Introduction

The Teacher’s Resource Bank contains photocopiable • The fourth worksheet in each unit (the Think and learn
worksheets which provide extra language practice for those worksheet) is intended to be used communicatively, for pair,
teachers and students following Super Minds Second Edition small group or class activities. These worksheets include
Level 1. The worksheets include festival cut-outs, which present games and craft activities. Suggestions on how to use these
the concept of several festivals, and practise speaking, listening worksheets are also included in the accompanying teacher’s
and reading skills. In addition, there are teacher’s notes, notes.
parent’s notes and answer keys for the Super Practice Book.
What activity types do the worksheets
What do the photocopiable worksheets provide?
provide? The worksheets provide a range of games and puzzles and, at
The photocopiable worksheets have been carefully designed to this level, activities which require the students to read and write
reinforce and provide extra practice of the work done in class. words and phrases.
They focus on the language introduced in each unit of Level 1
All activities are designed to be used without an audio
of the course and do not introduce or use any additional or
accompaniment.
unfamiliar language.
The teacher’s notes and Optional follow-up activities contain
Each worksheet has accompanying teacher’s notes with
references to some well-known traditional games and activities.
suggestions for exploitation in the classroom, together with
These include:
suggested Optional follow-up activities.
Simon says! Call out instructions for students to follow. If you
There are four worksheets for each main unit in Level 1:
say an instruction with Simon says at the beginning of it, e.g.
Worksheet 1: This worksheet focuses on the key vocabulary Simon says, stand up, they should do as you say. Without the
presented on the opening page of each unit in the Student’s instruction Simon says at the beginning, e.g. Stand up, students
Book. The vocabulary area is identified at the foot of the should do nothing. If they follow an instruction wrongly, they
worksheet and items are listed in detail in the teacher’s notes. are ‘out’ and have to sit down. They can also play this game in
Worksheet 2: This worksheet focuses on the language presented small groups.
and practised on the second page of each unit in the Student’s Matching pairs Students play this game in pairs or small
Book. The target language is detailed in the teacher’s notes. groups. They lay cards face down on a table in jumbled order,
Worksheet 3: This worksheet focuses on the language then take turns to turn up two cards at a time, and name them.
presented and practised on the fourth page of each unit in the If the two cards match, they say Pair! and keep them. If they
Student’s Book. Once again, the target language is detailed in don’t, they replace the cards in their original places on the
the teacher’s notes. table. As the game continues, students begin to remember
where the cards are and start matching pairs from memory.
Worksheet 4: This worksheet is based on the Think and learn
The winner is the student who has the most matching pairs at
content of each unit (covered on pages nine and ten in each unit
the end of the game.
of the Student’s Book).
Spinners As an alternative to using dice in board games,
In addition, there are three worksheets provided for use with the
students can make and use a spinner. The spinner is made by
Welcome unit.
drawing a circle and then dividing it into six equal segments
by drawing lines. Students should then cut off the ‘arc’ of each
How can the worksheets be used? segment on the outside of the circle so that there is a straight
The worksheets can be used in a number of ways: edge going across the widest part of each segment. They then
• The first three worksheets in each unit have been designed write the numbers from 1 to 6, one in each segment. Finally,
so that students can work on them either individually or a hole is made in the centre of the circle and a pencil pushed
as part of pair or class activities. For individual work, the through. Students can then spin the pencil with their thumb and
worksheets could be used by those students who finish class first two fingers. The number it rests on each time is used to play
activities more quickly than others. Alternatively, they can be the game.
set for homework. For pair or class activities, the worksheets NOTE: Many of the activities on the worksheets require students
can be used when additional practice is necessary, for to cut out cards or objects such as spinners. We recommend
revision or as an alternative activity when there is a gap or that, if possible, you stick these worksheets onto card before the
change in your usual lesson routine. Suggestions on how students cut them out. This makes them easier to pick up and
to use the worksheets in different ways are included in the also provides more durability.
accompanying teacher’s notes. You may find it useful to keep
a record of the worksheets each student has completed.

1 Super Minds 2nd Edition Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
Friends

Worksheet 1: I’m Whisper. • Students revise colours by reading the words and colouring in
the circles in those colours. Then, on the Bingo card, they colour
Using the worksheet each balloon in a different colour of their choice in any order.
• This matching activity establishes the main characters
• Play Bingo. Make sentences using numbers and colours, e.g.
in the book.
Number 1 is red. Students who have coloured the first balloon
• Students match the silhouettes with the pictures of the red put a tick in the box next to it. Repeat this procedure
characters and the correct speech bubbles. The first one has using different numbers between 1 and 6, and different
been done for them as an example. They then draw in any colours (red, blue, yellow, green, orange, purple) until one
details and colour the silhouettes. student has ticked all their balloons. They call out Bingo!
• Students can then work in pairs to ask and answer about Optional follow-up activity: Students cut out the pictures of
the characters on the worksheet. Student A points to one the balloons in the Bingo card and use them to make a set of
character and asks What’s your name? Student B answers, colour cards. They then use these to play a matching game in
using the first person, e.g. I’m Whisper. class. Students take turns to choose one of their cards and say,
KEY: 2b I’m Flash. 3a I’m Misty. 4c I’m Whisper. e.g. A purple balloon. Other students hold up their cards with
a purple balloon on them. Or students can make sentences
Optional follow-up activity: Play a name game. Allocate
combining numbers and colours, e.g. Number 3 is purple. This
each student in the class the name of a main character to
time, only students who have coloured balloon number 3 in
remember (Whisper, Thunder, Flash or Misty). Call out one of the
purple can hold it up.
names, e.g. Whisper. All the students allocated this name stand
up. Ask individual students What’s your name? They reply with
I’m (Whisper).

Worksheet 2: I’m three.

Using the worksheet
• This counting and matching activity revises numbers and
practises How old are you? I’m …
• Students read the speech bubbles for the children on the
worksheet and match them to the correct cake by counting
the candles. Students can then check their work in pairs. For
each child on the worksheet, Student A points and asks How
old are you? Student B replies with the correct age, e.g. I’m
three. They then swap roles.
• Students then draw their own candles on the cake at the
bottom of the worksheet and complete the sentence with the
number for their own age.
KEY: Activity 1: 2c, 3b, 4f, 5e, 6a; Activity 2: Students’
own answers.
Optional follow-up activity: Practise numbers by playing a
number clapping game in class. Clap a number of times, e.g.
three. Students listen and clap the same number of times, then
say the number. Make this harder or easier by varying the speed
and rhythm of your clapping. You can also call out numbers for
students to make their own clapping patterns to.

Worksheet 3: Colours
Using the worksheet
• This Bingo activity practises the colours red, yellow, blue,
green, purple, orange. It also revises numbers 1 to 6.

1 Super Minds 2nd Edition Welcome unit Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
Friends Worksheet 1 Name: ...................................................

I’m Whisper. Class: ....................................................

1 Match and draw lines.

I’m Misty. I’m Flash.
I’m Thunder. I’m Thunder.
Whisper.

1
2 4
3

a b c d

Vocabulary: Greetings

2 Super Minds 2nd Edition Welcome unit Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 2
8
Friends
I’m three.
Name: ...................................................
Class: ....................................................

1 Read, count and match.

1 I’m three. a

2 I’m eight. b

3 I’m six. c

4 I’m nine. d

5 I’m seven. e

6 I’m ten. f

2 How old are you? Draw and write.

I’m .

Vocabulary: Numbers

3 Super Minds 2nd Edition Welcome unit Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
Friends Worksheet 3 Name: ...................................................

Colours Class: ....................................................

1 Colour the circles.

red blue green yellow purple orange

2 Choose colours and colour the balloons. Then play Bingo.

1 2 3

4 5 6

Vocabulary: Colours

4 Super Minds 2nd Edition Welcome unit Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 1 At school
Optional follow-up activity: Students write their own
Worksheet 1: Classroom objects sentences with similar instructions for a class message game.
Using the worksheet These can be either the instructions in the worksheet or other
• This drawing and matching activity practises the vocabulary imperatives they remember. Students write their messages on
for classroom objects bag, book, rubber, desk, pen, pencil, ruler, a slip of paper and put them into a bag or box. Play the game
pencil case, notebook. by asking volunteers to come to the front of the class, take a
message from the box and act it out for the class to guess what
• Students complete the drawings by tracing round the
outlines. They then match the pictures to the correct words. the message is. The first student to guess correctly has the next
turn.
KEY: 2 book, 3 rubber, 4 desk, 5 pen, 6 pencil,
7 ruler, 8 notebook, 9 pencil case
Worksheet 4: The senses game
Optional follow-up activity: Students use the worksheet for a
colour dictation in pairs. They take turns to choose a colour for Using the worksheet
each object, dictate it to their partner and both, secretly, colour • This worksheet helps students expand their knowledge of
it in appropriately, e.g. a red pencil case, or pencil case – red. At how we use our senses, using key Think and learn vocabulary.
the end they compare their worksheets to make sure they match. • Students work in pairs. They will each need a counter or
button.
Worksheet 2: What’s this? Is it a … ?
• In each empty box on the game board, students write one of
Using the worksheet the five sense words. (Ideally they should write each of the
• This colouring activity practises classroom objects, What’s five sense words twice.)
this? Is it a … ? and Yes, it is. / No, it isn’t. • One student then throws their counter onto the board. If it
• Students colour the dotted sections in each picture puzzle lands on a sense word, their partner has to say what they can
to find out what the classroom object is. They then answer do with that sense, e.g. [board] smell, Student: a flower. They
the What’s this? question next to each picture by circling the can use the pictures around the board to help them, or think
correct answer. of their own ideas. If the counter doesn’t land on a sense
• Students can then play this in pairs as a memory game. word, they follow the instructions on the board. Students
Student A asks, e.g. Number 1. Is it a pencil? Student B has to swap roles.
try to remember and answer Yes, it is or No, it isn’t. KEY: smell – flower, perfume; taste – ice cream, cough syrup;
KEY: 2 No, it isn’t. 3 Yes, it is. 4 Yes, it is. 5 No, it isn’t. 6 Yes, it is. look – photos, the sea; listen – music, birds; touch – a dog, a cat
Optional follow-up activity: Students make their own puzzle Optional follow-up activity: Students play the Yes/No game.
pictures for their partners to solve. They take turns to throw their counter on the board and say
what they can do with the sense they land on. However, they
Worksheet 3: Open your … should sometimes say an incorrect item for their partner to say
Yes or No, e.g. [board] taste, Student 1: a dog. If they don’t land
Using the worksheet on a sense word, they follow the instructions on the board.
• This card game practises the imperatives Pass me a … , Sit at
your … , Open your … , Close your … and revises classroom
object vocabulary pen, pencil, pencil case, desk, ruler, rubber,
bag, book.
• Students play the game in pairs. They cut out the cards and
place them in two piles face down in front of them: one pile
for imperatives and one for classroom objects.
• Students take it in turns to turn over a card from each pile
and read the resulting instruction, e.g. Open your book. If the
instruction makes sense, their partner has to do or mime the
action. If they follow the instruction correctly, they can keep
the pair of cards. If the instruction is impossible, e.g. Open
your rubber, students replace the cards somewhere into each
pile. The winner of the game is the student who has the most
cards when all possible pairs have been matched up.

1 Super Minds 2nd Edition Unit 1 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 1
1 Classroom objects
Name: ...................................................
Class: ....................................................

1 Complete the pictures. Then match the pictures with the words.

1 3

s k rubber b
de a 4

g
k

9
p en b o o

not
e b o ok p
c il

5
n

e n
e

cil
8 case ruler p

Vocabulary: Classroom objects

2 Super Minds 2nd Edition Unit 1 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 2
1 What’s this? Is it a … ?
Name: ...................................................
Class: ....................................................

1 Colour. Then circle the answer.

1
What’s this? Is it a ruler?

Yes, it is. No, it isn’t.

2
What’s this? Is it a notebook?

Yes, it is. No, it isn’t.

3
What’s this? Is it a bag?

Yes, it is. No, it isn’t.

4
What’s this? Is it a pen?

Yes, it is. No, it isn’t.

5
What’s this? Is it a rubber?

Yes, it is. No, it isn’t.

6
What’s this? Is it a book?

Yes, it is. No, it isn’t.

Language focus 1: Questions and short answers

3 Super Minds 2nd Edition Unit 1 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 3
1 Open your …
Name: ...................................................
Class: ....................................................

1 Cut out the cards and play.

Pass me a desk Open your rubber

Sit at your book Close your ruler

Close your pencil Pass me a pencil case

Pass me a pen Open your bag

Language focus 2: Imperatives

4 Super Minds 2nd Edition Unit 1 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Name: ...................................................
Worksheet 4

5
Class: ....................................................
1 The senses game

1 Write the words. Then play.

look listen smell taste touch

play again miss a turn

miss a turn

play again play again

Science: Senses

5 Super Minds 2nd Edition Unit 1 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 2 Let’s play

Worksheet 1: Toys Worksheet 3: A long blue train

Using the worksheet Using the worksheet
• This read and match activity practises recognising toy • This drawing activity practises ordering adjectives long, old,
vocabulary bike, go-kart, computer game, doll, car, kite, small, ugly; the colours red, yellow, blue, green; toys monster,
monster, ball, plane, train and writing numbers 1 to 10. car, train, kite and articles a and an.
• Students look at the toys and their numbers on the prize stall. • Starting at the top of the worksheet, students choose a stepping
They write the correct numbers on the relevant labels. stone in each row to make a phrase using an adjective, colour
KEY: 2 doll, 3 computer game, 4 ball, 5 bike, 6 go-kart, 7 car, and toy. They then draw and colour the toy in the toy box at the
8 train, 9 monster, 10 kite bottom to fit the phrase they have made. The first drawing has
been done for them as an example. They can colour this in.
Optional follow-up activity: Students play a simple prize
game in pairs or small groups. They make number cards for • Students then show and describe their pictures to the class.
numbers 1 to 10 and put them face down in front of them. • If appropriate, students can write the combinations they
Students then take turns to choose a number card and read it make, e.g. an ugly red monster.
out, e.g. 4! Their partner looks at the stall on the worksheet and KEY: Drawings will vary. Make sure that each phrase contains
tells them what they have won: It’s a ball! Encourage students to one word from each line of stepping stones, e.g. a long blue
say Thank you. This can also be played in class with small toys train. Students should also be careful to connect a with long
or classroom objects. or small and an with old or ugly.
Optional follow-up activity: Play a game of Stepping stones in
Worksheet 2: How old is he? class. Write words onto pieces of paper or card. You could include
Using the worksheet other adjectives, colours and toys. Lay these on the floor in four
• Matching activity 1 practises recognising toy vocabulary. rows as in the worksheet. Ask for a volunteer to stand at the start
Reading activity 2 practises his, her, he, she and questions of the stepping stones. Call out a description, e.g. an ugly red
What’s his/her name? What’s his/her favourite toy? How old monster. The volunteer has to step on the correct stepping stones
is he/she? as you call them out. Students can also take turns at calling out
descriptions. This could also be played with small cards on a
• Students read the description of each child and find and table. Students follow the stepping stones using their fingers.
number the correct child in the picture.
• Students then complete the questions at the bottom of the Worksheet 4: Spot the shapes
worksheet by circling the correct word each time. They then Using the worksheet
ask their partner the questions. Their partner can answer
either from memory or by checking back to the information in
• This worksheet practises shape words using key Think and
learn vocabulary.
Activity 1.
KEY: Activity 1: 2d, 3c, 4b; Activity 2: 1 five; 2 his, Ben; • Students colour the different shapes they see on the board
game, making sure they use different colours.
3 her, (her) kite; 4 he, four
Optional follow-up activity: Organise students in groups of • Students then play the game in pairs. The first student
six or eight, and divide each group into pairs. In their groups, throws the dice and moves their counter the same number of
students make a group chart with their names, ages, favourite squares on the board. If they land on a picture square, they
colours, and pictures of their favourite toys. Then each pair say the shapes they can see in the picture. For example, I can
makes a copy of their group’s chart. They use this to play a see triangles and a rectangle. If the sentence is incorrect, they
guessing game in pairs. Student A looks at the chart, keeping it miss a turn. If they don’t land on a picture square, they follow
hidden from Student B. They choose another student from the the instructions in that square instead.
chart and describe them, stating their age, favourite toy and KEY: 1 triangles, square; 2 circles, triangle; 4 circles, triangle;
colour, e.g. She’s eight. Her favourite colour is red. Her favourite 6 circles, rectangles, kite; 8 squares, rectangle, triangle, circle;
toy is her bike. Student B guesses who it is. Students swap roles. 9 circles, rectangle; 11 rectangles, circles; 12 rectangles, circles;
14 squares, circles, kite; 15 circle, triangle
Optional follow-up activity: Students work in pairs. One
student says a shape for their partner to find on the board
game. The student looking for the shape has to find all the same
shapes on the board, e.g. all the circles.

1 Super Minds 2nd Edition Unit 2 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 1
2 Toys
Name: ...................................................
Class: ....................................................

1 Look, read and write the numbers.

monster plane
1
car

ball go -kart

3
2
1

7 9
4

6
10
5

doll
train

comput
e r game bike
kite

Vocabulary: Toys

2 Super Minds 2nd Edition Unit 2 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 2
2 How old is he?
Name: ...................................................
Class: ....................................................

1 Look, read and write the numbers.

a 1

d
b

1 2
Her name’s Kim. She’s five. His name’s Ben. He’s eight. His
Her favourite toy is her monster. favourite toy is his ball.

3 4
Her name’s Mia. She’s seven. His name’s Sam. He’s four.
Her favourite toy is her kite. His favourite toy is his train.

2 Choose and circle. Then ask a friend.

1 How old is he / she ?

2 What’s his / her name?

3
p.17, 2.2.6-9
What’s his / her favourite toy?

4
p.17, 2.2.6-9
How old is he / she?

Language focus 1: What’s his / her ... ? How old is he / she ... ?
p.17, 2.2.6-9
3 Super Minds 2nd Edition Unit 2 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 3
2 A long blue train
Name: ...................................................
Class: ....................................................

1 Choose, then draw lines. Draw your picture in the toy box.
a an
a an

long small ugly

old

green yellow red

blue

car kite
monster train

1 2 3 4

Language focus 2: Adjectives

4 Super Minds 2nd Edition Unit 2 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Name: ...................................................
Worksheet 4

5
Class: ....................................................
2 Spot the shapes

1 Look and colour. Then play.

1 2 3

go to Start

START
6 5 4

go to 8

7 8 9

play again

12 11 10

play again

13 14 15

go to 14
FINISH

Maths: 2D shapes

5 Super Minds 2nd Edition Unit 2 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 3 Pet show

Worksheet 1: Animals Worksheet 3: I like …

Using the worksheet Using the worksheet
• This worksheet practises animal vocabulary dog, elephant, • These reading and writing activities practise I like and
cat, spider, frog, lizard, rat, duck. I don’t like and animal plurals.
• Students match the silhouettes to the animals. They then • Students complete the chart with a happy or a sad
label the pictures by copying the correct word each time from face according to the animals they like and don’t like. They
the word box. can do this either individually or in pairs, with one student
saying what they like and don’t like and the other recording
• Students then write the name of their favourite animal in the
sentence at the bottom of the worksheet. They can choose their answers.
an animal from the page, or teach them new words for their • Students then complete the sentences next to the
favourite animals if you prefer. chart accordingly.
KEY: Activity 1: 2d (a dog), 3g (a lizard), 4a (a duck), • Students read the riddle in Flash’s speech bubble to find out
5b (an elephant), 6h (a cat), 7f (a frog), 8e (a spider); the animal she doesn’t like (rats). They write this word into
Activity 2: Students’ own answers. her speech bubble.
Optional follow-up activity: Students play an animal mime KEY: Students’ own answers. Make sure that students complete the
game in pairs or small groups. One student mimes an animal sentences with the plural version of the animal words and that the
from the worksheet for the others to guess. Alternatively, they sentences match their happy/sad faces in the chart.
can make animal sounds. Optional follow-up activity: Students make up their own
riddles of their likes and dislikes for their partners to read
Worksheet 2: in / on / under and guess. They can use animal vocabulary or revise another
Using the worksheet vocabulary set they know, e.g. toys.
• This drawing and colouring activity practises the
prepositions in, on, under and revises colours, classroom Worksheet 4: An animal spinner
objects and toy vocabulary. Students will need colouring Using the worksheet
pencils in red, yellow, blue, green, purple and orange.
• This worksheet encourages students to express what they
• Students look at the example in number 1. Show them how know about animals’ habitats and diets, using key Think and
to colour the spider in the appropriate colour. They then learn vocabulary.
read the other sentences and draw and colour the spiders
appropriately.
• Students write the name of a different animal in each section
of the spinner (see Introduction) and then cut the spinner out.
KEY: Spiders should be drawn and coloured as follows: a blue They can colour the sections in different colours if they like.
spider on the ball; a green spider in the bag; a yellow spider
in the pencil case; a purple spider under the train; an orange
• They push a pencil through the centre of the spinner to
make a hole.
spider on the book.
Optional follow-up activity: Do a class treasure hunt. Before • Students play in small groups. Each student takes a turn to
class, hide about ten small objects around the room, e.g. on spin their spinner and see which animal it lands on. They
your desk, under a chair, etc. Write the names of these objects then have to draw the food the animal eats and the place
on the board for students to copy in a list onto a piece of paper. it shelters. The other students in the group decide if the
They then have to search for the objects round the classroom. pictures are correct and say Yes or No.
When they find one, they don’t say anything but write down its Optional follow-up activity: Students can write different food
location on their piece of paper. The whole class checks answers and shelter words on the underside of the spinner. They spin it
at the end of the activity. Volunteers are asked to find and that way up and say which animal needs that particular food or
retrieve each object. shelter to live.

1 Super Minds 2nd Edition Unit 3 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 1
3 Animals
Name: ...................................................
Class: ....................................................

1 Match. Then write the words.

a rat a duck a cat a spider an elephant a lizard a dog a frog

1 a

2 b

3 c

a rat
4 d

5 e

6 f

7 g

8 h

2 What’s your favourite animal? Write.

My favourite animal is a / an .
Vocabulary: Animals

2 Super Minds 2nd Edition Unit 3 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 2
3 in / on / under
Name: ...................................................
Class: ....................................................

1 Read, draw and colour the spiders.

1 A red spider is under the desk. 4 A yellow spider is in the pencil case.

2 A blue spider is on the ball. 5 A purple spider is under the train.

3 A green spider is in the bag. 6 An orange spider is on the book.

Language focus 1: Prepositions: in, on, under

3 Super Minds 2nd Edition Unit 3 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 3
3 I like …
Name: ...................................................
Class: ....................................................

1 Draw happy or sad faces. Then write.

I like

.
I like
, too.
I don’t like

2 Read and guess. Then write.

I like ducks and cats. I like elephants and

spiders. I like lizards and I like frogs, too.
My favourite animals are dogs. I don’t
like .

Language focus 2: I like / I don’t like …

4 Super Minds 2nd Edition Unit 3 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 4
3 An animal spinner
Name: ...................................................
Class: ....................................................

1 Make an animal spinner. Play the game.

EQNF EQNF
EQNF EQNF
EQNF
EQNF CTBJ
EQNF CTBJ EQNF duck
bird
bird CTBJ
bird CTBJ
cat rat
cat rat dog
dog

Cut out. Write. Push. Spin.

Frog!
Environmental studies: Nature

5 Super Minds 2nd Edition Unit 3 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 4 Lunchtime

Worksheet 1: Food Worksheet 3: Have we got any … ?

Using the worksheet Using the worksheet
• This crossword activity practises food vocabulary cheese, • This reading and writing activity practises Have we got any … ?
cake, sandwich, carrot, sausage, peas, steak, banana, apple, Yes, we have. / No, we haven’t. and food vocabulary chicken,
pizza, chicken. steak, banana, cheese, sandwich.
• Students use the numbers under the pictures to complete the • Students look at the pictures in the story and complete the
crossword, copying the words from the word box. speech bubbles with Yes, we have. or No, we haven’t., then fill
KEY: 1 ↓ cake, 2 sandwich, 3 carrot, 4 sausage, 5 peas, in the missing food word in picture 5.
6 steak, 7 banana, 8 apple, 9 pizza, 10 chicken • In pairs, students can then act the story out.
Optional follow-up activity: Do a drawing dictation. Draw the KEY: 2 No, we haven’t. 3 Yes, we have. 4 Yes, we have.
foods on the board and check lexis. Then say some foods you 5 banana
like and don’t like and your favourite food, e.g. I like sandwiches Optional follow-up activity: Students make up their own
and I like chicken. I like apples and bananas, too. My favourite version of the story, using different food combinations in their
food is pizza. I don’t like steak. Students listen and draw the sandwiches. Write the nine lines of the dialogue on the board,
things you say you like on a piece of paper. They don’t draw any leaving blanks for the food words and answers. Students copy
items you say you don’t like. Students can also do this activity this into their books and add their own food words to each
in pairs. line. Provide a list of food words for them to choose from if
necessary. Students see who can invent the most delicious or
Worksheet 2: I’ve got … most disgusting sandwich. They can then draw their sandwiches
Using the worksheet and display them, with their dialogues, in the classroom.
• These reading and writing activities practise I’ve got / I haven’t
got and revise food vocabulary cake, steak, pizza, peas, Worksheet 4: Where does it grow?
cheese, chicken, sandwich, carrots. Using the worksheet
• Students look at the picture of the boy with a cake and a • This worksheet practises students’ knowledge of where food
sandwich. They complete the food poem by circling I’ve got comes from, using key Think and learn vocabulary.
or I haven’t got in each sentence.
• Students draw a line from the food items shown to the correct
• Students then complete the second food poem by choosing picture of where it grows.
and writing either I’ve got or I haven’t got in each line. (There
is no right or wrong answer.) They then read the poem aloud
• They then work in pairs and take turns to say the name of the
food and where it grows.
and draw all the items for which they’ve written I’ve got on
the girl’s plate. KEY: in the soil – carrot, potato; on a tree – pear, orange, apple;
on a plant – grapes, peas, tomatoes
KEY: Activity 1: 2 I haven’t got, 3 I’ve got, 4 I’ve got;
Optional follow-up activity: In pairs, students quiz each
Activity 2: Students’ own answers. Check that students
other on where food is grown. One student points to a food
have drawn the correct items on the plate according to how
item and intentionally says an incorrect sentence about it,
they’ve completed the poem.
e.g. A: A carrot. It grows on a tree. B: Wrong! It grows in the soil.
Optional follow-up activity: Students write their own version
of the food poem. They can either keep the rhyming words
cheese, peas, cake and steak or they can write a version that
doesn’t rhyme.

1 Super Minds 2nd Edition Unit 4 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 1
4 Food
Name: ...................................................
Class: ....................................................

1 Look and write the words.

banana chicken cheese sandwich sausage

cake steak apple pizza peas carrot

1 → 1 ↓ 2 3 4 5

1
c h e e s e
2 3

5 6

8 9

10

6 7 8 9 10
Vocabulary: Food

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 Worksheet 2
4 I’ve got …
Name: ...................................................
Class: ....................................................

1 Look and circle I’ve got or I haven’t got in the poem.

1 I’ve got / I haven’t got chicken,

2 I’ve got / I haven’t got steak,
3 I’ve got / I haven’t got a sandwich,
4 I’ve got / I haven’t got cake!

2 Write I’ve got or I haven’t got. Then draw.

carrots,
peas,
pizza,
cheese!

Language focus 1: I’ve got / I haven’t got …

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 Worksheet 3
4 Have we got any … ?
Name: ...................................................
Class: ....................................................

1 Look. Write Yes, we have. or No, we haven’t. What sandwich

has the boy got?
1 2
Have we got any chicken? Have we got any steak?

t.
No, we haven’

3 4
Have we got any cheese? Have we got any bananas?

Here. A cheese and

sandwich!

Language focus 2: Have … got any … ?

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 Worksheet 4
4 Where does it grow?
Name: ...................................................
Class: ....................................................

1 Look, read and match.

potato

peas pear

apple onion
on a tree

tomatoes grapes

orange on a plant in the soil carrot

An onion grows in the soil.

Science: Food

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 5 Free time

Worksheet 1: Days of the week Worksheet 3: Do you … ?

Using the worksheet Using the worksheet
• This worksheet practises the days of the week. • This pyramid reading activity practises questions Do you …
at the weekend / on … ? and short answers Yes, I do. / No, I
• Students circle the days of the week in the word search. They
then write them in the correct order on the diary page. don’t. Students follow a path to find out which character they
are most like, based on what they do and don’t do.
• Students then find the characters’ favourite day
of the week in the word art puzzles and complete • Students work in pairs. Starting at the top of the activity,
their speech bubbles. one student makes the question Do you go swimming at
the weekend? If their partner answers Yes, I do, they follow
KEY: Activity 1:
the ‘smiley’ arrow to the question prompts for Do you play
F R I T A Y O T T football on Mondays? However, if their partner answers No, I
R M O N D A Y H U don’t, they follow the ‘other’ arrow to the question prompts
for Do you play with your friends at the weekend? They
I E B T H U R U E
continue like this, moving down through the diagram until
D S U N D A Y R S they come to the character their partner is most like.
A S A T U D A S D Optional follow-up activity: Play a game of Last man
Y R T A M O P D A standing. Students stand up. Ask a question, e.g. Do you play
W E D N E S D A Y computer games at the weekend? Students who answer Yes, I
S A T U R D A Y Y do remain standing. Students who answer No, I don’t sit down.
Repeat with other questions until only one student is left
Activity 2: Thunder, Friday; Whisper, Saturday standing. This student can then ask the questions.
Optional follow-up activity: Students make their own word
art puzzle based on their favourite day of the week for a partner Worksheet 4: My free time activities
to guess. Students can also do this as a class activity, finding
Using the worksheet
other students who have the same favourite day as them.
• This worksheet helps students talk about their free time
Worksheet 2: I play computer games on activities, using key Think and learn vocabulary.
Mondays. • Students colour in the pictures of the people doing different
Using the worksheet sports activities and then write an expression from the word
box under each one.
• This writing activity and card game practises I play, ride, go
… ing, on and days of the week. • They then complete the boxes with a tick if they do the
activity shown, or a cross if they don’t.
• Students label the activity pictures first, choosing an
expression from the word box each time. • In pairs, students then take turns to talk about the sports
activities they do/don’t do.
• They then cut out the cards and combine them with a
partner’s to play a game in pairs. Students put their cards KEY: 1 go surfing, 2 play football, 3 play basketball,
face down in two piles: one for activities and one for days of 4 go running, 5 play tennis, 6 go climbing, 7 go swimming,
the week. 8 go skiing, 9 go sledging
Optional follow-up activity: Students work in pairs. They
• Students take turns to turn over a card from each pile and use
swap worksheets and try to memorise which activities their
them to make a sentence, e.g. I ride my pony on Saturdays.
partner does. They then put the worksheets away and quiz each
KEY: 2 ride my bike, 3 ride my pony, 4 go swimming, other, e.g. A: You go surfing. B: Yes/No.
5 play football, 6 play the piano
Optional follow-up activity: Students use the cards to play
a game of True or False in pairs or small groups. Students turn
over the cards and make sentences in the same way, but this
time their partners have to decide if the sentences are true for
that student or not, e.g. A: I go swimming on Mondays. B: False.
If the sentences are false they can also correct them, where
appropriate, e.g. I go swimming on Saturdays.

1 Super Minds 2nd Edition Unit 5 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 1
5 Days of the week
Name: ...................................................
Class: ....................................................

1 Circle the days. Then write the days in the diary.

F R I T A Y O T T
R M O N D A Y H U
DIARY
I E B T H U R U E Monday
D S U N D A Y R S
A S A T U D A S D
Y R T A M O P D A
W E D N E S D A Y
S A T U R D A Y Y

2 Colour the words. Write Thunder and Whisper’s favourite days.

My favourite day is
My favourite day is .
.

Vocabulary: Days of the week

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 Worksheet 2
5 I play computer games on Mondays.
Name: ............................
Class: .............................

1 Write. Then cut out the cards and play.

I play computer games on Mondays.

play the piano go swimming play computer games

ride my pony ride my bike play football

Mondays Thursdays

1 I play computer 4 I
games . .

Tuesdays Fridays

2 I 5 I
. .

Wednesdays Saturdays

3 I 6 I
. .

Language focus 1: I (watch TV) on (Sundays).

3 Super Minds 2nd Edition Unit 5 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 3 Name: ...................................................

4
5 Do you … ? Class: ....................................................

1 Ask and answer. Who are you like?

Do you go swimming at Yes, I do.
the weekend?
swimming / weekend

play football / play with your

Mondays friends / weekend No, I don’t.

play computer play in the park / watch TV /

games / Wednesdays Saturdays Fridays

ride a bike / play hide and seek / play with your toys / go to school /
Sundays weekend Tuesdays Thursdays

Language focus 2: Do you ... ? Yes, I do. / No, I don’t.

4 Super Minds 2nd Edition Unit 5 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 4
5 My free time activities
Name: ...................................................
Class: ....................................................

1 Colour and write. Then tick or cross and say.

go skiing play football go surfing go climbing go running

go sledging go swimming play basketball play tennis

1 2 3

4 5 6

7 8 9

I go swimming. I don’t go sledging.

Physical education: Activities

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 6 The old house

Worksheet 1: My house • Students then play the same guessing game in pairs, using
the conversations as a model. One student chooses a picture,
Using the worksheet the other has to guess, using Is there, Are there and How many
• These spelling and observation activities practise vocabulary questions.
for rooms in the house bathroom, bedroom, living room, dining
KEY: 2 isn’t, 3 there, 4 are, 5 many, 6 are, 7 there,
room, hall, kitchen, cellar, stairs, garden and What’s in the … ?
8 is, 9 How, 10 are, 11 Are, 12 aren’t, 13 2
• Students complete the word labels for the rooms in the Optional follow-up activity: Students ask and answer similar
house, then match the questions and answers about the questions to find out what their partners have in their pencil
animals hidden in the house. case or bag, e.g. Is there a book? (Yes, there is.) How many books
KEY: Activity 1: 2 bedroom, 3 living room, 4 hall, are there? (There are three.) After asking the questions, students
5 dining room, 6 stairs, 7 cellar, 8 kitchen, draw or write what they think the contents are, then check by
9 garden; Activity 2: 2a, 3c, 4b taking the items out of the bag or pencil case.
Optional follow-up activity: Students draw their own
additional animals on the house picture for their partner to find Worksheet 4: What has my house got?
and answer questions, e.g. What’s in the bedroom? A duck! Using the worksheet

Worksheet 2: There’s / There are • This activity reinforces key Think and learn vocabulary for
rooms in the home and also different types of houses.
Using the worksheet
• Students look at the pictures and complete the sentences
• This spot the difference activity practises There’s … / There under them with key vocabulary.
are …
• In pairs, students read the sentences to each other. They
• Students look at the two pictures and circle the five
then have to add two things the picture hasn’t got and say
differences they find. They can do this individually, then talk
them, e.g. The house boat has got a bathroom and a bedroom.
about the differences in pairs.
It hasn’t got a dining room. It hasn’t got a cellar.
• Students then complete the sentences at the bottom of the
KEY: 1 cave house, dining room, bathroom; 2 tree house,
worksheet, choosing and circling the correct words.
kitchen, living room; 3 yurt, bedroom, kitchen, dining
KEY: Activity 2: 2 there’s, a cat; there’s, a dog; 3 there room; 4 house boat, living room, kitchen, bedroom,
are, three; there are, four; 4 there’s, a sandwich; there’s, bathroom
a banana; 5 there are, five; there are, four
Optional follow-up activity: Students work in pairs. One
Optional follow-up activity: Play a memory game with the student chooses one of the houses from the worksheet and says
class. Draw some simple items on the board, e.g. two books, its name. The other student has to try to remember everything
three pencils, a cat, three bananas. Ask students to say what that’s in the house without looking at the picture. Their partner,
they can see using There’s / There are and then study the board looking at the picture, says Yes or No. For example, A: The cave
for a couple of minutes. Then ask them to close their eyes while house. B: It’s got a bathroom. A: Yes! B: It’s got a bedroom. A: No!
you change some of the details, e.g. add another pencil, add a Then they swap roles and look at a different picture.
ruler, rub out two bananas. Students open their eyes again and
describe any changes they notice, e.g. There are four pencils!

Worksheet 3: Is / Are there … ?

How many … ?
Using the worksheet
• This gap-fill activity practises Is there a … ? Yes, there is. / No,
there isn’t. Are there any … ? Yes, there are. / No, there aren’t.
and How many … are there? There are …
• Students look at the pictures and note the differences
between them.
• They then read Misty and Thunder’s conversations and
complete the questions and answers, choosing the correct
words from the word boxes.

1 Super Minds 2nd Edition Unit 6 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 1
6 My house
Name: ...................................................
Class: ....................................................

1 Look and complete the words.

1 b a thr o o m 2 b dr m

3 l v ng r m 4 h ll 5 d n ng r m

6 st rs 7 c ll r 8 k tch n

9 g rd n
2 Find the four animals in the picture. Then read and match.
1 What’s in the kitchen? a a frog

2 What’s in the bathroom? b a cat

3 What’s in the garden? c a dog

4 What’s in the living room? d a spider

Vocabulary: The home

2 Super Minds 2nd Edition Unit 6 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 2
6 There’s / There are
Name: ...................................................
Class: ....................................................

1 Look and circle five differences.

1 2

2 Read and circle the correct words.

1 In picture 1, there’s / there are two / three cars.
In picture 2, there’s / there are two / three cars.
2 In picture 1, there’s / there are a cat / a dog.
In picture 2, there’s / there are a cat / a dog.
3 In picture 1, there’s / there are three / four books.
In picture 2, there’s / there are three / four books.
4 In picture 1, there’s / there are a sandwich / a banana.
In picture 2, there’s / there are a sandwich / a banana.
5 In picture 1, there’s / there are four / five spiders.
In picture 2, there’s / there are four / five spiders.
Language focus 1: There’s / There are

3 Super Minds 2nd Edition Unit 6 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 3
6 Is / Are there ... ? / How many ... ?
Name: ....................................
Class: .....................................

1 Write the words, then talk about the pictures.

Is many are are isn’t there

(1) Is there a cat? No, there (2) .

Are (3) any frogs? Yes, there (4) .
How (5) frogs are There (6)
there? three frogs!
It’s picture 4!

How are aren’t there Are is

Is (7) a cat? Yes, there (8) .

(9) many spiders There (10) two
are there? spiders!

(11) there any ducks? No, there (12) .

It’s picture (13) !

1 2

3 4

Language focus 2: Is / Are there … ? How many … ?

4 Super Minds 2nd Edition Unit 6 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Name: ...................................................
Worksheet 4

5
Class: ....................................................
6 What has my house got?

1 Look and write. Then say.

1 2

This is a c h . It has got a It’s a t h . There’s a

d r and b . k and a l r .

3 4

This house is round. It’s a y . This h b is on the water.

It has got a b ,ak There’s a l v r ,ak t ,
and a d n r . ab r and a b t r .
Geography: Homes

5 Super Minds 2nd Edition Unit 6 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 7 Get dressed

Worksheet 1: Clothes • Students then play a dice game in pairs. Each pair will
also need a coin. Each student chooses one of the outline
Using the worksheet characters (Sheila or Bob) on the worksheet. Student A rolls
• This gap-fill activity practises clothes vocabulary T-shirt, skirt, the dice and, using the ‘clothes’ dice code, asks a relevant
jeans, trousers, sweater, shoes, cap, socks, shorts, jacket and question, e.g. Is Bob/he wearing a cap? Student B flips
My … is/are … It also revises colours. the coin. If it’s ‘heads’ they answer, e.g. Yes, he is, and if it’s
• Students read the text and write the clothes words after ‘tails’, e.g. No, he isn’t. If the answer is Yes, Student B throws
each picture. the dice again and, using the ‘colour’ dice code, says, e.g.
It’s a yellow cap. Student A draws and colours this on
• They then colour in the clothes on the washing line, according
their character. They take turns until their characters are
to the text.
completely clothed and coloured in. They then describe their
KEY: 2 jeans, 3 shoes, 4 jacket, 5 skirt, 6 trousers, characters to each other, e.g. Sheila’s/She’s wearing a red
7 socks, 8 cap, 9 sweater, 10 shorts T-shirt, or use them with a new partner for a picture dictation.
Optional follow-up activity: Students write about their own KEY: 2d, 3a, 4c/e, 5f, 6c/e
clothes in the same way. Or they can play a guessing game in
Optional follow-up activity: Students use the coloured-in
pairs. They choose another student in the class and describe
characters to play a game of Bingo. Call out combinations of
their clothes as if they are that student, e.g. My shoes are brown.
clothes and colours, e.g. a blue skirt, red jeans, etc. Students tick
My skirt is green, etc. Their partner has to guess who they are.
the clothes items when they hear the combinations they have
used. The first student to tick all their clothes items calls out
Worksheet 2: Do you like this /
Bingo!
these … ?
Using the worksheet Worksheet 4: Socks with spots
• This read and circle activity practises Do you like this/ Using the worksheet
these … ? and the short answers Yes, I do. / No, I don’t.
• This activity reinforces key Think and learn vocabulary through
• Students look at the picture story and write this or these in colouring and sentence completion.
the mother’s speech bubbles and circle Yes, I do or No, I don’t
in the boy’s.
• Students colour the pictures as they prefer.

• Students then practise the dialogue in pairs and act it out for
• Then they study the pictures and complete the sentences
next to each one with words from the word box and colours.
the class.
Explain that students can use the words from the word box
KEY: 2 this, No, I don’t. 3 these, No, I don’t. more than once.
4 this, No, I don’t. 5 this, Yes, I do.
Optional follow-up activity: Write the clothes vocabulary on
• Students draw one more item in the box and colour it. They
write their own complete sentence to describe it, following
the board. Give each student three small pieces of paper. On
the models for the other clothes pictures.
each one, they write an item of clothing that they like and pin
them to their own clothes. The class sit in a circle. One student KEY: 2 spots, spots, [colour]; 3 plain/[colour], [colour]/plain; 4
stands in the middle and says, e.g. Do you like jeans? All the stripes, stripes, [colour], [colour]; 5 flowers, flowers, [colour];
6 plain/[colour], [colour]/plain; 7 zigzags, zigzags, [colour],
students who have the word jeans on them stand up, shout Yes,
I do! and have to change seats. The student in the middle runs [colour]; 8 Students’ own answers.
quickly to a seat. The student left standing takes their place and Optional follow-up activity: Students work in pairs. They use
asks another question. one worksheet. One student chooses an item but doesn’t say
which one. Their partner then has to guess the item, e.g.
Worksheet 3: Is Lucy wearing a sweater? A: Has it got stripes? B: Yes, it has. A: Is it the sweater? B: Yes, it is.
Using the worksheet
• These reading and speaking activities practise Is he/she/Lucy
wearing a … ? and the short answers Yes, he/she is and
No, he/she isn’t. They also revise colours.
• Students look at the pictures and match the questions and
answers about Lucy and Adam.

1 Super Minds 2nd Edition Unit 7 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 1
7 Clothes
Name: ...........................................
Class: ............................................

1 Look, read and write. Then colour the clothes.

cap sweater shoes T-shirt socks

shorts jacket trousers jeans skirt

My (1) T-shirt is pink. My (2) are purple.

My (3) are black. My (4) is green.

My (5) is white. My (6) are brown.

My (7) are red. My (8) is yellow.

My (9) is orange. My (10) are blue.

Vocabulary: Clothes

2 Super Minds 2nd Edition Unit 7 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 2
7 Do you like this / these … ?
Name: ...........................................
Class: ............................................

1 Write this or these. Then circle the answers.

1 Do you like 2 Do you like
these shoes? sweater?

Yes, I do. / No, I don’t. Yes, I do. / No, I don’t.

3 Do you like 4 Do you like

trousers? hat?
a

Yes, I do. / No, I don’t. Yes, I do. / No, I don’t.

5 Do you like
cap? a
x

9
Yes, I do. / No, I don’t.

Language focus 1: Do you like this / these … ?

3 Super Minds 2nd Edition Unit 7 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 3
7 Is Lucy wearing a sweater?
Name: ...........................................
Class: ............................................

1 Match the questions with the answers.

1 Is Lucy wearing a sweater? a Yes, she is.
2 Is Adam wearing a cap? b No, she isn’t.
3 Is Lucy wearing shoes? c No, he isn’t.
4 Is Adam wearing socks? d Yes, he is.
5 Is Lucy wearing jeans? e No, he isn’t.
6 Is Adam wearing a T-shirt? f No, she isn’t.
Adam Lucy

2 Throw the dice to dress and colour Bob and Sheila.

Is Bob wearing a
cap?

Yes, he is. It’s

a yellow cap!
Sheila Bob
Clothes Colours

blue green

red orange

yellow brown

Language focus 2: Is he / she + ing?

4 Super Minds 2nd Edition Unit 7 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Name: ...........................................
Worksheet 4

5
Class: ............................................
7 Socks with spots

1 Look and colour, then complete. Draw one more, then write.

plain stripes spots zigzags flowers

1 They are socks 4 It’s a sweater 7 It’s a T-shirt with

with spots . with . .
The spots are The The are
black and are and
white . and . .

2 It’s a skirt with 5 They’re jeans

. with .
The The
are . are .

3 They are shoes. 6 It’s a hat. 8

They are . It’s .
They are . It’s .

Art and design: Patterns

5 Super Minds 2nd Edition Unit 7 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 8 The robot

Worksheet 1: The body • Students play in pairs. They each choose a robot they want
to be and look at the chart to see what they can and can’t do.
Using the worksheet They put their counters at the start of the game.
• This anagram activity practises vocabulary for parts of
• Student A throws a coin. If it’s ‘heads’, they move forward one
the body head, hand, arm, fingers, knee, leg, foot, toes and
square. If it’s ‘tails’ they move forward two squares. Student
numbers up to 16.
B asks the appropriate Can you … ? question for the activity
• Students solve the anagrams and draw lines from the words in the square that A has landed on, e.g. Can you swim?
to the relevant part of the robot. Student A checks the robot chart for their own chosen robot
• Students then fill in the robot’s sentences with either and answers Yes, I can or No, I can’t accordingly.
numbers or words. If they answer Yes, I can, they stay where they are. If they
answer No, I can’t, they move back one space.
KEY: Activity 1: 2 hand, 3 knee, 4 toes, 5 arm,
6 fingers, 7 leg, 8 foot; Activity 2: 2 four/4, 3 sixteen/16, • The winner is the first robot to reach the finishing line.
4 six/6, 5 twelve/12, 6 three/3 Optional follow-up activity: Play a messages game. Students
Optional follow-up activity: Play a game of How many … ? write one Can you … ? question on a slip of paper, e.g. Can you
Ask six volunteers in the class to stand up. Call out combinations ride a horse? Fold these up and put them into a bag. Students
of numbers and body parts, e.g. four heads, three arms, fifteen take turns to choose a question and read it out loud. They
fingers. Students arrange themselves in different combinations nominate another student to answer and demonstrate the
to show that number of body parts, e.g. lean four of their heads activity if they say they can do it.
together, hold up 15 fingers between them, etc.
Worksheet 4: Jump three times!
Worksheet 2: I can … Using the worksheet
Using the worksheet • This activity helps students understand movement through
• This writing activity practises I can / I can’t … play, using key Think and learn vocabulary.
• Students look at the chart to see what the characters can and • Students works in pairs. They read the instructions on the
can’t do. They complete the speech bubbles, choosing can or eight prompt cards and then each write their own instruction
can’t each time. on the last two cards (one each).
• Students then use the worksheet to play a guessing or • Then they cut out the ten cards (five each to save time) and
memory game in pairs. One student reads out one of the put them in a pile face down.
speech bubbles without saying the name, while the other • In pairs, they take turns to turn over a card and read it
listens without looking at the worksheet. He or she guesses without showing it to their partner.
which character they are from the description of what they
can and can’t do, e.g. I can skip. I can touch my toes. I can’t • Their partner has to mime the movement they hear.
stand on one leg. (You’re Flash!) Optional follow-up activity: Students work in pairs. They put
KEY: Misty can, can; Thunder can, can’t, can; Flash can, can, the cards in a pile face down. One student lift s a card without
can’t; Whisper can’t, can, can looking at it and sticks it on their own forehead. Only their
partner can read it. Their partner mimes the movement on the
Optional follow-up activity: Make up instructions
card and the ‘wearer’ has to guess what it is.
for students to try, e.g. Touch your knees with your nose, Stand
on your hands, etc., and see which ones students can achieve!
Encourage students to say, e.g. I can/can’t touch my knees with
my nose, accordingly. Students can also report on what other
children in the class can do, e.g. Anna can stand on her hands!

Worksheet 3: Can you … ?

Using the worksheet
• This board game practises actions ride a horse/bike, dance,
play football / tennis / the piano, swim, skip, question form Can
you … ? and short answers Yes, I can. / No, I can’t. Students
will need counters or buttons and a coin to play the game.

1 Super Minds 2nd Edition Unit 8 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 1
8 The body
Name: ...................................................
Class: ....................................................

1 Look and write the words. Then match.

fingers toes head foot knee arm hand leg

1 deah head 5 ram

2 nahd 6 grensif

3 neek 7 elg

4 sote 8 tofo

2 Look again. How many? Count and write.

1 I’ve got one head. 4 I’ve got knees.

2 I’ve got arms. 5 I’ve got toes.

3 I’ve got fingers. 6 I’ve got legs.

Vocabulary: The body

2 Super Minds 2nd Edition Unit 8 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 2
8 I can ...
Name: ...................................................
Class: ....................................................

1 Write can or can’t. Then play a guessing game.

Thunder: I skip.
Misty: I can skip.
I touch my toes.
I touch my toes.
I stand on one leg.
I stand on one leg.

Flash: I skip. Whisper: I skip.

I touch my toes. I touch my toes.
I stand on one leg. I stand on one leg.

Language focus 1: Can / Can’t for ability

3 Super Minds 2nd Edition Unit 8 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 3 Name: ...................................................

4
8 Can you … ? Class: ....................................................

1 Play the robot race.

3 4 ride a
2 horse
1 5

swim

play
football
9 8
7 6
dance

10
ride a
bike

16 play the
15 piano
12 13 14

skip
11

play
tennis

Language focus 2: Questions with can for ability

4 Super Minds 2nd Edition Unit 8 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2020
 Worksheet 4
8 Jump three times!
Name: ...................................................
Class: ....................................................

1 Read and complete. Then cut out and play.

Go one step forwards. Stretch your arms

forwards.

Go four steps backwards. Jump three times.

Go six steps sideways Jump forwards two times.

to the left.

Go two steps sideways Stretch your arms

to the right. backwards.

Jump three times!

Physical education: Movements

5 Super Minds 2nd Edition Unit 8 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 9 At the beach
KEY: Activity 1: a are, b They’re, c ’s, d It’s (this sequence is
Worksheet 1: Catch a fish!
repeated in each dialogue); Activity 2: Students should draw
Using the worksheet connecting lines between: 2 sandwiches, bag, kitchen;
• This reading and writing activity practises the vocabulary for 3 frogs, toy box, bedroom; 4 apples, tree, garden
holidays catch a fish, look for shells, paint a picture, read a book, Optional follow-up activity: Students play a memory
take a photo, eat ice cream, listen to music, make a sandcastle. game using the worksheet. In pairs, one student looks at the
• Students can do this as a memory game from the picture on worksheet and asks questions, e.g. Where’s the pencil case? The
Student’s Book page 106. They draw the missing details in other student has to answer from memory. Students can also
the pictures in pencil and complete the captions using the hide their own things somewhere in the classroom and ask and
word box, before checking. answer questions to find them.
KEY: 2 look, 3 paint, 4 read, 5 take, 6 make, 7 eat, 8 listen
Optional follow-up activity: Play a game of Simon says! (see Worksheet 4: You can swim there.
Introduction), using these new actions and other actions that Using the worksheet
students know in English. When you say Simon says, e.g. Simon • This matching and speaking activity reinforces key Think
says make a sandcastle, they have to mime the action. If you and learn vocabulary for places, and helps students use it to
give any instructions without Simon says, e.g. Make a sandcastle, make sentences.
students do nothing. Alternatively, you can play this as a
reading game, writing instructions on the board or small slips of • Student pairs cut out the 21 prompt cards. They find the
seven key vocabulary words for places – beach, mountains,
paper for students to read and act out.
countryside, city, theme park, campsite, lake – and place them
Worksheet 2: Let’s play tennis. in a row on the table.

Using the worksheet • They then take turns to put the different activities you can
do in the places under the place cards and make sentences
• This writing and matching activity practises the language of
about them, e.g. A: The beach. You can swim there. B: And you
suggesting Let’s … and the answers Good idea, I’m not sure,
can make a sandcastle.
Sorry, I don’t want to. It also practises vocabulary for
holiday activities. KEY:
Suggested answers (there are two activities per place, but other
• Students complete the suggestion in each speech bubble,
answers are possible):
using the words in the word box, then read the answer and
beach: swim, make a sandcastle
circle the correct matching picture.
city: go shopping, go to the cinema
KEY: 2 picture, b; 3 TV, b; 4 sandcastle, a; 5 music, a; 6 book, b lake: go fishing, take a boat ride
Optional follow-up activity: Students play a suggestions mountains: see the view, climb
game in class. Each student writes a suggestion on a piece of countryside: look at the flowers, see animals
paper, e.g. Let’s ride a horse. They fold these up and put them theme park: have fun, go on a ride
into a box or bag. Students then take it in turns to take a piece campsite: have a holiday, sleep in a tent
of paper and read out the suggestion to another student in the
Optional follow-up activity: Students play a mime game.
class. That student replies with Good idea, I’m not sure or Sorry, I
They take turns to mime one of the activities from the
don’t want to. If the reply is Good idea, they act out the activity.
worksheet. Their partner has to guess what activity it is and say
Worksheet 3: Where are the spiders? where you do it, e.g. Go fishing – the lake.

Using the worksheet

• This writing and matching activity practises Where’s / Where
are … ? , It’s/They’re in the …
• Students read and complete the speech bubbles choosing
’s, are, It’s and They’re from the word box. Read the example
with them to demonstrate.
• Students then read the dialogues again and connect the
pictures at the bottom of the worksheet correctly. They say
where the objects are as they do so, e.g. The spiders are in the
pencil case. The pencil case is in the classroom.

1 Super Minds 2nd Edition Unit 9 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 1
9 Catch a fish!
Name: ...................................................
Class: ....................................................

1 Look and draw. Then write.

paint catch make look read eat listen take

1 catch a fish 2 for shells

3 a picture 4 a book

5 a photo 6 a sandcastle

7 ice cream 8 to music

Vocabulary: Holidays

2 Super Minds 2nd Edition Unit 9 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 2
9 Let’s play tennis.
Name: ...................................................
Class: ....................................................

1 Write. Then read, match and circle.

sandcastle music tennis picture book TV

1 a b
Let’s play tennis .

Good idea.

2 Let’s paint a . a b

Sorry, I don’t want to.

3 a b
Let’s watch .

I’m not sure.

4 a b
Let’s make a .

Good idea.

5 a b
Let’s listen to .

Sorry, I don’t want to.

6 a b
Let’s read a .

I’m not sure.

Language focus 1: Suggestions

3 Super Minds 2nd Edition Unit 9 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 3
9 Where are the spiders?
Name: ...................................................
Class: ....................................................

1 Read and complete.

They’re ’s are It’s

1 Where (a) are the spiders? (b) They’re in the pencil case.
Where (c) ’s the pencil case? (d) It’s in the classroom.

2 Where (a) the sandwiches? (b) in the bag.

Where (c) the bag? (d) in the kitchen.

3 Where (a) the frogs? (b) in the toy box.

Where (c) the toy box? (d) in the bedroom.

4 Where (a) the apples? (b) on the tree.

Where (c) the tree? (d) in the garden.

2 Now read again and match.

1

Language focus 2: Where’s / Where are ... ?

4 Super Minds 2nd Edition Unit 9 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022
 Worksheet 4
9 You can swim there.
Name: ...................................................
Class: ....................................................

1 Cut out and match. Then make sentences.

beach mountains countryside

city theme park campsite

lake go shopping see the view

go on a ride make a swim

sandcastle
climb look at the see animals
flowers
go to the cinema have fun sleep in a tent

have a holiday take a boat ride go fishing

The beach! You can swim there.

And you can make a sandcastle.

Geography: Landscapes

5 Super Minds 2nd Edition Unit 9 Level 1 Teacher’s Resources PHOTOCOPIABLE © Cambridge University Press 2022