Scope and sequence 2 Unit 5 70

Course overview 4 Unit 5 Check Up 78

Unit 5 Phonics Bonus 79
Introduction and methodology 6
Assessment for learning 10 Unit 6 80
Professional development 12 Unit 6 Check Up 88
Unit 6 Phonics Bonus 89
Supplementary resources 13
Tour of a unit 14 Units 5 & 6 Exam Trainer 90
Welcome Unit 24 Unit 7 92
Unit 7 Check Up 100
Unit 1 26 Unit 5 Phonics Bonus 101
Unit 1 Check Up 34
Unit 1 Phonics Bonus 35 Unit 8 102
Unit 8 Check Up 110
Unit 2 36 Unit 8 Phonics Bonus 111
Unit 2 Check Up 44
Unit 2 Phonics Bonus 45 Units 7 & 8 Exam Trainer 112
Units 1 & 2 Exam Trainer 46 Games Bank 114
Video Scripts 117
Unit 3 48
Unit 3 Check Up 56 Workbook Answer Key 119
Unit 3 Phonics Bonus 57 Flashcard List 131
Word List 133
Unit 4 58
Unit 4 Check Up 66
Unit 4 Phonics Bonus 67
Units 3 & 4 Exam Trainer 68

Patrick Jackson
Susan Banman Sileci

3
 Scope and sequence

Welcome • Hi. • What’s your name?

page 4 Hello! I’m Danny. / My name is Danny.

Lesson 1 Lesson 2

1 School Supplies: pen, pencil, eraser, ruler,

pencil case, backpack
School Supplies: book, notebook, desk, chair
• It’s a book.
First Day • It’s a pen. It isn’t a notebook.
Page 6 • It’s an eraser.
• What is it?
It’s a pen.

2 Art Supplies: paint, paper, chalk, yarn, glue, tape

• This is paint.
Colors: red, yellow, blue, white, black
• What color is it?
Art Class • What’s this? It’s red.
Page 16 This is paint.

3 Numbers: one, two, three, four, five, six, seven, eight,

nine, ten, eleven, twelve
Toys: doll, dolls, ball, balls, car, cars, kite, kites
• How many dolls?
Birthday • I’m seven. One doll. / Two dolls.
Party How old are you?
I’m eight.
Page 28

4 Family: mother, father, brother, sister,

grandmother, grandfather
Food: juice, chicken, fish, ice cream
• I like juice.
Home
• This is my mother. • I don’t like juice.
Page 38 • Who’s this?
This is my mother.

5 Nature: flower, tree, rock, river, hill, lake

• I can see a flower. / I can see flowers.
Playtime: play soccer, jump rope, fly a kite, ride a bike
• I can play soccer.
The Park • What can you see? • I can’t play soccer.
Page 50 I can see a flower. / I can see flowers.

6 Animals: monkey, elephant, tiger, bear,

kangaroo, penguin
Animals: snake, giraffe, lion, zebra
• Where are the snakes?
The Zoo • The monkey is in the tree. They’re on the rock.
Page 60 • Where is the monkey?
It’s on the rock.

7 My Body: arm, hand, finger, leg, foot, toe

• What’s this?
My Face: eye, nose, mouth, ear
• Is this my eye?
Science Day This is my arm. Yes, it is. / No, it isn’t.
Page 72 • What are these? • Are these my eyes?
These are my arms. Yes, they are. / No, they aren’t.

8 Adjectives: old, new, big, small, long, short

• That’s an old bike. Those are new bikes.
Adjectives: fast, slow, noisy, quiet
• Is that a fast car?
The Toy Store • What’s that? Yes, it is. / No, it isn’t.
Page 82 That’s an old doll. • Are those fast cars?
• What are those? Yes, they are. / No, they aren’t.
Those are new bikes.

Word List pages 94–96

2 Scope and sequence

Classroom Verbs: • Listen • Point • Count • Talk • Ask • Answer

Lesson 3 Lesson 4 YLE

Story: I’m Great! Shapes: circle, square, triangle, rectangle Check Up:
• How are you? • Is it a circle? page 14
I’m fine. Thank you. Yes, it is. / No, it isn’t.

Value: Be friendly.
Phonics Bonus:
page 15 Units
1–2
Story: The Blue Paint Colors: green, purple, orange, pink, pages
Check Up:
gray, brown 26–27
• Let’s share. page 24
OK. • Blue and yellow make green.

Value: Be nice.
Phonics Bonus:
page 25

Story: My Turn! Toys: game, marble, puzzle, card Check Up:

• It’s your turn. • I have one game. / I have two games. page 36
Thank you.

Value: Be fair
Phonics Bonus:
page 37 Units
3–4
Story: Cookies Food: pizza, rice, cake, bread pages
Check Up:
48–49
• Here you are. • What’s this? page 46
Thank you. This is pizza. I like pizza.
You’re welcome. Phonics Bonus:
Value: Be kind. page 47

Story: My Kite! Animals: turtle, frog, spider, ant Check Up:

• Please help me. • Can you see a turtle? page 58
Sure. Yes, I can. / No, I can’t.
• Can you see an ant? Phonics Bonus:
Value: Be helpful. Yes, I can. / No, I can’t.
page 59 Units
5–6
Story: Where’s Danny? Abilities: run, hop, swim, walk pages
Check Up:
70–71
• I’m sorry. • Can zebras run? page 68
That’s OK. Yes, they can. / No, they can’t.
Value: Be safe. Phonics Bonus:
page 69

Story: I can’t see! Healthy Habits: wash my face, Check Up:

• Excuse me. wash my hands, brush my hair,
brush my teeth page 80
Sure.
Thank you. • I can wash my face. Phonics Bonus:
Value: Be polite. page 81 Units
7–8
Story: Please Be Quiet Transportation: bus, truck, train, boat pages
Check Up:
92–93
• Please be quiet. • What’s this? / What’s that? page 90
OK. I’m sorry. It’s an old bus.
Thanks. • What are these? / What are those? Phonics Bonus:
They’re new buses.
Value: Be nice. page 91

Scope and sequence 3

 Print components

FOR STUDENTS

Student Book Workbook

• A two-page Starter spread • 10 pages of activities for each unit
• 8 units of four lessons • 8 end-of-unit Check Up reviews
• 8 end-of-unit Bonus Projects • Picture Dictionary containing all key vocabulary
• 8 end-of-unit Check Up reviews
• 8 end-of-unit Phonics Bonus lessons
• Exam practice after every second unit
• Word list

FOR TEACHERS

Teacher’s Guide
• An overview of the course and its methodology
• A tour of a unit outlining the function of each lesson, resources
available, and teaching steps
• Detailed lesson plans with notes, answer keys, and audio and video scripts
• A Games Bank with extra games and activities
• Access code for Oxford English Hub

Classroom Resources Pack

• Flashcards to present key vocabulary
• One CLIL poster per unit

4 Course overview: print components

 Digital components
on Oxford English Hub

The digital materials and resources for this course can all be found at www.oxfordenglishhub.com

FOR STUDENTS

Student Book e-Book Student Online Practice

• A digital version of the Student Book, with audio, • Extra interactive homework practice with activities to
video, and interactive activities practice all four skills, grammar, and vocabulary

Workbook e-Book Student resources

• A digital version of the Workbook with interactive • Course audio and video to view or download
activities

FOR TEACHERS

Teacher’s Guide Course assessment

• PDF version • Downloadable tests: entry test, unit tests, mid-term test,
and end-of-year test
Teacher’s Resources • Downloadable Exam practice worksheets
• Course audio and video
• Downloadable flashcards and worksheets Teacher Online Practice
• Extra homework practice to assign to your students,
Classroom Presentation Tools enabling them to carry on learning outside the
Student Book classroom

• Student Book on screen with audio, video, Professional development

and answer keys
• Methodology support, bite-sized training, and more
• Extra vocabulary and grammar presentations to maximize your teaching
• Interactive games
• Toggles between Student Book and Workbook

Workbook
• Workbook on screen with answer keys
• Toggle function to the Student Book

Course overview: digital components 5

 About Everybody Up
Introduction Methodology
Everybody Up aims to develop students’ speaking,

Course Description listening, reading, and writing skills through activities that
build students’ independence and confidence, leading
Everybody Up is a seven-level course for children learning them to really use English. To achieve this goal, the series
English for the first time. It offers a clear, steady grammar draws from a variety of methods and techniques used in
progression, featuring language that students can teaching English to children.
immediately use in their daily lives. Everybody Up uses the tried and tested methodology,
With materials that are easy to understand for both teachers Present, practice, produce, and personalize. This
and students along with lesson plans offering detailed pattern supports the way that children naturally learn: first
support, Everybody Up is suitable for teachers of all levels receptively and then productively. In each lesson, students
of teaching experience. The syllabus is carefully structured listen to the new language, then engage in controlled
and paced, combining step-by-step presentation with practice, and then actively produce the language.
plenty of opportunity for practice. Personalization is an essential final step in the process,
The course is full of colorful photographs, illustrations, giving students a chance to fully integrate newly learned
and videos that will help your students connect what material by making it relevant to their own lives.
they learn to the world outside the classroom. Students
will meet real children in every lesson – the Everybody Up Global skills
Friends – who will guide and encourage students to use
Global skills prepare students for lifelong learning and
English, both in and out of the classroom. Your students will
success, not only academically and professionally, but also
identify with Danny, Emma, Julie, and Mike; characters who
personally. Developing these skills prepares students to
appear in every unit and who grow up through the series,
become successful, fulfilled, and responsible participants
learning from the everyday situations that all children
in 21st-century society. Global skills are desirable
experience. Catchy, entertaining songs and chants, written
outcomes of learning and an enriching part of the learning
and performed by award-winning musicians, will appeal to
process. Oxford University Press has identified skills that
all students, making learning with Everybody Up fun and
are especially relevant to the context of the language
memorable.
classroom and has grouped them into five clusters of
This third edition of the series has many new or updated complementary skills:
features, including,
• A wealth of video, including song, story, and phonics 1 Communication and collaboration
animations
Being able to collaborate requires effective communication
• Expanded and enhanced Phonics lessons skills, and communication is enhanced when a person is
• Optional project work in every unit, to give flexibility for aware of how they can contribute to the interaction for the
different classroom situations benefit of others.
• Expanded Check Up reviews and student self-assessment
• More Young Learners Exam practice 2 Creativity and critical thinking
• A wealth of digital content and support material on the Creativity involves thinking flexibly, generating new ideas
Oxford English Hub and solutions to problems. Critical thinking requires
• A QR code for parents and students to access materials a creative mindset to look at things differently, analyze
information, and draw on problem-solving skills to form
to practice at home.
a balanced judgement.

3 Intercultural competence and

citizenship
Intercultural competence is concerned with the skills
needed to interact appropriately and sensitively with
people from diverse cultural backgrounds. The notion
of citizenship typically addresses both the local and the
global, focusing on social responsibility.

6 About Everybody Up
4 Emotional self-regulation and videos share similar themes and vocabulary to that which
students have learned in the CLIL lessons. They work in
well-being tandem to engage students outside their books with
Focusing on students’ emotional well-being helps to opportunities for critical thinking, communication, and
promote learner autonomy, enhance students’ sense of collaboration. They also help support the CLIL lessons
self‑belief, and develop positive learner attitudes. by bringing more real-world content into the classroom.
To make best use of the poster, start by familiarizing
5 Digital literacies students with the topic. To warm up, ask the students to
read the title of the poster out loud and identify the poster’s
Digital literacies include the ability to use a range of digital
cross-curricular subject. Then, ask students to identify
technologies in socially appropriate ways across a range
familiar vocabulary in the images. Prepare students for
of cultural contexts. Learners also learn how to derive
the main poster activity by briefly reviewing the relevant
information from online data and to communicate safely
grammar pattern and vocabulary. Direct students to the
and effectively.
speaking examples in the speech bubbles. Go through the
The Global skills activities in Everybody Up appear at the speaking example together as a class. Review any other
end of every lesson and are prompted by the language language that students might use in discussing the poster.
and question used by the Everybody Up Friend at the Then ask students to practice the language with each other
lower right. There is also a Global skills tip in every unit in in pairs. When students are comfortable with the pattern,
Lesson 4. ask them to talk about the other items on the poster using
the language they have learned. To follow up, have pairs
Phonics & Literacy present their discussion of the poster to the class. Reinforce
any other relevant grammar or vocabulary to support
Phonics teaches the relationship between letters or letter students’ learning.
combinations and the sounds they make. The study of

Communication
phonics enables students to decode new words, thereby
improving reading skills and helping them to grasp spelling
and pronunciation patterns quickly. The Communicative Approach emphasizes the value of
In Everybody Up, in Starter and Levels 1 and 2 there is communication in English language learning. Students
a Phonics lesson in each unit. Fun phonics songs with use newly learned language to communicate with each
animated videos support the key sounds taught in the other and to talk meaningfully about themselves, thus
level. Starter level Phonics Bonus focuses on the initial reinforcing their learning. Opportunities for individual,
sounds of the alphabet, Level 1 focuses on short and long pair, and group speaking activities occur in every lesson,
vowels, and Level 2 focuses on consonant blends. and the Teacher’s Guide includes multiple suggestions for
interactive games and activities to help students review,
Content and Language practice, and consolidate what they have learned. To further
enhance student communication, each lesson ends with an
Integrated Learning (CLIL) Everybody Up Friend who demonstrates essential language
from the lesson, offers helpful follow-up activities to
Everybody Up uses a cross-curricular approach to allow teachers, and prepares students to take the language home
students to link what they learn in their English classes with them to show their parents.
to other school subjects such as math, science, art, social

Songs
studies, and health. Through a School Subject Connection,
the last lesson of every unit builds on the grammar
and vocabulary of the preceding lessons to teach new The songs in Everybody Up are a fun way to practice
real‑world content that integrates English with students’ new grammar and vocabulary (Lesson 2) and functional
other school studies. A documentary style video and conversation language (Lesson 3). Melody and rhythm are
a poster depicting real‑life situations help students to an essential aid to memory. By singing, students are able
connect English to the world outside class. to address fears and shyness, and practice the language
The Everybody Up posters reinforce and extend students’ together in a joyful way. Songs are also fun and motivating,
knowledge of the vocabulary, language patterns, and and provide a good opportunity to add movement to the
concepts covered in the unit’s cross-curricular lesson. lessons, which is of great benefit for kinesthetic learners.
The posters provide an opportunity for your students The songs include a number of highlighted words which
to connect vocabulary to new visual contexts. They can students substitute. Suggestions for suitable movements to
also be used for speaking and communication practice accompany the song are included in the teaching notes.
between classmates or in small groups. The posters and

About Everybody Up 7
 All songs in Everybody Up Starter and Levels 1 and 2 have
an animated version which can be found on the Classroom Assessment
Presentation Tool and on Oxford English Hub. Everybody Up provides all the assessment resources you
Before watching the video, or playing the audio recording need to help shape and improve your students’ learning.
of a song, pre-teach the song using the illustration and This includes tests for establishing students’ language
lyrics. Practice the gestures suggested in the teaching notes level, for evaluating their progress in the course, and for
in the Teacher’s Guide. Play the song several times, first for preparing them for the Cambridge English: Young Learners
students to listen and enjoy the song, then for them to join (YLE) tests.
in. Encourage students to use the gestures if they don’t The Teacher’s Resources on Oxford English Hub contain the
have enough confidence to sing at first. This will help to following tests. Testing instructions, audio files, and answer
reinforce the meaning in a memorable way. keys are also provided.
Placement Test: This test is a quick tool to help you
Values determine the English level of new students. Placement
Test A matches the syllabus of Everybody Up Starter
Each story in lesson 3 centres on a theme which presents Level to Level 3. Placement Test B matches the syllabus
opportunities to foster personal growth and emotional of Everybody Up Levels 4 to 6. Online Young Learners
well-being. They focus on values such as Be polite or Be kind. Placement Tests are available for purchase from
In the stories, the fictional characters learn from everyday oxfordenglishtesting.com. These tests are written by
situations to strengthen their emotional well-being, just as international young-learner assessment experts and
real children do in their own lives. offer more detailed placement advice for Everybody Up,
including CEFR Levels.
Projects Entry Test and Entry Review Worksheets: Each level has
Project work gives students the opportunity to personalize one grammar-focused Entry Test designed to help you
the language they have learned and apply it to a real-life measure your students’ levels as they begin the new book.
task. It is motivating, as it offers students the chance to The Entry Test allows you – and your students – to assess
find out about interesting topics, to be creative, and to their understanding of the key grammar points presented
talk about themselves. By working together, they learn in the previous level of Everybody Up. Based on students’
to communicate and coordinate with others, to share strengths and weaknesses, you can assign Entry Review
responsibility, and to work as a team. The benefits of project Worksheets to review, support, challenge, and further
work go beyond language learning. It gives students assess your students’ understanding of specific grammar
a sense of purpose and achievement, and provides a topics.
bridge to independent learning as students investigate Achievement Tests: A unit test after each unit, a mid-term
information, make their own choices, and present test after Unit 4, and a final test at the end of the level
information in their own way. help you assess your students’ mastery of the vocabulary,
In a mixed-ability classroom, project work has the additional grammar, and conversational language they have learned.
advantage of being flexible for different levels, abilities, There are also speaking tests that provide a framework for
and learning styles, as the output can be adapted to suit assessing your students’ progress in this area. In addition,
different learners, and individual students can take on every test contains questions and tasks similar to what your
different roles with varying degrees of challenge. students will encounter in Young Learners examinations.
Everybody Up provides an optional project at the end of
each unit. Students create something, such as a poster Cambridge English:
or a simple game. Then they talk about or play with their
projects. Young Learners (YLE) Tests
In many areas, students will take the Cambridge English:
Review Young Learners (YLE) tests. To help prepare for this, much of
the content of Everybody Up, such as vocabulary items and
Regular recycling and review of language are essential. At grammar structures, serves to prepare students for these tests.
the end of each unit in Everybody Up Student Book and
Each Student Book features eight pages of exercises
Workbook, there is a Check Up lesson with vocabulary and
practicing listening, speaking, and reading and writing, with
grammar activities for students to complete. To encourage
activities modeled on those in the YLE tests.
students to reflect on their own learning, there is a self-
evaluation feature which students can use to assess their Additionally, the Teacher’s Resources contain a YLE practice
own progress. The review pages can be used as a progress test for each unit. These tests provide specific practice in
test to check that students have remembered what they the style of the actual examinations, using taught language
have learned. to prepare for these tests. Even if your students aren’t
preparing for these examinations, you can still use the
tests to create extra practice, review tests, and to provide
additional skills practice.

8 About Everybody Up
Inclusive practices Parental involvement
Inclusive practices allow all learners to participate fully and Being able to share their learning with family members is
achieve success, including learners with special education hugely motivating to young learners, and support from
needs. Inclusive practices can be implemented at a general parents is vital for students’ progress. Encourage students to
level, providing an accessible learning environment, and at do extra practice at home, using the Workbook or Oxford
an individual level, recognizing and embracing the individual Online Practice. You can also encourage students to sing
differences that occur in any group. Everybody Up aims to the Lesson 2 songs and listen to the Lesson 3 stories to their
include all learners by: families at home, using the QR code. They can show their
• providing a range of interactive and participatory activities families their completed project tasks where suitable.
and projects School blogs can be an effective way to keep parents up
• including activities and projects which allow students to to date, as well as being highly motivating for students. If
demonstrate their learning in different formats your school does not have a blog or website, you can send
a regular newsletter home with students, detailing what the
• the Values feature in the story in Lesson 3 which class has learned and what they are learning about now.
encourages students to accept and understand difference
If possible, you could organize a concert or parents’
• offering a variety of multisensory activities, enabling afternoon where the students can perform the unit stories
students to learn through seeing, hearing, doing, and
and the songs they have learned throughout the term.
touching
Students can make posters and tickets for this event and
• providing clear and explicit instructions for all activities. take them home to their families. This will give students a
sense of achievement and show parents how far they have
progressed in their English learning.

00

Pair or group work Audio Video

School subject connection (CLIL)

About Everybody Up 9
 Assessment for learning
What is assessment for learning? For teachers:
Assessment for learning is an approach that builds formal and • It informs teaching decisions. Assessment for learning
informal assessment practices into everyday classroom activities provides valuable information about students’ needs, allowing
to directly encourage learning. It is recognized by educators you to decide what to prioritize in your teaching.
around the world as a way of improving students’ performance
and motivation and promoting high-quality teaching.
• It develops skills and confidence. Assessment for learning
can give you a clear sense that you are helping your students
Assessment for learning relies on a constant flow of information succeed.
between you and your students. Students demonstrate their
knowledge, understanding, and skills as they learn. Meanwhile,
• It allows you to teach more inclusively. By providing more
tailored support to individual students, you can feel more
they receive specific and constructive feedback on their confident that no one is being left behind.
performance and progress, which helps them to move forward
in their learning. This creates an ongoing cycle of gathering
information, identifying next steps, and supporting learners to How can I implement assessment for
achieve the set objectives. learning in my teaching?
In an assessment for learning approach, it is not only the teacher Assessment for learning is based around three key classroom
who gathers and interprets evidence about what students practices: diagnostics (where the learner is), learning objectives
know and can do. Students are also encouraged to do this for (what the learner needs to learn next), and success criteria (what
themselves and for each other through self-assessment and success looks like).
peer assessment. This helps deepen their understanding of what
they are learning, why they are learning it, and what successful Diagnostics
performance looks like.
While grades and scores inform assessment for learning, you are To be able to provide effective feedback, you need to find out
encouraged to collect evidence from other less formal activities. what students already know. Gathering insight during the lesson
Often, you will collect quick insights from a warm-up activity allows you to see what students have learned, and also to see
that will then inform the rest of your lesson or you will offer a where they are struggling. This allows you to provide extra
brief comment about a student’s performance on a particular support, as necessary, to enable students to succeed.
task. Assessment for learning shouldn’t focus only on aspects You can gather this evidence in a variety of ways – not just
that students need to improve. It is just as important to highlight through the formal tests that come with this course, but also
what students have achieved and are already doing well. One through classwork and homework activities, including those
way of doing this is to focus feedback on “stars” and “wishes” – that incorporate peer and self-assessment. After teaching a new
what students have done successfully and how they can move piece of language, check students’ understanding. Ask, e.g., How
their learning forward. do you feel about (the new words we have learned)? Below are a
Once students have received feedback, they need time couple of suggestions for diagnostic tools you could try.
and opportunities to act on it. It is by putting feedback into Traffic light cards: Each child has a red, amber, and green card.
action that students can “close the gap” between their current Red means they don’t understand, amber means it’s not totally
performance and their desired performance. clear or they feel a bit unsure about it, green means they fully
understand. Ask students to hold up the card which best shows
how they feel about their learning.
Why is assessment for learning useful?
Thumbs up: Children can use their thumbs to show their
For students: level of understanding. 👍 means that students have a good
understanding. 👎 means that students are not confident.
• It improves performance. Receiving effective feedback has Holding their hand flat, facing down, and waggling it from side
a positive impact on students’ achievement. to side means they feel a bit insecure about it.
• It deepens learning. Students understand not only what It’s important to emphasize that the students are not doing
they are learning, but also why they are learning it and what anything wrong if they don’t understand something. In some
success looks like. instances, children might feel embarrassed to say they don’t
• It is motivating. Assessment for learning emphasizes know something. Creating a culture in the classroom where
progress rather than failure, encouraging students to set children feel comfortable saying that they do not understand is
goals, recognize their achievements, and develop positive critical for the success of assessment for learning.
attitudes to learning. Thinking time: It is important to build thinking time into
• It prepares students for lifelong learning. By making standard classroom practice. Always give students time to think
students more responsible and self-aware, it equips them to of their answers before you continue, or before providing the
learn independently and proactively in the future. correct answer yourself. You could use a timer to ensure that you
give enough space for children to think.
During thinking time, encourage all of the students to consider
their answer. You could allow them to work in pairs, or you could

10 Assessment for learning

ask them to write their answer down. If your students have mini- One useful approach is to discuss and agree success criteria
whiteboards, they can write their answer on their whiteboard with your students. For instance, if they are learning to write an
and then hold them up. This a good way to establish how many email, you could elicit the key features of a successful email. You
children have not understood. If necessary, you can then supply can then add in any key ideas they have missed. Similarly, if they
extra practice or work through the teaching point again. are giving a verbal presentation of a project, you could elicit
No hands up: To ensure that all of the students use their the elements they should include, and also elicit suggestions
thinking time constructively, it is useful to employ a “no hands up” for best practice in delivery (e.g., making eye contact with their
approach in the classroom. By nominating a student at random audience, speaking slowly and clearly, using varied intonation).
to answer the question, the teacher can ensure that all of the Create a checklist and ask students to assess whether they have
students are encouraged to share their ideas. There are various successfully achieved all the points listed and to note where
methods you could try to make this fun. For example, at the they could improve. This assessment is best achieved using
start of the year, students could make a name card or decorate a peer assessment as well as self-assessment, so that students can
lollipop stick with their names on it. Choose a child to answer at check their own impression of their performance against their
random by pulling out a name card or lollipop stick. classmates’ opinions.
Alongside this, there needs to be a culture of tolerance for
incorrect answers. Use incorrect answers as informal feedback Giving feedback
and try to understand what might have caused the mistake. If Feedback from teachers to learners can have a significant impact
someone gives an incorrect answer, ask other students for an on teaching and learning. Providing high-quality, focused
answer, then check the answer with the rest of the class. feedback and allowing learners the time and opportunity to act
Students should be encouraged to talk to their partners as a upon it are essential. Effective feedback needs to be specific and
way of self-assessing. They can work with a partner to discuss clear. It should provide strategies, rather than just supplying the
what they have learned and whether they have any areas they correct answers. Focus on one change that will improve your
don’t feel confident about. They could refer to their partners in students’ performance and relate this to the success criteria.
thinking time, discussing what they think the answer is. Working Encourage your students to reflect on and evaluate their own
together could help students to come up with more answers. performance. Students are more likely to learn if they are
Pairwork can also be used to check instructions. They could encouraged to correct their own mistakes. It is therefore a good
discuss the instructions with their partner, and then come back idea to underline mistakes when marking work, but not supply
to the teacher with any queries. the correct answers. In order to get real value from homework
and other written activities, allow time for students to go back
Learning objectives and correct their mistakes. At higher levels and in longer pieces
Students will learn better if they have a clear idea of what they of work, give suggestions for how to improve and allow time for
are going to learn. Establish a classroom routine, where the students to implement these. Students should be encouraged
learning objective is introduced at the beginning of the lesson to use a special color pen for corrections, so they can see where
in simple, easy to understand language. Write the objective on they have responded to feedback.
the board, e.g., Today, we are learning about food. Encourage the
students to engage with the objective so that they are aware of Is assessment for learning a new
what they are learning and why. How you do this will depend on
the age of the students. For higher levels, you could ask students approach?
to write down the objective in their notebooks. For lower levels, In many ways, assessment for learning reflects what most
you could ask students to read it out, or talk to their partner teachers have always done in the classroom. However, in an
about it. With very young learners, you may choose to discuss assessment for learning approach, the teacher consistently
the objective in the students’ own language. ensures a cycle of goal setting, reviewing success criteria,
At the end of the lesson, remind students of the learning gathering information, and providing constructive supportive
objective. Ask them to self-assess their progress with reference to feedback with time for reflection.
the learning objective. You could ask them to decide with their
partner if they have achieved the objective. Use the record sheet In what contexts can I use assessment
for each unit so that students can quickly and easily self-assess
their work. You might like to provide a folder for each student for learning?
to keep their record sheets in, as well as any extra worksheets or Assessment for learning can be used with students of all ages,
handouts. Over the course of the year, these folders will be great and it is compatible with different approaches to language
evidence of the students’ progress. teaching, from grammar-based to more communicative
methodologies. Research indicates that assessment for learning
Success criteria can also be beneficial in exam-oriented contexts. Students are
In order for students to make sense of learning objectives, these likely to perform better in exam tasks if they understand which
need to be linked to clear success criteria. If students understand skills that task is assessing, why those skills are being assessed,
and recognize what successful performance looks like, they and what a successful task response looks like.
will be better able to set clear goals, make use of feedback,
and measure their own progress. This Teacher’s Guide contains
More information
many useful tips that suggest ideas on how to focus on success Download our position paper Effective Feedback:
criteria. the Key to Successful Assessment for Learning from
www.oup.com/elt/expert

Assessment for learning 11

 Professional development
Methodology Support
Everybody Up is informed by Oxford’s research and best practice from leading experts and practitioners in English
language teaching and learning. Relevant to the course methodology, the Everybody Up team have selected the
following topics to help you teach with confidence:
• Using Songs in Primary
• Using Video with Young Learners
• Developing Global Skills
Find out more: englishhub.oup.com

Position Papers Professional Development Modules

This course-specific selection includes some of our The modules consist of short introductions to topics
influential papers. Built on research and classroom relevant to Everybody Up, as well as practical ideas
practice, our position papers offer practical guidance on on how to implement them into your teaching. Each
the major issues shaping language education today. Our module is no more than 30 minutes long.
shorter Focus Papers offer insights and tips on specific
topics for the classroom.

Explore Further
If you would like to develop your skills and knowledge beyond the professional development content offered
with this course, we offer a range of materials from further reading to live professional development events.

Find out more: www.oup.com/elt/professionaldevelopmentonline

Professional Development Books

Keep up with the latest insights into English language teaching through our professional development books.

Find out more: elt.oup.com

ISBN: 978-0-19-420038-7 ISBN: 978-0-19-440629-1 ISBN: 978-0-19-440563-8

12 Professional development
 Supplementary resources
Graded Readers Oxford Reading Club
Here you will find additional resources for your students that Oxford Reading Club is a digital library from Oxford University
best complement Everybody Up. Press that offers a smart way to read digital Graded Readers.

Students can:
Classic Tales
Bring the magic of Classic Tales to your classroom. This award- • Choose from hundreds of titles covering all levels
winning series builds language skills and introduces young • Use an interactive 5-step reading process that helps
students to the joy of reading. improve all areas of learning, including listening,
speaking, reading, and writing
Find out more: elt.oup.com/student/gradedreaders • Use a variety of interactive features and activities,
including word cards, audio with adjustable speed, and
voice recording
• Look up Oxford Dictionary definitions for vocabulary
development
• Track their progress in a monthly report and get study
buttons the more they read.

Teachers can:
• Create classes for learners depending on their level of
English and schedule reading assignments for them
Oxford Read and Imagine and using the Learning Management System

Oxford Read and Discover • Track individual student activity and progress with the
5-step reading process, number of books read, total
Enter a world of discovery and adventure – improve your words read, and time spent reading
English through fact and fiction. • Download a report providing a summary of each learner’s
Oxford Read and Imagine invites young readers into an exciting reading activities.
world of great stories. Follow Rosie, Ben, Grandpa, and his
robot Clunk on their adventures in Grandpa’s fantastic van. Find out more: oxfordreadingclub.com
This series provides a motivating way to increase contact
time with English, both in and out of class.
Oxford Read and Discover is perfect for CLIL. Cross-curricular
Readers on Oxford Learner’s
topics and color photos bring excitement to learning English Bookshelf
through other subjects. There are over 400 e-books to choose from. With each,
Find out more: elt.oup.com/student/gradedreaders you can:
• Slow down audio for easier listening
• Record your voice to practice pronunciation
• Make notes and highlight on screen
• Synchronize your reading across devices.
Oxford Readers Collections
Collections of 25 graded readers available on the Oxford
Learner’s Bookshelf

Oxford Phonics World • Available at 4 Levels from A1–B2

Oxford Phonics World can be used alongside this course as
• Track reading progress in the reading diary.
extra practice for teachers who want to focus on phonics Reading Diary
and literacy, to give their students proficiency in reading and
Measure reading progress and award certificates to students.
writing as they start learning English. The easy-to-use bank
of resources ensures students become familiar with letter Track the number of books read, words read, and time spent
sounds, words, and spelling. reading.

Find out more: elt.oup.com/student/gradedreaders

Find out more: elt.oup.com and search
Oxford Phonics World

Supplementary resources 13
 Tour of a unit
Lesson 1 Student Book

Lesson 1 introduces six new vocabulary items through a colorful illustration in the context of the unit topic.
It provides vocabulary practice, as well as presentation and practice of a new language structure.

Presentation and The new grammar structure is

An interactive activity on the structured practice presented in a clear table. The
Classroom Presentation Tool of the new language Classroom Presentation Tool features
presents the new vocabulary. with audio support. a video to practice the structure.

Students listen to the Understanding the lesson Students practice Using Global
characters and find objective is an important speaking by asking and skills, students
the new words in the principle of assessment for answering questions personalize what
big picture. learning. See pages 10–11. about the big picture. they have learned
with the help of
their Everybody
Up Friend.

14 Tour of a unit
 Workbook

The vocabulary and

grammar is reviewed
at sentence level.

Students
practice reading
and writing the
new vocabulary.

A Picture Dictionary
Please note: The Classroom Presentation provides a record of all
key vocabulary from
Tool can be used to display the Student Book lessons 1, 2, and 4.
and Workbook with interactive answers.

Warm up • Activity D: Introduce the new grammar pattern. If there

• A warm-up activity is suggested in the teaching notes. is a tip box associated with the grammar, present that
language to the students.
Lead-in
• Introduce the lesson objective. Tell the class Today
• Play the audio. Students listen, ask, and answer, along
with the audio.
we are learning about art supplies. Show some of the
unit flashcards or point to some objects around the • Student pairs practice the pattern, using their books.
classroom, and invite students to guess the meaning
of art supplies.
• Use the video on the Classroom Presentation Tool, or
the games or activities suggested in the teaching notes,
Student Book for further practice of the grammar pattern.
• Activity A: Students learn six new words, which are • Activity E: Demonstrate the speaking activity with
presented in an interactive activity on the Classroom a volunteer. Student pairs look at the big picture in
Presentation Tool. Alternatively, you can use the Activity B and practice asking and answering with the
flashcards from the Classroom Resources Pack. language pattern in the speech bubbles, using all the
Students listen to the audio and repeat the new words, new vocabulary items.
as they point to the items.
• Global skills: Draw students’ attention to the
• Activity B: Students listen to the audio, find the items Everybody Up Friend in the corner of the page.
Demonstrate the activity with a volunteer.
in the picture, and number them.
• Activity C: Introduce the new grammar pattern. If there Workbook
is a tip box associated with the grammar, present that
language to the students.
• Activities A–B: Students complete reading and writing
activities to practice the six new vocabulary items.
• Play the audio. Students listen and say, along with the
• Activities C–D: Students complete the reading and
audio. writing activities to practice the new vocabulary at
• Practice the grammar pattern with the students. sentence level.

• Hold up flashcards for the Lesson 1 vocabulary and • The Workbook activities can be done in class if you
practice the pattern for each card. have extra time, or they can be set as homework. The

• Students practice the sentences by themselves, using

answers can be checked as a class in the next lesson.
Please see pages 10–11 for tips on how to apply
their books. assessment for learning principles when checking
students’ work.

Tour of a unit 15
 Tour of a unit
Lesson 2 Student Book

Lesson 2 presents four new vocabulary items. (Five items in unit 2.) The new vocabulary is then practiced
through listening and speaking activities. Lesson 2 also presents another new grammar structure. All of the
new language is practiced through a motivating song.

An interactive activity on the Classroom Fun songs practice the new language
Presentation Tool presents the new and reinforce natural pronunciation
vocabulary. Most of the new vocabulary and intonation. There is an animated
items are presented with color photos to video available on the Classroom Further exposure to the
bring the real world into the classroom. Presentation Tool and Oxford Hub. new language.

The new grammar structure is presented Fun personalization Using Global skills,
in a clear table. The Classroom activities offer more students personalize
Presentation Tool features a video to speaking practice. what they have learned
practice the structure. with the help of their
Everybody Up Friend.

16 Tour of a unit
Workbook

Students complete
reading and writing
activities to practice the
new vocabulary and
grammar structure.

Warm up • Students listen to the example. Then they listen to the

• Begin the lesson by reviewing the Lesson 1 vocabulary. rest of the recording and complete the activity. Check
answers with the class.
Lead-in
• Write art supplies on the board and ask students if they
• Activity C: Students look at the pictures and name the
items they see.
remember what it means.
• Introduce the lesson objective. Tell the class, in their
• Read the song lyrics with the students.
own language, that today they will learn about colors. • Play the video or audio for the students to listen and
enjoy the song. Then play the video or the audio
Student Book again for students to sing along, using the gestures
• Activity A: Students learn five new words which are suggested in the teaching notes.
presented in an interactive activity on the Classroom
Presentation Tool. Alternatively, you can use the • Activity D: Do the example with the class, then
students complete the practice activity individually,
flashcards from the Classroom Resources Pack.
or in pairs.
Students listen to the audio and repeat the new words,
as they point to the items. • Activity E: Demonstrate the speaking activity with
• Activity B: Introduce the new grammar pattern. If there
a volunteer. Then student pairs practice asking and
answering with the language pattern in the speech
is a tip box associated with the grammar, present that
bubbles, using all the new vocabulary words.
language to the students.
• Play the audio. Students listen and say, along with the • Global skills: Draw students’ attention to the
Everybody Up Friend in the corner of the page.
audio.
Demonstrate the activity with a volunteer.
• Practice the grammar pattern with the students. Hold
Workbook
up flashcards for the Lesson 2 vocabulary and practice
the pattern for each card. • Activities A–D: Students complete the reading and

• Students practice the sentences by themselves, using

writing activities to practice the new vocabulary and
grammar structure from the Student Book.
their books.

Tour of a unit 17
 Tour of a unit
Lesson 3 Student Book

Lesson 3 consists of a cartoon story about the characters. The story builds students’ reading skills and presents
useful conversational language. Each story features an emotional well-being theme.

An animated version of the Fun songs practice the new

story is available on the Comprehension language and reinforce
Classroom Presentation Tool activity builds reading natural pronunciation and
and Oxford English Hub. and listening skills. intonation.

The story highlights Pairwork helps Using Global skills,

a universal value. students practice the students personalize
conversational language. what they have learned
with the help of their
Everybody Up Friend.

18 Tour of a unit
Workbook

Students complete the A worksheet exploring

reading and writing activities the value from the
to practice the functional story is included in the
language from the story. Teacher’s Resources.

Warm up • Read the song lyrics with the students.

• Begin the lesson by playing the Lesson 2 song. • Play the audio for the students to listen and enjoy the
song. Then play the audio again for students to sing
Lead-in
• Introduce the lesson objective. Students look at the
along.
Student Book and say what they think they will be • Activity D: Demonstrate the speaking activity with
doing in this lesson (reading a story). Write the title of a volunteer. Then student pairs practice asking and
the story on the board. Students look at the pictures answering with the language pattern in the speech
and guess what the story is about. Tell the class that bubbles.
they’re going to read a story about Mike and Danny
sharing some paint.
• Global skills: Draw students’ attention to the
Everybody Up Friend in the corner of the page.
Student Book Demonstrate the activity with a volunteer.
• Activity A: Introduce the story. Ask the class in their Workbook
own language if they like art class. Invite students to
say English words for the things they can see.
• Activity A: Students look at the pictures and number
them in order. Demonstrate the activity with a
• Students watch the video or listen to the recording and volunteer by numbering the first picture. Then students
complete the activity in pairs.
follow the story. If you are using the recording, students
can point to the speech bubbles in the story as they
hear them.
• Activities B and C: Students complete the reading and
writing activities to practice the functional language
• Activity B: Do the example with the class. Students from the story.
then complete the rest of the activity individually or
in pairs.
• Students draw a picture to demonstrate their
understanding of the story value.
• Activity C: Students look at the pictures and talk about
what they see.

Tour of a unit 19
 Tour of a unit
Lesson 4 Student Book

Lesson 4 introduces a topic which links English to other school subjects, like math and art. Students learn four
new words (six in unit 2) related to the topic and watch a video. There is an optional project for students to
complete, where classroom time allows.

Students practice A Global skills tip helps

Six new vocabulary Video links the the language and students to learn skills
items are presented in content to a rich visual concepts with critical that they will need for
the context of the topic. learning experience. thinking activities. their future lives.

Structured practice of Each unit includes an optional project.

the new language. An illustration of the finished project shows
students what they are going to create and
the model dialogue motivates students to
use their English in a meaningful way.

20 Tour of a unit
Workbook

Students complete reading Students complete the

and writing activities to worksheet relating to
practice the new vocabulary. the CLIL topic.

Warm up • Students practice the patterns, using their books or

• Begin the lesson by playing the Lesson 3 song. handmade flashcards. You can also use the video on
the Classroom Presentation Tool for further practice.
Lead-in
• Ask the class to tell you the colors that they know. Point
• Activity D: Students complete the activity to reinforce
their understanding of the CLIL topic. Demonstrate the
to different colored objects around the classroom and activity with a volunteer. Students then complete the
ask them to tell you the names of the colors in English, activity on their own or in pairs.
if they can. Tell the class they’re going to watch a video.
Ask students what they might see in the video. • Draw students attention to the Global skills tip. Read
the tip together with the class and encourage them
Student Book to say why it’s important to listen when someone is
• Activity A: Play the video. See Video Scripts on speaking.
Teacher’s Guide pages 117–118 for reference.
• Activity E: Students practice using the language
• questions about the video. Encourage them to answer
Play the video again. Pause the video and ask students pattern in the speech bubbles. Encourage students to
use previously learned language, as well.
in full sentences to practice the grammar patterns and
new vocabulary. Poster
• Activity B: Use the Classroom Presentation Tool
• Students identify familiar objects in the poster images.
See Teacher’s Guide page 7 for more information about
interactive activity or the flashcards to present the new the posters.
vocabulary. Continue until students can produce the
words on their own. • Students talk about the poster using the speech

• Link the language. Combine previously learned

bubbles as a model.
grammar patterns with the new vocabulary. Bonus Project
• Ifusea game or activity is suggested in the teaching notes, • Each unit has an optional project for students to
it to practice the new vocabulary. complete if there is time in class, or it could be assigned
for homework.
• Activity C: Introduce the new grammar pattern. Direct
• The speech bubble dialogue provides a model for
students’ attention to the grammar box.
students to talk about their completed project.
• Play the audio. Students listen and say, along with the
Workbook
audio.
• Activities A–D: Students complete the reading and
writing activities to practice the new vocabulary.

Tour of a unit 21
 Tour of a unit
Check Up and Phonics Bonus Student Book

The Check Up at the end of each unit offers students the opportunity to review the language they have
learned in the unit. They complete the self-assessment feature to monitor their own progress. The Phonics
Bonus introduces sounds to help students develop their pronunciation and reading skills. There is an animated
video available on the Classroom Presentation Tool or on Oxford Hub.

Students watch a video and

Students identify listen to the phonics sounds
vocabulary from and words. They sing along
the previous unit. to practice the sounds.

Students check Students evaluate their own understanding Students actively

comprehension of of the previous unit and identify areas for practice the new phonics
language and grammar further practice. Students assess their progress sounds and words.
from the previous unit. throughout the unit. See Assessment for learning
pages 10–11 about the role of self-evaluation.

22 Tour of a unit
 Workbook

The Workbook
provides further
activities to
review the
language of
the unit.

The Workbook
provides
activities to
practice the
phonics sounds
presented in
the unit. Students complete the
unit Phonics worksheet
for further practice.

Check Up Lead-in
Warm
A gameup on the Classroom • Introduce the target sound. Write the letter on the
•
Presentation
Begin Tool provides
the lesson with a flashcard game. There are board. Say the letter and the sound it makes. Students
listen and repeat.
suggestions in the teaching notes and in the Games
further language practice.
Bank.
• Drill the new sound. Point to the letter on the board,
Lead-in say the sound, and ask students to repeat. Continue
• Tell students they are going to try to remember what
until students are comfortable producing the sounds
on their own. Gradually increase the speed of the
they have learned in the unit. Ask the class to tell you
activity.
the topics from the unit (art supplies and colors). Ask
them to tell you as many English words for arts supplies • Activity A: Play the video to present the new sound.
and colors as they can. Students watch and listen. Play the video again for
students to sing along.
Student Book
• Activity A: Students listen to the audio, look at the • Link the sounds. Use the book or flashcards to review
pictures, and write the number next to the correct words that contain the target sound. For each word,
picture. Students can compare their answers in pairs, say the target letter, the sound it makes, and then the
then in groups. whole word. Students repeat.

• Activity B: Students read the questions and match the • Activity B: Student pairs look at Activity A, point to
correct answers. each item, and say the word.

• Students complete the self-assessment section. They • Activity C: Play the audio. Students listen and circle
can turn back to their Student Books to check and each word’s target sound.
decide how well they think they understand each
of the tasks listed in the chart. You can use students’
• Play the audio again so students can check their work.
Then check the answers together.
answers as informal assessment and provide extra
support if needed. Workbook
Check Up
• Please see Assessment for learning pages 10–11 for
• Activities A and B: Students complete the activities to
strategies to check how confident students feel about
the language they have learned. review the new language they have learned.

Phonics Bonus Phonics Bonus

Warm up • Activities A and B: Students complete the activities to

• Begin the lesson by reviewing the sounds from the

practice the new sound they have learned.
last unit.

Tour of a unit 23
 Welcome

A Listen, point, and say.  003

• Introduce the characters. Lead the class to say each
character’s name aloud.
• Play the audio. Students listen, point, and say along with
the audio.

Audio script  003

1 Danny Hi. I’m Danny.
2 Emma Hello. My name is Emma.
3 Julie Hello. I’m Julie.
4 Mike Hi. My name is Mike.
• Guide students to practice these names by pointing to
the pictures and saying the names aloud.

B Listen, ask, and answer. Then practice.  004

• Introduce the new pattern: What’s your name? I’m (Danny).
My name is (Danny).
• Present the short forms: What’s = What is and I’m = I am.
• Direct students’ attention to the grammar box on page 4.
• Play the audio. Students listen, ask, and answer along with
the audio.

Audio script  004

What’s your name?
I’m Danny.
What’s your name?
My name is Danny.
Objectives
What’s, What is
Asking someone’s name I’m, I am
Introducing yourself • Use the Classroom Presentation Tool grammar video to
present and practice the new language.
Grammar
• Guide students to practice the questions and answers in
Information questions with what pairs, using their books. Students look at the photograph
Possessive adjectives my and your: What’s your name? of the girl asking Hi. What’s your name? Students answer
My name is / I’m Danny. using their own names.

Vocabulary
Commands: listen, point, count, talk, ask, answer

Materials
Flashcards; Audio 003–006; paper and colored pencils

Student Book page 4

Warm up
Greet the class. Wave and say Hello or Hi. Encourage students
to repeat after you and wave.

24 Welcome
 Games and Activities
Everybody Stop! (Teacher’s Guide page 114). Play this
with alphabet letters.
Rollers (Teacher’s Guide page 116). Students sit in a circle
on the floor. A student says the letter A and rolls the ball
to another student, who says B. Continue through the
alphabet.
Hand out paper and art supplies. Assign a letter to each
student. Students draw their assigned letter on a piece of
paper. Then ask students to hold up their drawing and line
up in alphabetical order.

Extra Practice
Workbook pages 2–3
Classroom Presentation Tool
Online Practice

Student Book page 5

  C Sing.   005

See teaching Songs, Teacher’s Guide page 7
• Students look at the alphabet letters.
• Read the letters aloud. Students listen and repeat.
• Play the audio. Students listen and then sing along with
the audio.

Audio script  005

The Alphabet
The alphabet. The alphabet. The alphabet.
The alphabet. The alphabet. The alphabet.
A, B, C, D,
E, F, G,
H, I, J, K,
L, M, N, O, P,
Q, R, S,
T, U, V,
W, X, Y, Z
(x2)
• Assign a letter to each student. Sing the song very slowly
together. Ask students to stand up when he or she hears
his or her assigned letter. Assign a different letter to each
student and repeat.

  D Listen, point, and say.  006

• Use the unit flashcards to introduce the commands.
Continue until students can produce the words on
their own.
• Play the audio. Students listen, point, and say words along
with the audio.
• As an extension, play the track again so student pairs can
listen, point to pictures in their books, and say the words
to each other.

Welcome 25
 UNIT

1 First Day

say the words when you act out the commands (using
the gestures shown in the illustrations). After a round,
volunteers act out the commands for the class to identify.

A Listen, point, and say.  007

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
• Link the language. Combine commands from the
Welcome unit with the new vocabulary. Say Listen. Point
to a (pen). Students listen and then point to the object on
their desks or in the classroom.
• Play the audio. Students listen, point, and say along with
the audio.
• Students practice the words by pointing to the school
supplies they can see around them.

  B Listen and number.  008

• Read this while pointing to the picture:
Danny, Julie, Emma, and Mike are at school. Oops! Danny’s
backpack is open. The ruler is in the backpack. The eraser, the
pen, the pencil case, and the pencil are on the steps.
• Play the audio. Students listen and number the items in
the picture.
Lesson 1 School Supplies Audio script  008
Objectives 1 Mike Danny, your backpack!
2 Danny Oh no! My pencil!
Talking about school supplies
3 Danny My eraser!
4 Danny My pen!
Grammar
5 Danny My ruler?
Simple present statements with be (3rd person singular) 6 Danny My pencil case?
Indefinite articles a / an: It’s a pen / an eraser. • Invite students to talk about what else they see in the
Information question with what: What is it? It’s a pen. picture, using previously learned language.
ANSWER KEY
Vocabulary
(Clockwise from left)
School Supplies: pen, pencil, eraser, ruler, pencil case, 1 ​backpack ​  ​5 ruler  ​2 pencil  ​6 pencil case   4 pen  
backpack ​3 eraser ​  ​
Materials
Flashcards; Audio 007–010

Student Book page 6

Warm up
• Greet the class, saying Hello. Elicit the response Hello or
Hi. Practice the greeting with several individual students,
as well.
• Review introductions from the Welcome unit. Model the
conversation with a few individual students. Say Hi. I’m
(Ms. Jones). What’s your name? Elicit the response I’m (Tom)
or My name is (Tom). Students can then circulate and
introduce themselves.
• Practice the commands learned in the Welcome unit. Hold
up the unit flashcards and elicit the words. Then students

26 Unit 1
 Audio script  010
What is it? It’s a pen.
It’s = It is
1 What is it?   It’s a pen.
2 What is it?   It’s a backpack.
3 What is it?   It’s a pencil case.
4 What is it?   It’s an eraser.
5 What is it?   It’s a pencil.
6 What is it?   It’s a ruler.
• Use the Classroom Presentation Tool grammar video to
present and practice the new language.
• Hold up the unit flashcards and ask What is it? Students reply
It’s (an eraser). Divide the class into two groups. Group 1 asks
the questions and Group 2 answers. Switch roles.
• Student pairs practice the pattern, using their books.
E Look at B. Point, ask, and answer.
• Student pairs look at the big picture in Activity B and
practice asking and answering with the language pattern
in the speech bubbles, using all the new vocabulary: What
is it? It’s a ruler.

EVERYBODY UP GLOBAL SKILLS

See teaching Global skills, Teacher’s Guide page 6
Communication / Collaboration: Direct students’
attention to the Everybody Up Friend. Student pairs look
Student Book page 7 at the pictures in Activity A and use communication skills
to ask and answer the question. Then they collaborate to
C Listen and say. Then practice.  009 find another school supplies object in the classroom and
• Introduce the new pattern: It’s a pen. / It’s an eraser. ask and answer the same question about it.
• Introduce articles. All of the new vocabulary take the
article a, except eraser, which takes an. Students practice Games and Activities
saying the new words with articles: a pen, an eraser, etc. Teacher’s Mistake (Teacher’s Guide page 116). Point to
• Present the short form: It’s = It is. school supplies objects on your desk and say to the class
• Direct students’ attention to the first grammar box on page 7. It’s (an eraser). Students listen carefully and try to catch
your “mistakes”. Those who catch your mistake must say
• Play the audio. Students listen and say along with the audio.
the correct sentence.
Audio script  009 Beanbag Toss (Teacher’s Guide page 114). Use the unit
It’s a pen. flashcards. Students play in pairs. S1 throws the beanbag,
It’s an eraser. aiming for one of the cards, and asks What is it? S2 answers
It’s = It is It’s (a ruler). The next pair takes a turn. When the first pair
1 It’s a pen. gets their next turn, they switch roles.
2 It’s a pencil. Blindfold (Teacher’s Guide page 114). Model the activity
3 It’s an eraser. with a pair of students. S1 is blindfolded. S2 hands S1 a
4 It’s a ruler. school supplies item and asks What is it? S1 answers It’s (a
5 It’s a pencil case backpack). Distribute blindfolds and school supplies items
6 It’s a backpack. (or make sure students have their own items).
• Practice the pattern with the students. Hold up the unit
flashcards and elicit It’s a (pen) for each card. Assessment for learning
• Students practice the sentences by themselves, using • Ask students to look back through the lesson and reflect
their books. on their learning and think about how well they can
do each of the skills they have practiced. Use the traffic
  D Listen, ask, and answer. Then practice.  010 light method and ask students to tell you how they feel
• Introduce the new pattern: What is it? It’s a pen. about vocabulary and grammar from the lesson. Then
• Direct students’ attention to the second grammar box on have them complete the self-assessment activity.
page 7. • Provide consolidation activities from the Teacher
• Play the audio. Students listen, ask, and answer along with Resources or the Workbook, if students need extra
the audio. support.

Extra Practice
Workbook pages 4–5
Classroom Presentation Tool
Online Practice
Unit 1 27
 • Link the language. Hold up or point to classroom objects
of the new vocabulary and ask What is it? Students reply
It’s a (book). Next, student volunteers ask the questions.
• Play the audio. Students listen, point, and say along with
the audio.
• Students practice the words by pointing to school
supplies in the classroom.

B Listen and say. Then practice.  012

• Introduce the new pattern: It’s a book. It isn’t a notebook.
• Present the short forms: It’s = It is and isn’t = is not.
• Direct students’ attention to the grammar box on page 8.
• Play the audio. Students listen, point to the items in the
picture, and say along with the audio.

Audio script  012

It’s a book. It isn’t a notebook.
It’s = It is
isn’t = is not
Mike It’s a book. It isn’t a notebook.
Emma It’s a notebook. It isn’t a book.
Julie It’s a desk. It isn’t a chair.
Danny It’s a chair. It isn’t a desk.
• Use the Classroom Presentation Tool grammar video to
present and practice the new language.
• Student pairs practice the questions and answers, using
Lesson 2 School Supplies their books.

Objectives
Talking about school supplies

Grammar
Affirmative and negative statements with be (3rd person
singular): It’s a book. It isn’t a notebook.

Vocabulary
School Supplies: book, notebook, desk, chair

Materials
Flashcards; Audio 011–014, Unit 1 Song video

Student Book page 8

Warm up
• Greet the class. Students circulate and greet each other,
saying Hi and Hello.
• Elicit the language from Unit 1, Lesson 1: What is it?
Students can practice the phrase with their neighbors,
using their own school supplies.
• Review Unit 1, Lesson 1 language by playing Picture
Pieces (Teacher’s Guide page 115). On the board, draw
a partial picture of a Lesson 1 school supplies object. Ask
What is it? Students answer It’s (a pencil). Continue with the
other vocabulary words.

A Listen, point, and say.  011

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.

28 Unit 1
 Audio script  014
1 It’s a book. It isn’t a notebook.
2 It’s a desk. It isn’t a chair.
3 It’s a notebook. It isn’t a desk.
4 It’s a chair. It isn’t a book.
• Play the audio again so students can check their work.
Then check answers together.
ANSWER KEY
From left to right: 3, 2, 4, 1
• Students point at items in the classroom and say
sentences about the items.

E Look around your classroom. Point and say.

• Student pairs look at items in the classroom and practice
making sentences using the language pattern in the
speech bubbles: It’s a desk. It isn’t a chair. Encourage
students to use all the language in this lesson, as well as
previously learned language.

EVERYBODY UP GLOBAL SKILLS

See teaching Global skills, Teacher’s Guide page 6
Creativity / Communication: Direct students’ attention
to the Everybody Up Friend. Students draw a school
supplies item from Unit 1, Lesson 1 or 2, and then
circulate, using the phrase to talk about their drawings.
Students identify the item and communicate what it is in
Student Book page 9 a complete sentence.

  C Sing.   013 Games and Activities

See teaching Songs, Teacher’s Guide page 7 Simon Says (Teacher’s Guide page 116). Tell students they
• Students look at the pictures and name objects they see. can take a step forward if they hear you say Simon says.
• Read the song lyrics with the students. Each time you Call out phrases using flashcards or objects from around
read the word book, point to your book and encourage the class, and Lesson 2 language: (Simon says) It’s a book or
students to do the same. Each time you say It isn’t a …, (Simon says) It isn’t a desk.
shake your head and move your finger from side to side, Telephone (Teacher’s Guide page 116). Students form
to indicate “no”. Encourage students to do the same. one line. Whisper a sentence to the student at each end
• Play the video or the audio to present the song. Then play (e.g., It’s a desk or It isn’t a book). Students whisper the
the video or audio again for students to sing along, using sentence down the line.
the gestures as they sing.
Assessment for learning
Audio script  013 • Ask students to look back through the lesson and
What Is It? reflect on their learning and think about how well they
A book. A book. It isn’t a notebook. can do each of the skills they have practiced. Use the
A book. A book. It isn’t a desk. traffic light method and ask students to tell you how
A book. A book. It isn’t a pencil. they feel about vocabulary and grammar from the
What is it? lesson. Then have them complete the self-assessment
It’s a book. activity.
A chair. A chair. It isn’t a notebook. • Provide consolidation activities from the Teacher
A chair. A chair. It isn’t a desk. Resources or the Workbook, if students need extra
A chair. A chair. It isn’t a pencil. support.
What is it?
It’s a chair. Extra Practice
(x2) Workbook pages 6–7
• Students sing the song again, taking turns to point out Song video
objects they see around them. Classroom Presentation Tool
D Listen and number.  014
• Students point to the pictures and describe what they see.
• Play the audio. Students listen and number the pictures of
items described in the audio.

Unit 1 29
 A Talk about the pictures. Then listen and read.
  015
See teaching Values, Teacher’s Guide page 8
• Students look at the pictures and name the characters,
colors, and objects they see.
• Students say what they think could be happening
in each picture.
• Play the video or the audio for students to enjoy the story.
Then play the video or audio again, pausing at intervals to
check students’ understanding.

Audio script  015

I’m Great!
Julie Hi, Emma! How are you?
Emma I’m fine. Thank you. How are you?
Julie I’m good.
Julie Hi, Danny! How are you?
Danny I’m OK.
Danny Look! Mike.
Emma Mike! Mike!
Emma How are you, Mike?
Mike I’m great! Thank you.
• Read the story aloud with the students. Then direct
students’ attention to the value Be friendly and play
the audio again. Students listen and read along. Ask if
students can think of other examples of this value.
Lesson 3 Story
Objectives
Building reading and listening skills

Conversation
Asking how someone is doing: How are you? I’m fine.
Thank you.

Value
Be friendly.

Materials
Flashcards; Audio 015–018, Unit 1 Story video

Student Book page 10

Warm up
• Greet the class. Wave and say Hello, class! Elicit Hello,
(Ms. Jones).
• Play What’s Missing? (Teacher’s Guide page 116) to
review Lesson 1 and 2 language. Hold up the unit
flashcards, eliciting the words. Hold up each card again,
this time without revealing the picture. Ask What is it?
Students guess It’s a (pen). Show the picture, saying either
That’s right. It’s a (pen) or It isn’t a (pen). It’s a (desk).
• Point to a chair and elicit the language from Unit 1,
Lesson 2: It’s a chair. Students use this phrase to point to
classroom objects and ask and answer with partners.

30 Unit 1
 How are you?
I’m fine! How are you?
I’m OK! How are you?
I’m fine, I’m great!
Hi! How are you?
I’m fine, thank you.
How are you?
I’m fine, thank you!
(x3)
How are you?
I’m fine! How are you?
I’m OK! How are you?
I’m fine, I’m great!
Hi! How are you?
I’m fine, thank you.
How are you?
I’m fine, thank you!

D Listen and say.  018

See teaching Communication, Teacher’s Guide page 7
• Play the audio. Student pairs listen and say along
with the audio.
• Students rehearse and act out the conversation. You could
ask pairs to come to the front of the class and act out the
conversation with suitable props.

EVERYBODY UP GLOBAL SKILLS

Student Book page 11 See teaching Global skills, Teacher’s Guide page 6

B Listen and number.  016 Critical Thinking / Communication: Direct students’

attention to the Everybody Up Friend: How are you?
• Students look at each picture and say what they think
Tell your partner. Students use critical thinking skills to
is happening.
decide how they feel. Then they share this using the unit
• Play the audio. Students listen and number the pictures. language (I’m fine. I’m great. Great! Thank you.), circulate,
Audio script  016 and practice communication skills by asking and
1 Emma How are you, Mike? answering.
Mike I’m great! Thank you.
2 Julie Hi, Danny! How are you? Games and Activities
Danny I’m OK. Students can draw pictures to illustrate the value Be
3 Emma Mike! Mike! friendly. Display the pictures in the classroom.
4 Julie Hi, Emma! How are you? Toss and Tell (Teacher’s Guide page 116). Students say a
Emma I’m fine. Thank you. line from the story and toss a ball to another student, who
• Play the track again so students can check their work. responds. Review possible exchanges before starting:
Then check answers together. Hi! How are you? / I’m fine. Thank you.
Hi! How are you? / I’m OK. Thank you.
ANSWER KEY
Hi! How are you? / I’m great! Thank you.
From left to right: 4, 2, 3, 1
A New Story (Teacher’s Guide page 114). Using the
C Sing.  017 existing story as a model, students draw a new story with
See teaching Songs, Teacher’s Guide page 7 new scenes and characters. The new story should reflect
the Lesson 3 value: Be friendly. More advanced students
• Read the song lyrics with the students.
might also write new text. Beginner students might
• Play the audio. Students listen and then sing along with simply copy the pictures and text from the Student Book.
the audio.
• Students sing the song again, turning to partners and Extra Practice
asking them How are you? as they sing. Workbook pages 8–9
Unit 1, Lesson 3 Values Worksheet
Audio script  017
Story video
Hi! How Are You? Classroom Presentation Tool
Hi! How are you? Online Practice
I’m fine, thank you.
How are you?
I’m fine, thank you!
(x2)

Unit 1 31
 A Watch the video. 
See teaching CLIL, Teacher’s Guide page 7
Before you watch: Tell the class they’re going to watch a
video about shapes. Draw shapes on the board. Ask students
what they might see in the video.
• Play the video. See Video Scripts on Teacher’s Guide
page 117 for reference.
• Play the video again. Pause the video and ask students
questions about the shapes. Encourage them to answer
in full sentences to practice It is / It’s. Take students into
school hallways or outdoor areas on a search for circles,
squares, triangles, and rectangles.

  B Listen, point, and say.  019

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
• Link the language. Combine language patterns from
Unit 1, Lesson 1 with the new vocabulary. Hold up each
card, saying What is it? Elicit the response It’s a (circle).
• Play the audio. Students listen, point, and say along with
the audio.
• Students make flashcards for the new vocabulary.
Give four cards cut from blank paper and art supplies to
Lesson 4 Shapes each student.
Objectives C Listen, ask, and answer. Then practice.  020
Asking and answering about shapes • Introduce the new pattern: Is it a circle? Yes, it is. / No, it isn’t.
• Present the short forms: isn’t = is not.
Grammar
• Direct students’ attention to the grammar box on page 12.
Yes/No questions with be (3rd person singular): Is it
a circle? Yes, it is. / No, it isn’t.
• Play the audio. Students listen and say along with the audio.

Audio script  020

Vocabulary Is it a circle?   Yes, it is.
Shapes: circle, square, triangle, rectangle Is it a circle?   No, it isn’t.
isn’t = is not
Materials 1 Is it a circle?   No, it isn’t.
Flashcards; Audio 005, 019–020; Unit 1 CLIL video and Is it a square?   Yes, it is.
Poster (Shapes) 2 Is it a triangle?   Yes, it is.
3 Is it a triangle?   No, it isn’t.
Is it a rectangle?   Yes, it is.
Student Book page 12 4 Is it a circle?   Yes, it is.
School Subject Connection: Math • Use the Classroom Presentation Tool grammar video to
Lesson 4 is a cross-curricular lesson with a connection to present and practice the new language.
math. Ask students to talk about what they are learning in • Hold up the unit flashcards and ask the class Is it a (circle)?
math class now. Students reply Yes, it is or No, it isn’t. Divide the class into
two groups. Group 1 asks the questions and Group 2
Warm up answers. Switch roles.
• Greet a student at the front of the classroom: How are • Student pairs practice the pattern, using their books.
you? Elicit the response I’m fine / OK / great. Then elicit • Students form new pairs and practice the pattern using
the language from Unit 1, Lesson 3: How are you? Have their handmade flashcards.
students take turns asking and answering with three other
students.
• Sing The Alphabet song ( 005) with students. Then sing
the song slowly again. Sing A and ask students to sing the
next letter. Continue until the end of the song.
• Review Unit 1 conversation language patterns and
vocabulary. Hold up the unit flashcards and ask What is it?
Elicit the answer It’s a (pen). It isn’t a (book).

32 Unit 1
 Bonus Project
• Explain to students that they will make picture cards for
the words they have learned.
• Review the school supplies and shapes that students
have learned and write them on the board. Students
choose four things to put on their cards.
• Students draw four pictures of school supplies or
shapes on their cards. Or, if you have magazines
available, they could look through the magazines and
cut out pictures of items or colors and glue them to
their cards.
• Students then play in pairs. They put all the cards face
down in a pile between them. They take turns to pick
up a card and turn it over. They then work together to
ask and answer questions: What is it? It’s a (chair). Is it a
desk? No, it isn’t. It’s a chair.

Games and Activities

Fruit Salad (Teacher’s Guide page 115). Use the
unit flashcards.
Card Grab (Teacher’s Guide page 114). Give each group
of four students a set of student-made flashcards. Cards
are laid face up. When you say a word, students race to
touch the card.
Word Roll (Teacher’s Guide page 116). Each student
Student Book page 13 prepares a die with shape words (two will be repeated
on a six-sided die, or students can choose words from
D Match. Lessons 1 and 2 for the extra sides). Students play in pairs.
• Students work on their own, matching the pictures in the S1 rolls and asks Is it a (rectangle)? S2 answers.
top row with the shapes in the bottom row.
• Students check their answers with a partner. Assessment for learning
ANSWER KEY
• Ask students to look back through the lesson and
Bottom row (from left to right) reflect on their learning and think about how well they
34152 can do each of the skills they have practiced. Use the
traffic light method and ask students to tell you how
EVERYBODY UP GLOBAL SKILLS they feel about vocabulary and grammar from the
See teaching Global skills, Teacher’s Guide page 6 lesson. Then have them complete the self-assessment
activity.
Critical thinking: Direct students’ attention to the Global
skills tip. Read out the question and ask students to look at • Provide consolidation activities from the Teacher
the picture and think about the answer. Elicit the answer. Resources or the Workbook, if students need extra
Students then work with a partner and look at the other support.
shapes. Elicit how many sides each one has.
Extra Practice
Workbook pages 10–11
E Look at D. Ask and answer. Unit 1, Lesson 4 CLIL Worksheet
• First, practice the activity with the class. Use the pictures in CLIL video
Activity D to practice the language pattern in the speech Classroom Presentation Tool
bubbles: Is it a triangle? Yes, it is. Encourage students to use Online Practice
previously learned language, as well.
• Students then do the activity in pairs.

  F Look around your classroom. Find shapes.

• Student pairs stand and search the classroom for shapes.
Encourage them to use the language in the speech
bubbles: Look! It’s a square. Look! It’s a circle.

Poster activity
See teaching CLIL, Teacher’s Guide page 7
• Students identify familiar objects in the poster images.
• Students talk about the poster using the speech
bubbles as a model.

Unit 1 33
 UNIT

1 Check Up

Audio script  021

1 It’s a ruler.
2 It’s a circle.
3 It’s a square.
4 It’s a backpack.
5 It’s a triangle.
ANSWER KEY
1   ​2   ​3   ​4   ​5 

B Match.
• Students look at the picture, read the question, then
match the correct answer.
• Students practice asking and answering the questions
with a partner, using their books.
• Write new questions on the board for each picture and
have volunteers answer. Then have students practice the
new questions and answers in pairs.
ANSWER KEY
1 b  ​2 a  ​3 e  ​4 c  ​5 d

Assessment for learning

• Ask students to look back through the lesson and
reflect on their learning and think about how well they
can do each of the skills they have practiced. Use the
traffic light method and ask students to tell you how
they feel about vocabulary and grammar from the
Review Language lesson. Then have them complete the self-assessment
Unit 1 grammar and vocabulary activity.
• Provide consolidation activities from the Teacher
Materials Resources or the Workbook, if students need extra
Audio 021 support.

Extra Practice
Student Book page 14
Workbook page 12
Unit 1 Test
Warm up
Unit 1 CYL Worksheet
• Elicit the vocabulary for school supplies by using the Classroom Presentation Tool
flashcards or objects in the classroom. Hold up the cards Online Practice
or objects and ask What is it? Elicit the answers It’s
a (pencil case).
• Point to different items around the classroom and ask
What shape is it? Review the words for shapes from
Lesson 4. Students continue the activity, working in pairs.

A Listen.  or .  021
• Play the first part of the audio, then pause to elicit the
correct answer. Students listen and check or cross.
• Students practice saying the words on their own, using
their books.

34 Unit 1 Check Up
UNIT

1 Phonics Bonus

Audio script  022

Let’s sing the /æ/ song!
Let’s sing /æ/ /æ/ /æ/,
Let’s sing /æ/ /æ/ /æ/,
Let’s sing /æ/
Let’s sing /æ/ /æ/ /æ/
/æ/ in bat
/æ/ in hat
/æ/ in mat
/æ/ in rat
/æ/ /æ/ /æ/

B Look at A. Point and say with a partner.

• Students work with a partner. They take turns to point and
say the words.

C Listen and check () the words with the a sound.

 023
• Play the first word, then pause to repeat the word and ask
A sound? (no)
• Play the rest of the audio. Students listen and check the
words with the a sound.
• To check the answers, play the audio again and pause
after each word. Repeat the word yourself, then have
students repeat it.

Audio script  023

Objectives 1 bat
Practice identifying and saying the short vowel sound a 2 cat
in words such as hat, bat, rat, mat. 3 pen
Practice hearing the difference between the vowel 4 hat
sounds a and e in simple words. 5 bed
6 mat
Materials ANSWER KEY
Audio 022–023, Unit 1 Phonics video 1, 2, 4, 6
Extra Practice
Student Book page 15 Workbook page 13
Unit 1 Phonics Worksheet
Warm up Phonics video
• Elicit the word backpack, by pointing to a backpack in the Classroom Presentation Tool
classroom and asking What is it? Write the word on the
board and underline the two a sounds in it. Say the word
again, and get students to repeat.
• Write the words Danny and Thank you on the board.
Again, underline the a sounds and get students to repeat.

A Listen, point, and sing.   022

• Play the video or the audio to present the song as
students listen.
• Play the song again. Students listen, point, and sing.

Unit 1 Phonics 35
 UNIT

2 Art Class

A Listen, point, and say.  024

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
• Play Guess the Next Card (Teacher’s Guide page 115)
using the unit flashcards.
• Link the language. Combine Unit 1, Lesson 4 grammar
patterns with the new vocabulary. Hold up art supplies
from around the classroom, asking Is it (paper)? Elicit
Yes, it is or No, it isn’t. Then student pairs ask and answer
questions.
• Play the audio. Students listen, point, and say along with
the audio.
• Students practice the words by pointing to the art
supplies they can see around them.

B Listen and number.  025

• Read this while pointing to the picture:
Danny, Julie, Emma, and Mike are in art class. Look! Julie has
yarn. Danny has chalk. There is some glue, paper, tape, and
paint, too.
• Play the audio. Students listen and number the items in
the picture.

Lesson 1 Art Supplies Audio script  025

1 Mike Danny. Where’s the paper?
Objectives Danny Here. Green paper for you.
Talking about art supplies Mike Thank you.

Grammar 2 Julie Mike, what’s that?

Demonstrative pronoun this: This is paint. Mike It’s glue.
Information question with what: What’s this? This is paint. Emma I like your picture!
Mike Thanks!
Vocabulary
3 Woman Danny, that’s great!
Art Supplies: paint, paper, chalk, yarn, glue, tape
Danny Thank you.
Woman Is it chalk?
Materials
Danny Yes, it is.
Flashcards; Audio 017, 024–027
4 Woman The paints are here, Emma.
Student Book page 16 Emma Great, thank you. So many colors!

Warm up 5 Julie Look at my triangle!

• Greet the class and sing Hi! How Are You? ( 017). Emma Nice! Is it yarn?
Julie Yes, it is. It’s pink!
• Review introductions. Approach a student and say Hello.
I’m (Ms. Jones). What’s your name? Elicit the response I’m
6 Julie Mike, is it tape?
(Lisa) or My name is (Lisa). Students introduce themselves
Mike Yes, it is. Here you are.
to their neighbors.
Julie Thank you!
• Elicit the language from Unit 1, Lesson 4: Look! It’s a
rectangle. Students find shapes in the classroom and
• Invite students to talk about what else they see in the
picture, using previously learned language.
practice their own sentences with their neighbors.
ANSWER KEY
(Clockwise from top left)
3 chalk ​  ​4 paint ​  2 glue ​  ​1 paper ​  6 tape ​  ​
5 triangle

36 Unit 2
 5 What’s this? This is glue.
6 What’s this? This is chalk.
• Use the Classroom Presentation Tool grammar video to
present and practice the new language.
• Student pairs practice the pattern, using their books.
• Student pairs play Word Roll (Teacher’s Guide page 116).
Each student makes a die using the six new vocabulary
items. To play, S1 rolls a die and asks What’s this?
S2 answers This is (paper) and rolls a die.

E Look at B. Point, ask, and answer.

• Student pairs look at the big picture in Activity B and
practice asking and answering with the language pattern
in the speech bubbles, using all the new vocabulary:
What’s this? This is yarn.

EVERYBODY UP GLOBAL SKILLS

Creativity and Collaboration: Direct students’ attention
to the Everybody Up Friend. Students draw a picture of
an art supply. Pairs of students use their pictures and
communication skills to ask and answer the question
together.

Games and Activities

Circles (Teacher’s Guide page 114). Give each student in
the inner ring a piece of art supplies from around the class
Student Book page 17 or a flashcard. Outer ring students ask What’s this? Inner
ring students answer This is (paper). After a round, give the
C Listen and say. Then practice.  026 objects / cards to the outer ring students and switch roles.
• Introduce the new pattern: This is paint. Toss and Tell (Teacher’s Guide page 116). Students stand
• Direct students’ attention to the first grammar box on in a circle and toss (or hand around) an art supplies object,
page 17. asking What this? and answering This is (yarn). Change the
• Play the audio. Students listen and say along with the audio. objects after a round.
Categories (Teacher’s Guide page 114). Use the
Audio script  026 categories Art Supplies (paint, paper, chalk, yarn, glue,
This is paint. tape) and School Supplies (pen, pencil, eraser, ruler, pencil
1 This is paint. case, backpack, book, notebook, desk, chair). You can
2 This is paper. also include the category Shapes (triangle, circle, square,
3 This is chalk. rectangle).
4 This is yarn.
5 This is glue. Assessment for learning
6 This is tape. Ask students to complete the self-assessment activity.
• Practice the pattern with the students. Hold up the unit Provide consolidation activities from the Teacher’s
flashcards and elicit This is (paint) for each card. Resources or the Workbook, if they need extra support.
• Students practice the sentences by themselves, using
their books. Extra Practice
Workbook pages 14–15
D Listen, ask, and answer. Then practice.  027 Classroom Presentation Tool
• Introduce the new pattern: What’s this? This is paint. Online Practice
• Present the short form: What’s = What is.
• Direct students’ attention to the second grammar box on
page 17.
• Play the audio. Students listen, ask, and answer along with
the audio.

Audio script  027

What’s this? This is paint.
What’s = What is
1 What’s this? This is paint.
2 What’s this? This is yarn.
3 What’s this? This is tape.
4 What’s this? This is paper.

Unit 2 37
 A Listen, point, and say.  028
• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
• Link the language. Combine grammar patterns from
Unit 1 with the new vocabulary. Display art supplies from
around the classroom in the new colors. Point and say
What is it? Students reply It’s (paper). Ask Is it (red)? Students
reply Yes, it is or No, it isn’t.
• Play the audio. Students listen, point, and say along with
the audio.
• Students practice the words by pointing to items with
different colors in the classroom.

B Listen, ask, and answer. Then practice.  029

• Introduce the new pattern: What color is it? It’s red.
• Present the short form: It’s = It is.
• Direct students’ attention to the grammar box on page 18.
• Play the audio. Students listen, point to the items in the
picture, and say along with the audio.

Audio script  029

What color is it? It’s red.
It’s = It is
Lesson 2 Colors 1 What color is it?   It’s red.
2 What color is it?   It’s yellow.
Objectives 3 What color is it?   It’s blue.
Asking and answering about colors 4 What color is it?   It’s white.
5 What color is it?   It’s black.
Grammar • Use the Classroom Presentation Tool grammar video to
Information question with what: What color is it? It’s red. present and practice the new language.
• Student pairs practice the questions and answers, using
Vocabulary their books.
Colors: red, yellow, blue, white, black

Materials
Flashcards; Audio 028–031; Unit 2 Song video

Student Book page 18

Warm up
• Greet the class. Students circulate and greet each other
by name.
• Elicit the language from Unit 2, Lesson 1: What’s this?
Students can practice asking and answering with their
neighbors, using their own art or school supplies.
• Review Unit 2, Lesson 1 language. Hold up the unit
flashcards and elicit the words. Then play Blindfold
(Teacher’s Guide page 114). Distribute blindfolds and art
supplies from around the classroom to student pairs. S1
hands S2 (blindfolded) an object and asks What’s this? S2
answers This is (paper). Continue with other vocabulary
items.

38 Unit 2
 It’s black. It’s black. It’s black.
What color is it?
It’s black. It’s black, black, black.
Red, yellow, blue, white, black.
• Students sing the song again, taking turns to point at
classroom items with colors that match the song.

D  Listen and circle.  031

• Students describe what they see in the pictures.
• Play the audio. Students listen and circle the pictures of
items described on the audio.

Audio script  031

1 What is it? It’s a pencil case. What color is it? It’s red.
2 What is it? It’s an eraser. What color is it? It’s blue.
3 What is it? It’s a book. What color is it? It’s black.
4 What is it? It’s a backpack. What color is it? It’s white.
5 What is it? It’s a pencil. What color is it? It’s yellow.
• Play the track again so students can check their work.
Then check answers together.
ANSWER KEY
1 a  ​2 a  ​3 b  ​4 a  ​5 a
• Student pairs ask and answer about the pictures.
E  Look around your classroom. Point, ask, and
answer.
Student Book page 19 • Student pairs look around the classroom and practice
making sentences using the language pattern in the
C Sing.   030 speech bubbles: What’s this? It’s a backpack. It’s blue. Invite
• Students look at the pictures and name the colors. students to also use previously learned language.
• Read the song lyrics with the students. As you read out EVERYBODY UP GLOBAL SKILLS
each color, identify an object in the classroom that is
that color. Point to it as you say the color, and encourage Critical Thinking / Communication / Collaboration:
students to do the same. Direct students’ attention to the Everybody Up Friend.
Students use critical thinking to identify the color and
• Play the video or the audio to present the song. Then play
say it. Students practice with neighbors, pointing to the
the video or audio again for students to sing along, using
pictures and naming the colors.
the gestures as they sing.

Audio script  030 Games and Activities

Colors! Say to students It’s (blue). Students run to touch
Red. Yellow. Blue. White. Black. something in that color. After a few rounds, invite a
What color is it? student to call out the colors.
It’s red. It’s red. It’s red. Circles (Teacher’s Guide page 114). Give each student
What color is it? in the inner ring an object in a Lesson 2 color. Inner-ring
It’s red. It’s red, red, red. students ask What color is it? Outer-ring partners answer
Yellow! It’s (red). Switch roles.
What color is it? Down the Line (Teacher’s Guide page 114). Use the
It’s yellow. It’s yellow. It’s yellow. unit flashcards. Students say It’s a (circle) or It’s (red). For a
What color is it? challenge question, show an object and ask What’s this?
It’s yellow. It’s yellow, yellow, yellow. What color is it?
Blue!
What color is it? Assessment for learning
It’s blue. It’s blue. It’s blue. Ask students to complete the self-assessment activity.
What color is it? Provide consolidation activities from the Teacher’s
It’s blue. It’s blue, blue, blue. Resources or the Workbook, if they need extra support.
White!
What color is it? Extra Practice
It’s white. It’s white. It’s white. Workbook pages 16–17
What color is it? Song video
It’s white. It’s white, white, white. Classroom Presentation Tool
Black! Online Practice
What color is it?

Unit 2 39
 A Talk about the pictures. Then listen and read.
  032
• Students look at the pictures and name the characters,
colors, and objects they see.
• Students say what they think could be happening
in each picture.
• Play the video or the audio for students to enjoy the story.
Then play the video or audio again, pausing at intervals to
check students’ understanding.

Audio script  032

The Blue Paint
Mike This is my paint.
Danny This is my paint.
Mike Hey!
Danny This is my paint, too!
Danny Let’s share.
Mike OK.
Mike Look!
Danny Cool!
• Read the story aloud with the students. Then direct
students’ attention to the value Be nice and play the audio
again. Students listen and read along. Ask if students can
think of other examples of this value.

Lesson 3 Story
Objectives
Building reading and listening skills

Conversation
Offering to share something: Let’s share. OK.

Value
Be nice.

Materials
Flashcards; Audio 032–035; Unit 2 Story video

Student Book page 20

Warm up
• Greet the class. Then greet individual students and ask
different questions with familiar language, e.g., Hi, Emma.
How are you? What’s your name? What’s this? What color is
it? Elicit the appropriate responses.
• Review colors and art supplies vocabulary. Hold up the
unit flashcards one by one, eliciting the words without
saying them yourself. Repeat the activity, speeding up as
students become more comfortable.
• Point to one of the pictures on pages 20–21 and elicit the
language from Unit 2 Lesson 2: Look at the pictures. Say the
colors. Students can practice saying the colors with their
neighbors, using the pictures in Lesson 2 or 3.

40 Unit 2
 Audio script  034
Let’s Share
This is my paint.
This is my paint.
Hey! It’s my paint, too!
OK. Let’s share. Let’s share. Let’s share.
OK. Let’s share. Let’s share. OK.
Cool.
(2x)

D Listen and say.  035

• Play the audio. Student pairs listen and say along with
the audio.
• Students practice the conversations in pairs. They could
use props, if there are any available, to act out the
conversation.

EVERYBODY UP GLOBAL SKILLS

Critical Thinking / Communication: Direct students’
attention to the Everybody Up Friend. Students use critical
thinking to find the picture of the book in the lesson and
say what color it is. Neighbors can play a game finding
and identifying the color of other items on the page with
one another.

Games and Activities

Student Book page 21 Form two groups to read the story aloud. Group 1 will
read Mike. Group 2 will read Danny. Then the groups
B Listen and circle  or .  033 switch roles.
• Students look at each picture and say what they think Toss and Tell (Teacher’s Guide page 116). A student says
is happening. a line from the story and tosses a beanbag or ball to the
• Play the audio. Students listen and circle the check or cross. next student, who responds (following the story). Review
possible exchanges before starting:
Audio script  033 This is my paint. / This is my paint.
1 Mike This is my paint, black and white. Hey! / This is my paint, too!
2 Danny This is my paint, red and yellow.
Let’s share. / OK.
3 Mike Hey!
Danny This is my paint, too! Look! / Cool!
4 Danny Let’s share. Using the existing story as a model, student pairs act out a
Mike OK. new story that demonstrates the Lesson 3 value: Be nice.
• Play the audio again so students can check their work.
Then check answers together. Extra Practice
Workbook pages 18–19
ANSWER KEY Unit 2, Lesson 3 Values Worksheet
From left to right:        Story video
• Student pairs make their own sentences using the pattern Classroom Presentation Tool
This is my paint (black and blue). They end by saying Online Practice
Let’s share.

C Sing.  034
• Students look at the pictures and talk about what they see.
• Read the song lyrics with the students.
• Play the audio. Students listen and then sing along with
the audio.
• Students sing the song again, turning to partners and
using props or gestures to act out sharing.

Unit 2 41
 A Watch the video. 
Before you watch: Tell the class they’re going to watch
a video about colors. Bring in paints to demonstrate
color mixing. Show what happens when white or black is
added to other colors. Ask students what they might see
in the video.
• Play the video. See Video Scripts on Teacher’s Guide
page 117 for reference.
• Play the video again. Pause the video and ask students
questions about the colors. Encourage them to answer in
full sentences to practice What’s this? (It’s a pen.) What color
is it? (It’s black.) Black and white make what? (Black and white
make gray.)

B Listen, point, and say.  036

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new vocabulary.
• Continue until students can say the colors on their own.
• Link the language. Combine grammar from Unit 2,
Lesson 2 with the new vocabulary. Hold up each card,
saying What color is it? Elicit the response It’s (green).
• Play the audio. Students listen, point, and say along with
the audio.
• Students make flashcards for the new colors. Give eleven
cards cut from blank paper and art supplies to each
Lesson 4 Colors student.

Objectives C Listen and say. Then practice.  037

Talking about secondary colors • Introduce the new pattern: Blue and yellow make green.
• Direct students’ attention to the grammar box on page 22.
Grammar • Play the audio. Students listen and say along with the audio.
Simple present statements with make (3rd person plural)
Compound subjects with and: Blue and yellow make Audio script  037
green. Blue and yellow make green.
1 Blue and yellow make green.
Vocabulary 2 Blue and red make purple.
Colors: green, purple, orange, pink, gray, brown 3 Red and yellow make orange.
4 Red and white make pink.
5 Black and white make gray.
Materials
6 Red and green make brown.
Flashcards; Audio 036–037; Unit 2 CLIL video and Poster
(Colors)
• Use the Classroom Presentation Tool grammar video to
present and practice the new language.
• Students practice the patterns on their own, using their
Student Book page 22 handmade flashcards.
• Write color-mixing statements on the board and leave
School Subject Connection: Art
one color blank (e.g., Blue and _____ make green.).
Lesson 4 is a cross-curricular lesson with a connection to art. Volunteers go to the board, write in the missing colors,
Encourage students to look around the classroom to see and say the statements aloud.
how many different colors there are.

Warm up
• Greet the class. Then greet individual students and review
the conversation language from Unit 2, Lesson 3. Act out
sharing something with a student (e.g., a book) and say
Let’s share. The student answers OK. Divide the class into
two groups – those who have items will offer to share, and
those who will agree – and allow them to circulate and
practice the conversation.
• Elicit the language from Unit 2, Lesson 3: Find the book.
What color is it? Students ask about other classroom
objects in Lessons 1, 2, 3, or in the classroom.

42 Unit 2
 Bonus Project
• Explain to students that they will make a poster that
shows four colors. Review colors that students have
learned and write them on the board. Students choose
four colors.
• Students draw four squares on their paper and label
each square with each of their four colors.
• Students draw pictures of objects and color them
in the correct color. Or, if you have magazines available,
they could look through the magazines and cut out
pictures of items that represent each of their colors and
glue them in the matching color square.
• Students talk about their posters in pairs, following the
model in the Student Book.

Games and Activities

Bingo (Teacher’s Guide page 114). Students use nine of
their handmade flashcards to make their Bingo board.
Two Truths and a Lie (Teacher’s Guide page 116). Hold
up an object and make three statements about it, e.g., It’s
an eraser. It’s orange. Red and blue make orange. Students
must listen carefully to catch the “lie” and then say the
correct statement: Red and yellow make orange.

Assessment for learning

Student Book page 23 Ask students to complete the self-assessment activity.
Provide consolidation activities from the Teacher’s
D Color. Then talk with your partner. Resources or the Workbook, if they need extra support.
• Review the pattern from Unit 2, Lesson 2: What color is it?
It’s (blue). Extra Practice
• Student pairs do the activity, using their books. Workbook pages 20–21
Unit 2, Lesson 4 CLIL Worksheet
ANSWER KEY
CLIL video
1 green
Classroom Presentation Tool
2 red, yellow
Online Practice
3 pink
4 brown
5 blue, red
6 black, white

EVERYBODY UP GLOBAL SKILLS

Collaboration: Direct students’ attention to the Global
skills tip. Remind them that it’s important to pay attention
when their partner is speaking, and not try to talk at the
same time.

E Look around your classroom. Find and say the

colors.
• First, practice the activity with the class. Look around the
classroom, point to a red object, and say Look! It’s red.
• Students do the activity in pairs.
• For each color, ask student pairs to say what objects they
found in the classroom.

Poster activity
• Students identify familiar objects in the poster images.
• Students talk about the poster using the speech
bubbles as a model.

Unit 2 43
 UNIT

2 Check Up

ANSWER KEY
1 b  ​2 a  ​3 e  ​4 c  ​5 d

B Write the words.

• Students look at the picture, read the question, then write
the correct word to complete the answer.
• Students practice asking and answering the questions
with a partner, using their books.
• Write new questions on the board for each picture and
have volunteers answer. Then have students practice the
new questions and answers in pairs.
ANSWERK KEY
1 This
2 blue
3 is
4 color
5 tape

Assessment for learning

Ask students to complete the self-assessment activity.
Provide consolidation activities from the Teacher’s
Resources or the Workbook, if they need extra support.

Extra Practice
Workbook page 22
Unit 2 Test
Review Language Classroom Presentation Tool
Online Practice
Unit 2 grammar and vocabulary

Materials
Audio 038

Student Book page 24

Warm up
• Elicit the vocabulary for art supplies by using the
flashcards. Hold up the cards and ask What’s this? Elicit the
answers This is (paint).
• Point to different items around the classroom and ask
What color is it? Review the words for colors from Lesson 1
and Lesson 4. Students continue the activity, working
in pairs.

A Listen and number.  038

• Play the audio. Students listen and number the items in
the order they hear them.
• Students practice saying the words in pairs, using
their books.

Audio script  038

1 It’s pink.
2 It’s chalk.
3 It’s black.
4 It’s glue.
5 It’s purple.

44 Unit 2 Check Up
UNIT

2 Phonics Bonus

Audio script  039

Let’s sing the /ɛ/ song!
Let’s sing /ɛ/ /ɛ/ /ɛ/,
Let’s sing /ɛ/ /ɛ/ /ɛ/,
Let’s sing /ɛ/
Let’s sing /ɛ/ /ɛ/ /ɛ/
/ɛ/ in jet
/ɛ/ in net
/ɛ/ in pet
/ɛ/ in wet
/ɛ/ /ɛ/ /ɛ/

B Look at A. Point and say with a partner.

• Students work with a partner. They take turns to point and
say the words.

C Listen and circle a or e.  040

• Play the first word, then pause to repeat the word and
point out the example answer.
• Play the rest of the audio. Students listen and circle the
correct sound.
• To check the answers, play the audio again and pause
after each word. Repeat the word yourself, then have
students repeat it.
• Students then work with a partner and practice saying
the words.
Objectives Audio script  040
Practice identifying and saying the short vowel sound e 1 net
in words such as pet, net, wet. 2 mat
Practice hearing the difference between the vowel 3 pet
sounds e and a in simple words. 4 wet
5 bat
Materials 6 jet
Audio 039–040, Unit 2 Phonics video ANSWER KEY
1 e  ​2 a  ​3 e  ​4 e  ​5 a  ​6 e
Student Book page 25 Extra Practice
Workbook page 23
Warm up Unit 2 Phonics Worksheet
• Elicit the words pen, pencil, desk, and red, by pointing to Phonics video
things in the classroom and asking What’s this? What Classroom Presentation Tool
color is it? Write the words on the board and underline
the e sound in each one. Say each word again, and get
students to repeat. Point out that all the words have the
same sound.

A Listen, point, and sing.   039

• Play the video or the audio to present the song as
students listen.
• Play the song again. Students listen, point, and sing.

Unit 2 Phonics 45
 UNITS

1-2 Cambridge Young Learners English

Audio script  041

Boy Look! It’s my classroom.
Woman Oh yes! And do you know these children?
Boy Yes. There’s Pat. He has yarn.
Woman Oh! It’s blue yarn!
Boy That’s right.

Narrator Can you see the line? This is an example. Now you
listen and draw lines.

Woman Who’s that? The girl with the notebook?

Boy That’s Lucy. Her notebook is red.
Woman Yes. I like it.

Woman What’s that girl’s name?

Boy The girl with the yellow eraser? That’s Anna.
Woman And is that Anna’s ruler?
Boy Yes! It’s new.

Boy And can you see Tony?

Woman Sorry? Tony?
Boy Yes! He’s the boy with the green backpack.
Woman Oh, the boy near the desk.
Boy Yes, that’s him.

Woman And who’s that boy? He’s sitting on his chair.

Boy The boy with the glue? That’s Nick.
Starters Practice 1 Woman Oh. Nick’s glue is white.
Objectives Woman There’s another girl in the classroom. She’s holding
Practice the language from Units 1 and 2 in exam-style a pen.
exercises. Boy Yes. She’s my friend. Her name’s Jane.
Woman What color is her pen?
Materials Boy It’s black.
Audio 041–042 Woman Well, I like your classroom!
Boy Me too. It’s great!
Student Book pages 26–27
Narrator Now listen again.
Warm up ANSWER KEY
• Play Categories (Teacher’s Guide page 114) to review Lines from:
vocabulary from Units 1 and 2: School supplies, Shapes, Pat to blue yarn
Art supplies, Colors. Lucy to red notebook
• Review the language from Units 1 and 2 by asking about Anna to yellow eraser (and ruler)
things in the classroom, e.g., What is it? It’s a pen. Is it a desk? Tony to green backpack
Yes, it is. What color is it? It’s (blue). Nick to white glue
Jane to black pen
Listening
A Listen and draw lines. There is one example.
 041
• Play the first part of the audio, then pause and point out
the example answer.
• Play the rest of the audio for students to listen and
draw lines.
• To check the answers, play the audio again and pause
after each item to confirm the answer.

46 Units 1–2 CYL practice

 D Look and read. Write yes or no.
• Read out the two example sentences and point out the
answers, and how they match the picture.
• Students read the sentences and write yes or no.
• When you have checked the answers, students could
work with a partner and write a correct sentence to
replace each incorrect one.
ANSWER KEY
1 yes
2 no
3 yes
4 no
5 no
Extra Practice
Unit 2 CYL Worksheet
Classroom Presentation Tool

Speaking
B Listen and point.  042
• Play the first part of the audio, then pause to elicit an
example answer.
• Play the rest of the audio. Students listen and point.

Audio script  042

Man Point to the tape.
Man Point to the pencil case.
Man Point to the ruler.
Man Point to the brown paint.
Man Point to the pencil.
Man Good job!

Reading and Writing

C Look and read. Put a tick () or a cross () in the
box. There is one example.
• Focus on the first picture and read out the sentence.
Ask Yes or no? Elicit the answer yes and point out the check
mark in the answer box.
• Students complete the task.
• When you check the answers, elicit a correct sentence for
the incorrect ones, e.g., This isn’t a circle. This is a triangle.
• Students can work with a partner and practice saying a
correct sentence about each picture.
ANSWER KEY
Top row:   ​  ​
Bottom row:   ​  ​


Units 1–2 CYL practice 47

 UNIT

3 Birthday Party

What color is it? Students answer It’s (green). (Blue and

yellow) make (green).
  A Listen, point, and say.  043
• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on their own.
• Review the command Count from the Welcome unit.
When you say count, students count up to twelve. Then
hold up different numbers of fingers and have students
count them.
• Link the language. Combine Unit 2, Lesson 2 grammar
patterns with the new vocabulary. Hold up a flashcard and
ask What number is it? Elicit It’s (seven). After a round, invite
individual students to select a flashcard, hold it up, and ask
the class what number it is.
• Play the audio. Students listen, point, and say along with
the audio.
• As an extension, student pairs practice the words by
taking turns holding up different numbers of fingers and
counting them.
  B Listen and number.  044
• Read this while pointing to the picture:
• Danny, Mike, Julie, and Emma are going to a birthday party. They
Lesson 1 Numbers •
have three balloons each.
Play the audio. Students listen and number the items in
Objectives the picture.
Talking about numbers and age Audio script  044
1 Mike Four! 7 Emma Eight!
Grammar Emma It’s black. Mike It’s yellow.
Simple present statements with be (1st person singular): 2 Emma Five! 8 Danny Two!
I’m seven. Danny It’s green. Mike It’s blue.
Information question with how: How old are you? I’m eight. 3 Mike Seven! 9 Emma Six!
Emma It’s blue. Danny It’s pink.
Vocabulary 4 Danny Ten! 10 Mike Nine!
Numbers: one, two, three, four, five, six, seven, eight, nine, Emma It’s purple. Danny It’s pink.
ten, eleven, twelve 5 Emma One! 11 Danny Eleven!
Mike It’s brown. Mike It’s gray.
Materials 6 Mike Three! 12 Emma Twelve!
Danny It’s red. Danny It’s orange.
Flashcards; Audio 043–046
• Students discuss what else they see in the picture using
previously learned language.
Student Book page 28
ANSWER KEY
From left to right: 5, 8, 6, 1, 2, 9, 3, 7, 10, 4, 11, 12
Warm up
• Greet the class. Then greet a student saying Hi, how are
you? Elicit I’m (fine). How are you? and respond. Students
greet their neighbors.
• Play Fruit Salad (Teacher’s Guide page 115) with
introductions. Walk around the circle and tap two
students on the shoulder. Those students stand and
introduce themselves: I’m (Ben). What’s your name? (My
name is) (Mark). Then they switch places.
• Elicit the Unit 2, Lesson 4 language: Blue and yellow make
green. Then hold up objects in different colors and ask

48 Unit 3
 Audio script  046
How old are you? I’m eight.
I’m = I am
1 How old are you? I’m eight.
2 How old are you? I’m five.
3 How old are you? I’m eleven.
4 How old are you? I’m seven.
5 How old are you? I’m twelve.
6 How old are you? I’m nine.
• Use the Classroom Presentation Tool grammar video to
present and practice the new language.
• Student pairs practice the pattern, using their books.
  E Look at B. Say the numbers.
• Student pairs look at the big picture in Activity B, point to
the numbers, and say them aloud.

EVERYBODY UP GLOBAL SKILLS

Critical Thinking / Communication: Direct students’
attention to the Everybody Up Friend. Students use critical
thinking and communication skills to take turns asking
and answering the question.

Games and Activities

Rollers (Teacher’s Guide page 116). In pairs, students ask
How old are you? and roll the ball to another student, who
Student Book page 29 answers I’m (eight).
Freeze (Teacher’s Guide page 115). As you play music,
  C Listen and say. Then practice.  045 students move around the room. Stop the music. Say a
• Introduce the new pattern: I’m seven. number from one to twelve. Students form groups of that
• Present the short form: I’m = I am. number.
• Present the first grammar box on page 29. Charades (Teacher’s Guide page 114). Assign pairs a
• Play the audio. Students listen and say along with the audio. number to “act out”. The class asks each pair How old
are you? The pair uses their bodies to form the number.
Audio script  045 The class guesses the number.
I’m seven.
I’m = I am Assessment for learning
1 I’m seven. Ask students to complete the self-assessment activity.
2 I’m four. Provide consolidation activities from the Teacher’s
3 I’m six. Resources or the Workbook, if they need extra support.
4 I’m ten.
5 I’m eight. Extra Practice
6 I’m three. Workbook pages 24–25
• Practice the pattern. Hold up the unit flashcards and elicit Classroom Presentation Tool
I’m (seven) for each card. Online Practice
• Students practice the sentences on their own, using
their books.

  D Listen, ask, and answer. Then practice.  046

• Introduce the pattern: How old are you? I’m eight.
• Present the second grammar box on page 29.
• Play the audio. Students listen, ask, and answer along with
the audio.

Unit 3 49
   A Listen, point, and say.  047
• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
• Introduce plural nouns. Draw students’ attention to the
–s at the end of the plural words. Explain that adding –s
makes a singular word plural. Say (doll / dolls) and students
repeat after you.
• Link the language. Display the unit flashcards of new
vocabulary words. Point to the cards, saying One doll. Two
dolls. Students repeat. Do the same for ball / balls, car /
cars, and kite / kites.
• Play the audio. Students listen, point, and say along with
the audio.
• Students practice by pointing to different toys or pictures
of toys and saying the words.

  B Listen, ask, and answer. Then practice.  048

• Introduce the new pattern: How many dolls? One doll. /
Two dolls.
• Direct students’ attention to the grammar box on page 30.
• Play the audio. Students listen, point to the items in the
picture, and say along with the audio.
Lesson 2 Toys Audio script  045
How many dolls? One doll.
Objectives How many dolls? Two dolls.
Asking and answering about toys 1 How many dolls? One doll.
2 How many dolls? Two dolls.
Grammar 3 How many cars? One car.
Information question with how many 4 How many cars? Three cars.
Plural nouns with -s: How many dolls? One doll. / Two dolls. 5 How many balls? One ball.
6 How many balls? Eight balls.
Vocabulary 7 How many kites? One kite.
8 How many kites? Seven kites.
Toys: doll, dolls, ball, balls, car, cars, kite, kites
• Use the Classroom Presentation Tool grammar video to
Materials present and practice the new language.
Flashcards; Audio 047–049; Unit 3 Song video • Student pairs practice the questions and answers, using
their books.

Student Book page 30

Warm up
• Greet the class. Greet an individual student, saying Hi. I’m
(Ms. Jones). Elicit Hi. I’m (Paige). Students practice with 3–4
other students.
• Review numbers from Unit 3, Lesson 1. Hold up the unit
flashcards and ask What number is it? Elicit It’s (four).
• Elicit the Unit 3, Lesson 1 language: How old are you?
Students practice asking and answering with their
neighbors.

50 Unit 3
 • Students sing the song again, taking turns to call out
items or pictures of items they see in the classroom.

  D Play the game. Count and say.

• Students play in pairs. Give each pair a coin and explain
that one side equals 1 space and the other side equals 2
spaces. Model the game with a student: Flip the coin and
move the number of spaces indicated. Ask the question
on the space, How many (dolls)? Elicit the answer Three
dolls. Point out the spaces where students will move
ahead and back if they land on them.
• Students take turns flipping the coin and asking and
answering questions.

  E Look at D. Point, ask, and answer.

• Student pairs look at the game boards and ask and
answer questions using the language pattern in the
speech bubbles: How many kites? Three kites. Encourage
students to use all language learned in the lesson, as well
as previously learned language.

EVERYBODY UP GLOBAL SKILLS

Critical Thinking / Collaboration: Direct students’
attention to the Everybody Up Friend. Student pairs
collaborate and use critical thinking to look around the
classroom to determine the number of different items.
Then they take turns asking and answering the question.
Student Book page 31
Games and Activities
  C Sing.   049
Blindfold (Teacher’s Guide page 114). Provide student
• Students look at the pictures and name the colors and pairs with objects for new vocabulary words (doll, dolls).
objects they see. S1 asks S2 How many (dolls)? S2 replies (Two dolls).
• Read the song lyrics with the students. How Many? (Teacher’s Guide page 115). Place 1–12 items
• As you read out each object, show students a gesture to in the box and a larger number in a pool in the middle. Ask
represent it: for a kite, holding a string with two hands and each student How many (balls)? Students try to guess the
looking up; for a car, driving; for a doll, rocking a baby; for number of items in the box, saying (Seven balls).
a ball, throwing a ball. Station Stop (Teacher’s Guide page 116). At each station
• Play the video or the audio to present the song. Then play stop, show a flashcard, and ask a student How many (cars)?
the video or audio again for students to sing along, using A correct answer wins that student a ticket.
the gestures as they sing.
Assessment for learning
Audio script  049
Ask students to complete the self-assessment activity.
How Many Kites? Provide consolidation activities from the Teacher’s
One, two, three, four, five, six, seven, eight, nine, ten, eleven, Resources or the Workbook, if they need extra support.
twelve! (x2)
How many kites? One kite! Extra Practice
How many cars? Two cars! Workbook pages 26–27
How many dolls? Three dolls! Song video
How many balls? Four balls! Classroom Presentation Tool
Four balls! Online Practice
One, two, three, four, five, six, seven, eight, nine, ten, eleven,
twelve! (x2)
How many kites? Five kites!
How many cars? Six cars!
How many dolls? Seven dolls!
How many balls? Eight balls!
One, two, three, four, five, six, seven, eight, nine, ten, eleven,
twelve! (x2)
How many kites? Nine kites!
How many cars? Ten cars!
How many dolls? Eleven dolls!
How many balls? Twelve balls!
One, two, three, four, five, six, seven, eight, nine, ten, eleven,
twelve! (x2)
Unit 3 51
 • Play the video or the audio for students to enjoy the story.
Then play the video or audio again, pausing at intervals to
check students’ understanding.

Audio script  050

My Turn!
Mike Oh, no!
Danny It’s my turn!
Emma No, it’s my turn.
Danny Oops!
Mike Julie, it’s your turn.
Julie Thank you.
Mike, Emma, and Danny Good job, Julie!
• Read the story aloud with the students. Then direct
students’ attention to the value Be fair and play the track
again. Students listen and read along. Ask if students can
think of other examples of this value.

Lesson 3 Story
Objectives
Building reading and listening skills

Conversation
Taking turns: It’s your turn. Thank you.

Value
Be fair.

Materials
Audio 034, 050–053; Unit 3 Story video

Student Book page 32

Warm up
• Greet the class and sing Let’s Share ( 034).
• Review language from Unit 2, Lesson 3: Let’s share. OK.
Encourage students to look for opportunities to use the
language in class today.
• Elicit the Unit 3, Lesson 2 language: How many desks?
Students play Binoculars (Teacher’s Guide page 114),
varying this expression as they point at items in the
classroom and say what they see.

A Talk about the pictures. Then listen and read.

  050
• Students look at the pictures and name the characters,
colors, and objects they see.
• Students say what they think could be happening
in each picture.

52 Unit 3
 • Students sing the song again, turning to partners and
using props or gestures related to the song.

  D Listen and say.  053

• Play the audio. Students listen and say along with the
audio, in pairs.

Audio script  053

It’s your turn.
Thank you.
• Students rehearse and act out the conversation. You could
ask pairs to come to the front of the class and act out the
conversation with suitable props.

EVERYBODY UP GLOBAL SKILLS

Critical Thinking / Communication: Direct students’
attention to the Everybody Up Friend. Students use critical
thinking to look at the story in Activity A and determine if
Danny is fair. Then they use communication skills to take
turns asking and answering the question.

Games and Activities

Order the Pictures (Teacher’s Guide page 115). Draw
simple pictures to illustrate the story, cut them out, and
give each student a set. Read the story aloud. Students
listen and put the pictures in order.
Act out A New Story (Teacher’s Guide page 114). Put
Student Book page 33 students in groups of four. Each group creates a new story
and acts it out for the class. Stories should demonstrate
  B Listen and number.  051
the value Be fair.
• Students look at each picture and say what they think Draw A New Story (Teacher’s Guide page 114). Using the
is happening.
existing story as a model, each student writes and draws a
• Play the audio. Students listen and number the pictures. new story with new scenes and characters. Stories should
demonstrate the value Be fair and include the target
Audio script  051
language It’s your turn. Thank you.
1 Danny It’s my turn!
Emma No, it’s my turn.
2 Danny Oops! Extra Practice
3 Julie Thank you. Workbook pages 28–29
4 Mike Julie, it’s your turn. Unit 3, Lesson 3 Values Worksheet
Story video
• Play the audio again so students can check their work. Classroom Presentation Tool
Then check answers together.
Online Practice
ANSWER KEY
From left to right: 2, 1, 4, 3

  C Sing.  052

• Students look at the pictures and talk about what they see.
• Read the song lyrics with the students.
• Play the audio to present the song. Then play the audio
again for students to sing along, using the gestures as
they sing.

Audio script  052

My Turn
Hey! Hey! Let’s play together.
It’s my turn. It’s my turn.
Hey! Hey! Let’s play together.
OK. It’s your turn.
Hey! Hey! Let’s play together.
It’s your turn. It’s your turn.
Hey! Hey! Let’s play together.
OK. It’s my turn.
(x2)

Unit 3 53
 • Review the Unit 3, Lesson 3 conversation language: It’s
your turn. Thank you. Encourage students to look for ways
to use this language in class today.

  A Watch the video. 

Before you watch: Tell the class they’re going to watch a
video about numbers. Play Find (Teacher’s Guide page 115)
and give students additional counting tasks, such as Find
three blue squares or Find a pink circle. Challenge them to
count up to twelve and back down to one, add and subtract
numbers, or perform other familiar math activities (all in
English). If possible, invite a math teacher to visit the class
and lead these activities. Ask students what they might see
in the video.
• Play the video. See Video Scripts on Teacher’s Guide
page 117 for reference.
• Play the video again. Pause the video and ask students
questions about the toys. Encourage them to answer in
full sentences to practice How many girls? (Two.) What’s
this? (It’s a doll.) What color is it? (It’s red.)

  B Listen, point, and say.  054

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can say the words on their own.
•
Lesson 4 Toys Link the language. Combine grammar from Unit 1,
Lesson 1 and Lesson 4 with the new vocabulary. Hold up a
Objectives flashcard, saying What is it? Elicit the response It’s a (game).
Hold up another flashcard and ask Is it a (game)? Students
Talking about toys
reply (Yes, it is. / No, it isn’t.).
Grammar • Play the audio. Students listen, point, and say along with
the audio.
Simple present statements with have (1st person
singular) • Student pairs practice by pointing to pictures in their
books and saying new vocabulary words.
Plural nouns with -s: I have one game / two games.
  C Listen and say. Then practice.  055
Vocabulary • Introduce the new pattern: I have one game. / I have
Toys: game, marble, puzzle, card two games.
• Introduce the plural forms of the new vocabulary: games,
Materials marbles, puzzles, cards. Remind students that adding –s
Flashcards; Audio 049, 054–055; Unit 3 CLIL video and makes a noun plural.
Poster (Toys) • Direct students’ attention to the grammar box on page 34.
• Play the audio. Students listen and say along with the audio.
Student Book page 34
Audio script  055
School Subject Connection: Math I have one game.
Lesson 4 is a cross-curricular lesson with a connection I have two games.
to math. Students can practice counting school and art games, marbles, puzzles, cards
supplies around the classroom. Review the shapes taught 1 I have two games.
in Unit 1, Lesson 4 (circle, square, triangle, rectangle). Then 2 I have eight marbles.
students can count how many of these shapes they find in 3 I have three puzzles.
the classroom. 4 I have six cards.
• Use the Classroom Presentation Tool grammar video to
Warm up present and practice the new language.
• Greet the class. Then students can greet each other • Students practice the patterns on their own, using
by saying Hi or Hello and asking and answering one their books.
question, such as How are you?, How old are you?, or What’s • Students make their own flashcards for the new
your name? vocabulary, both singular and plural. Give each student
• Sing How Many Kites? ( 049). As students sing, invite eight blank cards and drawing supplies. Students may
them to point to items or pictures of items they see in the draw up to 12 objects.
classroom.

54 Unit 3
 Bonus Project
• Explain to students that they will make a board game to
play with a partner. Hand out paper, dice, and counters.
• Review the toys that students have learned and write
them on the board.
• Students work in pairs. They draw a board with 12
squares, and fill each square with a picture, showing
different numbers of the toys they have learned.
• Explain the rules: students take turns to roll the dice and
move their counter across the board. When they land
on the square, they must say what it shows,
e.g., two cars.
• Review phrases for playing games: It’s your turn. OK.
Three cars. That’s right. It’s your turn now.
• Students then play in pairs.

Games and Activities

Memory (Teacher’s Guide page 115). Students use their
own handmade flashcards. In this version, students try to
find the matching singular and plural cards, e.g., game and
games.
Bingo (Teacher’s Guide page 114). To make their Bingo
board, students use all eight of their handmade flashcards
and one blank space to serve as a wildcard. The caller calls
out singular and plural Lesson 4 vocabulary items. When
Student Book page 35 a winner calls Bingo!, the student must say I have (one
game). I have (three marbles). I have (one puzzle).
  D Count. Fill in the graph.
Two Truths and a Lie (Teacher’s Guide page 116). Select
• Student pairs look at each picture and count the number three cards from the students’ handmade flashcards. Show
of toys in the bin. They then color in the graph with the students the cards and make three statements about
correct amount. them, e.g., I have six games. I have one card. I have two
EVERYBODY UP GLOBAL SKILLS
marbles. Students listen carefully to catch the “lie” and then
say the correct statements.
Critical thinking: Direct students’ attention to the Global
skills tip. Read out the question and ask students to look at
Assessment for learning
the graph in Activity D and think about the answer. Elicit
the answer (we make graphs to show information about Ask students to complete the self-assessment activity.
numbers clearly). Provide consolidation activities from the Teacher’s
Resources or the Workbook, if they need extra support.

  E What about you? Extra Practice

• Read the speech bubbles aloud with students: I have seven Workbook pages 30–31
cards. I have twelve marbles. Unit 3, Lesson 4 CLIL Worksheet
• In small groups, students point at objects (or pictures of CLIL video
objects) and say their own sentences using the language Classroom Presentation Tool
in the speech bubbles. Online Practice

Poster activity
• Students identify familiar objects in the poster images.
• Students talk about the poster using the speech
bubbles as a model.

Unit 3 55
 UNIT

3 Check Up

ANSWER KEY
1 a  2 a  3 b  ​4 b  ​5 b  ​6 a

B Write the sentences in order.

• Point to the example answer and point out how the
words from the prompt are written in the correct order to
make a sentence.
• Students then write the remaining sentences in order.
• Students practice saying the sentences with a partner,
using their books.
ANSWER KEY
1 How old are you?
2 I’m eight.
3 How many games?
4 I have two games.

Assessment for learning

Ask students to complete the self-assessment activity.
Provide consolidation activities from the Teacher’s
Resources or the Workbook, if they need extra support.

Extra Practice
Workbook page 32
Unit 3 Test
Unit 3 CYL Worksheet
Classroom Presentation Tool
Review Language Online Practice
Unit 3 grammar and vocabulary

Materials
Audio 056

Student Book page 36

Warm up
• Get the class to recite the numbers from 1–12.
• Review colors by pointing to different colors around the
classroom and asking: What color is it?
• Hold up flashcards of the toys from Lesson 4 and have
students call out the word. Go through the cards a few
times, getting faster each time.

A Listen and check ().  056

• Play the first part of the audio, then pause to elicit the
correct answer. Then play the rest of the audio. Students
listen and choose the correct answers.
• Students practice saying the words on their own, using
their books.

Audio script  056

1 I have three cars.
2 I have one doll.
3 How many marbles? Four marbles.
4 How many puzzles? Two puzzles.
5 I have eight cards.
6 How many kites? Two kites.

56 Unit 3 Check Up
UNIT

3 Phonics Bonus

Audio script  057

Let’s sing the /ɪ/ song!
Let’s sing /ɪ/ /ɪ/ /ɪ/,
Let’s sing /ɪ/ /ɪ/ /ɪ/,
Let’s sing /ɪ/
Let’s sing /ɪ/ /ɪ/ /ɪ/
/ɪ/ in big
/ɪ/ in dig
/ɪ/ in fig
/ɪ/ in wig
/ɪ/ /ɪ/ /ɪ/

B Look at A. Point and say with a partner.

• Students work with a partner. They take turns to point and
say the words.

C Listen and match the rhyming words.  058

• Elicit the idea of rhyming words using examples from the
students’ own language. Then say some pairs of words in
English, some rhyming and some not, e.g., hat / bat, big /
pen. After each pair, ask Do they rhyme?
• Play the audio. Students listen and match the rhyming
pairs.
• To check the answers, play the audio again and pause
after each word and elicit the word that rhymes.
• Students then practice saying the rhyming pairs with a
partner, using their books.
Objectives
Practice identifying and saying the short vowel sound i in Audio script  058
words such as big, dig, wig, fig. 1 big
Practice hearing the difference between the vowel 2 rat
sounds i, a, and e in simple words. 3 jet
4 net
Materials 5 wig
Audio 057–058, Unit 3 Phonics video 6 cat
ANSWER KEY
1 b
Student Book page 37
2 c
Warm up 3 a
• Elicit the word six, by counting up to five and asking Extra Practice
students to say the next number. Write the word on the Workbook page 33
board and underline the i sound in it. Say the word again, Unit 3 Phonics Worksheet
and get students to repeat. Phonics video
• Point to something in the class and ask What color is it? Classroom Presentation Tool
Elicit the answer, then write the question on the board.
Underline the i sounds in is and it. Say the words again
and get students to repeat.

A Listen, point, and sing.   057

• Play the video or the audio to present the song as
students listen.
• Play the song again. Students listen, point, and sing.

Unit 3 Phonics 57
 UNIT

4 Home

  A Listen, point, and say.  059

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
• Play Guess the Next Card (Teacher’s Guide page 115)
using the unit flashcards.
• Link the language. Combine Unit 1, Lesson 1 grammar
patterns with the new vocabulary. Hold up a flashcard and
ask What is it? Elicit It’s a (mother).
• Play the audio. Students listen, point, and say along with
the audio.
• Display the flashcards around the classroom. Students
practice by pointing to the flashcards and saying
the words.

  B Listen and number.  060

• Read this while pointing to the picture:
Julie is at Emma’s house. Hello! This is Emma’s sister. Her name
is Ann. This is Emma’s mother, father, and brother. There is
Emma’s grandmother and grandfather, too.
• Play the audio. Students listen and number the items in
the picture.

Audio script  060

Lesson 1 Family Ann Hi, Emma!
Emma Hi, Ann!
Objectives 1 Emma Julie, my mother.
Talking about family members 2 Emma My father.
3 Emma My brother.
Grammar 4 Emma My sister.
Demonstrative pronoun this: This is my mother. 5 Emma My grandmother.
Information question with who: Who’s this? This is my 6 Emma And my grandfather.
mother. Julie Nice to meet you.
All Nice to meet you, too.
Vocabulary • Invite students to talk about what else they see in the
Family: mother, father, brother, sister, grandmother, picture, using previously learned language.
grandfather ANSWER KEY
(Clockwise from left)
Materials 4 sister  5 grandmother  6 grandfather  1 mother
Flashcards; Audio 017, 059–062 2 father 3 brother

Student Book page 38

Warm up
• Greet the class and sing Hi! How Are You? ( 017).
• Play Fruit Salad (Teacher’s Guide page 115). Call out
the names of two students seated in the circle. Those
two students stand, ask each other How old are you?, and
respond I’m (eight). Then they switch places.
• Elicit the Unit 3, Lesson 4 language: I have two games.
Students find toys in the classroom and practice their own
sentences with their neighbors.

58 Unit 4
 Audio script  062
Who’s this? This is my mother.
Who’s = Who is
1 Who’s this? This is my mother.
2 Who’s this? This is my father.
3 Who’s this? This is my sister.
4 Who’s this? This is my brother.
5 Who’s this? This is my grandmother.
6 Who’s this? This is my grandfather.
• Use the Classroom Presentation Tool grammar video to
present and practice the new language.
• Students practice the pattern in pairs, using their books.
• Play Word Roll (Teacher’s Guide page 116). Each student
makes a die using the six new words. Pairs roll their dice
and practice the pattern.

  E Look at B. Point, ask, and answer.

• Student pairs look at the big picture in Activity B and
practice asking and answering with the pattern in the
bubbles: Who’s this? This is my (brother).

EVERYBODY UP GLOBAL SKILLS

Communication / Creativity: Direct students’ attention
to the Everybody Up Friend. Students draw a picture of
their own family similar to the Everybody Up Friend’s
picture. Students use communication skills to take turns
Student Book page 39 asking and answering the question about each other’s
picture.
  C Listen and say. Then practice.  061
• Introduce the new pattern: This is my mother. Games and Activities
• Present the first grammar box on page 39. Teacher’s Mistake (Teacher’s Guide page 116). Draw a
• Play the audio. Students listen and say along with the audio. picture of your own family. Point to each person and say
This is my (father). Students watch and listen carefully.
Audio script  061 When they catch a mistake, they say the correct sentence.
This is my mother. Circles (Teacher’s Guide page 114). Inner-ring students
1 Emma This is my mother. hold their family drawings. Outer-ring students point to
2 Emma This is my father. a person in the drawing and ask Who’s this? Inner-ring
3 Emma This is my brother. students answer This is my (sister).
4 Emma This is my grandfather. Picture Sentences (Teacher’s Guide page 115). Prepare
5 Emma This is my sister. word cards for Who’s, This, this, is, and my. Display these
6 Emma This is my grandmother. cards and the unit flashcards. Say to a student pair Who’s
• Practice the pattern with the students. Hold up the unit this? This is my (brother). They put the cards in the correct
flashcards and elicit This is (my mother). order.
• Students practice the sentences by themselves.
Assessment for learning
  D Listen, ask, and answer. Then practice.  062 Ask students to complete the self-assessment activity.
• Introduce the pattern: Who’s this? This is my mother. Provide consolidation activities from the Teacher’s
• Present the short form: Who’s = Who is. Resources or the Workbook, if they need extra support.
• Present the second grammar box on page 39.
• Play the audio. Students listen, ask, and answer along with Extra Practice
the audio. Workbook pages 34–35
Classroom Presentation Tool
Online Practice

Unit 4 59
 • Link the language. Combine grammar patterns from
Unit 2, Lesson 1 with the new vocabulary. Hold up a
flashcard and ask What’s this? Elicit This is (juice). Continue
with new words.
• Play the audio. Students listen, point, and say along with
the audio.
• Give four blank cards and drawing supplies to each
student. Then they make flashcards for the new
vocabulary. Students practice pointing to their own
flashcards and saying the words.

  B Listen and say. Then practice.  064

• Introduce the new pattern: I like juice. / I don’t like juice.
• Present the short form: don’t = do not.
• Direct students’ attention to the grammar box on page 40.
• Play the audio. Students listen, point to the items in the
picture, and say along with the audio.

Audio script  064

I like juice.
I don’t like juice.
don’t = do not
1 Emma I like chicken.
Julie I don’t like chicken.
2 Emma I like juice.
Julie I don’t like juice.
Lesson 2 Food 3 Julie I like fish.
Emma I don’t like fish.
Objectives 4 Julie I like ice cream.
Emma I don’t like ice cream.
Talking about likes and dislikes with food
• Use the Classroom Presentation Tool grammar video to
Grammar present and practice the new language.
Affirmative and negative statements with like (1st person • Student pairs practice the pattern, using their handmade
singular): I like juice / don’t like juice. flashcards.

Vocabulary
Food: juice, chicken, fish, ice cream

Materials
Flashcards; Audio 063–065; Unit 4 Song video

Student Book page 40

Warm up
• Greet a student at the front of the classroom, saying
Hello, (Jenny). How are you? Elicit I’m (fine), thank you.
That student greets the next student, and so on around
the room.
• Review Unit 4, Lesson 1 language. Hold up the unit
flashcards and ask Who’s this? Elicit This is my (father).
Continue with other vocabulary words.
• Students practice their own conversations with their
neighbors, using the drawings they made for Lesson 1.

  A Listen, point, and say.  063

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.

60 Unit 4
   D What about you? Draw � or �.
• Students draw a smiley face or a sad face in the
appropriate column beside each food.
• Using their completed charts, students practice saying
I like (ice cream) or I don’t like (juice).

  E Look at D. Point, ask, and answer.

• Student pairs talk about their completed charts in
Activity D using the language pattern in the speech
bubbles: I like ice cream. I don’t like chicken. Encourage
students to use all language learned in the lesson, as well
as previously learned language.

EVERYBODY UP GLOBAL SKILLS

Communication / Collaboration: Direct students’
attention to the Everybody Up Friend. Students use
collaboration skills to look together at their charts from
Activity D and their communication skills to take turns
asking and answering the question.

Games and Activities

Card Grab (Teacher’s Guide page 114). Students play
alone, using their own handmade flashcards. When you
call a word, students race to hold up the correct card.
Buzzers (Teacher’s Guide page 114). Use the unit
flashcards. The first student to slap the “buzzer” can win a
Student Book page 41 point by making a sentence using the prompt card: I (like)
(ice cream).
  C Sing.   065 Memory (Teacher’s Guide page 115). In groups of four,
• Students look at the pictures and name the foods using four sets of student-made flashcards, students make
they see. a sentence about each card they turn over.
• Read the song lyrics with the students. Each time you
read I like, make a “thumbs up” gesture and nod your head. Assessment for learning
Each time you read I don’t like, make a “thumbs down” Ask students to complete the self-assessment activity.
gesture and shake your head. Encourage students to copy Provide consolidation activities from the Teacher’s
your gestures. Resources or the Workbook, if they need extra support.
• Play the video or the audio to present the song. Then play
the video or audio again for students to sing along, using Extra Practice
the gestures as they sing. Workbook pages 36–37
Song video
Audio script  065 Classroom Presentation Tool
I Like Chicken! Online Practice
I like chicken! I like fish! I like ice cream!
What’s this? This is juice.
Uh-oh! Uh-oh! I don’t like juice!
Chicken, chicken, ice cream, fish! I like ice cream!
What’s this? This is juice. This is juice.
Uh-oh! Uh-oh! Uh-oh!
I like chicken! I like fish! I like ice cream!
What’s this? This is juice.
Uh-oh! Uh-oh! Uh-oh! I don’t like juice!
(x2)
I don’t like juice!
• Students sing the song again, pointing to foods shown on
their handmade flashcards.

Unit 4 61
 • Play the video or the audio for students to enjoy the story.
Then play the video or audio again, pausing at intervals to
check students’ understanding.

Audio script  066

Cookies
Julie I have three cookies.
Emma Me, too.
Emma Mmm, I like cookies.
Julie Me, too.
Ann Oh, no!
Emma Here you are.
Ann Thank you.
Emma You’re welcome.
• Read the story aloud with the students. Then direct
students’ attention to the value Be kind and play the track
again. Students listen and read along. Ask if students can
think of other examples of this value.

Lesson 3 Story
Objectives
Building reading and listening skills

Conversation
Offering something to someone: Here you are. Thank you.
You’re welcome.

Value
Be kind.

Materials
Flashcards; Audio 065, 066–69; Unit 4 Story video

Student Book page 42

Warm up
• Greet the class and ask students to sing I Like Chicken!
( 065).
• Review food vocabulary. Hold up the unit flashcards one
by one, eliciting words without saying them yourself.
Begin again, speeding up the activity as students become
comfortable.
• Elicit the Lesson 2 language: I like chicken. What about
you? Students can practice their own conversations with
their neighbors.

  A Talk about the pictures. Then listen and read. 

 066
• Students look at the pictures and name the characters,
colors, and foods they see.
• Students say what they think could be happening
in each picture.

62 Unit 4
   D Listen and say.  069
• Play the audio. Students listen and say along with the
audio, in pairs.
• In small groups, students rehearse and act out the
conversation. You could ask pairs to come to the front of
the class and act out the conversation with suitable props.

EVERYBODY UP GLOBAL SKILLS

Critical Thinking / Communication: Direct students’
attention to the Everybody Up Friend. Students use critical
thinking to look at the story in A and determine who is
kind. Then they use communication skills to take turns
asking and answering the question.

Games and Activities

Draw A New Story (Teacher’s Guide page 114). Using the
existing story as a model, each student writes and draws a
new story with new scenes and characters. Stories should
demonstrate the value Be kind and include the target
language Here you are. Thank you. You’re welcome.
Toss and Tell (Teacher’s Guide page 116). A student says
a line from the story and tosses a beanbag or ball to the
next student, who responds (following the story). Review
possible exchanges before starting:
I have three cookies. / Me, too.
I like cookies. / Me, too.
Student Book page 43
Here you are. / Thank you.
  B Listen and number.  067 Thank you. / You’re welcome.
• Students look at each picture and say what they think
is happening. Extra Practice
Workbook pages 38–39
• Play the audio. Students listen and number the pictures.
Unit 4, Lesson 3 Values Worksheet
Audio script  067 Story video
1 Julie I have three cookies. Classroom Presentation Tool
Emma Me, too. Online Practice
2 Emma Here you are.
Ann Thank you.
Emma You’re welcome.
3 Ann Oh, no!
4 Emma Mmm, I like cookies.
• Play the audio again so students can check their work.
Then check answers together.
ANSWER KEY
1 d  2 b  3 c  4 a

  C Sing.  068

• Students look at the picture and talk about what they see.
• Read the song lyrics with the students.
• Play the audio to present the song. Then play the audio again
for students to sing along, using the gestures as they sing.
• Students sing the song again, using props or gestures
related to the song.

Audio script  068

Thank You!
Here you are.
A cookie? For me?
Yes, for you. A cookie.
Here you are.
Thank you. Thank you. Thank you.
You’re welcome.
(x2)
Unit 4 63
 out pictures or props, and let students practice the
conversation with members of the other group.

  A Watch the video. 

Before you watch: Tell the class they’re going to watch a
video about food. If possible, research information or invite a
social studies teacher to visit the class and talk about all the
countries that eat rice, bread, and pizza. Ask students what
foods they might see in the video.
• Play the video. See Video Scripts on Teacher’s Guide
page 117 for reference.
• Play the video again. Pause the video and ask students
questions about the food. Encourage them to answer in
full sentences. Ask How many cakes? (Nine.) What’s this?
(It’s juice. I like juice!)

  B Listen, point, and say.  070

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
• Link the language. Combine grammar from Unit 1,
Lesson 2 with the new vocabulary. Hold up each flashcard,
saying Is it (pizza)? Elicit the response Yes, it is. / No, it isn’t.
Continue with additional cards and words.
Lesson 4 Food • Play the audio. Students listen, point, and say along with
the audio.
Objectives • Students make flashcards for the new vocabulary. Give
Asking and answering about food each student four blank cards and drawing supplies. When
students are done, they can point to the pictures and say
Grammar the new words.
Information question with what: What’s this? This is pizza.   C Listen, ask, and answer. Then practice.  071
I like pizza.
• Introduce the new pattern: What’s this? This is pizza.
I like pizza.
Vocabulary
Food: pizza, rice, cake, bread
• Present the short form: What’s = What is.
• Direct students’ attention to the grammar box on page 44.
Materials • Play the audio. Students listen and say along with the audio.
Flashcards; Audio 068, 070–071; Unit 4 CLIL video and
Audio script  071
Poster (Food)
What’s this?
This is pizza. I like pizza.
Student Book page 44 What’s = What is
1 What’s this? This is pizza. I like pizza.
School Subject Connection: Social Studies 2 What’s this? This is rice. I like rice.
Lesson 4 is a cross-curricular lesson with a connection to 3 What’s this? This is cake. I like cake.
social studies. Talk about the different foods on page 44: 4 What’s this? This is bread. I like bread.
Do you eat (rice)? Ask students what their favorite snacks are. • Use the Classroom Presentation Tool grammar video to
Ask if all of their friends eat the same food. Talk about how present and practice the new language.
people in different countries eat many of the same foods. • Students practice the patterns in pairs, using their
handmade flashcards.
Warm up
• Greet the class. Then greet individual students and ask
different questions with familiar language, e.g., Hi, Ted.
How are you? Hello, Bella. How old are you?
• Sing Thank You! ( 068).
• Review the Unit 4, Lesson 3 conversation language.
Use a picture or prop and gestures to act out sharing
some food with a student. Say to this student Here
you are. The student answers Thank you. You respond
You’re welcome. Divide the class into two groups, hand

64 Unit 4
 Bonus Project
• Explain to students that they will make a book
about themselves. Tell them the title of their book is
their name.
• Write on the board the categories: family, food, toys. Ask
students to make a book with pictures of these things.
• Students then work in pairs. They ask and answer
questions about the pictures in their book.

Games and Activities

Simon Says (Teacher’s Guide page 116). Students use
their own handmade flashcards. Tell students they can
take a step forward if they hear you say Simon says.
Call out phrases using the unit flashcards and Lesson 4
language: (Simon says) This is (pizza). I like (pizza). You can
include Lesson 2 vocabulary as well (juice, chicken, fish, ice
cream).
Down the Line (Teacher’s Guide page 114). Play as a class,
or in groups using student-made flashcards for Lesson 2
and Lesson 4. For a challenge question, choose a flashcard
and ask What’s this? The student answers This is (rice). I like
(rice).
Telephone (Teacher’s Guide page 116). Students form a
line. Whisper a different sentence to the student at each
end of the line, e.g., This is cake. I like cake or I like juice.
Student Book page 45 I don’t like chicken.

D Draw food pictures. Assessment for learning

• Focus students’ attention on the column headers I like Ask students to complete the self-assessment activity.
and I don’t like. Students draw pictures of foods under the Provide consolidation activities from the Teacher’s
appropriate column in their books. Resources or the Workbook, if they need extra support.

EVERYBODY UP GLOBAL SKILLS Extra Practice

Emotional self-regulation and well-being: It is Workbook pages 40–41
important to encourage students to be kind and Unit 4, Lesson 4 CLIL Worksheet
thoughtful, to avoid hurting each other’s feelings. CLIL video
Remind them that saying good things about someone’s Classroom Presentation Tool
work makes that person feel confident and good about Online Practice
themselves, whereas saying bad things can upset them
and make them lose confidence.

  E Look at your food pictures. Ask and answer.

• Student pairs look at their Activity D drawings. They ask
and answer questions using the language pattern in
the speech bubbles: What’s this? This is cake. I like cake!
Encourage students to use all language learned in the
lesson, as well as previously learned language.

Poster activity
• Students identify familiar objects in the poster images.
• Students talk about the poster using the speech
bubbles as a model.

Unit 4 65
 UNIT

4 Check Up

B Listen and number.  072

• Play the audio. Students listen and number the pictures.
• Students then practice saying the words with a partner,
using their books.

Audio script  072

1 Who’s this? This is my mother.
2 What’s this? This is bread.
3 Who’s this? This is my grandfather.
4 I don’t like fish.
5 This is juice. I like juice.
6 Who’s this? This is my sister.
ANSWER KEY
a ​6 ​  ​b ​2 ​  ​c ​1 ​  ​d ​5 ​  ​e ​3 ​  ​f ​4

Assessment for learning

Ask students to complete the self-assessment activity.
Provide consolidation activities from the Teacher’s
Resources or the Workbook, if they need extra support.

Extra Practice
Workbook page 42
Unit 4 Test
Mid-term Test
Classroom Presentation Tool
Online Practice
Review Language
Unit 4 grammar and vocabulary

Materials
Audio 072

Student Book page 46

Warm up
• Elicit the Unit 4, Lesson 2 language: I like ice cream. I don’t
like chicken. Students create and practice their own
expressions.
• Review the family vocabulary from Unit 4, Lesson 1 by
holding up flashcards and saying a word, sometimes
correct and sometimes incorrect. Students call out Yes or
call out No and then call out the correct word. Go through
the cards a few times.

A Read and circle.

• Read out the first question and point out the correct
answer.
• Students read the questions or sentences and circle the
correct answers.
• They then practice saying the questions or sentences and
the correct answers in pairs.
ANSWER KEY
1 b  2 a  3 a  4 b  5 a  6 b

66 Unit 4 Check Up
UNIT

4 Phonics Bonus

Audio script  073

Let’s sing the /ʌ/ song!
Let’s sing /ʌ/ /ʌ/ /ʌ/,
Let’s sing /ʌ/ /ʌ/ /ʌ/,
Let’s sing /ʌ/
Let’s sing /ʌ/ /ʌ/ /ʌ/
/ʌ/ in cut
/ʌ/ in hut
/ʌ/ in nut
/ʌ/ /ʌ/ /ʌ/

B Look at A. Point and say with a partner.

• Students work with a partner. They take turns to point and
say the words.

C Listen and circle.  074

• Remind students of the e, a, and i sounds by eliciting
examples of words with each sound, e.g., red, cat, six.
• Play the first word of the audio and point out the example
answer. Play the rest of the audio. Students listen and
circle the correct sound.
• To check the answers, play the audio again and pause
after each word and elicit the correct sound.
• Students then practice saying the words with a partner,
using their books.

Audio script  074

Objectives 1 nut
Practice identifying and saying the short vowel sound u 2 big
in words such as cut, hut, nut. 3 net
Practice hearing the difference between the vowel 4 hut
sounds u, i, a, and e in simple words. 5 cut
6 bat
Materials ANSWER KEY
Audio 073–074, Unit 4 Phonics video 1 u  2 i  3 e  4 u  5 u  6 a
Extra Practice
Student Book page 47 Workbook page 43
Unit 4 Phonics Worksheet
Warm up Phonics video
• Elicit the word puzzle, by showing the flashcard from Classroom Presentation Tool
Unit 3, Lesson 4. Write the word on the board and
underline the u sound in it. Say the word again, and get
students to repeat.

A Listen, point, and sing.   073

• Play the video or the audio to present the song as
students listen.
• Play the song again. Students listen, point, and sing.

Unit 4 Phonics 67
 UNITS

3-4 Cambridge Young Learners English

• To check the answers, play the audio again and pause
after each item to confirm the answer. Write the names on
the board, repeating each letter as you write it.

Audio script  075

Woman Happy birthday, Ben!
Boy Thank you.
Woman How old are you?
Boy I’m eight today.
Woman Wow, eight!

Woman Who’s this?

Boy This is my sister.
Woman What’s her name?
Boy It’s Emma.
Woman Is that E-M-M-A?
Boy Yes. Emma.

Narrator Can you see the answers? Now you listen and write
a name or a number.

1 Boy Look! Balloons for my birthday.

Woman I like balloons. How many are there?
Boy There are nine balloons.
Woman Nine! That’s a lot!

2 Woman What’s your brother’s name?

Starters Practice 2 Boy It’s Jack.
Woman Is that J-A-C-K?
Objectives Boy Yes, that’s right.
Practice the language from Units 3 and 4 in exam-style
exercises. 3 Boy It’s Jack’s birthday today, too!
Woman Oh, look! Jack has a present!
Materials Boy Yes, he has a car.
Audio 075–076 Woman One nice new blue car!

4 Woman How old is Jack?

Student Book pages 48–49 Boy He’s six today.
Woman Cool. Happy birthday, Jack!
Warm up Boy Haha! He’s very happy!
• Play Categories (Teacher’s Guide page 114) to review
vocabulary from Units 3 and 4: Colors, Toys, Family, Food. 5 Boy This is Emma’s friend.
• Review the language from Units 3 and 4 by asking Woman She likes pizza!
questions or saying sentences and getting students to Boy Her name is Alice.
respond, e.g., How old are you? (I’m eight). I like chicken. Woman Is that A-L-I-C-E?
(I don’t like chicken!) How many pens? (three pens). Boy Yes! It’s a great name!
ANSWER KEY
Listening 1 9  ​2 Jack  ​3 1  ​4 6  ​5 Alice
A Read the questions. Listen and write a name or a
number. There are two examples.  075
• Read out the first two questions, then play the first part of
the audio, as far as: Can you see the answers? Now you listen
and write a name or a number.
• Pause the audio and point out the two example answers.
• Read out the remaining five questions, then play the rest
of the audio for students to listen and write the answers.

68 Units 3–4 CYL practice

 Reading and Writing
C Look at the pictures. Look at the letters.
Write the words.
• Focus on the first picture and point out the balloon
attached to it. Point out the letters in the balloon, and the
completed word ball.
• Students complete the task.
• When you check the answers, get students to spell the
words, so you can check they have written them correctly.
• Students can work with a partner and practice saying
a correct sentence about each picture, e.g., It’s a ball. It’s
black and white.
ANSWER KEY
1 sister
2 kites
3 grandfather
4 puzzle
5 marble

D Look and read. Write yes or no.

• Read out the two example sentences and point out the
answers, and how they match the picture.
• Students read the sentences and write yes or no.
• When you have checked the answers, students could
work with a partner and write a correct sentence to
Speaking replace each incorrect one.
B Listen and put the cards on the picture.  076 ANSWER KEY
• Download the Picture Cards from the Teacher’s Resources 1 no  ​2 no  ​3 yes  ​4 yes  ​5 no
on Oxford English Hub and hand them out to the
Extra Practice
students.
Unit 4 CYL Worksheet
• Demonstrate the task by saying: Point to the father. Classroom Presentation Tool
Students work in pairs and point. Hold up the ice cream
card and say: Put the ice cream on his plate. Students put
the ice cream card on the plate.
• Ask students to remove that card, then play the audio for
them to listen and put the cards in the correct place.
• To check the answers, play the audio again and show
where each card should go.
• Students then practice saying where the things are with
a partner. They can move the cards and practice again.

Audio script  076

Narrator Listen and put the cards on the picture.
Woman Point to the father. Put the chicken on his plate.
Woman Point to the mother. Put the ice cream on her plate.
Woman Point to the grandmother. Put the cake next to her.
Woman Point to the brother. Put the juice on his plate.
Woman Good job!
ANSWER KEY
the chicken on the father’s plate
the ice cream on the mother’s plate
the cake next to the grandmother
the juice on the brother’s plate

Units 3–4 CYL practice 69

 UNIT

5 The Park

• Elicit the language from Unit 4, Lesson 4: I like ice cream.

I don’t like fish. Students circulate and practice their own
conversations with their neighbors.

  A Listen, point, and say.  077

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
• Link the language. Combine Unit 1, Lesson 1 grammar
patterns with the new vocabulary. Hold up a flashcard and
ask What is it? Elicit It’s a (flower).
• Play the audio. Students listen, point, and say along with
the audio.
• Display the flashcards around the classroom. Student
pairs practice by pointing to the flashcards and saying the
words to each other.

  B Listen and number.  078

• Read this while pointing to the picture:
Julie, Mike, and Emma are at the park. Emma’s sister is here,
too. It’s a beautiful day! Mike has a camera. Emma has a dog.
There is a red flower. There are six gray rocks. Look! Do you see
the yellow birds in the green tree?
• Play the audio. Students listen and number the items in
Lesson 1 Nature the picture.

Objectives Audio script  078

1 Julie How many flowers, Mike?
Talking about nature
Mike One flower. It’s red.
2 Mike How many rocks, Julie?
Grammar
Julie Six. Six gray rocks.
Modal verb can for ability 3 Mike Wow!
Direct objects (S-V-O sentences): I can see a flower / Julie What is it?
flowers. Mike It’s a river.
Information question with what: What can you see? I can 4 Julie It’s a circle. What is it?
see a flower / flowers. Mike It’s a lake.
5 Julie It’s green.
Vocabulary Mike It’s a tree. Look! Two yellow birds.
Nature: flower, tree, rock, river, hill, lake 6 Julie It’s green, too. What is it?
Mike Hmmm. It’s a hill …
Materials • Invite students to talk about what else they see in the
Flashcards; Audio 077–080 picture, using previously learned language.
ANSWER KEY
(Clockwise from top left)
Student Book page 50
6 hill  ​4 lake  ​3 river  ​5 tree  ​2 rocks  ​1 flowers
Warm up
• Greet the class. Offer an object to an individual student,
saying Here you are from the Unit 4, Lesson 3 conversation.
Elicit Thank you as a response. Then say You’re welcome.
Student pairs can practice this conversation.
• Review Unit 4, Lesson 1 language. Hold up the unit
flashcards and elicit the words. Student pairs use their Unit
4 book projects to practice the pattern: Who’s this? This is
my (mother).

70 Unit 5
 Audio script  080
What can you see? I can see a flower.
What can you see? I can see flowers.
1 What can you see? I can see a flower.
2 What can you see? I can see lakes.
3 What can you see? I can see trees.
4 What can you see? I can see hills.
5 What can you see? I can see a rock.
6 What can you see? I can see rivers.
• Use the Classroom Presentation Tool grammar video to
present and practice the new language.
• Student pairs practice the pattern, using their handmade
cards.

  E Look at B. Point, ask, and answer.

• Student pairs look at the big picture in Activity B and
practice with the pattern in the speech bubbles.

EVERYBODY UP GLOBAL SKILLS

Communication / Collaboration: Direct students’
attention to the Everybody Up Friend. Student pairs
collaborate to find vocabulary items around the classroom
and use communication skills to take turns asking and
answering the question.

Games and Activities

Student Book page 51 Beanbag Toss (Teacher’s Guide page 114). Use the unit
flashcards. A student aims a beanbag at a card and says
  C Listen and say. Then practice.  079 the word.
• Introduce the new pattern: I can see a flower / flowers. Card Grab (Teacher’s Guide page 114). Use student-made
• Introduce the plural forms of the vocabulary items: flowers, cards. Say I can see (lakes).
trees, rocks, rivers, hills, lakes. Binoculars (Teacher’s Guide page 114). Display the unit
• Direct students’ attention to the first grammar box on flashcards. Ask What can you see?
page 51.
• Play the audio. Students listen and say along with the Assessment for learning
audio. Ask students to complete the self-assessment activity.
Provide consolidation activities from the Teacher’s
Audio script  079 Resources or the Workbook, if they need extra support.
I can see a flower.
I can see flowers. Extra Practice
flowers, rocks, rivers, trees, hills, lakes Workbook pages 44–45
1 I can see flowers. Classroom Presentation Tool
2 I can see a tree. Online Practice
3 I can see rocks.
4 I can see a river.
5 I can see a hill.
6 I can see a lake.
• Students practice the sentences on their own, using
their books.
• Hand out six blank cards and art supplies to each student.
Students make flashcards for the new vocabulary. Instruct
them to draw pictures representing the singular form on
one side of the card, and the plural on the other side.

  D Listen, ask, and answer. Then practice.  080

• Introduce the new pattern: What can you see? I can see a
flower / flowers.
• Present the second grammar box on page 51.
• Play the audio. Students listen, ask, and answer along with
the audio.

Unit 5 71
 • Say each phrase and mime the action. Students watch
carefully without speaking. Then mime or act each action
and ask students to produce the correct verb phrase.
Repeat several times, varying the order and whether you
begin with speaking or miming. After a few rounds, mime
only and students can call out the words.
• Play the audio. Students listen, point, and say along with
the audio.
• Link the language. Student pairs take turns acting out
actions and saying verb phrases to each other.

  B Listen and say. Then practice.  082

• Introduce the new pattern: I can play soccer. / I can’t
play soccer.
• Present the short form: can’t = can not.
• Direct students’ attention to the grammar box on page 52.
• Play the audio. Students listen, point to the items in the
picture, and say along with the audio.

Audio script  082

I can play soccer.
I can’t play soccer.
can’t = can not
1 Danny I can play soccer.
2 Emma I can’t play soccer.
3 Julie I can jump rope.
Lesson 2 Playtime 4 Mike I can’t jump rope.
5 Emma’s dad I can fly a kite.
Objectives 6 Ann I can’t fly a kite.
7 Alex I can’t ride a bike.
Talking about abilities and playtime
8 James I can ride a bike.
Grammar • Use the Classroom Presentation Tool grammar video to
present and practice the new language.
Affirmative and negative statements with can for ability
• Student pairs practice the pattern, using their books.
Direct objects (S-V-O sentence): I can / I can’t play soccer.

Vocabulary
Abilities: play soccer, jump rope, fly a kite, ride a bike

Materials
Flashcards; Audio 052, 081–083; Unit 5 Song video

Student Book page 52

Warm up
• Greet the class and sing My Turn ( 052).
• Review Unit 5, Lesson 1 language and any previously
learned language. Using your hands as binoculars, look
around the room and say I can see (a kite). Then ask each
student What can you see? and elicit their answers.
• Place student’s drawings from Lesson 1 around the
classroom. Elicit the language from Unit 5, Lesson 1: What
can you see? I can see trees. Students circulate and practice
asking and answering.

  A Listen, point, and say.  081

• Use the Classroom Presentation Tool interactive activity to
present the new verb phrases. Alternatively, you can use
the unit flashcards to present the new phrases.
• Continue until students can produce the verb phrases on
their own.

72 Unit 5
 • In pairs, students compare their answers and practice
saying sentences to each other.

  E Look at D. Talk with your partner.

• Student pairs use the chart in Activity D to practice
making sentences using the pattern in the speech
bubbles: I can play soccer. I can’t fly a kite. Encourage
students to expand their answers using previously learned
language, e.g., I can play soccer. I have a ball. I like soccer.

EVERYBODY UP GLOBAL SKILLS

Critical Thinking / Communication: Direct students’
attention to the Everybody Up Friend. Students use critical
thinking to look on pages 52–53 and determine the
number of bikes. Then they use communication skills to
take turns asking and answering the question. Students
can also ask each other questions about other items on
the pages.

Games and Activities

Charades (Teacher’s Guide page 114). Use the unit
flashcards. Divide the class in half or in four groups. Show
one member of each group a different flashcard. That
student returns to the group and mimes the action while
the group tries to say the correct action.
Station Stop (Teacher’s Guide page 116). Use the unit
flashcards. Make a track around the room and prepare
Student Book page 53
the tickets. Each time the train stops, show one student a
flashcard. The student says I can (ride a bike) or I can’t (ride
  C Sing.   083
a bike) and receives a ticket. The student with the most
• Students look at the pictures and name the objects tickets wins.
they see.
Gaps (Teacher’s Guide page 115). Create a text using two
• Ask students to stand up. Read the song lyrics with them. sentences from the lesson. Students write in the correct
Each time you read one of the abilities, mime doing the verb phrases. Prepare several different texts and a copy for
action and encourage students to copy your gestures, e.g., each student.
play soccer: kick a ball; fly a kite: hold a kite string in both
hands and look up; jump rope: turn a rope with your
Assessment for learning
hands and jump; see a ball: make binoculars with
your hands. Ask students to complete the self-assessment activity.
Provide consolidation activities from the Teacher’s
• Play the video or the audio to present the song. Then play
Resources or the Workbook, if they need extra support.
the video or audio again for students to sing along, using
the gestures as they sing.
Extra Practice
Audio script  083 Workbook pages 46–47
Song video
I Can!
Classroom Presentation Tool
I can! I can’t! I can! I can’t!
Online Practice
I can play soccer. I can’t fly a kite.
I can jump rope. I can’t ride a bike.
I can see a ball, red and blue.
What about you?
I can’t! I can! I can’t! I can!
I can’t play soccer. I can fly a kite.
I can’t jump rope. I can ride a bike.
I can’t see a ball, red and blue.
I can see you!
(x2)
• Students sing the song again, creating their own I can
or I can’t sentences, and miming the actions as they sing
them.

  D What about you?

• Students complete the chart for themselves by making an
X in the appropriate column next to each verb phrase.

Unit 5 73
   A Talk about the pictures. Then listen and read.
  084
• Students look at the pictures and name the characters,
objects, and colors they see.
• Students say what they think could be happening
in each picture.
• Play the video or the audio for students to enjoy the story.
Then play the video or audio again, pausing at intervals to
check students’ understanding.

Audio script  084

My Kite!
Mike Oh, no! My kite!
Mike Dad, please help me!
Mike’s dad Sure.
Mike OK! Thanks, Dad.
Mike’s dad You’re welcome.
Mike’s dad Oops!
Mike I can help you, Dad.
• Read the story aloud with the students. Then direct
students’ attention to the value Be helpful and play the
track again. Students listen and read along.

Cultural Tip
Sure is an informal way of saying OK or Yes.

Lesson 3 Story
Objectives
Building reading and listening skills

Conversation
Polite requests with please: Please help me. Sure.

Value
Be helpful.

Materials
Flashcards; Audio 049, 084–087; Unit 5 Story video

Student Book page 54

Warm up
• Greet the class. Then greet individual students and ask
different questions using familiar language, e.g., Hi, Joe.
How are you? Hello, Nan. What can you see? Hi, Sam. How old
are you?
• Review nature vocabulary and colors. Hold up the unit
flashcards and elicit I can see (a rock). Ask What color is it?
Students answer It’s gray. Next, encourage students to
expand their first answer: I can see a (gray) (rock). I can see
(two) (gray) (rocks).
• Elicit the language from Unit 5, Lesson 2: I can / can’t
jump rope. In small groups, students can practice their
own conversations.
• Sing How Many Kites? ( 049).

74 Unit 5
 Help me! Help me!
I can help you.
Thank you, Dad.
You’re welcome, Mike.
Fly a kite
Help me! Help me! Help me, Dad.
I can’t fly a kite.
Help me! Help me! Help me, Dad.
I can help you, Mike!
I can help you fly a kite.
Thank you, Dad.
You’re welcome, Mike.
Help me! Help me!
I can help you.
Thank you, Dad.
You’re welcome, Mike.
• Students sing the song again, turning to partners and
using props or gestures related to the song.

  D Listen and say.  087

• Play the audio. Students listen and say along with the
audio, in pairs.
• Students rehearse and act out the conversation. You could
ask pairs to come to the front of the class and act out the
conversation with suitable props.

Games and Activities

Student Book page 55
Students draw new pictures to illustrate the value
  B Listen and circle  or .  085 Be helpful. Display the pictures in the classroom and invite
students to discuss them.
• Students look at each picture and say what they think
is happening. Toss and Tell (Teacher’s Guide page 116). A student says
a line from the story and tosses a beanbag or ball to the
• Play the audio. Students listen and circle  or .
next student, who responds (following the story). Review
Audio script  085 possible exchanges before starting: Please help me. / Sure.
1 Mike Oh, no! My kite! Thanks. / You’re welcome. Oops! / I can help you.
2 Mike Thanks, Dad. Draw A New Story (Teacher’s Guide page 114). Using the
Mike’s dad You’re welcome. existing story as a model, each student writes and draws a
3 Mike’s dad Oops! new story with new scenes and characters. Stories should
Mike I can help you, Dad. demonstrate the value Be helpful and include the target
4 Mike Dad, please help me! language Please help me. Sure. I can help you. Thanks. You’re
Mike’s dad Sure. welcome.
• Play the audio again so students can check their work.
Then check answers together. Extra Practice
Workbook pages 48–49
ANSWER KEY
Unit 5, Lesson 3 Values Worksheet
1   ​2   ​3   ​4  Story video
  C Sing.  086 Classroom Presentation Tool
Online Practice
• Students look at the pictures and talk about what they see.
• Read the song lyrics with the students.
• Play the audio to present the song. Then play the audio
again for students to sing along, using the gestures as
they sing.

Audio script  086

Help Me!
Help me! Help me! Help me, Dad.
I can’t ride a bike.
Help me! Help me! Help me, Dad.
I can help you, Mike!
I can help you ride a bike.
Thank you, Dad.
You’re welcome, Mike.

Unit 5 75
 • Then divide the class into two groups – those who
will need help, and those who will offer help. Students
circulate and practice the conversation with members of
the other group.

  A Watch the video. 

Before you watch: Tell the class they’re going to watch a video
about what you can do and see at a park. To review vocabulary
in the video, play Categories (Teacher’s Guide page 114) using
animals and verbs from Unit 5. Ask students what they might
see in the video. Ask students where they might see turtles,
frogs, spiders, and ants, what they eat, etc.
• Play the video. See Video Scripts on Teacher’s Guide
page 117 for reference.
• Play the video again. Pause the video and ask students
questions about the animals. Encourage them to answer
in full sentences to practice What can you see? Can you see
a turtle? What can you do at the park?

  B Listen, point, and say.  088

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
• Remind students that words that begin with vowels, such
Lesson 4 Animals •
as ant, take the article an. Students practice saying an ant.
Link the language. Use the new vocabulary with the
Objectives sentence pattern from Unit 1, saying This is (a turtle) as
Asking and answering about animals you hold up each card. Students listen and repeat. Begin
again, asking What’s this? as you hold up a card. Elicit the
Grammar answer It’s (a turtle).
Yes/No questions with can for ability • Play the audio. Students listen, point, and say along with
the audio.
Direct objects in questions: Can you see a turtle / an ant?
Yes, I can. / No, I can’t. • Students make flashcards for the new vocabulary. Give
each student four blank cards and drawing supplies.
Vocabulary When students are done, they can point to pictures and
say new words.
Animals: turtle, frog, spider, ant
  C Listen, ask, and answer. Then practice.  089
Materials • Introduce the new pattern: Can you see a turtle? Yes, I can. /
Flashcards; Audio 088–089; Unit 5 CLIL video and Poster No, I can’t.
(Animals) • Present the short form: can’t = can not.
• Direct students’ attention to the grammar box on page 56.
Student Book page 56 • Play the audio. Students listen and say along with the audio.
School Subject Connection: Science Audio script  089
Lesson 4 is a cross-curricular lesson with a connection to Can you see a turtle? Yes, I can.
science. After introducing the new vocabulary, talk about Can you see an ant? No, I can’t.
the animal pictures on page 56 (drawings and photographs). can’t = can not
Invite students to share what they already know about 1 Can you see a turtle? Yes, I can.
turtles, frogs, spiders, and ants. 2 Can you see a turtle? No, I can’t.
3 Can you see a frog? Yes, I can.
Warm up 4 Can you see a frog? No, I can’t.
• Greet an individual student at the front of the classroom: 5 Can you see a spider? Yes, I can.
Hi, Lisa. How are you? Elicit the response from a student. 6 Can you see a spider? No, I can’t.
Then that student can greet another. Go around the room. 7 Can you see an ant? Yes, I can.
• Sing Thank You! ( 068). 8 Can you see an ant? No, I can’t.
• Review the Unit 5, Lesson 3 conversation language. Act out • Use the Classroom Presentation Tool grammar video to
a situation in which you might need help, e.g., exaggerate present and practice the new language.
struggling to carry a pile of books, and say to a student • Students practice the patterns in pairs, using their
Please, help me. The student answers Sure. I can help! handmade flashcards.

76 Unit 5
 Bonus Project
• Explain to students that they will make a map to talk
about with a partner. Tell them to add nature and
animals, and to add themselves, but in a place that’s
difficult to see.
• Review the words for nature and animals that students
have learned and write them on the board.
• Students draw their maps, showing different numbers
of the things they have learned.
• Read out the questions and answers in the speech
bubbles. Students then ask and answer questions
about their maps.

Games and Activities

Memory (Teacher’s Guide page 115). Students play in
groups of four, using student-made cards. The goal is to
collect the most pairs.
Students quickly draw a nature scene. Student pairs trade
drawings and ask each other questions: Can you see (an
ant)? Can you see (trees)?

Assessment for learning

Ask students to complete the self-assessment activity.
Provide consolidation activities from the Teacher’s
Resources or the Workbook, if they need extra support.
Student Book page 57
Extra Practice
  D What can you see? Circle and count. Workbook pages 50–51
• Review nature and animal vocabulary. Elicit the words for Unit 5, Lesson 4 CLIL Worksheet
the unit flashcards. CLIL video
• Students look at the picture, count the animals or nature Classroom Presentation Tool
objects, and write the numbers. Online Practice
• Check answers together. Ask How many (rocks)? Students
answer Six.
ANSWER KEY
rocks 6 lakes 1 birds 2
turtles 4 frogs 7 rivers 1
hills 1 trees 8 ants 11

EVERYBODY UP GLOBAL SKILLS

Collaboration: Direct students’ attention to the Global
skills tip. Read out the tip and tell students that when they
work with a partner, they should work together as a team,
taking turns to ask and answer questions, and helping
their partner if they don’t know a word.

  E Look at D. Ask and answer.

• Student pairs point to animals and natural objects in the
big picture in Activity D and practice the language in the
speech bubbles: What can you see? I can see (four spiders).
Encourage students to use previously learned language,
as well.

Poster activity
• Students identify familiar objects in the poster images.
• Students talk about the poster using the speech
bubbles as a model.

Unit 5 77
 UNIT

5 Check Up

Audio script  090

1 I can see a turtle.
2 I can play soccer.
3 I can’t jump rope.
4 I can see a tree.
5 I can’t fly a kite.
6 I can see a hill.
ANSWER KEY
From left to right: 4, 2, 6, 1, 5, 3

B Write two words. Listen and check.  091

• Read out the first sentence and point to the example
answers. Point out that the answer uses two of the words
on the right, but there is one word that isn’t used.
• Students complete the task.
• Play the audio and check the answers.
• Students practice saying the sentences with a partner,
using their books.

Audio script  091

1 A What can you see?
B I can see a lake.
2 A Can you jump rope?
B Yes, I can.
3 A Can you see a frog?
B No, I can’t.
Review Language 4 A What can you see?
B I can see a rock.
Unit 5 grammar and vocabulary
5 A Can you ride a bike?
B Yes, I can
Materials
Audio 090–091 ANSWER KEY
1 What can you see? I can see a lake.
2 Can you jump rope? Yes, I can.
Student Book page 58 3 Can you see a frog? No, I can’t.
4 What can you see? I can see a rock.
Warm up 5 Can you ride a bike? Yes, I can.
• Greet the class and sing The Alphabet song ( 005) with
students. Assessment for learning
• Elicit the language from Lesson 2: Can you play soccer? Ask students to complete the self-assessment activity.
Yes, I can / No, I can’t. Students practice asking and Provide consolidation activities from the Teacher’s
answering with their neighbors. Resources or the Workbook, if they need extra support.
• Hold up the flashcards from Unit 5 and have students call
out the word. Go through the cards a few times, getting Extra Practice
faster each time Workbook page 52
Unit 5 Test
A Listen and number.  090 Unit 5 CYL Worksheet
• Play the first part of the audio, then pause to elicit the Classroom Presentation Tool
correct picture. Then play the rest of the audio. Students Online Practice
listen and number the pictures.
• Students practice saying the words on their own, using
their books.

78 Unit 5 Check Up
UNIT

5 Phonics Bonus

B Look at A. Point and say with a partner.

• Students work with a partner. They take turns to point and
say the words.

C Listen and check () the words with the o sound.

 093
• Play the audio. Students listen and check the words with
the o sound.
• To check the answers, play the audio again and pause
after each word to confirm the answer and get students
to repeat.
• Students then practice saying the words with a partner,
using their books.

Audio script  093

1 cot
2 cat
3 hot
4 hat
5 pet
6 pot
ANSWER KEY
1, 3, 6
Extra Practice
Workbook page 53
Unit 5 Phonics Worksheet
Objectives Phonics video
Practice identifying and saying the short vowel sound o Classroom Presentation Tool
in words such as hot, cot, pot.
Practice hearing the difference between the vowel
sounds o, a, and e in simple words.

Materials
Audio 092–093, Unit 5 Phonics video

Student Book page 59

Warm up
• Elicit the words rock and frog by holding up the flashcards.
Write the words on the board and underline the o sounds
in them. Say the words again, and get students to repeat.

A Listen, point, and sing.   093

• Play the video or the audio to present the song as
students listen.
• Play the song again. Students listen, point, and sing.

Audio script  093

Let’s sing the /ɑ/ song!
Let’s sing /ɑ/ /ɑ/ /ɑ/,
Let’s sing /ɑ/ /ɑ/ /ɑ/,
Let’s sing /ɑ/
Let’s sing /ɑ/ /ɑ/ /ɑ/
/ɑ/ in cot
/ɑ/ in hot
/ɑ/ in pot
/ɑ/ /ɑ/ /ɑ/
Unit 5 Phonics 79
 UNIT

6 The Zoo

around the classroom and ask the class to find the

animals: Can you see a frog?

  A Listen, point, and say.  094

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue, picking up speed, until students can produce
the words on their own.
• Link the language. Combine Unit 3, Lesson 2 grammar
patterns with the new vocabulary. Use small toy animals
or cut-out pictures of animals to play How Many?
(Teacher’s Guide page 115) Ask students How many
(bears)? Elicit responses.
• Remind students that words that begin with vowels, such
as elephant, take the article an. Students practice saying
an elephant.
• Play the audio. Students listen, point, and say along with
the audio.
• Display the flashcards around the classroom. Students
practice by pointing to the flashcards and saying
the words.

  B Listen and number.  095

• Read this while pointing to the picture:
Danny and Mike are at the zoo. They’re having fun! Look at
Lesson 1 Animals the animals. Danny sees a kangaroo. Mike sees it, too. There is
a bear and a penguin. The elephant is in the lake. Can you see
Objectives the tiger? Can you see the monkey? There are trees at the zoo.
Talking about animals and their locations There is a river and rocks, too.
• Play the audio. Students listen and number the items in
Grammar the picture.
Statements with prepositions of location: in, on, under
Audio script  095
Definite article the: The monkey is in the tree. 1 Danny Look! It’s a kangaroo.
Information question with where: Where is the monkey? It’s Mike I like kangaroos.
on the rock. 2 Danny What color is the elephant?
Mike It’s gray.
Vocabulary 3 Mike Look, a tiger!
Animals: monkey, elephant, tiger, bear, kangaroo, Danny It’s orange and black.
penguin 4 Mike Is it a bear?
Danny Yes, it is. It’s brown.
Materials 5 Mike How many monkeys can you see?
Flashcards; Audio 083, 094–097 Danny I can see one monkey.
6 Mike Can you see a penguin?
Danny Yes, I can. It’s black and white.
Student Book page 60
• Students talk about what else they see in the picture.
Warm up ANSWER KEY
• Greet the class and sing I Can! ( 083). (Clockwise from left)
3 tiger  5 monkey  4 bear  6 penguin  2 elephant
• Play Picture Pieces (Teacher’s Guide page 115) to review
1 kangaroo
Unit 5 language. Slowly draw a nature object (tree, rock,
hill, lake, river, or flower), asking What can you see? When
they think they know what you’re drawing, students call
out I can see (a lake)!
• Elicit the language from Unit 5, Lesson 4: What can you
see? I can see three spiders. Hold up the unit flashcards
and elicit the names of the animals. Place the flashcards

80 Unit 6
 Audio script  097
Where is the monkey?
It’s on the rock.
It’s = It is
1 Where is the monkey? It’s on the rock.
2 Where is the kangaroo? It’s on the hill.
3 Where is the penguin? It’s under the rock.
4 Where is the bear? It’s in the river.
5 Where is the tiger? It’s in the tree.
6 Where is the elephant? It’s under the tree.
• Use the Classroom Presentation Tool grammar video to
present and practice the new language.
• Students practice the pattern in pairs.
  E Look at B. Point, ask, and answer.
• Student pairs look at the big picture in Activity B and
practice asking and answering with the language pattern
in the speech bubbles.

EVERYBODY UP GLOBAL SKILLS

Creativity / Communication: Direct students’ attention
to the Everybody Up Friend. Students use creativity to
draw a picture of an animal that they like. Students use
communication skills to take turns asking and answering
the question.

Student Book page 61

Games and Activities
Teacher’s Mistake (Teacher’s Guide page 116). Point to
  C Listen and say. Then practice.  096 the big picture in Activity B and say The (penguin) is (in) the
• Introduce: The monkey is in the tree. (lake). Students listen carefully and must say the correct
• Use the unit flashcards to introduce the prepositions: in, sentences.
on, under. Reinforce meaning by demonstrating each Buzzers (Teacher’s Guide page 114). Using the unit
preposition using objects from around the class. flashcards, arrange an animal and a nature object so that a
• Present the first grammar box on page 61. sentence can be made using in, on, or under.
• Play the audio. Students listen and say along with the Student pairs create sentences using prepositions and
audio. act them out, e.g., place a toy (bear) in a box and say The
(bear) is in a box.
Audio script  096
The monkey is in the tree. Assessment for learning
in, The monkey is in the box. Ask students to complete the self-assessment activity.
on, The monkey is on the box. Provide consolidation activities from the Teacher’s
under, The monkey is under the box. Resources or the Workbook, if they need extra support.
1 The monkey is in the tree.
2 The elephant is in the lake. Extra Practice
3 The tiger is on the rock. Workbook pages 54–55
4 The bear is under the rock. Classroom Presentation Tool
5 The kangaroo is under the tree. Online Practice
6 The penguin is on the hill.
• Students practice the sentences, using their books.
  D Listen, ask, and answer. Then practice.  097
• Introduce: Where is the monkey? It’s on the rock.
• Present the short form: It’s = It is.
• Teach the second grammar box on page 61.
• Play the audio. Students listen, ask, and answer along with
the audio.

Unit 6 81
   A Listen, point, and say.  098
• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
• Link the language with grammar patterns from Unit 2,
Lesson 1 and Unit 4, Lesson 4 and new vocabulary. Hold
up a flashcard and ask What’s this? Students answer It’s
a (snake). Repeat with another card. Then hold up both
cards and say I like (snakes). I don’t like (lions). Reinforce
meaning with facial expressions. Continue with other
cards. Invite students to make the statements of
preference.
• Play the audio. Students listen, point, and say along with
the audio.
• Students practice pointing and saying the words on their
own, using their books.

  B Listen, ask, and answer. Then practice.  099

• Introduce the new pattern: Where are the snakes? They’re
on the rock.
• Present the short form: They’re = They are.
• Direct students’ attention to the grammar box on page 62.
• Play the audio. Students listen, point to the items in the
picture, and say along with the audio.
Lesson 2 Animals
Audio script  099
Objectives Where are the snakes?
Asking and answering about animals and their locations They’re on the rock.
They’re = They are
Grammar snakes, giraffes, lions, zebras
Questions and statements with be (3rd person plural) 1 Mike Where are the snakes?
Prepositions of location: in, on, under: Where are the Danny They’re on the rock.
snakes? They’re on the rock. 2 Danny Where are the giraffes?
Mike They’re in the river.
Vocabulary 3 Mike Where are the lions?
Danny They’re on the hill.
Animals: snake, giraffe, lion, zebra
4 Danny Where are the zebras?
Mike They’re under the tree.
Materials
Flashcards; Audio 098–100; markers, crayons, paper;
• Use the Classroom Presentation Tool grammar video to
present and practice the new language.
Unit 6 Song video
• Student pairs practice the pattern.
Student Book page 62

Warm up
• Greet the class. Greet individual students and ask familiar
questions: Hi, Luke. How old are you? Hello, Jennifer. How are
you? Hi, Mark. I have three pencils. What about you? Hi, Ben.
What’s this? Elicit the appropriate responses.
• Play Rollers (Teacher’s Guide page 116) to review Unit 5,
Lesson 1 language. A student says I can see (flowers). What
can you see? and then rolls the ball to another student.
• Elicit the language from Unit 6, Lesson 1: I like elephants.
What about you? Student pairs practice their own
conversations.

82 Unit 6
   D Make a zoo book. Show and tell.
• Read aloud the sentences in the speech bubble with your
students. Point out the prepositions under and in.
• Provide supplies for students to make their own picture
books of zoo animals. Students can use the picture in their
books as a model. Each page should illustrate a sentence
that uses a preposition.
• Small groups read and share their zoo books. They talk
about their pictures, using the speech bubble pattern.

  E Look at D. Point, ask, and answer.

• Student pairs look at their zoo books and ask and answer
questions about the pictures, using the language in the
bubbles and previously learned language.

EVERYBODY UP GLOBAL SKILLS

Critical Thinking / Communication: Direct students’
attention to the Everybody Up Friend. Students use critical
thinking to look together at the picture in Activity B and
they use communication skills to take turns asking and
answering the question.

Games and Activities

Freeze (Teacher’s Guide page 115). Place students in
groups of 4–5 and assign roles. Each group needs two
of the same animal, a tree, a hill, and a rock. Say Where
Student Book page 63 are the (zebras)? They’re (on) the (rock). Students position
themselves.
  C Sing.   100 Assign two teams. A member of each comes forward.
• Students look at the pictures and name animals or objects Show pictures for Lesson 2 language, e.g., The snakes are
they see. on the rock. Ask Where are the snakes? The first student to
• Read the song lyrics with the students. Make gestures for answer correctly wins.
these words, and encourage students to copy you: Picture Sentences (Teacher’s Guide page 115). Prepare
– snake: move your hand in a snake-like movement word cards for They’re and It’s. Display these cards and the
– rock: draw a big circle in the air with both hands unit flashcards. Invite a student pair to the front. Say Where
– tree: push your hands up in the air and move them are the snakes? They’re in the tree. The pair arranges the
outwards, to make the shape of a tree cards in the correct order.
– monkey: pretend to scratch under your arms as a
monkey would Assessment for learning
• Play the video or the audio to present the song. Then play Ask students to complete the self-assessment activity.
the video or audio again for students to sing along, using Provide consolidation activities from the Teacher’s
the gestures as they sing. Resources or the Workbook, if they need extra support.

Audio script  100 Extra Practice

Where Is the Snake? Workbook pages 56–57
Where is the snake? Song video
It’s under the rock. Classroom Presentation Tool
The rock is under the tree. Online Practice
Zebras, giraffes, lions, and bears
Look up at the monkey.
The monkey is in the tree.
(x2)
Where are the snakes?
They’re under the rocks.
The rocks are under the trees.
Zebras, giraffes, lions, and bears
Look up at the monkeys.
The monkeys are in the trees.
(x2)
• Students sing the song again, pointing to pictures.

Unit 6 83
   A Talk about the pictures. Then listen and read.
  101
• Students look at the pictures and name the characters,
nature, objects, and colors they see.
• Students say what they think could be happening
in each picture.
• Play the video or the audio for students to enjoy the story.
Then play the video or audio again, pausing at intervals to
check students’ understanding.

Audio script  101

Where’s Danny?
Danny Hurry! Let’s see the tigers!
Mike Wait! I like elephants.
Danny’s sister Danny! Where are you?
Mike Look!
Danny’s sister Where’s Danny?
Mike I know!
Danny I’m sorry.
Danny’s sister That’s OK.
• Read the story aloud with the students. Then direct
students’ attention to the value Be safe and play the track
again. Students listen and read along.

Lesson 3 Story
Objectives
Building reading and listening skills

Conversation
Apologizing: I’m sorry. That’s OK.

Value
Be safe.

Materials
Flashcards; Audio 100, 101–104; Unit 6 Story video

Student Book page 64

Warm up
• Greet the class. Then greet individual students using
familiar language and eliciting appropriate responses:
How are you, Jan? I’m great! Thank you. Hi, Ted. How are you?
I’m fine. Thank you.
• Review animal vocabulary with a drill. Hold up the unit
flashcards and elicit the words. Then display the cards and
ask students to form a line. Say Can you see the (lion)? The
first student touches the correct card and runs to the back
of the line.
• Elicit the language from Unit 6, Lesson 2: How many
animals? Using pictures in their books and objects in the
classroom, students practice asking and answering with
their neighbors.
• Sing Where Is the Snake? ( 100).

84 Unit 6
 Look!
I know!
Let’s see the tigers.
Hurry, hurry! Where are the bears?
Wait! I don’t like bears.
I’m sorry.
That’s OK.
Look!
I know!
Let’s see the tigers.
• Students sing the song again, turning to partners and
using gestures and facial expressions related to the song.

  D Listen and say.  104

• Play the audio. Students listen and say along with the
audio, in pairs.
• Student pairs rehearse and act out the conversation. You
could ask pairs to come to the front of the class and act
out the conversation with suitable props.

EVERYBODY UP GLOBAL SKILLS

Communication / Collaboration: Direct students’ attention
to the Everybody Up Friend. Students use collaboration to
look at the story in Activity A and determine which animals
they see. Then they use communication skills to take turns
asking and answering the question.

Student Book page 65

Games and Activities
  B Listen and circle  or .  102 Order the Pictures (Teacher’s Guide page 115). Draw
simple pictures to illustrate the story, cut them out, and
• Students look at each picture and say what they think
give a set to each student. Read the story aloud. Students
is happening.
listen and put the pictures in order. Alternately, draw large
• Play the audio. Students listen and circle  or . pictures and give one picture to a group of students.
Audio script  102 Students must arrange themselves in the correct order as
1 Danny Hurry! Let’s see the tigers! you read.
2 Mike Wait! I like elephants. Prepare strips of paper with the lines from the story.
3 Danny’s sister Danny! Where are you? Distribute a strip to each student, ensuring that each
4 Mike I know! student’s strip has a match. Students circulate, find their
• Play the audio again so students can check their work. partners, and read their lines aloud.
Then check answers together. Assign groups of three students to act out the story, using
props, gestures, and cue cards, if needed.
ANSWER KEY
1   ​2   ​3   ​4 
Extra Practice
  C Sing.  103 Workbook pages 58–59
Unit 6, Lesson 3 Values Worksheet
• Students look at the picture and talk about what they see.
Story video
• Read the song lyrics with the students. Classroom Presentation Tool
• Play the audio. Students listen and then sing along with Online Practice
the audio.

Audio script  103

Where Are the Elephants?
Hurry, hurry! Where are the elephants?
Wait! I don’t like elephants.
I’m sorry.
That’s OK.
Look!
I know!
Let’s see the tigers.
Hurry, hurry! Where are the zebras?
Wait! I don’t like zebras.
I’m sorry.
That’s OK.

Unit 6 85
   A Watch the video. 
Before you watch: Tell the class they’re going to watch a
video about animals at the zoo. Ask students to share what
they already know about the animals in Lesson 4.
• Play the video. See Video Scripts on Teacher’s Guide
page 118 for reference.
• Play the video again. Pause the video and ask students
questions about the animals. Encourage them to
complete the sentences to practice Where is the _____?
Can giraffes _____?
  B Listen, point, and say.  105
• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
• Link the language. Use the new vocabulary with the
sentence pattern from Unit 5, Lesson 2. Students watch as
you mime each new action and say I can (run). Then, mime
each action and invite students to say the sentences. Next,
let individual students say the sentences and the class
mimes the action.
• Play the audio. Students listen, point, and say along with
the audio.
• Students practice on their own, using their books.
Lesson 4 Abilities   C Listen, ask, and answer. Then practice.  106
Objectives • Introduce the new pattern: Can zebras run? Yes, they can. /
Talking about animals No, they can’t. Present the short form: can’t = can not.
• Direct students to the grammar box on page 66.
Grammar • Play the audio. Students listen and say along with the audio.
Yes/No question with can for ability Audio script  106
Plurals with -s: Can zebras / penguins run? Yes, they can. / Can zebras run? Yes, they can.
No, they can’t. Can penguins run? No, they can’t.
can’t = can not
Vocabulary 1 Can zebras run? Yes, they can.
Abilities: run, hop, swim, walk Can zebras hop? No, they can’t.
Can zebras swim? Yes, they can.
Materials Can zebras walk? Yes, they can.
Flashcards; Audio 083, 105–107; Unit 6 CLIL video and 2 Can elephants run? Yes, they can.
Poster (Abilities) Can elephants hop? No, they can’t.
Can elephants swim? Yes, they can.
Can elephants walk? Yes, they can.
Student Book page 66 3 Can penguins run? No, they can’t.
Can penguins hop? Yes, they can.
School Subject Connection: Science Can penguins swim? Yes, they can.
Lesson 4 is a cross-curricular lesson with a connection to Can penguins walk? Yes, they can.
science. Ask students what they have learned about animals 4 Can bears run? Yes, they can.
in their science class. Can bears hop? No, they can’t.
Can bears swim? Yes, they can.
Warm up Can bears walk? Yes, they can.
• Greet the class. Say Let’s (fly a kite) and mime the action. 5 Can kangaroos run? No, they can’t.
Have students respond Hello, (Ms. Jones) and mime the Can kangaroos hop? Yes, they can.
action. Repeat with other verb phrases from Unit 5, Can kangaroos swim? Yes, they can.
Lesson 2 (ride a bike, play soccer, jump rope). Can kangaroos walk? No, they can’t.
• Sing I Can! ( 083). 6 Can snakes run? No, they can’t.
• Elicit the language from Unit 6, Lesson 3: What animals Can snakes hop? No, they can’t.
can you see? Students use flashcards or the pictures Can snakes swim? Yes, they can.
in the books to practice asking and answering with Can snakes walk? No, they can’t.
their neighbors. • Use the Classroom Presentation Tool grammar video to
present and practice the new language.
86 Unit 6
• Small groups practice the pattern.
 E Look at D. Ask and answer.
• In pairs, student look at the animals in Activity D and
ask and answer questions using language in the speech
bubbles.
• Encourage students to use all language learned in the
lesson, as well as previously learned language

Poster activity
• Students identify familiar objects in the poster images.
• Students talk about the poster using the speech
bubbles as a model.

Bonus Project
• Explain to students that they will make some tangram
animals and talk about them.
• Make copies of the photocopiable project template
from the Teacher’s Resources on Oxford English Hub
and distribute them to the class. Explain to students
that they will cut out different triangle and rectangle
shapes and make animals.
• Review animal words and write them on the board.
• Students color their shapes and then cut them out.
• Students make their animals. Encourage them to make
several different ones.
• Read out the speech bubbles. Students then talk about
Student Book page 67 their animals with a partner.
• Alternatively, play Station Stop (Teacher’s Guide
D Listen and circle.  107 page 116) using a student’s animal at each station. At
• Review the animal vocabulary and verbs that students each station, choose a student to ask a question about
have learned. the animal. The student who made the animal answers.
• In pairs, students discuss what animals can and can’t do,
e.g., Penguins can’t run. Games and Activities
• Play the audio. Students listen and circle the verbs Simon Says (Teacher’s Guide page 116). Use abilities from
they hear. the lesson.
• To check the answers, play the audio again and pause to Categories (Teacher’s Guide page 114). Use Unit 6
confirm each answer. abilities and animals as the categories.

Audio script  107 Assessment for learning

1 Snakes can swim. Ask students to complete the self-assessment activity.
2 Bears can run. Bears can swim. Bears can walk. Provide consolidation activities from the Teacher’s
3 Penguins can hop. Penguins can swim. Penguins can walk. Resources or the Workbook, if they need extra support.
4 Kangaroos can hop. Kangaroos can swim.
5 Elephants can run. Elephants can swim. Elephants can walk. Extra Practice
6 Zebras can run. Zebras can swim. Zebras can walk. Workbook pages 60–61
ANSWER KEY Unit 6, Lesson 4 CLIL Worksheet
1 swim CLIL video
2 run, swim, walk Classroom Presentation Tool
3 hop, swim, walk Online Practice
4 hop, swim
5 run, swim, walk
6 run, swim, walk

EVERYBODY UP GLOBAL SKILLS

Critical thinking skills: It is important to encourage
students to think for themselves, and to think beyond
what they have learned in class. Read out the question,
then ask students to think of other animals. They can
say the word in their own language, then you repeat it
in English and ask: Can (crocodiles) swim? Students think
and answer.

Unit 6 87
 UNIT

6 Check Up

ANSWER KEY
1 a giraffe
2 a zebra
3 a tiger
4 a lion
5 a kangaroo
6 a snake
7 a penguin
8 an elephant

B Write.
• Students write the missing words in the questions and
answers. Check the answers.
• Students then practice saying the questions and answers
with a partner, using their books.
ANSWER KEY
1 are, in
2 Can, can’t
3 is, under
4 Where, on

Assessment for learning

Ask students to complete the self-assessment activity.
Provide consolidation activities from the Teacher’s
Resources or the Workbook, if they need extra support.

Extra Practice
Review Language
Workbook page 62
Unit 6 grammar and vocabulary Unit 6 Test
Classroom Presentation Tool
Materials Online Practice
Audio 108

Student Book page 68

Warm up
• Review the vocabulary for animals and abilities from
Unit 6 by saying some sentences about what animals can
do, some correct and some incorrect, e.g., Giraffes can hop.
Students call out Yes, or call out No, and then say a correct
sentence. Review all the vocabulary in this way.

A Choose the words. Listen and check.  108

• Point out the example answer. Students then read the
sentences and choose the correct words.
• Play the audio for them to listen and check.
• Students then practice saying the sentences with a
partner, using their books.

Audio script  108

1 It’s a giraffe.
2 It’s a zebra.
3 It’s a tiger.
4 It’s a lion.
5 It’s a kangaroo.
6 It’s a snake.
7 It’s a penguin.
8 It’s an elephant.
88 Unit 6 Check Up
UNIT

6 Phonics Bonus

/iː/ in meat,
and /iː/ in sea.
/iː/ /iː/
Clap your hands,
Clap your hands with me.
/iː/ /iː/,
Clap your hands.
I can sing /iː/,
Clap your hands.

B Look at A. Point and say with a partner.

• Students work with a partner. They take turns to point and
say the words.

C Look and read the words. Listen and check.  110

• Students work with a partner to look at the pictures and
read the words.
• Play the audio for them to listen and check.
• Play the audio again, pausing after each word for students
to repeat.
• Students then practice saying the words with a partner,
using their books.

Audio script  110

1 leaf
2 seal
3 bean
Objectives
Extra Practice
Practice identifying and saying the long vowel sound ea Workbook page 63
in words such as eat, meat, sea, leaf. Unit 6 Phonics Worksheet
Phonics video
Materials Classroom Presentation Tool
Audio 109–110, Unit 6 Phonics video

Student Book page 69

Warm up
• Elicit the word ice cream, by miming eating an ice cream
and asking: What’s this? Write the word on the board and
underline the ea sound in it. Say the word again, and get
students to repeat.

A Listen, point, and sing.   109

• Play the video or the audio to present the song as
students listen.
• Play the song again. Students listen, point, and sing.
Audio script  109
Let’s sing the /iː/ song!
I can sing /iː/ /iː/ /iː/,
/iː/ in eat,
I can sing /iː/ /iː/ /iː/,
Listen to me.
/iː/ in eat,
and /iː/ in leaf.
/iː/ /iː/,
Clap your hands,
Clap your hands with me.

Unit 6 Phonics 89
 UNITS

5-6 Cambridge Young Learners English

• To check the answers, play the audio again and pause
after each dialogue to confirm the answer.

Audio script  111

Narrator What can Alex see?
Girl Look, Alex!
Alex Is it a spider?
Girl No, it isn’t. I see a turtle.
Alex No, it isn’t a turtle. Look! It’s a frog. It’s in the lake.
Girl Oh, yes! I can see it, too!

Narrator Can you see the tick? Now you listen and tick the
box.

1 Where is the ball?

Tom Oh, no! My ball! Sue, please help me!
Sue Sure, Tom. Where is your ball? Is it in the lake?
Tom No, it isn’t. I can’t see it. It isn’t under the tree.
Sue Look! It’s under the rock.

2 What can Jill do?

Man Can you play soccer, Jill?
Jill No, I can’t. I can’t play soccer and I can’t jump rope.
Man Oh. Can you ride a bike?
Jill Yes, I can! Look at me!

3 What animal does Ben like?

Starters Practice 3 Girl Look, Ben! A bear!
Ben Oh! I don’t like bears.
Objectives Girl And look! A tiger!
Practice the language from Units 5 and 6 in exam-style Ben Oh no! I don’t like tigers! I like penguins.
exercises.
4 Where are the giraffes?
Materials Woman Look at the monkeys, Lucy. They’re in the tree.
Audio 111–112 Lucy Cool! Where are the giraffes?
Woman They’re on the hill.
Lucy I like the tigers. They’re on the rocks.
Student Book pages 70–71
5 What animals can the children see?
Warm up Boy I can’t see snakes at the zoo today.
• Use the flashcards to review vocabulary from Units 5 Girl No. Where are the snakes?
and 6: Nature, Animals, Abilities. Hold up two cards at a Boy And I can’t see monkeys at the zoo today. Where are the
time and get students to call out the words. monkeys?
• Review the language from Units 5 and 6 by asking Girl I can see zebras! Look! They’re cool!
questions and getting students to respond, e.g., Can you ANSWER KEY
jump rope? Yes, I can. Can elephants run? Yes, they can. 1 a  ​2 c  ​3 c  ​4 a  ​5 a

Listening
A Listen and tick () the box. There is one example.
 111
• Read out the first question, then play the first dialogue on
the audio.
• Pause the audio and point out the example answer.
• Read out the remaining five questions, then play the rest
of the audio for students to listen and choose the correct
answers.

90 Units 5–6 CYL practice

 Reading and Writing
C Look at the pictures. Look at the letters. Write the
words.
• Focus on the first picture and point out the letters next to
it. Then point out the completed word kangaroo.
• Students complete the task.
• When you check the answers, get students to spell the
words, so you can check they have written them correctly.
• Students can work with a partner and practice saying a
correct sentence about each picture, e.g., It’s a kangaroo.
Kangaroos can hop.
ANSWER KEY
1 zebra
2 bear
3 snake
4 penguin
5 elephant

D Read this. Choose a word from the box. Write

the correct word next to numbers 1–5. There is
one example.
• Read out the example sentence and point out the picture
showing “green” below the text.
• Students read the sentences and write the correct words.
Speaking • When you have checked the answers, students could
work with a partner and write some sentences about a
B Listen and answer the questions.  112 different animal.
• Ask students to look at the picture. Ask students to work ANSWER KEY
with a partner. Explain that you will ask some questions, 1 blue
and they must answer. Ask one or two simple questions, 2 river
e.g., How many snakes are there? Can you see a frog? Are the 3 walk
zebras on a hill? 4 rock
• Then tell students they will now listen to more questions, 5 lake
and they must answer with their partner. Extra Practice
• Play the audio. Students listen and answer. Unit 6 CYL Worksheet
• To check the answers, play the audio again. Pause Classroom Presentation Tool
after each question and ask individual students to say
the answer.
• Students then work with a partner and practice by
making more sentences about the picture.

Audio script  112

1 Man What’s this? What color is it?
2 Man What’s this? Can it run?
3 Man What color are the snakes? Can they hop?
4 Man Tell me about the zebras. Where are they? What color
are they? Can they walk?
Man Good job!
ANSWER KEY
1 This is an ant. It’s black.
2 This is a monkey. Yes, it can run.
3 The snakes are yellow and orange. No, they can’t hop.
4 The zebras are in the river. They’re black and white. Yes,
they can walk.

Units 5–6 CYL practice 91

 UNIT

7 Science Day

Students circulate and practice their own sentences,

demonstrating the actions suggested by the verbs.

  A Listen, point, and say.  113

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue, picking up speed, until students can produce
the words on their own.
• Remind students that words that begin with vowels,
such as arm, take the article an. Students practice saying
an elephant.
• Link the language. Combine Unit 5, Lesson 1 grammar
patterns with the new vocabulary. Hold up your hand and
ask students What can you see? Elicit the response I can see
a hand. Student pairs continue to practice this pattern.
• Play the audio. Students listen, point, and say along with
the audio.
• Display the flashcards around the classroom. Students
practice by pointing to the flashcards and saying the
words aloud.

  B Listen and number.  114

• Read this while pointing to the picture:
Where are the students today? They’re at the Science
Museum. Who can you see? I can see Danny, Mike, Julie,
Lesson 1 My Body and their teacher. Look at Danny. He can jump! How many
fingers? Ten fingers! How many feet? Two feet!
Objectives • Play the audio. Students listen and number the items in
Asking and answering about body parts the picture.

Grammar Audio script  114

1 Danny Wow! Look, my legs are green!
Demonstrative pronoun this: What’s this? This is my arm.
2 Mike And your hands are blue.
Demonstrative pronoun these: What are these? These are 3 Emma Your fingers are blue, too.
my arms. 4 Danny My feet are blue, too.
5 Julie Look! Your arms are orange.
Vocabulary 6 Danny Oh! My toes are purple.
My Body: arm, hand, finger, leg, foot, toe • Invite students to talk about what else they see in the
picture, using previously learned language.
Materials
ANSWER KEY
Flashcards; Audio 017, 113–116
(Clockwise from top left)
3 fingers  2 hands  5 arms  1 legs  4 feet  6 toes
Student Book page 72

Warm up
• Greet the class and sing Hi! How Are You? ( 017).
• Review Unit 6 language. Hold up the unit flashcards and
ask students What’s this? Elicit It’s a (snake). Then hide one
card under another and ask Where is the (snake)? Students
answer It’s under the (giraffe). Sketch pictures of animals
(plural) on the board. Ask students Where are the (snakes)?
and elicit They’re (under) the giraffes. Vary the prepositions,
reviewing under, in, and on.
• Elicit the language from Unit 6, Lesson 4: What animals can
hop? Then review verb phrases with the unit flashcards.

92 Unit 7
 Audio script  116
What are these?
These are my arms.
arms, fingers, feet, hands, legs, toes
1 What are these? These are my arms.
2 What are these? These are my legs.
3 What are these? These are my feet.
4 What are these? These are my toes.
5 What are these? These are my hands.
6 What are these? These are my fingers.
• Use the Classroom Presentation Tool grammar video to
present and practice the new language.
• Students practice the pattern in pairs, using their own
body parts.

  E Look at B. Point, ask, and answer.

• Student pairs look at the big picture in Activity B and
practice asking and answering with the language pattern
in the speech bubbles and all the new vocabulary words.

EVERYBODY UP GLOBAL SKILLS

Creativity / Communication: Direct students’ attention
to the Everybody Up Friend. Students use communication
skills to talk with a partner about their body parts.
Encourage students to use creativity by wiggling /
shaking / waving each part as they talk about it with their
partner.
Student Book page 73

  C Listen, ask, and answer. Then practice.  115 Games and Activities
• Introduce the new pattern: What’s this? This is my arm. Beanbag Toss (Teacher’s Guide page 114). Use the unit
• Present the short form: What’s = What is. flashcards. When the beanbag lands, ask What’s this? The
student answers This is my (arm).
• Present the first grammar box on page 73.
Hand out paper and art supplies. Tell each student to draw
• Play the audio. Students listen, ask, and answer along with
a body part using both hands or their toes. Afterward,
the audio.
students try to guess what others have drawn or they can
Audio script  115 describe their own drawings using Lesson 1 language.
What’s this? Station Stop (Teacher’s Guide page 116). When the train
This is my arm. stops, ask a student What’s this? or What are these? The
What’s = What is student must answer This is my (finger) or These are my
1 What’s this? This is my arm. (legs) to get a ticket.
2 What’s this? This is my hand.
3 What’s this? This is my finger. Assessment for learning
4 What’s this? This is my leg. Ask students to complete the self-assessment activity.
5 What’s this? This is my foot. Provide consolidation activities from the Teacher’s
6 What’s this? This is my toe. Resources or the Workbook, if they need extra support.
• Students practice the sentences by themselves, using
their books. Extra Practice
Workbook pages 64–65
  D Listen, ask, and answer. Then practice.  116 Classroom Presentation Tool
• Introduce the new pattern: What are these? These are my arms. Online Practice
• Present the second grammar box on page 73.
• Play the audio. Students listen, ask, and answer along with
the audio.

Unit 7 93
   A Listen, point, and say.  117
• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
• Link the language with grammar patterns from Unit 4,
Lesson 1 and new vocabulary. Hold up a flashcard and
say This is my nose. Students repeat. Repeat the activity for
each new word.
• Play Rhythm Circle (Teacher’s Guide page 115) with the
new vocabulary. Use the body part vocabulary from Unit
7, Lesson 1 in the chant.
• Play the audio. Students listen, point, and say along with
the audio.
• Students say the words on their own, pointing to their
own body parts.

  B Listen, ask, and answer. Then practice.  118

• Introduce the new patterns:
Is this my eye? Yes it is. / No, it isn’t.
Are these my eyes? Yes, they are. / No, they aren’t.
• Present the short forms: isn’t = is not, aren’t = are not.
• Present the plural forms of eye (eyes), ear (ears).
• Direct students’ attention to the grammar box on page 74.
Lesson 2 My Face • Play the audio. Students listen, point to the items in the
picture, and say along with the audio.
Objectives
Audio script  118
Asking and answering about facial features Is this my eye? Yes, it is.
Is this my eye? No, it isn’t.
Grammar Are these my eyes? Yes, they are.
Yes/No questions with be (3rd person singular and plural) Are these my eyes? No, they aren’t.
Demonstrative pronouns this and these: Is this my eye? Yes, isn’t = is not
it is. / No, it isn’t. Are these my eyes? Yes, they are. / No, they aren’t = are not
aren’t. eyes, ears
1 Julie Is this my eye?
Vocabulary Mike Yes, it is.
My Face: eye, nose, mouth, ear 2 Danny Are these my eyes?
Mike No, they aren’t.
Materials 3 Emma Is this my nose?
Flashcards; Audio 117–119; Unit 7 Song video Mike No, it isn’t.
4 Julie Is this my mouth?
Mike No, it isn’t.
Student Book page 74 5 Emma Is this my ear?
Mike Yes, it is.
Warm up 6 Danny Are these my ears?
• Greet a student at the front of the classroom using familiar Mike No, they aren’t.
language: Hello, Marie. How are you? Elicit I’m (fine), thank • Use the Classroom Presentation Tool grammar video to
you. That student greets the next student, and so on present and practice the new language.
around the room. • Student pairs practice the pattern, pointing at their own
• Review Unit 7, Lesson 1 language. Hold up the unit body parts.
flashcards, asking What’s this? Elicit This is my (hand). After a
while, invite students to ask the questions, using their own
body parts as cues.
• Elicit the language from Unit 7, Lesson 1: These are my
hands. Then, point and ask a student What are these?
The student answers These are my (feet). Move around the
room, asking more students about plural and singular
body parts.

94 Unit 7
 These are my ears.
Look. Look. Listen. Listen.
Look. Look. Listen. Listen.
(x2)
This is me.
• Students sing the song again, pointing to or moving their
own body parts.

  D Trace your partner.

• Put students in pairs. Distribute drawing supplies and
a large sheet of paper to each student.
• Students trace their partners on paper.
• Students take turns saying the words for body parts,
pointing to the parts on their drawings.

  E Look at your drawing in D. Ask and answer.

• Student pairs can ask and answer questions about the
pictures, using the language in the speech bubbles and
previously learned language, as well.

EVERYBODY UP GLOBAL SKILLS

Communication / Critical Thinking: Direct students’
attention to the Everybody Up Friend. Students use
communication and critical thinking to take turns asking
and answering the question about their own body parts.

Games and Activities

Student Book page 75
Rhythm Circle (Teacher’s Guide page 115). Use body
  C Sing.   119 parts vocabulary from Lessons 1 and 2. Students can point
• Students look at the pictures and name the body parts to or move appropriate body parts as they chant.
they see. Happy Families (Teacher’s Guide page 115). Students
• Read the song lyrics with the students. Make gestures for make their own flashcards for body parts vocabulary from
these words, and encourage students to copy you: Lessons 1 and 2.
– hand: hold up one hand Gaps (Teacher’s Guide page 115). Create several different
– hands: hold up both hands texts with gaps using the Lesson 1 grammar patterns,
What’s this? This is my (arm). Students write in the missing
– foot: point to one foot
words and check their answers with a partner.
– feet: point to both feet
– clap: clap your hands
Assessment for learning
– stomp: stomp your feet
Ask students to complete the self-assessment activity.
– eye: point to one eye
Provide consolidation activities from the Teacher’s
– eyes: point to both eyes Resources or the Workbook, if they need extra support.
– ear: point to one ear
– ears: point to both ears Extra Practice
– look: make binoculars with your hands Workbook pages 66–67
– listen: cup your hands behind your ears Song video
• Play the video or the audio to present the song. Then play Classroom Presentation Tool
the video or audio again for students to sing along, using Online Practice
the gestures as they sing.

Audio script  119

This Is Me
This is my hand. This is my hand.
These are my hands.
This is my foot. This is my foot.
These are my feet.
Clap. Clap. Stomp. Stomp.
Clap. Clap. Stomp. Stomp.
(x2)
This is my eye. This is my eye.
These are my eyes.
This is my ear. This is my ear.

Unit 7 95
   A Talk about the pictures. Then listen and read.
  120
• Students look at the pictures and name the characters,
body parts, colors, and anything else they see.
• Students say what they think could be happening in each
picture.
• Play the video or the audio for students to enjoy the story.
Then play the video or audio again, pausing at intervals to
check students’ understanding.

Audio script  120

I Can’t See!
Danny What is it?
Mike I don’t know.
Danny and Mike I can’t see!
Mike Excuse me.
Man Sure.
Danny Thank you.
Danny Oh, look!
Mike It’s Julie and Emma.
• Read the story aloud with the students. Then direct
students’ attention to the value Be polite and play the track
again. Students listen and read along.

Lesson 3 Story
Objectives
Building reading and listening skills

Conversation
Excusing yourself politely: Excuse me. Sure. Thank you.

Value
Be polite.

Materials
Flashcards; Audio 103, 120–123; Unit 7 Story video

Student Book page 76

Warm up
• Greet the class and sing Where Are the Elephants? ( 103)
with your students.
• Review the conversation language from Unit 6, Lesson 3:
I’m sorry. That’s OK. Encourage students to look for
opportunities to use the language in class today.
• Play What’s Missing? (Teacher’s Guide page 116) to
review Unit 7 vocabulary and Unit 5 language patterns.
Display the unit flashcards. When students know which
card is missing, they say I can’t see the (hand).
• Elicit the language from Unit 7, Lesson 2: Are these my ears?
Review the Unit 7, Lesson 2 grammar: Is this (my eye)? Yes,
it is. / No, it isn’t. Are these my (eyes)? Yes, they are. / No, they
aren’t. Then students practice asking and answering with
their neighbors.

96 Unit 7
 I can’t see.
Tap, tap, tap. Ahem. Excuse me.
Tap, tap, tap. Ahem. Excuse me.
(x2)
Oh, sure.
Thank you!
• Students sing the song again, turning to partners and
using gestures and facial expressions related to the song.

  D Listen and say.  123

• Play the audio. Students listen and say along with the
audio, in pairs.
• Students rehearse and act out the conversation. You could
ask pairs to come to the front of the class and act out the
conversation with suitable props.

EVERYBODY UP GLOBAL SKILLS

Collaboration / Communication: Direct students’
attention to the Everybody Up Friend. Students use
collaboration to look at the story in Activity A and
determine if Mike is polite. Then they use communication
skills to take turns asking and answering the question.

Games and Activities

Each student draws a picture to illustrate the value
Be polite. Display the pictures in the classroom. Students
circulate and discuss the pictures, using Unit 7 vocabulary.
Student Book page 77
Put students in groups of three. Each group creates,
  B Listen and circle  or .  121 rehearses, and acts out a new story that demonstrates
• Students look at each picture and say what they think the value Be polite. Stories must include the target
is happening. conversation language: Excuse me. Sure. Thank you.
• Play the audio. Students listen and circle  or . Draw A New Story (Teacher’s Guide page 114). Using
the existing story as a model, students draw a new story
Audio script  121 with new scenes and characters. More advanced students
1 Danny and Mike I can’t see! might also write new text. Beginner students might
2 Mike Excuse me. simply copy the pictures and text from their books.
3 Man Sure.
4 Danny Thank you. Extra Practice
• Play the audio again so students can check their work. Workbook pages 68–69
Then check answers together. Unit 7, Lesson 3 Values Worksheet
Classroom Presentation Tool
ANSWER KEY
Online Practice
1   ​2   ​
3   ​4 

  C Sing.  122

• Students look at the picture and talk about what they see.
• Read the song lyrics with the students.
• Play the audio. Students listen and then sing along with
the audio.

Audio script  122

Excuse Me
Hey, I can’t see!
Excuse me. Excuse me.
I can’t see.
Excuse me. Excuse me.
I can’t see.
Tap, tap, tap. Ahem. Excuse me!
Tap, tap, tap. Ahem. Excuse me!
Hey, I can’t see!
Excuse me. Excuse me.
I can’t see.
Excuse me. Excuse me.

Unit 7 97
 • Review Unit 5, Lesson 4 conversation language. In pairs,
students can use this pattern with new body part words
from Unit 6: What can you see? I can see (two hands).

  A Watch the video. 

Before you watch: Tell the class they’re going to watch
a video about healthy habits. To preview vocabulary
in the video, play Charades (Teacher’s Guide page 114)
using verbs from Unit 7 Lesson 4 and others in the video: go
to bed, eat, play. Explain before / after and morning / evening.
Put an anatomy chart on the wall and help students label
the body parts in English. Ask students what they might see
in the video.
• Play the video. See Video Scripts on Teacher’s Guide
page 118 for reference.
• Play the video again. Pause the video and ask students
questions about healthy habits. Encourage them to use
complete sentences to practice What can you do? I can wash
my (hands). I can brush my (teeth). It’s important to wash
your hands (at school / at home / before I eat / after I play).

  B Listen, point, and say.  124

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on
their own.
Lesson 4 Healthy Habits • Link the language. Students can watch as you mime each
Objectives new action and say I can (wash my face). Begin again,
miming each action for students to say the sentences.
Talking about healthy habits
Next, let individual students say the sentences for the class
to mime.
Grammar
• Play the audio. Students listen, point, and say along with
Statements with can for ability: Direct objects (S-V-O
the audio.
sentences): I can wash my face.
• Hand out four blank cards and drawing supplies to
Vocabulary each student. Students make a flashcard for each new
verb phrase.
Healthy Habits: wash my face, wash my hands, brush my
hair, brush my teeth   C Listen and say. Then practice.  125
• Introduce the new pattern: I can wash my face.
Materials
• Direct students’ attention to the grammar box on page 78.
Flashcards; Audio 124–126; Unit 7 CLIL video and Poster
(Healthy Habits)
• Play the audio. Students listen and say along with the audio.
Audio script  125
1 I can wash my face.
Student Book page 78
2 I can wash my hands.
School Subject Connection: Health 3 I can brush my teeth.
Lesson 4 is a cross-curricular lesson with a connection to 4 I can brush my hair.
health. Begin the lesson by talking about what healthy • Use the Classroom Presentation Tool grammar video to
means. Ask students to share what they already know about present and practice the new language.
being healthy. • Students practice saying the sentences on their own,
using their books.
Warm up
• Greet the class. Then write these verbs on the board: walk,
run, hop, swim. Choose an individual student and say Hello,
(Sarah). Let’s (walk). Mime the action. Elicit the response
OK, (Ms. Jones). Students mime the action with you. Then
students practice this conversation with their neighbors.
• Review Unit 5, Lesson 2 playtime activities. Hold up the
unit flashcards and elicit full sentences: I can (ride a bike).
I can’t (fly a kite).

98 Unit 7
 • Encourage students to say more about themselves,
as well: My name is (Michael). I’m (seven). I like (ice cream).
I have (two kites).

Poster activity
• Students identify familiar objects in the poster images.
• Students talk about the poster using the speech
bubbles as a model.

Bonus Project
• Explain to students that they will make a robot and
talk about it with a partner. Focus on the picture and
tell students their robot can look like this, or it can look
different if they want.
• Review the words for the body and face that students
have learned and write them on the board.
• Students draw their robots.
• Read out the questions and answers in the speech
bubbles. Students then ask and answer questions
about their robots.

Games and Activities

Telephone (Teacher’s Guide page 116). Students form
one line. Whisper a different sentence to the student at
each end, e.g., I can wash my hands and I can brush my
hair. Students whisper the sentences down the line. Each
Student Book page 79 student can say the sentence just once.
D Listen and match.  126 Two Truths and a Lie (Teacher’s Guide page 116). Using
Unit 7 language, make three statements, one of which is
• Ask students what is happening in each picture. Then play a “lie”, e.g., I have two hands. I have ten ears. I can brush my
the audio. Students listen and match the person on the
teeth. Students listen carefully to catch the “lie”. Those who
left with the actions on the right.
do must then say the “true” statement: I have two ears.
• Students check their answers in pairs. Then check answers
together as a class. Assessment for learning
Audio script  126 Ask students to complete the self-assessment activity.
1 Hi, I’m Ellen. I can brush my hair. I can brush my teeth. Provide consolidation activities from the Teacher’s
I can wash my face. Resources or the Workbook, if they need extra support.
2 Hi, I’m Jake. I can brush my teeth. I can wash my hands.
I can brush my hair. Extra practice
3 Hi, I’m Luke. I can wash my face. I can brush my hair. I can Workbook pages 70–71
wash my hands. Unit 7, Lesson 4 CLIL Worksheet
4 Hi, I’m Lisa. I can wash my hands. I can wash my face. I can CLIL video
brush my teeth. Classroom Presentation Tool
Online Practice
ANSWER KEY
1 d  ​2 b  ​3 a  ​4 c

EVERYBODY UP GLOBAL SKILLS

Well-being: Talking about students’ physical and
emotional well-being can help them to express their
own feelings and share them with others. Direct students’
attention to the Global skills tip. Read out the tip.
Say I brush my teeth, and I feel good. Invite students to say
similar sentences.

E Talk with your classmates.

• Students circulate and talk together using the language
in the speech bubbles and words for other healthy habits:
I can brush my hair. I can wash my face.

Unit 7 99
 UNIT

7 Check Up

B Choose the words.

• Focus on the first picture and point out the example
answer.
• Students complete the task. Check the answers.
• Students practice saying the sentences with a partner,
using their books.
ANSWER KEY
1 These
2 this, is
3 hands
4 brush
5 hair
6 This

Assessment for learning

Ask students to complete the self-assessment activity.
Provide consolidation activities from the Teacher’s
Resources or the Workbook, if they need extra support.

Extra Practice
Workbook page 72
Unit 7 Test
Unit 7 CYL Worksheet
Classroom Presentation Tool
Online Practice

Review Language
Unit 7 grammar and vocabulary

Student Book page 80

Warm up
• Review the vocabulary from Unit 7 by pointing to the
parts of your own body and face and having students call
out the words. Invite students to stand up and point to a
part of their body or face, and get other students to call
out the words.
• Review the language from Lesson 4 by saying a sentence,
e.g., I can brush my hair. Students say similar sentences.

A Match.
• Students complete the task. Check the answers.
• Students practice saying the words on their own, using
their books.
ANSWER KEY
1 an arm
2 a finger
3 a mouth
4 a hand
5 an eye
6 a foot

100 Unit 7 Check Up

UNIT

7 Phonics Bonus

Audio script  127

Let’s sing the /aɪ/ song!
I can sing /aɪ/ /aɪ/ /aɪ/,
/aɪ/ in die,
I can sing /aɪ/ /aɪ/ /aɪ/,
Listen to me.
/aɪ/ in die,
and /aɪ/ in lie.
/aɪ/ /aɪ/,
Clap your hands,
Clap your hands with me.
/aɪ/ in pie,
and /aɪ/ in tie.
/aɪ/ /aɪ/
Clap your hands,
Clap your hands with me.
/aɪ/ /aɪ/,
Clap your hands.
I can sing /aɪ/,
Clap your hands.

B Look at A. Point and say with a partner.

• Students work with a partner. They take turns to point and
say the words.

C Listen and circle ea or ie.  128

• Say one or two words with the ea sound and write them
Objectives on the board, e.g., ice cream, sea. Underline the ea sound,
Practice identifying and saying the long vowel sound ie then say the words again. Then say the words in Activity A
in words such as tie, pie, die, lie. again, to show the difference in the vowel sounds.
Practice hearing the difference between the vowel • Play the audio. Students listen and circle the correct
sounds ie and ea in simple words. sounds.
• To check the answers, play the audio again and pause
Materials after each word to confirm the answer and get students
Audio 127–128, Unit 7 Phonics video to repeat.
• Students then practice saying the words with a partner,
using their books.
Student Book page 81
Audio script  128
Warm up 1 die
• Draw a die on the board and teach the meaning. Say the 2 leaf
word and underline the ie sound. Say the word again, and 3 pie
get students to repeat. 4 tie
• Write the word science on the board and underline the ie 5 meat
sound. Say the word, and get students to repeat. 6 seal
ANSWER KEY
A Listen, point, and sing.   127
1 ie
• Play the video or the audio to present the song as 2 ea
students listen. 3 ie
• Play the song again. Students listen, point, and sing. 4 ie
5 ea
6 ea
Extra Practice
Workbook page 73
Unit 7 Phonics Worksheet
Phonics video
Classroom Presentation Tool

Unit 7 Phonics 101

 UNIT

8 The Toy Store

  A Listen, point, and say.  129

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue, picking up speed, until students can produce
the words on their own.
• Play Rhythm Circle (Teacher’s Guide page 115) with the
new vocabulary.
• Link the language. Combine Unit 2 vocabulary and
grammar patterns with the new vocabulary. Hold
up a flashcard and ask students What’s this? Elicit the
response This is (an old doll). Student pairs continue to
practice this pattern.
• Play the audio. Students listen, point, and say along with
the audio.
• Students practice saying the new words, pointing at
pictures in their books.

  B Listen and number.  130

• Read this while pointing to the picture:
Emma, Ann, and Mike are at the toy store. Look at all the toys.
There are games. There are dolls and balls. There are animals,
too. Can you see the pink bear? It’s under the ducks. Where are
the elephants? There are long pencils and short pencils. There
are some flowers. What else can you see?
• Play the audio. Students listen, find the items in the
Lesson 1 Adjectives picture, and number them.
Objectives Audio script  130
Talking about toys using adjectives 1 Mike Cool toys! They’re small and red.
2 Mike It’s big and blue.
Grammar 3 Emma Ann, do you like the pink bear? It’s new.
Demonstrative pronouns that and those: That’s an old 4 Ann No, I don’t. I like my bear!
bike. Those are new bikes. Emma But it’s old!
Information questions with what: What’s that? That’s an Ann That’s OK.
old doll. What are those? Those are new bikes. 5 Emma Look, pencils. They’re long.
6 Ann I like these pencils. They’re short. Like me!
Vocabulary • Invite students to talk about what else they see in the
Adjectives: old, new, big, small, long, short picture, using previously learned language.
ANSWER KEY
Materials top row: 1, 2
Flashcards; Audio 052, 129–132 middle row: 3
bottom row: 6, 5, 4

Student Book page 82

Warm up
• Greet the class and sing My Turn ( 052). Students turn to
their neighbors, singing and using appropriate gestures.
• Review body parts vocabulary. Hold up the unit flashcards,
asking students What is it? Elicit I don’t know or It’s a (nose).
• Elicit the language from Unit 7, Lesson 4: I can wash
my face. Review verb phrases with the unit flashcards.
Students practice the language while demonstrating
verb actions.

102 Unit 8
 Audio script  132
What’s that? That’s an old doll.
What are those? Those are new bikes.
What’s = What is
That’s = That is
1 What’s that? That’s an old doll.
2 What are those? Those are new bikes.
3 What’s that? That’s a small ball.
4 What’s that? That’s a big car.
5 What are those? Those are long jump ropes.
6 What are those? Those are short pencils.
• Use the Classroom Presentation Tool grammar video to
present and practice the new language.
• Hold up the unit flashcards and ask the class What’s that?
Students reply That’s (an old bear). Student pairs practice
the pattern, using flashcards or objects from around
the class.

  E Look at B. Point, ask, and answer.

• Student pairs look at the big picture in Activity B and
practice asking and answering with the speech bubble
patterns: What’s that? That’s a pink bear. Students use new
vocabulary and previously learned language.

EVERYBODY UP GLOBAL SKILLS

Critical Thinking / Communication: Direct students’
attention to the Everybody Up Friend. Students use
Student Book page 83
critical thinking skills to think about what is in the picture.
  C Listen and say. Then practice.  131 Students use communication skills to take turns asking
• Introduce the new pattern: That’s an old bike. Those are and answering the question.
new bikes.
Games and Activities
• Present the short form: That’s = That is.
Down the Line (Teacher’s Guide page 114). Use the unit
• Direct students’ attention to the first grammar box on flashcards. When players meet, show the player a card and
page 83.
ask What’s that? or What are those? A correct answer (It’s an
• Play the audio. Students listen and say along with the audio. old doll. / They are new dolls.) earns a point.
Audio script  131 Beanbag Toss (Teacher’s Guide page 114). Use the unit
That’s an old bike. flashcards or objects from around the class (for plurals).
Those are new bikes. Students play in pairs. The first student throws the
That’s = That is beanbag and asks a question: What’s that? or What are
1 That’s an old bike. those? The second student answers That’s a (big doll) or
2 Those are new bikes. Those are (long pencils). The next pair takes a turn.
3 That’s a big ball. Gaps (Teacher’s Guide page 115). Create several different
4 Those are small balls. texts with gaps using the Unit 8, Lesson 1 grammar
5 That’s a long snake. patterns. Students write in the missing words and check
6 Those are short snakes. their answers in pairs.
• Students practice the sentences, using their books.
Assessment for learning
D Listen, ask, and answer. Then practice.  132 Ask students to complete the self-assessment activity.
• Introduce the new patterns: What’s that? That’s an old doll. Provide consolidation activities from the Teacher’s
What are those? Those are new bikes. Resources or the Workbook, if they need extra support.
• Direct students’ attention to the second grammar box on
page 83. Extra Practice
• Play the audio. Students listen, ask, and answer along with Workbook pages 74–75
the audio. Classroom Presentation Tool
Online Practice

Unit 8 103
 • Continue until students can produce the words on
their own.
• Reinforce meaning by acting out each adjective with
students. Move quickly for fast. Move slowly for slow.
Speak loudly or make noises for noisy. Speak quietly for
quiet. Students can try this on their own.
• Link the language with grammar patterns from Unit 5,
Lesson 1, new vocabulary, and familiar language. Ask
What can you see? Elicit the response I can see (a fast car) or
I can see (a slow turtle).
• Play the audio. Students listen, point, and say along with
the audio.
• Students say the words on their own, pointing to words in
their books.

  B Listen, ask, and answer. Then practice.  134

• Introduce the new patterns:
Is that a fast car? Yes, it is. / No, it isn’t.
Are those fast cars? Yes, they are. / No, they aren’t.
• Present the short forms: isn’t = is not, aren’t = are not.
• Direct students’ attention to the grammar box on page 84.
• Play the audio. Students listen, point to the items in the
picture, and say along with the audio.

Audio script  134

Is that a fast car? Yes, it is.
Lesson 2 Adjectives Is that a fast car? No, it isn’t.
Are those fast cars? Yes, they are.
Objectives Are those fast cars? No, they aren’t.
Asking and answering about toys using adjectives isn’t = is not
aren’t = are not
Grammar 1 Is that a fast car? Yes, it is.
Yes/No questions with be (3rd person singular and plural) 2 Is that a noisy car? No, it isn’t.
3 Are those slow cars? No, they aren’t.
Demonstrative pronouns that and those: Is that a fast car?
4 Are those noisy cars? Yes, they are.
Yes, it is. / No, it isn’t. Are those fast cars? Yes, they are. / No,
5 Is that a noisy car? Yes, it is.
they aren’t.
6 Are those fast cars? No, they aren’t.
Vocabulary • Use the Classroom Presentation Tool grammar video to
present and practice the new language.
Adjectives: fast, slow, noisy, quiet

Materials
Flashcards; Audio 100, 133–135; Unit 8 Song video

Student Book page 84

Warm up
• Greet the class, with students answering in chorus:
Hello! How are you? I’m fine. How are you? I’m fine, thank you.
• Switch roles and repeat.
• Sing Where Is the Snake? ( 100).
• Point to items in the classroom to elicit the language from
Unit 8, Lesson 1: What’s that? That’s an (old bike). Student
pairs can practice this pattern by pointing at items in
the classroom and using new vocabulary and familiar
language.

  A Listen, point, and say.  133

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.

104 Unit 8
 Are those noisy cars?
Yes, they are!
Yes, they are!
• Students sing the song again, with the gestures.
  D Make a car book. Show and tell.
• Provide blank books and art supplies for students to make
their own picture books. Each page should illustrate a
sentence with a noun and an adjective: That’s a fast car.
• In groups, students read and share their books.

  E Look at your car books. Ask and answer.

• Student pairs ask and answer questions about their
Activity D books, using the language in the speech
bubbles and previously learned language.

EVERYBODY UP GLOBAL SKILLS

Collaboration / Communication: Direct students’
attention to the Everybody Up Friend. Students use
collaboration to look together at each other’s car books
and think about which cars look fast. Then they use
communication skills to take turns asking and answering
the question.

Games and Activities

Fruit Salad (Teacher’s Guide page 115). In groups of
eight, students practice adjectives taught in Unit 8,
Student Book page 85
Lessons 1 and 2. For each group, provide eight cards (one
  C Sing.   135 per adjective).
• Students look at the pictures and name colors and items. Charades (Teacher’s Guide page 114). Use the unit
flashcards. Divide the class into two or four groups. Set
• Ask students to stand up. Read the song lyrics with them. aside a different flashcard for each group. Show one
Use these gestures, and encourage students to copy you:
member of each group a flashcard; do not reveal the card
– fast: run quickly on the spot to other group members. That student returns to the
– slow: walk slowly on the spot group and acts out the phrase. The group tries to guess
– noisy: hold your hands up to your ears as if protecting what it is: Is that a (fast) car?
yourself from a loud noise Fruit Salad variation (Teacher’s Guide page 115).
– quiet: put your finger to your lips to indicate quiet Students play as a whole class. Provide one adjective card
• Play the video or the audio to present the song. Then play per student. Every student’s card needs an opposite. Call
the video or audio again for students to sing along, using out an adjective. The student(s) with that card finds a
the gestures as they sing. student holding the opposite card. They switch places.
Rollers (Teacher’s Guide page 116). Students ask a
Audio script  135
question and roll the ball to another student, who
Fast Cars! answers, asks a new question, and rolls the ball to another
Is that a fast car? student.
Yes, it is. Yes, it is. Yes, it is.
Is that a fast car? Assessment for learning
Yes, it is.
Ask students to complete the self-assessment activity.
That is a fast car!
Provide consolidation activities from the Teacher’s
Are those slow cars?
Resources or the Workbook, if they need extra support.
No, they aren’t.
Are those fast cars?
Yes, they are!
Extra Practice
Workbook pages 76–77
Yes, they are!
Song video
(x2)
Classroom Presentation Tool
Noisy and quiet
Online Practice
Is that a noisy car!
Yes, it is. Yes, it is. Yes, it is.
Is that a noisy car?
Yes, it is.
That is a noisy car!
Are those quiet cars?
No, they aren’t.

Unit 8 105
 • Review adjectives by playing Guess the Next Card
(Teacher’s Guide page 115). Hold up the unit flashcards,
one by one. Elicit the words. Shuffle the cards and
begin again. Students try to guess which card you will
show next.
• Sing Let’s Share ( 034). Then challenge students to recall
the story, The Blue Paint, and the value associated with this
song: Be nice.

  A Talk about the pictures. Then listen and read.

  136
• Students look at the pictures and name the characters,
body parts, colors, and anything else they see.
• Students say what they think could be happening
in each picture.
• Play the video or the audio for students to enjoy the story.
Then play the video or audio again, pausing at intervals to
check students’ understanding.

Audio script  136

Please Be Quiet
James Julie.
James Julie!
James Julie, please be quiet.
Julie OK. I’m sorry.
James Thanks, Julie. Julie?
Lesson 3 Story • Read the story aloud with the students. Then direct
students’ attention to the value Be nice and play the
Objectives track again. Students listen and read along.
Building reading and listening skills

Conversation
Making a polite request: Please be quiet. OK, I’m sorry.
Thanks.

Value
Be nice.

Materials
Flashcards; Audio 136–139; Unit 8 Story video

Student Book page 86

Warm up
• Greet the class and ask students to sit in a circle. Model
the language pattern for students: I’m seven. How old are
you? Elicit a response: I’m (eight). Call out two names and
ask these students to practice saying this pattern. Then
this pair calls out the names of two other students to
continue this exchange. Repeat until everyone has a turn.
• Elicit the language from Unit 8, Lesson 2: Is that a fast
car? / Are those fast cars? Have students stand and practice
saying and acting out their own questions and answers
for their neighbors.

106 Unit 8
 Audio script  138
Please Be Quiet
1, 2, 3, 4
Please be quiet.
Please be quiet.
Please be quiet!
Please be quiet!
Please be quiet!
Please … be … quiet!
Please … be … quiet!
Please be quiet.
OK. I’m sorry.
Thanks.
(x2)
• Students sing the song again, turning to neighbors and
using gestures and facial expressions related to the song.

  D Listen and say.  139

• Play the audio. Students listen and say along with the
audio, in pairs.
• Students rehearse and act out the conversation. You could
ask pairs to come to the front of the class and act out the
conversation with suitable props.

EVERYBODY UP GLOBAL SKILLS

Communication / Critical Thinking: Direct students’
Student Book page 87 attention to the Everybody Up Friend. Students use critical
thinking to think about times when they can be quiet and
  B Listen and number.  137 in what situations. Then they use communication skills to
• Students look at each picture and say what they think is take turns asking and answering the question.
happening.
• Play the audio. Students listen and number the pictures.
Games and Activities
Order the Pictures (Teacher’s Guide page 115). Prepare
Audio script  137 four large pictures to illustrate the Lesson 3 story. Groups
1 James Julie! hold the pictures and arrange themselves in order as you
2 James Julie, please be quiet. read the story aloud.
3 Julie OK. I’m sorry. Assign student pairs. Hand out four sticky notes to each
4 James Thanks, Julie. pair. Instruct students to turn to the story pages from
• Play the audio again so students can check their work. Units 2, 3, 6, and 7 and use a sticky note to cover up the
Then check answers together. value sticker at the end of each story. Then, write these
ANSWER KEY
four values on the board: Be nice. Be fair. Be safe. Be polite.
From left to right: 3, 1, 2, 4 Student pairs match each story with its value. Students
think of new stories to demonstrate the value Be nice and
  C Sing.  138 draw pictures to illustrate the stories.
• Students look at the pictures and talk about what Charades (Teacher’s Guide page 114). Play charades using
they see. students’ drawings.
• Read the song lyrics with the students.
• Play the audio. Students listen and then sing along with
Extra Practice
Workbook pages 78–79
the audio.
Unit 8, Lesson 3 Values Worksheet
Story video
Classroom Presentation Tool
Online Practice

Unit 8 107
   A Watch the video. 
• Before you watch: Tell the class they’re going to watch a
video about transportation. Students can tell you what they
know about how people get around in different places.
Remind them that modes of transportation differ around
the world. How does transportation vary on land, in the air,
in the water? Students may enjoy designing new kinds of
transportation.
• Play the video. See Video Scripts on Teacher’s Guide
page 118 for reference.
• Play the video again. Pause it as you ask students
questions about what they saw, e.g., Is Henry’s car fast?
What are these cars?

  B Listen, point, and say.  140

• Use the Classroom Presentation Tool interactive activity to
present the new language. Alternatively, you can use the
unit flashcards to present the new words.
• Continue until students can produce the words on their own.
• Link the language. Combine grammar patterns from
Unit 5, Lesson 4 with new vocabulary: Can you see an old
truck? Yes, I can. / No, I can’t. Student pairs practice pointing
and saying these patterns.
• Play the audio. Students listen, point, and say along with
the audio.
• Hand out eight blank cards and drawing supplies to
Lesson 4 Transportation each student. Students make a flashcard for the new
vocabulary items and their plural forms.
Objectives
Asking and answering about transportation   C Listen, ask, and answer. Then practice.  141
• Introduce the new patterns:
Grammar What’s this / that? It’s an old bus.
Comparing demonstrative pronouns this, that, these, and What are these / those? They’re new buses.
those: What’s this / that? It’s an old bus. What are these / Present the short forms: What’s = What is; It’s = It is;
those? They’re new buses. They’re = They are.
• Direct students to the grammar box on page 88.
Vocabulary • Play the audio. Students listen and say along with the audio.
Transportation: bus, truck, train, boat
Audio script  141
Materials What’s this? It’s an old bus.
Flashcards; Audio 017, 140–141; Unit 8 CLIL video and What’s that? It’s an old bus.
Poster (Transportation) What are these? They’re new buses.
What are those? They’re new buses.
What’s = What is
Student Book page 88 It’s = It is
They’re = They are
School Subject Connection: Social Studies buses, trains, trucks, boats
Lesson 4 is a cross-curricular lesson with a connection to 1 What’s this? It’s an old bus.
social studies. Students can share how they and family 2 What are these? They’re new buses.
members go to school and work. 3 What’s that? It’s a small truck.
4 What are those? They’re big trucks.
Warm up 5 What’s that? It’s a long train.
• Greet the class and sing Hi! How Are You? ( 017). 6 What are those? They’re short trains.
• Elicit the language from Unit 8, Lesson 3: I can be quiet. Can 7 What’s this? It’s a fast boat.
you? Students can practice using the phrase during class. 8 What are these? They’re slow boats.
• Review adjectives with familiar grammar patterns. Hold • Use the Classroom Presentation Tool grammar video to
up the unit flashcards, asking different questions, such as present and practice the new language.
What’s this? Is it noisy? What can you see? Is this an old doll? • Hold up the unit flashcards and ask What’s (this)? Students
Elicit full-sentence answers. answer It’s (a new bus). Borrow a set of student-made
flashcards and continue with the plural items.

108 Unit 8
 Poster activity
• Students identify familiar objects in the poster images.
• Students talk about the poster using the speech
bubbles as a model.

Bonus Project
• Explain to students that they will make a poster of their
toys, then talk about it.
• Review words for toys, and write them on the board.
• Students make their posters.
• Read out the speech bubbles. Students then talk about
their toys with a partner.

Games and Activities

Happy Families (Teacher’s Guide page 115). Groups of
four students use four sets of student-made cards. They
try to make a set of four matching cards, saying Do you
have a (bus)? or Do you have (buses)? Students use familiar
language as they play: Help me. Here you are.
Word Roll (Teacher’s Guide page 116). Each pair has a
die with a bus, truck, train, boat, car, and bike on the sides
(old or new). The first student rolls the die and asks What’s
(that)? The partner answers It’s (an old bus) to win a point.

Assessment for learning

Student Book page 89
Ask students to complete the self-assessment activity.
Provide consolidation activities from the Teacher’s
D Circle. Then check ().
Resources or the Workbook, if they need extra support.
• Students look at the picture and circle the correct word.
Then they write a check mark in the correct column Extra practice
in the chart. Workbook pages 80–81
• Students check their answers in pairs. Then check answers Unit 8, Lesson 4 CLIL Worksheet
together as a class. CLIL video
ANSWER KEY Classroom Presentation Tool
1 buses, those Online Practice
2 truck, this
3 train, that
4 boats, these

EVERYBODY UP GLOBAL SKILLS

Critical thinking skills: Encouraging students to recall
vocabulary can help develop their concentration and
memory. Direct students’ attention to the Global skills tip
and read it out. Put students into pairs to make a list of the
adjectives they know in English. Elicit adjectives from the
class and write them on the board. Point out to students
that if we think hard, we can often remember more than
we expect.

E Look at C. Ask and answer.

• In pairs, student look at the picture in Activity C and ask
and answer questions using language in the speech
bubbles.
• Encourage students to use all language learned in the
lesson, as well as previously learned language.

Unit 8 109
 UNIT

8 Check Up

Audio script  142

1 It’s a boat.
2 It’s a new bear.
3 It’s a long rope.
4 It’s a slow car.
5 It’s a small doll.
6 It’s a bus.
ANSWER KEY
1 b  ​2 b  ​3 a  ​4 a  ​5 a  ​6 a

B Read and write.

• Read out the first question and answer as an example,
making sure that students understand that they should
use the words from the box to complete the sentences.
• Students complete the task.
• Students then practice saying the questions and answers
for each picture.
ANSWER KEY
1 No
2 new
3 it
4 No
5 big
6 Yes

Assessment for learning

Review Language Ask students to complete the self-assessment activity.
Unit 8 grammar and vocabulary Provide consolidation activities from the Teacher’s
Resources or the Workbook, if they need extra support.
Materials
Audio 142 Extra Practice
Workbook page 82
Unit 8 Test
Student Book page 90 End-of-year Test
Classroom Presentation Tool
Warm up Online Practice
• Divide the class into four large groups.
• Explain to students that you will hold up some flashcards
and indicate a group. That group must all call out the
word together.
• Use the flashcards to review the vocabulary for toys,
adjectives, and transportation from Unit 8 in this way,
indicating which group should answer each time. Review
each card more than once, until students are confident
with the words.

A Listen and check ().  142

• Play the first item on the audio and elicit the correct
answer.
• Play the rest of the audio for students to complete
the task.
• To check the answers, play the audio again, pausing after
each sentence to confirm the answer.
• Students then practice saying the words with a partner,
using their books.

110 Unit 8 Check Up

UNIT

8 Phonics Bonus

Audio script  143

Let’s sing the /uː/ song!
I can sing /uː/ /uː/ /uː/,
/uː/ in boot,
I can sing /uː/ /uː/ /uː/,
Listen to me.
/uː/ in boot,
and /uː/ in food.
/uː /uː/,
Clap your hands,
Clap your hands with me.
/uː/ in moon,
and /uː/ in zoo.
/uː/ /uː/
Clap your hands,
Clap your hands with me.
/uː/ /uː/,
Clap your hands.
I can sing /uː/,
Clap your hands.

B Look at A. Point and say with a partner.

• Students work with a partner. They take turns to point and
say the words.

C Listen and check () the words with the oo

sound.  144
Objectives • Say one or two words with the o sound and write them
Practice identifying and saying the long vowel sound oo on the board, e.g., cot, pot. Underline the o sound, then say
in words such as food, moon, boot, zoo. the words again. Do the same for words with the u sound,
e.g., cut, hut. Then say the words in Activity A again, to
Materials show the difference in the vowel sounds.
Audio 143–144, Unit 8 Phonics video • Play the audio for students to listen and check the words
with the oo sound.
• To check the answers, play the audio again and pause to
Student Book page 91
confirm each answer and get students to repeat.
Warm up • Students then practice saying the words with a partner,
using their books.
• Write the words food and zoo on the board as headings.
To check understanding, say some words for animals or Audio script  144
kinds of food and elicit where to add them on the board, 1 moon
e.g., lion, bread, tiger, pizza, monkey. 2 hot
• Focus on the words food and zoo again and underline 3 nut
the oo sound in each one. Say the words again, and get 4 pot
students to repeat. 5 boot
6 cut
A Listen, point, and sing.   143
ANSWER KEY
• Play the video or the audio to present the song as
1, 5
students listen.
• Play the song again. Students listen, point, and sing. Extra Practice
Workbook page 83
Unit 8 Phonics Worksheet
Phonics video
Classroom Presentation Tool

Unit 8 Phonics 111

 UNITS

7-8 Cambridge Young Learners English

• Play the rest of the audio, pausing after each instruction to
allow students time to color.
• To check the answers, play the audio again and pause after
each instruction. Students can check their answers in pairs.
• Students can then say some sentences about the toy
store with a partner, using their books.

Audio script  145

Woman Look! It’s a toy store!
Boy Oh, yes! I like toys!
Woman Can you see the ball?
Boy Yes! It’s big.
Woman Color the big ball purple.
Boy OK! I love that color.

Narrator Can you see the purple ball? This is an example.

Now you listen and color.

1 Boy What’s that?

Woman That’s a car.
Boy Is it an old car?
Woman Yes, it is. Color it red.
Boy Red? OK.
2 Woman Look at that doll.
Boy Yes, that’s a big doll.
Woman Can you color it blue?
Boy Yes, sure.
Starters Practice 4 Woman Good. A big, blue doll.
3 Boy What are those?
Objectives Woman Those are small trucks.
Practice the language from Units 7 and 8 in exam-style Boy Are they fast?
exercises. Woman Yes, they are.
Boy Let’s color one truck yellow.
Materials Woman Sure.
Audio 145–146 4 Woman Can you see the books?
Boy Yes. Are those new books?
Woman No, they aren’t. Those are old books.
Student Book pages 92–93
Boy Can I color one book?
Warm up Woman Yes. Color a book orange.
Boy Great!
• Use the flashcards to review vocabulary from Units 7 and 8: 5 Boy Is that an old bear?
My body, My face, Toys, Transportation.
Woman No, it isn’t. It’s a new bear.
• Review the adjectives from Unit 8 by saying phrases with Boy These are his arms and legs. And these are his eyes.
one adjective and eliciting the opposite, e.g., a fast train or Woman Yes. Color the bear for me.
a slow train. Boy Can I color it green?
• Review the phrases for healthy habits by miming brushing Woman Yes! A green bear. Good job!
your hair and saying: I can brush my hair. Mime the other
ANSWER KEY
actions and elicit the phrases. Invite students to mime one
Students should have: a purple ball, a red car, a blue doll,
of the actions and elicit the correct phrase.
one yellow truck, one orange book, a green bear.
Listening
A Listen and color. There is one example.  145
• Make sure students have coloring pencils ready.
• Play the audio as far as Now you listen and color, then
pause it.
• Point out the example answer.

112 Units 7–8 CYL practice

 Reading and Writing
C Look at the pictures and read the questions.
Write one-word answers.
• Focus on the first picture and read out the completed
answers.
• Students complete the task.
• When you check the answers, get students to spell the
words, so you can check they have written them correctly.
• Students can work with a partner and practice saying a
correct sentence about each picture.
ANSWER KEY
1 red
2 four
3 small
4 car
5 noisy
Extra Practice
Unit 8 CYL Worksheet
Classroom Presentation Tool

Speaking
B Listen and answer the questions.  146
• Ask students to work with a partner. Tell them they will
now listen to some questions, and they must answer with
their partner.
• Play the audio. Students listen and answer.
• To check the answers, play the audio again. Pause
after each question and ask individual students to say
the answer.
• Students then work with a partner and practice by
making more sentences about the pictures.

Audio script  146

1 Woman What’s this? What toys do you like?
2 Woman What’s this? What color are your eyes?
3 Woman What’s this? Can you jump rope?
4 Woman What are these? What color are they?
Woman Good job!
SAMPLE ANSWERS
1 It’s an old bear. I like (dolls).
2 It’s an eye. My eyes are (brown).
3 It’s a long rope. Yes, I can. / No, I can’t.
4 They’re buses. They’re red and yellow.

Units 7–8 CYL practice 113

 Games Bank

The games and activities use target language that is specific race to touch the card. In groups, ties can be broken with
to each lesson. Check the lesson plans for the recommended a quick round of Rock, Paper, Scissors. Option: When
target language. Review the target language and explain students play the game individually, they can simply hold up
how to play before starting games and activities. the card.

A New Story Categories

This activity has two versions: acting and drawing. This game is best played with at least two vocabulary
For the acting version, put students in groups. Each group categories. Students sit in a circle. Model the following
creates a new story and acts it out for the class. Stories percussion rhythm: slap your knees twice, clap your hands
should demonstrate the Lesson 3 value. twice, snap your fingers on one hand and then the other.
For the drawing version, students work alone. Using the As you snap your fingers, announce the category for that
existing story as a model, each student draws a new story round (e.g., Food). On the next snap, say a word in the
with new scenes and characters. Stories should demonstrate category (e.g., chicken). Go around the circle, with individual
the Lesson 3 value and include the target conversation students repeating the word previously said and saying a
language. More advanced students can write new text for new word during the snaps. Change the category when all
the story. Beginner students can simply copy the text from known words have been said, or when someone makes a
the existing story. mistake, or after everyone has had a chance to say a word.

Beanbag Toss Charades

Spread picture cards or realia on the floor. A student tosses Divide the class in half or into four groups. Show one
a beanbag, aiming for one of the cards or objects. Then, the member of each group a different flashcard. That student
student uses the card nearest which the beanbag landed to returns to his or her group and acts out the target language
practice the target language. without speaking. The group watches and tries to guess
what is being acted out.
Bingo
Circles
For this traditional game, students arrange nine cards face
up in a 3x3 grid. Call out a word or letter sound. Students Put students in two concentric circles containing the same
turn over that card. When a student has turned over three number of students. Each student must be facing another
adjacent cards, either across or diagonally, he or she should student. Designate one circle as the questioners and one
call out Bingo! and say which cards were turned over. as the answerers. Each facing pair will practice the target
question and answer pattern. After pairs have practiced the
Binoculars pattern, have one circle spin to the left and one to the right.
Using their hands like binoculars, students look around the Students practice the pattern again with their new partners.
classroom and say what they see, using the target language. Switch roles after a while.

Blindfold Down the Line

Students play this game in pairs. Distribute blindfolds and Set flashcards in a line on the floor. Place a team of students
realia to each pair. Model the activity with a pair of students. at each end of the line. A student from each team goes
S1 is blindfolded. S2 hands S1 an item and asks a question down the line of cards, saying the words. When the players
about it using the target language. S1 answers. meet, ask the student who is farthest along the line a
challenge question. A correct answer wins that player’s team
Buzzers a point. If players meet in the middle of the line, have them
For this game, divide the class into two teams. Teams will play Rock, Paper, Scissors. The winner gets a chance to
compete to earn points by giving correct answers. Begin answer the challenge question.
by explaining how the game works and what constitutes
a correct answer. To play the game, arrange two central
Everybody Stop!
desktops with “buzzers”. A player from each team stands at Have the class stand along one wall of the room while you
a buzzer. Players slap their buzzers as fast as they can when stand across from them, facing the opposite wall. As you
they think they can give the right response. The first student say the target language, students try to move toward you
to slap his or her buzzer gets to give the answer. A correct without being seen by you. When you suddenly turn around,
answer wins a point for that student’s team. If the answer is anyone you see moving is out. Students who get caught
incorrect, the other player tries to answer. Option: Instead of moving can rejoin the activity after a round, starting with
slapping buzzers, students can simply raise their hands. backs to the wall again. “Caught” students can also be given
jobs to perform as the activity continues, such as helping
Card Grab to round up the newly “caught” students. More confident
This game can be played individually or in small groups. students can be invited to take over your role as the speaker.
Give a set of cards to each student or group. Students spread
the cards out face up. Call out one of the words. Students

114 Games Bank

Everybody Up! Everybody Down! The winner can also play the role of “teacher” for the next
Tell students a specfic phonics sound to listen for and then, round. The student with the most objects wins.
slowly and clearly, say a number of sounds. The class stands
Memory
when you say the target sound. Continue saying a variety of
sounds. Students remain standing until they hear the target This game is played in groups of 4–6, using student-made
sound again. Then they sit. Repeat the activity with a new flashcards with pictures and words on one side. Each group
target sound. You can also assign different target sounds to plays with two sets of cards. The cards are arranged face
individuals or groups of students. down in a grid. Players turn over two cards per turn. The
goal is to find a matching pair of cards. If a pair is not found,
Find students should turn the cards face down again. The goal is
In this activity students will search for pictures or realia to find the most pairs.
around the classroom. To cue students, you might say
Order the Pictures
It’s blue to get students to run and touch something blue,
or you might say I can see a hand to get students to run and Draw simple pictures to illustrate the Lesson 3 story, cut
touch a picture of a hand. them out, and give each student a set. Read the story aloud.
Students listen and put the pictures in order. Alternately, to
Freeze have the class work together, prepare large pictures and give
In this activity, as you play music, students move around the one to each group of students. Groups hold up the pictures
room. Stop the music. Students “freeze” (stop moving), listen and arrange themselves in order as you read the story.
carefully, and arrange themselves as you instruct.
Picture Pieces
Fruit Salad Slowly draw a vocabulary item on the board. Students
You will need one flashcard or word card per student. Have should try to guess what it is before you finish drawing.
students sit in a circle. Have each student select a card. Alternately, have students do the activity in small groups,
Call out two of the words. The students holding those two with one student drawing and the rest of the group
cards stand and switch places. Call out pairs of words until guessing.
all students have had a chance to change places. After a
Picture Sentences
few more rounds, call out Fruit Salad! All students stand and
change places. In this activity, students will put word cards and flashcards in
order to make a sentence. Prepare large word cards before
Gaps class begins. Set the word cards and flashcards where everyone
This activity requires students to write in missing words in can see them. Say the target sentence aloud. Then have a
sentences. To create a sentence text for this game, write student or pair come to the front and put the cards in order.
out the target grammar pattern(s) on strips of paper, Alternately, create multiple sets of word cards and flashcards
leaving blanks in place of some words. Provide one copy for and have students work alone or in pairs at their desks.
each student or pair. Students write in the missing words.
Pop-Up
Students can compare answers to check them.
Students quickly stand up and sit down when they hear you
Guess the Next Card say the target phrase. You can assign different target phrases
This game can be played to practice vocabulary. After using to different students or groups, or have the entire class move
the flashcards to introduce and elicit the new vocabulary in together.
a lesson, continue showing the flashcards one after another,
Rhythm Circle
but vary the order. Before showing each new card, give
students a chance to guess what it is. Stand in a circle with students and model the chant
below, substituting the target language for the words in
Happy Families parentheses. Slap your hands on your thighs for two beats,
This card game is played in small groups using flashcards then clap your hands for two beats, and then say the word
that are from two or more themes or “family”. such as food or twice.
occupations. Provide cards or use student-made flashcards. Slap, slap, clap, clap, (old, old)
Review target and useful game language with the class Slap, slap, clap, clap, (new, new)
before playing. The cards are distributed and students Slap, slap, clap, clap, (big, big)
take turns asking other players questions, such as Do you
Slap, slap, clap, clap, (small, small)
have a sandwich? If the student has the card, they give it to
the asking student. If not, then that student asks the next Slap, slap, clap, clap, (long, long)
question. The winner is the first to have a set of cards from Slap, slap, clap, clap, (short, short)
one “family”. Start the chant again, and this time go around the circle and
have each student say a different vocabulary item. Students
How Many? must keep the rhythm. If they can’t keep the rhythm or think
This game can be played with any small objects. Place a of a new word, that student is out. Start a new chant each
large container of buttons or other small objects in front of time you run out of words.
the class. Place some in a small box. Students try to guess
how many there are in the box. The student who guesses
the correct number gets to keep all of the items in the box.

Games Bank 115

 Rollers Word Roll
Students sit on the floor in a circle. A student says the target For this game, you will need to prepare special dice using
language and rolls a ball to another student, who repeats vocabulary items beforehand, or you can provide the
the phrase and rolls the ball on. Periodically change the materials and have students make the dice in class. To
language. play the game, students roll the dice and use the word
that appears on the top face of a die to practice the target
Simon Says language. When playing in pairs, students use the word as a
In this traditional game, students must listen closely and cue for a question-and-answer pattern.
follow your instructions when they hear the phrase Simon
says. Begin with the class standing and facing you. Give
instructions using the target language. If you preface an
instruction with Simon says, students should obey. If not,
they should remain still. Students who move are “out”.

Station Stop
Make a train “track” around the room, with several “stations”.
Students form a line and move like a train along the track.
You play the role of the Station Master. The train must stop
when it comes into a station. At that time, choose a student
and practice the target language with the student. If the
student does so successfully, give the student a “ticket”.
The student with the most tickets at the end wins.

Teacher’s Mistake
In this game, students listen and/or watch carefully for your
mistakes. When they catch a mistake, students should raise
their hands. Increase the challenge by requiring students
who catch your mistake to correct it.

Telephone
Have the class form one line. Whisper a different sentence
to the student at each end. Students whisper the sentences
along the line. No repeating allowed! When the sentences
reach the opposite ends, have the students on the end say
the sentences aloud to see if they are different.

Toss and Tell

Have students stand in a circle. S1 says the target language
and then tosses or hands a ball, beanbag, or item of realia
to S2. S2 responds. Then, S2 says the target language and
tosses the ball to the next student.

Two Truths and a Lie

Hold up an object and make three statements about it
to the class. Two statements must be true and one false.
Students must listen carefully to catch the “lie” and then say
the correct statement.

What’s Missing?
First, show the class a set of flashcards and elicit the words.
Then gather the cards and remove one. Set the remaining
cards where everyone can see them. When students have
decided which card is missing, they raise their hands and
identify the missing card.

116 Games Bank

 Video Scripts

Unit 1, Lesson 4, Shapes Unit 4, Lesson 4, Food

Let’s go to the classroom! Hello! I’m Sarah.
Hello, Sarah! Let’s go to my school. It’s lunchtime!
Hello, Jamie! Hello, everybody!
Hello, Emily! Look! Who’s this?
It’s shapes class. This is my friend, Rebecca.
Look at the shapes – circles, triangles, and squares. What’s this? It’s bread and chicken. I like bread and chicken!
Look! What is it? It’s a circle! It’s purple! Look! Who’s this? It’s Louise! She’s my friend, too!
Look! It’s a square. It’s yellow. What’s this? It’s juice. I like juice!
Look! It’s a triangle. It’s black. I like food.
Shapes are great! What’s this? It’s pizza! I like pizza. Yum, yum!
Look! It’s a mouse. What’s this? It’s chicken and rice! I like chicken and rice.
It’s one … two … three … four … five … circles Yum, yum!
and one triangle. What’s this? It’s fish! Uh oh! I don’t like fish!
Look! It’s a robot! Look! What’s this? It’s cake.
It’s one … two … three squares … one … two … three How many cakes? One … two … three … four … five …
circles … and one triangle. six … seven … eight … nine cakes! Mmm!
Shapes are fun! I like cake, chicken, and pizza. But I don’t like fish.
What about you?
Unit 2, Lesson 4, Colors
Let’s go to art class! Unit 5, Lesson 4, Animals
Art class is fun. Hi, I’m Ellie! I’m at the park!
What’s this? This is paint. What can I see?
What color is it? I can see trees …
It’s yellow. I can see flowers …
It’s blue. And I can see a river.
And it’s green. Parks are fun!
What’s this? It’s a pen. I can jump rope at the park!
What color is it? It’s black. What can you do at the park?
Look! It’s a bird. You can play soccer …
Look at all the colors. You can jump rope …
Black and white make gray. You can ride a bike …
Blue and yellow make green. And you can fly a kite!
Red and yellow make orange. Look at the park again. What can you see?
Red and blue make purple. You can see flowers and trees …
Many, many colors! But look! You can see animals, too!
What’s this? It’s a crayon. Look! It’s a turtle! Can you see it?
What color is it? It’s blue. Look! It’s a frog! Can you see it?
What color is this crayon? Look! It’s a spider! Can you see it?
Look! Ants! Can you see them?
Unit 3, Lesson 4, Toys I can see lots of animals in the park. What can you see?
Let’s play! Look! It’s play time.
Look at the children.
How many boys? Two boys! How many girls? Two girls!
How many balls? One ball. What color is it? It’s red.
Look! This is Natalie. Natalie has a doll.
How many girls? Two! How many dolls? One.
Look! What’s this? It’s a puzzle.
This class has a caterpillar puzzle.
This class has games, too! How many games?
One … two … three … four … five … six … seven …
This class has seven games.
Play time is fun! Let’s play together!

Video Scripts 117

 Unit 6, Lesson 4, Abilities
Let’s go to the zoo!
What can you see?
Look! It’s a giraffe!
Look! It’s a tiger!
Look! Kangaroos!
How many kangaroos? One … two … three … kangaroos.
These kangaroos are under a tree …
These kangaroos are in a field!
Look! It’s a monkey!
This monkey is in the tree.
This monkey is under the tree!
Look at the penguins. Where are they? They are in the water.
Animals can do lots of things.
Can giraffes run? Yes, they can!
Can tigers walk? Yes, they can!
Can kangaroos hop? Yes, they can!
But can they run? No, they can’t!
Animals can walk …
Animals can run …
Animals can swim …
And animals can hop …
Can you walk? Can you run? Can you swim? Can you hop?

Unit 7, Lesson 4, Healthy Habits

Hi, I’m Nick and this is my friend, Sunita. We love the farm!
I always wash my hands at the farm. It’s a healthy habit.
Everybody has healthy habits!
I can wash my hands at home.
And I can wash my hands at school!
I wash my hands before I eat. I wash my hands after I play.
Everybody has healthy habits!
Hi. I’m Amy. I’m with my sister, Louise.
It’s time for bed. I brush my teeth before bed.
We all have healthy habits.
I can wash my hands …
… and I can brush my teeth!
Healthy habits are important. Can you wash your hands?
Can you brush your teeth?

Unit 8, Lesson 4, Transportation

Let’s go outside!
Look! Henry has a small car! Is that a fast car? Yes, it is.
Look! Mary has a big car! Is it a fast car, too? No, it isn’t.
It’s a slow car.
These cars are toys.
But those cars aren’t. They’re for transportation.
Look! What’s that? It’s a big train!
Is it noisy? Yes, it is!
What’s that? It’s a train, too. Is it old? Yes, it is!
What are those? They’re new bikes!
Are they noisy bikes? No, they’re quiet bikes.
Look! Can you see bikes? No, you can’t.
Can you see cars? Yes, you can!
Can you see trucks? Yes, you can. Trucks are big!
Look at the water. Can you see trucks? No, you can’t!
Can you see boats? Yes, you can.
You can see big boats and you can see small boats.
Trains, bikes, trucks, and boats are all for transportation.
Can you ride a bike? Can you drive a car?

118 Video Scripts

 Workbook Answer Key

Welcome pages 2–3 Unit 1, First Day

A Write and match. Lesson 1, School Supplies pages 4–5
Students complete the sentences and then draw a line to
match the pictures and the sentences. A Look and circle.
ANSWERS Students circle the correct answers.
1 Hi. I’m Emma. [2nd picture] ANSWERS
2 Hello. My name is Mike. [1st picture] 1 eraser
3 Hi. My name is Julie. [4th picture] 2 pencil case
4 Hello. I’m Danny. [3rd picture] 3 pen
4 backpack
B Find and circle. 5 ruler
Students find and circle the names in the word search. 6 pencil
ANSWERS
B Look and write.
Students write the answers.
ANSWERS
1 eraser
2 pen
3 pencil
4 ruler
5 backpack
6 pencil case

C Read, circle, and match.

Students circle the correct answers and then draw lines
matching the sentences to the pictures.
ANSWERS
C What’s your name? Write and draw. 1 It’s a pencil. b
Students write their names to complete the sentence and 2 It’s a pencil case. f
draw a picture of themselves. 3 It’s a ruler. d
4 It’s a backpack. a
D Look, read, and match. 5 It’s a pen. c
Students draw a line to match the pictures and the 6 It’s an eraser. e
sentences.
ANSWERS
D Look and write.
1 d  ​2 c  ​3 b  ​4 e  ​5 a  ​6 f Students complete or write the answers.
ANSWERS
E Connect. 1 What is it? It’s an eraser.
Students connect the dots, using the alphabet letters. The 2 What is it? It’s a backpack.
result will be the shape of a kite. 3 What is it? It’s a ruler.
ANSWERS 4 What is it? It’s a pencil.

Lesson 2, School Supplies pages 6–7

A Look, complete, and match.

Students draw lines matching the pictures to the words.
ANSWERS
1 c, e
2 d, h
3 a, f
4 b, g

B Match and write.

Students write the answers.

Workbook Answer Key 119

 ANSWERS ANSWERS
1 notebook 1 [book] Is it a rectangle? Yes, it is.
2 chair 2 [eraser] Is it a square? No, it isn’t.
3 book 3 [desk] Is it a circle? No, it isn’t.
4 desk
C Look, read, and circle.
C Read and number. Students look at the picture and circle the correct answers.
Students match the pictures to the sentences by writing the ANSWERS
correct numbers next to the pictures. 1 Yes, it is.
ANSWERS 2 No, it isn’t.
1, 4, 2, 3 3 Yes, it is.
4 No, it isn’t.
D Look and write.
Students complete the answers. D Trace and write.
ANSWERS
Students draw the picture, complete the question, and write
1 It’s a chair. It isn’t a backpack. the answer.
2 It’s a book. It isn’t a pencil case. ANSWERS
3 It’s a notebook. It isn’t a desk. Is it a rectangle? Yes, it is.
4 It’s a desk. It isn’t a chair.
Check Up 1 page 12
Lesson 3, Story pages 8–9
A Read and circle.
A Read and number. ANSWERS
Students number the pictures in the correct order. 1 pencil
ANSWERS 2 backpack
1 How are you? 3 desk
2 I’m fine. 4 triangle
3 Thank you.
B Match and write.
B Look, read, and match. ANSWERS
Students connect the words to form sentences. 1 b, It’s a circle.
ANSWERS 2 d, It isn’t a notebook.
1 How – are – you? 3 a, No, it isn’t.
2 I’m – OK. – Thank – you. 4 c, Yes, it is.
3 I’m – good. – Thank – you.
C Look and write.
4 I’m – great! – Thank – you.
ANSWERS
C Look and write. 1 How are you?
Students complete or write the sentences. 2 I’m fine. Thank you.
ANSWERS
1 I’m fine. Phonics Bonus 1 page 13

2 I’m great. A Read and .

3 I’m good.
4 I’m OK. ANSWERS
1 mat
D Read and draw. 2 hat
Students draw pictures to illustrate the sentences. 3 bat

B Look and write. Then say.

Lesson 4, Shapes pages 10–11
ANSWERS
A Look and circle. 1 hat
Students circle the correct answers. 2 bat
3 rat
ANSWERS
4 mat
1 circle
2 square
3 rectangle
4 triangle

B What’s next? Draw and write.

Students draw the next picture in the sequence and then
complete or write the questions and answers.

120 Workbook Answer Key

Unit 2, Art Class B Write and color.
Students complete the sentences and then color the
Lesson 1, Art Supplies pages 14–15 crayons.
ANSWERS
A Look, read, and match. 1 It’s red.
Students draw lines to match the pictures to the correct 2 It’s white.
words. 3 It’s black.
ANSWERS 4 It’s yellow.
1 e  ​2 c  ​3 a  ​4 f  ​5 b  ​6 d 5 It’s blue.

B Do the puzzle. C Read, match, and color.

Students write the words in the crossword puzzle. Students match the words to the correct pictures and then
color the pictures.
ANSWERS
ANSWERS
1 b
2 d
3 a
4 c
5 e

D Write and color.

Students complete or write the sentences and then color
the pictures.
ANSWERS
1 It’s chalk. It’s yellow.
2 It’s a ruler. It’s blue.
3 It’s a pencil case. It’s red.

Lesson 3, Story pages 18–19

A Read and number.

Students number the pictures in the correct order.
C Read, look, and circle. ANSWERS
Students circle the correct answers. 1 This is my paint.
ANSWERS 2 This is my paint, too.
1 No 3 Let’s share. OK.
2 Yes
3 No
B Read, write, and color.
4 No Students complete the sentences and then color the
5 Yes objects.
6 No ANSWERS
1 It’s black. It’s white.
D Look and write. 2 It’s white and red. It’s white and blue.
Students complete or write the questions and answers. 3 It’s yellow. It’s red.
ANSWERS
1 What’s this? This is paper.
C Look, read, and write.
2 What’s this? This is paint. Students complete the conversations, using the key.
3 What’s this? This is tape. ANSWERS
1 This is my paint. This is my paint.
Lesson 2, Colors pages 16–17 2 Hey! This is my paint, too.
3 Let’s share. OK.
A Read and color.
Students color the kites, matching the kites to the D Read and draw.
appropriate color. Students draw pictures to illustrate the sentences.
ANSWERS
1 black Lesson 4, Colors pages 20–21
2 red
3 blue A Read, write, and color.
4 white Students complete the sentences and color the shapes.
5 yellow

Workbook Answer Key 121

 ANSWERS ANSWERS
1 Yellow and blue make green. 1 3, f
2 Red and yellow make orange. 2 11, e
3 Blue and red make purple. 3 6, c
4 2, d
B Look, read, and color. 5 9, a
Students color the picture, using the key. 6 1, b

C Write and color. B Read and write the number.

Students complete the sentences and color the pictures. Students write the numbers.
ANSWERS ANSWERS
1 It’s green. 1 12
2 It’s purple. 2 4
3 It’s gray. 3 7
4 It’s brown. 4 5
5 It’s pink. 5 8
6 It’s orange. 6 10

D Choose and color. Then write. C Count and write.

Students color the items, then write the color they have Students write the next numbers in the sequence and then
chosen. write out the numbers.
ANSWERS
Check Up 2 page 22
1 1, 2, 3, 4
A Look, read, and match. four
2 9, 10, 11, 12
ANSWERS twelve
1 b  2 d  3 a  4 c 3 1, 2, 3, 4
one
B Read, color, and number.
4 1, 2, 3, 4
ANSWERS two
1 d  2 a  3 b  4 c
D Look and write.
C Read and write. Students write the words.
ANSWERS ANSWERS
1 Red and yellow make orange. 1 I’m nine.
2 Red and blue make purple. 2 I’m three.
3 Blue and yellow make green. 3 I’m eleven.
4 Red and white make pink. 4 I’m six.

Phonics Bonus 2 page 23 E Look, count, and write.

Students complete or write the sentences.
A Match and say.
ANSWERS
ANSWERS 1 How old are you? I’m five.
1 w – [2nd picture] – wet 2 How old are you? I’m ten.
2 n – [1st picture] – net 3 How old are you? I’m seven.
3 p – [3rd picture] – pet

B Say and . Then write. Lesson 2, Toys pages 26–27

ANSWERS A Look, count, and circle.

1 [2nd picture] jet Students circle the correct answers.
2 [1st picture] cat
ANSWERS
3 [1st picture] pet
1 nine kites
2 seven cars
Unit 3, Birthday Party 3 twelve balls
4 ten dolls
Lesson 1, Numbers pages 24–25
B Read and draw.
A Read, count, and match. Students draw the correct number of toys.
Students draw lines, matching the numbers and words to
C Count and write.
the pictures.
Students count the toys in the picture. They then complete
or write the questions and answers.

122 Workbook Answer Key

ANSWERS ANSWERS
1 How many kites? Five kites. 1 I have two puzzles.
2 How many balls? Seven balls. 2 I have three games.
3 How many dolls? Two dolls. 3 I have seven marbles.
4 How many cars? Three cars. 4 I have eleven cards.

Lesson 3, Story pages 28–29 Check Up 3 page 32

A Read and number. A Read and match.

Students number the pictures in the correct order. ANSWERS
ANSWERS 1 b  2 a  3 d  4 c
1 It’s my turn. No, it’s my turn.
2 Tom, it’s your turn. B Read, count, and write.
3 Thanks. ANSWERS
1 Two kites.
B Read and write. 2 Ten dolls.
Students complete or write the sentences. 3 Twelve balls.
ANSWERS 4 Six cards.
1 It’s your turn. It’s my turn.
C Look and write.
2 It’s my turn. It’s your turn.
3 It’s your turn. It’s my turn. ANSWERS
1 I’m eleven.
C Read and circle. 2 Four cars.
Students circle the correct answers.
ANSWERS
Phonics Bonus 3 page 33

1 It’s my turn. A Read and .

2 It’s your turn.
3 It’s my turn. ANSWERS
1 wig
D Read and draw. 2 big
Students draw pictures to illustrate the sentences. 3 fig
4 dig
Lesson 4, Toys pages 30–31
B Write. Then say.
A Unscramble and match. ANSWERS
Students unscramble the words, write the words, and then 1 bat
match the words to the pictures. 2 net
3 fig
ANSWERS
1 card, c
2 puzzle, d Unit 4, Home
3 game, b
4 marble, a Lesson 1, Family pages 34–35

B Read, count, and circle. A Look, read, and number.

Students circle the correct answers. Students match the pictures to the words by writing the
ANSWERS correct numbers next to the words.
1 Yes ANSWERS
2 No 4 mother
3 Yes 6 father
4 Yes 1 sister
5 No 3 brother
6 No 5 grandmother
7 Yes 2 grandfather
8 No
B Look and write.
C Look at the picture. Write.
Students look at the pictures and fill in the missing letters.
Students look at the pictures and then complete or write the
sentences.

Workbook Answer Key 123

 ANSWERS B Read and match.
1 grandmother Students match the sentences and pictures.
2 sister
3 grandfather ANSWERS
4 brother 1 d  ​2 a  ​3 c  ​4 b
5 father
C Look and write.
6 mother
Students complete or write the sentences.
C Look and write. ANSWERS
Students look at the picture and complete or write 1 Here you are.
the sentences. 2 Thank you.
ANSWERS 3 You’re welcome.
1 This is my mother.
D Read and draw.
2 This is my grandmother.
3 This is my brother. Students draw pictures to illustrate the sentences.
4 This is my sister.
Lesson 4, Food pages 40–41
D Look and write.
Students look at the pictures and complete or write the
A Read, look, and match.
questions and answers. Students look at the pictures and then match the letters to
form words.
ANSWERS
1 Who’s this? This is my grandfather. ANSWERS
2 Who’s this? This is my father. 1 p–i–z–z–a
3 Who’s this? This is my brother. 2 r–i–c–e
4 Who’s this? This is my mother. 3 b–r–e–a–d
4 c–a–k–e
Lesson 2, Food pages 36–37
B Look and write.
A Look and write. Students look at the pictures and then complete or write
Students look at the pictures and write the words. the sentences.
ANSWERS
ANSWERS
1 fish 1 What’s this? This is pizza. I like pizza.
2 juice 2 What’s this? This is rice. I like rice.
3 ice cream 3 What’s this? This is bread. I like bread.
4 chicken 4 What’s this? This is cake. I like cake.

B Circle and write. C Read, look, and write.

Students look at the pictures, circle the correct answers, and Students match the words to the pictures.
then complete the sentences. ANSWERS
ANSWERS
1 c  ​2 d  ​3 a  ​4 b  ​5 f  ​6 h  ​7 g  ​8 e
1 I like fish. D Draw and write.
2 I don’t like ice cream.
Students draw pictures and complete the sentences.
3 I don’t like chicken.
4 I like juice.
Check Up 4 page 42
C Read and match.
A Read and circle.
Students match the sentences to the correct pictures.
ANSWERS
ANSWERS
1 a  2 b  3 a  4 b
1 b  ​2 d  ​3 a  ​4 c
B Look and write.
D Write and draw.
Students write and draw their own answers. ANSWERS
1 What’s this?
Lesson 3, Story pages 38–39 2 I don’t like fish.
3 Who’s this?
A Read and number.
C Look and write.
Students number the pictures in the correct order.
ANSWERS
ANSWERS
1 Here you are.
1 I have four cookies.
2 Thank you.  
2 Here you are.
3 You’re welcome.
3 Thank you. You’re welcome.

124 Workbook Answer Key

Phonics Bonus 4 page 43 ANSWERS
1 What can you see? I can see a lake.
A Match and say. 2 What can you see? I can see trees.
ANSWERS
1 c – [2nd picture] – cut Lesson 2, Playtime pages 46–47

2 h – [3rd picture] – hut

A Look, read, and match.
3 n – [1st picture] – nut
Students look at the pictures and connect the words
B Circle and write. to form sentences.
ANSWERS ANSWERS
1 cut 1 I can – ride – a bike.
2 fig 2 I can – jump – rope.
3 hut 3 I can – play – soccer.
4 I can – fly – a kite.

Unit 5, The Park B Read, look, and write.

Students write letters, matching the sentences to
Lesson 1, Nature pages 44–45 the pictures.

A Do the puzzle. ANSWERS

1 d  ​2 a  ​3 c  ​4 b
Students look at the pictures and write the words in the
crossword puzzle. C Look and write.
ANSWERS Students look at the pictures and then complete or write
the sentences.
ANSWERS
1 I can jump rope.
2 I can’t play soccer.
3 I can’t fly a kite.
4 I can ride a bike.
5 I can’t jump rope.
6 I can play soccer.

Lesson 3, Story pages 48–49

A Read and number.

Students number the pictures in the correct order.
ANSWERS
1 Please help me!
2 Sure.
3 Thanks, Dad.

B Look and write.

Students complete the sentences, using the key.
B Read, look, and match. ANSWERS
Students draw lines, matching the pictures to the words. 1 Mom, please help me!
2 Sure.
ANSWERS 3 OK! Thanks, Mom.
1 b  ​2 d  ​3 a  ​4 f  ​5 c  ​6 e 4 You’re welcome.
C Look, read, and circle. C Look, read, and match.
Students look at the pictures and circle the correct words. Students look at the pictures and then connect the words
ANSWERS to form sentences.
1 I can see rocks. ANSWERS
2 I can see a flower. 1 Oh, – no! – My – kite!
3 I can see a lake. 2 Mom, – please – help – me!
4 I can see hills. 3 OK! – Thanks, – Mom.
4 You’re – welcome.
D Look and write.
Students look at the pictures and then complete or write D Read and draw.
the sentences. Students draw pictures to illustrate the sentences.

Workbook Answer Key 125

 Lesson 4, Animals pages 50–51 ANSWERS
1 [1st picture] pot
A What's next? Draw and write. 2 [2nd picture] nut
Students draw the next picture in the sequence and then 3 [2nd picture] cat
write the words. 4 [1st picture] wet
5 [1st picture] hot
ANSWERS
6 [1st picture] big
1 [ant], ant
2 [spider], spider
3 [frog], frog Unit 6, The Zoo
B Look and write.
Lesson 1, Animals pages 54–55
Students look at the pictures and then complete or write
the questions and answers. A Look and cirlce.
ANSWERS Students look at the pictures and circle the correct words.
1 Can you see a spider? Yes, I can. ANSWERS
2 Can you see a frog? No, I can’t. 1 tiger
2 penguin
C Count and write.
3 monkey
Students look at the picture and complete the sentences. 4 bear
ANSWERS 5 kangaroo
1 I can see seven turtles. 6 elephant
2 I can see four ants.
3 I can see two spiders. B Look and write.
4 I can see six trees. Students look at the pictures and fill in the missing letters.
5 I can see five flowers. ANSWERS
6 I can see three frogs. 1 bear
2 penguin
Check Up 5 page 52 3 tiger
4 elephant
A Read and draw.
ANSWERS C Look, read, and match.
1 [frog] Students look at the pictures and connect the words
2 [flower] to form sentences.
3 [hill] ANSWERS
4 [spider] 1 The monkey – is – under – the tree.
2 The elephant – is – in – the lake.
B Look and write.
3 The kangaroo – is – on – the hill.
ANSWERS
1 I can see a turtle. D Look and write.
2 I can't fly a kite. Students look at the pictures and then number and
3 Can you ride a bike? complete the sentences.

C Look and write. ANSWERS

1 Where is the tiger? It’s on the hill.
ANSWERS 2 Where is the monkey? It’s under the tree.
1 Please help me. 3 Where is the bear? It’s in the river.
2 Sure.
Lesson 2, Animals pages 56–57
Phonics Bonus 5 page 53
A Look, count, and write.
A Read and .
Students count the pictures and complete the sentences.
ANSWERS
ANSWERS
1 hot
1 1 snake + 1 snake = two snakes
2 cot
2 1 lion + 2 lions = three lions
3 pot
3 2 giraffes + 2 giraffes = four giraffes
B Say and . Then write.
B Look, match, and write.
Students complete the sentences and match the sentences
to the pictures.

126 Workbook Answer Key

ANSWERS ANSWERS
1 Where are the giraffes? There’re under the tree. c 1 Bears can run.
2 Where are the zebras? They’re in the river. b 2 Snakes can swim.
3 Where are the lions? They’re on the rock. a 3 Penguins can walk.
4 Kangaroos can hop.
C Look, read, and circle.
Students look at the pictures and circle the correct words. C Read, look, and write.
ANSWERS
Students match the sentences to the pictures.
1 The monkeys are in the tree. ANSWERS
2 The monkey is under the tree. 1 b
3 The elephants are in the lake. 2 d
4 The elephant is in the river. 3 c
4 a
D Look and write.
Students look at the pictures and complete Check Up 6 page 62
the conversations.
ANSWERS
A Look, read, and circle.
1 Where is the monkey? It’s under the tree. ANSWERS
2 Where are the giraffes? They’re on the hill. 1 monkey
2 snake
Lesson 3, Story pages 58–59 3 giraffe
4 zebra
A Read and number.
Students number the pictures in the correct order. B Look and write.
ANSWERS ANSWERS
1 Wait! Hurry! 1 Can bears run? Yes, they can.
2 Where’s Mary? I don’t know. 2 Where are the lions? They’re on the rock.
3 I’m sorry. That’s OK. 3 Where is the elephant? It’s in the lake.

B Look and write. C Look and write.

Students complete the pictures, according to the key. ANSWERS
1 I’m sorry.
ANSWERS
2 That’s OK.
1 Wait! Hurry!
2 Where’s Joe? I don’t know.
3 I’m sorry. That’s OK. Phonics Bonus 6 page 63

C Look, unscramble, and write. A Match and say.

Students unscramble the words and write the sentences. ANSWERS
1 [boy eating]
ANSWERS
2 [leaf ]
1 Wait!
3 [meat]
2 Hurry!
4 [sea]
3 Where are you?
4 I know! B Look and write.
D Read and draw. ANSWERS
Students draw pictures to illustrate the sentences. 1 seal
2 net
3 pet
Lesson 4, Abilities pages 60–61
4 meat
A Look, read, and write.
Students look at the chart and complete or write the
questions and answers.
ANSWERS
1 Can elephants swim? Yes, they can.
2 Can kangaroos walk? No, they can’t.
3 Can penguins hop? Yes, they can.
4 Can zebras run? Yes, they can.

B Look and circle.

Students circle the answers and complete the sentences.

Workbook Answer Key 127

 Unit 7, Science Day C Look, read, and write.
Students look at the pictures and then complete or write the
Lesson 1, My Body pages 64–65 questions and answers.
ANSWERS
A Look and write. 1 Is this my hand? Yes, it is.
Students look at the picture and write the answers. 2 Are these my hands? Yes, they are.
ANSWERS 3 Is this my ear? No, it isn’t.
1 finger 4 Are these my ears? No, they aren’t.
2 leg
3 toe
D Count and write.
4 arm Students count and write the answers.
5 hand ANSWERS
6 foot 1 five toes
2 six eyes
B Look, read, and match. 3 four arms
Students look at the pictures and match the questions
to the answers. Lesson 3, Story pages 68–69
ANSWERS
1 c A Read and number.
2 a Students number the pictures in the correct order.
3 b ANSWERS
1 What is it? I don’t know.
C Look, read, and write.
2 I can’t see!
Students look at the pictures and complete 3 Excuse me. Sure. Thank you.
the conversations.
ANSWERS B Look, unscramble, and write.
1 What are these? These are my legs. Students unscramble the words and write the sentences.
2 What are these? These are my fingers. ANSWERS
3 What are these? These are my arms. 1 I can’t see!
2 Excuse me.
Lesson 2, My Face pages 66–67 3 Sure.
4 Thank you.
A Do the puzzle.
Students write the words in the crossword puzzle. C Look, read, and match.
ANSWERS Students look at the pictures and then connect the words
to form sentences.
ANSWERS
1 What – is – it?
2 I – don’t – know.
3 I – can’t – see!

D Read and draw.

Students draw pictures to illustrate the sentences.

Lesson 4, Healthy Habits pages 70–71

A Look and write.

Students look at the pictures and write the answers.
ANSWERS
1 brush my hair
2 wash my face
3 brush my teeth
4 wash my hands
B Read, look, and circle.
Students look at the pictures and circle the correct answers. B Look, read, and match.
ANSWERS Students match the before and after pictures and sentences.
1 Yes, it is. ANSWERS
2 No, they aren’t. 1 c  ​2 a  ​3 b  ​4 d

128 Workbook Answer Key

C Look and write. Unit 8, The Toy Store
Students look at the picture and complete the sentences.
ANSWERS Lesson 1, Adjectives pages 74–75
1 I have two arms.
2 I have two eyes. A Look and circle.
3 I have ten fingers. Students look at the pictures and circle the answers.
4 I have two legs. ANSWERS
1 a new desk
D Look and write. 2 a short pencil
Students identify and write the answers. 3 a small ball
ANSWERS 4 a long pencil
1 finger 5 an old desk
2 hand 6 a big ball
3 arm
4 leg B Look and write.
5 foot Students look at the pictures and complete or write
6 toe the sentences.
7 eye ANSWERS
8 nose 1 That’s a big ball. That’s a small ball.
9 ear 2 That’s a short pencil. That’s a long pencil.
10 mouth
C Look, read, and write.
Check Up 7 page 72 Students look at the pictures and complete the sentences.

A Look and number. ANSWERS

1 That’s a new car.
ANSWERS 2 That’s a long jump rope.
hand 4 3 Those are small dolls.
eye 1 4 Those are old bikes.
leg 5
mouth 2 D Look, read, and circle.
foot 6 Students look at the pictures and circle the correct questions
arm 3 and answers.
B Look and write. ANSWERS
1 What are those? Those are small balls.
ANSWERS
2 What’s that? That’s a long pencil.
1 Is this my mouth? Yes, it is. 3 What are those? Those are new backpacks.
2 Are these my toes? Yes, they are.
3 What’s this? This is my nose.
Lesson 2, Adjectives pages 76–77
C Look and write.
A Look, match, and write.
ANSWERS Students match the pictures to the words and then write
1 Excuse me. the words.
2 Sure.
3 Thank you. ANSWERS
1 quiet
2 fast
Phonics Bonus 7 page 73
3 noisy
A Read and . Say. 4 slow
ANSWERS B Read, look, and match.
1 lie Students look at the pictures and connect the words
2 die to form sentences.
3 tie
4 pie ANSWERS
1 Yes, – it – is.
B Look, circle, and write. 2 Are – those – noisy cars?
ANSWERS C Look and write.
1 tie
Students look at the pictures and complete the sentences.
2 leaf
3 pie

Workbook Answer Key 129

 ANSWERS D Unscramble, write, and draw.
1 Those cars are fast. Students unscramble the words, write the sentences, and
2 That car is slow. then draw a picture.
3 That bike is noisy.
4 Those bikes are quiet. ANSWERS
What’s this?
D Read and draw. It’s a big boat.
Students draw pictures to illustrate the sentences.
Check Up 8 page 82
Lesson 3, Story pages 78–79
A Look and write.
A Read and number. ANSWERS
Students number the pictures in the correct order. 1 a long pencil
ANSWERS
2 fast cars
1 Please be quiet. 3 a small ball
2 OK. I’m sorry. 4 a short pencil
3 Thanks, Beth. B Look and write.
B Look, unscramble, and write. ANSWERS
Students unscramble the words and write the sentences. 1 No, it isn’t. It’s a noisy car.
2 No, they aren’t. They’re small buses.
ANSWERS
3 It’s a truck. It’s big.
1 Please be quiet.
2 OK. I’m sorry. C Look and write.
3 Thanks.
ANSWERS
C Look and write. 1 Please be quiet.
Students look at the pictures and complete or write the 2 OK. I’m sorry.
sentences, according to the key. 3 Thanks.

ANSWERS
Phonics Bonus 8 page 83
1 Please be quiet.
2 OK. I’m sorry. A Match and say.
3 Thanks.
ANSWERS
D Read and draw. 1 [boot]
Students draw pictures to illustrate the sentences. 2 [food]
3 [moon]
4 [zoo]
Lesson 4, Transportation pages 80–81

B Look and write.

A Look, count, and write.
Students count the pictures and complete the sentences. ANSWERS
1 meat
ANSWERS 2 tie
1 1 bus + 5 buses = six buses 3 boot
2 8 trains + 2 trains = ten trains
3 3 trucks + 9 trucks = twelve trucks

B Look, read, and number.

Students look at the pictures and number the sentences.
ANSWERS
1 What are these? They’re slow boats.
2 What are those? They’re long trains.
3 What’s this? It’s a noisy bus.
4 What’s that? It’s a fast boat.

C Read and match.

Students look at the pictures and match the questions to the
answers.
ANSWERS
1 b
2 d
3 a
4 c

130 Workbook Answer Key

 Flashcard List

Welcome Unit 3 Unit 5

Listen. one flower
Point. two tree
Count. three rock
Talk. four river
Ask. five hill
Answer. six lake
Unit 1 seven play soccer
pen eight jump rope
pencil nine fly a kite
eraser ten ride a bike
ruler eleven turtle
pencil case twelve frog
backpack doll spider
book dolls ant
notebook ball hot
desk balls pot
chair car cot
circle cars Unit 6
square kite monkey
triangle kites elephant
rectangle game tiger
hat marble bear
rat puzzle kangaroo
bat card penguin
mat big in
Unit 2 wig on
paint dig under
paper fig snake
chalk Unit 4 giraffe
yarn mother lion
glue father zebra
tape brother run
red sister hop
yellow grandmother swim
blue grandfather walk
white juice sea
black chicken leaf
green fish meat
purple ice cream eat
orange pizza
pink rice
gray cake
brown bread
jet cut
pet hut
net nut
wet

Flashcard List 131

 Unit 7
arm
hand
finger
leg
foot
toe
eye
nose
mouth
ear
wash my face
wash my hands
brush my hair
brush my teeth
tie
lie
die
pie
Unit 8
old
new
big
small
long
short
fast
slow
noisy
quiet
bus
truck
train
boat
zoo
moon
boot
food

132 Flashcard List

 Word List

A car  30 fish  40
a  7 card  34 five  28
abilities  66 cards  14 flower  50
about  7 cars  30 flowers  51
adjectives  82 chair  8 fly a kite  52
alphabet  5 chalk  16 food  40
am  4 chicken  40 foot  72
an  7 circle  12 for  43
and  4 color  18 four  28
animals  56 colors  19 frog  56
answer  4 cookies  42
ant  56 cool  20 G
are  10 cot  59 game  31
aren’t  74 count  5 games  34
arm  73 cut  47 giraffe  62
arms  73 giraffes  63
art supplies  16 D glue  16
ask  4 dad  54 good  10
at  7 Danny  4 good job  32
desk  8 grandfather  38
B die  81 grandmother  38
backpack  6 dig  37 gray  22
ball  30 doll  30 great  10
balls  30 dolls  30 green  22
bat  15 do  35
be  10 don’t  40 H
bear  60 hand  72
bears  63 E hands  73
big  49 ear  74 hat  15
bike  52 ears  74 have  13
bikes  53 eat  69 healthy habits  78
birthday  28 eight  28 hello  4
black  18 elephant  60 help  54
blue  18 elephants  61 here  21
boat  88 eleven  28 hey  20
boats  88 Emma  4 hi  4
body  72 eraser  6
book  8 excuse  76 hill  50
boot  91 eye  74 hills  51
bread  44 eyes  74 hop  66
brother  38 hot  59
F how  10
brown  22 face  74
brush my hair  78 how many  13
family  38 hurry  64
brush my teeth  78 fast  84
bus  88 hut  47
father  38
buses  88 feet  73 I
C fig  37 I  4
cake  44 fine  10 ice cream  40
can  7 finger  72 I’m  4
can’t  52 fingers  73 in  9

Word List 133

 is  4 net  25 rocks  51
isn’t  8 new  82 ruler  6
it  7 nine  28 run  66
it’s  8 no  12
noisy  84 S
J nose  74 school supplies  6
jet  25 not  8 see  51
juice  40 notebook  8 sea  69
Julie  4 numbers  28 seven  28
jump rope  52 nut  47 shapes  12
share  20
K O short  82
kangaroo  60 oh  32 sister  38
kangaroos  66 oh, no!  32 six  28
kite  30 OK  10 slow  84
kites  30 old  29 small  82
know  64 on  61 snake  62
one  26 snakes  62
L
oops!  32 sorry  64
lake  50
orange  27 spider  56
lakes  51
spiders  57
leaf  69 P square  12
leg  72 paper  16 stomp  75
legs  73 paint  16 story  10
let’s  20 pen  6 sure  54
lie  81 pencil  6 swim  66
like  40 pencil case  6
lion  62 penguin  60 T
lions  63 penguins  66 talk  5
listen  4 pet  25 tape  16
long  82 pie  81 ten  28
look  7 pink  22 thank you  10
pizza  44 thanks  21
M
play  13 that  83
make  13
play soccer  52 that’s  35
many  13
playtime  52 the  5
map  57
please  54 these  73
marble  34
point  5 they  74
marbles  34
pot  59 they’re  74
mat  15
purple  22 this  7
me  42
puzzle  34 those  83
meat  69
puzzles  34 three  28
Mike  4
tie  81
monkey  60 Q tiger  60
monkeys  63 quiet  84 tigers  64
moon  91
toe  72
mop  42 R
toes  73
mother  38 rat  15
together  33
mouth  74 rectangle  12
too  20
my  4 red  18
toys  30
my body  72 rice  44
train  88
my face  74 ride a bike  52
trains  88
river  50
N transportation  88
rivers  51
name  4 tree  50
rock  50
nature  50 trees  51

134 Word List

triangle  12
truck  88
trucks  88
turn  32
turtle  56
twelve  28
two  28

U
uh-oh  41
under  61
up  63

W
wait  64
walk  66
wash my face  78
wash my hands 78
welcome  36
wet  25
what  4
what’s  4
where  61
where’s  64
white  18
who  39
who’s  39
wig  37

Y
yarn  16
yellow  18
yes  10
you  10
your  4
you’re  42

Z
zebra  66
zebras  63
zoo  60

Word List 135

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