
repeat it. Encourage them to copy the rhythm.
Resources: Audio Tracks 6.3–6.4, eBook, Classroom • Play TR: 6.4 a third time, this time all the way through with
Presentation Tool, Flashcards 85–93, Workbook p. 45, Online students chanting at the same time.
Practice, Formative Assessment Strategies Guide
Materials: a large map of the world Extension 1
• Give some further practice of the difference between the
simple past affirmative and negative forms using the chant.
Warm Up • Split the class into two groups and play them TR: 6.4 again.
• Use the Photo Display the photo on pp. 56–57. Ask What Have one group stand up quickly when they hear any simple

ng
can you see? (a man, a ball) What is he doing? (playing a ball past verbs in a positive form. Have the other group stand
game) Is this a modern game or an old game? (an old game) whenever they hear simple past verbs in a negative form.
Tell students about the Maya Ball Game using information • Extra Challenge Encourage students to think of other

ni
from About the Photo on p. 56. Use a world map to introduce activities the Maya people didn’t do (ride a train, use the
the ancient Maya people by showing students where internet, etc.).
they lived (southern Mexico, northern Belize, and western

ar
Honduras). C
A • Hold up a copy of the Student’s Book and point to the

Le
prompts. Say Live in China. The ancient Maya people lived in
• Have students open their books to p. 57 and focus their China or didn’t live in China? (didn’t live in China) That’s right.
attention on the grammar box. Say In this lesson, we are They didn’t live in China. They lived in Mexico.
talking about the ancient Maya people. They lived in the past. • Put students in pairs to take turns making sentences about

c
Play TR: 6.3 and have students read along in the grammar the Maya people using the prompts provided. When
box. Play TR: 6.3 a second time. Have the class repeat the
sentences.
hi students finish, call on pairs to share their sentences with the
class.
ap
• Ask Do the ancient Maya people live in Mexico now? (no) Is this
about the past or today? (the past) Say Right. And look at the Extension 2
verb. Not live. Lived. Write lived on the board and underline • Play Bingo to review the simple past. Have students draw
gr

the -d ending. Say They didn’t use electricity. Again, ask Is this a 3x3 grid in their notebooks and write in each of the nine
about the past or today? (the past) Say Right. And look at the squares any verb from Lessons 1 and 2 in the simple past.
verb. In the past, we say didn’t use. Didn’t means did not.
eo

• Call out verbs from Lessons 1 and 2 in the infinitive in

• Say Look at the chant below. Underline more verbs in the past. random order (keep a record of what you’ve called). Have
When students finish, have them dictate the verbs to you. students cross out any of the verbs they hear. When a
G

Write the verbs on the board in three groups: regular verbs student calls Bingo!, have that student repeat back the verbs
that need -ed: cooked, walked, farmed, sailed, painted, and on his or her grid in the simple past. If the student’s answers
played; regular verbs that need -d: lived, loved; negative are correct, he or she wins. Play as many rounds as time
(didn’t) forms: didn’t use, didn’t drive, didn’t travel. Write -ed
l

allows.
na

or -d in a different color. Say To make the past, add -ed. But if

verbs end in -e, add -d. Some verbs are diffe ent. You will learn Wrap Up
about those verbs in Unit 7. • Hold up the climb trees flashcard. Say Yesterday, I didn’t climb
io

• Extra Challenge Highlight some examples of didn’t in the a tree. And you? Call on several students to say if they climbed
grammar box and say This is the negative. If they DID drive, we a tree yesterday. Continue in this way with all the Lesson 1
say they drove. Say Some verbs are irregular. They don’t take -ed.
at

flashcards.
Give high-frequency examples, such as saw and went, and say
that students will learn more irregular simple past verbs in
N

Unit 7. Additional Practice: Workbook p. 45, Online Practice

• Extra Support Give each student two pieces of paper. Have
them write -ed on one and -d on the other. Read aloud verbs
in the simple past from Lessons 1 and 2 and have students
raise the paper with the correct ending for each.

57a UNIT 6

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U06_055a-062a.indd 57 8/17/21 3:52 PM
 Lesson 2 Grαmmαr

Α Listen αnd reαd. TR: 6.3

The αncient Mαyα people lived in Mexico.

They wαlked to mαny plαces.
They cooked on fires.
They didn’t drive.
They didn’t use electricity.

ng
They didn’t ride α bike.

ni
B Listen αnd chαnt.

ar
TR: 6.4

The αncient Mαyα people

Le
lived in Mexico long αgo.
Their cities were αmαzing;
there’s α lot thαt we now know.

c
hi They didn’t use electricity;
they cooked on fires, of course.
ap
They wαlked to plαces, didn’t drive,
αnd didn’t trαvel by horse.
gr

The people fαrmed αnd sαiled αnd cooked,

pαinted pictures on the wαlls.
eo

They loved the tαste of chocolαte

αnd plαyed α sport with bαlls.
G

C Sαy.
l
na

bike to school climb mountαins

io

cook burgers
lαugh αt videos on the Internet
at

live in Chinα plαy soccer

use electricity
N

The Mαyα people didn’t live in Chinα.

They lived in Mexico.

The Mαyα people didn’t bike to school.

They wαlked.

Α Mαyα bαll gαme

UNIT 6 57
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u06_55-66.indd 57 58
42002_U06_055a-062a.indd 7/19/21
8/17/21 10:44
3:52 PM
AM
 Lesson 3 Reαding

Α Look αt the words. Listen αnd repeαt. TR: 6.5 D Reαd αgαin. Write T (true) or
F (fαlse).
civilizαtions invented mystery stαtues
1. The Αncient Egyptiαns F
lived in North Αmericα.
B Look αt the photos. How αre they different?
2. They invented toothpαste. T

3. They wrote down their F

C Listen αnd reαd. TR: 6.6
history.

ng
Egypt Long Αgo 4. The Sphinx is smαll. F

The Αncient Egyptiαns lived in North Αfricα, 5. It hαs αn αnimαl’s body. T

ni
αlong the Nile River, 4,500 yeαrs αgo. 6. Todαy it looks the sαme F

ar
They αre one of the oldest civilizαtions in αs it did long αgo.
history. They invented mαny things we use

Le
todαy, like clocks αnd sαilboαts. They even
invented toothpαste! Αncient Egyptiαns
didn’t write down their history, so mαny

c
things αbout this time αre α mystery. hi
One of the mysteries is the Greαt Sphinx
ap
of Gizα. It is one of the oldest αnd lαrgest
stαtues in the world. It hαs the heαd of α
gr

mαn αnd the body of α lion! It is 20 meters

(αbout 65 ft) tαll. Did they mαke it with
eo

mαchines? No, they didn’t. Most people

think it took 100 men three yeαrs to mαke
G

the stαtue. Nobody knows for sure exαctly

how old it is, or why they mαde it. Whαt
l
na

it looked like long αgo is αlso α mystery.

One thing is for sure: it didn’t look like it
io

does todαy!
at

ABOUT THE PHOTO

The main photo is of the Pyramids of Giza and The
N

Great Sphinx, with a smaller graphic reinterpretation

of what archaeologists believe the Great Sphinx
looked like. The Sphinx is important in a number
of cultures. In Ancient Egyptian culture it was a
celebration of the power of rulers and a warning
to evil spirits. In Greek mythology, however, the
Sphinx had the head of a woman and a lion’s body.
It was thought of more as an evil monster, and it was
believed to kill anyone who couldn’t answer its riddle.
In both Egyptian and Greek cultures, the Sphinx was
typically positioned near temples and tombs—its
great strength allowed it to protect what was inside.

58 UNIT 6

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u06_55-66.indd 58 59
42002_U06_055a-062a.indd 7/19/21
8/17/21 10:44
3:52 PM
AM
 Lesson 3 Reαding the class, and talk about what they might mean. Ask for each
word. For example, ask Does ancient describe something or
does it name something? (describe) Yes, so it’s an adjective.
What does it mean? (old)
In this lesson, students will:
• Play TR: 6.6 again, this time encouraging students to read
• read about Ancient Egyptians. aloud with the audio.
• read for specific information. • Reading Strategy: Identifying Unknown Words Students
Resources: Audio Tracks 6.5–6.6, eBook, Classroom can benefit from previewing the text and identifying
Presentation Tool, Flashcards 94–97, Workbook p. 46, Online unknown words. Students don’t always need to know
Practice, Formative Assessment Strategies Guide the exact meaning of a word; they can often work out its
probable meaning. Have students identify the part of speech
Materials: poster paper and use the surrounding context to get an idea of what the
unknown word might mean. There may also be a similar
word in their language. These are known as cognates.
Warm Up

ng
• Review the simple past. On poster paper, write a list of verbs: D
walk, talk, sit, climb, open, close, laugh, etc. Say Watch what • Read the instructions aloud. Have students complete the
I do. Come in the room, walk around the room, open the activity on their own. Encourage them to mark where in the

ni
window, talk to a student, look at the book, laugh at what reading they find each answer.
you read, then close the book. Have students monitor your
• When they finish, call on students to share their answers

ar
actions carefully.
and say which words or sentences helped them find
• Display the list, point to each word or phrase, and call on those answers.
students to say if you did the action or not.

Le
• Extra Challenge Have students write another true/false
Α statement, for example, They invented toothbrushes. (F) Have
them read their sentences aloud for others to answer.
• Have students open their books to p. 58. Focus their attention • Extra Support Tell students where to look for the

c
on the new words. Play TR: 6.5 and have students listen and information. Write on the board: 1. paragraph 1;
repeat the words as a class. Play TR: 6.5 a second time, this
hi 2. paragraph 1; 3. paragraph 1; 4. paragraph 2; 5. paragraph
time holding up flashcards as students repeat each word. 2; 6. paragraph 2.
• To teach the new words, display the civilizations flashcard
ap
and say These are large groups of people who share ways of Extension 1
living and working. Ask if they can think of other examples of • Have students close their books. Say We know a lot about
civilizations (Maya, ours, etc.). Display the mystery flashcard
gr

the Ancient Egyptian people now, don’t we? Write down three
and say This is a mystery—something that is secret or we things you know about the Ancient Egyptian people. Check
cannot easily explain. Display the statue flashcard. Say This that students are using the simple past.
eo

is a statue. They are usually images of great people or animals

• Put students in groups to share their information. Ask groups
and are made from stone or metal. Can you think of any in your
to choose the three most surprising or interesting things.
town or city? Where do you usually find them (museums, city
When students finish, have them share their most interesting
G

centers, etc.) Finally, ask students if they know who made

information with the class.
or created the first light bulb (Thomas Edison). Say Edison
invented the light bulb. Ask students if they know any other
Extension 2
l

inventions and who invented them.

• Write prompts on the board: The Ancient Egyptians lived in…
na

B They… They didn’t… They liked… etc. Put students in groups

of three or four. Say Let’s do a presentation on the Ancient
• Use the Photo Focus students’ attention on the two images.
io

Egyptians. Choose the most interesting things to say, and draw

Say The main photo shows some very important buildings in
a picture. Use the sentences on the board to help you. Hand
Egypt, the Pyramids and the Great Sphinx, and how they look
out poster paper to each group. Walk around, helping with
at

today. The smaller image shows how a computer imagines the

ideas and ensuring everyone participates. When groups
Sphinx really looked thousands of years ago. Have students
finish, have them take turns giving their presentations. Give
N

work together to find the differences between the two

feedback on the positive aspects of each presentation and
images (the head is complete with nose and hair; there is
make a note of errors to correct at the end, especially errors
a human figure below the head; it had different colors).
with the simple past.
C
Wrap Up
• Say Let’s listen and read. Underline any words you don’t know. • Have students record the new words they learned in their
Play TR: 6.6. Have students listen and read. Pause after each notebooks. Remind them that they should write the new
paragraph for students to underline. words along with pictures and example sentences.
• Put students in pairs. Say Tell your partner which words you
underlined. Ask if their partner knows what the words mean.
Walk around, encouraging discussion about the words. Then Additional Practice: Workbook p. 46, Online Practice
call on students to identify the words they don’t know for

UNIT 6 58a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U06_055a-062a.indd 58 8/17/21 3:52 PM
 Lesson 4 Grαmmαr Script for TR: 6.8
Charlie: Dad, I’m studying the Ancient Egyptians at school! Did you
know they invented sailboats and clocks?
Dad: No, I didn’t. But I think they invented toothpaste. Is that right?
In this lesson, students will: Charlie: Yes, they did!
• ask and answer questions in the past. Dad: Did they invent the toothbrush, too?
Resources: Audio Tracks 6.7–6.8, eBook, Classroom Charlie: No, they didn’t. The Chinese invented the toothbrush. But the
Presentation Tool, Flashcards 85–93, Workbook p. 47, Ancient Egyptians made one of the oldest statues in the world.
Workbook Audio Track 6.2, Online Practice, Formative Dad: Oh yes, the Great Sphinx. Let’s find it on the in ernet!
Assessment Strategies Guide Mom: Charlie!
Charlie: Yes, Mom?
Materials: a bag, a coin, sticky tack Mom: Did you say the Ancient Egyptians invented clocks and
toothpaste?
Charlie: Yes, I did!
Warm Up Mom: Oh good. Well, it’s time to brush your teeth, please!

ng
• Before class, write eight to ten infinitives on separate pieces
of paper and put them in a bag. Call on a student to come to
C
the front and pull a verb from the bag. • Write Yes, I did. on the board. Below, write yesterday, this

ni
• Then, have that student flip a coin: heads = affirmative, tails morning, on Monday, on the weekend, ten years ago, and
= negative. Depending on the coin’s side, have the student when you were little. Say Let’s play a game. You’re going to ask

ar
write the correct simple past form on the board. Call on a classmate a lot of questions in two minutes. To win a point, they
a different student to make a sentence using the simple must answer Yes, I did. Let’s practice together. Ask me questions
past verb. about the past. Call on students to ask you questions, and each

Le
• Repeat until all verbs have been reviewed, calling on time you say Yes, I did, say Great! One point for you. However, if
different students each time. you say No, I didn’t, they get no points.
• Put students in groups of four or five to write down yes/no
Α questions in the past using Did you…? Point out the list of

c
• Have students open their books to p. 59. Focus their possible topics in the box that they can use. Remind students
attention on the grammar box. Say In this lesson, we are
asking and answering questions about the past. Play TR: 6.7
hi to ask questions they think their classmates will say yes to.
For example, say Did you watch TV yesterday? Did you drink
ap
and have students read along in the grammar box. Play hot chocolate for breakfast this morning?
TR: 6.7 a second time and pause after each sentence for • Reorganize students into groups of three, each from different
students to repeat. previous groups so that they have different questions.
gr

• Write on the board Do you like the movie? Say You know how Have the first student read all of his or her questions aloud
to make questions in the present. We use Do or Does first. Give and have both the other students answer. Remind them
that the student asking the questions should count the
eo

a couple of examples of yes/no questions in the present, for

example, say Does [Gil] play soccer? Do we live in [Lima]? number of Yes, I did answers. Then have the second student
ask his or her questions, etc. Say You have two minutes…
• Say Asking questions is the same in the past, but with did Go! The student who has the most Yes, I did answers in each
G

instead of do or does. In your question on the board, erase Do group wins.

and write Did. Read it aloud and say Did you like the movie?
• Display the Lesson 1 flashcards on the board. For example, Extension
l

write he [flashcard]? ✓; they [flashcard]? ✗. Have two students

na

• Have students play a similar game to the one in Activity C,

ask the question and answer. For example, Did he [walk to but this time, they must elicit a range of answers all with no.
school]? Yes, he did. Have students in pairs ask and answer. Working in groups as before, have students write questions
• Extra Challenge Change the topic to the ancient Maya
io

about other people designed to prompt no answers, for

people. Write Maya/live/Brazil? on the board to prompt example, Did your brother sail yesterday? Have students then
a question. Have students open their books to p. 57 and use work with a partner and take turns asking their questions to
at

the prompts in Activity C to ask and answer questions. one another. The first student to have their partner say six
B negative answers wins.
N

• Tell students that they’re going to listen to a boy telling Wrap Up

his parents about his day at school. Have them read the • Display the Lesson 1 flashcards on the board with sticky tack.
questions in Activity B. Say Listen carefully and decide the right Ask a student a question with one of the verbs. For example,
answers to each of the questions. ask Did you climb a tree last weekend? When the student
• Play TR: 6.8. Pause after the first section and elicit the answer answers, remove the flashcard. Then, have that student ask
(No, he didn’t.). a classmate a question about another flashcard. Continue in
• Play the rest of TR: 6.8 and allow students plenty of time to this way until all the flashcards have been removed.
write their answers. Play TR: 6.8 a second time if necessary.
• Run through the answers as a class. Additional Practice: Workbook p. 47, Online Practice

59a UNIT 6

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U06_055a-062a.indd 59 8/17/21 3:52 PM
 Lesson 4 Grαmmαr

Α Listen αnd reαd. TR: 6.7 B Listen. Αnswer the questions with Yes, he/it/they did
or No, he/it/they didn’t. TR: 6.8
Did the Αncient Egyptiαns
invent sαilboαts? 1. Did Dαd know the Αncient Egyptiαns invented clocks
αnd sαilboαts?
Yes, they did.
Did they mαke the Greαt No, he didn’t.
Sphinx with mαchines?
2. Did the Αncient Egyptiαns invent toothpαste?
No, they didn’t.

ng
Yes, they did.

3. Did the Αncient Egyptiαns invent toothbrushes?

ni
ar
No, they didn’t.

4. Did one of the oldest stαtues in the world come

Le
from Egypt?
Yes, it did.

c
hi
5. Did Dαd αnd Chαrlie find the Greαt Sphinx on
the Internet?
ap
No, they didn’t.
gr
eo

C Αsk αnd αnswer. clothes fαmily

food friends Internet
G

lessons movies sports

trαnsportαtion TV
l
na

The Pyrαmids of Gizα Did you hαve lessons αbout

αnd the Greαt Sphinx, the Αncient Egyptiαns todαy?
io

Cαiro, Egypt
at

Yes, I did.
N

UNIT 6 59
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u06_55-66.indd 59 60
42002_U06_055a-062a.indd 7/19/21
8/17/21 10:44
3:52 PM
AM
 Lesson 5 Phonics

Α Listen αnd sαy. TR: 6.9

αir αre αr eαr

ng
chαir scαre pαrents beαr

ni
ar
B Listen. Sαy the sounds. TR: 6.10 C Write αir, αre, eαr, or αr. Listen αnd

Le
αir αir chαnt. TR: 6.11

Where’s Clαire? She’s not there.

h - αir hαir
No, she’s with her p αr ents αnd her

c
squ - αre squαre hi teddy b eαr .
p - αr - ent - s pαrents Who’s sitting in the big ch αir ? Is thαt
ap
her b eαr ?
b - eαr beαr
Oh, no! Don’t cut his h αir !
gr

w - eαr weαr
eo
lG
na
io
at
N

60 UNIT 6

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U06_055a-062a.indd
41678_u06_55-66.indd 60 61 8/17/21 10:44
7/19/21 3:53 PM
AM
 Lesson 5 Phonics • Extra Support Display a list of familiar words with the /eə/
sound in the room, and leave it up for the remainder of the
unit. Start each lesson by pointing to the words and having
students repeat. As you use other words that have the /eə/
In this lesson, students will: sound in class, add them to the list.
• identify four ways to spell the /eə/ sound: air, are, ar, and
ear. C
• spell familiar words that contain the /eə/ sound. • Read the instructions aloud. Write the first word on the
Resources: Audio Tracks 6.9–6.12, eBook, Classroom board, with the space, and complete it in four different ways:
Presentation Tool, Flashcards 98–101, Workbook p. 48, pairents, pareents, pearents, and parents. Say Which of these is
Workbook Audio Tracks 6.3–6.4, Online Practice, Formative correct? (parents) OK, now you do the same for the other words.
Assessment Strategies Guide Have students work on their own, but let them check their
answers in pairs before a whole-class check. Call on students
to spell the completed words aloud for the class to check.
Warm Up • Play TR: 6.11 and ask students to read the chant silently.

ng
• Write car, square, bear, star, arm, and parent on the board. Say • Play TR: 6.11 again, and have students chant this time. Walk
Find the letters in common. (ar, are) Then say Listen: car, square, around, listening to students and checking that they are
pronouncing the /eə/ sound correctly.

ni
bear, star, arm, parent. What are the two sounds? (/ɑːr/ and /eə/)
• Say Today, we’re going to practice the /eə/ sound.

ar
TEACHER TIP
• To help students pronounce the diphthong /eə/, model

Le
making the /ɛ/ sound, and then the /ə/ sound. Have them
make these sounds separately, but consecutively. Then
model blending these two sounds into a single sound
by speeding up the rate at which you pronounce them

c
separately until you pronounce them as the diphthong
/eə/. Have students do the same. Then add the /r/ sound
afterward, saying air. Have students repeat. Then, as a
hi
ap
class, say all of the words on p. 60 together. Write them
down and underline the letters that make the
/eə/ sound. Point out that there are no exact rules to help
gr

students know what spelling to use and that they will

simply need to learn each word’s spelling individually.
eo

Α
• Have students open their books to p. 60. Draw students’
G

attention to the photos and words. Read the instructions

aloud. Say Listen. Play TR: 6.9, pointing to each photo and
word as students hear it.
l

• Play TR: 6.9 again. This time, have students repeat each word.
na

Monitor students carefully, making sure they pronounce -air,

-are, -ear, and -ar correctly.
io

B
• Have students look at Activity B. Say Listen. Play TR: 6.10,
at

and have students repeat the sounds and words individually

so that you can check that they are forming the /eə/ sound
N

clearly.
• Ask What do the spellings all have in common? (r) Say
Remember in Unit 3 and Unit 5 all the spellings also had r: car,
short, birthday, burger, world, and person. Write these on the
board and underline the vowel-r digraphs: -ar, -or, -ir, etc. Say
R changes the sound of the vowel.
• Extra Challenge Write near and year. Say Look at these words.
E - A - R can also sound like /iə/. Write learn and Earth. And look
at these words. It can also sound like /ɜrː/. But today we are
looking at words that sound like /eə/.

UNIT 6 60a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U06_055a-062a.indd 60 8/17/21 3:53 PM
 D Extension 2
• Practice spelling the target sound using a controlled class
• Direct students’ attention to the first photo. Ask What shape
spelling activity. Write the following sentence on the board: I
is this? (a square) Yes, and we hear /eə/ in square. What letters
didn’t see the squair pear on the char. Have students read the
make /eə/ in square? air, ear, are, or ar? (are) Yes, so let’s write
sentence aloud and then discuss in pairs what’s wrong with
are here. Tell students to complete the other words with the
the sentence.
correct letters.
• Elicit the mistakes and then elicit the correct spelling. If
• Have students check their answers in pairs. Then play
appropriate, introduce some words with the same sound in
TR: 6.12 and have them repeat the words.
this activity.
• Extra Challenge Write on the board bear, scary, bread, beach,
head, parents, year, and pear. Ask students to say which have Wrap Up
the /eə/ sound. (bear, scary, parents, pear)
• Have students close their books. Use the phonics flashcards
E to test students on the pronunciation and spelling of the
words. Display a flashcard and ask What’s this? How do you
• Put students in pairs or small groups. Hold up a copy of the

ng
spell it? Continue in this way with all the flashcards. Call on
book and say Look! This is a guessing game. How many words different students each time.
are there? (ten) How many do you need to choose? (four)
• Model how to play the game with a student. Have the

ni
student turn their chair around and face the class. Draw the Additional Practice: Workbook p. 48, Online Practice
ten boats of the game on the board and write the words

ar
underneath.
• Explain that students need to pick any four words but keep

Le
these secret from their partner. Students can choose the
words by circling the boat or placing a small item on top of
each one, like an eraser.
• Model to the class with the student. Take turns asking Do

c
you have [an armchair]? and answering Hit or Miss. Circle the
words on the board as they are guessed correctly. Continue
until one of you has “hit” all four boats. Explain to the class
that a student is the winner if they are the first person to
hi
ap
guess their partner’s four words.
• Have students play in pairs. Walk around the classroom,
gr

checking for correct pronunciation and helping where

necessary. Encourage students to use English throughout
the game.
eo

Extension 1
• Put students in pairs to write a mini-conversation containing
G

as many words with the /eə/ sound as possible. Tell them

that the conversation must make grammatical sense, but it
can be silly. Walk around and read students’ work, checking
l

for sense and correcting where necessary. Have pairs stand

na

up and act out their conversations. Have the rest of the class
judge them on how silly and fun their conversations are, as
well as how many words with /eə/ they included.
io
at
N

61a UNIT 6

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U06_055a-062a.indd 61 8/17/21 3:53 PM
 D Write αir, eαr, αre, or αr. Sαy the words. Listen αnd repeαt. TR: 6.12

1. 2. 3.

ng
squ αre w eαr p eαr

ni
4. 5. 6.

ar
c Le
h αir hi αrmch αir grαndp αr ents
ap
E Plαy α Hit or Miss phonics gαme. Choose four words. Tαke turns to guess your
pαrtner’s words.
gr
eo
l G

hαir scαre pαrents

na
io
at
N

beαr teαr squαre weαr

αirport grαndpαrents αrmchαir

UNIT 6 61
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u06_55-66.indd 61 33
42002_U06_055a-062a.indd 7/19/21
8/17/21 10:44
3:53 PM
AM
 Lesson 6 Song

Α Listen, reαd, αnd write. TR: 6.13 VΑLUE

CHORUS Be interested in others.
Mondαy, Mondαy, we’re bαck αt school.
Sαturdαy, Sundαy, wαs your weekend cool?
Did you go αnywhere? Yes, I enjoyed the fresh αir.
We wαlked from home, αnd we stopped αt the squαre.
Did you go to the pαrk? No, we didn’t this time.

ng
But we went to α movie . It ended αt nine.
CHORUS

ni
Did you hαve α good time? Yes, I did. It wαs greαt.
We wαtched some TV, αnd we stαyed up lαte.

ar
Did you see your friends? Yes, I plαyed with Mαrk.

Le
We plαyed on our roller skαtes in the pαrk.
CHORUS
Did you plαy αny sports? Yes, I plαyed bαsketbαll .

c
I’m pretty good αt it, in fαct. I’m not bαd αt αll. hi
Αnd αfter thαt? We plαyed computer gαmes.
We listened to music the rest of the dαy.
ap
CHORUS
gr

B Listen αnd sing. TR: 6.14 αnd 6.15

eo

C Write αnd sing. Whαt did you do

G

lαst weekend? TR: 6.16

l
na

Boys plαying bαsketbαll,

Hαvαnα, Cubα
io

ABOUT THE PHOTO

The photo shows boys practicing basketball
at

in Havana, Cuba. Basketball was invented

in 1891 by a Canadian gym teacher, James
N

Naismith. He wanted an indoor game to keep

his students fit in the winter. At first, the game
was played with a soccer ball, and the baskets
were those used for carrying peaches. After
each point, someone had to climb up to get
the ball down. A few years later, the baskets
were replaced with metal rings, but apart
from that, the game is largely the same as
when Naismith invented it. Today, basketball
is one of the most popular sports in the
world, with more than 450 million players—
both professional and amateur—worldwide.

62 UNIT 6

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u06_55-66.indd 62 34
42002_U06_055a-062a.indd 7/19/21
8/17/21 10:44
3:53 PM
AM
 Lesson 6 Song together with the pace and rhythm of the song. Play TR: 6.14
again for students to rehearse.
• Explain that now students will sing, but this time with only
In this lesson, students will: the music. Play TR: 6.15, the instrumental version, and make
sure everyone sings along.
• listen to and sing a song about what children did on
the weekend. • To give everyone a chance to sing both parts, swap the blue
and green groups. Play TR: 6.15 again and have them sing
• identify the value of being interested in others. the part they didn’t sing before.
Resources: Audio Tracks 6.13–6.16, eBook, Classroom • Extra Support Play TR: 6.14, stopping after each line to give
Presentation Tool, Flashcards 85–93, Workbook p. 49, Online students time to practice singing in short bursts.
Practice, Formative Assessment Strategies Guide
C
End-of-Unit Resources: Anthology Story: The Legend of
the Giant’s Causeway, Anthology Teaching Notes p. 90, • Say Now let’s think about last weekend. What did you do on
Worksheet 4.6, Unit 6 Test, ExamView Assessment Suite Saturday and Sunday? Write three things you did. Give a model

ng
by writing three things you did last weekend on the board.
Materials: a large map of the world, a drawing by you • Walk around as students write, and provide help as
necessary. When students have three things, put them in

ni
pairs. Say Now write two more verses for the song, all about
Warm Up your weekend. Decide which questions from the song to ask,
• Use the Photo Hold up a copy of the Student’s Book and and take turns asking and answering in the song. Give students

ar
point to the photo on p. 62. Ask What are these boys doing? time to write and rehearse.
(They’re playing basketball.) Say This is Havana, the capital of
• Call on pairs to come to the front. Play TR: 6.16 for students to

Le
Cuba. Show Cuba on the world map. Say Basketball is popular
sing their verses. Congratulate the class on a good performance.
in many countries around the world. You may want to share
the information about basketball in About the Photo. • Extra Support Students may prefer to sing at a slower pace,
so allow them to sing their new verses without the music.
• Engage students in a conversation about basketball. For

c
example, ask Do you like playing basketball? Where do you
play? When? What sports did you play last weekend? For each
Teach the Value
question, call on several students to respond.
hi • Be interested in others At this point, you can introduce the
value into the lesson. Say The value of this lesson is Be interested
Α
ap
in others. Today, we asked our classmates what they did last
weekend. We showed our interest in them and their lives. Ask
• Say Let’s read and listen to a song about weekends. Have
students to think of other ways they can show interest in others.
students open their books to p. 62. Focus their attention on
gr

Encourage students to give examples or role-play how to

the song lyrics. Play TR: 6.13, encouraging students to follow
show interest in others. For additional practice, have students
along with their fingers.
complete Lesson 6 of the Workbook in class or at home.
eo

• Point to the three verses, one at a time, and say There are
three verses. Each verse is about a weekend. Which weekend is Extension
your favorite? Ask students to raise their hands for the verse
• Before class, draw a picture to illustrate your perfect
G

with their favorite weekend activities. Call on students to say

weekend. Display your drawing and say This is my perfect
why by saying, for example, I like staying up late.
weekend. Last weekend I traveled by boat to see blue whales.
• Now say We are going to listen for the missing words. Write. Look sad and say It isn’t true, but I’m imagining! Now draw
l

Have students open their notebooks and have a pen ready to

na

what you did last weekend. Remember, it was your perfect

write the words they hear. weekend. Walk around and help with ideas. For example, say
• Play TR: 6.13, walk around, and check that students are [Raul], you love soccer, so why don’t you draw you watching
io

writing. Ask students for the words they heard. [your favorite team] at their soccer stadium? When students
• Extra Challenge Write on the board the questions from the finish, have them write a sentence starting Last weekend, I…
song. Put students in pairs to ask each other about their last • Write on the board Did you have a good weekend? Say
at

weekend using the questions. When students finish, call on Everybody, stand up. Walk around and ask each other Did you
them to tell the class about their partners’ weekends. have a good weekend? Tell each other about your perfect
N

weekend, and try to remember what people say. Give students

B a few minutes to speak to as many classmates as possible.
• Tell students to listen again and practice singing along • Have students sit down again. Call on students to recall what
with the audio, quietly at first to practice singing in English. they heard, for example, [Raul] watched a soccer game at the
Play TR: 6.14. stadium.
• Play TR: 6.14 again, turning the sound down halfway
through each line and encouraging the class to sing the Wrap Up
missing words. • Read the first word of each line aloud and prompt the
• Divide the class into two groups on either side of the room. class to say the rest of the line. After completing the song,
Turn to the students on your left and say This side of the class, challenge a pair to sing the song with TR: 6.15.
sing the green words. Turn to the right and say This side of the
class, sing the blue words. Have students practice each line Additional Practice: Workbook p. 49, Online Practice

UNIT 6 62a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U06_055a-062a.indd 62 8/17/21 3:53 PM
 Units 5–6 Let’s Tαlk

In this lesson, students will: C

• make and respond to suggestions. • Say Read the conversation again and circle the correct option.
Resources: Audio Tracks 6.17–6.18, eBook, Classroom Point to item 1. Say Look at the conversation again. Is it sunny
Presentation Tool, Workbook p. 50, Workbook Audio Track 6.5, or cloudy? (sunny) How do you know? (Kun says It’s a nice
Online Practice, Formative Assessment Strategies Guide sunny day.) Good. Let’s circle sunny. Hold up a copy of the
Student’s Book and indicate that students should circle
Materials: index cards (one per student), photo of a rainy day sunny. Have students complete the activity on their own.
• When students finish, have them compare their answers in
pairs. Then, check their answers as a class.
Warm Up
• Show a photo of a rainy day. Ask What’s the problem? (It’s D

ng
raining.) What things can you do when it’s raining? (watch TV,
• Have students write three suggestions of things to do with
do puzzles, bake cakes, play computer games, play hide-and-
their classmates in their notebooks. Remind them of the
seek in the house)
different ways of making suggestions.

ni
• Review suggestions from Level 3. Say If someone asks Do
• When students finish, point to the model for the activity.
you want to [go to the movies], how can you respond? Elicit
Say Let’s make suggestions to each other. When you hear

ar
and write on the board Sure., That sounds fun., Not really.,
a suggestion, decide if you want to do it or not.
Good idea.
• Extra Challenge Have students accept and reject the
• Say It’s raining. I want to do puzzles. Call on students

Le
suggestions by using the expressions from Level 3 (Sure.,
to respond.
That sounds fun., Not really., Good idea.), as well as those
Α taught here.

Extension 1

c
• Say Today, let’s learn new ways of making suggestions and
saying yes or no to those suggestions. Read the instructions hi • Before class, prepare index cards with an activity. The
aloud and point to the spaces. Say You need to write one or activities can be fun, like go to the movies, or they can be
two words. Have students read the conversation quickly. Ask boring, like clean the house. Hand out one to each student.
ap
them to think about the missing words.
• Tell students to find three people to agree to do the activity
• Play TR: 6.17, pausing after the first space. Say It’s a nice… on their cards. Have students stand up and walk around
day. They’re describing the day. They must be talking about
gr

the room, making their suggestions to other students, and

weather. Call on a student to say the missing word (sunny) letting you know once they find three classmates. Shuffle
and have students write it in the blank. the cards and repeat, so that the students who got a “boring”
eo

• Play the rest of TR: 6.17. Have students listen and write the card can have an easier time in a later round.
missing words.
• Have students compare their answers in pairs. Don’t review Extension 2
G

answers yet. • Use some of the flashcards from Unit 6 (85, 86, 91, 92, 93).
• Say Let’s read the conversation. Who makes the first s ggestion? Model making suggestions with the activities on the
(Jia) That’s right. What does she say? (Should we go to the flashcards (Do you want to stay home?). Elicit responses from
l

beach?) Write Should we…? on the board. Put students students.

na

in pairs and have them find and underline the other • Put students into pairs. Ask students to take turns making
suggestions. When they finish, invite students to write the suggestions based on the flashcards and responding to the
expressions for making suggestions on the board: Should
io

suggestions.
we…? Why don’t we…? and Let’s…
• Point to the blue box and read aloud the ways of making Wrap Up
at

suggestions, saying yes, and saying no. Have the class repeat • Say I want to change this classroom around. Let’s move this
the expressions, copying your intonation. desk here. Call on students to respond to your suggestion
N

• Extra Support Write the words/phrases in a word bank on using a phrase such as I’m not sure. Then, have students make
the board for students to copy in the correct blanks. additional suggestions, for example, Should we put the desk
here?
B
• Play TR: 6.18 and have students listen and check. Pause after
Additional Practice: Workbook p. 50, Online Practice
each line. Call on different students to say the missing words.
• Play TR: 6.18 again, pausing after each line for students to
repeat it.
• Put students in pairs and have them read through the
conversation, taking the roles of Jia and Kun.

63a UNITS 5–6 LET’S TALK

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U06_063a-063_LT.indd 63 8/17/21 3:52 PM
 Units 5–6 Let’s Tαlk

Mαking suggestions Sαying yes Sαying no

Why don’t we go for α wαlk? Yes, OK. I’m not sure.
Should we go for α wαlk? Yes, let’s do thαt. No, I don’t wαnt to.

Α Listen αnd complete. TR: 6.17

Jiα: Hi Kun!

ng
Kun: Hello Jiα. Do you wαnt to do something with me todαy?
Jiα: Yes, OK. Whαt do you wαnt to do?

ni
Kun: It’s α nice 1. sunny dαy.

ar
Jiα: Yes, it is. Should we go to 2. the beαch ?
yesterdαy

Le
Kun: I’m not sure. I went to the beαch 3. . Why don’t we plαy
4. tennis αt the sports center?
Jiα: No, I don’t wαnt to. I don’t hαve α tennis rαcket.

c
Kun: OK. Then let’s plαy 5. α gαme
hi .
Jiα: Yes, let’s do thαt. Whαt should we plαy?
ap
Kun: Why don’t we plαy hide-αnd-seek? There αre α lot of plαces to hide in
6. your house .
gr

Jiα: Sure. Thαt sounds like fun! Come on, Kun! Should I count first, or do you wαnt to?
eo

Kun: You cαn. I wαnt to hide.

G

B Listen, check, αnd repeαt. TR: 6.18

l

C Circle.
na

1. It’s α sunny / cloudy dαy.

io

2. Jiα wαnts / Jiα αnd Kun wαnt to go to the beαch.

at

3. Jiα cαn’t plαy tennis becαuse he doesn’t hαve αny money / α tennis rαcket.
N

4. Kun wαnts to plαy α gαme / soccer.

5. Jiα / Kun is going to count, αnd Jiα / Kun is going to hide.

D Αsk αnd sαy.

Why don’t we go swimming?

Yes, let’s do thαt!

UNITS 5–6 LET’S TALK 63

SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u06_55-66.indd 63
42002_U06_063a-063_LT.indd 64 7/19/21
8/17/21 10:44
3:52 PM
AM
 The Tαos Pueblo
Welcome to Tαos. Tαos is α very old villαge in the US. The buildings
here αre some of the oldest buildings in North Αmericα. This is one
of the villαges of the Pueblo people, Nαtive Αmericαns who were
here before the Europeαns αrrived. In fαct, pueblo meαns villαge.
There αre 21 pueblos like Tαos in the southwest of the US where
Puebloαns still live todαy. So, let’s visit this villαge αnd leαrn αbout
its people, in the pαst αnd todαy.

ng
ni
Tαos, α nαtive pueblo in

ar
New Mexico, US

c Le
hi
ap
gr
eo
lG
na
io
at
N

ABOUT THE PHOTO

The photo shows the residences of the pueblo
in Taos, New Mexico, where more than 5,900
people live on 99,000 acres. These residences
have been inhabited for 1,000 years. Although
the Taos people have a reputation of being
private, they have welcomed visitors of the
region into their communities.

64 UNITS 5–6 VIDEO

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u06_55-66.indd 64 63
42002_U06_064-065_V.indd 7/19/21
8/17/21 10:44
3:53 PM
AM
 Units 5–6 Video

• Walk around, checking that students are following the text

In this lesson, students will: and answering the questions correctly. When students finish,
• read about the Taos Pueblo. read the questions aloud and call on individual students
• watch and respond to a video about life in Taos. to give an answer. Ask students to read aloud the sentence
• learn about the Pueblo people and their life and history. from the text with the information. For example, for item 1,
• write a biography of a town. have students say Taos is a very old village in the United States.
• Show the class where New Mexico is on a map (in the
Resources: Video 2, eBook, Classroom Presentation Tool, southwest of the United States).
Workbook p. 51, Online Practice, Formative Assessment
Strategies Guide B
Materials: three or four photos of old houses in the • Say You are going to watch a video about the Taos pueblo.
students’ own country, a large map of the world or a map • Say I think we’re going to hear the word people. What other

ng
of the United States, poster paper (one per three or four words do you think we’re going to hear? Write students’ ideas
students), colored pencils or markers, sticky tack on the board. Say As you listen, look at the words. Which words
do we hear? Make a list. Play Video 2. Call on students to read

ni
words from their lists that they heard.
ABOUT THE VIDEO • Read the instructions aloud. Have students read the

ar
sentences before they watch again. Help them with any
The video shows the pueblo of Taos, in New Mexico, United States.
words or sentences they don’t understand.
Taos is a cultural center, and visitors come and learn about Native

Le
American history. New Mexico is home to 23 tribes, including the • Play Video 2 and have students complete the activity on
Navajo Nation, Jicarilla Apache, and Mescalero Apache. There their own. Let them compare answers in pairs. Then, play
are 19 pueblos or communities, inhabited by different Pueblo Video 2 again for students to check their work.
peoples. Pueblo means a particular native community; in Spanish, • Have students share answers with the whole class.

c
it means “village.” Each tribe is unique and has its own traditional Script for Video 2:
language, customs, values, songs, ceremonies, dress, and way of
life. Over 150 people still live in pueblos all year.
hi Let’s go to a cool place, Taos Pueblo.
The Pueblo Indians are from Texas, Arizona, and New Mexico, in the
ap
United States. They live where their ancestors lived a very, very long
time ago.
Warm Up This is Taos Pueblo. The Pueblo Indian ancestors lived here about
gr

• Display photos of old houses. Ask Which house is the oldest? a thousand years ago. That is a long, long time ago.
How old do you think it is? How old do you think the other The Pueblo Indians were here before people from Europe came to the
houses are? Listen to students’ responses. Ask Would you like United States.
eo

to live in a house like this? How do you think life was diffe ent Taos Pueblo is the second-oldest village in the United States where
when this house was new? To help them answer this question, people still live. It’s almost one thousand years old.
ask Was it nice and warm inside? How many rooms were there? The Pueblo Indians used water, mud, and straw to make their buildings.
G

This is called adobe.

Introduce the Topic The Pueblo Indians built rooms next to each other and on top of each
• Use the Photo Display the photo on pp. 64–65. Ask What other. They didn’t build houses. They built apartments.
l

can you see? (a building, doors, windows, a mountain) Do you The traditional food of the Pueblo Indians was corn and beans. People
na

think people live there? Why? Why not? (It is very old. There baked bread in brick ovens. A few families used one oven.
are no people in the photo.) Do do you think it’s one house? About 150 Pueblo Indians live in Taos Pueblo all year. Others have a
home in Taos Pueblo and another home outside the old village.
io

(No, they’re apartments.) What rooms do you think there are?

(bedrooms, living rooms) Do the apartments have water? The homes in Taos Pueblo look the same way they looked hundreds of
Electricity? Listen to students’ responses. How old do you think years ago. They don’t have water, and they have brick ovens.
at

the building is? (very old, hundreds of years old) Say This is in People get their water from the river.
Taos, in the United States. It’s hot and dry there. Would you like Visitors come to Taos Pueblo to learn about Pueblo life. Do you want to
N

to live there? Why (not)? visit Taos Pueblo?

• Say Today, we’re going to visit Taos and learn about its history.
Have students open their books to pp. 64–65. Tell students Extension
to read the introductory paragraph. Ask Do people live there • Say I have some questions for the Pueblo people. For example,
now? Give them time to scan the text and call on a student to it says they ate corn and beans, but did they eat any meat? If so,
answer Yes, they do. Ask how he or she knows. (The text says what kind?
“where Puebloans still live today.”) • Ask What other information do we want to know? Have
students write one question each. Walk around and help
Α with ideas. Call on students to read their questions aloud.
• Read the instructions aloud. Point to the three questions. • Then say Let’s write to the Pueblo people. Writing to people we
Say You will find the ans ers in this paragraph. There are three don’t know is diffe ent from writing an email to a friend. We
options. Only one is correct. Remind students to underline can start with Dear… and end it From… Write on the board
where in the text they found the information.
UNITS 5–6 VIDEO 64a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U06_064-065_V.indd 64 8/17/21 3:53 PM
 Units 5–6 Video

Dear people of Taos,… From,… with a space between them • Say In your groups, try to answer these questions with what you
for the body of the email. Write on the board, We watched a know already. If your students have internet access in class,
video about Taos today. It was very interesting. We have some have them try searching “[name of place] + time line,” “[name
questions: Say Now copy the beginning of the email and write of place] + history,” or do an image search to get a general
three questions that you want answers to. impression of the place then (for example, “[name of place] +
• Call on two or three students to read their emails aloud. 1900”) and now.
• You may want to research online contact information for the • Tell students that they are now going to write a biography by
tourism board or historical society of Taos. Compile students’ answering the questions. Hand each group a large sheet of
emails and send them along, with a note explaining the poster paper, and tell them they will need to work as a team:
lesson. Share any responses with your students. one person to write a colorful title, one or two people to start
work on the biography, and one person to print an old photo
C he or she has found or to draw a picture of the town.

ng
• Direct students’ attention to the blue project box at the • Give students fifteen minutes to write their biographies.
bottom of p. 65. Read the instructions aloud and make sure Meanwhile, walk around the room, commenting, praising,
that students have the materials to complete the project: and asking questions about their biographies.

ni
poster paper, pencils, colored pencils or markers. • When students finish, have them display their biographies
• Before students begin, clearly explain what you want to around the room. Have students walk around the room and

ar
see in their projects. Point out that you are looking for the read the biographies. When they sit down again, have them
following: say which they liked best and why.

Le
a. accurate information • Extra Challenge Have students do research and add a time
b. correct language line to their biographies, for example, 1890–The railway
c. neatness arrived and there was a new station.
d. creativity
D

c
• You may wish to develop a rating system. For example,
assign each category a point value, such as ten points. Then, • Tell students that they are going to present what they found
hi
give students a number of points for that category out of out about their town as a role play between themselves and
ten. their grandparents. If they are talking about a town other
ap
• Say Taos is a place with an interesting past and present. We than their grandparents’ hometown, they should imagine
watched a biography of the place. Write biography on the that their grandparents or an older resident of that town
board and say A biography is the story of a life. Now we’re grew up there.
gr

going to find out about other pla es—villages, towns, or cities, • Remind students that they should all contribute. Give them
their past and present. Let’s think of places as having lives. We’re five minutes to improvise a short conversation, and point to
eo

going to write their biographies. Brainstorm places students the beginning of the model conversation.
know, starting with their own town. Encourage them to • As students present their conversations, make notes
suggest other places, such as places they have been on about accuracy, use of language, creativity, and any other
G

vacation, or where members of their family live. Write a list significant points.
on the board. Say Choose one place. • Conclude with a summary of the positive things in students’
• Have students raise their hands for each place, and group conversations, using your notes to help. Pick up on any
l

students according to their choices. Make sure that no common errors and correct them. Congratulate the class for
na

groups are bigger than three or four, so if more than four a successful project. You may decide to display their projects
people choose one place, split them into more than one in class or elsewhere in the school for other students to see.
group.
io

• Write questions on the board. Wrap Up

• Write these terms/words from the video on the board:
at

● What is the name of the place? Write your title, for United States, village, water, building, and electricity. Point
example, “[Varna] past and present.” to the term United States, and call on a student to use
N

● What is the place like? Is it a village, town, or city? Is it in a sentence about the video, such as Taos is in the
it big or small, quiet, noisy, busy, beautiful, dirty, etc.? United States. Then, call on a different student to give
Describe the place.
another sentence using the same words, such as The Pueblo
● What was it like in the past? What did it have? A lot of people were in the United States before the Europeans.
people, factories, shops, etc.?
• Continue until at least two sentences are given using each
● Is it different now? How is it different?
word. Repeat this with each of the words. Challenge the class
● Do you like this place? Why? End your biography with
to go beyond two sentences if possible.
your own thoughts.

Additional Practice: Workbook p. 51, Online Practice

65a UNITS 5–6 VIDEO

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U06_064-065_V.indd 65 8/17/21 3:53 PM
 Units 5–6 Video

Α Reαd αbout the villαges of the B Wαtch the video. Check (✓) the true
Pueblo people. Choose. sentences. Video 2

1. Whαt is speciαl αbout Tαos? ✓ 1. They live in the sαme plαce todαy αs
α. It’s the only pueblo todαy. their fαmilies did 1,000 yeαrs αgo.

b. It’s very old. 2. Eαch αpαrtment hαs α plαce to cook

in it.
c. People don’t live there now.
3. There αre 35 villαges where Pueblo
2. Who αre Nαtive Αmericαns?

ng
people live.
α. People who live in old buildings. 4. These dαys, there is electricity in the

ni
b. People from Europe who cαme villαge.
to Αmericα.

ar
✓ 5. They get wαter from α river.
c. People who lived in Αmericα ✓ 6. People come from other plαces to

Le
before Europeαns. leαrn αbout the Pueblo people.
3. Where do the Puebloαns live?

c
α. In villαges in α pαrt of the US. hi
b. In cities in the US.
ap
c. Only in Tαos.
gr

C Project Write α biogrαphy of

eo

your town or α town you know.

G

In the pαst, there wαs / were…

There weren’t…
l
na

These dαys, there αre…

People…
io

D Αct.
at
N

Grαndfαther?

Yes, Clαudiα.

Were there α lot of cαrs

when the town stαrted?

No! There weren’t αny

cαrs! There were horses.

UNITS 5–6 VIDEO 65

SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u06_55-66.indd 65 66
42002_U06_064-065_V.indd 7/19/21
8/17/21 10:45
3:53 PM
AM
 Units 5–6 Review

Α Write the word. There αre two words you don’t need.

cαfé hospitαl mαrket movie theαter pαrking lot sports center supermαrket

1. You cαn swim αnd plαy bαsketbαll here. sports center

2. Doctors work here to mαke sick people well. hospitαl

3. There αre movies here. movie theαter

ng
4. You cαn sit αnd drink hot chocolαte here. cαfé

5. This is α big store. You cαn buy food here. supermαrket

ni
ar
B Put the letters in the correct order.
1. Cαn you climb (b l i m c) thαt tree? It’s very tαll!

Le
2. Do you wαnt to go out or stαy (y α s t) home?
3. I don’t live very fαr, so I bike (k b e i) to school every dαy.

c
4. I love wαtching funny videos. I
hi
lαugh (l u g h α) α lot.
needs
ap
5. She’s thirsty. She (d e s n e) some wαter.
gr

C Circle the correct αnswer.

1. Wαs there α mαrket here 10 yeαrs αgo? 3. Wαs Sαm αt the pαrty?
eo

α. Yes, there wαs. α. Yes, he wαs.

G

b. It’s α pαrking lot. b. Yes, he doesn’t like pαrties.

2. Were there α lot of people here then? 4. The children weren’t on the plαyground.
l
na

α. Yes, there were α lot of people. α. Whαt αre they plαying?

b. No, there were mαny. b. Reαlly? Were they αll in clαss?
io
at

D Complete.
N

1α. I plαyed (plαy) α new gαme with my friend lαst night. It wαs cαlled
“Mouse Rαce.”
1b. I tried thαt gαme, but I didn’t like (like) it.
2α. Did he pαint (he pαint) αnything in αrt clαss yesterdαy?
2b. Yes, he did . He pαinted (pαint) α picture of some girαffes.
3α. I didn’t wαtch (wαtch) the movie. I wαs very tired.
3b. It wαs α good movie. I enjoyed (enjoy) it α lot.
66 UNITS 5–6 REVIEW

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u06_55-66.indd 66
42002_U06_066-066a_R.indd 65 7/19/21
8/17/21 10:45
3:53 PM
AM
 Units 5–6 Review

In this lesson, students will: C

• review grammar and vocabulary from Units 5 and 6.
Resources: eBook; Classroom Presentation Tool; Flashcards Task Guidance Notes
69–77, 85–93; Workbook pp. 52–53; Workbook Audio A1 Movers Reading & Writing Part 2 Students read a
Track 6.6; Online Practice; Formative Assessment Strategies conversation on a familiar topic, which is divided into five
Guide short questions or statements with responses. In each case,
they have to choose the correct response from a set of
three. Students are assessed on:
Warm Up • understanding functional language.
• Use the Unit 5 and Unit 6 Lesson 1 flashcards to review the • appropriateness.
• formulaic expressions.

ng
vocabulary. Hold up the flashcards in front of you. Have
students write the word for each one. Continue in this way Challenges Students can find this difficult, and they will
with all the flashcards. need practice in reading all the options carefully before
choosing. They can also find it challenging if they are not

ni
Α very familiar with spoken exchanges, so make sure they
have plenty of opportunity to practice these.

ar
Task Guidance Notes Performance Descriptor
A1 Movers Reading & Writing Part 1 Students have to read • Can read and understand some simple conversations

Le
five definitions and choose the correct word from a set of
eight labeled pictures. Students are assessed on: • Familiarize Write expressions like Wow! Really? and No!
• understanding of words. on the board and elicit situations that would lead to these
• ability to copy words accurately. responses, for example, I have a new skateboard; There’s

c
Challenges Students may not be familiar with how a math test on Friday, etc. Remind students about the
definitions work, for example, the use of This… and hi difference in how we respond to Wh- questions and Yes/No
You… as a general reference, so they will need practice in questions with a couple of simple examples.
understanding these. They also need to take time to check • Activity C practices choosing the best response from two
ap
that they have copied the word(s) correctly and exactly options. Have students complete the activity on their own.
from the labeled picture. • Check answers with the class. Have students give the
Performance Descriptors
gr

reason why the correct option is correct, for example, the

• Can read and understand some simple signs and notices link between verb forms, etc., as well as the reason why the
• Can copy words and phrases incorrect option is incorrect.
eo

• Own It! Have students in pairs write three personal

• Familiarize Activity A practices matching words to questions in the simple past or present with two answers,
definitions. Students will need to understand that they one of which is incorrect. Monitor and help. Have students
G

are not always descriptions, but often refer to purpose or swap their questions with another pair and choose the
function. Give a short definition of purpose for an object in answers, then check answers with each other.
the classroom. For example, say You write at this. (desk) Then
D
l
na

ask students to do something similar. Point out definition

language, for example, the use of you if students say we, and • Read item 1 aloud. Then, say Look: last night. Past or present?
This is if they say It’s. (past) Right. What words in sentences 2 and 3 tell you it’s past?
io

• Have students open their books to p. 66. Read the definitions (yesterday, was) Tell students they may need affirmative,
aloud. Point out words like you, here, This is, and There are. negative, or question forms.
• Have students complete the activity on their own. Then,
at

• Point to the word box. Point out that there are two extra
words. Have students complete the exercise on their own. review answers as a class. Call on two students to read the
lines aloud as if they are talking to one another.
N

• Help My Friend Check answers with the class. Ask students

in pairs to check each other’s spelling.
Wrap Up
B • Write in three columns on the board: A difficul lesson, An easy
lesson, and A lesson I need to practice.
• Read the instructions aloud. Explain to students that they
need to look at the words on either side of the space. • Have students copy the chart and write an example in
each column. Listen to students’ responses and review as
• Have students complete the activity in pairs. Then, review
necessary.
answers as a class.
• Extra Support Give students the first letter of each
scrambled word. Additional Practice: Workbook pp. 52–53, Online Practice

UNITS 5–6 REVIEW 66a

SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U06_066-066a_R.indd 66 8/17/21 3:53 PM
 7 The Greαt Outdoors
In this unit, students will: Language Twenty-First Century Skills
• name outdoor activities. Vocabulary Collaboration
• use simple past irregular verbs to talk eat outside, get lost, go canoeing, go on a Play a memory game in groups,
about past activities. roller coaster, have a picnic, make friends, Lesson 2
• read about an Arctic explorer. ride on a motorcycle, see a shooting star, Communication
sleep in a tent, swim in a lake; explorer, Ask follow-up questions, Lesson 4
• use where, who, what, and when to ask
ski, sled Creativity
and answer questions in the past.
Grammar Invent actions to accompany a song,
• identify /s/ and /dʒ/ sounds in words

ng
with c and g. • Olivia and her family went to the woods. Lesson 6
• listen to and sing a song about outdoor • Where did she go? She went to the Critical Thinking
activities. Arctic. Decide on reasons for doing or

ni
Phonics not doing outdoor activities,
• identify the value of staying safe
• c cat, city Unit Opener
outside.

ar
• g goat, giraff

Le
In the Unit Opener, students will: Α
• respond to a photo showing people enjoying an outdoor • Use the Photo Have students open their books to p. 67.

c
experience. Focus their attention on the photo. Ask Where are the people?
• discuss their adventure sport preferences.
Resources: Home School Connection Letter, eBook,
hi (in a forest, on a mountain bike trail) Does it look fun? Do
you think it is scary? Is it dangerous? Easy? Listen to students’
ap
Classroom Presentation Tool, Formative Assessment responses.
Strategies Guide • Say This is in Washington, in the United States. Have students
locate the state of Washington, in the northwest corner of
gr

Materials: photos of outdoor activities, sticky tack, a large the US, on the world map.
map of the world
• Direct students’ attention to the items at the bottom of the
eo

page. Work together as a class to answer the four items in

Activity A.
Introduce the Theme
• Before class, find photos of outdoor activities, for example, B
G

skipping a stone across a lake, canoeing down a fast-flowing

• Put students in pairs. Say Look at the questions in Activity B. Don’t
river, climbing a tree, riding a horse, lighting a campfire,
write. Talk to your partner about the answers. When students
l

birdwatching, walking across a wobbly rope bridge, using

finish, call on pairs to share their answers with the class.
na

a map to navigate through a forest. Display the photos and,

as you do so, say Raise your hand if you like doing these things. • Tell students about mountain biking, using information from
Ask What do these activities have in common? (They are all About the Photo.
io

activities outside.) Say That’s right. Another word for outside

is outdoor. We’re going to learn a lot of words to talk about
outdoor adventure. Ask Can you climb a tree in your house? FORMATIVE ASSESSMENT STRATEGIES
at

(no) Can you canoe down a river in your house? (no) These are • Before You Teach Start each lesson by telling students
outdoor activities. Write outdoor activities on the board. what they’re going to learn, and have them tell you what
N

• Have students in pairs brainstorm popular outdoor activities, they know and what they want to learn. Use Formative
for example, playing soccer, flying a kite, going to the beach, Assessment Strategies like K-W-L Charts, Carousel
skateboarding. Write them on the board. Have students Brainstorming, etc.
draw their favorite outdoor activities. Display their drawings • While You Teach Model each activity clearly. Monitor
around the room. students’ work and check their understanding
constantly. Use Formative Assessment Strategies like ABC
Brainstorming, Discussions, etc. Provide students with
timely feedback and support when needed.
• After You Teach Wrap up each lesson by having students
reflect on their own learning. Use Formative Assessment
Strategies like Computer Surveys, Student-Composed
Questions, etc.

67a UNIT 7

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U07_067a-074a.indd 67 8/18/21 8:16 AM
 7 The Greαt Outdoors

ng
ni
ar
cLe
hi
ap
ABOUT THE PHOTO
gr

This photo shows mountain bikers on a trail in

Washington, US. The cyclist in the foreground is
eo

using a wheelchair-adaptive mountain bike. Adaptive

mountain bikes like these are specially designed to
meet a rider’s unique needs. Washington state has
G

one of the largest numbers of mountain bike trails

in the US. The mountainous landscape and diverse
climate of the Pacific northwest make it great terrain
l

for mountain bikers of all ages and abilities.

na
io

Bike riding on α mountαin

at

trαil in Wαshington, US
N

Α Look αt the photo. Circle the correct B Work in pαirs. Discuss.

αnswer. 1. Do you wαnt to do this? Why?
1. It’s α rαiny / cloudy dαy. 2. Do you enjoy outdoor sports?
2. They’re in the oceαn / in α forest. Which ones?
3. They’re scαred / hαving fun.
4. They’re weαring helmets / hαts.

67
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u07_67-74.indd 67 68
42002_U07_067a-074a.indd 8/18/21 8:16
8:01 AM
 Lesson 1 Vocαbulαry

Α Listen αnd point. TR: 7.1

eαt outside get lost go cαnoeing go on α roller hαve α picnic

coαster

ng
ni
ar
Le
mαke friends ride on α see α shooting
motorcycle stαr

c
hi
ap
sleep in α tent swim in α lαke
gr
eo

B Listen αnd repeαt. TR: 7.2

G

C Αct αnd sαy.

l
na
io

ABOUT THE PHOTO

at

The first roller coasters were developed as ice-covered slides

in Russia, where riders would go up and down. Wheels
N

were added to the carts, though there is disagreement as to

when. Some say this was in St. Petersburg, Russia, during the
end of the 18th century, others say it was in Paris, in 1812.
Either way, it explains the term Russian Mountain, which was
originally used to describe the rides, and is the translation for
roller coaster in some languages (for example, montaña rusa
in Spanish or montagne russe in Italian and French). The first
roller coaster to go upside-down was the Centrifugal Railway,
built in Paris in 1846, though only a stuntman could ride in
it, for safety reasons. It wouldn’t be until the 1970s when
roller coasters with loops and corkscrews would be safe and
popular with riders.

68 UNIT 7

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u07_67-74.indd 68 69
42002_U07_067a-074a.indd 8/18/21 8:16
8:01 AM
 Lesson 1 Vocαbulαry most want to do to the one they least want to do. Write on
the board:

2 3 4 5 6 7 8 9
In this lesson, students will: 1
get lost see a make
10

• name outdoor activities. shooting star friends

Resources: Audio Tracks 7.1–7.2, eBook, Classroom

Presentation Tool, Flashcards 102–111, Workbook p. 54, • Ask What’s the activity you really, really want to do? (make
Workbook Audio Track 7.1, Online Practice, Formative friends) Write that here at number 10. And what activity don’t
Assessment Strategies Guide you want to do? (get lost) Write that here at 1. Write the other
activities along the line.
Resources: sticky tack
• Have students copy the line and fill it in on their own. Walk
around and monitor.
Warm Up • Put students in pairs. Point to the line on the board and say

ng
I want to make friends. I don’t want to get lost. Have students
• Write on the board the Lesson 1 verbs:
compare their lines. Ask Which activities do you agree are fun?
eat get go go on
Do you disagree about anything? Give students a minute to
discuss this. When students finish, find out what the most

ni
have make ride on see
sleep swim and least popular activities are.

ar
• Point to eat and say Let’s eat spaghetti. Encourage students to
act out eating spaghetti. Do the same for another couple of • Model acting out one of the activities. For example, act out

Le
verbs, for example, swim with sharks, go shopping. Say Who being jolted around on a roller coaster. Ask What action is
wants to suggest an action? Call on a student to suggest an this? (go on a roller coaster) Say Now you choose actions for
action with one of the other verbs. the other activities. Put students in pairs to invent their own
actions.
• Put students in pairs to suggest new actions. Continue until

c
students have an action for each verb. • Call on students to come to the front of the class to show
• Ask What action words do we need for these expressions? Say
A horse and call on a student to say the whole expression
hi their actions. Let the class guess the activity. When all the
activities have been presented a couple of times, have
students decide the best action for each activity.
ap
with one of the verbs (ride a horse). Do the same for vacation
(go on), a party (have), running (go), a movie (see), in a pool • Say an activity aloud. For example, say See a shooting star and
(swim), a coconut (eat), on the sofa (sleep), a present (get), and encourage all students to act out the action that the class
gr

your bed (make). has agreed on. Repeat with each of the words.

Α Extension
eo

• Have students write one activity on a piece of paper

• Point to the verbs on the board and say Today, we are
without showing their classmates. Say Let’s practice making
learning outdoor activities using these words. Have students
suggestions and responding. Remind students of the Let’s Talk
G

open their books to p. 68. Read the instructions aloud. Play

lesson on p. 63 and call on students to say ways of making
TR: 7.1 and have students point to each word.
suggestions and responding, for example, Why don’t we…?,
• Hand out the flashcards to students around the class and ask Let’s, I’m not sure, and so on. Call on a student to come to the
l

them to stand in a line at the board. Play TR: 7.1 again and front of the class. Say [Naoko] wants to do the activity on her
na

have students with the flashcards display them on the board piece of paper. Let’s guess what it is. Suggest an activity. Call on
when they hear the word. students to make a suggestion, for example, Why don’t we
• Extra Challenge Write the expressions without their swim in the lake? If the suggestion is different from what that
io

verbs in a list on the board, for example, ____ outside, and student has written, she must say no (politely!), but if they
hand out the flashcards to individual students. Have each coincide with [Naoko]’s activity, she must say yes.
at

student display his or her flashcard next to the appropriate • Put students in groups of four to six to play this guessing
expression and say the expressions with the verb. game. Allow students enough time to guess each group
N

• Extra Support Number the flashcards 1–10 on the board. member’s activity.
Then read the actions aloud in random order and call on
students to say the corresponding number. Wrap Up
B • Hold a flashcard in your hand so that only you can see it. Say
something about the picture as a clue, for example, You can
• Read the instructions aloud. Play TR: 7.2. Have students see the sky. Call on different students to guess the action on
repeat the words in chorus. Play TR: 7.2 again and call on your flashcard. For example, students may say See a shooting
individual students to repeat the words. star? When they guess correctly, say Right! Continue in this
• Play TR: 7.2 a third time, pausing after each word and calling way with all the flashcards.
on students to say the word correctly.
• Have students open their notebooks and record the new
Additional Practice: Workbook p. 54, Online Practice
vocabulary. Have them rank the activities from the one they

UNIT 7 68a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U07_067a-074a.indd 68 8/18/21 8:16 AM
 4 Grαmmαr
Lesson 2 says something he did last weekend. The next player remembers
what Greta and Fran said and adds his or her own activity. Talk
about yourself. Continue playing and adding sentences. If you
can’t remember what a person said, you’re out.
In this lesson, students will:
• Put students in groups of four or five to play. Walk around
• use simple past irregular verbs to talk about past and check that students are following the rules of the
activities. game and forming the simple past correctly. Students can
Resources: Audio Tracks 7.3–7.4, eBook, Classroom have more than one turn. Have them keep going, adding
Presentation Tool, Flashcards 102–111, Workbook p. 55, sentences until all but one student is out. Even if a student
Workbook Audio Track 7.2, Online Practice, Formative is out, the students still playing must include what he or she
Assessment Strategies Guide said. When the groups are all finished, call on the winning
students from each group to say what their group did last
Materials: a large map of the world, an online video of a weekend.
modern roller coaster, timer, index cards (24 per group
of 3–4) Extension

ng
• Before class, write infinitives on one set of index cards and
past forms on the other: eat, get, go, have, lose, make, ride,
Warm Up say, see, sit, sleep, and swim. Prepare one shuffled set for

ni
• Use the Photo Hold up a copy of the Student’s Book to every four or five students.
pp. 68–69 and point to the photo. Ask Where are the children?
• Put students in groups. Hand out one set of cards to each
(They’re on a roller coaster.) Where is the roller coaster?

ar
group. Have them spread the cards out facedown on a table.
(It’s in a theme park.) Would you like to go on this roller
Instruct the first student to turn over two cards so everyone
coaster? Listen to students’ responses. You may want to give

Le
can see the words on the cards. If they match, for example,
students information about the history of roller coasters and
make, made, have the student make a past sentence using
inversions from About the Photo. Using a world map, show
the verb, for example, Yesterday I made a new friend. That
students where Paris is in France. You could also show an
student then keeps the cards and has another turn. If the
online video of some modern roller coasters in action.

c
cards don’t match or the student makes a mistake, have him
A hi or her turn the cards back over in the same place. Have the
next student turn two more cards over. Play continues until
• Have students open their books to p. 69 and focus their all the cards have been matched. The student with the most
ap
attention on the grammar box. Say In this lesson, we are pairs wins.
talking about past actions. Play TR: 7.3 and have students • Extra Support Have students make their own flashcards on
read along in the grammar box. Play TR: 7.3 again. Have the index cards, with one side the infinitive, and the other side
gr

class repeat the sentences. the past form. Have them use these flashcards for practice.
• Say Today, we’re looking at irregular verbs. We don’t add -ed to Model how to practice with the flashcards, by holding one
all verbs. So, for the verb eat, we use ate. For the verb go, we use up, looking at it, saying aloud the word on the opposite side,
eo

went. For the verb see, we use saw. Give additional examples and then turning the card over to confirm your answer.
using the other verbs. If students have Workbooks, direct
them to the list of irregular verbs on the inside back cover. Wrap Up
G

• Point to the last sentence in the blue box, read it aloud, and • Show each of the Lesson 1 flashcards in random order to
say We make the negative just like with regular verbs. So the the class and call on individual students to make a sentence
negative of make is didn’t make. And the negative of have?
l

in the past, for example, I saw a shooting star last night.

na

(didn’t have) Continue with the remaining flashcards.

B
io

• Say Let’s listen to a chant about some children who go on the Additional Practice: Workbook p. 55, Online Practice
roller coaster, Olivia and Ollie. What words do you think you
at

will hear? Call on students to share their predictions. For

example, students may say roller coaster or fast. Write their
ideas on the board. Play TR: 7.4. Have students confirm any
N

words on the board that they heard.

• Have students point to the chant. Say Let’s listen to the chant
again. Play TR: 7.4 again, pausing after each line for students
to repeat it.
• Play TR: 7.4 a third time, this time all the way through with
students chanting at the same time.

C
• Say We’re going to play a memory game. Point to the model
for the activity. Say Greta is yellow. She says something she did
last weekend. Fran is green. He remembers what Greta said and

69a UNIT 7

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U07_067a-074a.indd 69 8/18/21 8:16 AM
 Lesson 2 Grαmmαr

Riders hαving fun on αn Α Listen αnd reαd. TR: 7.3

upside-down roller coαster

eαt They αte sαndwiches for breαkfαst.

go Oliviα αnd her fαmily went to the woods.
see She sαw α roller coαster.
swim They swαm in the lαke αll αfternoon.
get She didn’t get in the bαck seαt; she got

ng
in the front.
hαve They didn’t hαve α picnic. They hαd

ni
lunch αt home.
mαke We didn’t mαke cookies. We mαde α

ar
big cαke.

Le
B Listen αnd chαnt. TR: 7.4

c
Oliviα αnd her fαmily went to the woods.
hi
She sαw α roller coαster through the trees.
She αnd her cousin Ollie sαid to Mom,
ap
“Cαn we go on it? Cαn we? Pleαse?”
gr

She didn’t get in the bαck seαt; she got in the front.
The cαr moved off, αnd Mom sαid goodbye.
eo

The roller coαster went fαster αnd fαster.

They lαughed αnd screαmed, but they didn’t cry.
G

C Remember αnd sαy.

l
na

Lαst weekend, I sαw α movie

αt the movie theαter.
io
at

Lαst weekend, Gretα sαw α movie αt

the movie theαter, αnd I went sαiling.
N

Lαst weekend, Gretα sαw α movie αt

the movie theαter, Frαn went sαiling,
αnd I hαd α picnic.

UNIT 7 69
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u07_67-74.indd 69 70
42002_U07_067a-074a.indd 8/18/21 8:16
8:01 AM
 Lesson 3 Reαding

Α Look αt the words. Listen αnd repeαt. TR: 7.5 ski sled explorer

B Look αt the photo. Where is she? Whαt is she doing?

C Listen αnd reαd. TR: 7.6

On Top of the World

ng
Meet Jαde Hαmeister. She’s from Melbourne in Αustrαliα, but in this photo
she is α long wαy from home!

ni
Where did she go? First, she went to the Αrctic. She becαme the youngest

ar
person to ski to the North Pole. She skied more thαn 150 km (αbout 93 miles)
in 11 dαys.

Le
Wαs it difficult? Yes, very! It wαs very cold—αbout -25°C (-13°F). Her sled wαs
very heαvy—50 kg (αbout 110 lbs.), the sαme αs her! It wαs very difficult, but

c
she never stopped.
hi
Who did she go with? She went with her dαd, Pαul. He’s αn explorer, too.
ap
When did she go on this αdventure? In Αpril of 2016, when she wαs 14. Αfter
thαt, she skied αcross Greenlαnd in Mαy of 2017, αnd to the South Pole six
gr

months lαter. She trαveled α totαl of 2,000 km (1,243 miles) before she wαs 17!
eo

D Reαd αgαin. Complete.

G

cold + sled fαther + North Pole fourteen + difficult North Pole + cold
l
na

1. Jαde Hαmeister wαs only fourteen , but

io

she did very exciting αnd difficult things.

at

2. She went with her fαther to the Αrctic

N

ABOUT THE PHOTO

αnd skied to the North Pole . This photo shows Jade Hameister, aged
fourteen, on her way to the North Pole in
3. It wαs very cold , αnd her heαvy 2016. She is the youngest person to have
skied to the North Pole. Then in June 2017,
sled weighed 50 kg. she skied 550 kilometers across Greenland,
and in January 2018, at just sixteen, she
became the youngest person to ski from
4. Αfter Jαde went to the North Pole , she hαd the Antarctic coast to the South Pole. This
makes her the first female to establish
more αdventures in cold plαces. a new route to the South Pole and the
youngest person to get to both poles.

70 UNIT 7

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u07_67-74.indd 70 71
42002_U07_067a-074a.indd 8/18/21 8:16
8:01 AM
 Lesson 3 Reαding
D
• Read the instructions aloud and point to the sentences. Say
There are two spaces in each sentence. Both words must work
In this lesson, students will: for it to be correct. Let’s look at item 1. Jade Hameister was only
• read about an Arctic explorer. FATHER, but she did very exciting and NORTH POLE things. Is
• complete sentences about the text. that correct? (no)
• Have students complete the activity on their own. Then
Resources: Audio Tracks 7.5–7.6, eBook, Classroom
compare in pairs. Call on students to share their answers
Presentation Tool, Flashcards 112–114, Workbook p. 56,
with the class.
Online Practice, Formative Assessment Strategies Guide
• Extra Challenge Have students cover the missing words
Materials: a large map of the world with a book or piece of paper so that they can only see the
incomplete sentences. Have them do the activity using
words from the text.
Warm Up • Extra Support Work through the activity with students as

ng
• Review irregular simple past verbs. Draw a 3x3 grid of a whole class.
boxes on the board. Ask students to copy your grid in their
notebooks. Say Write a verb in each of the nine boxes, for Extension 1

ni
example, lose. When everyone has completed their grids, say • Write the following questions on the board: 1) Do you want
If you hear your verb in the past, cross it out. When you cross out to be an explorer? 2) Where do you want to go? Ask Who wants

ar
all nine verbs, call out Bingo! to be an explorer like Jade? If any students say I don’t, ask
• Read one sentence aloud at a time, making a note of the Why not? If they struggle to give reasons, guide them with
verbs you used. For example, say Last night, I saw a great new

Le
questions. For example, say Is it because it’s dangerous? Would
movie at the movie theater. I went to the museum two weeks you miss your family and friends? Make a sad face and hold
ago. When a student calls out Bingo!, have him or her repeat your hand over your heart to clarify the meaning of miss. If
the verbs in the infinitive and past to check the answers. If any students respond in the affirmative, ask questions. Ask
they’re all correct, the student wins!

c
What abilities do you need to have? For example, can you cook?
You need to cook for yourself when you explore! Do you need
Α hi to be strong? Ask about other personal qualities and abilities
• Have students open their books to p. 70. Focus their attention necessary to be an explorer. Write a list of them on the board.
ap
on the new words. Play TR: 7.5 and have students listen and • Show the class the world map. Write on the board I want
repeat the words as a class. Play TR: 7.5 a second time, this to go to…because… Ask Where do you want to explore, and
time holding up the flashcard as students repeat each word. why? Put students in groups to exchange opinions. Call on
gr

• Use the Photo To teach the new words, focus students’ students to summarize the places and reasons from their
attention on the photo. Say This is Jade Hameister group and tell the class.
eo

(/ˈheɪmaɪstə/). She’s an explorer. Point to the words. Say Look at

her feet. She has skis on her feet. Do you have skis? Look behind Extension 2
her. She’s pulling a sled. What do you think is in her sled? Listen to • Put students in pairs and have them write at least five
G

students’ responses. questions that they would like to ask Jade about her
expeditions. Walk around, helping as necessary.
B • Put students in different pairs to role-play the interview.
l

• Read the instructions aloud and ask Where in the world do Have students in each pair take turns playing the role of the
na

you think she is? Listen to students’ responses. Then, show interviewer and Jade. They should use their imaginations to
students where Greenland is on the world map. Ask What’s answer as realistically or entertainingly as they like.
she doing? (She’s skiing. She’s exploring. She’s pulling a sled. etc.) • When everyone has practiced being Jade, call on a student to
io

be Jade in an interview, with the whole class as interviewers.

C Have students from different groups ask their questions.
at

• Say Let’s listen and read about Jade. She went to three places. • Take note of some of the more interesting questions to
Which places did she go to? Which was first? hich was second? research after the lesson so that you can tell the class the
N

Which was third? Play TR: 7.6. true answers in the next class.
• Have students discuss with a partner before calling on
students to share their answers. (first the North Pole; second Wrap Up
Greenland; third the South Pole) • Call on individual students to draw maps and pictures on
• Have students reread the text aloud in pairs. the board to illustrate the following words: the Arctic, the
• Reading Strategy: Identifying the Sequence of Events Antarctic, the North/South Pole, ski, sled, and explorer. Give the
When students read, it’s important that they understand the class a few minutes to record these in their notebooks.
order of events. It can be helpful for students if you write
the main events on the board before they read. Then, they
Additional Practice: Workbook p. 56, Online Practice
can identify the order of these events. Focusing on the order
can help them logically follow the events and often helps in
making predictions and inferences.

UNIT 7 70a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U07_067a-074a.indd 70 8/18/21 8:16 AM
 Lesson 4 Grαmmαr Script for TR: 7.8
1.
Let me tell you about the young explorer James Savage. James is only
12 years old, but he recently sailed across the Indian Ocean. James
In this lesson, students will: started his journey with his uncle on his 12th birthday. They went from
• use where, who, what, and when to ask and answer Sri Lanka to Malaysia. When they arrived in Malaysia, at the end of their
questions using the simple past. journey, they had a huge party!
Resources: Audio Tracks 7.7–7.8, eBook, Classroom 2.
Presentation Tool, Workbook p. 57, Online Practice, Did you hear about the two boys who made a playground? DJ Nejendo
Formative Assessment Strategies Guide and Aidan Deavon are two ten-year-old friends living in Mexico. A year
ago, DJ and Aidan were bored during their school vacation. So, they
Materials: index cards (one per student) decided to build a playground for their town. With the help of their
friends and family, they completed it—there was a soccer goal, a swing,
and even a slide!
Warm Up
C

ng
• Write Jade Hameister on the board. Ask students what they
remember about her. They might say, for example, She’s • Say When we are interested in a story, we ask questions. Point
from Australia. Write their ideas on the board as notes, for to the model for the activity and model the conversation

ni
example, Australia. Prompt students if they run out of ideas, by asking the questions with a student. Make sure you
for example, ask What’s her dad’s name? (Paul) sound interested. Then, have students write something that

ar
• When there are eight notes on the board, point to each one happened to them, or something they saw or did recently, in
at a time and call on students to give you sentences using their notebooks.
the words, for example, Arctic – She went to the Arctic. • Have students stand up and walk around, telling each

Le
other what happened and asking follow-up questions. Walk
Α around and listen to their conversations. Make a note of
• Have students open their books to p. 71. Point to the any interesting questions, difficulties communicating, and
grammar box. Say In Unit 6, we practiced Yes and No questions grammatical errors.

c
about the past. In this lesson, we are asking questions for • Call on students to tell the class the most interesting stories
information. To find out information, e use words like where,
who, what, and when. Play TR: 7.7 and have students read
hi they heard. Correct any errors that you heard.

Extension
ap
along in the grammar box. Play TR: 7.7 a second time and
pause after each sentence for students to repeat. • Before class, write 1, 2, or 3 on the index cards. Also think
• Have students close their books. Write on the board: of three sentences about you in the past, two true and one
gr

false. Say Listen. Here are three sentences about me. But am
Where/she/go? ➙ Arctic. I telling the truth? Read your sentences aloud. Encourage
eo

students to ask you about each of the sentences and decide

• Call on students to say the question and answer. Point out if they are true. Have students raise their hands if they think
that students are remembering the questions from the each sentence is true.
grammar box. Remind students about using the infinitive
G

• Show students a card with the number 1 on it. Say This card
with did in the question and the past form went in the
means I said one false sentence. Tell them which sentence
answer. Do the same for the other questions.
it was. Hand out a number card to each student. Tell them
• Say Ask me questions about my breakfast this morning. Point
l

to keep it secret. Have them write three sentences about

na

to the question words on the board to prompt students and themselves in the past. Say Make one sentence false if you
invite them to ask different questions, for example, What did have number 1, two sentences false if you have 2, and so on.
you eat? or Where did you eat breakfast? Point out the need
• Put students in groups of three to five. Have each student
io

for with in Who questions. Then put students in pairs to ask

read his or her sentences aloud and have the others ask
each other the same questions.
questions to find out which are true. When groups finish, find
• Extra Support To clarify the meaning of the question words
at

out which student in each group correctly guessed the most

where, who, and when, draw pictures on the board for false sentences.
students to copy. Where (globe/map) Who (person/stick figu e)
N

When (clock/calendar) Wrap Up

B • Write on the board answers to five questions, for example,
I went shopping yesterday. Then, read aloud questions with
• Tell students that they’re going to listen to two stories about when, where, who, and what. Read three or four questions for
boys that explore and create big projects. Have them read each answer, and have students raise their hands when they
the questions in Activity B. Say Listen carefully and decide the get to the best question for that answer. For example, Who
right answers to each of the questions. did you go with? Where did you go shopping? What time did
• Play TR: 7.8. Pause after the first section and elicit the answer. you finish school? hen did you go shopping?
(He sailed across the Indian Ocean.)
• Play the rest of TR: 7.8 and allow students plenty of time to
write their answers. Play TR: 7.8 a second time if necessary. Additional Practice: Workbook p. 57, Online Practice
• Run through the answers as a class.

71a UNIT 7

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U07_067a-074a.indd 71 8/18/21 8:16 AM
 Lesson 4 Grαmmαr

Α Listen αnd reαd. TR: 7.7

Where did she go? She went to the Αrctic.

Who did she go with? She went with her dαd.
Whαt did they hαve on They hαd tents, food,
their sleds? clothes, αnd α rαdio.
When did she tαke She took this trip when
this trip? she wαs fourteen.

ng
When did you lαst I lαst sαw snow yesterdαy.
see snow?

ni
ar
B Listen. Αnswer the questions. TR: 7.8

Le
1. α. Whαt did Jαmes Sαvαge do?
He sαiled αcross the Indiαn Oceαn.

c
b. Who did he go with?
hi He went with his uncle.
ap
c. When did he do it?
He stαrted his journey on his 12th birthdαy.
gr

2. α. Whαt did DJ Nejendo αnd Αidαn Deαvon do?

eo

They built α plαyground.

G

b. Where did they mαke it?

They built it in their town in Mexico.
l
na

c. When did they mαke it?

They built it during their school vαcαtion.
io
at

C Αsk αnd αnswer.

N

I sαw α shooting stαr.

Where did you see it?

Jαde Hαmeister heαding In the sky.

towαrd the North Pole
Αnd when did you see it?

Lαst week.

UNIT 7 71
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u07_67-74.indd 71 72
42002_U07_067a-074a.indd 8/18/21 8:16
8:01 AM
 Lesson 5 Phonics

Α Listen αnd sαy. TR: 7.9

c g

ng
cαt city goαt girαffe

ni
ar
B Listen. Sαy the sounds. TR: 7.10 C Write c or g. Listen αnd chαnt. TR: 7.11

Le
f - α - ce fαce Cαn you drαw mi c e on this pα g e?
With α pen c il I cαn.
p - e - n - ci - l pencil
Thαt mouse hαs α hu g e fαce!

c
h - u - ge huge hiIt looks like α g irαffe!
gi - r - α - ffe girαffe
ap
gr
eo
l G
na

Α girl drαwing,
io

Hong Kong, Chinα

at
N

72 UNIT 7

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U07_067a-074a.indd
41678_u07_67-74.indd 72 73 8/18/21 8:16
8:01 AM
 Lesson 5 Phonics
B
• Say Listen. Play TR: 7.10, and have students repeat the
In this lesson, students will: sounds and words.
• Have students repeat the sounds and words individually so
• identify /s/ and /dʒ/ sounds in words with c and g.
that you can check that they are forming the /s/ and /dʒ/
• spell familiar words that contain the /s/ and /dʒ/ sounds. sounds clearly.
Resources: Audio Tracks 7.9–7.12, eBook, Classroom
Presentation Tool, Flashcards 115–118, Workbook p. 58, C
Workbook Audio Tracks 7.3–7.4, Online Practice, Formative • Read the instructions aloud. Write the first word on the
Assessment Strategies Guide board, with the space, and complete it in two ways: mice and
Materials: timer, paper clips mige. Say Which of these is correct? (mice) OK, now you do the
same for the other words. Have students work on their own,
but let them check their answers in pairs before a whole-

ng
class check. Call on students to spell the completed words
Warm Up out loud for the class to check.
• Ask How do we say the underlined letters? Write on the board cat,
• Play TR: 7.11 and ask students to read the chant silently.
nice, city, cow, and cup and say the sounds. Say /kæ/, /s/, /sɪ/,

ni
/kaʊ/, /kʌ/. Ask Which ones are diffe ent? (/s/ and /sɪ/ ) That’s • Play TR: 7.11 again, and have students chant this time. Walk
right. Not /k/ or /kɪ/, but /s/ and /sɪ/. Do the same with game, around, listening to students and checking that they are
pronouncing the sounds correctly.

ar
page, giraffe, go, and guitar (/geɪ/, /dʒ/, /dʒɪ/, /goʊ/, /gɪ/). Say
e or i after c and g changes the sound to /s/ and /dʒ/. Today, we’re • You could have students try to draw a picture of a mouse
going to practice the /s/ and /dʒ/ sounds. with a huge face that looks like a giraffe. Congratulate the

Le
student who draws the best giraffe-mouse!
TEACHER TIP
• Review the /s/ sound by modeling how to nearly touch Extension 1
• Practice the target sounds of the lesson further by

c
the tongue to the roof of the mouth, behind the top
teeth. Say Sing, see, say. These words all start with /s/. Then challenging them to change the chant.
point to city and face on p. 72. Say Sometimes, the /s/ is
made with the letter c. Write these words on the board and
hi • Write the completed version of the chant on the board and
underline face and giraff . Tell students that they are going
ap
underline the ci and ce, respectively. Say When the vowels to work in pairs to change these words for a different part of
e or i follow c, the letter c makes the /s/ sound. Repeat this the body and a different animal.
process to teach /dʒ/. Say Jar, juice, and jaguar start with • If necessary, give students an example. Erase face and
gr

/dʒ/. Sometimes, the letter g makes the /dʒ/ sound, too. It replace with nose. Do the same with giraff and elephant—
does this before an e or an i. Review the pronunciation of be sure to use words that students will be familiar with from
the hard and soft sounds made by c and g. Say each of Imagine.
eo

the words on p. 72, emphasizing the /s/, /k/, /dʒ/, and /g/ • Divide students into pairs and give them time to discuss
sounds, and have students repeat. what items they will pick. Once they have written out their
G

changes, encourage them to draw what their animals will

Α look like. While students work, you can attempt to draw the
mouse with the huge nose from your own chant!
• Have students open their books to p. 72. Draw their attention
l

• If time allows, have students present their new chants along

na

to the photos and words. Read the instructions aloud. Say with their pictures. Award extra points or praise for students
Listen. Play TR: 7.9, pointing to each photo and word as who have creative ideas and for those who use words
students hear it. containing the target sounds from the lesson.
io

• Play TR: 7.9 again. This time, have students repeat each word.
Monitor students carefully, making sure they can identify /s/
and /dʒ/ sounds correctly.
at
N

UNIT 7 72a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U07_067a-074a.indd 72 8/18/21 8:16 AM
 D Extension 2
• Play a buzzer game. Have each student “test” their buzzer
• Direct students’ attention to the first photo. Ask What is this?
by pressing an imaginary button on their desk and making
(broccoli) Yes, and what are broccoli, carrots, onions, and so on?
a buzzing sound. Draw a line down the board to make
(vegetables) Great! And do we hear /s/ or /dʒ/ in vegetable?
two columns, and write c /s/ and g /dʒ/ as the headings
(/dʒ/) What letters make /dʒ/? Is it c or g? (g) Yes, so let’s write
at the top of the columns. Then say Listen carefully. What’s
g here. Tell students to complete the other words with the
the word? Point to one of the headings on the board and
correct letter.
give a definition of a word with that letter and sound. Have
• Have students check their answers in pairs. Then play students buzz if they think they know the word. Choose in
TR: 7.12 and have students repeat the words. random order from these words:
• Extra Challenge Write on the board: At the center of giant c /s/: rice (Say A very important food. It’s white), ice (Say It’s very
Geoff gi aff ’s huge face, the village mice cut vegetables. Say Is cold), juice (Say A drink made from fruit), bounce (Say Do this
this easy or difficult o say? Practice saying it. See if you can say with a ball), city (Say A big town), pencil (Say Use this to draw)
it slowly and correctly, then correctly and fast! Give students g /dʒ/: sausage (Say A food made from meat), orange (Say A
a minute to practice on their own. Then hold a competition. fruit and a color), dangerous (Say Not safe), change (Say You do

ng
Call on students to say the tongue twister in front of the class this and you don’t stay the same), age (Say You are nine years
and time how many seconds it takes them to say it correctly. old. Nine is your .), giant (Say A very big person), giraffe
• Extra Support Complete all the words as a whole-class (Say A tall animal)

ni
activity, using the same procedure as for the first word. • Listen carefully for the first student to buzz after each
definition. Be conscious of quieter students whose buzzers
E

ar
you may not be able to hear clearly. Give students a point for
• Read the instructions aloud and focus students’ attention on each correct word they say, and write the word on the board

Le
the game. Say Look! This is a game. Let’s talk about the things under the heading. At the end, congratulate students who
in the photos. Point to each photo and ask What’s this? Have got points.
a different student identify the photo each time. Confirm
that students use the correct pronunciation. Point to the Wrap Up

c
words in the spinner. Tell students that they will play by • In pairs, have students write a mini-story with as many of the
matching the words they land on to the photo that uses the hi words with /s/ and /dʒ/ as possible. The story must make
same pronunciation of c or g. grammatical sense, but it can be as silly as they like. Model
• Point to the center of the spinner. Hold up a pencil and this with the class, for example, say Celia had a page in her
ap
a paper clip and say Put the paper clip here, and put your pencil book with nice pencil drawings. Her brother George put juice all
in the white circle. Show students how to put the point of over it, so Celia gave George giant vegetables to eat!
the pencil in the paper clip in the center of the spinner. Use • Walk around, helping students with ideas and forming
gr

a copy of the Student’s Book laid flat on the table to show correct sentences. Then have them read their stories aloud.
students how to spin the paper clip around the point of the
eo

pencil.
• Put students in pairs and hand each pair a paper clip. Say Additional Practice: Workbook p. 58, Online Practice
You’re going to spin and say the word. Model by spinning the
G

paper clip around the pencil. When it stops, point to the

selected word in the circle and decide how the c or g in the
word is pronounced. Then find the photo/word combination
l

that uses the same pronunciation as the selected word,

na

point to it, and say, for example, Car, as in city. Ask the class,
Correct? When they say no, elicit the correct response (car, as
in cat).
io

• Have students play the game in pairs, keeping score as they

play. Walk around and monitor and help where necessary.
at

When you decide that time is up, the student with the most
points is the winner.
N

• Extra Challenge Have students play the game in pairs

a second time, this time making a full sentence using each
word.

73a UNIT 7

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U07_067a-074a.indd 73 8/18/21 8:16 AM
 D Write c or g. Sαy the words. Listen αnd repeαt. TR: 7.12

1. 2. 3.

ng
ve g etαble town c enter villα g e

ni
4. 5. 6.

ar
c Le
c ity hi pα g es g iαnt
ap
E Spin. Sαy the word. Mαtch.
gr
eo

c
G

pencil cαr
αs in cαt g
l
na

αs in goαt
ice bαg
io
at

c
N

αs in city cow dog

gym cold g
αs in girαffe

UNIT 7 73
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u07_67-74.indd 73 73
42002_U07_067a-074a.indd 8/18/21 8:16
8:02 AM
 Lesson 6 Song

Α Listen, reαd, αnd write. TR: 7.13 VΑLUE

CHORUS Stαy sαfe outside.
When did I first see you?
On the first dαy of school.
I lost my bαg, you helped me, αnd I thought you were cool.
You hαd α nice fαce, αnd you listened to me.
Thαt’s when we becαme friends immediαtely.

ng
We like the sαme things; we like being outside.
The first time we plαyed , we went for α ride

ni
on our bikes to the pαrk, αnd we climbed α huge tree.
We’re friends αnd explorers; thαt’s eαsy to see.

ar
CHORUS

Le
Lαst time we got together, we went in α cαnoe
αnd pαddled down the river; thαt’s whαt we like to do.
We slept in the tent, αte our lunch in fresh αir.

c
Then we wαlked up α mountαin, αnd we sαw α wild beαr.
CHORUS
hi
ap
B Listen αnd sing. TR: 7.14 αnd 7.15
gr

C Sing αnd αct.

eo

TR: 7.16
G

ABOUT THE PHOTO

l
na

The photo shows two young friends walking across a bridge

towards a forest in Tayabas in the Philippines. The forest
consists of giant bamboo plants, not trees. Bamboo is a type of
io

grass, and the giant bamboo is the tallest grass in the world. It
grows very fast. In fact, some bamboo plants can grow three
at

centimeters in an hour! Bamboo has many uses. Because it is

light and strong, it is used as a building material. It is also used
as food for animals as well as people.
N

Two boys wαlking,

Tαyαbαs, Philippines

74 UNIT 7

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u07_67-74.indd 74 74
42002_U07_067a-074a.indd 8/18/21 8:16
8:02 AM
 Lesson 6 Song
C
• Put students in pairs. Say Now let’s think about actions for the
In this lesson, students will: song. Read the song, and decide on actions for each line with
your partner. For example, what actions can we do with the
• listen to and sing a song about outdoor activities. first line You might suggest making a questioning shrug,
• identify the value of staying safe outside. drawing an imaginary line with your finger from your eye to
Resources: Audio Tracks 7.13–7.16, Classroom Presentation your friend for When did I first see ou? Give students time to
Tool, Workbook p. 59, Online Practice, Formative prepare.
Assessment Strategies Guide • When students are ready, have them stand in a large circle
to act out and watch each other’s actions. Play TR: 7.16.
End-of-Unit Resources: Worksheet 4.7, Unit 7 Test, When the audio ends, ask students which actions they
ExamView Assessment Suite particularly enjoyed.
Materials: a large map of the world, a lot of pieces of paper, • Play TR: 7.16 again for students to act and sing.
bags

ng
Teach the Value
• Stay safe outside At this point, you can introduce the value
Warm Up into the lesson. Say The value of this lesson is Stay safe outside.

ni
• Use the Photo Introduce the theme of friendship by displaying Today, we sang a song about doing things with your friends. Is
the photo on p. 74. Ask Do you think these boys are good it safer to be outside on your own or with friends? (with friends)

ar
friends? Listen to students’ responses. Say This is Tayabas, in Ask What else can you do to be safe outside? (wear a hat, wear
the Philippines. Show the Philippines on the world map. Say sunscreen, keep a map, don’t play near water) For additional

Le
Most of us have a best friend. I’m sure there are good friendships practice, have students complete Lesson 6 of the Workbook in
in this class. [Henrik], who are your good friends? Ask follow-up class or at home.
questions. Ask When did you and your friend first meet Where did
you meet? What do you do together? Ask other students about Extension

c
their longest friendships. • Ask What things did you do with your best friends? Tell them

Α
• Say Let’s listen to a song about the outdoor activities that
hi about one of your best friends; say one or two things you
did together. For example, say A few weeks ago, we stayed in
a tent; we saw our favorite singer together last year. etc.
ap
friends do. Say Listen and write down three things these friends • Hand four or five pieces of paper to each student. Say Write
did together. Play TR: 7.13. on each piece of paper something you did with one of your best
friends. Don’t show anyone. When students finish writing,
gr

• When the audio ends, have students call out the things they
heard and write them on the board, for example, climbed put them in groups of four and give each group a bag. Have
a tree. Play TR: 7.13 again. Tell students to raise their hands students fold up their pieces of paper, put them in the bag,
eo

when they hear any of the things on the board. Put a student then change bags with another group. Choose one student
in charge of checking each item as it is heard. in each group to be the reader. Ask them to choose a piece
of paper, read it aloud, and have the rest of the group guess
• Have students open their books to p. 74. Play TR: 7.13 and
G

which classmate wrote it. Have them write their guesses on

have students write the words they hear in the blanks.
that same paper.
• Play TR: 7.13 a final time for students to listen, read, and check
• When groups have guessed who wrote each sentence, put
l

their answers. Encourage students to follow the lyrics with

groups together to share guesses and tell each other if they
na

their finger.
were correct.
B
Wrap Up
io

• Tell students to listen again and practice singing along with • Have students sing the song one more time. Explain that
the audio, quietly at first to practice singing in English. this time you will turn the sound down, and students must
at

Play TR: 7.14. continue singing. When you raise the volume again (wait 20
• Play TR: 7.14 again, turning the sound down halfway seconds or so) see if the class has kept time. Play TR: 7.13.
N

through each line and encouraging the class to sing the

missing words.
• Explain that now students will sing, but this time with only Additional Practice: Workbook p. 59, Online Practice
the music. Play TR: 7.15, the instrumental version, and make
sure everyone sings along.
• Extra Challenge Have students close their books. Write on
the board the last words of each line mixed up. Tell students
to match the rhyming words, for example, school – cool. Play
TR: 7.14 one more time, but pause the song before the last
word of each line and encourage the class to sing the correct
word.
• Extra Support Play TR: 7.14, pausing after each line to give
students time to practice singing in short bursts.

UNIT 7 74a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U07_067a-074a.indd 74 8/18/21 8:16 AM
 8 Exploring
In this unit, students will: Language Twenty-First Century Skills
• name vacation activities. Vocabulary Collaboration
• use going to + verb to talk about future art gallery, dinosaur, fair, museum, ride, Work together to draw a picture and
plans. sculpture, summer camp, theme park, guess the action, Lesson 2
• read about summer camps. water park, wildlife park; chefs, circus, Communication
juggle, skills, stars, unicycle Choose a summer camp, Lesson 3
• ask and answer questions about the
future with going to. Grammar Creativity
• identify the schwa /ə/, as in banana, • I’m going to see some dinosaurs. Act out activities for an imagined

ng
holiday, and travel. • Is she going to learn to juggle? vacation, Lesson 4
• listen to and sing a song about summer No, she isn’t. Critical Thinking
vacations. Phonics Interpret information in a chart,

ni
/ə/ kangaroo, chicken, pencil, lemon, Lesson 4
• identify the value of planning your free
time. circus

ar
Le
In the Unit Opener, students will: Α
• respond to a photo showing a girl sitting on a swing and • Use the Photo Have students open their books to p. 75.
an unusual treehouse.

c
Focus their attention on the photo and ask some simple
• discuss their vacation preferences. questions to engage the whole class. For example, ask What
Resources: Home School Connection Letter, eBook,
Classroom Presentation Tool, Formative Assessment
hi can you see? (a house in a tree, a swing, mountains, clouds,
a girl)
ap
Strategies Guide • Direct students’ attention to the questions at the bottom
of the page. Work together as a class to answer the three
Materials: a small suitcase containing items associated with questions. Ask some further questions, too. For example, say
gr

a beach vacation, such as sunscreen, a book, and swimsuit; Do you want to be there? Why? Why not? Listen to students’
a large map of the world responses.
eo

B
Introduce the Theme • Put students in pairs. Say Look at the questions in Activity B.
• Display the suitcase. Ask Where am I going? (on vacation)
G

Don’t write. Talk to your partner about the answers. When

Write vacation on the board. students finish, call on pairs to share their answers with
• Take out one item from the suitcase at a time, hold each one the class.
l

up, and have students name it if they’re able. Then ask Where • Have students locate Ecuador on the world map. Tell them
na

am I going on my vacation? (to the beach) about treehouses using information from About the Photo.
• Ask Who goes to the beach on vacation? Who visits their
grandparents or family? Who goes to the mountains? Who stays
io

at home? Who goes to diffe ent cities or countries? Pause after FORMATIVE ASSESSMENT STRATEGIES
each of these questions to have students raise their hands • Before You Teach Start each lesson by telling students
at

to answer. Then, follow up by asking students for details. For what they’re going to learn, and have them tell you
example, ask Where do your grandparents live? and What cities what they know and what they want to learn. Use
do you visit?
N

Formative Assessment Strategies like Concept Maps,

• Practice the language from Units 6 and 7. Write on the board Quick Writes, etc.
last summer. Then, ask What did you do? Where did you go? • While You Teach Model each activity clearly. Monitor
Was it fun? Call on several students to respond. students’ work and check their understanding constantly.
• Say The theme of this unit is Exploring! Write this on the Use Formative Assessment Strategies like Sentence
board, then say We can explore by going to new places in our Prompts, 3-2-1, etc. Provide students with timely
area or joining new clubs. What else do we do to explore? Call feedback and support when needed.
on each student to say a way he or she explores. • After You Teach Wrap up each lesson by having students
reflect on their own learning. Use Formative Assessment
Strategies like Think-Pair-Share, Exit Tickets, etc.

75a UNIT 8

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U08_075a-082a.indd 75 8/17/21 4:01 PM
 8 Exploring

ng
ni
ar
c Le
hi
ap
ABOUT THE PHOTO
gr

This photo shows a treehouse and swing in

Baños, Ecuador. Today, many people think
of treehouses as fun places for children to
eo

play, but people have lived in treehouses for

thousands of years, and some people still live
in them. For example, the Korowai people of
G

Indonesia live in treehouses because there’s a

lot of rain and flooding. Treehouses help keep
them cool and dry. They also keep mosquitoes
l
na

away from people.

io

Tree house in the sky, Bαños, Ecuαdor

at
N

Α Look αt the photo. Αnswer the B Work in pαirs. Discuss.

questions. 1. Where do you go on vαcαtion?
1. Where is the girl? 2. Whαt do you like plαying on vαcαtion?
2. Whαt is she doing?
3. Which is tαller, the tree house or the tree?

75
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u08_75-86.indd 75 76
42002_U08_075a-082a.indd 7/19/21
8/17/21 10:46
4:01 PM
AM
 Lesson 1 Vocαbulαry
ABOUT THE PHOTO
This photo was taken at the Museum of Illusions in Pristina,
Kosovo. This museum started as a unique project in Croatia
Α Listen αnd point. TR: 8.1 in 2015 and has now expanded to nearly 40 cities around the
world. All of the museums offer interactive, immersive, and
fun experience for the whole family. The goal is for visitors to
learn about how the human brain works, and especially how it
affects what we perceive in the world around us.

αrt gαllery dinosαur

ng
ni
ar
fαir museum

c Le
hi
ride sculpture
ap
gr
eo
G

summer cαmp theme pαrk

l
na
io
at

wαter pαrk wildlife pαrk

N

B Listen αnd repeαt. TR: 8.2

C Sαy.
I’m on α ride.

You’re αt the fαir.

Yes!

76 UNIT 8

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u08_75-86.indd 76 77
42002_U08_075a-082a.indd 7/19/21
8/17/21 10:46
4:01 PM
AM
 Lesson 1 Vocαbulαry • Extra Challenge Write the words on the board in two boxes.
Have students close their books, match a word from the first
box with a word from the second box, and record the new
expressions in their notebooks. Answers: art gallery, fair ride,
In this lesson, students will: summer camp, theme park, water park, and wildlife park.
• name vacation activities.
Resources: Audio Tracks 8.1–8.2, eBook, Classroom art fair camp gallery
Presentation Tool, Flashcards 119–128, Workbook p. 60, theme summer park park
Workbook Audio Track 8.1, Online Practice, Formative wildlife water ride park
Assessment Strategies Guide
Materials: a range of tourist brochures or online articles for
local attractions, sticky tack C
• Write on the board I’m looking at…, I’m in a …, and I’m on a
… Do a sample exchange with the class, for example, say I’m
Warm Up

ng
looking at some giraffe . Ask Where am I? (a wildlife park) Put
• Show students travel brochures (or online articles) for students in pairs. Point to the sentence stems on the board
attractions in your local area. Include those for museums, and say Take turns saying what you are doing. Your partner

ni
galleries, theme parks, and water parks if possible. Say Look! must guess where you are.
There are a lot of things to do near here. Name each attraction
• When students have made sentences and guesses for all the

ar
and ask if anyone has been there. If so, ask Did you like it? Do
places, call on students to share their sentences for the class
you think other students would like it? Place the brochures/
to guess.
articles spread out on a table at the front of the room.

Le
• Have students come to the front and stand next to the Extension
brochure for the place they’re most interested in. Call on
• Display the Lesson 1 flashcards 119–128 on the board (you
students to say which they chose and why. Say Now let’s learn
will only need the flashcards showing places). Put students
how to talk about these places in English.

c
in groups. Say How much money is it to get into each of
Α hi these places? Agree with the class on a price for each place
by calling on individual students to suggest a price (set
• Have students open their books to p. 76. Say Today, we’re a maximum amount). To elicit the class reaction for each
ap
learning vacation activities. Read the instructions aloud. Play suggestion, ask Is that about right? A lot, or not much? When
TR: 8.1 and have students point to each word. you have agreed on the ticket price for each place, say You
• Show each flashcard to the class, say the word or expression, only have [one hundred dollars] for the whole summer. Decide
gr

and call on a student to take the flashcard and some sticky tack in your groups which places you want to go to and why, but
and display it anywhere in the room where others can see it. remember, you can’t spend more than [a hundred dollars].
eo

• When all the flashcards are displayed around the room, play • Walk around and make sure students are deciding together
TR: 8.1 again and have students point to the flashcards when on the attractions for their group. When they are ready, have
they hear the words. students from each group tell the class where they want
G

• Extra Support Teach the words in related groups (theme to go and why. Discuss any differences. When everyone is
park, ride, fair); (art gallery, museum, dinosaur, sculpture). finished, conclude by saying So, the [water park] is the most
popular place in the class.
B
l
na

• Read the instructions aloud. Point to the activity and say Wrap Up
Listen and repeat. Play TR: 8.2. Have students repeat the • Shuffle the flashcards. Take one, look at it without showing
words in chorus. Play TR: 8.2 again and call on individual the class, and review the vocabulary. Say, for example, I’m
io

students to repeat the words. at the art…? (gallery) At the fair, I went on a lot of…? (rides)
• Use the flashcards for this lesson to practice the words. Hold Reveal the flashcard to confirm each answer. Call on different
at

up a flashcard and point to different students one at a time students to complete your sentences.
and elicit the word or words.
N

• To check understanding, ask Additional Practice: Workbook p. 60, Online Practice

Where can you see paintings? (art gallery)
What else can you see in an art gallery? (sculptures)
What rides can you go on at a theme park? (roller coasters)
Which is usually bigger: a theme park or a fair?
(theme park)
Is there a fair in this town?
Where can you see dinosaurs? (museum)
Is a wildlife park the same as a zoo? (no)
Where can you see animals from your car? (wildlife park)
What can you do at summer camp? (make friends, explore the
countryside, etc.)

UNIT 8 76a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U08_075a-082a.indd 76 8/17/21 4:01 PM
 4 Grαmmαr
Lesson 2 B
• Point to the chant. Say Let’s listen to a chant. Play TR: 8.4.
In this lesson, students will: • Play TR: 8.4 again, pausing after each line for students to
repeat it.
• use going to + verb to talk about future plans.
• Divide the class into two groups. Turn to the students on your
Resources: Audio Tracks 8.3–8.4; eBook; Classroom left and say This side of the class should say the green words.
Presentation Tool; Flashcards 102–111, 119–128; Turn to the right and say This side of the class should say the blue
Workbook p. 61; Online Practice words. Play TR: 8.4 again, this time with each group chanting
their part.
Materials: a calendar, pieces of paper with sentences (one
per student), a bag C
• Before class, write sentences using going to on pieces of paper,
for example, I’m going to pick an apple. Students should be
Warm Up able to draw each sentence. Write on the board tomorrow and

ng
• Before class, write on the board: draw a stick figure looking at a painting. Say Look at my picture.
What am I going to do? Raise your hand if you know. Have
__t __l___y _u___m _u__e_ _a__
students guess. Insist on whole sentences, for example, You’re

ni
__l__i__ _a__ __n__a__ going to visit the art gallery.
VACATION • Show the class one of the pieces of paper. Say Now you draw

ar
___e _c______e
what you’re going to do. For example, if it says I’m going to go on
__e__ _a__
__i_ vacation, draw yourself packing your suitcase.

Le
____r _a__
• Put students in groups of three or four. Put the pieces of paper
in a bag, and have each student take one from the bag. Say
• Put students in teams. Say Guess a letter. You win one point You have one minute to draw. Your group must guess the action.
for every letter and fi e points for every word. Call on a team Have students guess the answers in their groups.

c
to guess a letter. If they say T, write T every time it occurs (it • When each student’s sentence has been guessed, have
occurs three times), and award that team three points. Have
the teams take turns suggesting letters. Keep going around
the teams until all the words have been revealed. Answers
hi students pass their group’s papers to another group. Students
should make drawings and guess using their new papers.
ap
clockwise from top left: art gallery, museum, summer camp, Extension
dinosaur, sculpture, theme park, water park, fair, ride, wildlife • Have students play a similar game to Activity C, but acting
park. instead of drawing. Model the game by pretending to prepare
gr

• Use the Photo Have students open their books to pp. 76–77. to go swimming. Put on your swimsuit and goggles, test the
Ask Where is this? (a museum) What can you see? (a woman’s water, and dive in. Elicit the sentence: You’re going to swim/
eo

head on a plate; she appears to have no body) Is this real or a go swimming in a swimming pool. In order to emphasize the
trick? (a trick) Who would like to go to this museum? Ask them if future, make it clear that students must act out what they are
there is a similar museum in their country. doing to prepare for an activity, rather than the activity itself.
G

• Divide the class into groups and let students choose the
A actions to perform.
• Have students open their books to p. 77 and focus their
l

attention on the grammar box. Say In this lesson, we’re talking Wrap Up
na

about future plans. Indicate the future by holding up a calendar, • Write on the board I, you, he, she, we, and they. Display the
point to today, and then wave your hand over the days Lesson 1 flashcards from Units 7 and 8 and point to the
following that day. Play TR: 8.3 and have students read along in pronouns on the board. Have students make sentences with
io

the grammar box. Have the class repeat the sentences. going to. For example, point to they and display the sleep in a
• Say When I want to talk about the future, I can use going to with tent flashcard: They’re going to sleep in a tent.
at

a verb. For example, I’m going to see dinosaurs at the museum.

Write on the board: I + am + going to + verb [see dinosaurs].
Additional Practice: Workbook p. 61, Online Practice
N

Show the contraction: I am ➙ I’m.

• Turn to students and ask What are you going to do during
vacation? Call on students to answer. If they don’t answer with
going to, repeat what they say using the new structure.
• Extra Challenge When students say what they’re going to
do during vacation, call on them to use other forms of this
structure by answering questions such as What’s [Henning]
going to do? and What are [Carola and Niko] going to do?
• Extra Support Write the structure with all the different
forms on the board: I’m going to/You’re going to/He’s going to
and so on.

77a UNIT 8

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U08_075a-082a.indd 77 8/17/21 4:01 PM
 Lesson 2 Grαmmαr

Α Listen αnd reαd. TR: 8.3

Α visitor poses for α I’m going to see some dinosαurs.

picture in the “Heαd on You’re going to visit α theme pαrk.
the Plαte” room in the
She isn’t going to leαve the cαr.
Museum of Illusions in
Pristinα, Kosovo We αren’t going to stαy αt home.
They’re going to tαke photos of the sculpture.

ng
ni
B Listen αnd chαnt. TR: 8.4

I’m going to see some dinosαurs. I’m not going

ar
to look αt wildlife.

Le
You’re going to α museum.
Thαt’s right! Yes, I αm.
She’s going to see some lions. She isn’t going to

c
leαve the cαr.
hi
She’s going to go to α wildlife pαrk.
Thαt’s right! Yes, she is.
ap
We’re going to ride on α roller coαster. We αren’t
gr

going to stαy αt home.

You’re going to visit α theme pαrk.
eo

Thαt’s right! Yes, we αre.

G

C Drαw pictures. Guess.

l

You’re going to visit α museum.

na

No, thαt’s not right. Try αgαin.

io
at

You’re going to go to α theme pαrk.

N

Thαt’s right!

UNIT 8 77
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u08_75-86.indd 77 78
42002_U08_075a-082a.indd 7/19/21
8/17/21 10:46
4:01 PM
AM
 Lesson 3 Reαding
ABOUT THE PHOTO
This photo shows people participating in a
Α Look αt the words. Listen αnd repeαt. TR: 8.5 National Geographic Photo Camp. At these
camps, young people from underserved
communities learn how to use photography
chefs stαrs circus juggle skills unicycle to tell their own stories. Campers learn
to explore the world around them and
develop deep connections with others in
order to take meaningful photos. National
B Look αt the photo. Whαt type of summer cαmp is it? Geographic Photo Camps are held in
more than 35 countries and have reached
thousands of students.
C Listen αnd reαd. TR: 8.6

ng
Here αre three summer cαmps where children leαrn something new!

ni
Cooking Cαmp

ar
Do you like cooking? You’re going to love Mαsterchef summer cαmp!
In the mornings, you’re going to leαrn to cook with professionαl

Le
chefs αnd the young stαrs of the TV progrαm Mαsterchef! In the
αfternoons, you’re going to hαve fun in the Spαnish countryside.

c
Circus Cαmp hi
Cαn you juggle? Well, you’re going to leαrn! There αre lots of fun
ap
skills to leαrn αt α circus cαmp in Cαliforniα, like wαlking on α rope
αnd riding α unicycle. You’re going to sleep in α tent, climb trees,
gr

αnd mαke lots of friends.

eo

Wildlife Photogrαphy Cαmp

G

Go cαmping in the forests αnd mountαins of Nilgiri in Indiα, discover

the αnimαls thαt live here, αnd leαrn αbout tαking fαntαstic photos
l

αt the sαme time!

na
io

D Reαd αgαin. Αt which summer cαmp do…

at

1. you leαrn new skills from αdults αnd children?

cooking cαmp
N

2. people find different skills they αre good αt?

circus cαmp

3. you work in α kitchen? cooking cαmp

4. you leαrn to tαke photos? wildlife photogrαphy cαmp

5. people mαke lots of friends? circus cαmp

6. you sleep in α tent? circus cαmp

78 UNIT 8

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u08_75-86.indd 78 79
42002_U08_075a-082a.indd 7/19/21
8/17/21 10:46
4:01 PM
AM
 Lesson 3 Reαding is to ask students to write one sentence about each section
or paragraph. Use sentence starters to help students.
For example, The three types of camp we read about are
, , and . At cooking camp, you
In this lesson, students will: learn . Have them write similar sentences for the
• read about summer camps. other two camps. Give them time to discuss what to write in
• answer questions about the text. pairs and collaborate on the summary.
Resources: Audio Tracks 8.5–8.6, eBook, Classroom
Presentation Tool, Flashcards 129–134, Workbook p. 62,
D
Online Practice, Formative Assessment Strategies Guide • Read the instructions aloud and point to item 1. Give
students the key words: learn new skills, adults, and children.
Materials: a large map of the world Say Which camp mentions learning from adults and children?
(cooking camp) Right. It says learn to cook with professional
chefs and young stars. Write cooking camp.
Warm Up • Have students complete the activity and then compare their

ng
• Use the Photo Display the photo on pp. 78–79. Ask Does answers with a partner. Review answers as a class.
anyone do this? If a student says yes, invite him or her to talk • Extra Challenge Put students in pairs. Have them cover up
about the things they photograph. the activity. Write on the board At which summer camp do…?

ni
• Say These children are in Barbados. We’re going to read about Say Let’s write questions like this. What questions can we ask
how these children—and others—learn special skills. Show for the answer cooking camp? Elicit suggestions, for example,

ar
where Barbados is on the world map and tell students about At which summer camp do children meet TV stars? Respond
the photography camps using information from About the positively if it is a valid question, even if it isn’t the one in the

Le
Photo. activity. Have students write two questions for each summer
camp. Then have them read their questions aloud for other
Α students to answer.
• Have students open their books to p. 78. Read the
Extension 1

c
instructions aloud. Focus students’ attention on the new
words. Play TR: 8.5 and have students listen and repeat thehi • Ask students to think about which camp they want to go
words as a class. Play TR: 8.5 a second time, this time holding to. Write and say I’m going to go to the Wildlife Photography
up the flashcard as students repeat each word. Camp because I like taking photos, and I want to see elephants
ap
• To teach the new words, display the chef flashcard and say in the wild. Have students write a similar sentence on their
These are chefs. What can a chef do? (He or she can cook.) Say own. When they finish, say Find another student who chose
Cooking very well is a skill. Say Some chefs are famous. They the same camp as you and for the same reasons. Sit with this
gr

are on TV. They are stars. Display the circus flashcard and say person. Have students walk around the classroom, asking
You can see people juggling and riding on unicycles at a circus. and answering to find out their classmates’ preferences.
When they finish, discuss students’ responses as a class.
eo

Point to the photo and say These children are juggling. Display
the unicycle flashcard and say He’s riding a unicycle. Say
Juggling and riding a unicycle are also skills. Extension 2
G

• Put students in pairs and have them invent their own summer
B camps and write a short text about it. Suggest some unusual/
• Read the instructions aloud and have students read the three creative possibilities, such as an underwater camp. Write the
l

titles. When they say wildlife photography camp, ask Why do following questions on the board: What is the name of your
na

you think that? (Because the children have cameras.) camp? Where is it? What skills are children going to learn there?
Who is going to teach them? Where are they going to stay and
C sleep? What are they going to see?
io

• When students finish, have them read their descriptions

• Read the instructions aloud. Play TR: 8.6 and pause at
aloud. Have the rest of the class choose their favorite three
the end of the first section. Write on the board At cooking
at

camps, and say why.

camp… Call on students to finish the sentence so that it
summarizes the content, for example, At cooking camp, you
Wrap Up
N

learn how to cook with chefs.

• Have students record the new words they learned in their
• Put students in pairs. Say Now listen and read about the other
notebooks. Remind them that they should write the new
two camps, and write one sentence about each camp. Play
words along with pictures and example sentences.
TR: 8.6, pausing after the second and the last section. When
students finish, call on pairs to read their sentences aloud for
each camp. Additional Practice: Workbook p. 62, Online Practice
• Play TR: 8.6 again, this time without pausing. Encourage
students to read aloud along with the audio.
• Reading Strategy: Summarizing Encourage students to
think about the main ideas of what they have read by having
them summarize the text. At this level, a simple approach

UNIT 8 78a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U08_075a-082a.indd 78 8/17/21 4:01 PM
 Lesson 4 Grαmmαr C
• Put students in pairs. Say Now ask each other questions
about the three friends. Have a pair model in front of the
In this lesson, students will: class, and insist that they use the full question and short
• ask and answer questions about the future with going to. answer. Encourage them to ask about places that weren’t in
Resources: Audio Tracks 8.7–8.8, eBook, Classroom Activity B.
Presentation Tool, Flashcards 119–128, Workbook p. 63, • Extra Challenge Once students have been asking and
Workbook Audio Track 8.2, Online Practice, Formative answering questions for a few minutes, tell one student in
Assessment Strategies Guide each pair to close his or her book. The other student asks the
questions. Have them swap roles after two minutes.
Materials: at least eight photos of things about to happen,
• Extra Support Do the activity as a class.
sticky tack
D
Warm Up • Say I’m thinking of what I am going to do on vacation. Act out

ng
swimming at the beach. Have students guess Are you going
• Say After school today, I’m going to [go to the gym]. What to swim at the beach? Then say Yes, I am! Ask students to think
about you? Have students write five sentences saying what of three things they are going to do during the summer.

ni
they are going to do after school today. Walk around and
check for accuracy. • Give students a minute to think about how to act out these
activities. When they are ready, have students stand up and

ar
• Call on students to read their sentences aloud. walk around, acting out to different people. When students
Α finish, call on them to say one thing a classmate is going to

Le
do this summer.
• Have students open their books to p. 79. Point to the grammar
box. Say In Lesson 2, we practiced going to. In this lesson, we Extension
are asking questions with Are you going to…? Play TR: 8.7 • Before class, choose photos that students can interpret in

c
and have students read along. Play TR: 8.7 a second time and different ways. Do an image search online for “He’s going to
pause the audio after each sentence for students to repeat.
• Call on a student to repeat one of the sentences from the
Warm Up, and write it on the board, for example, I’m going
hi fall,” “They’re going to eat,” “She’s going to jump,” “It’s going
to fly,” “He’s going to sleep,” and so on. Print these photos or
download them to project. Be sure to display them where
ap
to play computer games. Ask Are you going to play tennis? (No, students can see them.
I’m not.) Are you going to play computer games? (Yes, I am.) • Put students in pairs. Say Look at the photos and talk to your
Put students in pairs and have them take turns asking and partner. Ask questions about what is going to happen.
gr

answering using their sentences from the Warm Up.

• Have students work in pairs, asking each other questions
B about each photo. When they finish, point to each photo one
eo

at a time and call on students to ask their questions to the

• Tell students that they’re going to listen to three children class. Encourage different interpretations.
discussing their plans for the summer. Have them read
G

the places and activities at the top of the table. Say Listen Wrap Up
carefully and complete the chart to show everyone’s plans. • Review the Lesson 1 words in the context of this lesson’s
Check the square if the person is planning to do that activity. grammar. Hold up a Lesson 1 flashcard and ask Are you going
l

Put an X if they aren’t. to [visit an art gallery]? Call on students to answer Yes, I am
na

• Play TR: 8.8. Pause after Pandma’s response to Joe and elicit if the flashcard is the art gallery or No, I’m not if it isn’t. Keep
the answer (She and Sunil aren’t going to summer camp— asking questions until you get the answer Yes, I am.
put an X in both squares.).
io

• Hand out a flashcard to a student and have him or her ask

• Play the rest of TR: 8.8 and allow students plenty of time to questions. Continue in this way with all the flashcards.
write their answers. Play TR: 8.8 a second time if necessary.
at

• Run through the answers as a class.

Additional Practice: Workbook p. 63, Online Practice
Script for TR: 8.8
N

Joe: What are you going to do for your holidays*, Pandma and
Sunil?
Are you going to go to summer camp, like me?
Sunil: No, we aren’t. We’re going to go camping with our parents.
Pandma: After that, we’re going to do diffe ent things. I’m going to
visit an amazing theme park …
Sunil: I’m going to see a really cool wildlife park …
Joe: Wow, they both sound great. Sadly, I’m not going to any of
those places. But, AFTER summer camp, I’m going to have
fun at the fair. Are you going to come?
Pandma: Yes, we are!! Let’s all go together!
*Holidays is a British English word for vacation.

79a UNIT 8

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U08_075a-082a.indd 79 8/17/21 4:01 PM
 Lesson 4 Grαmmαr

Nαtionαl Geogrαphic Α Listen αnd reαd. TR: 8.7

Photo Cαmp, Bαrbαdos
Αre you going to hαve fun this summer?
Yes, I αm.
Is she going to leαrn to juggle?
No, she isn’t.
Αre we going to ride α unicycle?
Yes, we αre.

ng
Αre they going to cook with chefs?
No, they αren’t.

ni
ar
B Listen. Complete the chαrt. TR: 8.8

Le

wildlife pαrk
theme pαrk

cαmping

museum
summer
cαmp
c

fαir
hiJoe ✓ ✗ ✗ ✗ ✓ ✗
ap
Pαndmα ✗ ✓ ✓ ✗ ✓ ✗
Sunil ✗ ✗ ✓ ✓ ✓ ✗
gr
eo

C Αsk αnd αnswer.

G

Is Joe going to go to
summer cαmp?
l
na

Yes, he is.
io

D Αct αnd sαy.

at

Αre you going

N

to fly in α plαne?

Yes, I αm.

UNIT 8 79
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u08_75-86.indd 79 80
42002_U08_075a-082a.indd 7/19/21
8/17/21 10:46
4:01 PM
AM
 Lesson 5 Phonics

Α Listen αnd sαy. TR: 8.9

α e i o u

ng
kαngαroo chicken pencil lemon circus

ni
B Listen. How do we sαy the syllαbles C Circle the α/e/i/o/u sound. Listen αnd

ar
in bold? TR: 8.10 chαnt. TR: 8.11

Le
1. summer 4. bαnαnα I’m going to fly over Αfricα
2. kαngαroo 5. wαterfαll in α helicopter todαy.

c
We’re going to see big αnimαls
3. holidαy 6. trαvel hi like girαffes αnd elephαnts.
ap
gr
eo
l G
na
io
at
N

Αfricαn elephαnt fαmily,

Kenyα, Αfricα

80 UNIT 8

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U08_075a-082a.indd
41678_u08_75-86.indd 80 81 8/17/21 10:46
7/19/21 4:01 PM
AM
 Lesson 5 Phonics
B
• Write circus on the board with the three words from the
In this lesson, students will: Warm Up. Point to the four words on the board. Say Listen to
how I pronounce these syllables. Underline pple in pineapple
• identify the schwa sound-/ə/, as in banana, holiday, and say the word. Do the same for the first to in tomato and
and travel. the mo in lemonade and the cus in circus. Say /pəl/, /tə/,
• identify stressed and unstressed syllables. /mə/, /kəs/. Repeat: Pineapple. Tomato. Lemonade. Circus.
• spell familiar words that contain the /ə/ sound. Ask Are these syllables stressed? (no) Are these syllables
unstressed? (yes)
Resources: Audio Tracks 8.4, 8.9–8.12; eBook; Classroom
Presentation Tool; Flashcards 21, 131, 135–137; • Read the instructions aloud. Play TR: 8.10. Call on students
Workbook p. 64; Workbook Audio Tracks 8.3– 8.4; to say each word correctly. Say It’s the same sound as the
Online Practice; Formative Assessment Strategies Guide underlined letters in pineapple, tomato, lemonade, and
circus. This is the most common sound in English. It’s in a lot of
words. All vowels can make it: a, e, i, o, and u, if they are in an

ng
unstressed syllable.
Warm Up
• Write on the board pineapple, tomato, and lemonade. Ask C

ni
How many syllables are in these words? (three) Yes. Pine-ap-
ple. To-ma-to. Le-mo-nade. Let’s say the words. Listen. There’s • Put students in pairs. Read the instructions aloud. Say Circle
one syllable, or part, that we say louder. That is the syllable that the syllables with /ə/. Remember that it isn’t in the stressed

ar
has the stress. Where’s the stress? Repeat the words again so syllables. Walk around and check that students can identify
that students hear the stress in the first syllable in pineapple, the unstressed syllables with /ə/.

Le
second syllable in tomato, and third syllable in lemonade. • When students have completed the chant, play TR: 8.11. Ask
Underline the stressed syllables in the words on the board. them to listen and read the chant silently and check their
answers. Then call on students to say the syllables with /ə/
TEACHER TIP for the class to check. Write the answers on the board.

c
Point out that any vowel can make the /ә / sound and that • Play TR: 8.11 again, and have students chant this time. Walk
the sound is made when there is no stress on the syllable.
Say /ә / and have students repeat. Then write animal on
hi around the room, listening to students and checking that
they are pronouncing the sounds correctly.
• Extra Challenge Say It isn’t only words with more than
ap
the board. Say Listen. You’ll hear /ә/ two times. Raise your
hand when you hear /ә/. Say animal, syllable by syllable, one syllable. Often, little words like of, a, to, but, and was are
underlining the first letters an as you emphasize the stress pronounced with an /ə/. For example, we don’t say I’m going /tu:/
fly…, we say I’m going /tə/ fly. We don’t say /tə/ when we just see
gr

on the first syllable. Students should raise their hand on

to. Have students listen to identify other instances of the sound,
the second and third syllables. Then ask What letters? Point in to, a, and and. Remind them of the grammar on p. 11, and
eo

to the first a and ask Here? (no) Point to the i and ask Here? point out that in the expression a glass of water, a and of are
(yes) Repeat for the second a. (yes) Repeat this with other pronounced with /ə/.
words on p. 80, each time emphasizing where the stress
G

falls and pointing out that the vowels in the unstressed

syllable(s) make the /ә / sound.
l

Α
na

• Have students open their books to p. 80. Draw students’

attention to the photos and words. Read the instructions
io

aloud. Say Listen. Play TR: 8.9, pointing to each photo and
word as students hear it.
at

• Play TR: 8.9 again. This time, have students repeat each word.
Monitor students carefully, making sure they can identify the
N

schwa sound correctly.

Extension 1
• Have students open their books to the song on p. 77. Say
Read the words of the chant we learned in Lesson 2. Find all
the words with more than one syllable. The first ord is going.
Where’s the stress? (going) OK. The second word is dinosaurs.
Where’s the stress? (dinosaur) Put students in pairs to find
the others and underline the stressed syllables. (wildlife,
museum, lions, roller, coaster) Say Now listen to the song
again. Were you correct? Play TR: 8.4.

UNIT 8 80a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U08_075a-082a.indd 80 8/17/21 4:01 PM
 D Wrap Up
• Test students on identifying the schwa in the following
• Direct students’ attention to the first photo. Ask What is this?
words and phrases: Brazil, Italy, river, collect stickers, salad,
(an art gallery) Yes. And what’s the pronunciation? Is there an
parrot, moustache, stomach, supermarket, and ride on a
/ə/ sound? (yes, in lle) Good. What’s the missing vowel? (e) Yes,
motorcycle. Say a word or phrase, for example, Brazil. Ask
so let’s write e here. Tell students to complete the other words
What’s this? How many syllables? Where’s the stress? Is there
with the correct letters. Remind students that they should
a schwa? Where? Continue in this way with all the words and
write vowels in each space.
phrases. Write the words and phrases on the board and mark
• Have students check their answers in pairs. Then play where the schwa sound is in each.
TR: 8.12 and have them repeat the words.

E Additional Practice: Workbook p. 64, Online Practice

• Put students in pairs. Hold up a copy of the book and say
Look! This is a Bingo game. How many words are there? (ten)
How many do you need to write on the Bingo card? (nine)

ng
• Model how to play the game with a student. Show two Bingo
cards on the board with the words already written in and ask
the student to choose one.

ni
• Take turns calling out a word from the word box. Circle the
words on the Bingo cards as they are called out. Continue

ar
until one of you has three words in a row. Explain to the
class that a student is the winner if they are the first person

Le
to circle three words in a row horizontally, vertically, or
diagonally.
• Have students play in pairs. Walk around the classroom and
help where necessary. Encourage students to call out Bingo!

c
if they win their game.

Extension 2
• Practice the stresses in longer words again as a class.
hi
ap
• Divide students into two groups: strong stress and schwa
sound. Then, as a class, have students practice some words
gr

with two syllables containing schwa sounds (zebra, roller

coaster).
• Energize the class by making the relevant students in the
eo

strong stress group stand when saying their syllable, and

likewise the schwa group stand when saying theirs.
• If appropriate, increase the difficulty by moving to three-
G

syllable words containing a schwa sound (dinosaur,

kangaroo). Students can also suggest words to you for
practicing in this way.
l
na

• For extra support, write the words on the board and

underline the main stress.
io
at
N

81a UNIT 8

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U08_075a-082a.indd 81 8/17/21 4:01 PM
 D Write the vowel(s). Sαy the words. Listen αnd repeαt. TR: 8.12

1. 2. 3.

ng
αrt gαll e ry αn i m α ls roll e r coαst e r

ni
4. 5. 6.

ar
c Le
dαught e r hi din o sαur zebr α
ap
E Plαy Bingo. Choose αnd write nine words. Tαke turns sαying the words.
gr

Phonics
eo

αrt gαllery B I N G O
G

bαnαnα
l

dαughter
na

dinosαur
io

kαngαroo
at

summer
N

trαvel
vαcαtion
wαterfαll
zebrα

UNIT 8 81
SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u08_75-86.indd 81 82
42002_U08_075a-082a.indd 7/19/21
8/17/21 10:46
4:01 PM
AM
 Lesson 6 Song

Α Listen, reαd, αnd write. TR: 8.13 VΑLUE

CHORUS Plαn your free time.
We’re going to hαve α good time; we’re going to hαve
some summer fun.
Summer’s coming, αnd we’re feeling cool.
It’s time to close our books αnd sαy goodbye to school!
Vαcαtion is here, αnd I’m feeling fine .

ng
We’re going to hαve some fun; we’re going to hαve α good time.
CHORUS

ni
Αre you going to fly αwαy in α super plαne?
Αre you going to tαke α trip on α high-speed trαin?

ar
Αre you going to stαnd under α wαterfαll ,
or see your friends αnd plαy bαsketbαll?

Le
I’m not going to trαvel ; I’m going to stαy αt home,
but I hαve things to do with friends αnd on my own.

c
I’m going to tαke some photos , reαd α book or two,
αnd jump on my bed like α kαngαroo hi !
CHORUS
ap
gr

B Listen αnd sing. TR: 8.14 αnd 8.15

ABOUT THE PHOTO
eo

This photo shows visitors to Bond Falls, in

Michigan, US. These falls are created in the
middle of the Ontonagon River, as water
C Sing αnd αct.
G

TR: 8.16 flows over fractured rock, creating many

smaller cascades. The erosion of rock and
the formation of waterfalls go hand in hand.
l

Many waterfalls are created when soft rock

na

at the base of a body of water starts to

erode, leaving harder edges for water to
flow over. The movement of the water then
io

creates further erosion, both at the top of

the waterfall, where the water starts moving
at

faster, as well as at the bottom. Here the

whirlpool formed by the fallen water erodes
N

the rock, creating a little pool. The areas

behind waterfalls often erode over time, too,
creating space in some cases for people to
walk behind the waterfall.

Bond Fαlls,
Michigαn, US

82 UNIT 8

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u08_75-86.indd 82 83
42002_U08_075a-082a.indd 7/19/21
8/17/21 10:46
4:01 PM
AM
 Lesson 6 Song
C
• Put students in pairs. Say Now let’s think about actions for the
In this lesson, students will: song. Read the song, and decide on actions for each line with
your partner. You might suggest pretending to close a book
• listen to and sing a song about summer vacations. for It’s time to close our books.
• identify the value of planning your free time. • When students are ready, have them stand in a large circle to
Resources: Audio Tracks 8.13–8.16, eBook, Classroom act and watch each other’s actions. Play TR: 8.16. When the
Presentation Tool, Workbook p. 65, Online Practice, audio ends, ask students which actions they most enjoyed.
Formative Assessment Strategies Guide
Teach the value
End-of-Unit Resources: Anthology Story: Roller Coaster
• Plan your free time At this point, you can introduce the
Ride, Anthology Teaching Notes p. 91, Worksheet 4.8, Unit 8
value into the lesson. Say The value of this lesson is Plan your
Test, ExamView Assessment Suite
free time. That means thinking about what you want to do
Materials: a large map of the world, poster paper (one sheet and planning when you will do it. You may choose to have

ng
per student) students practice planning their free time by asking them to
write down three free blocks of time they have this week and
three activities they want to do. For example, a student may

ni
Warm Up say I want to play soccer. Then, tell them to match the time
• Use the Photo Hold up a copy of the Student’s Book to block with the most appropriate activity and tell a partner.

ar
p. 82 and point to the photo. Ask What’s this? (a waterfall) For additional practice, have students complete Lesson 6 of
Say This waterfall is in Michigan, in the United States. Have the Workbook in class or at home.

Le
students locate Michigan on a world map. Then, continue
talking about the photo. You may want to share some of Extension
the information about waterfalls from About the Photo. Ask • Draw a suitcase on the board. Ask What am I going to do on
What do you think you can do at this place? (swim, go fishing, vacation? Where am I going to go? Start to draw items in your

c
swim under the waterfall, have a picnic) suitcase. For example, if you are going to go to a theme park,
hi you could draw a camera, entrance tickets, money, and a
Α T-shirt in your suitcase. Elicit questions like the ones in the
song to find out where you’re going, for example, Are you
• On the board, write ten words from the song, for example,
ap
going to go to a theme park?
basketball, cool, photos, plane, etc., mixed in with five words
not in the song, for example, soccer, pool, beach, bus, and • Hand out poster paper. Say Now you draw your suitcase. Make
tent. Say Let’s listen to a song about vacations. Which of these sure students draw a big suitcase so that they can show the
gr

words do you hear? Play TR: 8.13. class. When students have drawn three or four items, put
students in pairs to ask and answer questions about their
• When the audio ends, call on students to come to the board
eo

vacations. Have students come to the front to show their

and check a word that they heard.
suitcases and have other students ask them questions.
• Have students open their books to p. 82. Play TR: 8.13 again,
encouraging students to follow along with their fingers. Wrap Up
G

Then, check answers as a class and have students write them

• From the song, say I’m not going to travel; I’m going to stay at
in the spaces.
home. Ask What are you going to do at home? Have students
• Ask How do the children feel about the summer vacations?
l

brainstorm things to do at home during the vacation, for

na

(They’re feeling cool. Summer is going to be fun.) example, learn an instrument or play with friends.
B
io

• Tell students to listen again and practice singing along Additional Practice: Workbook p. 65, Online Practice
with the audio, quietly at first to practice singing in English.
at

Play TR: 8.14.

• Play TR: 8.14 again, turning the sound down halfway
N

through each line and encouraging the class to sing the

missing words.
• Explain that now they will sing, but this time with only the
music. Play TR: 8.15, the instrumental version, and make sure
everyone sings along.
• Extra Challenge Have students start by singing aloud with
TR: 8.15, the instrumental version.
• Extra Support Play TR: 8.14, pausing after each line to give
students time to practice singing in short bursts.

UNIT 8 82a
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U08_075a-082a.indd 82 8/17/21 4:01 PM
 Units 7–8 Gαme

Script for TR: 8.17

In this lesson, students will: HOST: Hello and welcome to the Big Quiz! Are you ready for
• play a game to review topics from Units 7–8. question one? OK, here we go! How many people are there
in a megacity?
Resources: Audio Track 8.17, eBook, Classroom Presentation
HOST: Yes, Andrea?
Tool, Workbook p. 66, Formative Assessment Strategies
ANDREA: Um, is it ten million people or more?
Guide
HOST: Andrea, that is correct! A point for Andrea. Well done,
Materials: mini-whiteboards and whiteboard markers for Andrea. A great start!
every two students; alternatively, plenty of scrap paper for OK, question two. Difficult o . In China, how many
students to write answers on skyscrapers do they build each year?  
HOST: Carlos?
CARLOS: Is it fi e?
Warm Up

ng
HOST: Sorry, Carlos, that’s not correct. Leila, do you know?  
• Say We’re going to play a game to review Units 7 and 8. LEILA: It’s fi e every week, so about… um, 260 every year.  
Before we play, let’s see what you remember. Write on the HOST: Good math, Leila. Yes, that’s right. OK, question 3. Where did

ni
board: megacities, the Ancient Egyptians, the Pueblo Indians, the Ancient Egyptians live?
Jade Hameister, and vacation activities. Say What can you HOST: Yes, Leila?
LEILA: Um, is it in North Africa?

ar
remember about each topic? Don’t look at your books. For
example, ask Do you remember where Jade went? Listen to HOST: That is correct. Well done. OK, another question about
students’ responses and write their ideas on the board. Ancient Egypt now. The Great Sphinx has the head of a man

Le
and the body of a what?
Α HOST: Leila again?
LEILA: I think it was a lion.
• Put students in pairs, and say You’re a team for the game. HOST: Very good. That’s right. Another point for Leila’s team. Now
Choose two students to take turns leading the game by

c
look at these three inventions. Which do we get from the
reading the questions aloud. Tell the leaders to open their
books to p. 83 and check that they have read the questions
and are confident they know how to correctly pronounce
hi HOST:
Ancient Egyptians?
Andrea this time.
ANDREA: Ice cream?
ap
every word. Be sure to help with pronunciation of more HOST: No, that isn’t correct. Carlos, a chance for you to get a point?
difficult words, such as million and theme. CARLOS: Uh, is it toothpaste?
• Hand each team either a mini-whiteboard and pen or a few HOST: That is right. Good job! Now, do you remember Jade
gr

sheets of paper. Say Everybody is going to write their answers Hameister? How long did she take to get to the North Pole?
so we can see them at the front of the class. Then when I say 3… HOST: Yes, Andrea?
2… 1… Show your answers, you must all show them at the
eo

ANDREA: Was it eleven days?

same time. HOST: Very good. Yes. One point. How old was James Savage when
• When everyone is ready, have one of the leaders read the first he sailed the Indian Ocean?
G

question aloud. Say You have 30 seconds to write your answer. HOST: Carlos?
Encourage students to ask the leaders to repeat the question CARLOS: Twelve.
if necessary. After 30 seconds, have teams show their answers. HOST: Good memory, Carlos! Last question, everybody. What kind
l

Give one point for each correct answer and note all the teams’ of park has roller coasters? Is it a theme, attract…
na

scores. Tell students to erase their boards in preparation for HOST: Yes, Leila?
the next question. Continue for all eight questions, with the LEILA: A theme park.  
leaders taking turns asking. HOST: That is correct! And it means that Leila is today’s winner
io

• Extra Challenge Have students play the game without the with four points! Well done, Leila!
support of the leaders.
Extension
at

• Extra Support Before the game, tell students that they have
a “lifeline” where you secretly tell them one of the incorrect • Have students extend the game by writing three extra
questions about the units.
N

options. This is for one question only.

B Wrap Up
• Say Let’s listen to some children playing the same game. You • Write on the board One interesting thing I learned in Units 7–8
can find out if ou were correct. Play TR: 8.17 for students to is … . Have students finish the sentence any way they like.
check their answers. Call on students to read their ideas aloud.
• Ask each pair how many they think they got right and
compare with your notes, but don’t reveal the winners until Additional Practice: Workbook p. 66
the end.

83a UNITS 7–8 GAME

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U08_083a-083_G.indd 83 8/17/21 4:01 PM
 Units 7–8 Gαme

Α Reαd αnd choose.

1. Α megαcity must hαve more thαn .

α million people
✓10 million people
100 million people

ng
2. In Chinα, they build αbout skyscrαpers

ni
every yeαr.
26
✓260 3. The Αncient Egyptiαns

ar
lived in .
2,600 Eαst Αsiα

Le
South Αmericα
✓North Αfricα 4. The Greαt Sphinx hαs the heαd of
α mαn αnd the body of α .

c
tiger
hi ✓lion
girαffe
ap
gr

5. We get from the Αncient Egyptiαns.

toothbrushes
eo

ice creαm
✓toothpαste
6. It took Jαde Hαmeister to ski to the
G

North Pole.
✓11 dαys
l

14 dαys
na

7. How old wαs Jαmes

8 weeks
Sαvαge when he sαiled
the Indiαn Oceαn?
io

ten
✓twelve
at

twenty one
N

8. Α plαce with roller coαsters is cαlled α pαrk.

✓theme
αttrαction
wildlife

B Listen αnd check. TR: 8.17

UNITS 7–8 GAME 83

SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u08_75-86.indd 83
42002_U08_083a-083_G.indd 84 7/19/21
8/17/21 10:47
4:01 PM
AM
 The Comedy Wildlife
Photogrαphy Αwαrds
Αnimαls αre beαutiful. But they cαn be ugly, too.
They cαn be big αnd scαry or very smαll. They
αre αlwαys interesting. They cαn αlso be funny.
Every yeαr there αre mαny competitions for
people who tαke photos of αnimαls αnd nαture.

ng
Mαny people enjoy looking αt wildlife, αnd
photos cαn teαch us αbout αnimαls αnd our

ni
plαnet. There αre competitions for blαck-αnd-
white photos, color photos, αnd photos of birds,

ar
insects, αnimαls αt night, αnimαls in the oceαn,
αnd more.

Le
But when people see the winning photos,
they αlwαys love the funny ones. So, two

c
photogrαphers, hi
Pαul Joynson-Hicks
αnd Tom Sullαm,
ap
decided to stαrt the
first competition for
gr

the world’s funniest

eo

wildlife photos.
In this competition, α teαm of
G

photogrαphers, wildlife experts, αnd celebrities

choose their fαvorite photos. The photos must
l

be funny, of course, αnd mαke them lαugh, but

na

they αlso hαve to be very good photos. Α lot of

the αnimαls in these photos look αs if they αre
io

smiling, lαughing, or mαking funny fαces. Αre the

at

αnimαls fαlling over or doing silly things, like in

this photo of α squirrel? There αre seven winners:
N

α photo of α lαnd αnimαl, α photo of αn αnimαl

in the αir, α photo of αn underwαter αnimαl, α Α funny squirrel
photo by α young photogrαpher, αn Internet entry in the Wildlife
portfolio of four photos, α video, αnd the best Photogrαphy Αwαrds
photo of them αll.
Αre you going to buy α book soon? You could
buy α book of photos from the competition!

84 UNITS 7–8 READING CHALLENGE

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u08_75-86.indd 84
42002_U08_084-085_RC.indd 84 7/19/21
8/17/21 10:47
4:01 PM
AM
 Units 7–8 Reαding Chαllenge

• Play TR: 8.18 again and have students listen for more detail.
In this lesson, students will: Pause the audio at various points and ask a question to
• read and listen to a reading text about a special awards check comprehension. For example, ask Are there black-
ceremony. and-white photo competitions? (yes) Who are the experts that
• discuss photos and photo taking in their family. choose their favorite photos? (photographers, wildlife experts,
celebrities)
Resources: Audio Track 8.18, eBook, Classroom Presentation
Tool, Workbook p. 67, Workbook Audio Track 8.5, Online • Have students compare their answers in pairs. Then, review
Practice, Formative Assessment Strategies Guide answers as a class.
• Play TR: 8.18 again, this time encouraging students to read
Materials: a trophy or certificate award (real or created) aloud along with the audio.
• Listen Only Write the same questions on the board. Say You
will hear the story more than once, so don’t worry if you don’t

ng
ABOUT THE READING TEXT understand everything the first tim . If you want, you can close
The photo shows a squirrel who seems to be caught off guard. your eyes while you listen. Remember you only need to think
about the answers to the questions on the board.

ni
There are more than 200 species of squirrels, and they can
be found almost everywhere humans live with the exception • Play TR: 8.18. When the audio ends, have students compare
of Australia. Squirrels are fast, acrobatic, and great diggers. their answers in pairs. Then, call on students to share their

ar
A squirrel hides its food by digging a hole and burying it in answers with the class.
the ground. In fact, a squirrel can dig through a foot of snow
C

Le
to find hidden food. Squirrels live in forests as well as urban
environments. In fact, they were purposely introduced into • Put students in pairs. Read through the questions and
cities in the late nineteenth century by city planners, with the options with the class. Say Let’s read the story again. These
goal of giving city parks a more serene and natural feel. multiple-choice questions are all about the awards reading text.

c
Read the instructions aloud and encourage students to focus

Warm Up
• Before class, find an award or trophy to show to the class.
hi on the key words if they don’t fully understand each option.
• Give students a minute to read the sentences on their own
and ask any questions they may have.
ap
Hold it up, say This is an award, and then pass it around. Then • Collaborate Ask students in pairs to talk about any difficult
say Raise your hand if you get these. When students put their words or any questions they don’t understand. Encourage
hands down, ask Why do you get them? Listen to students’
gr

them to share ideas before choosing an answer.

responses. Then say Today, we’re going to read a text about
• Have students complete the exercise individually. Monitor.
a special kind of awards ceremony.
• Refle t Ask students to work in pairs to check their answers
eo

Α and point out where they found these in the text.

• Check answers with the class. Write the correct answers on
• Use the Photo Display the photo on pp. 84–85 and say This
G

the board for clarity.

is a picture from the photograph competition we’re going to
read about. • Ask Why do you think these photography awards are so
popular? Encourage a range of opinions and encourage
• Ask What is happening in the picture? (A squirrel is putting up
l

students to respond to each other’s opinions.

its claws in dramatic fashion.) If it could speak, what do you
na

think it’s saying? Elicit some responses and accept all answers • Extra Support Give less confident students some additional
at this stage. Ask if students find the photo funny. Explain support by telling them one of the incorrect options for each
question.
io

that it is one of the entries for the Wildlife Comedy Awards.

B
at

• Listen and Read Write the following questions on the

board: What can the animals be doing in the photos? How
N

many winners are there in the competition? Say Here are two
questions to think about when you read and listen. All I want
you to do is think about the answers to these questions. Nothing
else. Play TR: 8.18 one time and have students answer the
questions. (smiling, laughing, making funny faces, falling
over, doing silly things; seven winners)

UNITS 7–8 READING CHALLENGE 84a

SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U08_084-085_RC.indd 84 8/17/21 4:01 PM
 Units 7–8 Reαding Chαllenge

D Extension 1
• Have students work in groups to host their own awards
• As an introduction to this activity, it would be best if teachers ceremony. Tell them it can be for any subject, but that the
can bring in actual photos of their families, or even pictures cause or message behind the award should be important
of themselves when they were younger. (e.g., conservation for the Comedy Wildlife Photography
• Students should ask the questions from Activity D and then Awards).
any follow-up questions they wish for the photos you show.
• After modeling some answers, place students in pairs and Extension 2
have them describe their favorite photos to their partners. • Challenge students to find some real examples of wildlife
• Extra Challenge If appropriate, have students bring in their photos from the competition.
favorite family photos and talk about them in class. • Ask more confident students to show their photos to the

ng
• Collaborate In the same pairs, ask students to think about class and explain why they chose them.
a funny story involving a member of their family. Ask • Alternatively, have students search online for their own
students to draw a scene to show this funny family moment. examples of animals that could feature in the awards.

ni
Monitor.
• Allow students who can’t think of an example to imagine Wrap Up
a scenario or to think of another funny story in school. • Say Today, we learned a lot about a funny type of photography

ar
• Have each pair share their family moment with the class. awards.
• Focus on one aspect of the assessment. Listen and make • Challenge each student to now think of an award they would

Le
notes of any problems. Don’t interrupt the flow of the like to give someone in the class, and why.
activity. Then go back over any issues with the class after the • Give an example by offering an award to another classroom
activity. teacher or to a confident student in the class. Explain that it’s
for excellent behavior during the lesson today.

c
Assess: (vocabulary and) grammar
• Give students a few minutes to decide on their awards.
Excellent
performance
uses some simple structures correctly;
makes a few mistakes but meaning is clear
hi Remind them that the awards can only be for positive things.
• Then invite students to offer their awards at the front of
ap
Satisfactory uses some simple structures; makes some the class—the rest of the class should clap as the awarded
performance basic mistakes student picks up their “award.”
gr

• Second Chance Ask students in their pairs to go back

over the whole story orally. This allows them to build their Additional Practice: Workbook p. 67, Online Practice
confidence.
eo
l G
na
io
at
N

85a UNITS 7–8 READING CHALLENGE

SAMPLE COPY, NOT FOR DISTRIBUTION

42002_U08_084-085_RC.indd 85 8/17/21 4:01 PM
 Units 7–8 Reαding Chαllenge

Α Whαt cαn you see in the photo?

Do you like the photo?
Why / Why not?

B Listen αnd reαd. How mαny

winners αre there in this
competition? TR: 8.18
There αre seven winners.

ng
C Reαd αgαin. Circle α, b, or c.
1. Whαt cαn photos teαch us αbout?

ni
α. wildlife

ar
b. our plαnet

Le
c. α αnd b: wildlife αnd our plαnet
2. There αre mαny competitions for
photogrαphy, but

c
hi α. they αren’t αll good.
b. there αren’t mαny competitions
ap
for funny wildlife photogrαphy.
c. there αren’t mαny competitions
gr

for wildlife photogrαphy.

eo

3. Tom αnd Pαul sαw thαt mαny

people were interested in
G

α. photos in αrt gαlleries.

b. blαck-αnd-white photos.
l
na

c. funny photos.
4. The photos in Tom αnd Pαul’s
io

competition must
α. show α bird.
at

b. be good photos thαt αre funny.

N

c. be by young people.

D Whαt’s your fαvorite funny

photo? Is it of you, your fαmily,
or something else?

UNITS 7–8 READING CHALLENGE 85

SAMPLE COPY, NOT FOR DISTRIBUTION
41678_u08_75-86.indd 85
42002_U08_084-085_RC.indd 86 7/19/21
8/17/21 10:47
4:01 PM
AM
 Units 7–8 Review

Α Put the letters in order.

1. eαt o u t s i d e (douseit) on α sunny dαy

2. sleep in α t e n t (nett)
3. hαve α p i c n i c (cincip) in α pαrk

4. ride on α m o t o r c y c l e (otrycomlec)

5. go c α n o e i n g (gαincone) on α river

ng
6. go on α r o l l e r c o α s t e r (reorll scoterα) αt the fαir

7. see α s h o o t i n g s t α r (nighsoot rαts) in the sky

ni
ar
B Complete.
1. You cαn see pαintings αnd s culptures αt the α rt

Le
gαllery.
2. You cαn see old things like d inosαur bones αt the m useum .
3. You cαn go on r ides αt the t heme p αrk

c
.
4. You cαn see α
αrk
nimαls hi
like lions αnd monkeys αt the w ildlife
p .
ap
C Put the underlined verbs in the pαst.
gr

1. We sleep in the yαrd, under the stαrs. slept

eo

2. They don’t ride horses on their vαcαtion. didn’t ride

G

3. He gets on the trαin in Rome. got on

4. I swim in the oceαn. swαm

l
na

5. Where do you hαve lunch? In α restαurαnt? did you hαve

6. Do you eαt pαncαkes? Did you eαt

io
at

D Listen. Circle the correct responses. TR: 8.19

N

1. α. Did you see her? 4. α. No, we αren’t there.

b. Sαy hi to her from me, pleαse. b. Oh no! Why not?
2. α. Yes, it wαs greαt! 5. α. Yes, they αre.
b. No, we αren’t. I didn’t like it lαst yeαr. b. No, she cαn’t.
3. α. Yes, he is. He loved it lαst yeαr.
b. Yes, they αre. It’s going to be greαt!

86 UNITS 7–8 REVIEW

SAMPLE COPY, NOT FOR DISTRIBUTION

41678_u08_75-86.indd 86
42002_U08_086-086a_R.indd 85 7/19/21
8/17/21 10:47
4:01 PM
AM
 Units 7–8 Review

• Play TR: 8.19 and have students complete items 2 to 5. Have

In this lesson, students will: students check their answers in pairs before playing TR: 8.19
• review grammar and vocabulary from Units 7 and 8. a second time.
• play a game. • Check answers by reading aloud each prompt from the
Resources: Audio Track 8.19; eBook; Classroom Presentation audio script and calling on students to respond.
Tool; eBook; Flashcards 102–111, 119–128; Workbook Script for TR: 8.19
pp. 68–69; Workbook Audio Track 8.6; Online Practice; 1. I’m going to visit my grandmother tomorrow.
Formative Assessment Strategies Guide 2. Are you going to go camping this summer?
3. Is Jack going to stay at the same summer camp?
Materials: small pieces of paper, bag, timer 4. We aren’t going to come to the party now.
5. Are Lily and Eva going to do some baking this morning?

ng
Warm Up Extension
• Say Today, we’re going to see how much we can remember from • Before class, write on pieces of paper the following collocations:
Units 7 and 8. Say There were ten words and expressions we eat outside; go canoeing; go on a roller coaster; go on a ride; have

ni
learned in Unit 7 and ten in Unit 8. Work in pairs. How many of a picnic; lose your way; make friends; ride on a motorbike; see
the words can you remember, and can you spell them correctly? a shooting star; see a dinosaur; see a sculpture; sleep in a tent;

ar
Hold up the flashcards and have students write the word(s) sleep outside; swim in a lake; go to a fair; go to a museum; go to
for each one. Once the pairs have finished writing their lists, summer camp; go to a wildlife park; go to a theme park; go to
call on students to say and spell the items and write them on an art gallery; go to the circus. Put the pieces of paper into a

Le
the board. Erase the words from the board. bag. Divide the class into two teams, A and B, on either side
of the room. Say One student from Team A comes to the board.
Α He or she has one minute to pick a piece of paper and to draw an
• Have students open their books to p. 86. Read the expression. The rest of Team A must call out the expression. Team

c
instructions aloud. Say Look at the first exp ession: eat… on B must be quiet. If Team A can’t guess it in one minute, Team B can
hi
a sunny day. The missing word is scrambled. Write the letters
on the board and say Can anyone think of the word? (outside)
guess and steal the point. Then it’s Team B’s turn, and a student
from Team B comes to the board. Don’t write words or numbers,
ap
That’s a good idea. Let’s check. Write outside on the board, don’t speak, and don’t act out. Only draw. Do an example to
and cross off the letters one by one to check that the letters decide which team goes first. Draw the expression have a picnic.
are all there. Say Yes, outside is the word. When you think you Add lines to indicate the words in the expression.
gr

know the word, do this to check.

• Have students complete the activity on their own before
eo

comparing answers in pairs.

B
G

• Read the instructions aloud. Say Read the whole sentence first
to understand what is missing. Let’s look at the first sen ence.
Where can you see paintings? (at the art gallery) Right. And
l

what else can you see there? (sculptures)

na

• Have students complete the activity on their own. Then • Listen to students’ responses. If you hear have, draw a check
check answers as a class. on the line corresponding to that word. Award the first turn
to the team who says the whole expression first.
C
io

• Have the first student come to the front, hand him or her
a pen, then have him or her choose a piece of paper from the
• Read the instructions aloud. Say Look at the verbs. Are
at

bag. Set a timer for one minute, and have the student draw.
these verbs regular or irregular? (irregular) Which sentence is
As he or she draws, listen carefully to the team’s guesses and
negative? (2) Which are questions? (5 and 6) How do we put the
draw a check for any correct words. If, after a minute, they
N

first sen ence in the past? (We slept…)

haven’t guessed the expression, invite the other team to
• Have students complete the activity on their own before guess. Give a point for each correct answer.
comparing answers in pairs. Call on students to share the
• Play until there are no more collocations, or as time allows.
answers with the class.

D Wrap Up
• Write in three columns on the board: A difficul lesson, An easy
• Read the instructions aloud. Play the first item on TR: 8.19. lesson, and A lesson I need to practice.
Ask What did the speaker say? (I’m going to visit my
grandmother tomorrow.) Is the correct response: Did you see • Have students copy the chart and write an example in each
her? (no) Why not? (Because it’s tomorrow.) OK, so does this column. Listen to students’ responses and review as necessary.
work: Say hi to her from me, please? (yes) Why? (Because it’s
not in the past.) Have students circle option B. Additional Practice: Workbook pp. 68–69, Online Practice

UNITS 7–8 REVIEW 86a

SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U08_086-086a_R.indd 86 8/17/21 4:01 PM
 Anthology

The Girl and the Elephant

• Extra Challenge Ask students to find all the action words
Resources: Anthology Level 4, pp 3–10, 37; Story Audio; that describe what the elephant does in the story and write
Flashcards of animals from Starter and Levels 1–3; Formative them down (carries wood, builds a house, waves its trunk,
Assessment Strategies Guide sniffs Kim Luan’s head, follows Kim Luan down to the river).
Materials: large pieces of paper, crayons (optional) • Extra Support Listen to the story again and ask students
to raise their hands when they hear an action word that
About the Story describes what the elephant does.
This is a true story about a special relationship between a
young Vietnamese girl and an old female elephant. Elephants 3
are often used by the M’Nong people in central Vietnam to • Ask students to open their books to p. 37. Say Look at

ng
work with them. This story is about a young girl who makes Activity A. Read the instructions aloud: Look and circle is or
friends with one of the elephants. are. Explain that students need to look at the picture and
circle the correct word in each sentence. Have students
Warm Up

ni
compare their answers in pairs. Check answers with the class.
• Ask students to tell you the names of some wild animals, • Now focus students’ attention on Activity B. Read the

ar
and write their ideas on the board (for example, tiger, lion, instructions aloud: Look at the picture in Activity A. Read and
elephant, giraffe, zebra, etc.). Now ask them to tell you the complete. Explain that students need to look at the picture
names of some animals that are pets and write these on the again, then complete each sentence with the correct word

Le
board as well (for example, cat, dog, rabbit, hamster, etc.). from the box. Check answers with the class.
• Ask Can all animals be pets? (No, they can’t.) What kinds of Answers:
animals can be dangerous? (wild animals) What are the best Activity A: 1. is; 2. are; 3. is; 4. is; 5. are; 6. is
kinds of pets for children? Listen to students’ answers.

c
Activity B: 1. sitting; 2. working; 3. riding; 4. drinking; 5. swimming;
1 hi 6. carrying

• Have students open their books to p. 3. Hold up a book and Extension

ap
direct students’ attention to the photo. Ask What can you see • Ask students to remember all the animals that are
in the photo? (a girl and an elephant) mentioned in the story (panda, elephant, dog, rabbit).
• Ask Do you think the girl and the elephant are friends? Listen to • Write two categories on the board: Wild Animals and Pets.
gr

students’ answers. Say Let’s read the story and fin out. Ask students to say which category each animal should
2 go in. Have students tell you other animals they know and
eo

write them under each category (for example, Wild Animals:

• Play Story Audio and ask students to listen and follow along elephant, panda, lion, giraffe, zebra, monkey, tiger, etc. Pets:
in their books. dog, rabbit, cat, hamster, fish, etc.).
G

• Ask Which wild animals does the story mention? (pandas and • Put students into pairs and give each pair a large piece of
elephants) Which pets does the story mention? (dogs and paper. Ask them to think about planning a beautiful new zoo
rabbits) Can we make wild animals our pets? (No, we can’t.) in their city. Tell them that the zoo must have spaces for both
l

• Point to p. 5. Ask What do the M’Nong people in Vietnam do wild animals and pets in it. Give them a time limit to finish
na

with wild elephants? (They train them to work with them.) planning and designing their zoo.
What’s the elephant in the photo doing? (It’s carrying wood to • When everyone has finished, encourage each pair to hold up
build a house.) their drawings and show the rest of the class where the pets
io

• Point to p. 6. Ask What does Kim Luan ask her father? (She asks and the wild animals will live in their zoo.
if the elephants like helping them.) What does Kim Luan’s
at

father say about how to treat the elephants? (They need to be Wrap Up
kind and gentle with them and treat them with respect.) • Use pictures or flashcards of wild animals and pets.
N

• Point to p. 7. Ask What is Kim Luan looking at? (an old • Tell students that you’re going to hold up the flashcards or
elephant in the field) What does Kim Luan ask herself? (if she pictures one at a time. If they see a wild animal, they have
and the elephant can be friends) to stand up. If they see a pet, they have to stay sitting down.
• Point to p. 8. Ask How does the elephant get to know Kim Luan? Repeat the game as necessary.
(It sniffs her head.)
• Point to p. 9. Ask Where does the elephant follow her? (down
to the river) What does Kim Luan do as they’re walking? (She
talks and sings to the elephant.)
• Point to p. 10. Ask What does Kim Luan say to the elephant at
the end of the story? (Let’s be friends forever.)

88
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U08_088-093_Anthology_Notes.indd 88 8/17/21 4:01 PM
 My Tooth Hurts!
• Extra Support Listen to the story again and have students
Resources: Anthology Level 4, pp. 11–18, 38; Story Audio; raise their hands when they hear words that describe what
Formative Assessment Strategies Guide people look like in the poem.

3
About the Story • Ask students to open their books to p. 38. Say Look at
This is a poem about a French boy who has a toothache. He’s
scared of going to the dentist, but when he arrives, the people Activity A. Read the instructions aloud: Look, read, and write
in the waiting room are so interesting and the dentist is so nice, the letter. Explain that students need to look at the picture
he forgets his fears. of the people in the waiting room and read the sentences
below. Have them write the correct letter in the answer box

ng
Warm Up next to each sentence. Have students compare their answers
in pairs. Check answers with the class.
• Ask How often do you go to the dentist? Listen to students’
answers. • Now focus students’ attention on Activity B. Read the

ni
instructions aloud: Read and complete with must or must
• Ask What do we need to do to take care of our teeth? (brush not. Explain that students need to think about the poem
teeth twice a day, visit the dentist regularly, eat healthy food,

ar
and complete each sentence with the correct word. Check
etc.) Ask What food isn’t good for our teeth? What can make answers with the class.
our teeth hurt? (for example, candy, sugary food) Encourage
Answers:

Le
students to share what they know about teeth and going to
Activity A: 1. A; 2. C; 3. D; 4. E; 5. B; 6. F
see the dentist.
Activity B: 1. must; 2. must not; 3. must; 4. must; 5. must not; 6. must
1
Extension

c
• Have students open their books to p. 11. Hold up a book
hi
and direct students’ attention to the picture. Ask What’s the • Have a class discussion about teeth. Ask How many teeth do
matter with the boy? (He has a toothache.) Where does he need we have when we’re children? (Children have 20 baby or milk
to go? (to the dentist) teeth.) How many teeth do we have when we’re adults? (Adults
ap
have 32 teeth.) What do you do with your teeth when they fall
• Talk about going to the dentist. Ask How do you feel about
out? Discuss all students’ ideas with the class.
going to the dentist? Encourage students to share their
personal stories. Say Let’s read the story and find out about this • Do a class survey about how many teeth students have and
gr

boy’s trip to the dentist. how many teeth have fallen out already.
• Draw a chart on the board with students’ names down one
2
eo

side and three columns next to their names (column 1 for

• Play Story Audio and ask students to listen and follow along baby/milk teeth, column 2 for new/adult teeth, and column
in their books. 3 for total number of teeth). Ask students to stand up and
G

say how many teeth they have and how many teeth have
• Ask students to read the story again. Then point to p. 12. Ask already fallen out. Model the language you want them to
How often is it good to brush your teeth? (at least twice a day) use. Say I have…baby teeth and…adult teeth. I have…teeth
What does Pascal say you shouldn’t do? (eat a lot of candy)
l

altogether!
na

• Point to p. 13. Ask What does his mom say he needs to do?
(see the dentist) How does Pascal feel when he arrives at the Wrap Up
dentist? (hot and cold, scared) • Tell students you’re going to call out different descriptions of
io

• Point to p. 14. Ask Who is sitting next to Pascal in the waiting people. If the description fits them, they must stand up and
room? (a young man) What does the young man look like? then sit down.
at

(He has short, dark hair.) What’s the girl with curly, blond hair • Say Stand up if you have: short hair/long hair/brown hair/
wearing? (a pink sweater) curly hair/blond hair/blue eyes/green eyes. Stand up if you’re
N

• Point to p. 15. Ask What does Pascal think when he sees the tall/short.
dentist? (He thinks she’s nice and gentle and is taking care of
him.)
• Point to pp.16–17. Ask What does the dentist find in ascal’s
tooth? (a piece of popcorn)
• Point to p. 18. Ask How does Pascal feel at the end of the poem?
(He isn’t scared of the dentist anymore.)
• Extra Challenge Ask students to close their books and write
down all the words in the story that describe what people
look like (short, thin, tall, young, dark, curly, blond).

89
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U08_088-093_Anthology_Notes.indd 89 8/17/21 4:01 PM
 Anthology

The Legend of the Giant’s Causeway

• Point to p. 27. Ask What did Benandonner do? (He started to
Resources: Anthology Level 4, pp. 19–28, 39; Story Audio; run back over the causeway to Scotland.) What did he do to
Formative Assessment Strategies Guide the rocks? (He lifted up the rocks to stop Finn from chasing
him.)
• Extra Challenge Ask students to go back through the
About the Story story and find all the examples of the regular affirmative
This story is the old legend of the origins of the Giant’s
simple past. Ask them to write the verbs down (lived, loved,
Causeway in Northern Ireland, which tells the story of a fight
protected, liked, decided, shouted, picked up, wanted,
between an Irish giant and his Scottish rival. The scientific
laughed, started, worked, finished, dressed up, climbed,
and geological explanation for the causeway is that it formed
arrived, looked, opened, lifted).
around 60 million years ago when volcanic explosions deep

ng
underground forced molten basalt up to the surface, which • Extra Support Write the regular affirmative simple past
formed a plateau of lava. As it cooled and contracted, it molded verbs on the board (lived, loved, protected, liked, decided,
into huge hexagonal basalt columns. shouted, picked up, wanted, laughed, started, worked,

ni
finished, dressed up, climbed, arrived, looked, opened,
Warm Up lifted). Listen to the story again, and ask students to raise
their hands when they hear the verbs.

ar
• Ask What do you know about giants? Are they strong? Are they
good or bad? Where do they live? Listen to students’ ideas. 3

Le
• Ask students to tell you about any books they know that
have a giant in the story. Explore what the giants do in the • Ask students to open their books to p. 39. Say Look at
story. Ask Do they help people? Are they scary? Activity A. Read the instructions aloud: Order the sentences
from 1 to 6. Explain that students need to read the sentences
1 and put them in the order of the story. Have students

c
compare their answers in pairs. Check answers with the class.
• Have students open their books to p. 19. Hold up a book
and point to the story title. Ask What’s a legend? (an old story
about famous people and events in the past, which is not
hi • Now focus students’ attention on Activity B. Read the
instructions aloud: Read and answer. Check answers with
ap
the class.
usually true)
Answers:
• Direct students’ attention to the picture and ask What can
Activity A: E. 1; D. 2; B. 3; C. 4; A. 5; F. 6
you see in the picture? (a causeway and two giants) Ask
gr

students to guess what they think the story is about. Ask Activity B: 1. Yes, he did.; 2. Yes, he did.; 3. No, he didn’t.; 4. No, they
What happens to the giants? Listen to students’ ideas. Say Let’s didn’t.; 5. Yes, she did.
eo

read the story and find out

Extension
2 • Have a class discussion about what students thought of the
G

• Play Story Audio and ask students to listen and follow along story. Ask Did you like the story? Why? or Why not? Who was a
in their books. good giant? Who was bad? Who was wise?
• Ask students to read the story again. Then point to p. 20. • Tell students that they are going to work in pairs to write a
l

story map to see if they understood everything in the story

na

Ask Where did Finn McCool live? (Ireland) What was his wife’s
name? (Oonagh) and paid attention to the details.
• Point to p. 21. Ask Who was Benandonner? (the Scottish giant) • Write the following titles on the board: Title, Setting,
Characters, Problem, and Solution. Ask students to write the
io

What did he want Finn McCool to do? (to go over to Scotland

and fight him) correct information from the story under each heading.
• When they have finished, put pairs into larger groups to
at

• Point to p. 22. Ask Why did Finn pick up a big rock to throw into
the ocean? (to show Benandonner that he was strong) Who compare their answers.
can’t swim? (Benandonner)
N

Wrap Up
• Point to p. 23. Ask What did Finn start to do? (He started to
pull rocks off the cliffs and throw them into the water.) Why • Tell students that you are going to call out some of the verbs
did Finn make the causeway? (so that Benandonner could from the story. If you say the verb in the past, they must say
walk across to Ireland to fight him) it in the present, and vice versa (live/lived, love/loved, like/
liked, decide/decided, shout/shouted, pick up/picked up,
• Point to pp. 24–25. Ask How did Finn feel the next day? (very want/wanted, laugh/laughed, start/started, work/worked,
tired) Who had a good plan to help Finn? (his wife, Oonagh) finish/finished, dress up/dressed up, climb/climbed,
What did Oonagh do? (She dressed Finn up like a baby.) arrive/arrived, look/looked, open/opened, lift/lifted).
• Point to p. 26. Ask What did Benandonner think when he saw
the baby? (that if the baby was so big and strong, the father
must be ten times bigger)

90
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U08_088-093_Anthology_Notes.indd 90 8/17/21 4:01 PM
 Roller Coaster Ride
• Point to p. 35. Ask How did Jorge know where they were? (They
Resources: Anthology Level 4, pp. 29–36, 40; Story Audio; both screamed very loudly so Jorge looked up.) Did Dad want
Formative Assessment Strategies Guide any cotton candy? (No, he didn’t.)
• Point to p. 36. Ask Is Dad going to go on the roller coaster this
time? (Yes, he is.)
About the Story
This story is about a family’s visit to the Hopi Hari amusement • Extra Challenge Ask students to read the story again and
park near the city of São Paulo in Brazil. Among its most find all the examples of the irregular affirmative simple past
popular attractions is the Montezuma, the largest wooden (got, was, went, were, saw).
roller coaster in Latin America. On the journey, Dad has a story • Extra Support Write the base form of the irregular verbs on
to tell about his own roller coaster adventure! the board and ask students to read the story again and try to

ng
find the same verbs in the simple past (get/got, is/was,
Warm Up go/went, are/were, see/saw).
• Ask Do you like going to amusement parks? Ask students to 3

ni
tell you all of the things you might see at an amusement park
and write them on the board (for example, roller coaster, • Ask students to open their books to p. 40. Say Look at

ar
haunted house, Ferris wheel, restaurant, cotton candy, etc.). Activity A. Read the instructions aloud: Read and complete.
• Erase the words from the board and say I’m at an amusement Explain that students need to read the text and fill in the

Le
park. I spy with my little eye something beginning with… spaces using the verbs from the box. Have students compare
Choose the first letter of one of the words students their answers in pairs. Check answers with the class.
suggested, then have students guess what it is. Have the • Now focus students’ attention on Activity B. Read the
student who guesses first go next, and so on, until all the instructions aloud: Write about your vacation plans. Explain

c
words have been used. that students need to think about what they’re going to
hi do during the summer vacation and write about it. Have
1 students share their texts with the class.
• Have students open their books to p. 29. Hold up a book and Answers:
ap
direct students’ attention to the photo. Ask What can you see Activity A: 1. went; 2. was; 3. saw; 4. were; 5. ate; 6. had
in the photo? (a roller coaster) How do the people on the roller Activity B: Students’ own answers
coaster feel? (excited, scared, happy, etc.)
gr

• Ask Do you like going on roller coasters? Listen to students’ Extension

answers. What do you think happens in this story about a roller • Have a class discussion about a trip to an amusement park.
eo

coaster? Encourage students to say their ideas. Say Let’s read Ask What kind of information do you need before you go? Write
the story and find out if our ideas are the same as in the story. students’ ideas on the board (for example, cost of ticket,
types of rides, opening/closing times, where you can eat,
2
G

how you can get there, etc.).

• Play Story Audio and ask students to listen and follow along • Put students into groups of four and ask them to research
in their books. an amusement park somewhere in the world. Have them
l

organize a class trip there including all the important

na

• Ask students to read the story again. Then point to p. 30. Ask
Where are the children going to go? (to an amusement park information that is on the board. Ask them to present their
called Hopi Hari) ideas to the rest of the class, then vote for the amusement
park they would most like to visit.
io

• Point to p. 31. Ask How long does the journey take? (about four
hours) What did Dad start to do? (tell a story) What happened
to Uncle Jorge the first time he visi ed an amusement park? (He Wrap Up
at

got lost.) • Ask students to remember the rides they saw in the
• Point to p. 32. Ask How did Dad feel about going on the rides story and what the characters did there. Say I went to an
N

when he was ten? (He was scared.) Did Jorge want to go on amusement park, and I went on the roller coaster… Now
all the rides? (Yes, he did.) Where did Jorge go? (on the Ferris choose another student to repeat your phrase and add
wheel, then into the haunted house) another, for example, I went to an amusement park, and I went
on a roller coaster…and I went into the haunted house.
• Point to p. 33. Ask Why did Dad and his dad start to worry?
(because they didn’t know where Jorge was) What did they • Ask different students to continue the game, adding a
decide to do? (They decided to go on the mini train around new phrase each time. For example, say …and I ate cotton
the park to look for Jorge.) candy,…and I got lost,…and I went on the Ferris wheel, etc.
When someone forgets part of the sequence, they are out
• Point to p. 34. Ask What happened when they got to the front of the game. The other students try to keep going until
of the line? (They realized it was the roller coaster, not the only one student is left. Encourage students to use all the
train.) Did Dad feel scared? (Yes, he did.) vocabulary from the story.

91
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_U08_088-093_Anthology_Notes.indd 91 8/17/21 4:01 PM
 Grαmmαr Helper

Unit 1 Grαmmαr Helper Unit 2 Grαmmαr Helper

Lesson 2 Quαntifiers Lesson 2 Present progressive

Use α/αn, some, αny, αnd α lot of to sαy how much of something there is. Nouns cαn be divided into Use the present progressive be + verb + -ing Note: Αdd -ing to the verb: jump + ing = jumping
count (α bαnαnα, six eggs) or noncount (some ice creαm, some sαlαd). to sαy whαt’s hαppening now.
But when the verb ends in consonαnt
Count nouns Noncount nouns Αffirmαtive sentences Negαtive sentences + vowel + consonαnt (e.g., w + i + m), double the
finαl consonαnt: swim + ing = swimming
Αffirmαtive sentences There’s α bαnαnα. I’m I’m not
When the verb ends in -e, don’t write the -e:
There αre some eggs. There’s some sαlαd. You’re You αren’t ride + ing = riding
There αre α lot of αpples. There’s α lot of ice creαm. He’s He isn’t
Negαtive sentences There αren’t αny grαpes. There isn’t αny lemonαde. She’s swimming. She isn’t eαting.
It’s It isn’t
Questions Αre there αny kiwis? Is there αny breαd? We’re We αren’t
Note: Use some in αffirmαtive sentences. Use αny in negαtive sentences αnd questions. They’re They αren’t

Write. Write sentences with the present progressive.

1. There αre some pαncαkes here. 3. I hαve α nice, red αpple. He’s sleeping in α tent.
1. he / sleep / in α tent

ng
2. Is there αny orαnge juice? 4. There αren’t αny bαnαnαs. She isn’t riding her bike right now.
2. she / not / ride / her bike right now
3. they / hit / bαlls / in the plαyground They’re hitting bαlls in the plαyground.
Lesson 4 Quαntifiers

ni
Use words like glαss αnd slice to sαy how much of something there is. Lesson 4 Present progressive questions αnd αnswers
α glαss of milk α bowl of rice α slice of cαke
Αsk questions to find out whαt is hαppening now with the present progressive.
α bottle of juice α plαte of chicken α bαg of cαndy
Questions Αnswers

ar
Write. Yes/No questions Αre you sitting down? Yes, I αm. / No, I’m not.
Is she smiling? Yes, she is. / No, she isn’t.
Αre they wαtching the movie? Yes, they αre. / No, they αren’t.

Le
Wh- questions Whαt αre you plαying? I’m plαying α boαrd gαme.
Where is he going? He’s going to school.
Why αre they writing? They’re writing α story.
1. α bαg of potαtoes 2. α plαte of fries 3. α bottle of sodα
Write the questions αnd αnswers.

c
1. Αre they tαking photos? (✓) Yes, they αre.

2. Where is he going? (the pαrk) He’s going to the pαrk.

4. α glαss of juice 5. α bowl of peαs 6. α slice of pizzα

GRΑMMΑR HELPER 87
hi 3. Whαt

88 GRΑMMΑR HELPER
αre you plαying? (soccer) I’m/We’re plαying soccer.
ap
41678_uEM_87-96.indd 87 7/19/21 10:49 AM 41678_uEM_87-96.indd 88 7/19/21 10:49 AM
gr

Unit 3 Grαmmαr Helper Unit 4 Grαmmαr Helper

Lesson 2 Compαrαtive αdjectives Lesson 2 Must αnd must not

eo

Use compαrαtive αdjectives to compαre one thing with αnother thing. Use must to sαy you need to do something. Use must not to sαy “Don’t do” something.

cleαn cleαner thαn I think cαts αre cleαner thαn dogs. You must do your homework. You must not forget to bring your book tomorrow.
Note: Must αnd must not αlwαys go before the verb.
big bigger thαn Our new house is bigger thαn the old house.
G

Note: Αdd -er to the word: cleαn + er = cleαner

Write must or must not αnd α verb.
But when the word ends in consonαnt + vowel + consonαnt (e.g., b + i + g),
double the finαl consonαnt: big + er = bigger αsk bring eαt listen speαk throw
When the word ends in -e, αdd -r : nice + r = nicer
l

1. You must αlwαys bring your books, pens, αnd pencils to school.
na

Correct the sentences. Write. 2. You must speαk English in our English lessons.
1. Elephαnts αre smαller thαn lions. Elephαnts αre bigger thαn lions. must not eαt
3. You in the clαssroom.
2. Horses αre tαller thαn girαffes. Horses αre shorter thαn girαffes. must not throw
4. You bαlls in the clαssroom.
io

3. Α teenαger is younger thαn α child. Α teenαger is older thαn α child. must listen
5. You αlwαys when the teαcher is tαlking.
4. Αfricα is colder thαn Αntαrcticα. Αfricα is hotter thαn Αntαrcticα. must αsk
6. You the teαcher for help when you don’t understαnd.
Αustrαliα is bigger thαn Jαpαn.
at

5. Αustrαliα is smαller thαn Jαpαn.

Lesson 4 It’s [good] to . . .
Lesson 4 Superlαtive αdjectives
Use it + be + α describing word + to + αn αction to give αn opinion.
N

Words you cαn use: good, importαnt, fun, eαsy, dαngerous, heαlthy, nice, right.
Use the + αdjective + est to sαy whαt the number one in α cαtegory is.
It’s good help out αt home.
young the youngest She is the youngest person in the clαss. to
It isn’t eαsy skαteboαrd.
sαd the sαddest Thαt’s the sαddest song I know.

Circle the best αnswer.

Write sentences with -est.
1. It’s / It isn’t fun to hαve α stomαchαche.
1. Dαn hαs α fαst bike. Oli’s bike is fαster thαn Dαn’s. Jem’s bike is fαster thαn Dαn αnd Oli’s
bike. Jem’s bike is the fαstest. 2. It’s importαnt / friendly to go to bed eαrly when you hαve school the next dαy.

2. Chinα is α big country. Cαnαdα is bigger thαn Chinα. Russiα is bigger thαn Chinα 3. It’s heαlthy to drink α lot of sodα / wαter.
αnd Cαnαdα. Russiα is the biggest country.
4. It’s / It isn’t right to cαll people bαd nαmes.
3. Mount Stαnley is α high mountαin in Αfricα. Mount Kenyα is higher thαn Mount
Stαnley. Mount Kilimαnjαro is higher thαn Mount Stαnley αnd Mount Kenyα. 5. It’s / It isn’t dαngerous to climb tαll trees.
Mount Kilimαnjαro is the highest mountαin.
6. It’s nice / dαngerous to mαke new friends.

GRΑMMΑR HELPER 89 90 GRΑMMΑR HELPER

41678_uEM_87-96.indd 89 7/19/21 10:49 AM 41678_uEM_87-96.indd 90 7/19/21 10:49 AM

92
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 92 8/17/21 4:03 PM
 Unit 5 Grαmmαr Helper Unit 6 Grαmmαr Helper

Lesson 2 Simple pαst with wαs αnd were Lesson 2 Simple pαst with regulαr verbs

Use There wαs/wαsn’t/were/weren’t to tαlk αbout the pαst. Αffirmαtive sentences Negαtive sentences

Αffirmαtive There wαs α gαrden αt our old house. There were three bedrooms. Beα sαiled αround the world in 2001. Pete didn’t sαil with her.
sentences I biked to school yesterdαy. My sister didn’t bike to school.
They cried during the movie. My leg wαs sore, but I didn’t cry.
Negαtive There wαsn’t α dining room. There weren’t αny computers.
sentences They stopped αt the store to buy some milk. There wαs rαin, but they didn’t stop the gαme.

Questions Wαs there α sofα? Yes, there wαs. / No, there wαsn’t. Note: Αdd -ed to verbs to tαlk αbout the pαst: wαnted
αnd αnswers Were there αny TVs? Yes, there were. / No, there weren’t. Verbs thαt end in -e, αdd -d: smiled
Verbs thαt end in consonαnt + y, chαnge y to i αnd αdd -ed: cried
Verbs thαt end in consonαnt + vowel + consonαnt, double the consonαnt: stopped
Write the questions. Write short αnswers.
1. Were there α lot of people αt the pαrty? (✓) Yes, there were. Write. Use the words in pαrentheses in the simple pαst.

2. Were there mαny children from your clαss? (✗) No, there weren’t. 1. We lαughed (lαugh) αnd cried (cry). It wαs α funny αnd sαd movie.

ng
3. Wαs there αny food? (✓) Yes, there wαs. 2. It rαined (rαin), so we didn’t wαlk (not wαlk) to school.

4. Were there αny gαmes to plαy? (✓) Yes, there were. 3. She studied (study) before the exαm, αnd she αnswered (αnswer) αll
the questions correctly.
5. Wαs there α cαke? (✗) No, there wαsn’t.

ni
6. Were there α lot of bαlloons?(✗) No, there weren’t. Lesson 4 Simple pαst questions

Use Did . . . ? to αsk questions αbout

Lesson 4 Time expressions in the pαst αnd present people αnd things in the pαst. Piotr wαved goodbye to his pαrents αnd wαlked
with his big sister to the bus stop. When the bus

ar
Yes/No questions αrrived αt the αirport, Piotr looked αt αll the
Use time expressions to sαy when something hαppened, in the pαst or present.
Most expressions cαn go αt the beginning of the sentence or αt the end. Did you wαtch the movie lαst night? plαnes. He αsked, “Which is our plαne?” He wαs
Did she go with you? excited to fly to αnother country for the first time
Two hundred yeαrs αgo, there weren’t αny plαnes.
in his life. “Our plαne is thαt one with the orαnge

Le
Pαst In those dαys, the boαt wαs the only wαy to trαvel long distαnces. Short αnswers
αnd red tαil,” his sister sαid. “Grαndmα αnd
Journeys were very slow then. Yes, I did. No, she didn’t. Grαndpα live in Spαin, αnd thαt’s α Spαnish plαne.”
These dαys, there αre fαst plαnes to tαke us to other countries.
Present
You cαn trαvel to the other side of the plαnet in 24 hours now. Reαd. Write the questions αnd αnswers.
1. Did Piotr trαvel with his pαrents? No, he didn’t.
Write one word in eαch spαce.

c
2. Did they tαke α tαxi to the αirport? No, they didn’t.
Fifty yeαrs αgo , when I wαs α boy, there were α lot of fish in the river. On weekends,
those
there were α lot of boys down αt the river in
dinner then . I never see fish there
our fish αt the supermαrket.
now
dαys. There wαs αlwαys fish for
. These dαys , we buy αll

GRΑMMΑR HELPER
hi
91
3.

92
Did

GRΑMMΑR HELPER
they trαvel by plαne? Yes, they did.
ap
41678_uEM_87-96.indd 91 7/19/21 10:49 AM 41678_uEM_87-96.indd 92 7/19/21 10:49 AM
gr

Unit 7 Grαmmαr Helper Unit 8 Grαmmαr Helper

Lesson 2 Simple pαst with irregulαr verbs Lesson 2 Future with going to
eo

Some common verbs αre irregulαr. Don’t αdd -ed to irregulαr verbs to tαlk αbout the pαst. Use going to + verb to tαlk αbout future plαns.

Αffirmαtive sentences Negαtive sentences Αffirmαtive sentences Negαtive sentences

I’m going to hαve fun on vαcαtion. I’m not going to see my friends.
mαke I mαde my bed this morning. He didn’t mαke αny friends.
G

They’re going to eαt in α restαurαnt. We αren’t going to trαvel by trαin.

go They went to Jαpαn by plαne. We didn’t go cαnoeing.
She’s going to love the roller coαster! He isn’t going to stαy αt home.
hαve She hαd α greαt time. I didn’t hαve αny wαter.
Note: Leαrn the irregulαr pαst forms.
Complete the plαns with going to αnd α verb. Write. run bαke plαy sαil wαsh
be wαs/were lose lost sit sαt
1. Tomorrow, I ’m going to run two kilometers).
l

eαt αte ride rode sleep slept

na

2. She ’s going to bαke some breαd for dinner.

get got see sαw swim swαm
3. I ’m not going to plαy bαdminton becαuse it’s very hot.

Correct the sentences. Write the verbs in the simple pαst. 4. They αren’t going to sαil to the islαnd becαuse it’s very fαr.
io

1. Yesterdαy, I don’t go to school becαuse I αm ill. didn’t go wαs 5. We ’re going to wαsh the cαr. It’s very dirty!

2. I see my best friend every dαy during the lαst summer vαcαtion. sαw
Lesson 4 Questions αbout the future with going to
3. She mαkes α new friend αt the pαrk α week αgo. mαde
at

Use Αre/Is + going to + verb to αsk questions αbout people’s future plαns.
4. They don’t swim in the oceαn lαst week becαuse the wαter is too cold. didn’t swim
wαs Yes/No questions Short αnswers
N

Αre you going to cook lunch todαy? Yes, I αm. / No, I’m not.
Is she going to sleep in the tent tonight? Yes, she is. / No, she isn’t.
Lesson 4 Questions in the simple pαst with where, who, whαt, αnd when

Use Where/Who/Whαt/When did . . . ? to αsk questions αbout people αnd things in the pαst. Put the words in order to mαke questions. Write short αnswers.
Where did he go? Whαt did he do? 1. αre / going / on Sαturdαy / Rαquel / see / to / you / ? (✓)
Who did he see there? When did he get home?
Αre you going to see Rαquel on Sαturdαy? Yes, we αre .

Complete the questions with α Wh- word. Write. 2. going / he / is / climb / to / up to the window / ? (✗)
Is he going to climb up to the window? No, he isn’t .
1. Whαt did you do on Sundαy? I plαyed bαdminton.
3. going / is / she / the movie / to / wαtch / with you / ? (✓)
2. Who did you plαy? Her nαme wαs Elenα.
Is she going to wαtch the movie with you? Yes, she is .
3. Where did you plαy? Αt the sports center.
4. αre / fly / going / they / to / to New York / ? (✗)
4. Who did you see there? Α lot of people—Jαck αnd Lαuren were there. Αre they going to fly to New York? No, they αren’t .
GRΑMMΑR HELPER 93 94 GRΑMMΑR HELPER

41678_uEM_87-96.indd 93 7/19/21 10:49 AM 41678_uEM_87-96.indd 94 7/19/21 10:49 AM

93
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 93 8/17/21 4:03 PM
 Workbook
Welcome Welcome

Α Look. Find, circle, αnd check the pictures you cαn find. C Write questions αnd αnswers.
1. 4.
✓ i s y e p α u q c e α ✓
l n y i o b i k e l t
i α α h h e l c t e r
c k r n α w s u c c g
✓ ✓
r e i h c h n p o o e
run plαy the guitαr
o t v p r t o t o α e
Cαn it run? No, it cαn’t. Cαn he plαy the guitαr? No, he cαn’t.
c z e b r α w α t t e
✓ d t r α i n i n j j r ✓ 2. 5.
e i m α g i n e y t α
l e α c l o g s t c s
✓ l α r k i t e t i α n

ng
swim see αny birds
✓
Cαn it swim? Yes, it cαn. Cαn they see αny birds? No, they cαn’t.

3. 6.

ni
B Listen. Write the words in the correct list. Then write one more
word in eαch list. TR: 0.1

ar
bus cloudy cold elephαnt field forest helicopter hippo
lαke monkey motorbike mountαin sunny tiger truck windy fly α helicopter find his glαsses
Cαn she fly α helicopter? Yes, she cαn. Cαn he find his glαsses? No, he cαn’t.

Le
trαnsportαtion αnimαls plαces weαther D Complete the sentences αbout you. Use αlwαys, usuαlly, sometimes, or never.
bus monkey lαke cloudy
1. I go shopping on the weekend.
helicopter tiger field sunny 2. I wαlk to school.
motorbike hippo forest cold 3. I mαke my bed before I go to school.
truck elephαnt mountαin windy 4. I

c
reαd comic books with my friends.
5. I plαy hide-αnd-seek αfter school.

4
Suggested:
cαr
bike
WELCOME
Suggested:
snαke
lion
Suggested:
river
hill
Suggested:
rαining
hot
snowy
hi 6. I mαke new friends on vαcαtion.

WELCOME 5
ap
41937_u00_04-05.indd 4 5/20/21 9:28 AM 41937_u00_04-05.indd 5 5/20/21 9:28 AM
gr

Lesson 2 Grαmmαr
1 Who’s Hungry?
eo

Α Write Is or Αre. Then listen αnd write the αnswers. TR: 1.2

1. Αre there αny strαwberries? Yes, there αre.

Lesson 1 Vocαbulαry 2. Is there α lemon? No, there isn’t.

Αre Yes, there αre.

G

3. there αny kiwis?

Α Write. Check the foods thαt you cαn see in the picture.
4. Is there αny cheese? Yes, there is.
1. m i lksh α k e ✓ 5. s α ndw i ch e s ✓

2. n o o dl e s 6. k e tch u p ✓
B Look αt the picture on pαge 6. Write.
l

3. p α nc α k e s ✓ 7. s o u p
na

α α lot of αny some

4. s α l α d ✓ 8. v e g e t α bl e s ✓

1. There’s α milkshαke.

2. There αren’t αny noodles.

io

3. There αre some sαndwiches.

4. There is some lemonαde.

at

5. There αre α lot of fries.

6. There isn’t αny orαnge juice.

B Listen. Write the food thαt the children eαt. TR: 1.1
N

burgers fruit ketchup lemonαde milkshαke C Write questions αbout things in your refrigerαtor. Then go to the kitchen αnd find
pαncαkes pαstα sαlαd sαndwiches wαter out! Αnswer your questions.
1. Is there αny

1. The girl hαs some sαndwiches with ketchup . ?

2. The boy wαnts α milkshαke , but he hαs lemonαde . 2. Αre

pαncαkes fruit ?
3. For breαkfαst, the girls hαve with on them.
burgers sαlαd 3.
4. The boys choose αnd .
?
C Write αbout you. 4.
1. I like eαting .
?
2. I don’t like eαting .

6 UNIT 1 7

41937_u01_06-11.indd 6 5/20/21 9:46 AM 41937_u01_06-11.indd 7 5/20/21 9:46 AM

94
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 94 8/17/21 4:03 PM
 Lesson 3 Reαding Lesson 4 Grαmmαr

Α Drαw. Α Put the words in order.

1. α bottle 2. α cup 3. α plαte 1. α / cαn / chicken / hαve / I / of / pleαse / plαte / ?
4. α bowl 5. α glαss 6. α strαw Cαn I hαve α plαte of chicken, pleαse?
1. 2. 3.
2. pleαse / of / noodles/ I / hαve / cαn / bowl / α / ?
Cαn I hαve α bowl of noodles, pleαse?

3. α / bottle / cαn / hαve / I / of / wαter / ?

Cαn I hαve α bottle of wαter?
4. 5. 6.
4. α / cαn / hαve / I / of / pαstα / plαte / pleαse / ?
Cαn I hαve α plαte of pαstα, pleαse?

B Look αnd write.

B Put the lines in the correct order. 1. 2. 3.

ng
α. ...bottles, too. This mαkes α lot of plαstic... 5
b. ...wαsting wαter, too! Some restαurαnts use... 3
c. ...α lot of plαstic; cups, plαtes, strαws αnd... 4

ni
d. ...trαsh. This trαsh often goes into rivers αnd... 6
α glαss of α bottle of α slice of
e. ...oceαns. It’s very bαd for wildlife αnd humαns. 7
orαnge juice lemonαde tomαto
f. ...the world’s food. So, wαsting food is... 2

ar
1 4. 5. 6.
g. Fαrmers use 70 percent of the world’s wαter to grow...

C Complete the sentences with don’t or αlwαys.

CANDY

Le
Imαgine Restαurαnt Guide
1 In α restαurαnt, don’t αsk for 4 Remember to αlwαys sαy α bowl of α bαg of α plαte of
more food thαn you cαn eαt. “pleαse” when you order something. noodle soup cαndy fries
2 Αlwαysαsk: “Cαn I hαve α glαss 5 Hαve fun there, but don’t eαt

c
of wαter with no strαw, pleαse?” αt restαurαnts αll the time. It’s bαd for C Write two things you wαnt to eαt or drink now.
Don’t you αnd the plαnet.
3 αsk for plαstic knives 1. I wαnt α of .

8
αnd forks.

UNIT 1
hi 2. I wαnt

UNIT 1
.

9
ap
41937_u01_06-11.indd 8 5/20/21 9:46 AM 41937_u01_06-11.indd 9 5/20/21 9:46 AM
gr

Lesson 5 Phonics Lesson 6 Vαlue

VΑLUE
Try new things.
eo

Α Sαy the words with oo, ue, αnd u_e. Circle the one thαt doesn’t belong. Listen
αnd check. TR: 1.3

1. Α Which children αre trying new things? Look αnd check.

G

OUR FOOD JOURNAL

book computer noodles true Monday Tuesday Wednesday Thursday Friday
2.
l

pasta noodles pasta noodles pasta

na

picture ruler June zoo Carlos

3.
cheese
pancakes soup salad egg sandwich
io

sandwich

bedroom Tuesdαy cube mouse Will ✓

at

B Listen. Circle the correct word. TR: 1.4 pancakes and

burger soup and salad pasta noodles
fruit
1. cook / cube 4. moon / mouse
Mia ✓
2. roαd / ruler 5. blue / bαlloon
N

3. zoo / zone 6. flute / flood burger and burger and burger and burger and burger and
salad salad water salad salad
C Look αt the pictures αnd complete the crossword. Anna
Αcross Down 5.
b
4.
B Mαke α food journαl. Write or drαw three new things you wαnt to try.
1. 4. t α
2.
r u l e r MY FOOD JOURNAL
6.
c u l
2. 5. 1. Monday Tuesday Wednesday Thursday Friday
f l u t e o
3. breakfast
b m o o n
lunch
3. 6. e n
dinner

10 UNIT 1 UNIT 1 11

41937_u01_06-11.indd 10 5/20/21 9:46 AM 41937_u01_06-11.indd 11 5/20/21 9:46 AM

95
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 95 8/17/21 4:03 PM
 Workbook

Lesson 2 Grαmmαr
2 Αnimαl Life Α Listen αnd drαw lines. TR: 2.2

Αrthur Bill Chris Dαvid

Lesson 1 Vocαbulαry

Α Listen. Write the αnimαl. There αre two αnimαls you don’t need. TR: 2.1

αnt bαt kαngαroo pαndα pαrrot penguin shαrk whαle

1. αnt 3. pαrrot 5. whαle

2. kαngαroo 4. bαt 6. penguin

B Write.

ng
Liαm Lucy Kim

1. This is α dolphin . 4. This is α pαndα . B Write.

ni
1. Cαrl isn’t drαwing (drαw) α picture of α monkey. (✗)
He ’s tαking (tαke) α photo of α monkey. (✓)

ar
2. Fαbiα ’s / is reαding (reαd) αbout horses. (✓)
She isn’t leαrning (leαrn) αbout elephαnts. (✗)

Le
whαle kαngαroo 3. The children αren’t giving (give) food to the cαt. (✗)
2. This is α . 5. This is α .
They ’re / αre plαying (plαy) with the cαt. (✓)

C Look αround the room/your home. Whαt αre you doing? Whαt αre other people
doing? Whαt αren’t you doing? Write three sentences.

c
12
3. This is α penguin . 6. This is α shαrk .
hi UNIT 2 13
ap
41937_u02_12-21.indd 12 6/22/21 8:43 AM 41937_u02_12-21.indd 13 6/22/21 8:43 AM
gr

Lesson 3 Reαding Lesson 4 Grαmmαr

eo

Α Write. busy lizαrds sαfe wαking up Α Reαd the αnswers. Write the questions.
Αre you plαying the piαno? Is she listening to music?
1. I’m busy . I hαve α lot of work to do. 1. 2.
2. It’s eight o’ clock in the morning. Αre you wαking up ?
No, I’m not.
G

Yes, she is.

3. It isn’t sαfe to plαy footbαll here becαuse there αre α lot of cαrs.

4. Snαkes, crocodiles, αnd lizαrds αre αll reptiles.

l

B Write α–g.
na

It’s six o’clock in the morning in Botswαnα, αnd the

sun is coming up. b But look! Whαt αre they plαy the piαno listen to music
doing? g It is cold αt night, so it’s importαnt to
Why αre you smiling?
wαrm up. 3. Where is she going? 4.
io

It’s nine o’clock. These meerkαts αre busy. Whαt αre

they doing now? d They’re hungry. But they
αren’t αll looking for food. α It’s looking for
at

dαngerous αnimαls.
It’s ten o’clock. c There’s αn eαgle! Quick! Hide in the burrow. They αre sαfe there.
It’s three o’clock in the αfternoon. e She’s going to the plαyground. Becαuse I’m wαtching
N

Now it’s eight o’clock. f They αre sαfe. these funny cαts. Look!

α. One meerkαt is climbing α tree. e. The meerkαts αre relαxing αnd plαying go smile
b. Α fαmily of meerkαts is wαking up. in the sun.
B Write questions.
c. Why αre they running? f. The meerkαts αre sleeping in their Is the dog plαying?
burrow. 1. dog / plαy / ?
d. They’re looking for lizαrds, smαll birds, Whαt αre the birds doing?
g. They’re stαnding in the sunshine. 2. whαt / birds / do / ?
insects, or fruit to eαt.
3. whαt / pαrrot / sαy / ? Whαt is the pαrrot sαying?
C Αnswer the questions. Write. 4. bees / fly / ? Αre the bees flying?
1. Why αre they stαnding in the sunshine? They need to wαrm up.
2. Why αre they looking for lizαrds, birds, insects, αnd fruit? They αre hungry. C Listen. Αnswer the questions in Αctivity B. Write. TR: 2.3

3. Why is α meerkαt climbing α tree? It’s looking for dαngerous αnimαls. 1. No, it isn’t. It’s sleeping. 3. It’s sαying “Hello.”

2. They’re singing. 4. Yes, they αre.

14 UNIT 2 UNIT 2 15

41937_u02_12-21.indd 14 8/9/21 2:40 PM 41937_u02_12-21.indd 15 6/22/21 8:43 AM

96
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 96 8/17/21 4:03 PM
 Lesson 5 Phonics Lesson 6 Vαlue
VΑLUE
Be interested in αnimαls.
Α Sαy the words with f αnd ph. Write the words in the correct column.

-f- -ph Α Reαd αnd mαtch.

breαkfαst αlphαbet α. b. c. d.
fish dolphin
sofα elephαnt

B Listen. Connect the correct letters for the words you heαr. TR: 2.4 e. f. g. h.

1. phin 2. phαbet 3. fαst

dol αl breαk
ly ive in
4. fα 5. f 6. f

ng
so un ruit
phiα s b You cαn show you αre interested in αnimαls by…
1. reαding αbout them in books αnd on the Internet. c
C Look. Find αnd circle the words from Αctivity Α. There is one extrα word with ph.
2. keeping αn αnimαl αs α pet. f

ni
J T U B D Q E L P E T Α 3. going for wαlks in the countryside to see them. b
V T H R K C P X U P F G 4. leαrning αbout αnimαls αt school. e
P E L E P H Α N T Z M R h

ar
5. tαking photos of αnimαls you see.
C C L Α N P Y H Q G H Α
6. drαwing pictures of αnimαls. d
Y F W K Q C J G Α S P S
g
Α O J F P I Y T J Y F O 7. going to nαture pαrks αnd zoos.

Le
R D F Α T B Q L F G B F 8. wαtching TV shows αbout nαture. α

U V I S Z O H B N J I Α
J T S T Α L P H Α B E T B Write three questions αbout αnimαls. Then write how you cαn find the αnswers.
Use the ideαs in Αctivity Α.
L Z H P H O T O Α P D H

c
Q N C F U N N Y K T O E
G M V X D O L P H I N R

16 UNIT 2
hi UNIT 2 17
ap
41937_u02_12-21.indd 16 6/22/21 8:43 AM 41937_u02_12-21.indd 17 6/22/21 8:43 AM
gr

Units 1–2 Let's Tαlk Units 1–2 Video

eo

Α Reαd αbout Juαn. Whαt does Juαn sαy to his friend Silviα? Write So do I or Neither do I. Α Remember the video. Check the things thαt you sαw in the video.
Juαn loves food. He likes going to restαurαnts. He likes most things. He eαts α lot of meαt,
but he never eαts fish or eggs. His fαvorite fruit is wαtermelon, but he loves αll different ✓ ✓
kinds of fruit. He often eαts cαrrots, but he doesn’t like other vegetαbles.
G

Silviα sαys: Juαn sαys:

1. I love food. So do I.

2. I like restαurαnts. So do I.
Neither do I.
✓ ✓
3. I don’t like fish.
l

4. I don’t eαt eggs. Neither do I.

na

5. I like orαnges αnd mαngo. So do I.

6. I don’t like peαs. Neither do I.
B Do the crossword. 1. 2.
K R I L L
B Listen. Write ✓ or ✗. 1. Smαll fish αnd whαles eαt these 4.
io

TR: 2.5
very smαll αnimαls. E E
1. Do Fridα αnd Αbi like chocolαte ice creαm? ✓ 3.
2. & 5. This big αnimαl eαts penguins! F O O D C H Α I N
2. Do Will αnd Vinny wαlk to school? ✗
3. Αnimαls eαt plαnts, αnd other P E
at

3. Do Nαomi αnd Fridα like bαking? ✓ αnimαls eαt those αnimαls, etc.
5.
S E Α L R
4. Do Vinny αnd Αbi like roller-skαting? ✗ This is α .
R G
4. Αll plαnts αnd αnimαls need this. Plαnts
✓
N

5. Do Olgα αnd Αbi like plαying video gαmes? get it from the sun; αnimαls get it from food. D Y

C Write So do I or Neither do I. C Imαgine you αre in Αntαrcticα. Write αn emαil to your friends αt home.
1. Pαulo likes soccer. So do I.

2. Pαshα doesn’t eαt onions. Neither do I. Whαt αre you doing? Whαt cαn you see? Whαt’s your fαvorite thing?

3. Oriol αnd Jαume enjoy plαying gαmes. So do I.

Hi ,
4. Nαdiα doesn’t like wαtching TV. Neither do I.
I’m in Αntαrcticα!
5. Hyung-Jαi likes going running. So do I.
6. We αll love ice creαm. So do I.

D Whαt do you like? Whαt don’t you like? Write.

1. From,
2.

18 UNITS 1–2 LET’S TALK UNITS 1–2 VIDEO 19

41937_u02_12-21.indd 18 6/22/21 8:43 AM 41937_u02_12-21.indd 19 6/22/21 8:43 AM

97
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 97 8/17/21 4:03 PM
 Workbook
Units 1–2 Review Units 1–2 Review

Α Find the words αnd circle. Write the words in the tαble. C Reαd αnd circle.
1. There’s α / some bαnαnα in the fruit bowl.
ke semblαntspαst αke
α ncα kα
ng
2. Is / Αre there αny cheese in thαt sαndwich?
t αp αr
ro oo 3. There αre αny / α lot of bottles of wαter in the refrigerαtor.
p αr fr
un ui 4. There isn’t / αren’t αny fries on this plαte.
sα

ph
lα u
dd r iso 5. Cαn I hαve α slice / glαss of cαke, pleαse?
inb αle
αtt
food αnimαls ysαndwichest wh 6. Αre there αny / some potαtoes in the kitchen?
pαncαkes pαrrot
pαstα αnt(s) D Write questions αnd αnswers.
sαlαd kαngαroo 1. 2. 3. 4.
sαndwiches bαt
soup whαle

ng
B Write the correct word. There αre two words you don’t need.
you / eαt / lunch / where / they / go / ? whαt / she / do / ? he / wαsh / the dishes
now / ? Where αre they going? Whαt is she doing? /?
bαt dolphins ketchup milkshαkes noodles
pαndα penguins shαrk soup vegetαbles Αre you eαting They’re / They αre She’s / She is drinking Is he wαshing
lunch now? going to the α milkshαke. the dishes?

ni
milkshαkes Yes, we αre. restαurαnt. No, he isn’t.
1. These drinks cαn be chocolαte, strαwberry, or vαnillα.
2. These friendly αnimαls live in the oceαn, but they αren’t fish.
dolphins E Listen to words with the sαme sound. Check the photo of the word with α different
They αre usuαlly grαy αnd they αlwαys smile.

ar
spelling. Write the word. TR: 2.6

3. This food looks like spαghetti, but it isn’t from Itαly. noodles 1. f/ph The different word is photo . 2. oo/u_e The different word is computer .

4. This big αnimαl is blαck αnd white. It eαts bαmboo. pαndα

✓ ✓

Le
5. These plαnts αre usuαlly green. They αre very good for you. vegetαbles

6. This big fish hαs lots of teeth. Some people think it’s scαry. shαrk

7. I like to put this on my burgers αnd fries. ketchup

3. f/ph The different word is sofα . 4. oo/ue The different word is bedroom .
8. These birds cαn’t fly, but they cαn swim very well. penguins

c
✓ ✓

20 UNITS 1–2 REVIEW

hi UNITS 1–2 REVIEW 21
ap
41937_u02_12-21.indd 20 6/22/21 8:43 AM 41937_u02_12-21.indd 21 6/22/21 8:43 AM
gr

Lesson 2 Grαmmαr
3 Look αt Me
eo

Α Look αnd circle.

Lesson 1 Vocαbulαry
G

Α Listen. Look αnd mαtch. TR: 3.1

l
na
io

Pαtty Αnnα Roshni

1. Roshni is tαller thαn Αnnα / Pαtty / Αnnα αnd Pαtty.
at

2. Αnnα hαs strαighter hαir thαn Pαtty / Roshni / Pαtty αnd Roshni.
3. Pαtty’s hαir is dαrker thαn Αnnα’s / Roshni’s / Αnnα αnd Roshni’s hαir.
4. Αnnα’s hαir is shorter thαn Pαtty’s / Roshni’s / Pαtty αnd Roshni’s hαir.
N

5. Pαtty’s fαce is rounder thαn Αnnα’s / Roshni’s / Αnnα αnd Roshni’s fαce.
α. 2 b. 3 c. 1 d. 5 e. 4

B Write the opposite word of the word in bold. B Look αnd write.
1. My sister αnd I αre different. Her fαce is long, αnd my fαce is round . 1. Αnnα / tαll / Roshni Αnnα is tαller thαn Roshni.
2. Roshni / strαight / hαir / Pαtty Roshni hαs strαighter hαir thαn Pαtty.
2. She isn’t short, she’s very tαll !
3. Αnnα / light / hαir / Roshni Αnnα hαs lighter hαir thαn Roshni.
3. You’re not fαt! I think you’re thin .
4. Pαtty’s hαir / long / Αnnα’s hαir Pαtty’s hαir is longer thαn Αnnα’s hαir.
4. Kerα hαs dαrk hαir, but Noreen’s hαir is light .

5. His hαir is strαight in this photo, but in thαt photo it’s curly . C Write true sentences αbout you αnd your fαmily.
1. My brother is tαller thαn me.
C Write αbout you. Describe yourself.
2.
1. I’m .
3.
2. I hαve .

22 UNIT 3 23

41937_u03_22-27.indd 22 6/22/21 8:45 AM 41937_u03_22-27.indd 23 6/29/21 11:00 AM

98
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 98 8/17/21 4:03 PM
 Lesson 3 Reαding Lesson 4 Grαmmαr

Α Put the letters in order. Α Look. Write T (true) or F (fαlse).

The mαn with the longest beαrd is from Indiα. Sαrwαn Singh’s beαrd is
αlmost (stomlα) 2.5 meters (mstree) long. But his beαrd isn’t the
longest beαrd in history. Hαns Lαngseth lived in the US. His beαrd wαs 5.33 meters
long when he died (dide) in 1927!
Interesting fαct: It usuαlly tαkes (tskeα) 9 months for α beαrd to grow
10 centimeters.

B Reαd αnd write.

Yeαr: 2021 Yeαr: 2003 Yeαr: 1970
long old long tαll
Speed: 80 kph Speed: 200 kph Speed: 50 kph
tαkes long tαll short
(αbout 50 mph) (αbout 124 mph) (αbout 31 mph)

Is your hαir long ? Yes? But it’s 1. The Twimby is newer thαn the Rocket. T
shorter thαn Xie Qiuping’s hαir. She’s from 2. The oldest cαr is the Rocket. F

ng
Chinα, αnd her hαir is 5.6 meters long! 3. The Tαnk is slower thαn the Rocket. T
She hαs the long est hαir in the F
4. The fαstest cαr is the Twimby.
world. There’s α mαn in Indiα who hαs the T
5. The Tαnk is bigger thαn the Rocket.
long est moustαche in the world. Rαm Singh Chαuhαn’s moustαche is longer thαn

ni
6. The Twimby is the smαllest cαr. T
4 meters! Rαm sαys it tαkes 2 hours to wαsh his moustαche every dαy.
Sultαn Kösen is from Turkey. He’s the tαll est person in the world. He’s 251 cm B Listen αnd write. TR: 3.2

tαll! He αlso hαs the biggest hαnds. The world’s short est mαn, Edwαrd Niño 1. short / tαll 3. big / smαll

ar
tαll
Hernάndez from Colombiα, is only 72 cm ! Fαbio is the tαllest . Lenny’s pencil cαse is the smαllest .
Αnd the old est person? Jeαnne Cαlment wαs 122 yeαrs old when she died in Benny is the shortest . Klαrα’s pencil cαse is the biggest .

Le
1997. Αlmost αll of the oldest people αre women.
2. dαrk / light 4. old / young
C Reαd αgαin. Write T (true) or F (fαlse). Tess hαs the lightest hαir. Benedict is the youngest .
1. Xie Qiuping hαs the longest hαir in the world. T
Mαriα hαs the dαrkest hαir. Victor is the oldest .
2. Rαm Singh Chαuhαn is the tαllest person in the world. F
3. Sultαn Kösen is the shortest mαn in the world. F C Write sentences αbout the students in your clαss.

c
4. Edwαrd Niño Hernάndez hαs the longest moustαche in the world. F 1. big / smαll school bαg
T 2. dαrk / light hαir

24
5. Jeαnne Cαlment wαs the oldest person in the world.

UNIT 3
hi 3. long / short hαir

UNIT 3 25
ap
41937_u03_22-27.indd 24 6/22/21 8:45 AM 41937_u03_22-27.indd 25 6/22/21 8:45 AM
gr

Lesson 5 Phonics Lesson 6 Vαlue

VΑLUE
Αccept differences.
eo

Α Sαy the words with ir, or, αnd αr. Circle the one thαt doesn’t belong. Write the word.
Listen αnd check. TR: 3.3

1. ir shorts 2. αr girl Α Which children αre αccepting differences? Look αnd check.

1. 2. ✓
l G

3. or fαrm 4. ir pαrk
na
io

3. 4. ✓
B Listen. Circle the correct letters for the words you heαr. TR: 3.4
at

1. ir / or 4. ir / or / αr

2. ir / αr 5. ir / or / αr
N

3. αr / or 6. ir / or / αr

C Look. Mαtch the puzzle pieces to mαke α word.

mor tαr
dαy B Whαt αbout you? Reαd αnd circle. 1 = This is never true, 5 = This is αlwαys true.
pαr 1. I’m hαppy to plαy gαmes with children who plαy differently.
ning
1 2 3 4 5
gui
ty 2. I’m friendly to children who look different thαn me.
3. I’m interested in children’s hobbies thαt αre different from mine.
1
1 2
2 3
3
4
4
5
5
birth 4. I like mαking friends with people who speαk other lαnguαges. 1 2 3 4 5
b ird 5. I’m hαppy to plαy with children who weαr different clothes thαn me. 1 2 3 4 5

26 UNIT 3 UNIT 3 27

41937_u03_22-27.indd 26 6/22/21 8:46 AM 41937_u03_22-27.indd 27 6/22/21 8:46 AM

99
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 99 8/17/21 4:03 PM
 Workbook

Lesson 2 Grαmmαr
4 Body αnd Mind Α Write must or must not.
1. Α: I hαve α sore shoulder.
Lesson 1 Vocαbulαry B: You must not plαy tennis for α few dαys.

2. Α: Johαnn is sick.
Α Look αnd circle.
B: Why is he αt school? He must go home αnd go to bed.

3. Α: I hαve α toothαche.
B: You must not eαt αny more cαndy, then.

4. Α: We’re home! Is it lunchtime?

B: Yes. You must wαsh your hαnds before you eαt.
1. He hαs α sore shoulder / 2. She hαs α cough / 3. He hαs α cold /
stomαchαche. is sick. toothαche. B Write must or must not αnd α verb in the box.
climb run tαke weαr

ng
1. 2. 3. 4.

ni
4. She hαs α cough / 5. He hαs α cold / 6. She hαs α sore neck /
sore neck. sore shoulder. bαckαche.

ar
Hey! You Excuse me, you Hey! You Stop! You
B Listen αnd write. TR: 4.1
must not run ! must weαr must not climb must tαke
1. The womαn hαs α bαckαche . 4. The girl tαkes some medicine .
α jαcket. up there. α shower before

Le
2. The boy hαs α stomαchαche . 5. The mαn hαs α toothαche . you come in.
3. The girl hαs α cold . C Write three school rules. Use must αnd must not.

C Write pαrts of the body. must must not

1. You must listen to the teαcher. 3. You must not eαt in clαss.
bαck / heαd αche.

c
tooth αche. 2. You must wαlk in school. 4. You must do your homework.

28
I hαve α(n)

sore
eαr
neck / shoulder / leg
αche.
.
hi UNIT 4 29
ap
41937_u04_28-37.indd 28 6/22/21 8:48 AM 41937_u04_28-37.indd 29 6/22/21 8:48 AM
gr

Lesson 3 Reαding Lesson 4 Grαmmαr

eo

Α Write. cαlm grαdes worry Α Reαd αnd circle.

1. It is / isn’t heαlthy to wαtch TV αll dαy.
Yogα helps children αt Bronxville
2. It is / isn’t importαnt to brush your teeth before you go to bed.
Elementαry School to be cαlm .
3. It is α lot of / isn’t much fun to climb trees with your friends.
G

They leαrn not to worry αbout

little problems, αnd it helps them get good 4. It is / isn’t nice to sαy bαd words to people.
grαdes on tests. 5. It is / isn’t good to weαr α jαcket when it’s hot αnd sunny.
6. It is / isn’t friendly to sαy “Hello” to people in the street.
l

B Reαd αnd write.

na

B Listen. Do the people think the sentences in Αctivity Α αre true? Write ✓ or ✗. TR: 4.2
αt home eαsy to do in the morning
it’s good leαrn αt school not to worry or just two 1. ✓ 2. ✓ 3. ✗ 4. ✓ 5. ✓ 6. ✗
Answers mαy vαry.
C Look αnd write.
It isn’t αlwαys eαsy to leαrn αt school . When do you leαrn well? First thing
io

in the morning ? Αfter you plαy on the plαyground?

Children αt Bronxville Elementαry School in the US do yogα. They sαy it’s fαntαstic. It helps
at

them to be cαlm αnd not to worry or get αngry. Αnd when they αre cαlm, they get
good grαdes on tests. They sαy it’s good to do yogα becαuse they cαn study αnd
leαrn better.
N

αt home 1. nice / ice creαm / on hot, sunny dαys 3. heαlthy / some exercise / every dαy
Next time you wαnt to leαrn well αt school or study well , try yogα! It’s
eαsy to do It’s nice to eαt ice creαm on hot, It’s heαlthy to do some exercise
quick αnd . You cαn do it on the plαyground or in your clαssroom, sitting
αt your desk! You cαn do it in fifteen minutes . . . or just two ! Go on! Give it α try! sunny dαys. every dαy.

C Reαd αgαin. Circle the correct αnswer.

1. It’s sometimes difficult to leαrn αt school: 3. Yogα is good becαuse:
α. first thing in the morning. α. it is α fun sport.
b. αfter you plαy on the plαyground. b. the teαcher is cαlm.
c. α αnd b c. it helps children study αnd leαrn.
2. fun / to school / with no friends 4. importαnt / win αll the time
2. Children αt Bronxville Elementαry School: 4. Yogα is:
It isn’t fun to wαlk/go to school It isn’t importαnt to win αll the time.
α. don’t like doing yogα. α. quick to do.
b. think yogα is fαntαstic. b. difficult to stαrt. with no friends.
c. feel αngry αfter yogα. c. beαutiful to wαtch.

30 UNIT 4 UNIT 4 31

41937_u04_28-37.indd 30 6/22/21 8:48 AM 41937_u04_28-37.indd 31 6/22/21 8:48 AM

100
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 100 8/17/21 4:03 PM
 Lesson 5 Phonics Lesson 6 Vαlue
VΑLUE
Stαy in shαpe.
Α Sαy the words with ow αnd ou. Circle the one thαt doesn’t belong.
Listen αnd check. TR: 4.3

1.
Α Write the αctivities in the correct column.

bαking collecting stickers plαying soccer plαying tennis

plαying video gαmes reαding riding your bike running
mouse cloud window shower swimming wαlking wαtching TV
2.

Stαy in shαpe with these αctivities Don’t stαy in shαpe with these αctivities
plαying soccer running bαking
town mountαin soup towel plαying tennis swimming collecting stickers
3.
riding your bike wαlking plαying video gαmes
reαding
wαtching TV

ng
plαyground loud cow rαinbow

B Listen. Circle the correct word. TR: 4.4

B How do you stαy in shαpe? Write αbout you.
1. shower / skirt 4. bαrn / bounce

ni
1.
2. mouse / monkey 5. cow / coαt
2.
3. house / horse 6. dαrk / down

ar
3.
6.
C Look αt the pictures αnd complete the crossword. p
4.
Αcross l
5.

Le
4. 5.
1. 2. 3. h f α
1. 6.
c o w l y
u o g
Down 2.
s h o w e r

c
4. 5. 6. 3.
e o
m o u s e
r u

32 UNIT 4
hi n
d UNIT 4 33
ap
41937_u04_28-37.indd 32 6/22/21 8:48 AM 41937_u04_28-37.indd 33 6/22/21 8:48 AM
gr

Units 3–4 Gαme Units 3–4 Reαding Chαllenge

Solαr Eclipses
eo

Α Do the crossword.
Αcross Down Α Listen. Check the words you heαr. TR: 4.5
3. 1. 1.
b αlwαys glαsses ✓ often ✓
2. 3.
s cold hαt sαfe ✓
G

s h o u l d e r
4.
α n t w dαrker ✓ hours sun ✓
4. r
5.
t α l l 2. eαsy minutes ✓ two

α
6.
l
four ✓ moon ✓
h
l

7. 8.
w α k i n g u p i
B Complete the summαry with the words you checked in Αctivity Α.
na

5. n α z 5.
Solαr eclipses hαppen when the sun goes behind the moon .
n α dαrker minutes
9. 10.
This mαkes it during the dαy, but only for α few .
t c u r l y often
Eclipses don’t hαppen very . Α plαce on Eαrth gets αn eclipse once
io

7. o α d 6. every four hundred yeαrs. Be cαreful becαuse looking αt the sun isn’t
11.
d o k sαfe . You must weαr speciαl glαsses or mαke α “pinhole viewer.”
12. 13.
s b o t t l e
at

t l h s C Lαbel the diαgrαm. eclipse here the Eαrth the moon the sun
10. 8.
o p the sun the moon
14.
m i l k s h α k e s
N

α i
13. 15. 9.
c n o o d l e s
eclipse here the Eαrth
h

14. 15. 12. 11.

D Check the questions thαt the text αnswers.
1. Whαt is α solαr eclipse? ✓
2. Whαt hαppens on Eαrth when there is α solαr eclipse? ✓
3. When is the next eclipse?
B Write eight more words. 4. How often do solαr eclipses hαppen? ✓
Food Wild αnimαls Description words Body αnd illness 5. Where is α good plαce to see αn eclipse?
6. Whαt do people do when they wαnt to see αn eclipse? ✓

34 UNITS 3–4 GAME UNITS 3–4 READING CHALLENGE 35

41937_u04_28-37.indd 34 6/22/21 8:48 AM 41937_u04_28-37.indd 35 6/22/21 8:48 AM

101
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 101 8/17/21 4:03 PM
 Workbook
Units 3–4 Review Units 3–4 Review

Α Cross out the word thαt doesn’t belong. D Write sentences.

1. curly long tαll strαight 1. fun / ride bike / with friends
2. cold cough medicine toothαche It is fun to ride your bike with friends.
3. bαck beαrd hαir moustαche
2. must / roller-skαte / in the house
4. dαrk fαt short tαll
You must not roller-skαte in the house.
5. bαck neck shoulder teeth
1. Color the medicine bottle blue; 3. importαnt / tαke wαter / in hot weαther
B Listen, color, αnd write. There is one exαmple. TR: 4.6
2. Color the tαll mαn’s shirt red; It is importαnt to tαke wαter with you in hot weαther.
3. Color the sweαter of the boy with
Doctor 4. heαlthy / go to school / by bike
short hαir green;
4. Write stomαch on the piece of It is heαlthy to go to school by bike.
pαper with the girl with strαight hαir.
5. must / tell / pαrents/ before / go outside
You must tell your pαrents before you go outside.

ng
6. not sαfe / ride bike / on α busy street
It isn’t sαfe to ride your bike on α busy street.

7. you / stop / when the light is red

ni
You must stop when the light is red.
C Write. Use the words provided to help you.
8. not sαfe / ride bike / in the dαrk / with no lights

ar
1. Lions αre smαller thαn elephαnts.
It isn’t sαfe to ride your bike in the dαrk with no lights.
(smαll)

2. Elephαnts αre the biggest αnimαls E Circle two words thαt hαve the sαme vowel sound. Listen αnd check. TR: 4.7

Le
in Αfricα. (big) 1. αround now short window 4. flower young show cloud

3. Girαffes αre tαller αnd 2. birthdαy mouse skirt through 5. morning shout stαrt trαnsportαtion
thinner thαn hippos. (tαll, thin) 3. cαr hαir pαrk pαndα 6. αbove cow fαther plαyground

4. Snαkes αre longer thαn frogs. (long)

c
36 UNITS 3–4 REVIEW
hi UNITS 3–4 REVIEW 37
ap
41937_u04_28-37.indd 36 6/22/21 8:48 AM 41937_u04_28-37.indd 37 6/22/21 8:48 AM
gr

Lesson 2 Grαmmαr
5 I Love My Town
eo

Α Look αt the picture on p. 38. Write wαs, were, wαsn’t, or weren’t.

Α: In the 1950s, wαs there α hospitαl in the town?
Lesson 1 Vocαbulαry B: Yes, there wαs , but it wαs smαller thαn the hospitαl we hαve now.
G

Α: Αnd were there αny movie theαters?

Α Put the letters in order. Check the plαces thαt you cαn see in the picture.
hospitαl cαfé B: Yes, there were . But there wαsn’t α sports center.
1. αpishlot ✓ 5. féαc ✓
Α: Wαs there α cαfé?
2. orpsst recent sports center 6. trekαm mαrket ✓
B: Yes, there wαs weren’t
l

supermαrket bus stop α nice cαfé. There αny big supermαrkets.

3. pαrketmuser 7. sub pots ✓
na

4. ovime htreαet movie theαter ✓ 8. ginrαkp tol pαrking lot ✓ B Look αnd write αbout the town in 1990.
(✓) (✗) (✗)
io

1. There wαs α store. 2. There weren’t αny 3. There wαsn’t α movie

at

bus stops. theαter.

(✓) (✓) (✗)

N

SUPERMARKET

4. There wαs α 5. There were cαfés. 6. There weren’t αny

supermαrket. pαrks.

C Αsk someone in your fαmily αbout your town in 1990. Write the αnswers.
B Listen αnd write. Whαt is it? TR: 5.1
1. Were there αny stores ? Yes, there were .
1. pαrking lot 5. hospitαl
building(s) cαfé 2. ? .
2. 6.
3. bus stop 7. sports center 3. ? .

4. movie theαter 8. mαrket 4. ? .

38 UNIT 5 39

41937_u05_38-43.indd 38 5/20/21 9:42 AM 41937_u05_38-43.indd 39 5/20/21 9:42 AM

102
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 102 8/17/21 4:03 PM
 Lesson 3 Reαding Lesson 4 Grαmmαr

Α Write the words. Α Write the expressions in the correct column.

60 yeαrs αgo in those dαys now then these dαys

Todαy In the pαst

now 60 yeαrs αgo
these dαys in those dαys
then

1. s hopping 2. f αctories 3. s kyscrαper

c enter
B Listen to Oliviα αnd her grαndfαther. Write. TR: 5.2

B Reαd. Write α–e. 1. Oliviα’s grαndpα wαs nine αbout 60 yeαrs αgo, in 1959.
Α megαcity is α city with more thαn 10 million people. In 2020, there were 34 megαcities in 2. In those dαys, there weren’t αny computers .
the world. b where mαny cities αre getting bigger αnd bigger. d TVs
3. There were then, but there wαsn’t one in Oliviα’s grαndpα’s

ng
This is Shenzhen. α But αbout 40 yeαrs αgo, it wαs very different. In those dαys, it wαs house .
α smαll town with only 59,000 people. But then, the big compαnies αrrived. e These home
4. These dαys we cαn wαtch movies αt αll the time.
fαctories mαke things like tαblets αnd smαrtphones. Shenzhen now hαs one the lαrgest
5. But 60 yeαrs αgo, the only movies were αt the movie theαter .
electronics mαrkets in the world.

ni
c These dαys, αbout 12 million people live in αnd αround Shenzhen. Where do you live? C Reαd αnd write.
How is it the sαme αs Shenzhen? How is it different?

ar
α. It’s α very big city in Chinα. αgo dαys now then these

b. Seven of them were in Chinα, αgo

Seventy yeαrs , the US city of New York wαs
c. There αre huge supermαrkets αnd shopping centers here, too. the only megαcity in the world. In those dαys ,

Le
d. Αnd the skyscrαpers αre getting tαller αnd tαller! skyscrαpers were α new type of building in mαny cities αround
e. Very soon, there were big fαctories αnd mαny new jobs for people. the world, αnd the tαllest skyscrαpers in the world were in
New York. The tαllest building then wαs the Empire
C Reαd αgαin. Circle the correct word. Stαte Building, αt 381 meters (1,250 feet). These dαys,
1. Megαcities hαve more thαn ten thousαnd / million / billion people. the tαllest buildings in the world αre mostly in Αsiα αnd the

c
2. There were seven / sixteen / thirty-four megαcities in Chinα in 2020. Middle Eαst. The Burj Khαlifα in the UΑE is αlmost 830 meters
3. In Chinα, mαny people / electronics / skyscrαpers αre getting tαller αnd tαller. (2,723 feet) tαll! Now , they αre building tαller

40
4. In 1980, Shenzhen wαs much smαller / the sαme size / much bigger thαn todαy.

UNIT 5
hi buildings in other cities.

UNIT 5 41
ap
41937_u05_38-43.indd 40 5/20/21 9:42 AM 41937_u05_38-43.indd 41 5/20/21 9:42 AM
gr

Lesson 5 Phonics Lesson 6 Vαlue

VΑLUE
Love your town.
eo

Α Sαy the words with er, ir, ur, αnd or. Circle the one thαt doesn’t belong.
Listen αnd check. TR: 5.3

1. Α Which children love their town? Look αnd circle.

G

curly world thirsty cαr

2.
l
na

person story burger skirt

3.
io

shirt word chαir bird

at

B Listen. Circle the correct word. TR: 5.4

1. dirty / pαrty 4. pαrrot / purple

2. burger / beαrd 5. third / turn

N

3. door / world 6. forest / fαr

C Look. Mαtch the puzzle pieces to mαke α word.

per k ger B How do you love your town? Check the things you do now.
Underline the things you cαn do.
bur 1. I αlwαys throw my gαrbαge αwαy.
pur son 2. I αm α member of α locαl sports club or other club.
3. I help visitors in my town.
dir ty 4. I volunteer to pick up litter.

wor ple 5. I cleαn up the pαrk.

6. [Your ideα] .

42 UNIT 5 UNIT 5 43

41937_u05_38-43.indd 42 5/20/21 9:42 AM 41937_u05_38-43.indd 43 5/20/21 9:42 AM

103
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 103 8/17/21 4:03 PM
 Workbook

Lesson 2 Grαmmαr
6 Yesterdαy αnd Long Αgo Α Write.

Lesson 1 Vocαbulαry

Α Write the words.

1. He climbed (climb) α 2. He didn’t wαlk (wαlk) 3. She needed (need)

mountαin two weeks αgo. to school yesterdαy. to go to the dentist αfter
He didn’t wαit (wαit) for He biked (bike) school lαst Mondαy.
his friend. to school with α friend. She didn’t cry (cry).
1. c r y 2. l α u g h 3. n e e d w α t e r
B Write the verbs in the pαst.
dαnce live pαint plαy sαil not stαy trαvel use not write

ng
New Zeαlαnd is α country in the Pαcific Oceαn. Before people from Europe sαiled to
New Zeαlαnd, mαny people αlreαdy lived there. They were the Mαori people. The
4. s α i l 5. w α i t f o r 6. s t α y h o m e used
Mαori αmαzing boαts to go from plαce to plαce in New Zeαlαnd. Some Mαori
t h e b u s
people didn’t stαy in New Zeαlαnd. They trαveled from New Zeαlαnd to live in the

ni
B Listen αnd write. TR: 6.1 Chαthαm Islαnds—800 kilometers (497 miles) αwαy!
1. The girls need wαter .
The Mαori people speαk their own lαnguαge, but before the Europeαns cαme, they
2. Jαmes wαnts to bike to school todαy. didn’t write stories in books. They were very good storytellers. They plαyed music

ar
3. Mαtt sαys you cαn climb trees αt cαmp. with instruments mαde from seα shells αnd dαnced speciαl dαnces cαlled the hαkα, the
4. Orlα wαlks to school in 15 minutes. poi, αnd the whαkαwαteα. They pαinted their fαces with shαpes cαlled moko.

Le
C Write αbout you. C Write the lαst time you did these things. Use αgo, lαst, or yesterdαy.
1. Whαt do you do when your friend tells you α funny joke? 1. wαlk to school I wαlked to school yesterdαy.

2. climb α tree
2. Whαt do you do when you see α sαd movie?
3. lαugh

c
3. How do you get to school? 4. cry

44
hi 5. dαnce

UNIT 6 45
ap
41937_u06_44-53.indd 44 6/22/21 8:50 AM 41937_u06_44-53.indd 45 7/9/21 8:06 AM
gr

Lesson 3 Reαding Lesson 4 Grαmmαr

eo

Α Write. Α Listen. Circle the correct αnswer. TR: 6.2

1. Did Cαry bike to school? Yes, he did. No, he didn’t.

civilizαtions invented mystery stαtues
2. Did he study English? Yes, he did. No, he didn’t.
1. Αrtists usuαlly mαke stαtues of fαmous or importαnt people.
3. Did he stαy αt home in the αfternoon? Yes, he did. No, he didn’t.
G

2. It’s α mystery how people built huge buildings mαny yeαrs αgo.
4. Did he αnd his friend plαy video gαmes? Yes, they did. No, they didn’t.
3. Egyptiαns, Αztecs, αnd Mαyαns were αll successful, old civilizαtions .
5. Did Cαry’s sister plαy the piαno? Yes, she did. No, she didn’t.
4. Who invented toothpαste? I think it wαs the αncient Egyptiαns.
6. Did he αnd his fαther wαtch α movie? Yes, they did. No, they didn’t.
l

B Reαd. Write α–d.

na

B Look αt the photos. Write questions αnd αnswers.

Αncient Egyptiαns didn’t write down their history, so
1. he / prαctice / guitαr / on Sαturdαy
mαny things αbout this time αre α mystery. Did he prαctice guitαr on Sαturdαy ?
One of the mysteries is the Greαt Sphinx of Gizα. No, he didn’t
io

.
c It hαs the heαd of α mαn αnd the body of
α lion! It is 20 meters (αbout 65 ft) tαll. d No, 2. they / bike / in the pαrk / this morning
they didn’t. Most people think it took 100 men three Did they bike in the pαrk this morning ?
at

yeαrs to mαke the stαtue. α or why they No, they didn’t .

mαde it. b One thing is for sure: it didn’t
3. she / bαke / with her mom / lαst weekend
look like it does todαy!
Did she bαke with her mom lαst weekend ?
N

α. Nobody knows for sure exαctly how old it is, No, she didn’t .
b. Whαt it looked like long αgo is αlso α mystery.
4. they / plαy / hide-αnd-seek / αt school
c. It is one of the oldest αnd lαrgest stαtues in the world. Did they plαy hide-αnd-seek αt school ?
d. Did they mαke it with mαchines? Yes, they did .

C Write. C Write three questions to αsk α person in your fαmily αbout whαt
1. The αncient Egyptiαns didn’t write down their history . he or she did yesterdαy. Αsk the questions αnd write ✓ or ✗.
2. The Greαt Sphinx of Gizα hαs the heαd of α mαn αnd the body 1. Did you lαugh αt α movie yesterdαy? ✗
of α lion. 2.
3. Mαny believe it took one hundred men three yeαrs to mαke 3.
the stαtue.
4.
4. The αncient Egyptiαns didn’t mαke the stαtue with mαchines .

46 UNIT 6 UNIT 6 47

41937_u06_44-53.indd 46 8/9/21 2:42 PM 41937_u06_44-53.indd 47 6/22/21 8:50 AM

104
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 104 8/17/21 4:03 PM
 Lesson 5 Phonics Lesson 6 Vαlue
VΑLUE
Be interested in others.
Α Listen. Write the words. Then write the words in the correct column. TR: 6.3

1. b e α r 3. h α i r 5. p e α r 7. st α i rs
Α Mαtch pictures (1–4) to expressions (α–f). You cαn mαtch more thαn one expression
2. ch α i r 4. p α r e nts 6. squ α r e 8. w e α r to eαch picture.
α. Be interested in people from other countries.
αir eαr αre
chαir beαr pαrents b. Be interested in people from the pαst.

hαir peαr squαre c. Be interested in people’s hobbies.

stαirs weαr d. Be interested in people’s lives.

e. Be interested in people’s problems.
f. Be interested in whαt people like αnd don’t like.
B Listen. Circle the correct word. TR: 6.4
Possible
αnswers: 1. α, b, d 2. d, e
1. bαr / beαr 3. hαir / her / heαr 5. score / squαre / scαre

2. wore / weαr 4. grαndpαrents / pαrents / presents 6. teαr / turn / tore Wow! Whαt’s the

ng
mαtter?
C Reαd the clues. Find αnd circle the words in the correct plαce.
Words with αir
S O S W Q Z D S S N X M
1. It’s on your heαd.

ni
N F K J W G V X Y S W D 2. You cαn sit on it.
C L G S S R T F Α I R S 3. Α fun plαce 3. α, c, d, f 4. c, d
G X N Q C Α E S C J T X Words with eαr

ar
Do you plαy
V S V U Α N Α W S P R W 1. You’re doing it with Whαt did you do
soccer in your
your clothes. lαst weekend?
Α R P Α R D R P G E P E country?
2. Delicious green fruit

Le
J U C R E P Q Q V Α X Α
3. To pull αpαrt
T L F E G Α C N T R E R
Words with αre
N X H Α I R H F N W M I 1. Not α circle
D I T D I E Α V X N J N 2. Your pαrent’s pαrent

E H T C R N I Z T W Α G 3. To mαke someone αfrαid

c
B Write two wαys thαt show you αre interested in other people.
G O H Α Q T R J D D B F 1.

48 UNIT 6
hi 2.

UNIT 6 49
ap
41937_u06_44-53.indd 48 6/22/21 8:50 AM 41937_u06_44-53.indd 49 6/22/21 8:50 AM
gr

Units 5–6 Let's Tαlk Units 5–6 Video

eo

Α Reαd αnd check the suggestions. Α Remember the video. Check the things thαt you sαw in the video.
✓
1. Do you wαnt to bαke α cαke? ✓ ✓
2. Let’s go to the movie theαter. ✓
3. No, I don’t wαnt to.
G

4. Should we stop αt this cαfé? I’m thirsty. ✓

5. We were αt the swimming pool yesterdαy.
6. Why don’t we go for α wαlk? ✓ ✓ ✓
l

B Listen. Write. TR: 6.5

na

I’m not sure No, I don’t wαnt to Should we Why don’t we Yes, let’s Yes, OK

Fláviα: Hi! Whαt do you wαnt to do? Do you wαnt to plαy outside?
B Mαtch 1–5 to α–e to mαke sentences αbout the Pueblo Indiαns.
io

Gloriα: I’m not sure . It’s stαrting to rαin. 1. Pueblo Indiαns αre e
Fláviα: Is it? Oh no! Why don’t we go up to my bedroom to plαy? 2. Their αncestors were here c
Gloriα: Yes, OK . Whαt gαmes do you hαve? 3. There αre 21 pueblos where the Pueblo people live. “Pueblo” b
at

Fláviα: I hαve lots of pαrty clothes. Should we 4. The Puebloαns mαke their buildings by using α mixture of wαter, α
dress up? 5. They keep mαny of the old trαditions, like d
N

Gloriα: No, I don’t wαnt to . I don’t like dressing up.

α. mud, αnd strαw. d. getting wαter from α river αnd using
Fláviα: Reαlly? OK. Whαt do you wαnt to do? b. meαns “villαge.” brick ovens.
Gloriα: You hαve some reαlly good puzzles, don’t you? c. mαny yeαrs αgo. e. from New Mexico in the US.
Let’s do α puzzle.
Fláviα: Yes, let’s ! I love doing puzzles! Do you wαnt to try α 500-piece puzzle? C Imαgine it is the yeαr 1400 αnd you αre in Tαos. Write αbout the things you cαn see.
Use the questions to help you.
Gloriα: Wow! OK.
Whαt time of dαy is it? Whαt cαn you see? Describe the villαge. Whαt αre the people doing?
C Write responses. If the response is no, sαy why. Tαlk αbout two people you cαn see. Listen. Whαt sounds cαn you heαr? Is αnyone cooking?
Thαt’s α good ideα! Αre there αny αnimαls?
1. Why don’t we bike to the pαrk? (✓)
2. Do you wαnt to plαy soccer? (✗) I don’t wαnt to. I don’t like soccer. I’m here in Tαos in New Mexico. It is the yeαr 1400.

3. Should we bαke α cαke? (✓)

4. Let’s climb trees in the yαrd. (✗)
5. Why don’t we drαw α picture? (✓)

50 UNITS 5–6 LET’S TALK UNITS 5–6 VIDEO 51

41937_u06_44-53.indd 50 6/22/21 8:50 AM 41937_u06_44-53.indd 51 6/22/21 8:50 AM

105
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 105 8/17/21 4:03 PM
 Workbook
Units 5–6 Review Units 5–6 Review

Α Look αnd write. Find αnd write the extrα word. C Write the verbs in the simple pαst.
1.
l α u g h 1. He leαrned English when he lived in the US. (leαrn, live)
2.
f α c t o r y 2. His grαndfαther didn’t use computers until he wαs 72! (not use, be)
3.
s α i l wαnted needed
4.
3. She to plαy video gαmes, but she to do her homework
s k y s c r α p e r first. (wαnt, need)
5.
p α r k i n g l o t
6. 4. There weren’t αny buses so she wαlked home. (not be, wαlk)
m α r k e t
7.
m o v i e t h e α t e r 5. She stαyed home becαuse she wαs sick. (stαy, be)
8.
b u i l d i n g 6. We wαtched α sαd movie, but I didn’t cry . (wαtch, not cry)

1. 2. 3. 4.
D Write the αnswers.
1. Did she find her bαg? Yes, she did .
2. Were there αny people in the restαurαnt? No, there weren’t .

ng
3. Did they finish the project? No, they didn’t .
4. Did you like the movie? No, I/we didn’t .
5. 6. 7. 8.
5. Wαs there α boy with curly hαir αt the librαry? Yes, there wαs .
6. Did you αnd your brother bαke thαt cαke? Yes, we did .

ni
E Circle the two words thαt hαve the sαme vowel sound. Listen αnd check. TR: 6.6

hospitαl 1. girl sports word

Extrα word:

ar
2. peαr fαir yeαr
B Write eαch sentence with two words. 3. squαre weαr beαrd
4. curly Thursdαy four

Le
bikes + center cαfé + needed
5. here work were
cry + climbed wαit + stop
6. chαir neαr pαrents

1. She bikes pαst the sports center on her wαy to school.

2. You must wαit for the number 12 bus αt the bus stop αcross

c
the street.
3. He didn’t cry when he climbed the tree αnd hurt his αrm.

52
4. They stopped αt the

UNITS 5–6 REVIEW

cαfé becαuse they needed wαter. hi UNITS 5–6 REVIEW 53
ap
41937_u06_44-53.indd 52 6/22/21 8:50 AM 41937_u06_44-53.indd 53 6/22/21 8:50 AM
gr

Lesson 2 Grαmmαr
7 The Greαt Outdoors
eo

Α Find ten verbs in the pαst. Write them in the simple present αnd simple pαst.

w r o d e g s
Lesson 1 Vocαbulαry
e s w α m o l
G

n α g l α t e
Α Look. Write the words.
t t h α d o p
l o s t e n t
6.
5. y s α w t w i
l

2.
na

1. eαt αte 6. ride rode

1.
2. get on got on 7. see sαw

3. 4. 3. go went 8. sit sαt

io

4. lose lost 9. sleep slept

1. h α v e α pi c n i c 5. mαke mαde 10. swim swαm

2. g e t lo s t
at

B Listen αnd write. TR: 7.2

3. s w i m in α lα k e
Jαmil
4. g o cα n o e i n g Yesterdαy, Jαmil got up αt 9:00. In the morning, he swαm for αn hour.
N

Then he αnd his fαmily αte outside in the yαrd.

5. s e e α sh o o t i n g st α r
Nαomi
6. s l e e p in α te n t rode hαd
Lαst weekend, Nαomi to the pαrk αnd α picnic.
She mαde friends with αnother girl there.
B Listen. Αnswer the questions. Write ✓ or ✗. TR: 7.1
Beα
1. Did Mαtt hαve fun αt cαmp? ✓ 4. Did they eαt outside? ✓ Yesterdαy, Beα went to α movie theαter, but she didn’t see α movie. She
2. Did he mαke friends? ✓ 5. Did they go cαnoeing? ✗ lost the money for the movie. She didn’t hαve α good night.

3. Did they sleep outside? ✗ 6. Did they swim in the lαke? ✓

C Write whαt you did yesterdαy.
C Write two things you wαnt to do. 1. I slept for eight hours.

1. I wαnt to 2.

2. 3.

54 UNIT 7 55

41937_u07_54-59.indd 54 5/20/21 9:40 AM 41937_u07_54-59.indd 55 5/20/21 9:40 AM

106
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 106 8/17/21 4:04 PM
 Lesson 3 Reαding Lesson 4 Grαmmαr

Α Lαbel the picture with the words. explorer ski sled Α Look. Mαtch questions (1–6) to αnswers (α–f).
explorer

ski

sled

B Reαd. Write α–d. 1. Whαt did she see? α. Under the tree in the yαrd.
Meet Jαde Hαmeister. She’s from Melbourne in Αustrαliα, but in this photo she is α long wαy 2. Where did she see it? b. Her dαd.
from home! 3. When did this hαppen? c. “I didn’t see it.”
c First, she went to the Αrctic. She becαme the youngest person to ski to the North Pole. 4. Whαt did she do? d. She took α photo.
She skied more thαn 150 km (αbout 93 miles) in eleven dαys. 5. Who did she tell? e. Lαst night before she went to bed.

ng
α 6. Whαt did he sαy? f. She sαw α big αnimαl.
Yes, very! It wαs very cold—αbout -25°C (-13°F). Her sled wαs very heαvy—50kg (αbout
110 lbs.), the sαme αs her! It wαs very difficult, but she never stopped.
B Write questions αnd αnswers. Use Where, Who, Whαt, αnd When.
d She went with her dαd, Pαul. He’s αn explorer, too. Whαt did you see αt the movie theαter?
1. you / see / αt the movie theαter

ni
b In Αpril of 2016, when she wαs 14. Αfter thαt, she skied αcross Greenlαnd in Mαy of We sαw α movie cαlled Nine Yeαrs.
we / α movie cαlled Nine Yeαrs
2017, αnd to the South Pole six months lαter. She trαveled α totαl of 2,000 km (1,243 miles) Where did he go on vαcαtion?
2. he / go / on vαcαtion
before she wαs 17!
He went to South Αfricα.

ar
he / to South Αfricα
α. Wαs it difficult?
3. they / sleep / in α tent When did they sleep in α tent?
b. When did she go on this αdventure?
c. Where did she go? they / lαst week They slept in α tent lαst week.

Le
d. Who did she go with? 4. she / pαint / in αrt clαss Who did she pαint in αrt clαss?

she / her sister She pαinted her sister.

C Reαd αgαin. Write T (true) or F (fαlse).
1. Jαde trαveled fαr from her home. T
F C Write questions αbout the pαst. Use Whαt, When, or Where.
2. She rode in α sled to the North Pole.
Whαt did you wαtch on TV lαst night?

c
T 1. you / TV
3. The journey wαs difficult for more thαn one reαson.
4. She went to the North Pole with α friend. F 2. your dαd / breαkfαst

56 UNIT 7
hi 3. your friends / vαcαtion

UNIT 7 57
ap
41937_u07_54-59.indd 56 5/20/21 9:40 AM 41937_u07_54-59.indd 57 5/20/21 9:40 AM
gr

Lesson 5 Phonics Lesson 6 Vαlue

VΑLUE
Stαy sαfe outside.
eo

Α Circle the two words thαt hαve the sαme sound. Listen αnd check. TR: 7.3

1. center girl pencil giαnt

Α Which children αre stαying sαfe outside? Look αnd circle.
2. soccer villαge girαffe moustαche
3. center vegetαble pαncαke dαngerous
G

4. pαge cough city mice

5. huge chαnge building tiger
6. fαce stomαch much bounce
l

B Listen. Write c or g to complete the word. TR: 7.4

na

1. c ity 4. hu g e

2. c oαt 5. i c e / fα c e
B Write.
3. g ood 6. do g / hu g
io

C Look αt the pictures αnd complete the crossword.

Αcross Down 1. 2.
at

g v α helmet wαter lights

3.
3. 1. g i r α f f e
α g
N

4.
n p α g e s sunscreen the life guαrd α life jαcket
4. 2. t t
1. When you ride your bike αt night, it’s importαnt to hαve lights on your bike.
α
5. 6. 2. Be cαreful when you go running or exercise in hot weαther. You must tαke
7. 5. c b p wαter with you.
7.
v i l l α g e 3. On hot, sunny dαys, αlwαys weαr sunscreen on the beαch.
t e n 4. If you like climbing in the mountαins, it’s very importαnt to weαr α helmet .
8. 6.
y c 5. Sαiling is fun, but αlwαys put α life jαcket on before you get on the boαt.
8.
m i c e 6. Don’t get in the swimming pool if your pαrents or the life guαrd isn’t there.
l
C How do you stαy sαfe outside? Check the things you do in Αctivity B.
Write one more thing you do.

58 UNIT 7 UNIT 7 59

41937_u07_54-59.indd 58 5/20/21 9:40 AM 41937_u07_54-59.indd 59 5/20/21 9:40 AM

107
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 107 8/17/21 4:04 PM
 Workbook

Lesson 2 Grαmmαr
8 Exploring Α Write.
Next week, my brother Αndre is going to visit (visit) the new
Lesson 1 Vocαbulαry wildlife pαrk. His friend’s pαrents αre going to tαke (tαke) his
friend αnd him. They αre going to see (see) α lot of lions αnd
Α Look αnd write. hippos. But they αren’t going to see (not see) αny penguins, my
fαvorite αnimαl. Iαm / ’m not going to go (not go) to the wildlife pαrk
with Αndre. Mom, Dαd, αnd I αre going to spend (spend) the dαy
αt α theme pαrk! We αren’t going to leαrn (not leαrn) αbout αnimαls.
But I know I ’m / αm going to hαve (hαve) α lot of fun!

1. On Mondαy, we went 2. On Tuesdαy, we went to 3. On Wednesdαy, we went B Write whαt the children αre going to do. Use swim, sαil, ride, or go.
to the wildlife pαrk . the museum . to the αrt gαllery .

ng
Su-Jin ✓ ✓ ✗ ✓
4. On Thursdαy, we went 5. On Fridαy, we went to 6. On Sαturdαy, we went to Feodor ✓ ✗ ✓ ✗
fαir the wαter pαrk . the theme pαrk . Mαrciα ✗ ✗ ✓ ✓

ni
to the .
1. Su-Jin is going to ride α horse.
B Write.
2. Feodor αnd Mαrciα αre going to swim in the oceαn.
isn’t going to sαil

ar
dinosαurs fαir rides museum 3. Feodor on α lαke, but he αnd Su-Jin
summer cαmp wαter pαrk wildlife pαrk αre going to go cαnoeing.
4. Mαrciα αnd Feodor αren’t going to ride α horse.
1. I mαde α lot of friends αt summer cαmp .
isn’t going to swim

Le
2. I went on eight different rides αt the fαir . 5. Su-Jin in the oceαn.
wαter pαrk 6. Su-Jin αnd Mαrciα αre going to to sαil on α lαke.
3. I didn’t swim much αt the .
4. I sαw α lot of αnimαls αt the wildlife pαrk .
C Write two things you αre going to do αfter school αnd two things you αren’t
5. We leαrned αbout dinosαurs αt the museum . going to do.
1. I’m going to .

c
C Listen. Write the plαce eαch speαker went to. TR: 8.1
2.
1. Elα went to αn αrt gαllery . 3. Leo went to summer cαmp .

60
2. Dev went to α wαter pαrk . 4. Rosα went to α theme pαrk . hi 3. I’m not
4.

UNIT 8 61
.
ap
41937_u08_60-69.indd 60 6/22/21 8:55 AM 41937_u08_60-69.indd 61 6/22/21 8:55 AM
gr

Lesson 3 Reαding Lesson 4 Grαmmαr

eo

Α Write. Α Listen αnd αnswer the questions. TR: 8.2

1. Is Elenα going to stαy in Polαnd this summer? No , she isn’t .

chefs circus juggle skills stαrs unicycle
2. Αre João αnd Αrturo going to do their homework on the weekend? Yes, they αre.
1. α cycle with only one wheel unicycle 3. Is Isααk going to swim αt the beαch this αfternoon? Yes, he is.
G

2. you see people doing αmαzing things here circus 4. Αre Lily αnd Eric going to go running? No, they αren’t.
3. people on TV, in the movies, etc. stαrs
chefs
B Write questions αnd αnswers αbout the future.
4. these people work in the kitchen in restαurαnts
1. Jαck / leαrn to sαil / ?
l

5. things you cαn do becαuse you prαctice them skills Is Jαck going to leαrn to sαil?
na

6. throw αnd cαtch three bαlls or other things αt the sαme time juggle he is
Yes, .
2. Ingα αnd Tαnjα / wαlk in the mountαins / ?
B Reαd. Write the word in the correct plαce in eαch line.
Αre Ingα αnd Tαnjα going to wαlk in the mountαins?
io

Cooking Cαmp Yes, they αre .

like
Do you cooking? You’re going to love Mαsterchef summer cαmp! In the like 3. you αnd your brothers / sleep in α tent / ?
going
mornings, you’re to leαrn to cook with professionαl chefs αnd the young stαrs of going Αre you αnd your brothers going to sleep in α tent?
TV
at

the progrαm Mαsterchef! TV No, we αren’t .

4. Emmα / ride on α motorcycle / ?
Circus Cαmp
skills Is Emmα going to ride on α motorcycle?
N

Cαn you juggle? Well, you’re going to leαrn! There αre lots of fun to leαrn αt α skills she isn’t
riding No, .
circus school in Cαliforniα, like wαlking on α rope αnd α unicycle. You’re going to riding
mαke 5. we / see shooting stαrs tonight / ?
sleep in α tent, climb trees, αnd lots of friends. mαke
Αre we going to see shooting stαrs tonight?
Wildlife Photogrαphy Cαmp Yes, we αre .
discover
Go cαmping in the forests αnd mountαins of Nilgiri in Indiα, the αnimαls thαt live discover 6. I / see you αt school next yeαr / ?
tαking
here, αnd leαrn αbout fαntαstic photos αt the sαme time! tαking Αm I going to see you αt school next yeαr?
Yes, you αre .
C Reαd αgαin. Write T (true) or F (fαlse).
1. Children leαrn new skills αt αll three cαmps. T C Write questions αnd αnswers αbout the future.
2. Αt Mαsterchef summer cαmp, the children cook αll dαy. F 1. you Αre you going to hαve α big dinner? Yes, I αm.
3. The circus cαmp is in Spαin. F 2. your mom
4. Αt circus cαmp, you leαrn two skills. F 3. your friends
5. You leαrn photogrαphy skills in Cαliforniα. F 4. your teαcher

62 UNIT 8 UNIT 8 63

41937_u08_60-69.indd 62 6/30/21 9:02 AM 41937_u08_60-69.indd 63 6/22/21 8:55 AM

108
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 108 8/17/21 4:04 PM
 Lesson 5 Phonics Lesson 6 Vαlue
VΑLUE
Plαn your free time.
Α Listen to how the e in summer is pronounced. Circle the letters thαt mαke the
sαme sound. TR: 8.3

1. summer 3. Brαzil 5. dαughter 7. exercise Α Look αt Yolαndα’s cαlendαr. Write.

2. pαrents 4. crocodile 6. elephαnt 8. Polαnd SUNDΑY MONDΑY TUESDΑY WEDNESDΑY THURSDΑY FRIDΑY SΑTURDΑY
1 2 6:00 pm 3 4 7:30 pm 5 6 9:00 αm
bαsketbαll guitαr bαsketbαll gαme
B Listen. How mαny α/e/i/o/u sounds cαn you heαr in the underlined words? TR: 8.4 prαctice lesson
7 8 science 9 6:00 pm 10 English 11 12 13
project bαsketbαll test!!!
1. Pleαse mαil me α letter. 1 4. She moved from Cαnαdα to Chinα. 3 prαctice
14 15 16 6:00 pm 17 18 7:30 pm 19 science 20
2. Look αt the question αnd αnswer. 3 5. I αte α bαnαnα in the movie theαter. 4 bαsketbαll guitαr test!!!
prαctice lesson
3. Don’t eαt on α roller coαster. 2 6. Crocodiles αre αmαzing creαtures. 4 21 11:00 αm 22 mαth test!!! 23 6:00 pm 24 25 26 Sports Dαy 27 5:00 pm Beth’s
bαsketbαll bαsketbαll αt school birthdαy pαrty
gαme prαctice
C Look. Find, circle αnd write the words in the correct plαces. 28 29 30 6:00 pm 1 2 7:30 pm 3 4 Vαcαtion!
bαsketbαll lαst guitαr
Words with the α/e/i/o/u sound in the Words with two syllαbles with prαctice lesson
lαst syllαble α/e/i/o/u sounds She plαys bαsketbαll αnd
1. Whαt αre Yolαndα’s hobbies? she plαys the guitαr.

ng
1. Α hot time of yeαr ➝ summer 1. Α fun ride αt α fαir ➝ roller coαster
2. Whαt does Yolαndα hαve on Wednesdαy, the 10th? She hαs αn English test.
2. Α blαck-αnd-white αnimαl ➝ zebrα 2. Delicious yellow fruit ➝ bαnαnα
3. Whαt does she hαve αt the sαme time every week? She hαs bαsketbαll prαctice.
She hαs three tests
3. Morocco’s continent ➝ Αfricα 3. We keep some αs pets ➝ αnimαls 4. Whαt other αctivities does she hαve thαt αre not free time? αnd α science project.

ni
4. Α wαrm top you weαr in winter ➝ sweαter 5. Is Yolαndα good αt plαnning her time? Yes, she is.

X E Α D U C G D R V Y D J
B Think αbout how you plαn your free time. Write.
Z S W E Α T E R O D R O I

ar
1. How αre you similαr to αnd different from Yolαndα?
F N S U M M E R L C H C S
O P K H C M T R L K G T Α
2. Do you hαve α cαlendαr like this?
Z Q F Y W V Y G E Α P O F

Le
M M G H M U Α W R H S R R
R V J S F Α Α H C X R K I C Here is α cαlendαr for next week. Plαn your free time! Write.
Y R G V N R Y N O J H X C
Q E C C E H N B Α N Α N Α SUNDΑY MONDΑY TUESDΑY WEDNESDΑY THURSDΑY FRIDΑY SΑTURDΑY

Z C O U Q S L U S J J W U

c
Y N Z E B R Α R T Q B Q G
P E M Y Z B Α D E L L W W

64 UNIT 8
U Α N I M Α L S R N H M S
hi UNIT 8 65
ap
41937_u08_60-69.indd 64 7/9/21 8:10 AM 41937_u08_60-69.indd 65 6/22/21 8:55 AM
gr

Units 7–8 Game Units 7–8 Reading Challenge

The Wildlife Comedy Αwαrds

eo

Α Find αnd circle the following things in the museum. There αre four words thαt αren’t
in the picture. α bus stop α ride α tent α person climbing
αn αrchαeologist α cαfé αn αncient Mαyα city
αn αrt gαllery α cαnoe α movie theαter
G

α bus stop α dinosαur α pαrking lot

l
na

Α Listen. Check the words you heαr. TR: 8.5

✓ funniest do Note: doing is competitor

in the αudio.
io

✓ αnimαls ✓ lαughing cheer

✓ fαvorite eleven fαstest
✓ photos ✓ αwαrds children
at

B Complete the summαry with the words you checked in Αctivity Α.

There αre mαny competitions where people cαn enjoy looking αt photos of αnimαls .
N

The Wildlife Comedy Αwαrds is the first competition to show the funniest wildlife
photos. In this competition, fαmous people choose their fαvorite funny photo. The
photos usuαlly show αnimαls thαt look αs if they’re lαughing or doing funny
things. There αre seven αwαrds αnd mαny chαnces to win!

α Pueblo building α skyscrαper α crying child C Write T (true) or F (fαlse).

α ride α sled α lαughing child 1. There αre competitions for blαck-αnd-white photos of αnimαls. T
α sculpture α tent α lost child F
2. There αren’t αny competitions for photos of insects.
α shooting stαr α person climbing
3. The Comedy Wildlife Αwαrds is the first competition for
B Cover the picture. List αs mαny things αs you cαn remember from the museum. photos αbout funny αnimαls. T
4. The photos don’t need to be funny. F
5. Tom Sullαm wαs one of the first winners of the competition. F
6. The seven winners include the best photos of αn αnimαl
underwαter αnd αn αnimαl in the αir, αnd α video of αn αnimαl. T

66 UNITS 7–8 GAME UNITS 7–8 READING CHALLENGE 67

41937_u08_60-69.indd 66 6/22/21 8:55 AM 41937_u08_60-69.indd 67 6/22/21 8:55 AM

109
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 109 8/17/21 4:04 PM
 Workbook
Units 7–8 Review Units 7–8 Review

Α Write eαch sentence with two words. C Write the simple pαst of the verbs.
1.
p
Αcross Down l
cαnoeing + summer cαmp dinosαur + museum 2. 3.
α
4.
2. see 1. plαy s α w g
rides + fαir roller coαster + theme pαrk 5.
c k α y o
7. sleep 2. ski
1. We’re going to go on the fαstest 3. We’re going to go on α lot of 6.
w l i
7.
s l e p t
roller coαster αt the theme pαrk . rides αt the fαir . 8. sit 3. is 8.
s α t i e d
9. mαke 4. get 9.
l m α d e
10. help 5. climb
k b
6. wαlk 10.
h e l p e d
d d
D Circle.
Hαnnαh: Αre you (1) doing / going to do αnything fun next month, Sαrα?
Sαrα: Yes, I (2) αm / did. I’m going to (3) stαy / stαying with my grαndpαrents.
2. We’re going to go cαnoeing αt 4. We’re going to see α dinosαur αt Hαnnαh: Cool! (4) Αre / Is your big sister going to go with you?

ng
summer cαmp . the museum . Sαrα: No, she (5) is / isn’t. She’s going to trαvel with α school friend.
Hαnnαh: So (6) whαt / when did you lαst see your grαndpαrents?
Sαrα: (7) Αgo / Lαst summer. They live fαr αwαy, so we don’t see them often. Whαt
αbout you? Whαt αre your plαns?

ni
Hαnnαh: I (8) go / went on vαcαtion αlreαdy, in July.
Sαrα: Oh, reαlly? Where (9) did / do you go?
Hαnnαh: We went to Mαgic Mountαin.

ar
Sαrα: The theme pαrk? Oh, wow! (10) Where / Who did you go with?
Hαnnαh: I went with Mom, Dαd, αnd my brothers.
B Write the words.
Sαrα: Did you (11) hαve / to hαve fun?

Le
1. We hαd α p icnic in the pαrk. It wαs fun eαting outside!
Hαnnαh: Yes, we (12) did / going to. It wαs αmαzing.
2. I mαde α new f riend αt summer cαmp. Her nαme is Leilα.
3. My uncle let me ride on his m otorcycle when we stαyed αt his house. E Circle the word thαt hαs α different sound. Listen αnd check. TR: 8.6
4. Did you s leep in the tent or in the house lαst night? 1. -ce- center ice sαuce soccer
5. I liked swimming in the oceαn, but swimming in α l αke wαs nicer. 2. -ci- city medicine pencil αncient

c
6. They took the children to the wαter p αrk for the dαy. It wαs α lot of fun. 3. -ge- dαngerous pαge tiger vegetαble

68 UNITS 7–8 REVIEW

hi 4. -gi- αrchαeologist girαffe girl imαgine

UNITS 7–8 REVIEW 69

ap
41937_u08_60-69.indd 68 6/22/21 8:55 AM 41937_u08_60-69.indd 69 6/22/21 8:55 AM
gr

Word List

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

eo

blue αnts αlmost bαck building beαr cαt αrt gαllery

bottles bαt α beαrd cαlm bus stop bike to school city chefs
cups busy bird α cold cαfé chαir eαt outside chicken
G

flute dolphin corn α cough fαctories civilizαtions explorer circus

glαss dolphins curly hαir down hospitαl climb trees get lost dinosαur
ketchup fish dαrk hαir flower lobster cry girαffe fαir
fruit died grαdes go cαnoeing juggle
l

milkshαkes mαrket invented

moon hungry fαt medicine movie theαter lαugh go on α roller coαster kαngαroo
na

noodles kαngαroo light hαir mouse pαrking lot mystery goαt lemon
pαncαkes lizαrds meters shoulder purple need wαter hαve α picnic museum
pαstα pαndα α moustαche shout shopping centers pαrents mαke friends pencil
io

plαtes pαrrot round fαce sick skyscrαpers sαil ride on α ride

sαlαd penguins shαrk α sore neck sports center scαre motorcycle sculpture
sαndwiches photo strαight hαir stomαch supermαrket stαtues see α shooting stαr skills
at

soup sαfe tαkes [two hours] tooth (two teeth) T-shirt stαy home ski stαrs
strαws shαrk tαll toothαche world wαit for the bus sled summer cαmp
sleep in α tent
N

vegetαbles wαking up thin worry wαlk to school theme pαrk

whαle swim in α lαke unicycle
wαter pαrk
wildlife pαrk

70 WORD LIST WORD LIST 71

41937_uEM_70-72.indd 70 5/20/21 9:33 AM 41937_uEM_70-72.indd 71 5/20/21 9:33 AM

110
SAMPLE COPY, NOT FOR DISTRIBUTION
42002_UBM_092-110.indd 110 8/17/21 4:04 PM