2

Teacher’s Power Pack

Klasa

Kompendium nauczyciela
II
• Przewodnik nauczyciela ze stronami z podręcznika
• Kod dostępu do Teacher’s Resource Centre
• Kod dostępu do oprogramowania do tablic interaktywnych

Marie Delaney
Freia Layfield
 Klasa

II
Teacher’s Guide
Dear Teacher,
Thank you for choosing Shine On! Lucy, Jack, Megabyte,
and I are happy to welcome you to our wonderful world.
We’re going to have so much fun learning English together.
We give you everything you’ll need to make your
English class a fun and interesting place to be.
Together, we’re going to sing songs, read stories,
watch videos, do crafts, and even act and dance!
It’ll be fun for all your students and for you too.
Everyone can join in and have
the chance to shine!
Let’s get started!
From,
Uncle Alex

1
 acknowledgements
1 The publisher would like to thank Margaret Whitfield for additional adapted
material.
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
Inside cover illustrations by: Linda Cavallini/Advocate Art
Oxford University Press is a department of the University of Oxford.
Back cover photograph: Oxford University Press building/David Fisher
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade Teacher’s Guide
mark of Oxford University Press in the UK and in certain other countries Illustrations by: Tim Bradford p.2; Linda Cavallini/Advocate Art pp.1, 4, 15, 16,
17; Mark Ruffle p.137.
© Oxford University Press 2021
Commissioned photography by: Graham Alder/MM Studios.
The moral rights of the author have been asserted
Teacher’s Resource Pack Flashcards
First published in 2021
Illustrations by: Giovanni Abielle (unit 1); Gail Armstrong/IllustrationX (unit 4);
2025 2024 2023 2022 2021
Daniela Dogliani (unit 3); Andy Elkerton/Sylvie Poggio Artists (starter unit,
10 9 8 7 6 5 4 3 2 1
unit 8 trampoline, hula hoop, skipping rope, skateboard); Luke Flowers (unit
No unauthorized photocopying 5); Daniel Limon/ Beehive Illustration (unit 6); Alida Massari/Advocate Art (unit
All rights reserved. No part of this publication may be reproduced, stored 2); Fiona Rose (unit 7); Simon Smith/ Beehive Illustration (unit 8).
in a retrieval system, or transmitted, in any form or by any means, without The publishers advise that project work involving cutting and
the prior permission in writing of Oxford University Press, or as expressly sticking should be carried out under the supervision of an adult.
permitted by law, by licence or under terms agreed with the appropriate
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this same condition on any acquirer
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contained in any third party website referenced in this work

isbn: 978 0 19 405865 0 Teacher’s Guide

isbn: 978 0 19 405849 0 Teacher’s Resource Centre
isbn: 978 0 19 405859 9 Class Book Classroom Presentation Tool
isbn: 978 0 19 405858 2 Workbook Classroom Presentation Tool
isbn: 978 0 19 405864 3 Teacher’s Power Pack

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Contents
Scope and sequence 4
About Shine On!15
Component overview 18
Tour of a unit 20
Digital components 31
Using Graded Readers with Shine On!33
Professional Development 35
How to … 36
Creating an inclusive classroom 43
Formative Assessment 50
Starter Unit Welcome Back! 52
Unit 1 Happy Birthday! 56
Unit 2 What Weather! 64
Culture 1 Birthday Parties 72
Unit 3 My Clothes! 74
Unit 4 Home, Sweet Home 82
Culture 2 Holidays! 90
Unit 5 At the Beach 92
Unit 6 Animal Fun! 100
Culture 3 Garden Visitors 108
Unit 7 Picnic Time! 110
Unit 8 Let’s Play! 118
Play: The Elves and the Shoemaker 126
Festivals128
Ideas Bank 134
Song lyrics and actions 137
Workbook scripts and answers  142

3
 Scope and sequence
Starter Unit Welcome Back!
Objectives Vocabulary Structures
Listening (Oral comprehension) Active Active
• Listen and identify numbers and letters. Numbers 1–20, letter names A–Z, Welcome! Nice to meet you.
• Present and practise the names of the new, neighbours; family members; And you.
course characters. toys; greetings; feelings How do you spell ‘Jack’?
• Present and practise greetings.
Extension Who’s that?
• Listen to a song.
ladder, lawnmower, newspaper Passive
• Listen to a chant.
Passive Talk about the story.
Speaking (Oral production and
interaction) sing, move, listen, point, say, play,
• Practise greetings in the context of a song. chant, close your book, count,
• Count and play a numbers game. forwards, backwards, read, ask,
• Spell your own name. answer, act
• Ask someone to spell their name. Educational Activities
• Act out a story.
Classroom Presentation Tool
Animated version of a song.
Animated version of a story.
Collaborative learning
Lesson 3 Listen and read. Act.

Icons used in the Class Book and or Workbook

– students use a separate notebook to write their answers
– listening with track number
– song listening with track number
– cognitive activity
– students share specific tasks with friends and family at home

4
Unit 1 Happy Birthday!
Objectives Vocabulary Structures
Listening (Oral comprehension) Active Active
• Listen and identify vocabulary: party clown, hat, balloon, candle, There’s a/one (present). There are
things. present, cup, card, cake, bike, robot, (five cards). How many (presents)?
• Review the vocabulary and grammar from basketball, puzzle, balloon, car, dog; It’s (a red balloon). Happy birthday!
a previous unit.
numbers, colours I’m (Jack).
• Practise the new vocabulary in a chant.
Extension Passive
• Listen and practise a grammar structure:
There’s a (present). There are (five cards). ribbon, envelope, plate At the party, let’s twist/stamp,
• Practise the vocabulary and grammar in a Passive everybody shout, for your friend,
song. mime, word, draw, party things, in Polish, We make new friends.
• Work on pronunciation /k/. different colours, find it, write, Match the bold words to the shapes,
• Present a new set of vocabulary through a choose, make, hooray, look, sorry, What’s missing? Which puzzle is it?
story: toys. Everyday English!
true, false, repeat, activity, another,
• Consolidate the vocabulary and grammar
of the unit through a story. guess, number, picture, these, How old are you?
• Everyday English!: practise a short everyday sentences I’m (eight).
English exchange taken from the story. CLIL Me, too!
• Use a structure and vocabulary to express circle, triangle, rectangle, square CLIL
a CLIL concept (Maths). Is there a (circle)? Yes, there is. No,
Speaking (Oral production and there isn’t.
interaction)
• Name party things. Educational Activities
• Describe a picture. Classroom Presentation Tool
• Act out a story. Animated version of a song.
• Practise using everyday English phrases. Animated version of a story.
• Talk about shapes. Complete craft activities.
• Consider and discuss a value: making
friends. Make a card for your friend. Say.
Reading (Comprehension of written Make a party hat. Play and say.
language) Collaborative learning
• Read song lyrics. Lesson 4 Listen and read. Act.
• Read a cartoon story with visual and audio Everyday English!: Listen and repeat. Act it out.
support.
Civic literacy and citizenship
• Read a short CLIL text with visual and
audio support. Our Values: We make new friends.
Writing (Production of written language) Review and evaluate
• Personalizing the content of the unit. Test for Unit 1.
Reflection on language and learning
• Self-evaluating progress.

5
 Unit 2 What Weather!
Objectives Vocabulary Structures
Listening (Oral comprehension) Active Active
• Listen and identify vocabulary: weather autumn, windy, stormy, winter, What’s the weather like today?
and seasons. snowy, spring, cloudy, rainy, What’s the weather like in (winter)?
• Review vocabulary and grammar from summer, sunny, wet, dry, cold, hot It’s (rainy).
previous units.
Extension Passive
• Practise the new vocabulary in a chant.
• Listen and practise a grammar structure: umbrella (Gdańsk) is in the (north). We share
What’s the weather like (today)? It’s (rainy). Passive our things.
• Practise the vocabulary and grammar in a weather, mind map, season, letter, Everyday English!
song. machine, window, surprise, later, I don’t understand.
• Work on pronunciation /i/. map, Poland, missing, wheel Let’s check.
• Extend the vocabulary set through a story.
CLIL CLIL
• Consolidate the vocabulary and grammar
of the unit through a story. north, south, east, west Is it (sunny) in the (north)? Yes, it is.
• Everyday English!: practise a short everyday No, it isn’t.
English exchange taken from the story.
• Use a structure and vocabulary to express Educational Activities
a CLIL concept (Geography). Classroom Presentation Tool
Speaking (Oral production and Animated version of a song.
interaction) Animated version of a story.
• Name weather and seasons. Complete craft activities.
• Use the target language in a cross- Make a weather window. Play and say.
curricular context.
• Describe weather in different parts of a Make a weather wheel. Play and say.
country. Collaborative learning
• Practise using everyday English phrases. Lesson 4 Listen and read. Act.
• Consider and discuss a value: We share our Everyday English!: Listen and repeat. Act it out.
things.
Civic literacy and citizenship
Reading (Comprehension of written
language) Our Values: We share our things.
• Read song lyrics. Review and evaluate
• Read a cartoon story with visual and audio Test for Unit 2.
support.
• Read a short CLIL text with visual and
audio support.
Writing (Production of written language)
• Personalizing the content of the unit.
Reflection on language and learning
• Self-evaluating progress.

6
Unit 3 My Clothes!
Objectives Vocabulary Structures
Listening (Oral comprehension) Active Active
• Listen and identify vocabulary: clothes. jacket, cap, socks, trousers, shirt, I’m wearing a (jacket). I’m wearing
• Review vocabulary and grammar from dress, boots, shoes, T-shirt, sweater, (boots). It’s (hot and sunny).
previous units. shorts, skirt; colours, weather Passive
• Practise the new vocabulary in a chant. Extension Draw yourself wearing your
• Listen and practise a grammar structure:
I’m wearing (a jacket). sunglasses, jeans, trainers favourite clothes. How about a
• Practise the vocabulary and grammar in a Passive (T-shirt)? (Cotton) is from a (plant).
song. clothes, label, dress (v), bear, flip We look after our clothes.
• Work on pronunciation /w/. book Everyday English!
• Extend the vocabulary through a story. CLIL I’m (cold).
• Consolidate the vocabulary and grammar Put on your (jacket).
of the unit through a story. cotton, wool, plant, sheep
• Everyday English!: practise a short everyday CLIL
English exchange taken from the story. He’s/She’s wearing a (hat). It’s made
• Use a structure and vocabulary to express of (wool).
a CLIL concept (Science).
Speaking (Oral production and Educational Activities
interaction) Classroom Presentation Tool
• Name clothes. Animated version of a song.
• Describe what you or someone else is Animated version of a story.
wearing.
Complete craft activities.
• Use the target language in a cross-
curricular context. Dress Billy Bear. Play and say.
• Describe what clothes are made of. Make your flip book. Play and say.
• Practise using everyday English phrases. Collaborative learning
• Consider and discuss a value: looking after Lesson 4 Listen and read. Act.
clothes.
Everyday English!: Listen and repeat. Act it out.
Reading (Comprehension of written
Civic literacy and citizenship
language)
• Read song lyrics. Our Values: We look after our clothes.
• Read a cartoon story with visual and audio Review and evaluate
support. Test for Unit 3.
• Read a short CLIL text with visual and
audio support.
Writing (Production of written language)
• Personalizing the content of the unit.
Reflection on language and learning
• Self-evaluating progress.

7
 Unit 4 Home, Sweet Home
Objectives Vocabulary Structures
Listening (Oral comprehension) Active Active
• Listen and identify vocabulary: parts of a attic, house, bedroom, bathroom, Where’s (Uncle Alex)? Where’s my
house. living room, dining room, kitchen, (dad)? (He)’s in the (garden). Where’s
• Review vocabulary and grammar from garden, bed, sofa, bath, table; the (sofa)? It’s in the (living room).
previous units.
family There’s a (lion).
• Practise the new vocabulary in a chant.
Extension Passive
• Listen and practise a grammar structure:
Where’s (Uncle Alex)? (He)’s in the (garden). TV, sink, cooker We tidy up after craft. Here’s a bed.
• Practise the vocabulary and grammar in a Passive What’s that?
song. room, home, name, memory game, Everyday English!
• Work on pronunciation /r/. plan of your home, people, cool, I’m scared.
• Present a new set of vocabulary through a silly, town, poster, correct, board
story: furniture. Don’t worry.
game CLIL
• Consolidate the vocabulary and grammar
of the unit through a story. CLIL Are there (old buildings)? Yes, there
• Everyday English!: practise a short everyday old, new, tall, building, bridge are. No, there aren’t. There are (old
English exchange taken from the story. buildings). There’s a (bridge).
• Use a structure and vocabulary to express
a CLIL concept (History). Educational Activities
Speaking (Oral production and Classroom Presentation Tool
interaction) Animated version of a song.
• Name parts of a house. Animated version of a story.
• Ask and say where someone is in a house.
Complete craft activities.
• Consider and discuss a value: tidying up
after craft. Put the people in the house. Play and say.
• Practise using everyday English phrases. Make a board game. Play and say.
• Ask and answer about features of a town, Collaborative learning
now and in the past.
Lesson 4 Listen and read. Act.
Reading (Comprehension of written
Everyday English!: Listen and repeat. Act it out.
language)
• Read song lyrics. Civic literacy and citizenship
• Read a cartoon story with visual and audio Our Values: We tidy up after craft.
support. Review and evaluate
• Read a short CLIL text with visual and Test for Unit 4.
audio support.
Writing (Production of written language)
• Personalizing the content of the unit.
Reflection on language and learning
• Self-evaluating progress.

8
Unit 5 At the Beach
Objectives Vocabulary Structures
Listening (Oral comprehension) Active Active
• Listen and identify vocabulary: actions. swim, dive, walk, sing, shout, climb, I can (swim). I can’t (cook). Can you
• Review vocabulary and grammar from cook, run, dance, jump, fly, catch (swim)? Yes, I can. No, I can’t.
previous units.
Extension Passive
• Practise the new vocabulary in a chant.
throw, float, play the guitar Do the actions. Watch out! This is
• Listen and practise a grammar structure: I
can/can’t (swim). Passive Lily’s (sister). We try hard.
• Practise the vocabulary and grammar in a tick, cross, things you can do, Everyday English!
song. certificate, but, beach, tell, class, Oh dear!
• Work on pronunciation /ŋ/. sort, children, dice Quick!
• Extend the vocabulary through a story. CLIL CLIL
• Consolidate the vocabulary and grammar
of the unit through a story. draw, take photos, make a He/She can (paint).
• Everyday English!: practise a short everyday sculpture, paint
English exchange taken from the story.
Educational Activities
• Use a structure and vocabulary to express
a CLIL concept (Art). Classroom Presentation Tool
Speaking (Oral production and Animated version of a song.
interaction) Animated version of a story.
• Name actions. Complete craft activities.
• Say what you and someone else can and Make a certificate. Say.
can’t do.
Make a dice. Play and say.
• Use the target language in a cross-
curricular context. Collaborative learning
• Practise using everyday English phrases. Lesson 4 Listen and read. Act.
• Consider and discuss a value: trying hard. Everyday English!: Listen and repeat. Act it out.
Reading (Comprehension of written Civic literacy and citizenship
language) Our Values: We try hard.
• Read song lyrics.
Review and evaluate
• Read a cartoon story with visual and audio
support. Test for Unit 5.
• Read a short CLIL text with visual and
audio support.
Writing (Production of written language)
• Personalizing the content of the unit.
Reflection on language and learning
• Self-evaluating progress.

9
 Unit 6 Animal Fun!
Objectives Vocabulary Structures
Listening (Oral comprehension) Active Active
• Listen and identify vocabulary: farm sheep, horse, donkey, cow, goat, (A duck) can (swim). Can (a cow)
animals. chicken, duck, pig, bat, squirrel, frog, (fly)? Yes, it can. No, it can’t. It can
• Review vocabulary and grammar from fox; actions, numbers, animals (dive). It can’t (fly).
previous units.
Extension I’m (yellow and white). I’ve got (two
• Practise the new vocabulary in a chant. legs). What am I?
• Listen and practise a grammar structure: (A farmer, tractor, bull
duck) can (swim). Can (a cow) (fly)? Yes, it Passive Passive
can. No, it can’t. outline, animal, table, calypso, quiz Look at me! You’re my favourite
• Practise the vocabulary and grammar in a machine, wow, questions, group animal. We are good losers.
song. Everyday English!
• Work on pronunciation /ɡ/. CLIL
What’s your favourite animal?
• Present a new set of vocabulary through a amphibian, mammal, bird, reptile,
story: wild animals. newt A (bat).
• Consolidate the vocabulary and grammar CLIL
of the unit through a story. A (fox) is a (mammal). Can all
• Everyday English!: practise a short everyday (birds fly)?
English exchange taken from the story.
• Use a structure and vocabulary to express
a CLIL concept (Science).
Speaking (Oral production and
interaction)
• Name and describe animals.
• Describe, ask and answer about what
animals can do.
• Practise using everyday English phrases. Educational Activities
• Use the target language in a cross- Classroom Presentation Tool
curricular context. Animated version of a song.
• Consider and discuss a value related to the Animated version of a story.
topic: being a good loser.
Complete craft activities.
Reading (Comprehension of written
language) Make an animal quiz machine! Play and say.
• Read song lyrics. Play the game and say.
• Read a cartoon story with visual and audio Collaborative learning
support. Lesson 4 Listen and read. Act.
• Read a short CLIL text with visual and
audio support. Everyday English!: Listen and repeat. Act it out.
Writing (Production of written language) Civic literacy and citizenship
• Personalizing the content of the unit. Our Values: We are good losers.
Reflection on language and learning Review and evaluate
• Self-evaluating progress. Test for Unit 6.

10
Unit 7 Picnic Time!
Objectives Vocabulary Structures
Listening (Oral comprehension) Active Active
• Listen and identify vocabulary: food. chicken, rice, pasta, milk, salad, I like (salad). I don’t like (cheese).
• Review vocabulary and grammar from yogurt, cheese, bread, There’s (chicken) and (salad). I’m
previous units. chips, ice cream, sweets, water, hungry. Me, too.
• Practise the new vocabulary in a chant. lemons Passive
• Listen and practise a grammar structure: I Extension
like (salad). I don’t like (cheese). I’m OK. We choose healthy food.
• Practise the vocabulary and grammar in a juice, crisps, biscuits Everyday English!
song. Passive What’s wrong?
• Work on pronunciation /p/ and /pl/. picnic, alphabetical order, list, food, I feel sick. My (tummy) hurts.
• Extend the vocabulary through a story. plate, survey, most popular CLIL
• Consolidate the vocabulary and grammar CLIL
of the unit through a story. Do you like (salty foods)? Yes, I do.
• Everyday English!: practise a short everyday tongue, taste, salty, sweet, sour No, I don’t. What’s your favourite
English exchange taken from the story. (salty) food?
• Use a structure and vocabulary to express
a CLIL concept (History).
Speaking (Oral production and
interaction)
• Name foods. Educational Activities
• Talk, ask and answer about likes and Classroom Presentation Tool
dislikes. Animated version of a song.
• Use the target language in a cross- Animated version of a story.
curricular context.
Complete craft activities.
• Practise using everyday English phrases.
• Consider and discuss a value: making Make a food plate. Say.
healthy food choices. Make a food book. Say.
Reading (Comprehension of written Collaborative learning
language) Lesson 4 Listen and read. Act.
• Read song lyrics. Everyday English!: Listen and repeat. Act it out.
• Read a cartoon story with visual and audio
support. Civic literacy and citizenship
• Read a short CLIL text with visual and Our Values: We choose healthy food.
audio support. Review and evaluate
Writing (Production of written language) Test for Unit 7.
• Personalizing the content of the unit.
Reflection on language and learning
• Self-evaluating progress.

11
 Unit 8 Let’s Play!
Objectives Vocabulary Structures
Listening (Oral comprehension) Active Active
• Listen and identify vocabulary: sports and canoe, paddle, goal, football, I’ve got (a board game). I haven’t
games equipment. helmet, rollerskates, board game, got (a counter). How many
• Review vocabulary and grammar from counters, trampoline, hula hoop, (helmets)? (Twelve.)
previous units.
skipping rope, skateboard; toys, Passive
• Practise the new vocabulary in a chant. colours, clothes, numbers
• Listen and practise a grammar structure: We’re outside! We’re having fun! It’s
I’ve got (a board game). I haven’t got (a Extension OK. Let’s play together. It’s fun to
counter). lifejacket, hoop, ramp play with you. It’s great with two.
• Practise the vocabulary and grammar in a Passive It’s Sports Day! Jump on! Come on!
song. Watch me! (Five) students have got
pairs, bingo, copy, spot the
• Work on pronunciation /f/ and /v/. (a trampoline). We work together.
difference
• Extend the vocabulary through a story. Everyday English!
• Consolidate the vocabulary and grammar CLIL
of the unit through a story. block, graph, students You can do it!
• Everyday English!: practise a short everyday CLIL
English exchange taken from the story. Have you got (a hula hoop)? Yes, I
• Use a structure and vocabulary to express have. No, I haven’t.
a CLIL concept (Maths).
Speaking (Oral production and Educational Activities
interaction) Classroom Presentation Tool
• Name sports and games equipment. Animated version of a song.
• Talk, ask and answer about what you have/ Animated version of a story.
haven’t got.
Complete craft activities.
• Use the target language in a cross-
curricular context. Make a bingo board. Play and say.
• Practise using everyday English phrases. Spot the difference. Look and say.
• Consider and discuss a value related to the Collaborative learning
topic: working together.
Lesson 4 Listen and read. Act.
Reading (Comprehension of written
Everyday English!: Listen and repeat. Act it out.
language)
• Read song lyrics. Civic literacy and citizenship
• Read a cartoon story with visual and audio Our Values: We work together.
support. Review and evaluate
• Read a short CLIL text with visual and Test for Unit 8.
audio support.
Writing (Production of written language)
• Personalizing the content of the unit.
Reflection on language and learning
• Self-evaluating progress.

Play The Elves and the Shoemaker

Objectives Vocabulary Structures
• To review language from Active Active
the level. elves, shoemaker, workshop, money, night Samuel isn’t in bed.
• To prepare a performance. time, daytime, next day

Educational activities
Preparing and performing the play.
Review and evaluate
End-of-year Test.

12
Culture
Culture 1 Birthday Parties
Objectives Vocabulary Structures
• To present and practise six Active Active
new items of vocabulary. a bowling alley, an indoor playground, My birthday is in the (summer). This is
• To think about venues home, a cinema, a park, a water park; party my party. It’s at (my home/an indoor
for birthday parties and
compare experiences to things, weather and seasons playground).
own culture. Passive Passive
• To review the vocabulary birthday party, compare, the UK Which places are good for a summer/winter
from Units 1 and 2. birthday party?

Educational activities
Complete a craft activity.
Draw your birthday party.

Culture 2 Holidays!
Objectives Vocabulary Structures
• To present and practise six Active Active
new items of vocabulary camper van, hotel, caravan, tent, cottage, There isn’t a (bathroom). There’s one
and a new grammar
structure. boat; rooms, furniture clothes, weather bedroom. There are two beds. This is my
• To think about places to favourite holiday place.
stay on holiday. Passive
• To review the vocabulary Which places are good for a summer/winter
from Units 3 and 4. holiday? Who has got five rooms? Draw
yourself on holiday.

Educational activities
Complete a craft activity.
Draw yourself on holiday.
Review and evaluate
Mid-year Test covering Units 1- 4.

Culture 3 Garden Visitors

Objectives Vocabulary Structures
• To present and practise six Active Active
new items of vocabulary. hedgehog, rabbit, butterfly, snail, mouse/ (A snail) can’t (run), but it can (climb). Can it
• To think about animals we mice, bee, fox, frog, bat, squirrel, bird; actions (run)? Yes, it can. No, it can’t.
see in our gardens.
Passive There are (two mice).
• To review the vocabulary
visitor, daytime, night time This is my favourite garden visitor. It’s a
from previous units.
(butterfly).

Educational activities
Complete a craft activity.
Draw your favourite garden visitor.

13
 Festivals
Bonfire Night
Objectives Vocabulary Structures
• To present and practise six new items Active Active
of vocabulary. bonfire, danger, fireworks, sparkler, We eat hot dogs.
• To learn about what happens on hot dogs, toffee apples Passive
Bonfire Night in the UK and compare
to own experiences of celebrating When do you have fireworks?
with fireworks.
Educational activities
Complete a craft activity.
Make a Bonfire Night picture.

It’s Christmas!
Objectives Vocabulary Structures
• To present and practise six new items Active Active
of vocabulary. fireplace, stockings, mince pies, Santa, I’m not tired. This is my (sleigh). There’s
• To learn about what happens on reindeer, sleigh, tree, star, bell, present (one Santa). There are (six reindeers).
Christmas Eve in the UK and compare
to own experiences. Passive Passive
Christmas Eve, bedtime, table I put presents in children’s stockings.

Educational activities
Complete a craft activity.
Make a Christmas stocking.

Easter Eggs
Objectives Vocabulary Structures
• To present and practise six new items Active Active
of vocabulary. Germany, Ukraine, Greece, France, the In (Greece), people (paint eggs red).
• To learn about Easter traditions in UK, Poland, egg Happy Easter!
the UK and European countries and
compare to own experiences. Passive Passive
symbol, country, give What do people do in Poland?

Educational activities
Complete a craft activity.
Make an Easter card.

14
About Shine On!

Welcome to Shine On! – a great new three-level course for worksheets, creative craft projects, and varied practice
primary students in grades 1–3. exercises to suit different groups and learners.
This bright, attractive course will make all your students The teacher’s notes provide ideas for extending or
look forward to their English class! With lots of funny stories, shortening activities, and lots of great suggestions for lively
catchy songs, bright, colourful artwork, and interesting activities and games to make the lessons as flexible as
activities, Shine On! makes learning English lots of fun! possible. The Teacher’s Resource Pack has flashcards to use in
The course has a clear and simple unit structure and lots of class and for playing games.
support, making it easy for you to teach from. Students have In addition to the Teacher’s Resource Pack, the course is
a full-colour Class Book, which contains everything they learn supported with extensive digital resources, such as a
in class as well as a separate Workbook containing further Classroom Presentation Tool for use on interactive whiteboard
practice of the language taught in each unit—making it or with projector and laptop. There is also a student eBook
easy and fun for them to learn! which includes all of the Class Book pages in digital format
Each unit gives students key building blocks of vocabulary with audio and videos.
and grammar, clearly presented and practised through a
variety of engaging activities, including a unit story. Mixed ability and Special Educational
Students will love to watch the animated versions of the Needs (SEN)
stories and songs. The animations are a way for them to learn Shine On! is an inclusive course that recognizes that no two
English without even realizing it! They will make English classes or students are the same, and that every student
lessons enjoyable and entertaining. should have a chance to shine.
Alongside lively stories and songs, Shine On! provides Notes in the Teacher’s Guide provide helpful suggestions for
fascinating culture and festival lessons and clear, positive mixed-ability classes (see pages 36–42).
values tasks. Regular CLIL lessons in each unit bring other
subjects into the English classroom, so English lessons are
always varied and interesting. The Class Book also contains a
play for students to perform, giving them a chance to show
how their English has progressed and share their learning
with the whole school and local community. The Teacher’s
Guide contains notes on how students can organize, stage,
market and perform the play.

Flexibility
Each level of Shine On! is designed to be completed in one
school year for teachers teaching two 45-minute lessons of
English a week.
In addition to the Class Book, Shine On! provides a
flexible package of teaching materials to make the course
thoroughly adaptable to your classroom and your needs.
Class Book lessons can be supplemented in homework time,
or additional classroom sessions with Workbook activities,

About Shine On! 15

 Extra worksheets at three different levels mean that every 21st Century Skills
student can be given extra practice at a level that allows Shine On! has 21st Century Skills
him or her to progress and learn confidently at his or her integrated at all levels, so students
own pace. will cover all of the skills appropriate
Tests are supplied in an editable format, so that you can at primary level. 21st Century Skills are
adjust them to make sure all students can be assessed and present in a variety of activity types
achieve at an appropriate level. throughout the course. Students
are encouraged to think critically
Culture and to problem-solve with puzzle-
Learning about the culture of another country is an style activity types. Creativity and
important part of modern language learning. Culture communication are at the heart
topics can be fun and quirky, helping students to realize of the craft activities provided in
that variety and difference are a key part of international every unit.
citizenship. They can also show the everyday life of children
in the UK, helping students to see that we are not that CLIL
different after all! There are also two live-action cultural Shine On! has a fully supported
videos to bring the topics to life. CLIL syllabus running throughout
Shine On! has three bright, lively culture lessons with lots the course, bringing topics from
of photos and activities in each Class Book, and each level other subject areas into the
features three festival lessons for use at different times of English classroom.
the year. There is a fascinating CLIL
lesson in every unit with
Values full procedural notes in
Values are an important part of Shine On! Values help the Teacher’s Guide offering
students to work together and interact in a positive way in support and extra activities and
the classroom. By paying attention to their values lessons, additional language to express
students learn important social skills that are useful in the the concept and get the most out
English classroom and beyond. of this diverse material.
Values link to the themes and ideas of the citizenship CLIL worksheets on the Teacher’s
curriculum and help students to see how they can Resource Centre provide interactive
contribute in all aspects of their school life. follow-up activities to the CLIL
The values appear in different places in the unit, always lesson in the Class Book, to make
linked to the classroom activities that students are doing. sure students understand the topic
They are clear and demonstrable, allowing students to think and can practise talking about it in
about and adapt their behaviour, and see a positive result. English with their friends.
The teacher’s notes help teachers to establish a positive
values routine and make the most of this important part of Stories
students’ learning and development. There is a lively cartoon story
in every unit, featuring a funny
new adventure for the course
characters.
The stories are an important motivational part of the course
and help to develop comprehension and reading skills.
They also give students a chance to practise English with
confidence.
Students can listen to the stories while they read with the
amusing sound effects that bring the stories to life on the
class audio. There are also dynamic animated versions of the
stories. These can be used for review, for consolidation, or
simply for entertainment in class or at home!
Students will enjoy acting out the stories and bringing them
to life themselves in the classroom.

Songs
Each unit has a chant and two modern and lively songs
which will appeal to 21st century students who enjoy
learning through movement and music.
There are animated versions of the songs in Lesson 3 which
bring the songs to life and encourage the students to sing
along. All the songs have actions to get students up and

16 About Shine On!

moving and excited about learning English. For suggested Listening and speaking
actions, see page 39 of the Teacher’s Guide. Every level of Shine On! is fully supported with audio
Songs are a great way of reinforcing language while helping material in the Teacher’s Resource Centre and in the Classroom
students to develop their confidence and fluency. Presentation Tool which can be accessed through a code in
There are ideas for how to use the songs in the classroom in the Teacher’s Guide. Listening is a key part of the course for
the teacher’s notes and in the How to … section on page 36 language presentation and for students’ confidence with the
of the Teacher’s Guide. spoken language.
The creative craft projects allow an
Supported writing opportunity for speaking
Writing in Shine On! is fully supported and always practised practice in a fun,
through motivating and engaging activities. Students are communicative
introduced to independent writing gradually throughout context. It also
the course, building up from letter and word level in the allows teachers to
lower levels to supported text production by the end of evaluate children
Level 3. in a formative and informal
As the levels progress, students are encouraged to write way. Bright, attractive craft
more, but always in a supported and scaffolded context. projects can also be
used as classroom
Evaluation displays, or kept as
part of a portfolio of
With attractive artwork and clear mixed-ability support,
students’ achievements.
Shine On! tests are another positive, motivating part of
students’ learning. The tests are provided in an editable
format for use in mixed-ability classes. Students can feel
Reading and writing
good about testing because the tests can be adapted to Reading and writing expectations build up gradually
allow every student to take a test that is suitable to their throughout the course, allowing students to advance at a
own learning stage. pace that matches their abilities and confidence.
Shine On! tests allow you to evaluate the students’ overall As the course progresses, students will be exposed to
progress, but also help them to see how much they have a range of exciting text types and stories suitable to
learned. The tests follow the Shine On! controlled reading their age and interests. Independent reading increases
and writing progression, so that students are always being gradually throughout the levels and is always supported by
tested at the appropriate level, and the level of challenge vocabulary preparation, audio support and bright, colourful
progresses appropriately through the year. artwork. Development is carefully staged and controlled, so
that students will feel supported and confident, as well as
There are tests for each main unit and a mid-year and
challenged to improve.
end‑of-year test. The Teacher’s Resource Centre contains
full answer keys as well as notes and guidance for The unit stories feature increasing amounts of reading text
administering the tests. and friendly, familiar characters whose adventures students
will progress through.
Context and characters The CLIL lessons allow for a more factual style of reading text,
Lucy and Jack are friends and neighbours who are bringing other interesting areas of the curriculum into the
accompanied on their adventures by Megabyte, Lucy’s pet English classroom, and allowing students to draw on their
robotic dog. Megabyte was invented and created by Lucy’s existing knowledge.
Uncle Alex, who is a very clever scientist. At the beginning
of Level 1, Jack moves into a new neighbourhood with his
mum and dad and meets Lucy for the first time, then
they meet Megabyte. In each unit story in each level, the
children have a fresh adventure, meet new friends and
learn something new. In levels 2 and 3 they make new
friends who have moved into their neighbourhood called
Ellie and Sam.
Megabyte guides Lucy, Jack, and the children using
Shine On! in their learning. He presents new
vocabulary and features in the unit stories, where he
is often involved in comic mishaps. Each unit has
a different theme, which is explored in the story
and consolidated in the real-world context of
the CLIL lesson.
Lucy, Jack and their friends are a diverse and
creative group who reflect the diverse interests and
skills of real children, so there is something for every
student to relate to and join in with.

About Shine On! 17

 Component overview
Class Book
• A Starter Unit with the first episode of the cartoon
story, introducing the course characters and
bringing students into their world.
• Eight themed units to present and practise the
core syllabus, including stories, songs, and cross-
curricular content.
• Three culture lessons after every second unit.
• A play for students to perform.
• Three festival lessons with songs or poems and
a craft.
• Lyrics for all songs featured in the lessons.
• Classroom language reference.

Class Book Workbook

• Seven pages of fun practice material for each unit.
• Consolidation of students’ grammatical
understanding.
• Constant recycling of vocabulary throughout.
• Regular unit reviews.
• Two review board games.
• Stickers and sticker activities.
• Festivals pages
• Picture Dictionary
• Extra Fun section for fast finishers.
• A Certificate of Achievement for students to
complete at the end of the year.
• Cut-outs for the craft activities in Lesson 3.

Teacher’s Guide
• Introduction with overview of the course and
methodology.
Workbook
Teacher’s Guide • Tour of a unit.
• How to … section with support notes for
managing the English class.
• SEN (Special Educational Needs) section with
practical tips and ideas for creating an inclusive
classroom.
• Tips and recommendations for using Graded
Readers.
• Carefully staged procedural notes with additional
activities and mixed-ability notes.
• Audio transcripts
• Reproduced Class Book pages
• Ideas Bank with suggestions for flashcard games
and optional activities.
• Teaching notes for Values.
Megabyte puppet • Extension activities.
• Lyrics and suggested actions for the Shine On!
songs.
Flashcards • Questions for the story cards (Level 1 only).
• Workbook answer key and audio scripts.

18 Component overview
Teacher’s Resource Pack Classroom Presentation Tool
Presentation and practice material for interactive
Flashcards whiteboards and projectors. Toggle between Workbook
• Over 100 Flashcard for each new vocabulary item. pages and Class Book pages with interactive features
including:
Story cards ­– Level 1 only
• Class Book and Workbook exercise answers
• Each story is presented on a series of story cards.
• Games
• Each card contains questions for the teacher to engage
students with the story artwork.
• Song animations
• Full audio transcript on the reverse. • Story animations
• Class audio
Level 1 Posters – Level 1 only
Teacher’s Resource Centre
Numbers, Colours, My Body
• PDF of the Teacher’s Guide
Level 2 Posters – Digital only. Not in Pack. • Syllabus Guide, Grading Criteria, Expected Results Scheme,
Alphabet, Shapes and Numbers General Primary Syllabus and Review of General Primary
Syllabus (in Polish)
Digital Resources • Class audio mp3 files
• Video - animations/culture
Student Website
• Posters for Levels 2 and 3
Students have access to the exciting Shine On! [Link]
Website is located at [Link]/elt/shineonpoland and • Editable Tests for each unit with teacher’s notes, answer
is accessible to all learners in class or at home through the keys, and test audio
Internet. • Worksheets for Class Book lessons:
The games, animations, picture dictionary and more – Vocabulary and Grammar worksheets at three levels:
encourage frequent practice of English and is sure to engage Reinforcement, Practice, and Extension
all types of learners and even their parents! – Story worksheets
– Video Culture worksheets
Student’s eBook – CLIL worksheets to follow up cross-curricular lessons
Accessed with a code printed in the Class Book, the eBook is – Craft worksheets for Class Book craft projects (Lesson 3
a digital edition of the Class Book with class audio and video and Revision Lesson)
‘hotspots’ on the relevant activities. – Festivals worksheets
• Song animations • Worksheets answer key
• Story animations • Workbook answer key

Digital components

Student’s eBook Student Website

Classroom Presentation Tool Teacher’s Resource Centre

Component overview 19
 Tour of a unit
Lesson 1
Each unit opens with a bright, colourful artwork that presents the main
vocabulary set and sets up the unit theme. New vocabulary is shown in the Flashcard activity for
dynamic context of an artwork scene that has been projected from Megabyte’s students to engage with
collar (Units 1 to 8). The style of artwork changes in each unit, to keep each unit the new vocabulary
opener fresh and engaging, and grab students’ attention.

Students listen and find

the items in the artwork
scene.

• Lesson 1 presents the first vocabulary set.

Teacher’s Guide lesson notes provide ideas for
an interactive lead-in to the lesson, featuring
flashcard presentation and practice games.
• Language presentation is thoroughly
supported with audio on the Classroom
Presentation Tool or on the Teacher’s
Resource Centre.
• Different learning styles are catered for
through a variety of activity types.
• The Workbook contains extra practice of the
new vocabulary set.
• The Teacher’s Guide lesson notes provide
alternative procedure and differentiated
tasks to accommodate different groups of
learners, including mixed-ability and SEN.

Eight new words.

New vocabulary
presentation with clear
audio support.

Unit 1
Flashcards

20 Tour of a unit
 A game allows students to
activate the new ocabulary
A chant gets students to and review a grammar
practise the new vocabulary structure from a previous
in a fun and lively way. unit.
Follow-up
practice
activities in the
Workbook

The Be a Megastar activity helps students

to test their understanding of the new
vocabulary and provides opportunities
for you to support or challenge students
in mixed ability classes.

Extra
• Vocabulary and Grammar worksheets for
additional practice of the new vocabulary
are available at three levels of difficulty.

Optional vocabulary can be In each unit, Lucy or Jack show

presented using the main an item of vocabulary from a
picture and is supported by previous unit that the students
worksheets. have to find in the main picture.

Vocabulary and
Grammar worksheets

Tour of a unit 21
 Lesson 2
The characters Jack and Lucy present the grammar structure for the
unit and students are able to practise the new structure through fun,
illustrated activities. There is a personalization activity so students have
the chance to express the new vocabulary for themselves.

Jack and Lucy

present the new
grammar with
audio support.

A practice activity
with attractive
illustrations, often
using audio and a
notebook

A pairwork activity
for students to
activate the new A personalization
structure. activity allows
students to
express themselves
creatively while
practising the new
language learned.

• The new grammar structure presentation is

supported with audio supplied on the Classroom
Presentation Tool or the Teacher’s Resource Centre.
• The new grammar structure is practised with
vocabulary from Lesson 1. Regular recycling of known
language consolidates students’ learning and boosts
their confidence.
• The Workbook contains extra practice of the new
grammar structure.

Workbook

22 Tour of a unit
Lesson 3
Students learn and sing the first unit song, which features the
vocabulary from Lesson 1 and the grammar from Lesson 2. They then
complete a personalization activity involving a simple craft activity.

Students join in
with the song and
accompanying
actions, having
fun while building
confidence and
fluency. Fun
animations are
also available.

A craft activity
allows students
Students do a to express
follow-up reading themselves
activity, using lyrics creatively
from the song. while thinking
about the
new language
learned.

Children are
encouraged to
share the song
with friends and
family.

• The unit songs feature the grammar and

vocabulary and consolidate the new language.
The Teacher’s Guide has suggestions for song
actions, see page 39.
• See the How to … section on page 39 for lots of
ideas about using songs in the classroom.
• Students learn the grammar in the familiar
setting of Jack and Lucy’s world, but always have
opportunities to personalize and link it to their
own experience in the craft activity. The Craft
worksheets for each Lesson 3 are available in
the back of the Workbook and on the Teacher’s
Resource Centre.
• See the How to … section on page 40 for ideas
about how to manage craft activities. Workbook
• The Workbook contains extra practice of the
Lesson 1 vocabulary with the Lesson 2 grammar.
Extra
• Song animations are on the Classroom
Presentation Tool and on the Student Website.

Craft worksheet

Tour of a unit 23
 Lesson 4
Students read and listen to the story, which features four vocabulary items. The story
features Jack, Lucy, Megabyte and a new character for Level 2, Ellie, who have
adventures and mishaps at home and in their community. The story is supported by
fun animations, and audio recordings with sound effects and lively acting.

Students bring
the story to life
Students watch the by acting it out!
story animation or
listen to the recording.

Speech bubbles are

colour-coded to help
students when listening Students share
to, reading and acting their thoughts,
out the story. ideas, and
opinions about
the story. See
lesson notes for
procedure and
ideas.

• The story is supported with a recording and

video animation on the Class Presentation Tool
and Teacher’s Resource Centre. The story video
is also available on the Student Website and
eBook.
• Students are exposed to examples of the new
vocabulary in the clear context of the story,
then they go on to study and practise the form
in the next lesson.
• Students are encouraged to act the story
out, providing a fun activity for all students
regardless of their level of language
competence.
• The Teacher’s Guide lesson notes provide
alternative procedure and differentiated tasks Workbook
to accommodate different groups, including
mixed ability and SEN.
• The Workbook contains extra language and
skills practice and a sticker activity.
Extra
• Story worksheets allow students to engage Story worksheet
with the characters and get the most out
of the stories.
A worksheet provides further
story comprehension activities.

24 Tour of a unit
Lesson 5
Students practise using the vocabulary from the story in Lesson 4 with the grammar from Lesson 2. They then
practise and act out a short dialogue using the Everyday English! phrases heard in the story in Lesson 4.
Values are presented by Jack and Lucy, so that they are friendly and supportive – the students and characters
learn and develop together. The Our Values activity can appear in a different lesson in each unit and picks up on
important themes of citizenship, consideration for others, and also personal development and self-confidence.

The new vocabulary is A catchy song allows

clearly presented with students to practise
flashcards, illustrations the second set of
and audio. The students vocabulary in an
can look back at the enjoyable way.
story for context.

A fun, interactive
activity allows students
to practise the new
vocabulary.

Values activity
Everyday English! encourages students
phrases are on the to model it in their
audio for students to behaviour.
practise before they act
it out for themselves in
pairs.

• Students study and

practise the vocabulary
from the story.
• Everyday English! Students
have the opportunity
to participate in a short
dialogue to practise this
useful language. Children
then repeat it in Polish.
• The Workbook contains
extra practice of the
unit language and the
Everyday English! phrases.
It also includes a picture
dictionary for each unit. Workbook
• The values syllabus is supported by
procedural notes in the Teacher’s Picture Dictionary
Guide, helping students to discuss
and respond to the ideas and relate
them to their own lives. Students complete their
Picture Dictionary to show
Extra they have learned the new
• Vocabulary and Grammar worksheets vocabulary for the unit.
for additional practice of the new
language are available at three levels
of difficulty.
Vocabulary and Grammar
worksheets

Tour of a unit 25
 Lesson 6
The CLIL lesson links in with the unit theme and brings a fascinating real-world
dimension to the topic.

CLIL topics are chosen from a range of subjects and cover interesting
level‑appropriate themes from across the primary curriculum.

CLIL language
presentation
with clear audio
support.

Interactive
activities
to check
comprehension
of the CLIL
concept.

A pairwork
activity for
A personalization students to
activity allows activate the
students to CLIL language.
express themselves
creatively while
practising the CLIL
topic and the new
language learned.

• The Teacher’s Guide lesson notes provide ideas

for an interactive lead-in to the lesson, featuring
vocabulary review and practice games.
• Controlled new vocabulary and grammar
input is clearly supported with artwork and
personalization activities.
• The CLIL activity is supported through audio on
the Classroom Presentation Tool or the Teacher’s
Resource Centre. Workbook
• The Teacher’s Guide lesson notes provide
alternative procedure and differentiated tasks
to accommodate different groups of learners,
CLIL worksheet
including mixed ability and SEN.
• The Workbook contains extra practice of the CLIL
A worksheet provides
vocabulary and structure.
further practice of the
Extra CLIL topic and language.
• CLIL worksheets provide a structured follow-up Creative craft activities on
activity to the Class Book lesson, consolidating the worksheets will get
the CLIL concept and building up to a students talking.
productive outcome.

26 Tour of a unit
Revision
Each unit ends with a review lesson, giving students the opportunity
to bring together the vocabulary and grammar points they have
learned in a series of engaging activities.

Revision activities
prompt students
to think and
remember the
target language
through a
variety of activity
types which
keep students
engaged and Craft worksheet
motivated.

Fun, original craft

activities give students
a chance to create and
personalize the unit
language. Templates
to photocopy are
located on the Teacher’s
Resource Centre.
Self review allows
students to reflect on
their progress.

• The Teacher’s Guide lesson notes provide ideas

for an interactive lead-in to the lesson, featuring
vocabulary review and practice games.
• The craft activity leads to a game to promote
oral practice of the language learned. The
Craft worksheets are available on the Teacher’s
Resource Centre.
• The Teacher’s Guide lesson notes provide
alternative procedures and differentiated tasks
to accommodate different groups of learners.
• The Workbook contains further review activities
and a self-evaluation sticker activity.
Extra
• Unit Tests are available on the Teacher’s Resource
Centre. These can be edited for mixed-ability
classes.
Workbook

Tour of a unit 27
 Culture
The Class Book contains three bright, colourful culture spreads presenting different aspects
of UK culture and life. These encourage students to think and compare the UK experience
to their own.

Short reading texts combine

New vocabulary presentation supported Attractive photographs to help new language with review
by audio and photographs. students connect to the topic. language from previous units

Comprehension activities Discussion activities encourage Attractive, fun craft projects

to check students’ students to compare UK culture promote creativity and
understanding. to their own. What’s different? provide an opportunity for
What’s the same? personalization..

• The Teacher’s Guide lesson notes provide ideas for an

interactive lead-in to the lesson, featuring vocabulary
review activities and fun warmers and fillers.
• All texts are supported by audio and bright, attractive
photos.
• Culture notes in the Teacher’s Guide provide further
information about the topic in the lesson. Use the Think
activities to encourage children to think about and
compare to their own culture.
• The project work is supported in the Teacher’s Guide with
procedural notes and guidance.

28 Tour of a unit
Play
Each level contains a play, based on a traditional story, for students to perform
at the end of the year. This gives them the opportunity to review language in a
different context and show how much they have learned.

Students listen to a lively Students bring the play

recording of the play. to life by acting it out!

The Chorus lines allow all students The play gives students a chance
to take part in the play. to review the vocabulary and
grammar they have learned.

• The play lesson in the Class Book is supported by audio

and bright, attractive illustrations.
• The play is supported in the Teacher’s Guide with notes on
how to practise, organize, market and perform the play,
and ideas on how to make sure all students have a role in
the production.

Tour of a unit 29
 Festivals
Each level has three Festivals lessons to use through the year. Level 2 contains
lessons on Bonfire Night, Christmas and Easter. These encourage students to think
and compare the UK experience to their own.

A short reading text combining

New vocabulary presentation supported new language with review Fun activities to practise the
by audio and photographs. language from previous units. new language.

Attractive photographs to help Creative craft projects to

students connect to the topic. take home and share.

• All Festivals lessons are supported by audio and bright,

attractive photos.
• The project work is supported in the Teacher’s Guide with
notes.
• The Craft worksheets are available on the Teacher’s Resource
Centre.

30 Tour of a unit
Digital components
For the Teacher
Shine On! Classroom Presentation Tool
Deliver heads-up lessons with the Classroom Presentation Tool.
Engage your students in your blended learning classroom with digital features that can be used on your tablet or computer
and connected to an interactive whiteboard or projector.
Play audio and video at the touch of a button. Highlight and zoom can be used to focus students’ attention. These easy-to-use
tools mean lessons run smoothly.
Take your Classroom Presentation Tool with you, and plan your lessons online or offline, across your devices. Save your weblinks
and notes directly on the page – all with one account.

Zoom in to focus your

students’ attention on
a single activity.

Play audio
and video at
the touch of
a button.

Speed up or slow down

the audio to tailor
lessons to your students’
listening level.

Save your weblinks and other

notes for quick access while
teaching. Use across devices
using one account so that
you can plan your lessons
wherever you are.

Digital components 31
 Teacher’s Resource Centre
• PDF of the Teacher’s Guide
• Syllabus Guide, Grading Criteria,
Expected Results Scheme, General
Primary Syllabus and Review of
General Primary Syllabus (in Polish)
• Class audio mp3 files
• Video – animations/culture
• Posters for levels 2 and 3
• Editable tests for each unit with
teacher’s notes, answer keys, and test
audio
• Worksheets for Class Book lessons:
– Vocabulary and Grammar
worksheets at three levels:
Reinforcement, Practice, and Extension
– Story worksheets
– Video Culture worksheets
– CLIL worksheets to follow up cross-curricular
lessons
– Craft worksheets for Class Book craft projects
(Lesson 3 and Revision Lesson)
– Festivals worksheets
• Worksheets answer key
• Workbook answer key

For the Student

Student’s eBook
Accessed with a code printed in the
Class Book, the eBook is a digital edition
of the Class Book with class audio
and video ‘hotspots’ on the relevant
activities.
• Song animations
• Story animations
Student Website
Students have access to the exciting
Shine On! Website. The Website is located
at [Link]/elt/shineonpoland
and is accessible to all learners in class
or at home through the Internet. The
Student’s website allows students to
practice English in a fun and inclusive
environment. Students will enjoy
accessing the material in class or at
home with their parents.
The Student’s website contains:
• Shine On! games for practicing the language learned
in class.
• Class Audio files
• Interactive Picture Dictionary
• Song animations
• Story animations
• Downloadable activities to do at home, e.g. greeting
cards, door hangers

32 Digital components
Using Graded Readers with Shine On!

Using Graded Readers in the Elementary Classroom is an effective way to engage students of all abilities and learning
needs. By motivating students to read for pleasure in your English class, you give them the opportunity to learn
without the fear of failure. Each student can choose a reader they are interested in and at a level that is appropriate for
them. Graded Readers are available at a number of different levels and across a broad range of topics, both fiction and
non-fiction, so each student will be able to find a book suitable for them.

Classic Tales
Level 1 Level 2

Oxford Read and Imagine

Starter Beginner

Using Graded Readers with Shine On! 33

 Oxford Read and Discover and CLIL
Oxford Read and Discover provides support for CLIL lessons that can be thematically linked to the Student Book CLIL lessons or
other cross-curricular subjects. Each book contains photos to spark students’ interest in the topic and bring the subject matter
to life. In addition, there are interesting diagrams, maps, and charts, which encourage critical thinking and support new CLIL
vocabulary.
Each Oxford Read and Discover book contains:
• Audio with the text read in both British and American English For a full list of the Oxford Read
and Discover titles, please visit:
• Language reinforcement activities
[Link]/elt
• Activities for developing critical thinking skills
• A project activity to complete in class

Geography Art Geography

Level 1 Level 1 Level 2

Science Social Science

Level 1 Level 2 Level 3

Science

Level 2 Level 3

34 Using Graded Readers with Shine On!

Professional Development

A range of professional development titles to accompany Shine On!

Into the Classroom

Short, practical guides to understanding and implementing new developments in teaching. Each guide focuses on a new
development in teaching with ideas to help you introduce it into your classroom.

Professional Development 35
 How to …

Teaching young learners English is an incredibly rewarding Think about where you will stand or sit when you do
job. Their youth means they are open to learning and activities:
able to learn language at a much quicker rate than older • Stand directly in the centre at the front of the class when
students. Their transformation into English speakers is clear you want to focus students’ attention on you: to stop, start
from lesson to lesson, and year to year. In order to engage or explain an activity. This also works well if students start
your class, help them learn effectively and get the most out to lose focus on an activity.
of your English lessons with Shine On!, you might like to • Use the board to set up and explain activities, and stand
incorporate some of the following ideas. to the left or right of it when you are showing students
what you want them to do. Make sure you don’t obscure
1 Managing your classroom the board for any of them.
Organization is key to a free-flowing lesson and well- • Walk around the class and kneel next to students to help
managed classroom. The following ideas will help you to them when they are completing a task. They will feel more
create a fun, positive and focused learning environment for relaxed and able to respond to you from this position
your students. You will be able to prepare for the class and rather than you standing above them.
manage your young learners during it. • Sit down when you read stories, so students feel they are
1.1 How to organize my classroom and furniture on an equal level with you.
Consider how you will organize the physical space in If you have a class with a lot of students, but you don’t have
your classroom: much space and you aren’t able to move the furniture in
your classroom, try to make the most of the space you have.

• Young learners work best in pairs and groups. They should Classroom organization
be seated at tables where their materials, such as pencils, • Ensure students are seated looking at the board for all
coloured pens, books, paper, paints, etc. can be spread out presentations, stories, and games.
and reached easily by all the students. If possible, seat the • Ask students to work with the person next to them,
class in groups of four to six students. sharing coloured pens, paper, etc. to enable collaboration.
• Make sure every student can see the board and that there • Get students to stand at their desks to sing songs, do craft
is space for you to walk around the room between desks activities, or play vocabulary games with Flashcards.
and chairs.
• Provide activities that allow students to stand up, push
• Provide a space where students can sit at the front of the their chairs in and move around the edges of the room, to
class by the board for activities such as Flashcard games make the most of their natural desire to move.
and story time.

36 How to …
• If you have a space in your classroom where students can • Ask students to raise their hands when they want to ask or
gather in a circle to look at flashcards, play games or sing answer a question in class.
songs, etc. you can ask students to move to this area for • Have routines throughout the lesson for each stage and
‘circle time’. The Teacher’s Guide contains tips on when you activity. For example, to get students to sit at the front for
might want to ask students to gather for ‘circle time’. story time, say It’s story time! Stand up, push your chairs
in. Sit at the front, please. Use hand gestures as you say
1.2 How to prepare a seating plan these sentences, e.g. two hands moving up as you say
Once you have considered how you will set up your room, Stand up. Two hands pushing an imaginary chair as you
think about who will sit where: say Push your chairs in, and point to the front as you say
• If you know very little about your new class, look at the Sit at the front, please.
name list and draw a seating plan making sure you have • To set up a Class Book activity, show students what they
a mixture of girls and boys seated together, i.e. two boys, need to do before they open their books. This will keep
two girls, two boys, two girls, etc. them focused on you and the board and not on playing
• If you know more about the students, consider who with their pencils and books.
will work well together, who are stronger and more • When you want students to focus on their books, say Take
independent, who are more lively, which students may out your books, and hold up your Class Book to help them
have special educational needs, and which students are understand. Say Open your book to page 4, showing
shy and reserved. Draw up a seating plahn considering students the correct page and checking they are all on it
these details and tell the students where they will sit. See to do the activity.
how it goes for a couple of weeks, and if it isn’t working, • When an activity ends and you want to move on to
change it. You are the teacher after all! something else, or when you want to get students’
• Make sure each group of students you place together attention, say a chant, clap a rhythm or count down
has a mixed ability. Put a couple of stronger and weaker from five to one. You could silently mime an action and
students together at the same table. Place a lively student encourage students to silently copy you. Keep going until
with them, so he/she can be encouraged to work by everyone in the room has joined in and is focused back on
seeing his/her hardworking peers do well. you. Set this routine up so students are challenged not to
• Seat students with special educational needs at the front be the last one to join in.
of the class where you are able to interact with them • When the classroom gets noisy, lower your voice rather
quickly and one-on-one when they need you. Make sure than raise it. Students will have to be quiet to hear what
they are also seated with stronger and weaker students, so you are saying.
they are able to interact with a range of levels. • Create a place to store art materials so students know
1.3 How to establish routines where to collect them from and where to return them to.
Encourage students to ask for materials politely when they
Young learners love the security of a routine. They enjoy
need them, for example, Paper, please. OK. Thank you. and
repetition and work well in a structured environment. Many
to pack away and tidy up after they have used materials.
routines will give students the opportunity to interact
in English, e.g. using classroom language. By putting a • Encourage students to place their homework in the same
few basic routines in place, you will have an easier time place on your desk or at the front of the class each lesson.
managing your class and you will create a more effective • You can also use the routines songs to help establish and
learning environment. Once students know the lesson maintain routines. See How to … point 2.4 for details.
routines, they will understand what is expected of them in
class and will be encouraged to use language in a natural
1.4 How to reward the class and give them praise
and meaningful way. Students respond brilliantly to praise, and it can really build
their self-confidence. They are incredibly eager to please
• When students arrive outside your classroom, ask them to
and do well at this young age, so it’s a good idea to use it to
Line up, please before they come in to class. Say Put your
your advantage.
bags away, either on hooks or on the backs of their chairs,
so they are out of the way and won’t impede movement • When students use English in class, no matter how little
in classroom activities. or well, praise them. Use a range of positive words and
expressions so they quickly learn and understand, for
• Say Sit down (at the front / at your desks). Thank you.
example, Good job, Anna! Excellent! Amazing! That’s
And ask Who’s sitting nicely? to encourage students to sit
brilliant, Carl! Accompany these with appropriate
up straight with their arms folded.
gestures such as clapping your hands, a smiley face or,
• Take the register and encourage students to greet you, that young learner favourite, a high five! When students
e.g. Good morning, Mrs Samuels. see others receiving praise, they will be encouraged to do
the same.

How to … 37
 • Let students know what you are praising them for, for 2 Keeping young learners engaged
example, Good job, Olivia. You finished your picture. or Keeping young learners engaged in the lesson means
That’s wonderful, Natalie. You put away your things. creating an active, meaningful, and well-paced lesson.
A reward system is a great way of using positive praise Students of this age are naturally very physical. They are
to encourage good behaviour in the classroom. It helps primarily kinaesthetic (learn by doing) and visual (learn by
manage a class of young learners who are naturally seeing) learners who need to physically interact with each
competitive. other and the lesson in order to be engaged and motivated.
• If you see your students a few times a week, try a reward
chart. Write the students’ names in a list, either on an IWB 2.1 How to calm my class down or wake them up
flipchart, on a projector film, or a large piece of paper that • Shine On! provides varied resources to keep young
you can place on the wall or bring to class each lesson. learners engaged and each lesson provides active warmer
• Tell students they will be awarded stars for things and finisher activities from the Ideas Bank (see Teacher’s
they do well. The stars can simply be drawn on with a Guide page 134). When you want to motivate, reenergize,
board marker. or calm and quieten your class, try the following:
• Establish what students will get stars for: for example, How to calm my class down:
listening to the teacher, following class routines and • Remove distractors when you’re giving instructions. Make
instructions, working well with their peers, doing their sure students’ desks are clear of pencils and books when
work well, helping the teacher, and showing that they you explain how to do an activity or talk to the class.
have understood and can use the values they have • Don’t give out art materials for a craft activity until you
learned in class. have shown a model and explained what they need to do.
• When a student, or various students, get ten stars, reward • Play calm music when students are colouring or
them by giving them a high five and saying You’re the making crafts.
winner. Then let them stand at the front of the line when
• Talk in a calm voice and try not to shout. The louder you
they leave class that day, or choose a song to sing, a story
get, the louder the students will get. To regain their focus
to read in the next lesson, or let them have the first turn at
when they are being noisy, raise your hand and ask the
using the Megabyte puppet.
rest of the class to copy you silently. The quieter, more
• Try to allocate stars fairly, so no one becomes focused students will copy you. Once the whole class are
disheartened and students see that reaching ten stars is raising their hands silently, put down your hand and say
achievable. Keep a record of who has won ten stars to You’re too loud. Be quiet, please.
make sure all of the students reach this milestone and win
• Move students and seat them at the front of the class to
a prize. Try to time the stars so that they reach them at the
use the puppet (from Level 1) or read a story.
end of the week, two weeks, month or term, whichever
you feel works best for the class. Start the process again. • Do a simple picture dictation. Ask students to listen to
your instructions and draw and colour a picture. You could
• If you see your class only once a week and want to give practise body parts and colours, or any other vocabulary
more immediate praise, simplify the reward chart. For
students know.
example, tell students their goal is to win five stars by the
end of the lesson. Choose achievable targets for them How to wake my class up:
to get stars. For example, saying Good morning / Good • Get students standing up and sing a song or a chant. Play
afternoon when you take the register or sitting up nicely. with the pace and sing faster or slower so students really
Set up a Values routine: wake up.
• Read the values statement in English and make sure • Ask students to stand up, sit down, or clap their hands
students understand. Give students an example of the when they hear a word you’ve chosen in a story or song.
value, e.g. We are friendly and explain what it means and • If you are teaching your class vocabulary, and they lose
why it is important. Use examples from the unit story and focus, place flashcards around the room, and ask the
your classroom interactions or activities. students to walk to the word you say.
• Involve and encourage students to share their ideas about • Seat the students at the front of the class when you
what the value means and how they can apply it or have present new vocabulary and place the flashcards on the
applied it, both in the classroom and at home. board. Ask pairs of students to stand in front of the board
• Practise and act out situations where students might use and touch, or hit, the correct card when you call it out.
these values, e.g. We take care. Use the Megabyte puppet, • Use the Megabyte puppet or the finger puppets to move
finger puppets or students to model situations. the focus away from you, the teacher.
• Set the class a goal around the specific value. Tell them
you’d like them to remember to, e.g. put away their things
at the end of each lesson during this week / month.
• At the beginning of the next class, remind students of the
value and ask them if they have been friendly / put away
their things, etc.
• Incorporate the values into your reward system.

38 How to …
2.2 How to use puppets with the puppets, or with more confident classes, you
could give three students a puppet to act out the story,
asking the rest of the students to tell them what to say
and do next. In a less confident class, give students the
chance to be Megabyte and use the finger puppets by
acting out a sentence from the story.
• Use the finger puppets to help act out the grammar
structures and Everyday English! dialogue. Act out the
dialogue with the puppets first. Then ask students to join
in with one of the puppets, and then the other. In a more
confident class, you could give two students the puppets
to act out the complete dialogue.
• Use a puppet to act out feelings. Adapt your voice and the
puppet’s movements. For example, to show happiness,
bounce Megabyte around and say Yay, Yay. I’m happy!
Encourage the class to ask Why are you happy, Megabyte?
It’s sunny! Or to show sadness, hold Megabyte still and
bend his head down, whimper a bit, and say, I’m sad.
Shine On! has available a lovely cuddly Megabyte puppet. Encourage the class to ask Why are you sad, Megabyte?
Level 1 also comes with finger puppets for each of the Because I lost my book. The visual nature of the puppet and
characters, Lucy, Jack, Uncle Alex, and Megabyte. Using your acting will help to give lots of unknown language
puppets creates a fun, non-judgemental, interactive and meaning and context.
creative language learning environment. It also takes the • Explain values such as putting things away, taking turns
focus away from you, so students are giving their answers and helping each other using the Megabyte puppet. Use
and ideas to a different source that they may feel is on an the Megabyte puppet to praise students. For example,
equal level to them. Students will feel that they can play Megabyte says Good job! You put away your things.
with the language more and make more mistakes with this
• Use a puppet to encourage students to express their
puppet character. It will help encourage even the shyest
thoughts and feelings. For example, at story time, use
student to speak. It also allows you, the teacher, to change
Megabyte to ask students if they liked the story.
your voice and persona into a fun and cuddly creature. Here
are some ways to use the puppets in class: • Use a puppet to choose students when you need a helper
or a volunteer at the front of the class or you want to form
• Tell students that your puppet is a native English speaker, groups. Animate the puppet and use a choosing rhyme to
so they will only speak to students in English and students
select students around the class.
should try to speak in English to them. For example, when
you introduce Megabyte, and the other finger puppet • Incorporate the puppet as part of your class reward
characters, remind students that in Shine On! all the system by allowing students to hold the puppet as
characters speak English, even Megabyte, the dog! This a reward.
will motivate students to speak to the puppets in English • You may even ask students to take turns taking the
if they want the puppets to hear them. puppet home for the evening, to be returned the next
• If you can, give your puppet an identity by changing your day. This will help them to talk about their English lesson
voice for each character. Use humour to make learning at home and engages parents in your classroom.
with them fun. 2.3 How to use songs and chants
• Use a puppet to present new vocabulary. Seat students Students love to sing songs because of their musical and
together on the floor if possible. Place the flashcards on physical nature. They also provide a natural way in which
the floor and use Megabyte to say each item. Students to interact with language. Songs work really well in mixed-
repeat the words. Megabyte can give well-behaved ability classes, as the whole class works as a group. While
students the flashcards to hold. Use Megabyte to ask stronger and more confident students sing out loud and
questions, Where is the pencil, Bella? then have Megabyte really get to show off their English, shy and weaker students
take the card and munch at it like a puppy, Yum, yum, yum. blend in with the whole class as the music is played. Shine
• Review vocabulary with a puppet by placing the On! practises vocabulary through a chant and presents and
flashcards on the floor, or around the room on the walls reviews the vocabulary and grammar structure with two
if you don’t have space to sit on the floor. Ask a student engaging pop songs. To make the most of the songs and
to retrieve an item. Encourage interaction in English provide support for the whole class, you could plan your
between students and Megabyte, e.g. Here it is, Megabyte! lesson like this:
and Megabyte says Thank you!. Encourage more confident • Listening 1 – Play the song or chant once for students to
students to take the lead and be Megabyte and ask other listen through fully. They may like to dance or clap along
students to find a flashcard. as they listen.
• Use the Megabyte puppet and the finger puppets of the • Listening 2 – Play it again, this time providing a fun
course characters to retell stories from Shine On! Either kinaesthetic task for students to do as they listen. For
ask students to tell you what happens next then act it out example, ask students to point to the correct flashcard

How to … 39
 when they hear the word (e.g. pen, book, pencil, etc.) • Involve students in the story as you tell it. Show the class
in a larger class, or run and touch it in a smaller class. the first frame of the story and discuss the picture before
Alternatively, give groups of four to six students a flashcard they listen. Ask questions like What do you think the story
to hold up when they hear that word in the song. is about? Who is she? How does she feel? Ask questions
• Listening 3 – Play the song or chant and pause after each to encourage the students to predict what will happen
line for students to repeat chorally (as a class). Ask them next. Ask What do you think will happen next? Allow
to make up actions for vocabulary in the song. This can be students time to think and look at the pictures and to
done in groups with students teaching the actions to the predict and hypothesize about the story.
rest of the class, or as a whole-class activity. • Pause between each frame or at the end of the story
• Listening 4 – Play the song or chant again for the class to and ask questions about each frame to check students’
sing all the way through together. understanding and to use and elicit the grammar and
• Play the song or chant in the following lesson to sing vocabulary of the story.
through together with actions or flashcards to review the • Read the stories a couple of times so students become
language used in previous lessons. familiar with the language and story. Encourage them to
give their personal response at the end by asking Did you
2.4 How to use the ‘routines’ songs. like the story?
Shine On! contains a selection of ‘routines’ songs which can • Encourage students to join in with the story. You could
be used to establish a routine in your classroom in a fun and get them to say the lines along with the recording or use
inclusive way. There are songs for the following activities: the Megabyte puppet, or the finger puppets (in Level 1).
• Greeting the class at the beginning of the lesson. See How to use puppets on page 39. Then allow students
• Saying the days of the week and asking what day it is to act out the story in small groups. If you prefer not to
today. act out the story, or you don’t have space, divide the class
into groups by character and play the recording for each
• Changing activity (e.g. moving to a different area of the
group to say the lines for their character.
classroom for ‘circle time’).
• Tidying the classroom and putting things away. • Acting out the story is a great way for students to engage
with the characters, practise reading and speaking skills
• Saying goodbye at the end of the lesson. and have a fun, motivating lesson.
You can find the audio for the ‘routines’ songs on the • Put students in groups and assign a role to each one.
Classroom Presentation Tool and on the Teacher’s Resource Make sure that everyone gets a chance to speak, and
Centre. You can find the lyrics for these songs, as well as larger roles are swapped around and don’t always go to
suggested actions, on page 137 of the Teacher’s Guide. The the same students! If you know that shy students don’t
lyrics for the ‘routines’ songs are also on page 84 of the Class want a big role, encourage them to take a smaller part,
Book, so students can read and follow as they listen, or learn but to join in and have fun.
the words at home.
• You can build confidence by rehearsing chorally, by
• To present each of the routines songs: Play the song once putting all the characters who are playing the same
for students to listen. role together and playing the recording for them to
• Play the song again, modelling actions to help students speak together.
understand the song and encouraging students to copy • Encourage students to listen carefully to the way the
the actions. characters say their lines, and try to mimic the intonation
• Play the song once more for students to join in and do the for dramatic effect.
actions. Students can follow the lyrics in their Class Books • Put the groups back together and give them time to
if they like. rehearse their lines.
You can then use the songs at suitable points in your lessons • At the end of the lesson ask a few groups to come up and
to let students know what they need to do. perform for the class. Make sure that a different group
2.5 How to use stories performs each time, so that everyone gets a chance
to shine!
Reading stories in young learner classes is a great way
to engage students in the lesson and present language 2.6 How to do craft activities
in context. Language learning appears secondary to the Craft activities are a great and much loved way for students
interesting characters and colourful pictures. Pictures also to interact with English in a kinaesthetic way and use the
provide meaning for the language that has been, and will language they have learned in a natural context. Every unit
be, taught. To engage the whole class, you could plan your of Shine On! includes two colourful and interactive craft
story lessons like this: activities. To get the most out of your craft lessons, you could
• Seat students at the front of the class or where they can all plan your craft lessons like this:
see the board clearly (if using the animations). • Prepare a completed example of the craft before class to
• Use the Story cards (Level 1 only), holding up each card as show students what they will be making. This will engage
the recording plays. In a larger class, or for Levels 2 and 3, students and help them to think about what materials
use the story animation to engage students. Make sure all they will need. It will also help them understand your
students can see the Story cards as you hold them up or instructions better.
the interactive whiteboard if you are using the animations.

40 How to …
• Organize the materials that you will need for groups, 3 Encouraging and creating an English
e.g. scissors, glue, paint and coloured pens, before class. environment
Details about what materials are needed are listed
Surround students in English both visually and aurally so
clearly in the materials box in each lesson. As the course
learning is everywhere. As well as using songs, chants and
progresses, or with more confident classes, encourage
stories in English, build the English environment using some
students to ask and give out materials when they need
of these ideas:
them, e.g. Scissors, please. Here you are. Thank you.
• Keep your instructions simple and in English so they 3.1 How to make English visible
become part of the learning experience. • Bring some English children’s books to class. Allow students
• Think about what language you want students to use to look at them when they finish activities quickly or have a
during the making of the craft, and in the activity after, spare five minutes, or read them to the class yourself.
and model this language as much as you can as you go • Put the Shine On! English language posters on the wall, as
through the stages. well as other English cultural posters you might have.
• If you like, you can get the class to make each craft • Display the students’ work on the walls when they create
following your step-by-step instructions. For example, a special piece of work to give them a further sense of
First, cut out the circle. Monitor and help students achievement.
complete this part of the craft. Continue with the next
stage when the whole class is ready to move on. Young 3.2 How to use classroom language
learners have varied fine motor skill ability, e.g. some are Shine On! comes with a comprehensive list of functional
great at using scissors, and some are not, so staging your classroom language to make English the language of your
craft lesson in this way will keep them all at the same pace class. The repetition of functional classroom language will
and provide support to all the students. Once students be soaked up by your students and their understanding of
have finished their craft, ask them to write their name on English will quickly develop.
it, so they don’t lose it. • Use actions or facial expressions and gestures. For
• Allow students to take their crafts home to show and example, as you say Open your book, use your hands
play with their families. This is a great way of involving the together, opening up like a book. Nod your head and
parents in their child’s learning. Or, you could keep the smile as you say Good job! Or put your finger to your lips
crafts in class for the next lesson to play with and review as you say Quiet, please. Instructions that are repeated
the language from the day before. Then, allow students to in classroom routines will also quickly be understood,
take them home. e.g. Good morning, everyone / Sit down, please / Put
down your pencils / Touch the card / Goodbye, see you
2.7 How to use the animated stories and songs tomorrow / next week, etc.
The stories and songs in Shine On! are brought to life
through colourful animations, which can be used on your Classroom language for Shine On!
whiteboard. This provides a focal point for you to further The audio version of this language is available on the Shine
engage and focus students when telling stories or singing On! Teacher’s Resource Centre.
songs. They also support the needs of a less confident class
To start the lesson:
or less confident students within a mixed-ability class.
1 Good morning.
• When reading a story to the class for the first time, do so
using the story animation. Pause at each frame and ask 2 Good afternoon.
the class questions, e.g. Who is he? Where is she? What is 3 Hello, everyone.
that? Also, ask them prediction questions to help develop 4 Are we ready?
their critical thinking skills, e.g. What do you think will 5 Listen.
happen next? Follow this up by reading the story in your 6 Sit down, please.
Class Book, then using the puppets to re-tell a tale.
7 Stand up, please.
• Alternatively, after you have read a story to the class using
8 Let’s sing.
the Class Book and puppets, use the story animations to
play some vocabulary revision games. For example, shout 9 Let’s chant.
out a word and students point to it, e.g. Desk! There it is! 10 Let’s play a game.
Megabyte! There he is. To start an activity:
• The song animations provide a visual context to the 11 Open your books.
language used in the songs. They will also help students 12 Look at page (four).
better understand the actions used in the songs as they
13 Close your books.
can copy what they see on the board.
14 Look at the board.
• Focusing the class on the song animations on the board
will also encourage those students who are shyer to sing 15 Look at the poster.
and enjoy the music, as the focus of the class is on the 16 You need a pencil.
board, and not on individual students. 17 You need your crayons.

How to … 41
 18 Colour the picture. 4 Engaging with parents
19 Draw a picture.
20 Cut the paper, fold the paper, stick here. 4.1 How to show parents their child’s progress
21 Circle. • Each unit in Shine On! includes an English at home activity.
Students learn a song in Lesson 3 to sing at home. In
22 Say the word.
addition, there is another song in Lesson 5, plus two easy-
23 Work together. to-use craft activities in each unit that students can take
24 Move your chairs. home and show to their families.
25 Ready? • A quick and easy way to let your students’ parents know
During an activity: how their child is doing in class is to mark their work. This
26 Pick up your pencils. can be by awarding them a sticker after they complete
each lesson, or simply by drawing a smiley face or a star
27 Repeat after me.
on their notebook or Workbook. A brief comment is also
28 Repeat after the CD. great if you have time, such as Great reading today! or
29 Repeat. Thank you for helping! Allow time at the end of your
30 Say it again! lesson to mark each student’s work.
31 Well done! • The Workbook also contains comprehensive practice
32 Very good! activities, covering the language from the lessons.
33 That’s great! Encourage students to show them to their families and
tell them what they did in class.
34 Show me.
35 Put up your hand!
36 Can you remember?
37 Quiet, please!
38 OK?
General interaction:
39 Come here!
40 Give me your book, please.
Oxford Parents is a website where your students’ parents
41 Touch the flashcard.
can find out how they can help their child with English.
42 Point to the flashcard. They can find lots of activities to do in the home or in
43 Thank you. everyday life. Even if the parent has little or no English,
44 Help me, please. they can still find ways to help. We have lots of activities
At the end of a lesson: and videos to show parents how to do this.
45 OK, stop now. Studies have shown that practising English outside
the classroom can really help students become more
46 Put down your pencils.
confident using the language. If they speak English
47 Close your books. with their parents, they will see how English can be
48 Right! That’s the end for today. used in real-life situations and this can increase the
49 Tidy up your books and pencils. students’ motivation.
50 Goodbye, everyone. Parents can help by practising stories, songs and
51 See you tomorrow. vocabulary that the students have already learned
52 See you next week. in the classroom. Tell your students’ parents to visit
[Link]/elt/oxfordparents and have fun
helping their children with English!
And don’t forget the dedicated Student Website for
Shine On! where parents and students can work
together and have fun. (See pages 19 and 32)

42 How to …
Creating an inclusive classroom
In this section you will get some practical advice and tips on Tip 2: See the person not the label
teaching students with special educational needs (SEN) in It is very important to get to know each student as a person
your English classes. These students may need some extra and to not label them according to their SEN. If you have
help and support from you. By following these tips, you will students who wear glasses in your classes, you do not
create an inclusive classroom for all of your students. assume that they have all got the same personality. In the
same way, you should not assume every student with SEN
What are SEN?
is the same. Find out their interests and their strengths.
Students with SEN are students who have a learning Remember also that the range of SEN is wide, so take time
difficulty or disability that calls for special educational to find out the level of a student’s difficulty. Do not assume,
provision to be made and students who have a significantly for example, that a visually impaired person cannot see
greater difficulty in learning than the majority of others anything; they may have some sight. Do not be scared of
of the same age. In schools with a policy of educational talking to the person about their SEN.
inclusion, these students will be in mainstream classes.
REGISTER GAME
What is educational inclusion? Build opportunities to get to know your students into
A policy of educational inclusion means that all children your normal class routines. For example, when you call the
have a right to education with other children. Teachers register, ask students to answer with their favourite colour,
therefore need to ensure that all students feel that they food or favourite word from the topic of the week.
belong in school classes and are accepted for who they are.
Differences between students need to be acknowledged,
planned for and celebrated. Tip 3: Avoid judgements of behaviour
Do not label a student as lazy or not trying. Students with
You can do it! SEN are often trying really hard and get criticized unfairly
You might be worried about trying to include students with by teachers. They might look like they are daydreaming in
SEN in your class. Perhaps you are concerned that it requires class, but their brains might be overloaded with information
specialist knowledge and could create a lot of extra work for that they cannot process and they need a short brain break.
the teacher. This does not have to be the case. As a teacher These students also need positive feedback on appropriate
you are used to dealing with different personalities and behaviour, so make sure that you notice when they are
abilities in your class. You are probably already adapting to behaving appropriately. Many students with SEN and
widely differing student needs each day. Students with SEN behavioural difficulties only get noticed negatively by the
are simply part of this variety and challenge. In addition, teacher.
the teaching techniques that help to support students with
SEPARATE DESCRIPTION FROM JUDGEMENT
SEN are good, practical techniques that will benefit all the
students in your class. When you speak to students or their parents / carers,
separate out a description of their behaviour from your
Section 1: Top tips for creating an judgement of it. For example, if you say You’re not
listening, this is a judgement and will make the student
inclusive classroom react defensively. If you say When you look out of the
You do not need to be an expert on SEN to teach students window, I think you are not listening, you can have a
with SEN. These simple tips will help you to make your more positive discussion with the student about the issue.
classroom an inclusive space for all your students.

Tip 1: Be a role model Tip 4: Celebrate difference and diversity

Students will take their lead from their teacher. It is The classroom and the world would be a boring place
important to show that you respect and celebrate if everyone was the same. You can use the differences
differences between people. You need to believe that all between students to learn from each other and about
students are unique and have a right to be taught. If you each other. For example, if you have students who speak a
do not have much experience of interacting with people different L1 to the rest of the class, ask them to teach the
with SEN, you might feel worried about how to approach class a couple of words in their language and compare these
them. This is understandable, but you need to acknowledge to your L1 and English. Use the topics in the Shine On! Class
this feeling and be prepared to learn more about SEN. For Book to compare different experiences, such as Level 2,
example, you can ask your student to tell you what helps Unit 7 on food.
them to learn and what makes learning more difficult
for them.
If you notice that some students do not want to work with a
SEN student, make sure you talk to those students privately
about their behaviour and give praise and rewards to the
students who are working well in teams.

Creating an inclusive classroom 43

 BOASTER POSTERS DIFFERENTIATE BY TASK
Display a large sheet of paper prominently in your If you think that a student will have a problem with a
classroom where you can record all student successes. certain type of task, you can set them a slightly different
These successes will often seem to be small steps for task. For example, if the Class Book asks students to listen
students with SEN, but can be very motivating. Focus on and draw a picture, give some students a partially drawn
something the class or the student is working on. For outline and ask them to fill in the missing detail, give
example, for a student who has problems with social skills, others a blank page and ask them to draw the whole
you can note James worked well with Albert today. picture. Similarly, some units ask students to listen and
circle an item and students with SEN such as dyspraxia
Tip 5: Teach in a multi-sensory way may find drawing the circle difficult. Ask these students to
simply put a mark next to the correct item.
Students all learn in different ways. Some like to see
information, some like to hear it and some like to get up, DIFFERENTIATE BY RESPONSE
do and touch things. Students with SEN particularly need
You can differentiate by asking students to show their
practice in all the senses because they find it difficult to
understanding of the lesson by responding in different
learn in traditional ways. Use a multi-sensory approach to
ways, not always orally. For example, students can hold up
present and practise information in your lessons.
a coloured card to indicate whether they understand the
PRACTISING WORD STRESS
point of the language presentation.
When you are teaching the pronunciation of a word, Red card = I don’t understand.
you can show the stressed part of the word in a visual, Orange card = I understand some of it.
auditory or kinaesthetic way as follows: Green card = I understand all of it.
Visual – write the stressed part of the word in a different Individual mini-whiteboards are also useful ways for
colour on the board. students to show their answers without having to speak
Auditory – ask students to hum or sing the stress of the in class. Students can draw or write their answer and hold
word with louder sounds on the stressed sound. up the mini-whiteboard. This is helpful for students with
Kinaesthetic – ask students to step out the stress by speech and language difficulties who do not like speaking
taking steps around the room and making longer strides in class and also for students who shout out answers
for the stressed part of the word. inappropriately. If you cannot find mini-whiteboards, you
can make them by laminating white A4 paper.
3D VOCABULARY
DIFFERENTIATE BY CONTENT
Vocabulary and spelling can be practised in 3D. For
example, use 3D letter shapes to practise keywords or You can sometimes simplify the content of a task,
allow students to trace the letters in sand, clay or in the air particularly reading texts. Some students receive a
in front of them. simplified text, but all students get the same questions on
the text. Preparation for this can be time-consuming so
WORDS FROM BODIES you should only do this if you can use the material again
Ask students to work in teams and to choose a word to with another class.
review. Tell them to make the word from their bodies.
Each student should choose one letter to represent with
DIFFERENTIATE BY RESPONSIBILITY
their body. Each group then stands in a line and shows
their word. Other students guess the word. Students who find it difficult to participate, perhaps
because they have communication difficulties, can be
included in the class by getting a job from the teacher. Try
Tip 6: Plan ways to adapt your lesson plan to match the job with the student’s need. For example,
You sometimes need to adapt your lesson plans. This students who find it hard to keep quiet or keep on-task,
is called differentiation. Differentiation means planning can be given the job of monitoring the noise of the
and teaching to take account of all students in the class, group. They can indicate how the class is behaving with
whatever their level or capability. This allows students to agreed signals: A frowning face card to show the group is
make progress in their learning wherever they start from. All too noisy or not speaking English, a neutral face card to
students should achieve the same main aim, but they may show the group is becoming a bit too noisy or not using
do this in different ways. enough English, a smiley face card for groups who are on
track.

DIFFERENTIATION UPWARDS
It is important to think also about differentiation upwards,
for those students who need more challenge and stretch.
Easy ways to do this include:
Ask them to help another student.
Ask them to make up a test for other students.
Ask them to make up their own examples using the
target language.

44 Creating an inclusive classroom

Tip 7: Work on class management Section 2: Categories of SEN
Clear, consistent classroom management is very important
for students with SEN. They often have problems Cognition and learning
understanding and following rules and instructions, so it is The category of cognition and learning difficulties includes
important to think about the best way to help them to do general learning difficulties and specific learning difficulties.
this. It is very important, for example, to think about your Children with general learning difficulties usually have
seating plan. problems in many subjects. They are usually behind
their peers in reading and writing. They can, for example,
SEATING PLAN have problems understanding abstract ideas or making
Do you have a seating plan for your classes? Some generalizations from examples given to them. They usually
students need to sit near the teacher, some need to sit have difficulty with basic literacy, numeracy, and general
somewhere where they can see the teacher’s face, some understanding.
need to sit with other students who are positive role Some children have specific learning difficulties. These
models, some, such as students with ADHD, need to sit children have problems with a specific area of learning, but
away from distractions such as window blinds, radiators are not behind their peers in general learning.
and projectors, some will need to sit near a door to feel Some of these specific learning difficulties may impact on a
safe. Work with the student to decide where is the best student’s ability to learn another language, but do not mean
place for them to sit. it is impossible for them to learn a language. SEN in this
You will find more ideas for classroom management in category include dyslexia and dyspraxia.
section 3.
USE COLOUR
Tip 8: Work cooperatively with adults and students Students with cognition difficulties benefit from the use
Teamwork is the best approach to teaching students with of different colours in learning. For example, colour code
SEN. It is particularly important to work with parents / carers. parts of words that have the same sound.
Sometimes these parents / carers can seem challenging to ‘cat, bat, sat, pat’
the teacher as they often ask for meetings and have many
ideas and questions about the teaching. Remember that Communication and interaction
they have often had to fight for their children’s rights. They The category of communication and interaction difficulties
can be your best ally and source of support if you keep covers a wide range of problems. Children in this category
good relationships and communication with them. They have problems with speech, language, communication or
know their child best and will often have helpful strategies a combination of all three. Their problems can range from
to suggest. mild to severe. This group includes students with autistic
You will find more ideas for working with parents / carers in spectrum conditions (ASC), such as Asperger syndrome.
section 4. Speech and language difficulties can be productive and / or
Other people who can help you include school receptive. A student has problems with productive language
psychologists, counsellors, speech and language therapists, when he / she has problems making others understand
occupational therapists, SEN organizations and charities. Try him / her. Students have problems with receptive
to find out what’s available in your local area and keep a list language when they cannot understand another person’s
of useful contacts. communication. For example, they cannot understand
humour or the appropriate language for a social situation.
Tip 9: Work with students’ strengths
Try to find out what your students’ strengths and interests GIVING CHOICES
are and include these in your teaching. Students who have Give students with speech and language difficulties
problems reading can sometimes be good at drawing and closed rather than open choices wherever possible. For
acting. Students who find it hard to sit still might be very example, ask them Do you want the red or blue pen?
good at organizing teams and role play. Students who are rather than Which colour pen do you want?
struggling academically might be very kind and helpful to
other students. Medical conditions
STUDENT OF THE WEEK Some children have medical conditions that need on-going
Introduce a student of the week or month award. Give management and treatment. Your school should have a
this to a student who has shown some special skill during medical register with information on any medical conditions
the class and choose skills not related to academic of your students that has been provided by their parents. All
achievement. For example, your student of the week staff need to know where the register is kept and what to do
could be a student who is the kindest student, the in case of a medical emergency.
student who showed most empathy with other students Social, emotional and behavioural difficulties
or the student who persevered the most. (SEBDs)
This category is the most difficult to define and can cause
strong differences of opinion between teachers. We know
that all children behave badly sometimes. It is a part
of growing up. It can be difficult to know if a student’s
behaviour is a sign of a SEN. A child is usually considered to

Creating an inclusive classroom 45

 have social, emotional and behavioural difficulties when quiet area away from the group to calm down when they
the problem behaviour occurs in many different situations, get agitated.
occurs frequently, is severe and not age-appropriate. You will Visual displays
need to check with other teachers to find out if the student
What is the impact of your environment on your students? Is
is behaving badly in all lessons or only in English.
your room stimulating enough, but not over-stimulating for
CATCH ME BEING GOOD any students with sensory needs?
Give students with SEBDs a card with the title ‘Catch Have you got displays on the walls? Can you encourage
me being good’. Tell them to leave this card on their students to make things for the wall? They often remember
desk. As you walk around the class, put a tick every time things that they have touched and constructed much more
you notice that the student is on-task and behaving clearly than pieces of writing.
appropriately. These students are usually noticed Sensitive topics
negatively, and they need to be noticed positively. Try to be sensitive to your students’ needs and think about
the topics in your Class Book. If you are introducing family
Sensory impairments members, for example, students who live in complex,
This category also covers a wide spectrum of need and separated families may start to behave badly when asked
ability. Children in this category have hearing, visual or to talk about their family. In Unit 7 of Shine On! 1, students
physical impairments. These disabilities might not have an are asked to draw their family tree. If you think any students
impact on their ability to learn a language. However, the will have a problem with this, they can be given the choice
teacher will need to make adjustments to the classroom. of drawing the family of the characters from the book. Each
For example, it will be important to consider seating level also introduces some festivals, for example Halloween,
arrangements and the layout of furniture. Easter and Christmas. These might not be celebrated by
some of your students and it might be an opportunity to ask
REFRAME POOR BEHAVIOUR about their festivals.
Sometimes a student is misbehaving because they
cannot see or hear properly. Check this out before Difficult tasks
assuming a student is simply being naughty. Craft activities
Be careful if you are using tasks that require the student
Students with different L1 to make things. Some students, for example those with
You may have some students in your class who have a dyspraxia, have difficulty holding and using scissors. They
different L1. These students might speak one language may need to read the instructions while another student
at home, another at school and English might be their makes the object.
third language to learn. This can affect their thinking and Writing tasks
processing time and it can also affect them emotionally, as Students with dyslexia have trouble reading and copying
they might feel quite displaced. Try to provide opportunities down words from the board. Students with dyspraxia have
for them to share their culture and be sensitive when trouble holding a pen and writing. Try using different colours
teaching materials such as festivals and traditions, which for different words or parts of words, make sure your own
may cause the student to feel isolated and different. Praise handwriting is clear and give students handouts wherever
their ability to learn different languages so that it becomes a possible.
positive and not a negative.
Tasks that require focus and sitting still
PLAY WITH PRONUNCIATION Some students, such as those with ADHD, will find it hard to
If students are having trouble with English pronunciation, sit still and concentrate on longer tasks. These students need
ask them to say the word as they would in their own short tasks and praise for doing the right things. Let them
language, exaggerating the ‘wrong’ pronunciation. Then run around or stretch, and give brain breaks. Acting out real
ask them to say it in a very English way. Permission to use situations will also appeal to these students.
their own language system often leads to better English Brain breaks
pronunciation!
Brain breaks are quiet calming points of your lesson where
students can rest their brains. Students with SEN can often
Section 3: Teaching tips for including feel that their brain is overloaded with information and
anxiety. Notice how long your class can concentrate and
students with SEN
build in brain breaks for this time. Students can give their
In this section we will look at some more planning and brain a short break by:
management techniques for including students with SEN.
• Standing up and stretching
Planning • Having a drink of water
Physical layout • Closing their eyes and resting their head on the desk for a
Consider the layout of the room and how suitable it is for couple of minutes
all your students. For example, is it easy for students in a • Spending a couple of minutes doodling
wheelchair to move around? Is there an area that can be • Massaging their head.
used for role play or physical games and is there a quiet
area? Some students, such as those with ASC, will need a

46 Creating an inclusive classroom

Spelling tasks Class contracts
Teach students how to visualize words. Ask the student Create class contracts with your students that focus on rules
to imagine the word up high, visualizing it rather than that will make the class safe and inclusive. Ask students to
sounding it out. They hold the word as a photo in their mind. write down five rules for the class that they think would
Write new words on the right of your board, up high. This make learning safe and fun. Ask them to begin each rule
encourages students to access their visual memory. with In this class, we … Give them some examples from the
Words on the wall Shine On! Class Book values and encourage them to use
these words.
Have a high-frequency word bank on your wall, put the
words on Velcro strips or use strips on the board. Students Examples of values:
can then borrow a word from the wall when they need a • Be friendly.
reminder of how to spell it. • Be careful.
• Take turns.
Classroom management techniques
• Share things.
Good classroom management can really help students
with SEN. • Be active.
• We pay attention.
Give clear instructions
• We listen carefully.
Clear instructions are essential for all students, but
particularly important for those with SEN. When you give Examples of rules:
instructions, use a non-verbal gesture to support the • In this class we listen carefully to each other and the teacher.
message. For example, point to your ear or show a picture • In this class we are friendly to everyone.
of an ear to indicate Listen. Give an example of what you • In this class we are helpful to everyone.
require and then get an example from your students to You can then discuss which rules to use in the contract and
show they understand. put it up on your classroom wall. If students break the rules,
Use visual reminders come back to the class contract and discuss what is not
Non-verbal signals are very effective for helping students working. Be specific about what you have noticed, without
with SEN to understand and remember what to do. Use non- naming students. Say We have a rule about listening to
verbal reminders for classroom routines and rules. You could each other and I have noticed that some students are
use visual aids such as traffic lights to show when the group laughing when some people are speaking. How can we
is going off-task, for example. stop that?

TRAFFIC LIGHTS Teacher language

Put up a picture of traffic lights at the front of the Teacher language greatly influences students. Many students
classroom. Place an arrow next to the traffic lights. Point with SEN do not understand or remember what they have
the arrow to green when the class is working on-task, been told to do. It is vital therefore to use assertive, clear
point the arrow to orange when the group is getting language for instructions, praise and general comments
distracted or off-task and point the arrow to red when the in class.
group is off-task and needs to focus. Say what needs to happen
Tell students what you want them to do, not what you don’t
Lesson stages order want them to do. For example, say Look at the board rather
Use pictures to show the different stages of your lesson. For than Don’t turn around.
example, an ear for listening, a mouth for speaking. Put these Do not repeat and rephrase instructions continually.
pictures on the board at the start of your lesson to show the Give them and give students a chance to process them.
order of activities.
Name a positive intention
Use your space
Find and name a positive intention behind an inappropriate
Think about your use of space in the room. Choose a place behaviour. For example, saying I know you want to show
at the front of the class where you will try to always stand me you know the answer; I need you to put your hand up
when giving instructions. Choose another place where you and wait is more positive than saying Stop calling out all
will stand when you are reminding about rules. the time and disrupting the class. If you have a student
Think also about the energy you create in the room. If you who is always making jokes about other students, you can
are running around the room, you will create stress and say I know you are very funny; you can be funny without
make hyperactive students very restless, for example. being unkind.
Create structure Name the right thing
All students need structure and consistency to feel safe in Praise students for doing the right thing, rather than always
the classroom and this is particularly true of students with noticing when they do the wrong thing. For example, you
SEN. Make sure you have clear classroom rules. Remember can say Thanks for waiting with your hand up rather than
that it is easier to start with clear rules and expectations Stop interrupting.
than to try to establish them when things are going wrong.
Involve your students in making the rules. Even young
students can do this. You can use the values in the Shine On!
Class Book to make a class contract.

Creating an inclusive classroom 47

 Use inclusive language way of communicating rather than only contacting the
Make sure to use the pronoun we whenever possible and parent / carer when a problem arises.
keep the focus on group learning. For example, you can
say We are not learning well today; how can we all make Home–school notebook / diary
that better? Use a home–school notebook / diary where parents /
carers and the teacher can write important information and
EXAMPLES OF POSITIVE CLASSROOM LANGUAGE feedback on the day.
Show me you are listening.
Meetings with parents / carers
I know you want to show me you know the answer;
remember the hands up rule. When planning meetings with parents / carers, try to find
times that are convenient for them. If they cannot attend,
We are not in a good learning state; how can we
check if another family member is able to represent them.
change that?
Consider the best place to hold the meeting. If it is in a
We are all part of a problem; how do we solve it? formal office, it might be intimidating for the parent / carer.
Great learning today, everyone. Do not sit behind your desk, this will make the parent / carer
Remember we wait patiently if someone needs more feel like a child sitting on the other side.
time to think and speak.
No put-downs in this class.
Praise postcards
Parents / carers of students with SEN are often only
Who can tell me the rule for waiting our turn?
contacted to discuss problems. Make sure you also
We don’t speak to each other that way in this class. communicate good news. Create or buy a set of postcards
Learning is not taking place now; how can we all change with positive pictures on them. Try to send a positive
this? message to the parents on the postcard throughout the
school year. Focus on something specific, such as progress
Student involvement made in speaking or listening.
Study buddies Acceptance of SEN
Children often understand each other’s needs better than Some parents, for personal or cultural reasons, find it difficult
adults. They can help and support students with SEN and to accept that their child might have SEN. Be respectful of
building relationships will help foster a positive climate their feelings and remember that teachers should not give
for learning. Study buddies are students who agree to help diagnoses. Focus on the problems you see the student
another student. It can be done by asking the student with having in class and ask if they have noticed similar issues at
SEN who they would like to help them. Or you can give the home. Try to frame the interventions as a positive step. You
job to a student who needs to experience responsibility. can say I understand that this is worrying, but I can see
Emphasize that they will be helping each other at times as John is really trying hard and would like to find ways to
well. Sometimes a student with behavioural difficulties likes support him more. Use inclusive language and say How can
to help others and sometimes quiet students benefit from we work on this together?
being a study buddy for someone with SEN.
Thank you stars Objections from other parents
Each student takes a piece of paper and draws a star on one Parents of other students in your class might sometimes be
side. On the other side they write something nice to each concerned that their child is in a class with a student with
student in the class. This can be set up as a routine where SEN. They may be worried that their own child will not make
students can collect the stars from a place in the class and good progress if the teacher is dealing with the needs of
give them out at any time. students with SEN.
This activity encourages all students to focus on the These parents want reassurance from you as the teacher
strengths and positive attributes of each other. that that their child is not being overlooked. Emphasize that
all students benefit from learning in inclusive classrooms
Listening to each other because they will learn to value diversity, difference, develop
In general in your class, encourage students to listen to each empathy and understanding of others’ needs, something
other by asking them to repeat what a student just said and that is valuable for all citizens, for a society to flourish.
doing choral repetition of good answers. You can say So,
John told us that …What did John tell us …? and all the Section 5: Exercises to develop empathy
class repeat the answer together.
and listening skills
Build activities into your lesson planning that encourage all
Section 4: Work with parents / carers students to develop the skills of listening and understanding
Communication each other. In this way you will create an inclusive ethos in
your classes. Here are some techniques for doing this that
Open communication channels between home and school
can be adapted for different language points and different
ensure that ideas can be shared and situations dealt with
levels.
as they arise. Discuss with the parent / carer a way of
keeping in contact that suits you and them. This might be
email or phone calls. It is better to set a regular time and

48 Creating an inclusive classroom

Shadowing and doubling
In role plays, ask two students to share one role. One student
stands behind their partner and helps them with language
(by whispering in their ear to give encouragement or new
language). Alternatively, one student stands behind their
partner and taps them on the shoulder when they want to
take over.
Answer for me
Ask one student (A) to come to the front of the class. Then
ask two other students who know this student to come
and stand behind student A. The class should then ask
student A questions. Students B and C must answer on
behalf of student A. For example, the class could ask What’s
your favourite food? and students B and C must guess what
student A would answer. Student A can nod or shake their
head to indicate if the answer is correct. This activity means
students have to imagine what it is like to be someone else
in the class. Language topics can be chosen according to the
level of the group.
Think, pair, share
When you ask the class a question: First give students two
minutes to think on their own, then one minute to share
their answer with another student. Then ask pairs to share
their ideas with the group / class. This gives students time to
process questions and think of a response.
Collective identity
Encourage the class to make predictions about their
classmates. For example:
All of us …
Some of us …
None of us …
When they have agreed on statements, put these
statements on the wall and add to them as the year goes on.
A student can make a prediction and see if it’s correct. If it’s
correct, put it on the wall.

Creating an inclusive classroom 49

 Formative assessment

Assessment for learning is recognised by educators around

Moves the learning forward
the world for its role in improving learning and contributing
to better teaching. This is achieved through: Effective feedback ‘closes the gap’ between current and
desired performance.
• reviewing students’ progress regularly to find out how well
they are learning It is clear from research that feedback from teachers to
• identifying strengths and weaknesses in students’ learners can have a significant impact on teaching and
knowledge and skills learning. Providing high-quality, focused feedback and
• focusing on areas for improvement which will move allowing learners the time and opportunity to act upon it
learning forward is essential. It is also important that the feedback stretches
• providing opportunities for teachers to develop their learners appropriately and moves them towards their next
teaching and classroom management skills learning goal, while still giving them a sense of achievement.
Assessment for learning is an approach which calls on the Research also indicates that feedback from learners to
teacher’s expertise to benefit their students’ learning in two the teacher can play an equally important role in moving
important ways: by helping them to achieve their learning learning forward.
goals, and by equipping them for lifelong learning.
Better outcomes and achievement
Teachers guide learners towards their goals Assessment for learning provides some of the most
Successful assessment for learning is underpinned by powerful methods for helping students become
skilful diagnostics, clear learning intentions, and success successful and motivated learners.
criteria, which, in turn, inform effective feedback. Assessment for learning helps to foster motivation by
Diagnostics, learning intentions, and success criteria are key emphasising progress and development, rather than failure.
requirements for both assessment for learning and effective Using the tools of assessment for learning, teachers can help
feedback. They draw on a range of teacher skills and students make sense of their learning, become involved in
expertise – from encouraging classroom dialogue, to asking their own progression, develop habits of reflection and self-
appropriate questions, and providing clarity and guidance as monitoring, and understand what success looks like. In this
learners progress towards achieving their goals. way, students develop greater motivation and are supported
in working towards achieving their goals.
For learners of all ages and levels
Positive attitudes to lifelong learning
Assessment for learning can be used flexibly to benefit
learners of all ages, levels, and in a variety of contexts. Effective assessment for learning helps to nurture positive
attitudes to independent, lifelong learning.
Because assessment for learning reflects everyday teaching
practices, it can be used and adapted across a range of In an ever-changing world there is an increasing expectation
contexts. At lower levels of proficiency, the focus might be that learning will occur throughout life, beyond the school
more on informative or corrective feedback, while higher- or university, as part of both personal and professional
level learners can be challenged with tasks which require development. The evidence indicates that assessment for
reflection and critical thinking. Approaches to assessment learning encourages the kinds of approaches to learning
for learning can also be modified for students with specific which help individuals become more independent and
learning difficulties, such as dyslexia. thoughtful learners. Students who have been encouraged to
take a more inquisitive and reflective attitude to learning are
Assessment for learning is compatible with both grammar-
far more likely to develop into lifelong learners.
based and communicative teaching approaches, allowing
teachers to set their own priorities according to the
approach they take.
Information from tests can be considered alongside the
evidence gathered from everyday classroom practice,
and research suggests that assessment for learning and
effective feedback can also make a positive contribution to
preparation for examinations.

50 Formative assessment
Teaching Notes
 S
Starter
Welcome Back!

Lesson 1 pages 2–3 review their names. Then read the speech bubbles
together. Remind students that Jack and Lucy are
Objectives neighbours and that Lucy’s uncle Alex is an inventor.
To introduce the main course characters. 1 Sing and move.  1•01
To sing a song. • Play the Shine on! song once for students to listen.
To present numbers 11–20 • Play the song again, modelling actions to help students
To review numbers 1–10, family members and toys understand the song (see Teacher’s Guide page 138 for
song lyrics and suggested actions) and encouraging
Language and structures students to copy them.
Active: numbers 1–20; family members; toys; greetings; • Play the song again for students to join in and do the
What’s next? Stop! actions. Students can follow the lyrics on Class Book
Extension: ladder, lawnmower, newspaper page 84.
Passive: sing, move, listen, point, say, play, chant, close your
book, count, forwards, backwards 2 Listen and point. Say.  1•07
• Books closed. Review numbers 1–10 by writing the
Materials numbers on the board in a random order. The students
Starter Unit flashcards; Class Audio; Shapes and numbers say the number that they see. Say Well done! when they
poster are correct.
• Present numbers 11–20 using the flashcards or the Shapes
and numbers poster, pointing to them in order and saying
Warmer the number for students to repeat. Then give out the
• Say Hello, I’m (your name) and wave at the class. Ask flashcards to different students and ask the class to say the
the class to stand up, say hello and their name Hello, numbers in order. The students hold up the flashcards in
I’m (Magda) as they wave to you. Encourage the class turn to show the numbers.
to respond Hello, (Magda). Ask students to introduce
• Ask one of the students to hold up a flashcard and get
themselves to the people around them.
another child to say the number. If they say the correct
• Ask students to open their books and look at the picture. number, they take the flashcard. Continue with different
Can they remember the names of the characters? (Jack, children until everyone has had a turn.
Lucy, Uncle Alex, Megabyte). Point to the characters and

52 Starter
• Books open. Ask students to find and say the numbers number they get right. If they find this easy, ask one team
1–20 in the picture. Then play the recording for students to count up only the odd numbers (one, three, five, etc.)
to listen, point to and repeat numbers 11–20. and then challenge the other team to count the even
numbers (two, four, six, etc.)
Transcript
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, EXTENSION VOCABULARY If you introduce these words,
eighteen, nineteen, twenty point to the pictures in the book, say and ask the students
twelve, nineteen, eleven, eighteen, sixteen, thirteen, fifteen, to point and repeat. Encourage students to use these
fourteen, twenty, seventeen words orally as the unit progresses.

Extension activity
Mixed ability
Use the picture on Class Book pages 2–3 to review
vocabulary from Level 1 in the picture. Call out a word and • To provide extra challenge for more confident students,
ask students to point to it in their Class Book (book, bag, you can ask them to work together to ask each other
teddy, ball, scooter, bike). questions about the picture. They can ask about objects
(e.g. What’s this? It’s a bag.), people (e.g. Who’s this? It’s Jack.)
Tell students that the people outside Jack’s house (number 15)
and use colours and numbers (e.g. What colour is the car?
are his family. Say the family members one at a time (mum,
How many bikes?).
dad, brother, grandma, grandpa) and ask students to point to
the people in the picture. • Use the picture in the book to teach the extension
vocabulary: ladder, lawnmower and newspaper.
21ST CENTURY SKILLS Communication • Ask students to record or write the words in their
Students learn and review vocabulary using visual and notebooks using pictures or translations.
audio media. • Less confident students can work in pairs to review the
vocabulary from this lesson by taking turns to point to
3 Play Which one is missing? items in the picture for their partner to name.
• See the Ideas Bank (Teacher’s Guide page 134) for Finisher
instructions.
• Play Change places. See the Ideas Bank (Teacher’s Guide
4 Chant and move.  1•08 page 135) for instructions.
• Play the chant once through for students to listen. • Play the Goodbye routines song  1•06 once for students
• Play the chant again, holding up the flashcards as they are to listen.
mentioned. Encourage students to point to the numbers • Play the song again, modelling actions to help students
in their Class Books. understand the song (see Teacher’s Guide page 137 for
• Play the chant once more. This time place the number song lyrics and suggested actions) and encouraging
flashcards on the walls around the room. Students join in students to copy them.
the chant and point to the flashcards. • Play the song once more for students to join in and do
the actions. Students can follow the lyrics on Class Book
Chant page 84.
One, two, three.
Four, five, six. Workbook page 2
Seven, eight, nine. For answers and scripts see Teacher’s Guide page 142.
Ten. What’s next?
Eleven, twelve. What’s next?
Thirteen, fourteen. What’s next?
Fifteen, sixteen. What’s next?
Seventeen, eighteen. What’s next?
Nineteen. Twenty.
Hooray!

5 Play What’s next?

• Demonstrate the game using the number flashcards
on the board. Place two consecutive flashcards, e.g. 11
and 12, on the board and say 11, 12. What’s next? 13!
When students have got the idea, they can play in pairs or
groups, or as two teams.

Be a Megastar: Close your book. Count to 20

forwards and backwards.
• Students can do this in pairs or as a class game. If in pairs,
ask the other child to listen carefully and say Stop! if their
partner makes a mistake. If playing as a class, divide the
class into two teams. Ask the students in one team to take
turns to say one number each; they get a point for each

Starter 53
 Lesson 2 page 4 2 Chant and move.  1•10
• Play the chant once through for students to listen.
Objectives • Play the chant again, pointing to the letters on the
To present and practise the alphabet Alphabet poster. Encourage students to do the same in
To present and practise a new grammar structure. their Class Books.
• Hand out the letter cards to students. Ask them to say
Language and structures the letter name as you give them the card. Play the chant.
Active: letter names A–Z, How do you spell (‘Jack’)? Students join in and hold up the letter cards.
Passive: read, ask, answer
Chant
A, B, C, D, E, F,
Materials G, H, I, J, K, L,
Class Audio; Alphabet poster; cards with letters of the M, N, O, P, Q, R,
alphabet written on them (upper case on one side, lower S, T, U, V, W, X, Y, Z
case on the other)
Extension activity
Warmer Put students into pairs and ask them to stand up. Students
• Play the Shine on! song from Starter Unit Lesson 1 page 2 take turns writing a letter on their partner’s back. Their
 1•01 for students to listen and join in. partner feels the letter and guesses what it is.

1 Listen and point. Say.  1•09 3 Listen and read. Say.  1•11
• Point to the picture and ask students to say the names of • Play the recording for students to listen. Then play it again
the course characters (Lucy and Jack). and encourage students to repeat the structure. Ask
volunteers to come and find the letter cards J, a, c and k
• Display the Alphabet poster. Play the recording and point
and spell Jack’s name on the board.
to the letters. Students repeat the letter names.
• Play the recording again. Students listen and point to the
• Ask How do you spell ‘Lucy’? Volunteers can come and
find the letter cards; other students can check in their
letters in their books. Play it once more for students to
books. Ask the whole class to repeat: L-u-c-y.
listen, point and repeat the letters.
• Repeat with Alex and, if students are feeling confident,
Transcript Megabyte!
A, B, C, D, E, F, G,
H, I, J, K, L, M, N, Transcript
O, P, Q, R, S, T, U, Lucy How do you spell ‘Jack’?
V, W, X, Y, Z Jack J-a-c-k.

54 Starter
4 Ask and answer. • Play the recording or the video. If you are using the
• Point to the picture and ask students to say the name, recording, encourage students to point to the correct
‘Marta’. Ask How do you spell ‘Marta’? Model the spelling pictures and follow the speech bubbles as they listen.
pointing to the letters as you say them. • Play the recording again and ask students about each
• Ask students to write their own names in their notebooks frame. 1 What is Ellie doing? (She’s saying goodbye to a
and practise saying the letter names in order. friend.) 2 Where is she now? (At the airport.) How does
• Ask a volunteer to spell his or her name by asking How do she feel? (Sad) 3 Where are Ellie and her family now?
you spell (‘Ela’)? The child should respond and then ask (At their new house.) How does her mum feel? (Happy)
the same question to another child. Ask the students to 4 How does Ellie feel? (Sad) 5 Who has come to visit Ellie’s
stand up and find a partner. They should take turns to ask family? (Her new neighbours: Jack and his mum, Lucy and
and answer before moving on to a new partner. Megabyte.) 6 Who is looking at Ellie? (Megabyte) Ask them
how Megabyte is different to a normal dog (he’s a robot).
TEACHING TIP Less confident students can continue to
spell their own name to each new partner. More confident Story New Neighbours
students can be asked to spell their partner’s name. Friend Goodbye!
Ellie Goodbye.
Ellie I’m sad.
Finisher Ellie’s mum Oh, Ellie!
• Play What’s next? with letters of the alphabet. Say a Ellie’s mum I’m happy!
sequence of three letters, e.g. A, B, C, and ask What’s Lucy Jack! Look! New neighbours.
next? (D) Allow students to look at their books to begin Ellie I’m sad.
with, then challenge more confident students to answer Jack’s mum Hello. Welcome!
without looking. Jack Hello. I’m Jack.
Ellie’s mum Nice to meet you, Jack!
Workbook page 3
Jack And you!
For answers and scripts see Teacher’s Guide page 142. Megabyte Who’s that?
Further practice Act.
Starter Unit Vocabulary and Grammar Worksheet
(Teacher’s Resource Centre) • Divide the class into groups to act out the story. (There
are seven speaking parts, including Megabyte, but you
can also include Ellie’s dad as a non-speaking character.)
Lesson 3 page 5 Allow students time to practise in their groups, then invite
groups to act out the story for the class.
Objectives
TEACHING TIP In a less confident class, allow students to
To present new vocabulary and review known
vocabulary in the context of the story. act along with the recording in their groups.
To practise a short role play taken from the story.
Think Talk about the story.
Language and structures • Ask if any of the students have moved house and/or
Active: goodbye, hello, I’m (sad/happy), Look! New school. How did they feel? Were they sad or happy?
neighbours. Welcome! Nice to meet you! And you! • Jack’s mum takes cakes to welcome their new neighbours.
Who’s that? Ask for students’ ideas about what we can do to make
Passive: act, talk about the story new people feel welcome.
• Ask students for their ideas about what might happen
Materials next. Do they think the children will become friends?
Starter Unit flashcards; Class Audio; cards with letters of
the alphabet written on them
Extension activity
• Students to stand in two lines, facing each other. The
students greet each other by saying, Hello! I’m (Victor).
Warmer Encourage them to say Nice to meet you! And you! and
• Play Bingo with letters of the alphabet. See the Ideas finish the exchange by saying Goodbye.
Bank (Teacher’s Guide page 135) for instructions. Use the • Move a child from one end of a line to the other. Students
alphabet cards to generate random letters. repeat the exchange with their new partner.
1 Listen and read.  1•14 Finisher
• Point to the first frame of the story and ask students what • Play Hit the card with number flashcards and letter
they can see in the picture. Point to known items (teddy, cards. See the Ideas Bank (Teacher’s Guide page 134) for
cat) and ask students to name them. instructions.
• Point to the second frame of the story. Tell students the
girl is called Ellie and that the other people we can see in Further practice
the picture are her mum and dad. Starter Unit Story worksheet (Teacher’s Resource Centre)

Starter 55
 1 Happy Birthday!

Lesson 1 pages 6–7 • Books open. Play the recording for students to listen and
point to the items in the picture. Play the recording again
Objectives for students to listen, point and repeat the words.
To present and practise eight new items of vocabulary. • Finally, point to the pictures in the book and ask the
To review vocabulary from a previous unit. students to say the words.

Transcript
Language and structures clown, hat, balloon, candle, present, cup, card, cake
Active: clown, hat, present, cup, card, balloon, candle, cake, card, hat, present, balloon, cup, candle, clown, cake
bike, numbers, colours; How many (presents)? It’s (a red
balloon). 2 Play Mime the word.
Extension: ribbon, envelope, plate • Divide the class into two teams. One team chooses a
Passive: mime, word, draw, party things, different colours, flashcard/word from the new vocabulary set and mimes
find it it. If the other team guesses the word and pronounces
the word correctly, they score a point, otherwise the point
Materials goes to the team performing the mime.
Unit 1 flashcards; Class Audio; number flashcards 1–10 • Alternatively, divide students into groups of three and four.
(optional); coloured pens / pencils One child mimes a word for the others to guess. The first
person to guess it mimes the next word, and so on.
Warmer 21ST CENTURY SKILLS Creativity and innovation
• Play the Hello routines song  1•02 for students to listen, Students use different techniques, such as mime and
do the actions, and join in as much as possible. See pictures, in order to help memorize new vocabulary.
Teacher’s Guide page 137 for lyrics and actions.

1 Listen and point. Say.  1•15 3 Chant and move.  1•16

• Books closed. Introduce the new words using the • Play the chant once through for students to listen.
flashcards. Hold up the flashcards and say the words for • Play the chant again, pointing to the flashcards on the
students to repeat. board. Encourage students to point to the flashcards and
then hold up the correct number of fingers.
• Play the chant once more and ask students to join in.

56 Unit 1
Chant Self-review
How many hats? Five hats! • Ask students to take out red, orange, and yellow coloured
How many cups? Two cups! pens / pencils (or cards, if they have them). Tell them that
How many clowns? One clown! red means Great, orange means Good and yellow means
How many balloons? Four balloons. OK. Ask students to hold up the colour which shows how
How many presents? Six presents! well they think they can remember the new words.
How many cards? Three cards!
How many cakes? One cake. Find it!
How many candles? Nine candles! • Point to Lucy’s tablet and ask students what they can see
Yes, I’m nine! I’m nine today! (a bike). Ask students to find a bike in the main picture.
(It’s next to the balloons.)
TEACHING TIP As an extra activity, give the number
flashcards (1–6 and 9) and Unit 1 flashcards to different EXTENSION VOCABULARY If you introduce these words,
students. Play the chant again and for each line the point to the pictures in the book, say and ask the students
students with the number and the object should stand to point and repeat. Encourage students to use these
and show their flashcards. words orally as the unit progresses.

4 Play How many? Mixed ability

• Books closed. Ask students to picture the illustration in • To provide extra challenge for more confident students,
their heads. Say How many balloons? and encourage you can ask them to work together to ask each other
students to respond with the number (Four) or number questions about the picture. They can ask about objects
and object (Four balloons). They can look in their books to (e.g. What’s this? It’s a ball.), people (e.g. Who’s this? Mum.)
check. and use colours and numbers (e.g. What colour is the car?
• Remind students how to form the plural by adding ‘s’. How many bikes?)
Model the pronunciation for them to repeat. Point out • Use the picture in the book to teach the extension
that we use the plural in the question, e.g. How many vocabulary: ribbon, envelope and plate. Ask students
presents? to record or write the words in their notebooks using
• Students can play in pairs, groups or as two teams, taking pictures or translations. Less confident students can work
turns to ask and answer. As well as the new vocabulary, in pairs to review the vocabulary from this lesson by
they can ask about other objects in the picture, e.g. drawing pictures for their partner to name.
How many bikes/cars/boys/girls/dogs/balls?
Finisher
TEACHING TIP Students may count seven presents if they • Play Mystery flashcard. See the Ideas Bank (Teacher’s Guide
include the bike. Accept this as an alternative answer. page 134) for instructions.
• Play the Goodbye routines song  1•06 for students to
Be a Megastar: Close your book. Draw the party listen, do the actions, and join in as much as possible. See
things in different colours. Say, e.g. It’s a red Teacher’s Guide page 137 for lyrics and actions.
balloon.
Workbook pages 4 and 68
• Ask students to close their books and take out their
For answers and scripts see Teacher’s Guide page 142.
notebooks and coloured pens. Tell them that they are
going to try to remember the eight new words and draw Further practice
a picture of each one in a different colour. Unit 1 Vocabulary and Grammar Worksheet 1
• Walk around the class as they work, asking What’s this? (Teacher’s Resource Centre)
What colour is it? When they have finished, they should
tell a partner about their pictures, saying e.g. It’s a blue cup.
You can also ask some students to present their pictures
to the class.

TEACHING TIP Remind students to use an instead of a

before orange.

• Congratulate the students for the items they remembered

and explain that making their own pictures can help them
to remember new words.

Fast finishers
• Ask fast finishers to count the different party things and
write the correct number next to them. That is, cards (3),
presents (6), cups (2), hats (5), candles (9), balloons (4),
clown (1) and cakes (1).

Unit 1 57
 Lesson 2 page 8 Encourage students to count and reply, Five. Praise
students and repeat together There are five cards.
Objectives
Transcript
To present a new grammar structure. Jack Oooh! There’s a present!
To practise the new grammar structure with the Lesson 1 Lucy There are five cards.
vocabulary.
TEACHING TIP Either There’s a or There’s one is correct
Language and structures grammatically. Which we use depends on context: we use
Active: There’s a / one (present). There are (five cards). clown, one where the focus is on the exact number, and a when
hat, present, cup, card, balloon, candle, cake, bike, numbers, we are simply drawing attention to the presence of an
colours object. The important point is that students learn to use
Passive: write, choose There’s with singular objects and There are with plurals.

Materials 2 Listen and write A or B.  1•18

Unit 1 flashcards; number flashcards; Class Audio; • Ask students to point to Picture A then Picture B in their
coloured pens Class Book. Place the clown flashcard on the board. Say
Look at Picture A. Find the clowns. How many are
Warmer there? Encourage students to answer, There are two
clowns. Repeat for Picture B; students answer There’s a/one
• Play the chant from Unit 1 Lesson 1 page 7  1•16 for clown.
students to listen and join in if possible.
• Ask students to take out their notebooks. Play the first
TEACHING TIP In a less confident class, review numbers line of the audio. Write two clowns on the board and say
1–20 before continuing. Picture A or Picture B? (A) Write A on the board.
• Explain that students are going to hear seven more
1 Listen and read. Say.  1•17 sentences. They need to find which picture each sentence
relates to and write A or B in their notebook.
• Point to the picture. Ask students to say what they
can see. • Play the recording, pausing after each sentence for
students to find and write the correct answers. When they
• Play the recording for students to listen and read the
have finished, ask them to check their answers with a
speech bubbles.
friend.
• Point to the present in the picture and ask How many
presents? Encourage students to reply, One. Praise
• Play the recording again, pausing after each sentence and
asking students to repeat it. Elicit the answers.
students and repeat the structure together: There’s a
present. Point to the cards and ask How many cards? ANSWERS
1 A  2 B  3 A  4 A  5 B  6 A  7 B  8 B
58 Unit 1
Transcript Materials
1 There are two clowns
2 There’s one candle. Unit 1 flashcards; Class Audio; Craft Worksheet Unit 1
3 There are eight presents. Lesson 3 (Workbook page 87); coloured pens, scissors, glue
4 There are three cards.
5 There are eleven balloons. Warmer
6 There’s one cake. • Play Little by little. See the Ideas Bank (Teacher’s Guide
7 There are five cups. page 134) for instructions.
8 There are three hats.
1 Sing.  1•20
3 Play A or B. • Model the /k/ sound for students to repeat and ask students
• Say There’s one clown. Picture A or Picture B? Ask which letters can make this sound in English (C and K).
students to look and respond (B). Divide them into pairs or • Play the song once through for students to listen.
groups. They take turns to make sentences and respond
• Play the song again, modelling actions for the song
with the letter of the correct picture. In groups, the person
(see Teacher’s Guide page 138 for song lyrics and
who answers quickest can make the next sentence.
suggested actions) and encouraging students to copy.
• To increase the challenge, students can make sentences
• Play the song once more for students to join in and do
with colours, e.g. There are four green balloons.
the actions. Students can follow the lyrics on Class Book
4 Choose a number and one of the party things. page 84. Ask them to identify words in the song which
Draw and say. start with the /k/ sound.
• Ask students to choose a number and one of the party 2 Read, find and point.
things from Lesson 1. Make sure each child has paper or a • Ask students to read the first sentence aloud and point to
notebook and colouring pens. the clown in the picture. Ask How many clowns? (One)
• Students draw their chosen number of the items. Walk • Repeat with the rest of the sentences, or ask students to
around the class as they work, asking What’s this? How complete the activity in pairs.
many (presents)? When they have finished drawing, they
show their pictures to their friends and describe them, 3 Make a card for your friend. Say.
e.g. There are three presents. More confident students • Show students the photograph and tell them that they
can make sentences with colour words, e.g. There’s a are going to make a card like the ones in the picture.
blue present. There are two red presents. You can ask some
• Make sure each child has a copy of the worksheet, scissors,
students to present their pictures to the class.
glue and colouring pens.
• Students can label their pictures. They can write either
• Students cut out their card and stick the correct number of
a single word (e.g. present), a phrase (three presents) or a
candles on the top for their partner’s age. They colour it in.
sentence (There are three presents).
• Ask students to tidy up their materials.
Finisher • When students have finished, they stand up and say
• Give different students number flashcards and object There are (seven/eight) candles. They give their card to their
flashcards (you can use words from Lesson 1 and review partner. Their partner says, Thank you.
vocabulary). Say a sentence, e.g. There are twelve
TEACHING TIP In a less confident class, do this craft step-
candles. The child with the number 12 card and the child
with the candle flashcard stand up, come to the front and by-step. Ask the whole class to pick up their scissors, cut
repeat the sentence. Once students have the idea, ask out the card, cut out the candles, pick up their glue, stick
volunteers to make sentences. the candles on, and colour it in.

Workbook page 5
Initiative and self-direction
21ST CENTURY SKILLS
• For answers and scripts see Teacher’s Guide page 142. Students complete a creative project with several steps.

Lesson 3 page 9 Finisher

• Play Pass the flashcards using the Happy Birthday! song
Objectives  1•20. See the Ideas Bank (Teacher’s Guide page 134) for
To sing a song using the Lesson 1 vocabulary and the instructions.
Lesson 2 grammar.
To work on pronunciation /k/. English at home
To do a personalization activity that involves a simple • Students can sing the song to their families at home.
craft activity. They can also take home the card their friend made for
them and tell their families about it.
Language and structures
Workbook page 6
Active: There’s a (present). There are (five) (cards). clown,
For answers and scripts see Teacher’s Guide page 142.
hat, present, cup, card, balloon, candle, cake, bike, boys, girls,
big, numbers
Passive: at the party, Happy Birthday! Hooray! Let’s
twist/stamp, everybody shout, make, for your friend
Unit 1 59
 Lesson 4 page 10 (Because Megabyte frightens Ellie.) 6 How old is Jack?
(Eight)
Objectives
Story New Friends
To develop comprehension skills and preview new Lucy Listen!
vocabulary in the context of the story. Jack And look! A balloon!
Megabyte Look! There’s a robot and a basketball!
Language and structures Megabyte Ooh! There’s a puzzle and a car!
Active: robot, basketball, puzzle, yo-yo, balloon, car, dog; Lucy Megabyte!
There’s a (robot). Happy Birthday! I’m (Jack). How old are Megabyte Aaarghhhh!
you? I’m (eight). Me, too! Ellie Oh! The dog!
Passive: Look! Sorry! Jack Er... Sorry! Happy Birthday! I’m Jack!
Ellie I’m Ellie.
Materials Lucy How old are you?
Unit 1 flashcards; Class Audio Ellie I’m eight.
Jack Me, too!
Warmer Act.
• Play the song from Unit 1 Lesson 3 page 9  1•20 for • Divide the class into groups to act out the story. (There
students to listen and join in with. are four speaking parts, including Megabyte, but you can
also include Ellie’s mum as a non-speaking character.)
1 Listen and read.  1•22
Allow students time to practise in their groups, then invite
• Pre-reading: Point to the first frame of the story and groups to act out the story for the class.
ask students who they can see (Jack, Lucy, Megabyte).
Ask which other characters they can see in the story TEACHING TIP In a less confident class, allow students to
(Ellie and her mum). Point to known items (e.g. balloon, act along with the recording in their groups.
presents, cake, candle) and ask students to name them.
• Reading: Play the recording or the video. If you are using Think Talk about the story.
the recording, encourage students to point to the correct
• Ask students whether or not they like the story; you can
pictures and follow the speech bubbles as they listen.
get them to rate it out of ten.
• After reading: Play the recording again and ask students
• Talk about whether students find it easy or difficult to
questions about each frame. 1 What can Megabyte see?
make new friends, and how best to go about it. Discuss
(A balloon.) 2 What does Ellie have? (Presents and a cake.)
how the characters feel in the story, using the students’
Why? (It’s her birthday.) 3 Where is Megabyte? (He’s in the
home language. Ask whether they think Megabyte
tree.) What is Ellie holding? (A cat.) 4 What does Megabyte
jumping on the table is a good or bad thing. (He shocks
do? (He falls onto the table.) 5 Why does Jack say sorry?
60 Unit 1
 Ellie at first, but at the end of the story she is playing with There’s a yo-yo and ask True or false? (True) Write 1 T on
him and making friends with Jack and Lucy.) the board. Ask students to copy this into their notebooks.
• Read the next sentence and ask volunteers to show you
Finisher the number 3 and a basketball using flashcards. Point to
• Play Who says this? Choose a character and read one of their the picture and ask How many basketballs? Students
speech bubbles, e.g. There’s a puzzle and a car! Students count and write a number 2 in their notebooks with a T
tell you the name of the character, e.g. Megabyte. You can if they think the sentence is true and an F if they think it’s
confirm the answer, saying Yes, I’m Megabyte. Choose a false.
child who guessed correctly to have the next turn. • Repeat with sentences 3 and 4 before checking the
Workbook page 7 answers as a class. Ask students to correct the false
sentences orally or by writing sentences in their
For answers and scripts see Teacher’s Guide page 142.
notebooks.
Further practice ANSWERS
Unit 1 Story worksheet (Teacher’s Resource Centre)
1 T  2 F There are four basketballs.   3 T  
4 F There’s one/a robot.
Lesson 5 page 11
Fast finishers
Objectives • Ask fast finishers to say or write sentences about other
To present and practise four new items of vocabulary objects in the picture, e.g. There’s a scooter. There are three
using the Lesson 2 grammar. planes.
To practise a short Everyday English! role play taken from Everyday English!: being friendly
the story in Lesson 4.
To talk about a value. 4 Listen and repeat.  1•26
• Play the recording for students to listen. Then play it again,
Language and structures pausing after each line for students to repeat the phrases.
Active: robot, basketball, puzzle, yo-yo, toys; How old are
you? I’m (eight). Me, too!
Transcript
A How old are you?
Passive: true, false, repeat, in Polish, We make new friends! B I’m eight.
A Me, too!
Materials
Unit 1 flashcards; number flashcards; Class Audio; toy 5 Act it out.
robot, basketball, puzzle, yo-yo (optional) • Model the dialogue a few times with the Megabyte
puppet, or with more confident students. Ask students
Warmer to stand up. Play some music and ask students to walk
• Play the recording or the video again to refresh students’ around the room. Pause the music. Students turn to the
memory of the story.  1•22 person next to them and act out the dialogue. Repeat 5–6
times.
1 Listen and point. Say.  1•24 • Ask students to think of other occasions when they
• Introduce the new words using the flashcards or bring real could use Me, too! They can work in pairs to create new
toys to class. Hold up or point to the flashcards/items and dialogues, e.g. I’m hungry. / I’ve got a dog. Me, too!
say the words for students to repeat.
6 Say it and write it in Polish.
• Play the recording for students to listen and point to
the pictures in their books. Play the recording again for • Present the dialogue again and ask children to repeat in
students to listen, point and repeat the words. Polish and write the sentences in their notebooks.
• Students point to the items in the story and say the words. Our Values
Transcript • Show the class the Our Values badge. Read out the value
robot, basketball, puzzle, yo-yo (We make new friends!) and discuss why it is good to
puzzle, robot, yo-yo, basketball welcome new people when you meet them and what
sort of questions we ask someone to get to know them.
2 Sing.  1•25
Finisher
• Play the song once through for students to listen.
• Play Find the flashcards using the Unit 1flashcards. See the
• Play the song again, modelling actions (see Teacher’s Ideas Bank (Teacher’s Guide page 134) for instructions.
Guide page 138 for song lyrics and suggested actions)
and encouraging students to copy them. Workbook page 8
• Play the song again. Students join in as they do the actions. For answers and scripts see Teacher’s Guide page 142.
3 Look and read. Write T (true) or F (false). Further practice
• Point to the picture in the Class Book. Hold up the yo-yo Unit 1 Vocabulary and Grammar Worksheet 2
flashcard and say Find a yo-yo. Students point to the (Teacher’s Resource Centre)
yo-yo. Ask How many yo-yos? (1) Read the first sentence:

Unit 1 61
 Lesson 6 page 12 • Play the recording a final time for students to listen and
repeat the sentences, e.g. There’s a blue triangle.
Objectives ANSWERS
To present a CLIL concept (Maths). triangle: b  circle: c  rectangle: a  square: d
To use a structure and vocabulary to express a CLIL
concept. Transcript
Look at the shapes. There’s a blue triangle. There’s an orange
Language and structures circle. There’s a yellow rectangle. There’s a green square.
Active: circle, triangle, rectangle, square, colours; Is there TEACHING TIP Discuss the properties of the shapes in
a (blue triangle)? Yes, there is. No, there isn’t. There’s a students’ own language. Encourage them to share what
(red circle). they have learnt in maths about 2D shapes, talking about
Passive: Match the bold words to the shapes, What’s the number of sides each shape has and whether they
missing? Which puzzle is it? activity, another, guess are straight or curved. You may wish to teach side as
additional vocabulary and ask How many sides are there?
Materials about each shape.
Shapes and numbers poster; Class Audio; paper, scissors,
coloured pens 2 What’s missing? Match the shapes from activity 1.
• Ask students to look at the puzzles and identify the shape
Warmer of each whole puzzle (circle, rectangle, square, triangle).
• Review colours by playing Find something. Divide the class • Ask students to look at puzzle 1 and say what shapes they
into two teams and say to first child in each team Find can see and what colours they are.
something (yellow). Award points for finding objects and • Point to the white square with the question mark. Ask
describing them, e.g. It’s a (yellow book). What’s missing? (A square) Ask students to find the
square in activity 1 and tell you what colour it is (green).
1 Listen and read. Match the bold words to the Students complete the activity as a class or in pairs; you
shapes.  1•27 can ask them to write the answers in their notebooks.
• Present the new words (circle, triangle, square and
ANSWERS
rectangle) using the Shapes and numbers poster, or by
drawing them on the board. Say the words for students to 1 Green square   2 Blue triangle   3 Yellow rectangle  
repeat. Say Find a (circle), and see if students can identify 4 Orange circle
something in the classroom that has that shape, e.g. a clock. 3 Think Listen and read. Which puzzle is it?  1•28
• Play the recording once for students to listen and point • Tell students that they are going to hear two students
to the pictures in their books. Then play it again, pausing talking about one of the puzzles from activity 2.
after each sentence for students to say the letter.
62 Unit 1
• Play the recording, pausing before the final line. Ask • Play the recording. Students listen and write in their
students to guess which puzzle it is, but don’t confirm yet. notebooks the number of the picture that’s being
• Play the recording again, pausing after each answer to described. Play the recording again, pausing after each
ask students which puzzles they can rule out and why. sentence to check the answers.
Confirm the answer (1) by playing the final line. ANSWERS
6, 2, 4, 8, 1, 3, 7, 5
Transcript
Is there a green rectangle? Yes, there is. Is there a red Transcript
triangle? No, there isn’t. Is there a purple square? Yes, there is. There are two puzzles. There are four robots. There are three
It’s the circle puzzle! cakes. There are five presents. There are two clowns. There are
five cards. There are three yo-yos. There are four basketballs.
4 Choose another puzzle. Your friend guesses.
• Tell students that you have chosen a puzzle from activity Extension activity
2 and they have to guess which. Encourage a volunteer • Ask students to look again at the first picture. Ask How
to ask Is there a (red square)? Ask the whole class to repeat many happy clowns are there? (One) Say There’s one
the question before answering Yes, there is or No, there happy clown. There’s one sad clown.
isn’t. • Ask students to make similar sentences about the other
• Repeat with different students until someone guesses the pictures by noticing the differences between the objects,
shape. Then play the game in two teams. Students take e.g. There are three grey robots. There’s one black robot.
turns to choose a shape from activity 2 for others to guess.
2 Choose three things. Draw a picture and write.
5 Draw your own shape puzzle. Write. • Ask students to choose three phrases from the box and
• Give each child paper and coloured pens. Ask them to write sentences in their notebooks, e.g. There’s a cake or
draw a large outline shape on their paper. They then There are six candles. Students then draw a picture.
divide this into smaller shapes and colour them in
different colours. 3 Make a party hat. Play and say.
• Students can write about the puzzle, labelling the shapes • Tell the students they are going to make a party hat.
or writing sentences, e.g. There’s a (blue circle). There are • Model how to make the hat by colouring it in and cutting it
(three squares). out, then folding it around and sticking the sides together.
Finisher • Hand out craft worksheets and materials. Encourage
students to decorate their hats with shapes. Ask students
• Play Draw in the air. Draw a shape in the air with your questions, e.g. What colour is it? Is there a (green
finger. The first child to guess the shape takes the circle)?
next turn.
• Students can talk about their party hats in pairs, saying
Further practice This is my hat. It’s (red and green). There are (four triangles).
Unit 1 CLIL Activity Worksheet (Teacher's Resource Centre)
4 Find these in Unit 1. Match and say.
• Read through the words as a class. Ask students to look at
Revision page 13
picture 1 carefully, then at Lesson 1 (pages 6–7) and find
the detail in the picture. They make a sentence about the
Objectives
picture: There are three candles.
To review the linguistic content of the unit.
• Complete the activity as a class or in pairs, with students
finding picture 2 in Lesson 2 and so on.
Language and structures
Active: clown, present, card, cup, balloon, hat, candle, cake, ANSWERS
robot, basketball, puzzle, yo-yo, numbers, colours; There’s a 1 There are three candles.   2 There’s a hat.  
(cake). There are (nine balloons). 3 There’s a cup.   4 There are two balloons.  
5 There’s a basketball.   6 There’s a puzzle.
Passive: number, picture, these, sentences
Star Challenge
Materials • Ask the students to complete the Star Challenge
Unit 1 flashcards; Class Audio; Craft Worksheet Unit 1 individually and self-review their progress.
Revision (Teacher’s Resource Centre); card, paper, scissors,
glue, coloured pens Finisher
• Play Which one is missing? with the Unit 1 flashcards. See
Warmer the Ideas Bank (Teacher’s Guide page 134) for instructions.
• Play Kim’s game with the Unit 1 flashcards. See the Ideas English at home
Bank (Teacher’s Guide page 134) for instructions.
Students take their party hats home to show their families.
1 Listen and write the number.  1•30
Workbook pages 10 and 72
• Ask students to look at the pictures and tell you what they
see, e.g. There are two clowns. For answers and scripts see Teacher’s Guide page 143.
Further practice
Unit 1 Test (Teacher’s Resource Centre)
Unit 1 63
 2 What Weather!

Lesson 1 pages 14–15 • Books open. Play the recording for students to listen and
point to the items in the picture. Play the recording again
Objectives for students to listen, point and repeat the words.
To present and practise ten new items of vocabulary. Transcript
To review vocabulary and grammar from a previous unit. Autumn, windy, stormy, winter, snowy, spring, cloudy, rainy,
summer, sunny.
Language and structures Rainy, windy, snowy, sunny, stormy, cloudy, spring, summer,
Active: autumn, windy, stormy, winter, snowy, spring, autumn, winter.
cloudy, rainy, summer, sunny, present, letter names; How do
you spell ‘winter’? 2 Play Guess the card.
Extension: umbrella • See the Ideas Bank (Teacher’s Guide page 135) for
Passive: weather, mind map instructions.

3 Chant and move.  1•34

Materials
• Review the letters of the alphabet using the Alphabet
Starter Unit, Unit 1 and Unit 2 flashcards; Class Audio; poster.
coloured pens / pencils; Alphabet poster
• Play the chant once for students to listen. Display the
flashcards on the board and write the seasons words to
Warmer help students with the spelling.
• Play What card is missing? with the Starter Unit and Unit 1 • Play the chant again, pointing to the flashcards on the
flashcards. See the Ideas Bank (Teacher’s Guide page 134) board.
for instructions. • Divide the class into four groups, and give each group
1 Listen and point. Say.  1•33 the cards for one season, e.g. cloudy, rainy, spring; sunny,
summer; windy, stormy, autumn; snowy, winter. Play the
• Books closed. Introduce the new words using the chant again. When they hear their words, they hold up the
flashcards. Hold up the flashcards and say the words for
flashcards. Swap the groups and repeat.
students to repeat.
• Play the chant again for students to join in with as much
as they can.

64 Unit 2
Transcript pronunciation and spelling. Discuss ideas for how to
Spring, spring, spring. improve their weaker areas, e.g. listening to the audio to
S-P-R-I-N-G help with pronunciation, testing themselves to help with
Cloudy, rainy spring! spelling, etc.

Summer, summer, summer. Find it!

S-U-M-M-E-R • Point to Jack’s notebook and ask students what they can
Sunny, sunny summer! see (a present). Ask students to find a present in the main
picture. (It’s in the summer dome, below the word sunny.)
Autumn, autumn, autumn.
A-U-T-U-M-N Mixed ability
Windy, stormy autumn! • To provide extra challenge for more confident students,
you can ask them to take turns to describe people in the
Winter, winter, winter. picture for their partner to find, e.g. There’s a dad. He’s got a
W-I-N-T-E-R red bag.
Snowy, snowy winter! • Teach the extension word umbrella using the picture in
the book. Ask students to record or write the words in
Extension their notebooks using pictures or translations.
• In a confident class, encourage students to make up • Ask less confident students to focus on the weather
actions for the different weather types. They can do these words. They can work in pairs to review them by drawing
as they sing the chant. For example, open and close your pictures for their friend to guess.
fingers on both hands for sunny, or wiggle your fingers
on both hands from above your head to the ground for Finisher
rainy, etc. • Play Fast flashcards with the new vocabulary. See the Ideas
Bank (Teacher’s Guide page 134) for instructions.
4 Play The spelling game.
• Demonstrate the activity by asking How do you spell Workbook pages 11 and 68
(winter)? Ask students to look at the word label in their For answers and scripts see Teacher’s Guide page 143.
books and spell out the word: W-I-N-T-E-R.
Further practice
• Students can then play in pairs, groups or as two teams, Unit 2 Vocabulary and Grammar Worksheet 1
taking turns to ask and answer. Confident students can try (Teacher’s Resource Centre)
to spell the words without looking at their books.
CULTURE NOTE Britain has famously unpredictable
21ST CENTURY SKILLS Communication weather, which makes it difficult to forecast accurately.
Students learn to connect the spoken and written forms It is often rainy and can be stormy. Big storms are named
of words. to raise awareness of severe weather and promote public
safety. The names alternate between boys and girls, and
Be a Megastar: Draw a weather mind map. use consecutive letters of the alphabet, e.g. Jane, Kevin,
• Ask students to take out their notebooks and coloured Lily, Max. Letters Q, U, X, Y and Z are not used because it is
pens. Tell them that they are going to draw or write the too difficult to find names that begin with these letters!
new words in groups to help them remember them. Ask
them to write each season in an oval and then draw or
write the weather word(s) they associate with that season
around it.
• Walk around the class as they work, helping as needed.
Students can check their spellings with their Class Book.
• Congratulate the students for the items they remembered
and explain that grouping words together and using
pictures can help them to remember new words. Trying
to spell a word and then checking it can also help to learn
tricky spellings and silent letters, like the n in autumn.

Fast finishers
• Ask fast finishers to draw their favourite season and
weather.

Self-review
• Ask students to take out red, orange, and yellow coloured
pens / pencils. Tell them that red means Great, orange
means Good and yellow means OK. Ask students to
hold up the colour which shows how confident they
are about remembering the words. Then repeat for

Unit 2 65
 Lesson 2 page 16 Extension
• Divide the class in half. Point to a flashcard and get half
Objectives the class to ask What’s the weather like today? The other
To present a new grammar structure. half responds using the structure It’s (sunny). Swap roles
To practise the new grammar structure with the Lesson 1 and repeat with different flashcards.
vocabulary.
2 Listen and write A or B.  1•36
Language and structures • Point to the weather icons and ask students to name the
weather (e.g. rainy, stormy, windy, cloudy). Then ask them
Active: What’s the weather like today? What’s the weather
to find spring on circle A. Ask What’s the weather like in
like in (winter)? It’s (rainy); snowy, stormy, windy, cloudy,
spring? and encourage them to answer It’s stormy.
rainy, sunny, spring, summer, autumn, winter
• Write the numbers 1–6 on the board and ask students to
Passive: season
do the same in their notebooks. Tell them they are going
to hear people talking about the season circles, and they
Materials need to decide whether each exchange is about A or B.
Unit 2 flashcards; Class Audio; coloured pens • Play the recording twice through, pointing to the
numbers on the board to help students keep their place.
Warmer Students write A or B next to each number in their
• Play the chant from Unit 2 Lesson 1 page 15  1•34 for notebook. Play the recording a final time, pausing to
students to listen and join in if possible. check the answers.
• Place the flashcards around the room and ask students to Transcript
point to them as they sing the chant.
1 What’s the weather like in summer? It’s sunny.
1 Listen and read. Say.  1•35 2 What’s the weather like in autumn? It’s windy.
3 What’s the weather like in winter? It’s snowy.
• Point to the picture and ask students to say the names of
4 What’s the weather like in spring? It’s cloudy.
the course characters (Jack, Lucy and Megabyte).
5 What’s the weather like in winter? It’s rainy.
• Play the recording for students to listen. Then play it again 6 What’s the weather like in autumn? It’s stormy.
and encourage students to repeat the grammar structure.
• Place the weather flashcards on the board and elicit the ANSWERS
weather vocabulary as you go. Point to each flashcard and 1 B  2 A  3 B  4 B  5 A  6 B
ask What’s the weather like? to elicit It’s (snowy). 21ST CENTURY SKILLSCritical thinking and problem-solving
Transcript Students compare audio and visual information to
Jack What’s the weather like today? complete the activity.
Lucy It’s rainy.
66 Unit 2
3 Play A or B? 1 Sing.  1•38
• Ask a confident child to choose season circle A or B from • Model the /i/ sound for students to repeat. Tell students
activity 2. Ask What’s the weather like in spring? The that the letter Y at the end of a word in English can make
child answers It’s stormy if they chose A or It’s cloudy if they the /i/ sound.
chose B. Encourage the rest of the class to look at their • Play the song once for students to listen.
books and decide whether it’s A or B. • Play the song again, modelling actions (see Teacher’s
• Divide the class into pairs or groups and ask students to Guide page 138 for song lyrics and suggested actions)
take turns to ask and answer questions and identify the and encouraging students to copy them.
season circle. If they are playing in groups, the person who • Play the song once more for students to join in and do the
answers quickest can ask the next question. actions. Students can follow the lyrics on Class Book page
4 Draw a season circle. Write. 84. Ask students to identify words in the song which end
with the /i/ sound.
• Make sure students have paper and coloured pens. Tell
them that they are going to draw a season circle like those 2 Read and say the letter.
in activity 2. They can choose the weather for each season. • Point to the pictures in the circles and encourage students
• Walk around the class as they work, asking What’s the to say the weather (e.g. It’s stormy, It’s windy).
weather like in (spring)? When they have finished • Read the question and first sentence together as a class.
drawing, they should label their season circles, writing Ask students to find the picture that shows rain and point
either single words (e.g. spring, cloudy), sentences to it and say the letter (d). Students can then complete the
(It’s spring. It’s cloudy) or a question and answer (What’s the rest of the activity in pairs, taking turns to read a sentence
weather like in spring? It’s cloudy). aloud for their partner to point to and say the letter.
• Students can then compare with a friend. They should
take turns to ask, answer and compare, e.g. What’s the 3 Make a weather window. Play and say.
weather like in (spring)? It’s (snowy). No, it’s (rainy)! • Tell students that they are going to cut out and make a
weather window like the one in the photograph. Point
Finisher to the small pictures and explain that they show how to
• Put the seasons flashcards face down in one pile and the make a weather window. Point to the tree in the bottom
weather in another. One student takes a seasons flashcard picture and ask What’s the weather like? (It’s windy.)
and asks What’s the weather like in (summer)? Another • Students find the craft cut-out on Workbook page 85.
student takes a weather flashcard and the class answers Make sure they have coloured pens and scissors.
It’s (cloudy). Repeat with different students.
• Students cut out their weather window and colour it in.
Workbook page 12 Show them how to cut two slits in the window and thread
For answers and scripts see Teacher’s Guide page 143. the weather strip through so that it shows one type of
weather.

Lesson 3 page 17 TEACHING TIP The easiest way to cut the slits in the
window is to fold it and make a cut on the dotted line.
Objectives Students can then open it up and put their scissors
To sing a song using the Lesson 1 vocabulary and the through the hole they have made to cut along the rest of
Lesson 2 grammar. the dotted line. Some students may need help with this.
To work on pronunciation /i/. • When students have finished, they move the weather
To do a personalization activity that involves a simple through the window and ask What’s the weather like in
craft activity. (spring)? Their partner answers, e.g. It’s (sunny).

Language and structures Finisher

Active: What’s the weather like today? What’s the weather • Play Find the flashcards. See the Ideas Bank (Teacher’s
like in (winter)? It’s (rainy); snowy, stormy, windy, cloudy, Guide page 134) for instructions.
rainy, sunny, spring, summer, autumn, winter
English at home
Passive: letter, machine, window
• Students can sing the song to their families at home. They
Materials can also take home their weather window to play with.
Unit 2 flashcards; Class Audio; Craft Worksheet Unit 2 Workbook page 13
Lesson 3 (Workbook page 85); scissors, coloured pens For answers and scripts see Teacher’s Guide page 144.

Warmer
• Ask students What’s the weather like today? to elicit It’s
(cloudy).
• Play Yes or no. See the Ideas Bank (Teacher’s Guide page 135)
for instructions.

Unit 2 67
 Lesson 4 page 18 outside, but the forecast says sunny.) 5 Why is it dry and
hot? (Because it’s sunny.) 6 What was Uncle Alex doing?
Objectives (Changing the weather with his weather machine.)
To develop comprehension skills and preview new Story Rainy Day Surprise!
vocabulary in the context of the story. Lucy It’s rainy!
Ellie Yes. It’s wet.
Language and structures Megabyte Oooh! Listen! It’s stormy!
Active: wet, dry, cold, hot, rainy, stormy, windy, snowy; Jack It’s windy, too.
What’s the weather like now? It’s (rainy); I don’t understand. Jack Brr! It’s cold. What’s the weather like now?
Let’s check. Ellie Er... It’s snowy!
Passive: surprise, later Jack I don’t understand!
Lucy Let’s check.
Materials Jack It’s dry!
Unit 2 flashcards; Class Audio Lucy It’s hot!
Lucy It’s you, Uncle Alex!
Uncle Alex Sorry!
Warmer
• Play the song from Unit 2 Lesson 3 page 17  1•38 for Act.
students to listen, join in and do the actions. • Divide the class into groups to act out the story. (There are
five speaking parts, including Megabyte.) Allow students
1 Listen and read.  1•40
time to practise in their groups, then invite groups to act
• Pre-reading: Point to the first frame of the story and out the story for the class.
ask students who they can see (Lucy, Ellie, Jack and
Megabyte). Point to the weather outside the window in TEACHING TIP In a less confident class, allow students to
each frame and ask What’s the weather like? Students act along with the recording in their groups.
answer It’s (rainy).
• Reading: Play the recording or the video. If you are using Think Talk about the story.
the recording, encourage students to point to the correct
• Ask students whether or not they like the story; you
pictures and follow the speech bubbles as they listen.
can get them to rate it out of ten. If they had a weather
• After reading: Play the recording again and ask students machine, what kind of weather would they choose?
questions about each frame. 1Why are the children
• Talk about what students do in different weather. What
playing indoors? (It’s rainy.) 2 Does Megabyte like the
can you play on a sunny/rainy/windy/snowy day?
storm? (No) 3 What does snow feel like? (It’s cold.)
4 Why are Lucy and Jack confused? (Because it’s snowy

68 Unit 2
Finisher class to find the picture that matches the sentence (e).
• Play Who says this? Choose a character and read one of They write 1e in their notebooks.
their speech bubbles, e.g. It’s dry. Students tell you the • Students complete the activity in groups or pairs, reading
name of the character, e.g. Jack. You can confirm the the sentences aloud. Check the answers as a class.
answer, saying Yes, I’m Jack. Choose a child who guessed ANSWERS
correctly to have the next turn. 1 e  2 a  3 f  4 c  5 b  6 d
Workbook page 14
Fast finishers
For answers and scripts see Teacher’s Guide page 144. • Ask fast finishers to think about which weather words go
Further practice together, e.g. hot and sunny, cold and snowy, and write
Unit 2 Story worksheet (Teacher’s Resource Centre) them in pairs.

Everyday English!: checking information

Lesson 5 page 19
4 Listen and repeat.  1•44
Objectives • Play the recording for students to listen. Then play it again,
To present and practise four new items of vocabulary pausing after each line for students to repeat the phrases.
using the Lesson 2 grammar.
Transcript
To practise a short Everyday English! role play taken from
A I don’t understand!
the story in Lesson 4.
B Let’s check.
Language and structures 5 Act it out.
Active: wet, dry, cold, hot, cloudy, sunny, windy, stormy, • Model the dialogue a few times with more confident
snowy; It’s (hot) and (cloudy); I don’t understand. Let’s check. students. Tell students they can use this exchange
whenever they have a problem in English that they don’t
Materials understand.
Unit 2 flashcards; Class Audio • Ask students to work in pairs and think of a situation
where they might use the dialogue. Students practise
Warmer acting out their dialogue for their chosen situation. Move
• Play the recording or the video again to refresh students’ around the class as they practise and choose a few pairs
memory of the story.  1•40 to act out their situation for the class.

1 Listen and point. Say.  1•42 21ST CENTURY SKILLS Communication

Students learn a strategy for dealing with comprehension
• Introduce the new words using the flashcards. Hold up or difficulties.
point to the flashcards and say the words for students to
repeat.
• Play the recording for students to listen and point to 6 Say it and write it in Polish.
the pictures in their books. Play the recording again for • Present the dialogue again and ask children to repeat in
students to listen, point and repeat the words. Polish and write the sentences in their notebooks.
• Ask students to find the words in the story. Finisher
Transcript • Play Bingo using the weather words. See the Ideas Bank
wet, dry, cold, hot (Teacher’s Guide page 135) for instructions.
cold, dry, hot, wet
Workbook page 15
TEACHING TIP When we use wet or dry about the weather For answers and scripts see Teacher’s Guide page 144.
we are talking about whether or not it is raining: It’s wet
Further practice
means it is raining and It’s dry means it isn’t.
Unit 2 Vocabulary and Grammar Worksheet 2
(Teacher’s Resource Centre)
2 Sing.  1•43
• Play the song once through for students to listen.
• Play the song again, modelling actions (see Teacher’s
Guide page 139 for song lyrics and suggested actions)
and encouraging students to copy them.
• Play the song again. Students join in as they do the
actions. Students can follow the lyrics on Class Book
page 85.

3 Read and match.

• Read the first sentence aloud and ask a child to find the
two matching flashcards (hot, cloudy). Ask the rest of the

Unit 2 69
 Lesson 6 page 20 • Play the recording again, pausing after each sentence to
ask students to point to the correct dot on the map. Ask
Objectives about their own town or city: Are we in the (north)?
To present a CLIL concept (Geography). Transcript
To use a structure and vocabulary to express a CLIL This is a map of Poland. Gdańsk is in the north. Lublin is in
concept. the east. Kraków is in the south. Poznan is in the west.

Language and structures Extension activity

Active: Is it (sunny) in the (north)? Yes, it is. No, it isn’t. north, • Ask students to stand and face north (use a compass or
south, east, west; snowy, stormy, windy, cloudy, rainy, sunny, designate the front wall of the classroom as north). Say
hot, cold, dry, wet East; they make a quarter turn clockwise. Repeat with
Passive: map, Poland, missing, (Gdańsk) is in the (north). South and West, then say directions at random.

2 Listen and read. Say the missing word.  1•46

Materials
Unit 2 flashcards; Class Audio; a compass (optional);
• Ask students to look at the weather map. Introduce the
new structure by asking Is it sunny in the north? Students
paper, scissors, coloured pens, sticky tack
answer Yes. Confirm the answer, saying Yes, it is. Ask Is it
rainy in the west? and encourage students to answer Yes, it
Warmer is. Then ask Is it rainy in the north? and model the answer
• Play Mime the word with the Unit 2 flashcards. See the No, it isn’t. Repeat with questions using hot, cold, etc.
Ideas Bank (Teacher’s Guide page 134) for instructions. • Play the recording. Students follow the text in their books.
Ask them to supply the missing word.
1 Listen and read. Find the cities on the map.  1•45
• If you have a compass, show it to the students and ask if ANSWER
anyone knows what it is and what it does. snowy

TEACHING TIP A compass needle is a magnet. Because Transcript

the earth’s core acts like a giant magnet, the needle will This is a weather map of Poland. It's winter. What's the
always point to magnetic north. We can use a compass weather like? Is it sunny in the north? Yes, it is. Is it sunny in
wherever we are to find out which way is north. the south? No, it isn’t. It’s …

• Play the recording once through for students to listen and 3 Ask and answer.
follow in their books. Point out the compass in the bottom • Divide the class into pairs or groups. Students take turns
left corner. Ask them to repeat the words in bold and point to ask and answer questions about the weather map in
to the letters on the compass: north, east, south, west. activity 3, e.g. Is it (sunny) in the (south)? Yes, it is. / No, it isn’t.

70 Unit 2
4 Make a weather map. Ask and answer. Transcript
• Tell students they are going to make a weather map and What’s the weather like?
need to draw a map of the country and weather symbols. 1 It’s sunny and hot.   2 It’s dry and windy.  
• Give out paper, scissors, coloured pens and sticky 3 It’s cloudy and dry.   4 It’s rainy and hot.
tack. Walk around and assist. Ask questions, e.g. Is this
Extension activity
(cloudy)? When they have finished drawing the weather
symbols, they cut them out and put a piece of sticky tack • Students choose a picture in activity 1 and begin
on the back so that they can be moved around. describing it for their partner to complete, e.g. 1. It’s hot …
and sunny.
• Students take turns to decide on the forecast and the others
position the symbols, asking Is it (sunny) in the (north)? 2 Think Read and match.
• Students can present their maps to the rest of the class. • Students work in pairs to match the questions and
You can keep the maps to use again in future lessons. answers. Check as a class. Students can copy the activity
into their notebooks.
Finisher
• Give four students weather flashcards and ask them to ANSWERS
stand in the north, east, west and south of the classroom 1 c  2 a  3 b
without showing their cards. The other students ask Is 3 Make a weather wheel. Play and say.
it (rainy) in the (west)? and the students with flashcards
answer Yes, it is or No, it isn’t until all the cards have been
• Ask what the boy has got (a weather wheel). Tell students
they are going to make their own.
guessed. Repeat with different children and flashcards.
• Model how to make a weather wheel by cutting out the
Workbook page 16 circles from the worksheet. Attach them with a split pin.
For answers and scripts see Teacher’s Guide page 144. • Hand out craft worksheets and materials. Tell students
that they need to share the materials and remind them of
Further practice
the language for this, e.g. A red crayon, please. Here you are.
Unit 2 CLIL Activity Worksheet (Teacher’s Resource Centre)
Help as necessary.
• Students talk about their completed weather wheels in
Revision page 21 pairs, saying What’s the weather like? It’s (sunny).

Objectives Our Values

To review the linguistic content of the unit. • Show the class the Our Values badge. Read out the value
To talk about a value. (We share our things) and discuss why it is good to share
your things with your classmates.
Language and structures
4 Find these in Unit 2. Ask and answer.
Active: snowy, stormy, windy, cloudy, rainy, sunny, hot,
• Read through the words as a class. Ask students to look
dry, cold, wet, spring, summer, autumn, winter, What’s the
at picture 1 carefully, and in Lesson 1 (pages 14–15). They
weather like today? What’s the weather like in (winter)?
find the detail in the picture. Students make a question
It’s (stormy). Is it (hot)? Yes, it is. No, it isn’t.
about the picture: Is it spring?
Passive: wheel, We share our things.
• Complete the rest of the activity as a class or in pairs, with
students finding picture 2 in Lesson 2 and so on.
Materials
Unit 2 flashcards; Class Audio; Craft Worksheet Unit 2 ANSWERS
Revision (Teacher’s Resource Centre); scissors, coloured 1 spring  2 cloudy  3 snowy  4 stormy  
pens, split pin 5 dry  6 cold

Star Challenge
Warmer • Ask the students to complete the Star Challenge
• Play Change places. See the Ideas Bank (Teacher’s Guide individually and self-review their progress.
page 135) for instructions.
Finisher
1 Listen and write T (True) or F (False).  1•48 • Play Tic-Tac-Toe using flashcards from Unit 2. See the Ideas
• Point to each picture and ask What’s the weather like? Bank (Teacher’s Guide page 135) for instructions.
Students respond, e.g. It’s (sunny) and (hot).
• Play part 1 of the recording. Students write a T if it English at home
matches picture 1 and an F if not. Repeat with parts 2–4. Students take their weather wheels home and talk to their
• Play the recording again, pausing after each part to check families about them.
the answers. Ask students to correct the false sentences.
Workbook pages 17 and 72
ANSWERS For answers and scripts see Teacher’s Guide page 144.
1 T  2 F It’s wet/rainy and windy.  
3 F It’s sunny and dry.   4 T Further practice
Unit 2 Test (Teacher’s Resource Centre)

Unit 2 71
 Culture 1 Birthday Parties

Birthday Parties pages 22–23 • Play the recording for students to listen and point to the
correct pictures. Play the recording again for students to
Objectives listen, point, and repeat the words.
To present and practise six new items of vocabulary. TEACHING TIP In a less confident class, put students into
To think about venues for birthday parties and compare pairs. Ask them to take turns saying a word from activity 1
experiences to own culture. for their partner to listen, point to and repeat.
To review language from previous units.
Transcript
Language and structures a bowling alley, an indoor playground, home, a cinema, a
Active: a bowling alley, an indoor playground, home, a park, a water park
cinema, a park, a water park; My birthday is in the (summer). home, a park, a cinema, a bowling alley, a water park, an
This is my party. It’s at (my home/an indoor playground). indoor playground
Passive: birthday party, compare, the UK, Which places are
good for a summer/winter birthday party? 2 Think Which places are good for a summer/winter
birthday party?
Materials • Ask students to look again at the pictures in activity 1.
Unit 1 flashcards; Class Audio; coloured pens Write summer and winter as headings on the board.
Ask the question (translating if necessary) and ask
students to suggest which places should go in each
Warmer
column and why (e.g. a water park is good in summer
• Play Little by little with the Unit 1 flashcards. See the Ideas because it’s hot). If necessary, prompt them to think about
Bank (Teacher’s Guide page 134) for instructions. Place whether some venues can go in both columns.
the flashcards on the left of the board as you elicit the
words. Ask students When do we see these things? Elicit 3 Look, match and say. Listen and check.  1•52
birthday (party). Write birthday party on the board. • Point to the children on the left and explain that they are
all having birthday parties. The party venues are shown on
1 Listen and point. Say.  1•51
the right. Ask students to tell you what they can see in the
• Introduce the new words. Point to the pictures and say pictures, e.g. There’s a (girl and a ball). There’s a (cinema).
the words for students to repeat.

72 Culture 1
• Ask students to work in pairs or groups to match the CULTURE NOTE British children have parties at home or at
children to the places, taking turns to describe the
other venues. Indoor playgrounds are popular for younger
pictures. They should make a note of the matching
children, while activities like bowling and going to the
numbers and letters in their notebooks.
cinema become more popular as they get older.
• Play the recording so that students can check their
A typical party at home would feature party games and
answers.
party food with sandwiches and crisps or pizza, and of
ANSWERS course birthday cake. Places like bowling alleys and indoor
1 d  2 c  3 a  4 b playgrounds often have party rooms where the party food
is provided. At the end of the party meal, the birthday
Transcript cake is brought in with the candles lit, and the guests sing
1 My party is at a park. Happy Birthday before the birthday girl or boy blows out
2 My party is at a water park. the candles.
3 My party is at a cinema.
Parties at home feature lots of games and the winner of
4 My party is at a bowling alley.
each game often gets a small prize. Popular party games
4 Look and say. include Pass the parcel. A present is wrapped in lots of
pieces of paper. The children sit down in a circle and pass
• Ask students to look at the photographs. Ask them What
a present around the circle to music. When the music
can you see? Elicit Unit 1 vocabulary (hats, balloons, cake,
stops, the child who is holding the present removes the
candles, presents). Ask How many hats are there? Repeat
first piece of paper. The music starts again and the parcel
with the other vocabulary items and boys and girls.
continues around the circle. The child who takes off the
5 Listen and read.  1•53 final piece of paper wins the present inside.
• Give students a chance to look at the text next to each The guests bring a gift for the birthday girl or boy, which
picture and then follow it as you play the recording. is usually a toy or game. As they leave the party, they are
• Ask students which of the parties they prefer and why. given a party bag containing small gifts and often a piece
Say My birthday is in the (winter) and ask students to of birthday cake.
tell you what season their birthdays are in using the same
structure. 21ST CENTURY SKILLS Social and cross-cultural interaction
Students learn about birthday celebrations in another
Transcript
culture and reflect on their own culture.
1 M y birthday is in the summer. This is my party. It’s at my
home. It’s sunny. Look – there’s a cake with nine candles.
I’m nine today! Extension activity
2 My birthday is in the winter. This is my party. It’s at an • In a more confident class, or for fast finishers, ask students
indoor playground. There’s a big slide! to label their picture or write sentences about it.
• You can write the text from the speech bubble on the
Project
board with some of the words underlined, e.g. My birthday
Compare birthday parties in Poland and in
Think is in summer. This is my party. It’s at a park. It’s sunny. Look
the UK. – there are six presents! Explain to students that they can
copy the text but change the underlined words to match
• Tell students about birthday parties in the UK (see Culture
their own picture. Look at each underlined word and ask
Note, below). Ask students to think about birthday parties
them for examples of other words that could replace it
they have been to. What places are popular? What food
(e.g. summer could be replaced with spring, autumn or
do they eat? What games do they play? You could make a
winter).
list of similarities and differences.
Culture
6 Draw your birthday party. Talk about your
picture. • You can use the My Birthday Party culture video at this
point. You will find a worksheet practising the language
• Ask students to look at the example picture in their books from the video in the Teacher’s Resource Centre.
and read the text in the speech bubble.
• Tell students to draw themselves having a party at their Finisher
chosen place. Ask them to suggest things that they will • Play a traditional British party game, Musical statues.
have at their party (e.g. balloons, hats) and to include Ask students to stand up. Play some music and ask
these in their pictures. students to dance or move around the room. Pause the
• Walk around as they work, asking questions about their music. The students must stand still like a statue. If anyone
pictures, e.g. What’s this? How many people are there? moves, they are out and must sit down. Continue to play
Who’s this? Is it sunny? until you have a winner!
• When students have finished, ask them to present their Further practice
pictures to each other in groups or as a class. Culture 1 Video Worksheet (Teacher’s Resource Centre)

Culture 1 73
 3 My Clothes!

Lesson 1 pages 24–25 Transcript

jacket, cap, socks, trousers, shirt, dress, boots, shoes
Objectives boots, cap, trousers, jacket, dress, shoes, socks, shirt
To present and practise eight new items of vocabulary.
2 Play Mime the word.
To review vocabulary and grammar from previous units.
• See the Ideas Bank (Teacher’s Guide page 134) for
instructions.
Language and structures
Active: jacket, cap, socks, trousers, shirt, dress, boots, shoes, 3 Chant and move.  1•55
sunny, parts of the body; I’ve got (orange boots). • Play the chant once for students to listen.
Extension: sunglasses, jeans, trainers • Play the chant again, holding up or pointing to the
Passive: clothes flashcards as they are mentioned. Encourage students to
point to the correct pictures in their Student Books as they
Materials listen.
Starter Unit and Unit 1–3 flashcards; Class Audio; paper, • Play the chant once more for students to join in and mime
coloured pens / pencils (optional) putting on the clothes as they are mentioned.

Chant
Warmer Shirt! Shirt! I’ve got a blue shirt!
• Play Odd one out with flashcards from the Starter Unit and Jacket! Jacket! I’ve got a purple jacket!
Units 1 and 2. See the Ideas Bank (Teacher’s Guide page 134) Dress! Dress! I’ve got a pink dress.
for instructions. Cap! Cap! I’ve got a red cap.
1 Listen and point. Say.  1•54
Trousers! Trousers! I’ve got brown trousers.
• Books closed. Introduce the new words using the Shoes! Shoes! I’ve got black shoes.
flashcards. Hold up the flashcards and say the words for Socks! Socks! I’ve got yellow socks.
students to repeat. Boots! Boots! I’ve got orange boots.
• Books open. Play the recording for students to listen and
point to the items in the picture. Play the recording again
for students to listen, point and repeat the words.

74 Unit 3
Extension activity • Use the picture in the book to teach the extension
• Ask students to choose one of the items of clothing from vocabulary: sunglasses, jeans and trainers. Ask students
the song (a blue shirt, a purple jacket, etc.) and to draw to record or write the words in their notebooks using
and colour it. When they have finished, students show pictures or translations.
the class their pictures and say I’ve got (yellow socks). Play • Less confident students can work in pairs to review the
the chant again and have students hold up their pictures vocabulary from this lesson by drawing pictures for their
when they hear the items of clothing. partner to name.

4 Play Guess and point. Finisher

• Focus attention on the silhouettes of the children and ask • Play Musical flashcards. See the Ideas Bank (Teacher’s
confident students to read out the model exchange. Guide page 135) for instructions.
• Play the game in pairs, groups or two teams. One player
Workbook pages 18 and 69
or team chooses a person in the picture and says, e.g. I’ve
got orange boots. I’ve got a blue shirt. Other students guess For answers and scripts see Teacher’s Guide page 144.
which person in the picture they are describing. Further practice
Unit 3 Vocabulary and Grammar Worksheet 1
Be a Megastar: Say the clothes and the part of the (Teacher’s Resource Centre)
body, e.g. cap – head.
• Review parts of the body. Point to your head and say
head. Ask students to copy the movement and say
the word. Repeat with other parts of the body. Draw a
simple figure on the board and label the head, body, legs
and feet.
• Ask students which items of clothing they wear on their
heads (a cap, a hat). Write cap and hat next to the head on
the board. Continue with the other parts of the body until
you have written all the new vocabulary on the board.
You can ask students to copy the figure and the words
into their books.
• More confident students can do this activity individually,
drawing in their notebooks or on a piece of paper. Have
them compare their drawings with a partner and check
the spelling of the new words.
• Congratulate the students for the items they remembered
and explain that developing their visual memories with
activities like this one will help them to learn new words.

Self-review
• Ask students to take out red, orange, and yellow coloured
pens / pencils (or cards, if they have them). Tell them that
red means Great, orange means Good and yellow means
OK. Ask students to hold up the colour which shows how
well they think they can remember the new words.

Find it!
• Point to Lucy’s tablet and ask students what they can see
(the sun). Ask them to find the sun in the main picture.

EXTENSION VOCABULARY If you introduce these words,

point to the pictures in the book, say and ask the students
to point and repeat. Encourage students to use these
words orally as the unit progresses.

Mixed ability
• To provide extra challenge for more confident students,
you can ask them to work together to ask each other
questions about the picture. They can use colours and
numbers (e.g. What colour is the jacket? How many blue
shoes?).

Unit 3 75
 Lesson 2 page 26 Transcript
Jack It’s hot and sunny!
Objectives Lucy Oh no! I’m wearing a jacket and boots.
To present a new grammar structure.
2 Listen and write the number.  1•57
To practise the new grammar structure with the Lesson 1
• Ask students to look at the pictures. Say Point to a
vocabulary.
(dress). What colour is it? Tell students they will hear
the children in the pictures talking about what they are
Language and structures wearing. For each sentence, they should write the number
Active: I’m wearing a (jacket). I’m wearing (boots); jacket, of the picture in their notebook.
cap, socks, trousers, shirt, dress, boots, shoes; It’s (hot and
• Play the recording twice, giving students a chance to
sunny).
discuss their answers with a partner between listenings.
Passive: Draw yourself wearing your favourite clothes, label
• Play the recording again, pausing after each sentence for
students to repeat the sentence and to check the answers.
Materials
Unit 3 flashcards; Class Audio; coloured pens ANSWERS
2, 4, 3, 1, 3, 1, 2, 4

Warmer Transcript
• Play the chant from Unit 3 Lesson 1 page 25  1•55 for I’m wearing a shirt.
students to listen and join in. I’m wearing a dress.
I’m wearing a green jacket.
1 Listen and read. Say.  1•56 I’m wearing white boots.
• Point to the picture and ask students to say the names of I’m wearing black boots.
the course characters (Jack, Ellie and Lucy). I’m wearing blue trousers.
• Play the recording for students to listen. Then play it again I’m wearing black and white shoes.
and encourage students to repeat the grammar structure. I’m wearing red shoes.
Ask students why Lucy says Oh no! (Because she’s going to
be too hot in her jacket and boots.)
3 Think Play True or false?
• Place the cap, jacket, shirt and dress flashcards on one
• Demonstrate the game. Ask students to look carefully at
what you are wearing. Then say Close your eyes. Describe
side of the board and elicit the structure, e.g. I’m wearing
what you are wearing, e.g. I’m wearing (a blue shirt).
a (cap). Put socks, trousers, boots and shoes on the other
The students say True or False.
side and elicit I’m wearing (socks). Leave the flashcards in
two groups on the board to help students with activities • Divide the class into pairs or groups to play the game.
3 and 4. Students take turns to make sentences.

76 Unit 3
 Critical thinking and problem solving
21ST CENTURY SKILLS
• Play the song again, modelling actions (see Teacher’s
Guide page 139 for song lyrics and suggested actions)
Students develop memory and visualization skills.
and encouraging students to copy them.
• Play the song once more for students to join in and do the
4 Draw yourself wearing your favourite clothes. actions. They can follow the lyrics on Class Book page 85.
Label and say. Ask students to identify words in the song which start
• Ask the students to think about their favourite clothes with the /w/ sound.
and ask a few students to tell you about them. Ask them
to draw a picture of themselves wearing their favourite 2 Read and say the letter.
clothes. They can do this in their notebooks or on paper. • Read the first speech bubble together as a class. Ask
• Walk around as they work, asking questions about their students Can you see boots, a hat and a jacket? Which
pictures, e.g. What’s this? What colour is it? When picture? (b). Students can then complete the rest of
students have drawn their pictures, they should label the activity in pairs, reading the speech bubbles aloud
them. Students can work at different levels, from writing together and matching them to the pictures.
vocabulary labels (e.g. shirt) to sentences with colours ANSWERS
(e.g. I’m wearing a blue shirt.). 1 b  2 a  3 c
• Display students’ pictures at the front of the class. Ask
a confident student to describe his/her picture, e.g. I’m TEACHING TIP You can use the karaoke version of the song
wearing (a blue jacket). Ask another student to come and for students to sing about what the weather’s like and
find the picture. That student can then describe his/her what they’re wearing.
picture for the next student to find.
3 Dress Billy Bear. Play and say.
TEACHING TIP If students draw orange clothing, remind
them that we use an before orange, not a, so they need to • Tell students that they are going to make a bear like the
say I’m wearing an orange … one in the photograph.
• Make sure students have a copy of the worksheet, scissors
and coloured pens. They colour in and cut out the bears
Finisher
and the clothes.
• Play Change places. See the Ideas Bank (Teacher’s Guide • When students have finished, read the speech bubble
page 135) for instructions.
aloud. Ask them to dress their bears to match, so that
Workbook page 19 they are wearing a hat, jacket and boots. Then ask all the
students to choose different clothes and dress their bears
For answers and scripts see Teacher’s Guide page 144.
again. Ask confident students to pretend to be the bear
and describe what they’re wearing.
Lesson 3 page 27 • Put students into groups or pairs. Students dress their
bears and take turns to describe what they are wearing.
Objectives Monitor and check throughout.
To sing a song using the Lesson 1 vocabulary and the
Lesson 2 grammar. Extension activity
To work on pronunciation /w/. • One student in the group describes what Billy Bear is wearing
To do a personalization activity that involves a simple and the other students listen and dress their bears to match.
craft activity. Self-review
Language and structures • Ask students to take out red, orange, and yellow coloured
pens / pencils. Tell them that red means Great, orange
Active: I’m wearing (boots and a hat); jacket, cap, socks, means Good and yellow means OK. Ask students to hold
trousers, shirt, dress, boots, shoes up the colour which shows how well they think they did
Passive: dress (v), bear at making the craft.

Materials Finisher
Unit 2 and 3 flashcards; Class Audio; Craft Worksheets • Play Pass the flashcards with the Unit 2 and 3 flashcards.
Unit 3 Lesson 3 (Workbook page 83); coloured pens; See the Ideas Bank (Teacher’s Guide page 134) for
scissors instructions. With a more confident class, ask students to
use the full structure: It’s hot or I’m wearing boots.
Warmer English at home
• Play Fast flashcards with the Unit 2 flashcards. See the • Students can sing the song to their families at home.
Ideas Bank (Teacher’s Guide page 134) for instructions. They can also take home Billy Bear to play with.
1 Sing.  1•59 Workbook page 20
• Model the /w/ sound for students to repeat. For answers and scripts see Teacher’s Guide page 145.
• Point to the pictures and encourage students to say the
weather and the clothes they can see.
• Play the song once for students to listen.
Unit 3 77
 Lesson 4 page 28 happy now? (Yes) 6 What’s the problem? (Megabyte puts
too much into the machine so it makes lots of clothes.)
Objectives
Story Instant Clothes!
To develop comprehension skills and preview new Ellie Brrrr! I’m cold.
vocabulary in the context of the story. Uncle Alex A sweater?
Ellie Oh! Thank you!
Language and structures Jack Oh! I’m hot.
Active: T-shirt, sweater, shorts, skirt, jacket, hot, cold; Put on Uncle Alex How about a T-shirt, Jack?
your (jacket). I’m (cold). Jack Thanks! I’m wearing a T-shirt and shorts!
Passive: How about a (T-shirt)? Megabyte Put on your jacket! Put on your skirt!
Lucy Oh! A skirt! ... Megabyte! Stop!!
Materials
Unit 3 flashcards; Class Audio Act.
• Divide the class into groups to act out the story. (There are
five speaking parts, including Megabyte.) Allow students
Warmer time to practise in their groups, then invite groups to act
• Play the song from Unit 3 Lesson 3 page 27  1•59 for out the story for the class.
students to listen and join in with.
21ST CENTURY SKILLSCreativity and innovation
1 Listen and read.  1•61 Students learn how to express themselves through a short
• Pre-reading: Point to the first frame of the story and ask performance.
students who they can see (Lucy, Jack, Ellie and Uncle
Alex). Point to the machine and ask students for their Think Talk about the story.
ideas about what it might be.
• Ask students whether or not they like the story; you
• Reading: Play the recording or the video. If you are using
can get them to rate it out of ten. If they had an instant
the recording, encourage students to point to the correct
clothes machine, what kind of clothes would they like it
pictures and follow the speech bubbles as they listen.
to produce? What objects would they put in? You could
• After reading: Play the recording again and ask students ask students to draw their own machine and an item of
questions about each frame. 1 What are Lucy and Jack clothing that it produces.
doing? (Making a toy car.) Is Ellie happy? (No, because
• Talk about what students wear in different weather and
she’s cold.) 2 What does Uncle Alex do with his machine?
seasons. What do they wear on a sunny/rainy/windy day?
(He makes Ellie a sweater.) 3 Is Ellie happy now? (Yes) Is
Jack happy? (No, because he’s hot!) 4 What’s Megabyte
doing? (Putting things into Uncle Alex’s machine.) 5 Is Jack

78 Unit 3
Finisher • Students can complete the activity individually or in
• Play Who says this? Choose a character and read one of pairs. Check the answers by reading the speech bubbles
their speech bubbles, e.g. I’m hot. Students tell you the together and asking them to tell you the letter and the
name of the character, e.g. Jack. You can confirm the missing word.
answer, saying Yes, I’m Jack. Choose a child who guessed ANSWERS
correctly to have the next turn. 1c: shorts/shoes  2b: skirt  3a: sweater
Workbook page 21 Extension activity
For answers and scripts see Teacher’s Guide page 145. • Students can say or write sentences about other people in
Further practice the picture, e.g. I’m wearing brown shorts and a blue T-shirt.
Unit 3 Story worksheet (Teacher’s Resource Centre) They can miss out one of the words for a partner to guess.

Everyday English!: dressing for the weather

Lesson 5 page 29
4 Listen and repeat.  1•65
Objectives • Play the recording for students to listen. Then play it again,
To present and practise four new items of vocabulary pausing after each line for students to repeat the phrases.
using the Lesson 2 grammar.
Transcript
To practise a short Everyday English! role play taken from Boy I’m cold.
the story in Lesson 4. Girl Put on your sweater.
Boy Thank you.
Language and structures
Active: T-shirt, sweater, shorts, skirt, colours; I’m cold. Put 5 Act it out.
on your sweater. I’m wearing (an orange T-shirt) and (blue • Model the dialogue with confident students. Ask students
shorts). what other items of clothing they could put on if they are
cold, and vary the dialogue (e.g. Put on your hat/jacket).
Materials • Students act out the dialogue in pairs. Encourage students
Unit 3 flashcards; Class Audio to pass any available items of clothing to each other when
they say Put on your (sweater).
Warmer 6 Say it and write it in Polish.
• Play the recording or the video again to refresh students’ • Present the dialogue again and ask children to repeat in
memory of the story.  1•61 Polish and write the sentences in their notebooks.
1 Listen and point. Say.  1•63 Finisher
• Introduce the new words using the flashcards. Hold up or • Play a chain game. Start by saying I’m wearing a
point to the flashcards and say the words for students to (T-shirt). Nominate a student to add an item, e.g. I’m
repeat. wearing a (T-shirt and shorts). Continue around the class:
• Play the recording for students to listen and point to each student has to remember the chain and add an item
the pictures in their books. Play the recording again for of clothing. To make this more challenging, you can add
students to listen, point and repeat the words. colours.
• Ask students to find the items in the story.
Workbook page 22
Transcript For answers and scripts see Teacher’s Guide page 145.
T-shirt, sweater, shorts, skirt
skirt, T-shirt, shorts, sweater Further practice
Unit 3 Vocabulary and Grammar Worksheet 2
2 Sing.  1•64 (Teacher’s Resource Centre)
• Play the song once for students to listen.
• Play the song again, modelling actions (see Teacher’s
Guide page 139 for song lyrics and suggested actions)
and encouraging students to copy them.
• Play the song again. Students join in and do the actions.
They can follow the lyrics on Class Book page 85.

3 Read and match. Write the missing word.

• Read the first speech bubble with the students. Ask Can
you see an orange T-shirt? Students tell you the letter
of the person wearing the orange T-shirt. (c) Read the
sentence again and ask students what the missing word
could be. Accept shorts or shoes.

Unit 3 79
 Lesson 6 page 30 • Books open. Ask students what the photographs show.
TEACHING TIP Allow students to use their own language
Objectives
to discuss the photographs where necessary. This will
To present a CLIL concept (Science). support their understanding of the CLIL concept, and this
To use a structure and vocabulary to express a CLIL concept. in turn will facilitate their comprehension of the text.
To talk about a value.
• Play the recording once for students to listen and follow
Language and structures in their books. Then play it again, pausing after each bold
Active: cotton, wool, plant, sheep, hat, T-shirt, sweater, skirt, word for students to say the letter of the matching picture.
T-shirt, dress; colours, weather; He’s/She’s wearing a (hat). They can write the words and letters in their notebooks.
It’s made of (wool). ANSWERS
Passive: (Cotton) is from a (plant). We look after our clothes. hat: b  wool: c  sheep: a  T-shirt: c  cotton: a  plant: b

Materials Transcript
1 H e’s wearing a hat. It’s made of wool. Wool is from a sheep.
Class Audio; magazines and catalogues (optional) He’s wearing a blue coat, too. It’s cold and snowy!
2 It’s hot. She’s wearing a white T-shirt. It’s made of cotton.
Warmer Cotton is from a plant.
• Play Draw and guess. See the Ideas Bank (Teacher’s Guide
page 135) for instructions. Draw male and female figures 2 Look and write. Listen and check.  1•67
on the board and add one item of clothing at a time for • Ask students to look at the first picture and name the
students to guess (e.g. shirt, trousers, T-shirt, shorts, a hat, item of clothing (a sweater) and the material (wool). Show
a dress, a sweater, a skirt). Leave the pictures on the board. them the example answer, then ask them to copy this into
their notebooks and work with a partner to complete the
1 Listen and read. Match the bold words to the activity.
pictures.  1•66 • Tell students that they are going to hear sentences about
• Books closed. Say I’m wearing (a shirt). Point to the board people wearing the clothes in the pictures. Play the
and ask Can you see (a shirt)? Students identify the item recording once for them to check that they have correctly
of clothing on the board. Remind students that we use he identified the item of clothing and the material.
for men and boys, and she for women and girls. Point to the • Play the recording again and ask students to tell you
figure on the board and say (He’s) wearing (a shirt). whether it belongs to a boy (1, 3) or a girl (2, 4).
• Ask any students wearing a shirt to stand. Indicate each
ANSWERS
student in turn and say (She’s) wearing (a shirt). Have
1 sweater, wool   2 skirt, cotton   3 shirt, cotton  
students join in as they get the idea. Repeat with other
4 dress, wool
items of clothing.
80 Unit 3
Transcript ANSWERS
1 He’s wearing a sweater. It’s made of wool. a 1, 5, 7, 6, 10 b 2, 3, 4, 8, 9
2 She’s wearing a skirt. It’s made of cotton.
3 He’s wearing a shirt. It’s made of cotton. Transcript
4 She’s wearing a dress. It’s made of wool. a) I’m wearing red trousers. I’m wearing an orange shirt.
I’m wearing a red sweater. I’m wearing a green cap. I’m
3 Look at your friend’s clothes. Say. wearing yellow boots.
• Invite a few boys and girls to the front. Say, e.g. He’s wearing b) I’m wearing blue shorts. I’m wearing a white T-shirt. I’m
grey trousers. Ask students to identify the student who wearing a blue jacket. I’m wearing an orange hat. I’m
matches the description. Ask volunteers to make sentences wearing brown shoes.
about the students at the front for others to guess.
Extension activity
• Students then work in pairs to describe their friend’s
• Students choose an item of clothing from activity 1
clothes. Confident students can include colours and
and say I’m wearing (a green cap). Their partner says the
materials, e.g. She’s wearing a white shirt. It’s made of cotton.
number.
4 Find pictures. Say and write labels.
2 Choose three things. Draw a picture and write.
• Ask students to research online (under supervision) and print • Ask students to choose three phrases and write sentences
out pictures of people. Alternatively, hand out magazines
in their notebooks, e.g. I’m wearing red socks. Students then
and catalogues. Ask them to cut out a picture of someone,
draw a picture of themselves with the items of clothing
stick it onto a piece of paper or into their notebook and label
they have chosen.
the picture. They can label the pictures (e.g. sweater, wool) or
write sentences (e.g. He’s wearing a sweater. It’s made of wool.). 3 Make your flip book. Play and say.
Our Values • Tell students they are going to make a flip book. Model
how to make a flip book by colouring it in, cutting out the
• Show the class the Our Values badge. Read out the value pages, then gluing them together along the side.
(We look after our clothes) and discuss how and why we
should look after our clothes. • Check students have all the materials. Assist as necessary.
Ask students questions about their flip books, e.g. What’s
Finisher he wearing? Is it a hat? What colour is it? Is it made of
• Play Picture it using He’s/She’s wearing … See the Ideas wool?
Bank (Teacher’s Guide page 136) for instructions. • When students are ready, say She’s wearing a hat, a
T-shirt, a skirt and boots. Ask students to make their flip
Workbook page 23 books match your description. Repeat with a He’s wearing
For answers and scripts see Teacher’s Guide page 145. … example. Students then work in pairs or groups to
select and describe their own combinations.
Further practice
Unit 3 CLIL Activity Worksheet (Teacher’s Resource Centre) 4 Find these in Unit 3. Match and say.
• Read through the words as a class. Ask students to look
Revision page 31 at picture 1 carefully, then in Lesson 1 (pages 24–25).
They find the detail in the picture. Ask them to make a
Objectives sentence: She’s wearing socks.
To review the linguistic content of the unit. • Complete the rest of the activity as a class or in pairs, with
students finding picture 2 in Lesson 2 and so on.
Language and structures ANSWERS
Active: jacket, cap, socks, trousers, shirt, dress, boots, shoes, 1 She’s wearing socks.   2 She’s wearing shoes.  
T-shirt, sweater, shorts, skirt; I’m/He’s/She’s wearing (red trousers). 3 He’s wearing boots.   4 He’s wearing a jacket.  
Passive: flip book 5 She’s wearing a skirt.   6 She’s wearing a T-shirt.

Materials Star Challenge

Unit 3 flashcards; Class Audio; Craft Worksheet Unit 3 • Ask the students to complete the Star Challenge
Revision (Teacher’s Resource Centre); scissors; glue; individually and self-review their progress.
coloured pens Finisher
• Play Guess the card with the Unit 3 flashcards. See the Ideas
Warmer Bank (Teacher’s Guide page 135) for instructions.
• Play Hit the card. See the Ideas Bank (Teacher’s Guide
page 134) for instructions. English at home
Students take their flip books home and describe the pictures.
1 Listen and say the number.  1•69
• Say the numbers and ask students to say the colour and Workbook pages 24 and 72
clothing words, e.g. One (red trousers). For answers and scripts see Teacher’s Guide page 145.
• Play the recording once for students to listen and find the Further practice
clothes. Repeat audio to check answers as a class. Unit 3 Test (Teacher’s Resource Centre)

Unit 3 81
 4 Home, Sweet Home

Lesson 1 pages 32–33 • Books open. Play the recording for students to listen and
point to the places in the picture. Play the recording again
Objectives for students to listen, point and repeat the words.
To present and practise eight new items of vocabulary. Transcript
To review vocabulary and grammar from previous units. attic, house, bedroom, bathroom, living room, dining room,
kitchen, garden
Language and structures living room, bedroom, attic, garden, kitchen, bathroom,
Active: attic, house, bedroom, bathroom, living room, house, dining room
dining room, kitchen, garden, boots, There’s a (lion).
Extension: TV, sink, cooker
EXTRA ACTIVITY In a less confident class, say the words
slowly at first and get faster and faster as students point
Passive: room, home
and say.
In a more confident class, ask confident students to take
Materials turns calling out home words for the rest of the students
Unit 4 flashcards; Class Audio; coloured pens / pencils to point to and say slowly then quickly.

Warmer 2 Play Watch my lips.

• Play Draw and guess to review items shown in the Class • See the Ideas Bank (Teacher’s Guide page 134) for
Book illustration, e.g. boy, girl, cup, giraffe, lion, doll, rocket, instructions. Put four flashcards on the board initially, then
robot, teddy, chair, basketball, swing, tree, dress, T-shirt. when all the words have been guessed, replace with the
See the Ideas Bank (Teacher’s Guide page 135) for remaining four and repeat.
instructions.
• If students can do the activity confidently, gradually
1 Listen and point. Say.  2•01 increase the number of flashcards on the board until all
eight are displayed.
• Books closed. Introduce the new words using the
flashcards. Draw a basic house outline on the board as a 3 Chant and move.  2•02
rectangle and a roof. Place the flashcards/pictures on the
• Play the chant through once for students to listen.
board and into the house. Point to the flashcards and say
the words for students to repeat. • Give the flashcards to eight students and have them come
to the front. Play the chant again and ask students to hold

82 Unit 4
 up their flashcards when they hear their place and get EXTENSION VOCABULARY If you introduce these words,
into the correct order (house, kitchen, living room, dining
point to the pictures in the book, say and ask the students
room, bedroom, bathroom, attic, garden).
to point and repeat. Encourage students to use these
• Play the chant again with the students still standing at words orally as the unit progresses.
the front. Encourage students to join in and point to the
flashcards.
Mixed ability
Transcript • To provide extra challenge for more confident students,
This is my doll’s house. Come and see. you can ask them to work together to ask each other
This is my doll’s house. Come and see. questions about the picture. They can use colours and
There’s a kitchen. A kitchen! numbers (e.g. What colour is the rocket? How many cups?).
There’s a living room. A living room! Students can also describe their own homes, e.g. There’s
There’s a dining room. A dining room! a bathroom. There are three bedrooms. Their partner
There’s a bedroom. A bedroom! should listen carefully and when they have both finished
There’s a bathroom. A bathroom! describing they should identify the differences between
There’s an attic. An attic! their homes.
Look! A garden … and a swing. A garden and a swing! • Use the picture in the book to teach the extension
Wheee! vocabulary: TV, sink and cooker. Ask students to record
or write the words in their notebooks using pictures or
4 Play Say the room. translations, next to the room(s) in which they would
• Review the names of the objects that students know in expect to find the item.
the picture (tree, swing, lion, duck, rocket, robot, doll, teddy,
• Less confident students can work in pairs to review the
giraffe, cups, basketball, chairs). Say There’s a lion and ask
vocabulary from this lesson by drawing pictures for their
students to tell you the name of the room (bathroom).
partner to name.
• Students can then play in pairs, groups or as two teams,
taking turns to say a sentence and guess the room. Extension activity
• Make a class doll’s house over the course of Unit 4.
Be a Megastar: Draw one thing you find in each Bring shoeboxes or similar to class. Use sticky tape to fix
room. Say the rooms. them together into a house. Ask students to take turns
• Ask students to close their books and take out their throughout the unit to decorate the rooms, painting the
notebooks and coloured pens. Tell them that they are walls and making furniture out of coloured card to put
going to try to remember the new words and draw in each room. Glue it in the rooms. Make sure each child
something you would expect to find in each room, e.g. has a turn at painting or making something. This could be
a table in the dining room. (It doesn’t matter if they don’t used as a reward for good behaviour in class and for fast
know the name of the item in English.) Ask them to draw finishers.
one item they associate with each room.
• Walk around the class as they work, helping as needed. Finisher
When they have finished, students can swap pictures with • Play Tic-Tac-Toe. See the Ideas Bank (Teacher’s Guide
a friend and guess the rooms for each of their partner’s page 135) for instructions.
drawings.
CULTURE NOTE Most people in Britain live in a house rather
• Congratulate the students for the places they
than a flat or apartment. The houses usually have a front
remembered and explain that linking things can help
and back garden. An exception to this is in city centres
them to remember new words.
where flats are more common.
21ST CENTURY SKILLSInitiative and self-direction
Students learn to make their own links between concepts Workbook pages 25 and 69
to aid memory. For answers and scripts see Teacher’s Guide page 145.
Further practice
Fast finishers Unit 4 Vocabulary and Grammar Worksheet 1
• Ask fast finishers to draw another item for each room. (Teacher’s Resource Centre)
Self-review
• Ask students to take out red, orange, and yellow coloured
pens / pencils (or cards, if they have them). Tell them that
red means Great, orange means Good and yellow means
OK. Ask students to hold up the colour which shows how
well they think they can remember the new words.

Find it!
• Point to Jack’s notebook and ask students what they can
see (boots). Ask students to find the boots in the main
picture. (On the action hero figure in the girl’s hand on
page 32.)

Unit 4 83
 Lesson 2 page 34 Transcript
Jack Where’s Uncle Alex? Lucy He’s in the garden.
Objectives Jack Where’s Ellie? Lucy She’s in the kitchen.
To present a new grammar structure.
Extension activity
To practise the new grammar structure with the Lesson 1
• Ask volunteers to come and place Lucy or Jack in a room.
vocabulary.
They ask Where’s (Jack)? and other students respond.
Language and structures 2 Listen and find. Say the name.  2•04
Active: Where’s (Uncle Alex)? (He)’s in the (garden); I’m in • Ask students to say the rooms they see (living room,
the kitchen; house, garden, kitchen, bedroom, living room, bedroom, bathroom, kitchen, garden). Tell them the
dining room, bathroom, attic characters are playing hide and seek.
Passive: name, memory game, family, plan of your home • Tell students they will hear each character say where they
are. Play the listening once, pausing after each sentence
Materials and asking students to point to the person in their books
Unit 4 flashcards; Class Audio; Lucy and Jack flashcards and say the name of the character.
from Level 1 ANSWERS
1 Megabyte  2 Lucy  3 Jack  4 Ellie  5 Uncle Alex
Warmer
• Play the chant from Unit 4 Lesson 1 page 33  2•02 for Transcript
students to listen and join in if possible. 1 I’m in the garden.   2 I’m in the kitchen.
3 I’m in the bathroom.   4 I’m in the living room.
1 Listen and read. Say.  2•03 5 I’m in the bedroom.
• Point to the picture and ask students to say the names of 3 Listen and answer.  2•05
the course characters (Jack and Lucy). Can they identify
the other people in the picture? (Ellie and Uncle Alex) • Tell students they are going to hear questions about the
picture. Play the listening once, and ask students to repeat
• Play the recording for students to listen, then play it again
the question and point to the person in the picture.
and encourage students to repeat the grammar structure.
• Play the recording again for students to answer using the
• Place the home flashcards on the board and elicit the
structure (She’s) in the (kitchen).
vocabulary as you go. Point to a flashcard and ask What is
it? (The kitchen.) Repeat with the other home flashcards. ANSWERS
• Place the Lucy flashcard overlapping a room and ask, 1 She’s in the kitchen.   2 He’s in the bathroom.  
Where’s Lucy? Elicit She’s in the (bedroom). Repeat with 3 She’s in the living room.   4 He’s in the bedroom.  
other rooms. Play again with using the Jack flashcard. 5 He’s in the garden.

84 Unit 4
Transcript • Place the flashcards on the board. Play the song once for
1 Where’s Lucy? 2 Where’s Jack? students to listen and point to the flashcards.
3 Where’s Ellie? 4 Where’s Uncle Alex? • Play the song again, modelling actions (see Teacher’s
5 Where’s Megabyte? Guide page 139 for song lyrics and suggested actions)
and encouraging students to copy them.
4 Close your book. Play a memory game.
• Play the song once more for students to join in and do
• Ask students to close their books. Explain they are going the actions. They can follow the lyrics on Class Book page
to take turns to ask and answer Where’s (Jack)? (He’s) in the 85. Ask students to identify words which contain the /r/
(bathroom). with a partner. sound.
5 Draw a plan of your home. Label and say. CULTURE NOTE Students have learnt grandpa in Level
• Tell students that they are going to draw a plan of their 1. Explain that grandad is a widely used alternative for
home. Sketch a plan of your home on the board, saying, grandpa. Nan/nanny and gran/granny are common
e.g. This is the (kitchen). Write family members in the alternatives for grandma.
rooms and say My (mum) is in the (living room).
• Ask students to draw a plan of their own home, writing 2 Read and answer.
their family members in different rooms.
• Read the first question and elicit the answer (He’s in the
• Assist and ask What’s this? Is it the (kitchen)? Where’s kitchen). Students complete the activity in pairs, taking
your (brother)? When students have finished drawing, turns to ask and answer the questions.
they label their plans, writing words (e.g. kitchen),
sentences (This is the kitchen.) or a question and answer
• Play the song again to check the answers.
(Where’s (Mum)? (She’s) in the (bathroom).). Ask some ANSWERS
students to present their plans to the class. 1 He’s in the kitchen.   2 She’s in the dining room.  
3 He’s in the bedroom.   4 She’s in the living room.  
Finisher 5 He’s in the attic.   6 She’s in the bathroom.
• Give the flashcards to eight students. They show them
to the rest of the class for a minute, then hide them. Ask 3 Put the people in the house. Play and say.
Where’s (Hanna)? and choose a child to answer (She’s) • Tell students that they are going to make a guessing
in the (attic). If they are correct, they ask the next question. game, like the one in the photo.
• Give out the craft worksheets and make sure students
Workbook pages 26 and 69
have scissors, coloured pens and reusable adhesive.
For answers and scripts see Teacher's Guide page 145. Students cut out their houses and the people and colour
them in. They stick reusable adhesive to the back of each
Lesson 3 page 35
•
person.
As they make their houses, monitor and ask questions, e.g.
Objectives Which room is it? What colour is it? Who’s this?
To sing a song using the Lesson 1 vocabulary and the • Ask students to tidy up their materials before they play.
Lesson 2 grammar. • In pairs, students take turns sticking the people in
To work on pronunciation /r/. different rooms. Their partner asks Where’s (Dad)? and
To do a personalization activity that involves a simple places the people on their own house to match the
craft activity. answers.
To talk about a value. Our Values
• Show the class the Our Values badge. Read out the value
Language and structures (We tidy up after craft) and discuss why it is good to tidy up
Active: Where’s my (dad)? (He)’s in the (kitchen); garden, after they use something.
kitchen, bedroom, living room, dining room, bathroom,
attic, house; family Finisher
Passive: people; We tidy up after craft • Play a miming game with the flashcards. Ask students
to come to the front of the class and give them a room
Materials flashcard. They mime an action that they do in that
Unit 4 flashcards; Class Audio; Craft Worksheet Unit 4 room, e.g. brushing their teeth. Ask Where’s (Marek)?
Lesson 3 (Workbook page 81); scissors, coloured pens, Encourage students to answer, e.g. He’s in the bathroom.
reusable adhesive
English at home
• Students can sing the song to their families at home.
Warmer They can also take home their houses to play with.
• Play What card is missing? with the Unit 4 flashcards. See the
Ideas Bank (Teacher’s Guide page 134) for instructions. Workbook page 27
For answers and scripts see Teacher’s Guide page 146.
1 Sing.  2•07
• Model the /r/ sound for students to repeat.
• Ask students who they see in the pictures and to say the
names of the rooms.
Unit 4 85
 Lesson 4 page 36 water at him.) 6 Where is Megabyte? (In the water) What is
he thinking about? (A bath.)
Objectives • Look at the pictures again. Ask students to point to the
To develop comprehension skills and preview new rooms shown in Megabyte’s thought bubbles: Where is
vocabulary in the context of the story. the living room/bathroom/bedroom?

Story Camping Out

Language and structures
Jack Here’s a bed, and a table!
Active: bed, sofa, bath, table; Where’s the (sofa)? I’m scared. Ellie Cool!
Don’t worry. Jack It’s my turn!
Passive: Here’s a bed. Cool! What’s that? silly Megabyte Hmmph! Where’s the sofa?
Lucy Look! It’s a bird!
Materials Jack What’s that?
Unit 4 flashcards; Class Audio Lucy I’m scared!
Ellie Don’t worry!
Warmer Ellie Hee hee!
Megabyte Aargh!
• Play the song from Unit 4 Lesson 3 page 35  2•07 for
Ellie Silly Megabyte!
students to listen and join in with.
Megabyte Ooh! Where’s the bath?
1 Listen and read.  2•09
Act.
• Pre-reading: Point to the first frame of the story and
ask students who they can see (Jack, Lucy, Ellie, and
• Divide the class into groups of four to act out the story.
Allow students time to practise in their groups, then invite
Megabyte). Ask Where are they? Take ideas from the class
groups to act out the story for the class.
and establish that the children are camping.
• Reading: Play the recording or the video. If you are using Think Talk about the story.
the recording, encourage students to point to the correct • Ask students whether or not they like the story; you can
pictures and follow the speech bubbles as they listen. get them to rate it out of ten.
• After reading: Play the recording again and ask students • Ask if any students have been camping in a tent. Get them
questions about each frame. 1 How do the children to describe it, asking Is there a (bedroom)? Is there a
feel? (They’re happy and excited.) 2 Is Megabyte happy? (sofa)? Ask students whether they are like the students,
(No, he’s thinking about his sofa.) 3 What are the children who enjoy camping, or like Megabyte, who prefers his
doing? (Making shadow shapes with their hands.) 4 What home comforts!
is Megabyte’s idea? (To make himself look scary.) 5 Who
knows it’s Megabyte? (Ellie) What does she do? (She sprays

86 Unit 4
Finisher • Tell the students they are going to hear questions and
• Play Who says this? Choose a character and read one of answers about the pictures. If they think the answer
their speech bubbles, e.g. Where’s the sofa? Students matches their picture, they should stand up.
tell you the name of the character, e.g. Megabyte. You can • Play number one. Ask Is it A or B? (A) Encourage Team A
confirm the answer, saying Yes, I’m Megabyte. Choose a to stand up.
child who guessed correctly to have the next turn. • Play the recording through for students to listen and
stand. Play the listening again for students to listen again
Workbook page 28
and write the answers in their notebooks.
For answers and scripts see Teacher’s Guide page 146.
ANSWERS
Further practice 1 A  2 B  3 A  4 A  5 B  6 B
Unit 4 Story Worksheet (Teacher’s Resource Centre)
Transcript
1 Where’s the bed? It’s in the bedroom.
Lesson 5 page 37 2 Where’s the sofa? It’s in the kitchen!
3 Where’s the table? It’s in the dining room.
Objectives 4 Where’s the sofa? It’s in the living room.
To present and practise four new items of vocabulary 5 Where’s the bed? It’s in the garden!
using the Lesson 2 grammar. 6 Where’s the bath? It’s in the dining room!
To practise a short Everyday English! role play taken from
the story in Lesson 4. Everyday English!: being reassuring
4 Listen and repeat.  2•13
Language and structures
Active: bed, sofa, bath, table; I’m scared. Don’t worry.
• Play the recording for students to listen. Then play it again,
pausing after each line for students to repeat the phrases.
Materials Transcript
Unit 4 flashcards; Class Audio A I’m scared!
B Don’t worry.
Warmer
5 Act it out.
• Play the recording or the video again to refresh students’ • Model the dialogue with confident students. Then ask
memory of the story.  2•09
pairs of students to practise the exchange together.
1 Listen and point. Say.  2•10 Monitor and make sure all of the students are speaking
and responding appropriately.
• Introduce the new words using the flashcards. Hold up or
point to the flashcards and say the words for students to • Tell students they can use this exchange whenever they
repeat. want to make someone feel better when they feel scared/
sad/upset/worried.
• Play the recording for students to listen and point to
the pictures in their books. Play the recording again for 21ST CENTURY SKILLSSocial and cross-cultural interaction
students to listen, point and repeat the words. Students learn how to reassure someone.
• Ask students to point to the items in the story and say
the words.
Extension activity
Transcript • Ask students to think of things that make them or people
bed, sofa, bath, table they know scared. Use their ideas to expand the dialogue,
table, bed, bath, sofa e.g. There’s a (spider). I’m scared. or It’s stormy. I’m scared.

2 Sing.  2•11 6 Say it and write it in Polish.

• Review spider by drawing one on the board. Ask Do you • Present the dialogue again and ask children to repeat in
like spiders? Play the song once for students to listen. Polish and write the sentences in their notebooks.
• Play the song again, modelling actions (see Teacher’s
Finisher
Guide page 139 for song lyrics and suggested actions)
and encouraging students to copy them. • Play Bingo with the Unit 4 flashcards. See the Ideas Bank
(Teacher’s Guide page 135) for instructions.
• Play the song again. Students join in and do the actions.
They can follow the lyrics on Class Book page 85. Workbook page 29

3 Listen and write A or B. Ask and answer.  2•12 For answers and scripts see Teacher’s Guide page 146.
• Ask students to look at picture A and name the rooms. Further practice
• Divide the class in half. Name them Team A and Team B. Unit 4 Vocabulary and Grammar Worksheet 2
Ask each team to take turns saying things they can see in (Teacher’s Resource Centre)
their A or B picture, e.g. bath. Ask Where’s the bath? and
encourage them to answer It’s in the (bathroom).

Unit 4 87
 Lesson 6 page 38 2 Look and say.
• Ask students to look at the two photographs. Do they
Objectives recognize the domed building? (St Paul’s Cathedral) Ask
To present a CLIL concept (History) Which picture is new? (B) Which is old? (A)
To use a structure and vocabulary to express a CLIL concept. • Write There are …, There’s … and It’s … on the board. Ask
students to talk about the pictures using these structures.
Language and structures Do an example as a class, then students can work in
Active: old, new, tall, building, bridge; Are there (old groups. Write prompts on the board to help them, e.g. tall/
buildings)? Yes, there are. No, there aren’t. There are (old new/old buildings, bridges, cars, people, a boat.
buildings). There’s a (bridge). • Ask groups to share their sentences with the class.
Passive: town, poster
3 Look and listen. Say A or B.  2•15
Materials • Write the six questions on the left of the board (see
transcript, below). On the right, write Yes, there is. No, there
Unit 4 flashcards; Class Audio; paper, coloured pens isn’t. Yes, there are. No, there aren’t.

Warmer TEACHING TIP Write Are there and there are/aren’t in one

• Play Yes or no with the Unit 4 flashcards. See the Ideas colour and Is there and there is/isn’t in another, to help
Bank (Teacher’s Guide page 135) for instructions. students see the connection. Point out that the word
order is reversed in the question.
1 Listen and read. Find old, new and tall buildings
in the picture.  2•14 • Play the recording, pausing for volunteers to come to the
board and join each question to the answer.
• Point to the picture and ask students if they recognize the
city (London) and any of the places (e.g. Tower Bridge). • Play number 1 again, and ask Which picture? (A). Play the
rest of the recording, asking students to make a note of
• Tell students they are going to hear a girl talking about their answers in their notebooks. Check the answers.
London. Play the recording for them to read and follow.
• Play the recording again, pausing to ask students to find the ANSWERS
bridges, the Shard and the Tower of London in the picture. 1 A  2 B  3 A  4 B  5 B  6 A
Reinforce the new language by asking students to think of
Transcript
tall, old and new buildings and bridges in their town.
1 Are there new buildings? No, there aren’t.
Transcript 2 Are there tall buildings? Yes, there are. There are lots of tall
I’m Maria. I live in London. There are lots of buildings and buildings.
bridges in London. My favourite new building is the Shard. 3 Is there a boat? Yes, there is.
It’s very tall. My favourite old building is the Tower of London. 4 Are there new buildings? Yes, there are.

88 Unit 4
5 Is there a boat? No, there isn’t. Transcript
6 Are there old bridges? Yes, there are. He’s in the bathroom. She’s in the bedroom. He’s in the attic.
She’s in the living room. He’s in the dining room. She’s in the
4 Think Ask and answer about your town. kitchen.
• Read the questions as a class and get students’ ideas. They
then work in pairs or groups to ask and answer about their Extension activity
town. Ask them to name or describe buildings if they can. • Students take turns to ask and answer about activity 1.
Demonstrate the activity by asking Where’s number 1?
5 Make a poster of your favourite buildings. (She’s in the bedroom.) Students can then work in pairs.
• Working in groups, students make a poster of their
favourite buildings. They can research and print out 2 Look at activity 1. Read and write T (True) or F
pictures or draw them. Encourage the students to write (False). Correct the false sentences.
short descriptions using the language from this lesson. • Read the first sentence as a class and ask students to look
• Walk around as students work, helping as needed and at the pictures in activity 1 to see if it’s true. Say Yes, she’s
asking questions about the buildings, e.g. Is it old/ in the bedroom. Write 1T on the board. Read the second
new/tall? sentence together and establish that it is false. Ask Where
is he? Write 2F He’s in the dining room. on the board.
Finisher • Students complete the rest of the activity individually or in
• Play Memory game. See the Ideas Bank (Teacher’s Guide pairs. Check the answers as a class.
page 135) for instructions. Make sure there is more than
ANSWERS
one of each object. Ask, e.g. Are there four pencils?
1 T  2 F He’s in the dining room.   3 T  
Students answer Yes, there are. or No, there aren’t.
4 F He’s in the attic.
Workbook page 30
3 Make a board game. Play and say.
For answers and scripts see Teacher’s Guide page 146.
• Hand out craft worksheets, coloured pens and scissors.
Further practice Students cut out the board and furniture and colour it
Unit 4 CLIL Activity Worksheet (Teacher’s Resource Centre) in. Move around offering help if necessary and asking
questions, e.g. What is it? Is it a (table)?
Revision page 39 • Demonstrate the game with a confident student.
He/She places the furniture on the grid without showing
Objectives anyone. Help the rest of the class to ask, e.g. Where’s the
To review the linguistic content of the unit. bed? for the child to answer, e.g. B3. Students place the
pictures in the correct spaces on their boards. When they
Language and structures have finished, compare the boards to see if they match.
Students can then play in pairs.
Active: bedroom, bathroom, kitchen, living room, dining
room, attic, garden, bed, table, sofa, bath, family; Where’s 4 Find these in Unit 4. Match. Make sentences.
(number 1)? He’s/She’s/It’s in the (bedroom). • Read through the words as a class. Ask students to find
Passive: correct, board game picture 1 on pages 32–33. Show them the speech bubble
and ask them to make sentences: There’s a basketball. It’s in
Materials the garden. Complete the activity as a class or in pairs.
Unit 4 flashcards; Class Audio; Craft Worksheet Unit 4 ANSWERS
Revision (Teacher’s Resource Centre); scissors, coloured 1 There’s a basketball. It’s in the garden.   2 There’s a
pens; number flashcards bath. It’s in the bathroom.   3 There’s a table. It’s in the
dining room.   4 There’s a bed. It’s in the bedroom.  
Warmer 5 There’s a sofa. It’s in the living room.  
• Play Kim’s game. See the Ideas Bank (Teacher’s Guide 6 There’s a bridge. It’s in London.
page 134) for instructions.
Star Challenge
1 Listen and write the number.  2•17 • Ask the students to complete the Star Challenge
• Ask Who’s number (1)? to elicit mum, dad, etc. Ask individually and self-review their progress.
students in pairs to work out who is in each room.
Finisher
• Tell students that they are going to hear sentences about
the people. Play the first sentence and repeat He’s in the • Play What number is it? using the Unit 4 flashcards. See the
bathroom. Ask Who is it? (Number 3.) Students write 3 Ideas Bank (Teacher’s Guide page 134) for instructions.
(or brother) in their notebooks. Workbook pages 31 and 72
• Play the rest of the recording and allow students to check For answers and scripts see Teacher’s Guide page 146.
their answers with a partner. Then play the recording
again, pausing after each sentence to check as a class. Further practice
Unit 4 Test (Teacher’s Resource Centre)
ANSWERS
3 (brother),  1 (mum),  6 (grandpa),  4 (sister),  
2 (dad),  5 (grandma)
Unit 4 89
 Culture 2 Holidays!

Holidays! pages 40–41 • Ask Where do you go on holiday? Where do you stay
on holiday?
Objectives
TEACHING TIP In a less confident class, put students into
To present and practise six new items of vocabulary. pairs. Ask them to take turns saying a word pictured on
To think about places to stay on holiday. page 40 for their partner to listen, point to and repeat.
To review language from previous units.
Transcript
Language and structures camper van, hotel, caravan, tent, cottage, boat
Active: camper van, hotel, caravan, tent, cottage, boat, tent, boat, hotel, caravan, cottage, camper van
rooms, furniture clothes, weather; There isn’t a (bathroom).
There’s one bedroom. There are two beds. 2 Think Which places are good for a summer/winter
Passive: Which places are good for a summer/winter holiday?
holiday? Who has got five rooms? Draw yourself on holiday. • Ask students to look again at the pictures in activity 1.
Write summer and winter as headings on the board.
Materials Ask the question (translating if necessary) and ask
Class Audio; coloured pens, Unit 3 and 4 flashcards students to suggest which places should go in each
column and why (e.g. a tent isn’t good in winter because
it’s too cold). If necessary, prompt them to think about
Warmer
whether some options can go in both columns.
• Play Sharkman to elicit the word Holidays. See the Ideas
Bank (Teacher’s Guide page 136) for instructions. 3 Find and say. Listen and check.  2•21
• Ask students to look at the pictures on the right and
1 Listen and point. Say.  2•20
describe them in as much detail as they can, e.g. There’s
• Introduce the new words. Point to the pictures and say a purple and white camper van. There’s a man with a dog.
the words for students to repeat. He’s wearing a yellow T-shirt and brown shorts. etc.
• Play the recording for students to listen and point to the • Tell students that each of the children on the left can
correct pictures. Play the recording again for students to be found in one of the pictures on the right. Read the
listen, point, and repeat the words. example speech bubbles together: Where’s number 1?
She’s in the caravan. She’s wearing a yellow dress. Have the
students find and point to her in picture c.
90 Culture 2
• Students complete the rest of the activity in pairs or friends go on holiday. What destinations and types of
groups. Fast finishers can write the answers as sentences accommodation are popular?
in their notebooks, e.g. She’s in the caravan.
CULTURE NOTE Most British families have a summer
• Play the recording for students to check their answers.
holiday. Some stay in the UK, where camping holidays
TEACHING TIP Highlight the fact that we use in with (with tents, caravans and camper vans) and rental
caravan, camper van, cottage, hotel and tent, but on with cottages are popular. There are also numerous hotels,
boat. particularly in coastal resorts. Popular destinations include
Cornwall and Devon in the southwest of England for
ANSWERS seaside holidays, and the Lake District in the northwest for
1c She’s in the caravan. (She’s wearing a yellow dress.) countryside and outdoor activities.
2a He’s in the camper van. (He’s wearing a white T-shirt Other families head abroad to guarantee good weather!
and blue shorts.) Spain is the most popular destination, while Italy, France,
3b She’s in the cottage. (She’s wearing a purple sweater Greece and Portugal also see many British tourists. Further
and a blue skirt.) afield, holidays in the US and Australia are also popular.
4d He’s on the boat. (He’s wearing a yellow jacket and blue Boating holidays in Britain are very popular in summer.
trousers.) You can sail a canal boat from London to Manchester. The
first canals were built over 2,000 years ago by the Romans.
Transcript In the 1800s, canals were made to help move clothes and
1 I’m in the caravan. Ben’s in the tent. Mum’s tired!
machinery around the country. Today you can sleep on a
2 I’m on holiday with Dad in the camper van. It’s sunny
canal boat in a big city or in the quiet countryside.
and hot.
3 I’m in the cottage. It’s great! There are three bedrooms,
a big kitchen and two bathrooms. 6 Draw yourself on holiday. Talk about your
4 I’m on the boat. It’s rainy and windy! I’m wearing my picture.
yellow jacket. • Ask students to look at the example picture in their books
and read the text in the speech bubble.
Extension activity • Tell students to draw themselves on holiday. This can be a
• Write the following comprehension questions on the real or imagined holiday. Ask them to include their holiday
board and play the recording again for students to home and the people they go with in their picture.
answer: • Walk around as they work, asking questions about their
1 Where’s Ben? pictures, e.g. What’s this? How many people are there?
2 What’s the weather like? Who’s this? Is it sunny?
3 How many bedrooms are there?
4 What’s the weather like?
• When students have finished, ask them to present their
pictures to each other in groups or as a class.
4 Look and say.
21ST CENTURY SKILLS Initiative and self-direction
• Ask students to look at the holiday pictures on page 41. Students use the language they have learned to talk
Ask What can you see? Elicit vocabulary from page 40, about their own holiday.
plus clothes, family members, weather, furniture, etc.

5 Listen and read. Who has got five rooms?  2•22 Extension activity
• Give students a chance to look at the text next to each • In a more confident class, or for fast finishers, ask students
picture and play the recording for them to listen and to label their picture or write sentences about it.
follow. • You can write the text from the speech bubble on the board
• Ask which of the holiday places they prefer and why. with some of the words underlined: This is my favourite
• Ask students who has got five rooms. Encourage them to holiday place. It’s a cottage. It’s winter and it’s snowy. I’m
say all the rooms. wearing trousers, boots and a jacket. Explain to students that
they can copy the text but change the underlined words to
ANSWER
match their own picture. Look at each underlined word and
The girl on the boat has got five rooms (two bedrooms,
ask them for examples of other words that could replace it
a kitchen, a living room and a bathroom).
(e.g. cottage could be replaced with tent, hotel, etc.).
Transcript Finisher
1 T his is our tent. There’s one bedroom. There isn’t a
bathroom! • Play Which one is missing? with the Unit 3 and 4 flashcards.
2 This is our hotel room. There are two beds and there’s a TV. See the Ideas Bank (Teacher’s Guide page 134) for
There’s a bathroom, too, but there isn’t a kitchen. instructions.
3 This is our boat. There are two bedrooms, a kitchen and a Workbook pages 32 and 33
living room. There’s a bathroom, but there isn’t a bath.
Play the Review Board Game, refer to instructions on
Think Compare holidays in Poland and in the UK. the page.
• Tell students about holidays in the UK (see Culture Note, Further practice
below). Ask students to think about where they and their Mid-Year Test (Teacher’s Resource Centre)

Culture 2 91
 5 At the Beach

Lesson 1 pages 42–43 • Books open. Ask students to sit down. Play the recording
for them to listen and point to the actions in the picture.
Objectives Play the recording again for students to listen, point and
To present and practise eight new items of vocabulary. repeat the words.
To review vocabulary and grammar from previous units. Transcript
swim, dive, walk, sing, shout, climb, cook, run
Language and structures cook, swim, shout, climb, sing, walk, run, dive
Active: swim, dive, walk, sing, shout, climb, cook, run, sofa
Extension: throw, float, play the guitar 2 Play Walk to the card.
Passive: Do the actions • See the Ideas Bank (Teacher’s Guide page 135) for
instructions.
Materials TEACHING TIP Ask students to act out the words as they
Unit 5 flashcards; Class Audio; Unit 3 and 4 flashcards, walk to the flashcards.
coloured pens / pencils
3 Chant and move.  2•25
Warmer • Play the chant through once, pointing to the flashcards,
• Play Fast flashcards with the Unit 3 and 4 flashcards. for students to listen.
See the Ideas Bank (Teacher’s Guide page 134) for • Give the flashcards to different students and play the
instructions. chant again. The students with the flashcards hold them
1 Listen and point. Say.  2•24 up when they hear their word, and the rest of the class
does the action.
• Books closed. Ask students to stand up. Introduce the new
words using the flashcards. Show each flashcard, say the • Play the chant again and encourage students to join in
word for students to repeat and do the action for them to and act out the correct actions.
copy. Place the flashcards on the board. Transcript
• Point to the flashcards and say the words again for Let’s walk at the beach. Let’s walk!
students to do the actions. Let’s run at the beach. Let’s run!
Let’s shout at the beach. Let’s shout! Hooray!

92 Unit 5
Let’s swim at the beach. Let’s swim! Splish, splash! • Less confident students can work in pairs to review the
Let’s climb at the beach. Let’s climb! vocabulary from this lesson by saying actions for their
Let’s cook at the beach. Let’s cook! Yummy! partner to act out.
Let’s sing at the beach. Let’s sing! La la la!
Let’s dive at the beach. Let’s dive! Splish, splosh! TEACHING TIP Bring a bell or a whistle to class. Tell
students that throughout the unit, you will randomly ring
4 Play Mime and say. your bell/blow your whistle and call out an action from
• Divide the class into two teams. Place the flashcards in a today’s lesson. When you do, they must stand up and do
pile at the front of the class. Ask a child from the first team the action.
to come to the front, pick up a card and mime it for their
team to guess. If their team guesses correctly, they win Finisher
a point. The next team takes their turn. Continue so that • Play Simon says. See the Ideas Bank (Teacher’s Guide
each child has a chance to act out an action. page 136) for instructions.
• Alternatively, students can play this in groups or pairs,
taking turns to choose a word to mime. CULTURE NOTE Despite the unpredictable weather, going
to the beach is popular in Britain and many people do
Be a Megastar: Close your book. Do the actions and sports such as surfing and bodyboarding. It is even
say the words. traditional in some areas to swim in the sea on Christmas
• Ask students to close their books. They can work Day or New Year’s Day when the water is freezing cold!
individually or in pairs to remember the words and do
the actions. Give them a couple of minutes to try to Workbook pages 34 and 79
remember all eight words.
For answers and scripts see Teacher’s Guide page 147.
• Have the flashcards to hand, but don’t let the students see
them. Ask one child to say a word for the rest of the class Further practice
to do the action. Place the flashcard on the board. Ask Unit 5 Vocabulary and Grammar Worksheet 1
another child to say a different word, continuing like this (Teacher’s Resource Centre)
until all the flashcards are displayed.
• Congratulate the students for remembering the actions
and explain that associating new words with actions can
make it easier to remember them.

Fast finishers
• Ask fast finishers to draw quick pictures for the words they
remember.

Self-review
• Ask students to take out red, orange, and yellow coloured
pens / pencils (or cards, if they have them). Tell them that
red means Great, orange means Good and yellow means
OK. Ask students to hold up the colour which shows how
well they think they can remember the new words.

Find it!
• Point to Lucy’s tablet and ask students what they can see
(a sofa). Ask students to find the sofa in the main picture.
(On page 42 – it’s made of sand.)

EXTENSION VOCABULARY If you introduce these words,

point to the pictures in the book, say and ask the students
to point and repeat. Encourage students to use these
words orally as the unit progresses.

Mixed ability
• To provide extra challenge for more confident students,
you can ask them to take turns to describe people in the
picture and guess the action, e.g. He’s wearing blue and red
shorts. (Run.)
• Use the picture in the book to teach the extension
vocabulary: throw, float and play the guitar. Ask students to
mime the actions for their partners to guess.
Ask students to record or write the words in their
notebooks using pictures or translations.

Unit 5 93
 Lesson 2 page 44 and passes the card onto the next child. Continue around
the room for a while, then change the flashcard.
Objectives
Transcript
To present a new grammar structure. Jack I can swim!
To practise the new grammar structure with the Lesson 1 Lucy I can’t cook.
vocabulary.
2 Listen. Tick () or cross () and write the
Language and structures number.  2•27
Active: I can (swim). I can’t (cook); swim, dive, walk, sing, • Ask students to look at the pictures and say the words.
shout, climb, cook, run • Tell them they are going to hear sentences, but not in
Passive: tick, cross, things you can do order. They should use their notebooks and tick if it’s an
I can sentence and cross if it’s I can’t, and then write the
Materials number of the picture.
Unit 5 flashcards; Class Audio • Play the first part of the recording and do it together as
an example, before playing the rest of the recording twice
Warmer for students to complete the activity. Give them a chance
to check their answers with a partner before playing the
• Play the chant from Unit 5 Lesson 1 page 43  2•25 for recording a final time, pausing to check the answers.
students to listen and join in if possible.
TEACHING TIP Ask students to tick or cross on first listening,
1 Listen and read. Say.  2•26
and then write the number on second listening.
• Point to the picture and ask students to say the names of
the course characters (Lucy, Jack and Megabyte). ANSWERS
• Play the recording for students to listen; then play it again  6   2   4   5
and encourage students to repeat the grammar structure.  1   7   8   3
• Place the action flashcards on the board and elicit the
vocabulary as you go. Point to a flashcard and say I can Transcript
(swim). Act doing them confidently. Repeat with one or I can walk.
two more flashcards. Point to another flashcard and use I can’t sing.
the negative structure, I can’t (cook). Act doing it badly. I can climb.
Repeat with one or two more flashcards. I can run.
I can’t cook.
• Hand a flashcard to a child, saying Can you (dive)?
I can’t swim.
The child then makes a true sentence about him/herself
I can shout!
I can’t dive.

94 Unit 5
3 Say. Listen to your friend and tick () or cross (). • Play the song once through for students to listen and
• Put students into pairs. Ask them to take turns telling each point to the pictures.
other about themselves using I can and I can’t and the • Play the song again, modelling actions for the song (see
words from activity 2. Their partner ticks and crosses and Teacher’s Guide page 139 for song lyrics and suggested
writes the number, as in activity 2. actions) and encouraging students to copy.
• Divide the class into eight groups. Give each group an
TEACHING TIP For an easier activity, students say the action (run, walk, swim, dive, climb, sing, shout and cook).
sentences in the order of the pictures. For a more Play the song again. Each group joins in, singing their lines
challenging one, students say the sentences in any order and doing the action. All the students can sing the chorus.
and their partner has to find the relevant picture.
• Play the song again. Ask students to sing along to the
whole song, using the lyrics on Class Book page 86.
Extension activity Ask students to identify the word that ends with the /ŋ/
• Children choose one thing they can do and one they sound.
can’t from activity 2. Ask a few students to tell you their
sentences as an example. 2 Read. Say the sentences that are true for you.
• Ask students to stand. They should walk around the room • Read the captions below the pictures in turn and have
telling everyone they meet their sentences and listening students repeat the sentence if it’s true for them.
to everyone else’s. If they find someone with the same
sentences, they sit down with them. When a pair sits 3 Make a certificate. Say.
down, ask them to tell you their sentences. • Tell students that they are going to make a certificate
showing the things they can do. Ask them to look at
4 Write things you can do. the picture in their books. Model the dialogue with a
• Children write the things they can do from activity 2 in confident student, saying I can swim. Can you? When the
their notebooks, then compare their lists with a partner. child answers Yes or No, introduce the short answers Yes,
• Ask students to tell you any differences, e.g. A: I can swim. I can or No, I can’t.
B: I can’t swim. • Give out the craft worksheets and make sure students
have coloured pens. Children draw and colour pictures of
Finisher the things they can do, using the words from Lesson 1.
• Hold up a flashcard and say I can (sing). Children should • As they make their certificates, monitor, ask questions and
stand up and repeat the sentence if it’s true for them, praise the students, e.g. What’s this? I can (swim). Well
and remain seated if it’s false. When they’ve got the done! If you wish, you can ask students to write a label
idea, encourage students to come to the front to make below each picture, e.g. swim or I can swim.
sentences about the flashcards. • Ask students to tidy up their materials when they have
finished.
Workbook page 35
For answers and scripts see Teacher’s Guide page 147.
• Put students into pairs. They take turns telling their partner
the things they can do and then ask their partner, e.g.
Look! I can swim. Can you? Their partner responds saying,
Lesson 3 page 45
Yes, I can. / No, I can’t. Monitor and check throughout.
Objectives 21ST CENTURY SKILLS Social and cross-cultural interaction
To sing a song using the Lesson 1 vocabulary and the Students learn to share their achievements with others.
Lesson 2 grammar.
To work on pronunciation /ŋ/. Extension activity
To do a personalization activity that involves a simple • Play the song from activity 1.  2•29 Ask the class to walk
craft activity. around the room with their certificates. Pause the music.
They turn to the person next to them and talk about one
Language and structures thing they can do, e.g. Look! I can read! Can you? Repeat
Active: I can (swim), I can’t (cook). Can you (swim)? Yes, I several times, with students talking to different people.
can. No, I can’t; swim, dive, walk, sing, shout, climb, cook, run
Passive: certificate Finisher
• Play What card is missing? See the Ideas Bank (Teacher’s
Materials Guide page 134) for instructions.
Unit 5 flashcards; Class Audio; Craft Worksheet Unit 5 English at home
Lesson 3 (Workbook page 79); scissors, coloured pens
• Students can sing the song to their families at home. They
can also take home their certificate to show their family.
Warmer
• Play Hit the card. See the Ideas Bank (Teacher’s Guide Workbook page 36
page 134) for instructions. For answers and scripts see Teacher’s Guide page 147.

1 Sing.  2•29
• Model the /ŋ/ sound for students to repeat and ask
students if they know which letters make the sound (ng).
Unit 5 95
 Lesson 4 page 46 6 Why is Megabyte moving his legs and falling? (He can’t
fly.) How do the children help him? (They catch him).
Objectives
Story Watch Out, Megabyte!
To develop comprehension skills and preview new Ellie Look! I can dive!
vocabulary in the context of the story. Jack I can swim!
Megabyte Hmmph! I can’t swim.
Language and structures Megabyte Ooh! But I can dance!
Active: dance, jump, fly, catch, swim, dive, climb; I can Megabyte And I can jump!
(dance). I can’t (fly). Oh dear! Quick! Megabyte And I can climb! Ouf!
Passive: but, Watch out! Lucy Oh! Watch out, Megabyte!
Megabyte Oh dear! I can’t fly!
Materials Jack Quick! Catch Megabyte!
Unit 5 flashcards; Class Audio
Act.
• Divide the class into groups of four to act out the story.
Warmer Allow students time to practise in their groups, then invite
• Play the song from Unit 5 Lesson 3 page 45  2•29 for groups to act out the story for the class.
students to listen and join in with. Encourage them to do
the actions. Think Talk about the story.
• Ask students whether or not they like the story; you can
1 Listen and read.  2•31 get them to rate it out of ten.
• Pre-reading: Point to the first frame of the story and • Ask students what they do at the beach. Do they like
ask students who they can see (Jack, Lucy, Ellie and
swimming/diving/dancing/playing volleyball/climbing?
Megabyte). Ask Where are they? (At the beach.) What can
Ellie do? (Dive) What can Jack do? (Swim) Take ideas from • Talk about safety outdoors. Why does Megabyte get into
the class and praise their suggestions. trouble? (He climbs too high and can’t get down.) Ask if
this has ever happened to any of the students and discuss
• Reading: Play the recording or the video. If you are using
how to stay safe when swimming, climbing, etc.
the recording, encourage students to point to the correct
pictures and follow the speech bubbles as they listen. 21ST CENTURY SKILLS Leadership and responsibility
• After reading: Play the recording again and ask students Students learn to take responsibility for their own safety.
questions about each frame. 1 How does Megabyte feel?
(Sad) Why? (He can’t swim.) 2–4 What can Megabyte do? Finisher
(dance, jump and climb) 5 Why does Lucy say ‘watch out’?
(Because Megabyte is on a cliff/up high/in danger.)
• Play Who says this? Choose a character and read one of
their speech bubbles, e.g. I can swim. Students tell you

96 Unit 5
 the name of the character, e.g. Jack. Choose a child who ANSWERS
guessed correctly to have the next turn. 1 I can dance.   2 I can jump.   3 I can’t fly.   4 I can’t catch.

Workbook page 37 Transcript

For answers and scripts see Teacher’s Guide page 147. 1 I can dance.
2 I can jump.
Further practice 3 I can’t fly.
Unit 5 Story Worksheet (Teacher’s Resource Centre) 4 I can’t catch.

Fast finishers
Lesson 5 page 47
• Fast finishers can draw a picture to illustrate one of the
Objectives other sentences, e.g. I can catch.
To present and practise four new items of vocabulary Everyday English!: accidents
using the Lesson 2 grammar.
To practise a short Everyday English! role play taken from 4 Listen and repeat.  2•36
the story in Lesson 4. • Play the recording for students to listen, then play it again,
pausing after each line for students to repeat the phrases.
Language and structures
Active: dance, jump, fly, catch; I can (dance). I can’t (fly). Oh Transcript
dear! Quick! A Oh dear!
B Quick!
Materials 5 Act it out.
Unit 5 flashcards; Class Audio; coloured pens • Model the dialogue a few times with more confident
students and a knocked over pot of coloured pens, for
Warmer example.
• Play the recording or the video again to refresh students’ • Ask pairs of students to practise the dialogue together,
memory of the story.  2•31 acting out the exchange. Monitor throughout.
• Tell students they can use this exchange whenever they
1 Listen and point. Say.  2•33 cause an accident and need to quickly clean it up.
• Introduce the new words using the flashcards. Place
them on the board, say the words and act out the actions 6 Say it and write it in Polish.
for students to copy. Point to the flashcards and say the • Present the dialogue again and ask children to repeat in
words for students to repeat. Polish and write the sentences in their notebooks.
• Play the recording for students to listen and point to
the pictures in their books. Play the recording again for Finisher
students to listen, point and repeat the actions. • Play Musical flashcards. See the Ideas Bank (Teacher’s
Guide page 135) for instructions. When you play the
Transcript music, say Dance! Students dance around the room until
dance, jump, fly, catch, you stop the music and give the next instruction.
catch, dance, jump, fly
Workbook page 38
2 Sing.  2•34 For answers and scripts see Teacher’s Guide page 147.
• Play the song once through for students to listen.
Further practice
• Play the song again, modelling actions (see Teacher’s Unit 5 Vocabulary and Grammar Worksheet 2
Guide page 140 for song lyrics and suggested actions)
(Teacher’s Resource Centre)
and encouraging students to copy them.
• Play the song again. Students join in and do the actions.
They can follow the lyrics on Class Book page 86.

3 Look, read and write. Listen and check.  2•35

• Show students the pictures and read the speech bubbles
aloud together. Ask them to work with a partner to find
the correct speech bubble for each picture and copy it
into their notebooks.
• Play the recording for students to check their answers.
Then feedback as a class by saying a number and asking
students to say the sentence, e.g. One. (I can dance.)

TEACHING TIP In a less confident class, check the answers

as you listen to the recording, pausing after each sentence
for students to repeat and tell you the correct letter.

Unit 5 97
 Lesson 6 page 48 Transcript
1 I’ve got paper and a green pencil. I can draw.   2 I’m in my
Objectives garden. I can take photos.   3 I can make a sculpture.
To present a CLIL concept (Art). It’s a cat!   4 I’ve got paint, a brush and paper. I can paint.
To use a structure and vocabulary to express a CLIL concept. 2 Look and read. Say the missing word(s). Listen
To talk about a value. and check.  2•38
• Tell students the pictures show a family. Point to picture 1
Language and structures and say This is Lily. Ask students to guess the other family
Active: paint, take photos, make a sculpture, draw; He/She members. Confirm the answers: Yes, this is (Lily’s sister).
can (paint). I can (draw). • Ask students to work with a partner to decide which of
Passive: This is Lily’s (sister). beach, tell, class the art techniques from activity 1 each person is doing.
• Read the captions aloud together, pausing at the missing
Materials word for students to say it.
Unit 5 flashcards; Class Audio • Play the audio to check the answers. Pause after each part
for students to repeat the second sentence, e.g. She can
Warmer make a sculpture at the beach.
• Play Little by little with the Unit 5 flashcards. See the Ideas ANSWERS
Bank (Teacher’s Guide page 134) for instructions. Students 1 make a sculpture   2 draw  3 take photos   4 paint
start doing the action when they have guessed the card.
Transcript
1 Listen and read. Match and say.  2•37 1 This is Lily. She can make a sculpture at the beach.
• Ask students to look at the photographs, then play the 2 This is Lily’s sister. She can draw at the beach.
recording and ask them to follow in their books. Give 3 This is Lily’s brother. He can take photos at the beach.
them a minute to match the speech bubbles with the 4 This is Lily’s grandpa. He can paint at the beach.
pictures.
• Play part 1 again and ask Where’s the paper and the 3 Think Tell your friend what you can do. Tell your
green pencil? (d) Say He can draw. Ask students to class about your friend.
repeat. • Ask students to think of something they can do using the
• Repeat with the remaining speech bubbles, asking words from activity 1. Read the first speech bubble as an
students to repeat a sentence about each picture: She can example and give students an example of your own.
take photos, He can make a sculpture, She can paint. • Divide the class into pairs. Give students a minute to think,
and then they tell their partner their sentence.
ANSWERS
1 d  2 c  3 b  4 a

98 Unit 5
• Ask a girl for her sentence, and then present the girl to the fourth cell and say Kyle can’t swim. It’s Kyle! Children
the rest of the class: This is (Agata). She can (draw an write the name, or just the initial, in their notebook.
elephant). Repeat with a boy to model He can … • Play the rest of the recording, pausing for students to find
• Ask pairs to come to the front and present each other. and write each answer. Play it again to check the answers.

TEACHING TIP If students are likely to lose concentration ANSWERS

listening to each other, turn this into a class game. Tell 1 Kyle  2 Amy  3 Mark  4 Amy  5 Lena  6 Kyle  
students they have to listen carefully and remember. As 7 Mark  8 Lena
the pairs tell the class about each other, make a note of Transcript
what they can do. Then, when they have finished, say, e.g. 1 I’m a boy. I can’t swim. 2 I’m a girl. I can dive.
(She) can (paint a clown). Can students remember who 3 I’m a boy. I can catch. 4 I’m a girl. I can’t cook.
the sentence is about? 5 I’m a girl. I can’t dance. 6 I’m a boy. I can climb.
7 I’m a boy. I can’t climb. 8 I’m a girl. I can cook.
Our Values
• Show the class the Our Values badge. Read out the value Extension activity
(We try hard) and ask students to give you examples in L1 • Children work in pairs, taking turns to make sentences
of occasions when they had to try hard and persevere to about the children in the table for their friend to say the
do something, for example to learn a new skill. name, e.g. She can’t climb. Amy!

Finisher 2 Sort the words and write sentences. Find the

• Display the Unit 5 flashcards. Ask a child to take a card children in activity 1.
to show something they can do. Ask the class to make a • Explain that there are two sentences in each box, one blue
sentence, e.g. (He) can (swim). Repeat with other students. and one green. Children need to make one sentence with
the green words and one with the blue words and write
Workbook page 39 them in their notebooks. They then work out which of the
For answers and scripts see Teacher’s Guide page 147. students from activity 1 the sentences in each box relate to.
Further practice ANSWERS
Unit 5 CLIL Activity Worksheet (Teacher’s Resource Centre) 1 I can swim. I can’t dance. (Mark)
2 I can dive. I can’t catch. (Amy)

Revision page 49 3 Make a dice. Play and say.

• Hand out craft worksheets, scissors, glue and coloured
Objectives pens. Ask students to colour and cut out the dice.
To review the linguistic content of the unit. • Model how to make the dice by folding and gluing it.
• When students’ dice are complete, ask them to work in
Language and structures pairs, taking turns to roll their dice and say I can or I can’t
Active: swim, run, cook, climb, sing, dive, catch, fly, dance, with the action that appears at the top of the dice.
jump; I/He/She can (swim). I/He/She can’t (cook).
Passive: sort, children, dice 4 Find these in Unit 5. Match and say.
• Read through the words as a class. Ask students to find
Materials picture 1 on pages 42–43. Show them the speech bubble
Unit 5 flashcards; Class Audio; Craft Worksheet Unit 5 and ask them to make a sentence, e.g. I can walk.
Revision (Teacher’s Resource Centre); scissors, glue, • Students complete the activity as a class or in pairs.
coloured pens ANSWERS
1 I can / can’t walk.   2 I can / can’t shout.  
Warmer 3 I can / can’t run.   4 I can / can’t dive.  
• Play Four in a row. See the Ideas Bank (Teacher’s Guide 5 I can / can’t fly.   6 I can / can’t take photos.
page 135) for instructions.
Star Challenge
1 Listen and write the name.  2•40 • Ask the students to complete the Star Challenge
• Ask students to look at the table and say the words shown individually and self-review their progress.
by the pictures: dance, swim, catch, etc.
Finisher
• Point to each cell in Amy’s row and say Look at Amy. She
can dance. She can swim. She can’t catch. She can’t • Sit in a circle. Throw a dice from activity 3 to a child.
climb. Ask Can she cook? (No.) Can she dive? (Yes.) They catch it and say a sentence about themselves
with the picture on top, e.g. I can’t cook. They throw it to
• Tell students they are going to hear the students talking.
another child who makes another sentence, e.g. I can dive.
They need to use the table to work out who is speaking.
• Do the first one together, playing the first sentence and Workbook pages 40 and 72
asking Boy or girl? (Boy) He can’t swim. Point to the third For answers and scripts see Teacher’s Guide page 148.
cell in the swim column and say Mark can swim. Point to
Further practice
Unit 5 Test (Teacher’s Resource Centre)

Unit 5 99
 6 Animal Fun!

Lesson 1 pages 50–51 Transcript

sheep, horse, donkey, cow, goat, chicken, duck, pig
Objectives duck, sheep, cow, goat, chicken, pig, donkey, horse
To present and practise eight new items of vocabulary.
Extension activity
To review vocabulary and grammar from previous units.
• Teach students the sounds of the animals: horse - neigh,
donkey - heehaw, cow - moo, goat - meh, sheep - baa,
Language and structures pig - oink, chicken - cluck, duck - quack.
Active: sheep, horse, donkey, cow, goat, chicken, duck, pig,
• Say one of the animals and ask students to make the
run; I’m (yellow and white). I’ve got (two legs). What am I?
noise. Repeat with the other animals. Then reverse the
Extension: farmer, tractor, bull activity, so that you make one of the noises and ask
Passive: outline, animal students to say the animal.
• Choose individual students to make a noise for the rest of
Materials the class to say the animal.
Unit 5 and 6 flashcards; Class Audio; coloured pens / pencils
21ST CENTURY SKILLS Creativity and innovation
Students use different techniques in order to help
Warmer
memorize new vocabulary.
• Play Change places with the Unit 5 flashcards. See the
Ideas Bank (Teacher’s Guide page 135) for instructions.
2 Play Guess the card.
1 Listen and point. Say.  2•43 • See the Ideas Bank (Teacher’s Guide page 135) for
• Books closed. Introduce the new words using the instructions.
flashcards. Hold up the flashcards and say the words for
students to repeat. TEACHING TIP To speed up the game, you can give clues,
e.g. It’s brown.
• Books open. Play the recording for students to listen and
point to the items in the picture. Play the recording again
for students to listen, point and repeat the words. 3 Chant and move.  2•44
• Finally, point to the pictures in the book and ask the • Play the chant through once, pointing to the flashcards,
students to say the words. for students to listen.

100 Unit 6
• Ask eight students to come to the front and give each Self-review
one a flashcard. Play the chant again. Ask students with • Ask students to take out red, orange, and yellow coloured
flashcards to arrange themselves in the order the animals pens / pencils (or cards, if they have them). Tell them that
are mentioned in the chant. Thank the students and keep red means Great, orange means Good and yellow means
the flashcards displayed in order. OK. Ask students to hold up the colour which shows how
• Divide the class into two groups. Play the chant again. well they think they can remember the new words.
One group says Listen. What am I? and joins in with the
sound effects. The other group chants the answering line, Find it!
e.g. A cow! A cow! Swap the groups and repeat. • Point to Jack’s notebook and ask students what action
they can see (run). Ask them to find someone running in
Transcript the main picture. (On page 51: the man is running away
Listen. What am I? from the bull. The chicken is also running away from the
A cow! A cow! cat. Accept both answers.)
Listen. What am I?
A horse! A horse! EXTENSION VOCABULARY If you introduce these words,
Listen. What am I? point to the pictures in the book, say and ask the students
A donkey! A donkey! to point and repeat. Encourage students to use these
Listen. What am I? words orally as the unit progresses.
A duck! A duck!
Mixed ability
Listen. What am I?
• To provide extra challenge for more confident students,
A pig! A pig!
they can play a true/false game with a partner. One child
Listen. What am I?
says There are (four pigs) and the other counts and says
A goat! A goat!
True or False.
Listen. What am I?
A chicken! A chicken! • Use the picture in the book to teach the extension
Listen. What am I? vocabulary: farmer, tractor and bull. Ask students to record
A sheep! A sheep! or write the words in their notebooks using pictures or
translations.
4 Play What am I? • Less confident students can work in pairs to review the
• Say I’m yellow and white. I’ve got two legs. What am I? vocabulary from this lesson by making animal noises for
Encourage students to look at the picture and guess the their partner to guess.
animal (a duck). Repeat with a few more animals before
dividing students into pairs or groups to play. They take Culture
turns to describe an animal and guess. • You can use the At the Farm culture video at this point, or
during the Unit 6 Revision lesson on page 56 if you prefer.
TEACHING TIP Students can extend the guessing game You will find a worksheet practising the language from the
to include the other animals they know (dog, cat, bird). video in the Teacher’s Resource Centre.
They can also give clues by saying what the animals can
and can’t do, e.g. I can jump. I can’t fly. Finisher
• Play Musical flashcards with the Unit 5 and 6 flashcards.
Be a Megastar: Close your book. Draw the outline See the Ideas Bank (Teacher’s Guide page 135) for
of each animal. instructions.
• Ask students to close their books and quickly sketch the Workbook pages 41 and 70
outlines of all the animals they can remember. Encourage For answers and scripts see Teacher’s Guide page 148.
them to use the colour of the animal, e.g. pink for the pig.
• Set a time limit of five minutes and see how many animals Further practice
students can draw in this time. Praise them for all the Unit 6 Vocabulary and Grammar Worksheet 1,
animals they remembered and explain that using colour Culture 2 Video Worksheet (Teacher's Resource Centre)
and pictures can help them to learn new words.

Fast finishers
• Ask fast finishers to draw the outlines of any other animals
they know.

Extension activity
• When students have practised writing the words in the
Workbook, they can write the name of each animal within
each outline they drew. Ask them to check their spelling
with the Class Book.

Unit 6 101
 Lesson 2 page 52 Transcript
Jack A duck can swim. Can it fly? Lucy Yes, it can.
Objectives Jack Can a cow fly? Lucy No, it can’t!
To present a new grammar structure.
Extension activity
To practise the new grammar structure with the Lesson 1
• Divide the class into two teams, A and B. Place an animal
vocabulary.
flashcard on the board. Write Can it …? and put an action
flashcard before the question mark. Team A asks the
Language and structures question, e.g. Can it jump? Team B answers Yes, it can or No,
Active: (A duck) can (swim). Can (a cow) (fly)? Yes, it can. No, it can’t. If they answer correctly they win a point. Replace
it can’t. It can (dive). It can’t (fly); sheep, horse, cow, donkey, the flashcards for Team B to lead the game.
goat, pig, chicken, duck, cat, dog
Passive: table 2 Look and read. Listen and write the animal.  2•46
• Books closed. Draw the outline table from activity 2 on the
Materials board and write the headings: It can fly. It can’t fly. It can dive.
Unit 6 flashcards; Class Audio; coloured pens; Unit 5 It can’t dive. Take the duck flashcard and ask Can it fly? (Yes,
flashcards it can.) Can it dive? (Yes, it can.) Ask students to work out
where to place it in the table, helping if necessary.
Warmer • Books open. Ask students to match the pictures in the
table to the words in the box, asking What is it? (It’s a
• Play the chant from Unit 6 Lesson 1 page 51  2•44 for dog). Ask questions about all the animals, e.g. Can (a cat
students to listen and join in if possible.
fly)? No, it can’t.
1 Listen and read. Say.  2•45 • Tell students they are going to hear questions and answers
• Point to the picture and ask students to say the animals. and they need to work out the animal from the table and
write it in their notebooks. Play the recording, pausing to
• Play the recording for students to listen, then play it again
give students time to find the answer.
and encourage students to repeat the grammar structure.
Write on the board: Can a duck fly? / Can it fly? A duck can ANSWERS
fly. / It can fly. Explain that the noun, e.g. a duck, can be 1 bird  2 dog  3 cat  4 duck
replaced by it when we know what we are talking about.
• Put the animal flashcards on the board, eliciting the words
Transcript
1 Can it dive? No, it can’t. Can it fly? Yes, it can.
as you go. Then point to animals and ask Can a (chicken
2 Can it dive? Yes, it can. Can it fly? No, it can’t.
run)? (Yes, it can.) Can it (shout)? (No, it can’t.) If students
3 Can it dive? No, it can’t. Can it fly? No, it can’t.
aren’t sure of the answer, ask them to guess.
4 Can it dive? Yes, it can. Can it fly? Yes, it can.

102 Unit 6
3 Think Work with a friend. Where do these animals Warmer
go in the table? • Play Fast flashcards. See the Ideas Bank (Teacher’s Guide
• Ask students to look at the first animal. Ask What is it? page 134) for instructions.
(It’s a pig.) Can a pig fly? (No, it can’t.) Can it dive? (Yes, it
can.) Ask students to tell you where it goes in the table by 1 Sing.  2•48
naming the animal already in that square (dog). • Model the /ɡ/ sound for students to repeat.
• Students work in groups to complete the activity. • Play the song. Students point to the animals in the picture.
Ask Can a cow dance? (According to the song, yes!) Tell
TEACHING TIP Remind students that if they’re unsure, they them that calypso is a style of music from the Caribbean.
can say Let’s check. If no-one in the group knows, they can • Play the song again, modelling actions for the song (see
ask you, e.g. Can a chicken dive? Teacher’s Guide page 140 for song lyrics and suggested
actions) and encouraging students to copy.
• Check the answers as a class, adding the animals to the
table on the board. Are students surprised by any answers? • Play the song again. Ask students to sing along, using the
lyrics on Class Book page 86. Ask students to identify the
ANSWERS animal that starts with the /ɡ/ sound.
Pig, goat, horse: It can’t fly. It can dive.
Chicken: It can fly. It can’t dive. TEACHING TIP You can put flashcards on the board in pairs
to help students who are less confident with reading to
4 Choose two more words and draw a new table. sing the song, e.g. pig/cook, goat/fly. For the fish, either
• Draw an outline table on the board for students to copy. draw a picture or use the flashcard from Level 1, Unit 7.
Divide the class into groups and ask them to choose two
verbs from the list. They label the sections in their table
using the sentences with the verbs, e.g. It can jump. It can’t 2 Read and find. Say the missing words.
jump. It can run. It can’t run. • Students work in pairs to read the text in the panel and
• Ask students to work in their groups to draw or write supply the missing words, using the picture to help them.
animals they know in their new table. • Feedback the answers as a class, writing them on the
board, before playing the song again to check.
TEACHING TIP You and the students can check together ANSWERS
about any information they’re unsure of by typing the pig, goat, chicken, duck, horse, fish, donkey, sheep
question into a search engine, e.g. Can (a pig) climb?
However, internet sources can be contradictory, so be 3 Make an animal quiz machine! Play and say.
prepared for disagreements! • Tell students that they are going to make an animal quiz
machine like the one in the picture. Give out the craft
Finisher worksheets, coloured pens and scissors. Ask students to
• Play a guessing game. Hold a flashcard so that students colour the animal pictures and cut out the square.
can’t see it. Students ask questions, e.g. Can it (fly)? • Fold the quiz machine together as a class. (If you are
• After each Can it …? question students can make a guess, unsure, search for ‘How to fold a fortune teller’ online and
e.g. Is it a (horse)? The first child to guess correctly chooses you will find photographic instructions and videos!)
another flashcard to answer questions about. • Ask students to tidy up before they use their machines.
Workbook page 42 • Put students into pairs. Students take turns to choose a
number, e.g. 6. They count and move their fingers back
For answers and scripts see Teacher’s Guide page 148.
and forth that number of times. Their partner chooses an
animal, e.g. pig. The first lifts up the pig picture and asks a
Lesson 3 page 53 question using the verbs given, e.g. Can a pig dance? Their
partner answers accordingly: No, it can’t.
Objectives
To sing a song using the Lesson 1 vocabulary and the Finisher
Lesson 2 grammar. • Place the Unit 5 and 6 flashcards face down in two piles.
To work on pronunciation /ɡ/. Show the top flashcard from each pile and ask students to
To do a personalization activity that involves a simple make a sentence, e.g. A horse can’t cook. Continue with the
craft activity. next flashcard in each pile. Students can play in teams.

English at home
Language and structures
• Students can sing the song to their families at home.
Active: Can (a pig) (cook)? Yes, it can. No, it can’t. A cow can They can also take home their quiz machine to show their
dance; sheep, horse, cow, donkey, goat, pig, chicken, duck; family.
actions, numbers
Passive: calypso, quiz machine Workbook page 43
For answers and scripts see Teacher’s Guide page 148.
Materials
Unit 6 flashcards; Class Audio; Unit 5 flashcards; Craft
Worksheet Unit 6 Lesson 3 (Workbook page 77); coloured
pens, completed animal quiz machine
Unit 6 103
 Lesson 4 page 54 Story A Funny Animal
Lucy Look! A squirrel!
Objectives Ellie & Jack Wow!
To develop comprehension skills and preview new Megabyte Pff!
vocabulary in the context of the story. Lucy What’s your favourite animal?
Jack A bat! A bat can fly.
Language and structures Megabyte Hmmph! ... Hey! Look at me, I can ... arghhh!
Lucy Can a frog jump?
Active: squirrel, bat, frog, fox, jump, run, fly; A (bat) can (fly). Can
Jack Yes, it can ...
a (frog jump)? Yes, it can. What’s your favourite animal? A (bat).
Ellie Can a fox run?
Passive: Look at me! Wow! You’re my favourite animal. Jack Yes, it can!
Lucy It’s Megabyte! You’re MY favourite animal!
Materials
Unit 6 flashcards; Class Audio Act.
• Divide the class into groups of four to act out the story.
Warmer Allow students time to practise in their groups, then invite
groups to act out the story for the class.
• Play the song from Unit 6 Lesson 3 page 53  2•48 for
students to listen and join in with, miming the actions. Think Talk about the story.
1 Listen and read.  2•50 • Ask students if they like the story; you can get them to
rate it out of ten and vote for their favourite character.
• Pre-reading: Point to the first frame of the story and
ask students who they can see (Jack, Lucy, Ellie and • Ask students if they have seen any of the animals in the
Megabyte) and what clothes they can see (shorts, story. Ask students their favourite animals.
trousers, T-shirt).
Finisher
• Reading: Play the recording or the video. If you are using
• Play Who says this? Choose a character and read one of
the recording, encourage students to point to the correct
their speech bubbles, e.g. Can a fox run? Students guess
pictures and follow the speech bubbles as they listen.
the character, e.g. Ellie. Choose a child who guessed
• After reading: Play the recording again ask students correctly to choose another speech bubble to read.
questions about each frame. 1 What animal can you see?
(A squirrel.) 2 What’s Megabyte doing? (Watching the Workbook page 44
squirrel do tricks on the washing line.) 3 Why is Megabyte For answers and scripts see Teacher’s Guide page 148.
falling? (He tried to copy the squirrel.) 4 What’s Megabyte
doing? (Jumping out of the pond.) 5 What’s Megabyte Further practice
doing? (Running through the leaves.) 6 Who is Lucy’s Unit 6 Story Worksheet (Teacher’s Resource Centre)
favourite animal? (Megabyte)
104 Unit 6
Lesson 5 page 55 TEACHING TIP To practise writing the question, students
can copy it into their notebook before writing the answer.
Objectives
To present and practise four new items of vocabulary ANSWERS
using the Lesson 2 grammar. 1b Can a fox fly? No, it can’t.  
To practise a short Everyday English! role play taken from 2d Can a squirrel jump? Yes, it can.  
the story in Lesson 4. 3a Can a frog swim? Yes, it can.  
4c Can a bat run? No, it can’t.
Language and structures
Fast finishers
Active: bat, squirrel, frog, fox, jump, run, fly, swim; Can it
(fly)? Yes, it can. No, it can’t. What’s your favourite animal? • Ask fast finishers to choose one of the animals and write
A (horse). another question about it for a friend to answer.

Everyday English!: favourite animals

Materials
Unit 6 flashcards; Class Audio 4 Listen and repeat.  2•54
• Play the recording for students to listen, then play it again,
Warmer pausing after each line for students to repeat the phrases.
• Play the recording or the video again to refresh students’ Transcript
memory of the story.  2•50 A What’s your favourite animal?
1 Listen and point. Say.  2•52 B A horse!
• Introduce the new words using the flashcards. Hold up 5 Act it out.
the flashcards and say the words for students to repeat. • Model the dialogue a few times with more confident
• Play the recording for students to listen and point to students. If students’ favourite animal is one they have not
the pictures in their books. Play the recording again for yet learnt, teach them the word in English.
students to listen, point and repeat the words. • Ask students to stand up and move around. Play some
• Call out an animal from the story, i.e. frog, squirrel, bat, fox. music or the My Favourite Animal song  2•53. Pause the
Ask the class to find the words on page 54. music and ask students to stop and turn to the person
next to them. They take turns asking What’s your favourite
Transcript animal? and answering. Repeat until students have had
bat, squirrel, frog, fox   fox, frog, squirrel, bat
plenty of opportunities to practise the exchange.
2 Sing.  2•53 • Tell students they can use this question whenever they
• Play the song once through for students to listen. want to ask about a person’s favourite things. Get students
to suggest other questions they might ask, e.g. What’s your
• Play the song again, modelling actions (see Teacher’s
favourite colour/food?
Guide page 140 for song lyrics and suggested actions)
and encouraging students to copy them. Extension activity
• Play the song again. Students join in and do the actions. • Give students a piece of paper and ask them to draw
They can follow the lyrics on Class Book page 86. a picture of their favourite animal. They write three
sentences about it using can and can’t. Students can show
TEACHING TIP If students struggle to sing the whole song,
their pictures to the rest of the class and talk about their
divide the class into five groups. One group sings What’s
animal. Display them on the wall or allow students to take
your favourite animal? Give the other groups one of the
them home to show their parents.
Lesson 5 flashcards (bat, squirrel, frog or fox) and have
them hold it up and join in with their line. Swap the cards 6 Say it and write it in Polish.
around and repeat.
• Present the dialogue again and ask children to repeat in
Polish and write the sentences in their notebooks.
21ST CENTURY SKILLSCreativity and innovation
Finisher
Students learn how to express ideas through music.
• Play What number is it? See the Ideas Bank (Teacher’s
Guide page 134) for instructions.
3 Read and match. Write the answers.
• First ask students to read the questions and match them Workbook page 45
to the pictures of the animals, writing the number and the For answers and scripts see Teacher’s Guide page 148.
letter in their notebooks. They then write the answers to
the questions.
Further practice
Unit 6 Vocabulary and Grammar Worksheet 2
• Students can then check their answers with a partner, (Teacher’s Resource Centre)
taking turns to ask a question for their friend to answer.
• Check the answers as a class.

Unit 6 105
 Lesson 6 page 56 TEACHING TIP This approach can be motivating and
productive as it creates a need for language. Students
Objectives want to communicate their knowledge; you supply
To present a CLIL concept (Science). the language. This also provides excellent practice of
To use a structure and vocabulary to express a CLIL communication skills; remind students of phrases such as
concept. How do you say … in English?

Language and structures Transcript

Active: amphibian, mammal, bird, reptile, newt; frog, We can sort animals into groups. A frog is an amphibian.
fox, duck, tortoise, snake, chicken, squirrel, bat; A (fox) is a A fox is a mammal. A duck is a bird. A tortoise is a reptile.
(mammal). Can all (birds fly)? Can you sort these animals? Snake. Chicken. Newt. Squirrel.
Passive: questions, group
2 Look and say.
Materials • Ask students to look at the bottom row of pictures (snake,
Unit 6 flashcards; Class Audio; poster paper, chicken, newt, squirrel). Say the words for them to repeat.
coloured pens • Students can work in pairs or small groups to decide
which group they think each animal belongs to. Show
them the example, A snake is a reptile. Remind them to use
Warmer an before amphibian. Check the answers, asking students
• Play Little by little. See the Ideas Bank (Teacher’s Guide to give reasons, e.g. It isn’t a mammal. It hasn’t got four legs.
page 134) for instructions.
ANSWERS
1 Listen and read.  2•55 A snake is a reptile. A chicken is a bird. A newt is an
• Ask students to look at the four photographs to the right amphibian. A squirrel is a mammal.
of the text and name the animals. Then play the recording
3 Think Read the questions. What do you think?
and ask them to follow in their books.
• Say the bold words (amphibian, mammal, bird, reptile) for
• Read the questions together as a class, explaining
the meaning of all. Give students time to discuss the
students to repeat. Explain that these are some of the
questions in L1 in their groups and decide on a Yes or No
groups we use to sort animals. Ask if they can work out
answer for each question. Don’t confirm the answers at
from the example animals what the words are in their L1.
this stage.
• Get students to tell you what they know about the
different groups in L1, then see what they can say in TEACHING TIP If you think students will look ahead to
English, providing new vocabulary where necessary. For the answers in activity 4, you can ask them to close their
example, a mammal has got hair and either four legs or books and write the questions on the board!
two legs and two arms; a bird has got feathers; etc.
106 Unit 6
4 Look and read. Match the answers to the Transcript
questions in activity 3. 1 W hat’s your favourite animal? Guess! Erm, can it fly? Yes,
• Read the answers together as a class. Students match it can. Can it run? No, it can’t.
them to the questions in activity 3. How many did they 2 Can you guess my favourite animal? Can it fly? No, it can’t.
get right? Can it dive? No, it can’t.
3 What’s my favourite animal? Can it fly? Yes, it can. Can it
ANSWERS
run? Yes, it can.
Can all birds fly? No. This bird can’t fly, but it can swim!
Is a bat a bird? No. A bat can fly, but it isn’t a bird. It’s a Extension activity
mammal. Can all amphibians swim? Yes. Amphibians can • In pairs, students take turns to choose one of the animals
swim and walk. from activity 1 without telling their partner what it is. Their
partner asks the questions and follows the answers to find
5 Choose one group of animals and make a poster.
the animal.
• Divide the class into groups. Each group chooses a group
of animals (amphibians, mammals, birds or reptiles). 2 Sort the words and write sentences. Look at
• Students can use books and the internet to gather activity 1 and find the animals.
information and images. They then make a poster with • Students use the green words in each box to make one
pictures and text. Write useful structures on the board, e.g. sentence, and the blue words to make another. They write
A (mammal) has got (hair). This is a (horse). It’s a (mammal). the sentences in their notebooks, then work out which of
It’s got (four legs). It can (jump). It can’t (fly). the animals from activity 1 they describe.
Finisher ANSWERS
• Sit in a circle. Give animal flashcards to different students It can dive. It can’t fly. (frog)   It can fly. It can’t run. (bat)
and have them pass them around while you play music.
Our Values
Stop the music and ask students with cards to hold up the
card and say This is a (cow). It’s a (mammal). • Show the class the Our Values badge. Read out the value
(We are good losers) and discuss why it is important to
Workbook page 46 enjoy the game no matter if you win or lose.
For answers and scripts see Teacher’s Guide page 149.
3 Play the game and say.
Further practice • Hand out the craft worksheets and ask students to colour
Unit 6 CLIL Activity Worksheet (Teacher’s Resource Centre) them in. Assist and ask, e.g. What is it? Can it fly?
• Put students into groups of 3–4. Give each group a dice
Revision page 57 and counters. Students take turns to play. If they land on
an empty space, they don’t say anything. If they land on
Objectives an animal, they say the name e.g. It’s a (sheep). They can
To review the linguistic content of the unit. progress with the arrow only if they say a correct can/can’t
sentence e.g. It can (jump). If they cannot they must stay
To talk about a value.
and wait for the next turn.
Language and structures 4 Find these in Unit 6. Match and say.
Active: sheep, horse, cow, donkey, goat, pig, chicken, duck, • Ask students to find picture 1 on pages 50–51. Ask them to
frog, fox, squirrel, bat, Can it (fly)? Yes, it can. No, it can’t. use the blue speech bubble to make a question for their
(A frog) can/can’t (fly). partner to answer, e.g. Can a cow swim? They complete the
Passive: We are good losers. activity in pairs.
ANSWERS
Materials 1 cow  2 goat  3 pig  4 squirrel  5 fox  6 duck
Unit 5 and 6 flashcards; Class Audio; Craft Worksheet Unit
6 Revision (Teacher’s Resource Centre); dice, counters, Star Challenge
coloured pens • Ask the students to complete the Star Challenge
individually and self-review their progress.
Warmer
Finisher
• Play Odd one out with flashcards from Unit 5 and 6. See
the Ideas Bank (Teacher’s Guide page 134) for instructions.
• Play What card is it? with the Unit 6 flashcards. See the
Ideas Bank (Teacher’s Guide page 134) for instructions.
1 Listen and follow. Write the animal.  2•58 Give students clues by saying what the animal can/
• Tell students they are going to hear three dialogues and can’t do.
they have to work out the animals. Ask them to put their Workbook pages 47 and 72
finger next to the question at the top and move it down as
For answers and scripts see Teacher’s Guide page 149.
they listen to the recording. Model the first item.
• Play the recording again, pausing to check the answers. Further practice
Unit 6 Test (Teacher’s Resource Centre)
ANSWERS
1 bat  2 donkey  3 chicken

Unit 6 107
 Culture 3 Garden Visitors

Garden Visitors pages 58–59 • Play the recording for students to listen and point to the
correct pictures. Play the recording again for students to
Objectives listen, point, and repeat the words.
To present and practise six new items of vocabulary. • Put students into pairs. Ask them to take turns saying one
To think about animals we see in our gardens. of the words for their partner to listen, point to and repeat.
To review language from previous units. • Ask students which of the animals they have seen, either
locally, or for example when they have been on holiday.
Language and structures Transcript
Active: hedgehog, rabbit, butterfly, snail, mouse/mice, bee, hedgehog, rabbit, butterfly, snail, mouse, bee
fox, frog, bat, squirrel, bird, actions; A (snail) can’t (run), but it bee, butterfly, hedgehog, mouse, rabbit, snail
can (climb).
Passive: visitor, daytime, night time 2 Think Choose an animal. Ask and answer.
• Demonstrate the activity by saying Look at the mouse.
Materials Can it run? Can it fly? Look at the hedgehog. Can a
Class Audio; coloured pens, Unit 5 and 6 flashcards, hedgehog fly? Encourage students to answer Yes, it can
Culture 3 words (hedgehog, rabbit, butterfly, snail, mouse, or No, it can’t.
bee) written on cards • Divide the class into pairs and ask each child to choose an
animal from activity 1 to ask their partner questions about.
Warmer 3 Look, count and write.
• Play Yes or no with the Unit 6 flashcards. See the Ideas • Point to the picture of the garden. Ask students, What
Bank (Teacher’s Guide page 135) for instructions. animals can you see? (e.g. squirrels, foxes, hedgehogs,
• Ask students what animals they can see in the local rabbits, etc.)
neighbourhood. Talk about places they might see wildlife, • Point to the words in the box. Practise saying them with
e.g. in a park or garden. the class whilst pointing to the animals in the picture. Tell
1 Listen and point. Say.  2•61 students that instead of saying mouses in English for more
than one mouse, we say mice.
• Introduce the new words. Point to the pictures and say
the words for students to repeat. • Point to the word mice and ask How many mice are
there? Count them with the students, i.e. 1, 2! (One in the

108 Culture 3
 tree and one on the wall.) Say Yes, there are two mice. CULTURE NOTE Most houses in the UK have a garden, and
Show the students the example sentence ask them to
many have a front and back garden. Many gardens have a
copy into their notebooks.
grass lawn and flowerbeds, and lots of people also grow
• Repeat the process above with frogs, counting them as a vegetables to eat.
class and writing the sentence on the board for students
Gardening is a popular leisure activity, and there is
to copy.
increasing interest in gardening to attract wildlife, such as
• Ask students to count the rest of the animals and write birds and butterflies. Lots of people have bird feeders in
sentences independently. They can then check their their gardens.
answers with their partner by saying There are (two
Common garden wildlife includes bees, butterflies and
rabbits).
snails – often unpopular with gardeners because they eat
• Ask confident students to read their sentences to the class tender plants! Foxes are now common in urban areas, but
in order to check the answers. hedgehog populations are declining because of habitat
loss and the danger from cars. Grey squirrels are common
TEACHING TIP Some students can write the numeral
throughout most of the UK, and the rarer red squirrel can
instead of the number words, or just the number and the
be found in a few locations.
animal, e.g. 2 mice.

ANSWERS 6 Draw your favourite garden visitor. Talk about

There are … two mice; four frogs; two foxes; two snails; your picture.
six butterflies; three bats; eight bees; four squirrels; three • Say My favourite garden visitor is a (hedgehog). Ask
hedgehogs; two rabbits; two birds. students What’s your favourite garden visitor? Take
ideas from the class, e.g. butterfly or as a sentence My
4 Look and say. favourite garden visitor is a (butterfly).
• Ask students to look at the photographs. Ask them What • Ask students to look at the example picture in their books
can you see? Elicit the names of the animals (butterfly, and read the text in the speech bubble together.
mouse, fox, hedgehog, snail).
• Tell students to draw a picture of their favourite garden
5 Listen and read. Which animal can jump?  2•62 visitor. They can label the animal with its name, using the
Class Book to check their spelling.
• Give students a chance to look at the text next to each
picture and then follow it as you play the recording. • When students have finished, ask them to present their
pictures to each other in groups or as a class.
• Ask students which animal can jump, according to the
text (a mouse can jump). • After the show-and-tell session ask How many (snails)
are there? Count the (snails) on the students’ pictures as
• Ask students if they can work out the meaning of daytime
a class, 1, 2, 3, 4, 5, 6, and say together There are 6 (snails) or
and night time using the pictures and context. Discuss
simply 6! Repeat with the other animals and pictures.
the fact that some animals are active in the day time and
others (e.g. foxes, hedgehogs, bats) come out at night. Extension activity
Transcript • In a more confident class, or for fast finishers, ask students
There are lots of animals in my garden. In the daytime you to label their picture or write sentences about their
can see bees and butterflies. picture. Write the text from the speech bubble on the
Look, there’s a mouse, too! A mouse can’t fly, but it can climb board with some of the words underlined: This is my
and it can jump. favourite garden visitor. It’s a butterfly. It can’t run, but it can
Now it’s night time. There’s a fox and a hedgehog, and there’s fly. Explain to students that they can copy the text but
a snail! A snail can’t run, but it can climb. change the underlined words to match their own picture.
Look at each underlined word and ask them for examples
Compare garden visitors in Poland and in
Think of other words that could replace it (e.g. butterfly could be
the UK. replaced with fox, hedgehog, etc.).
• Tell students about garden wildlife in the UK (see Culture 21ST CENTURY SKILLSCommunication
Note, below). Ask students about Poland, e.g. Are there
Students communicate the same information in different
(foxes)? Ask students who have access to gardens to
ways: drawing pictures, speaking and writing.
tell you what animals visit them, providing any new
vocabulary as necessary.
• Discuss what people can do to make their gardens more Finisher
attractive to wildlife, e.g. growing flowers for insects, • Play Mime the word with animal words. See Ideas Bank
putting food out for birds, having a pond to attract birds (Teacher’s Guide page 134) for instructions.
and animals and provide a habitat for amphibians.

Culture 3 109
 7 Picnic Time!

Lesson 1 pages 60–61 small blanket to help describe picnic. Say It’s picnic time!
What can we eat?
Objectives • Take out the flashcards and place them on the board.
To present and practise eight new items of vocabulary. Point to the flashcards and say the words for the students
To review vocabulary and grammar from previous units. to repeat.
• Books open. Ask students to look at the picture and say
Language and structures what season it is (summer) and how they know (it’s sunny
Active: chicken, rice, pasta, milk, salad, yogurt, cheese, and hot). What fruit can they see? (An apple, a pear, three
bread, duck; There’s (chicken) and (salad). bananas.) Talk about what the people in the picture are
wearing. Play the recording for students to listen and
Extension: juice, crisps, biscuits
point to the food in the picture. Play the recording again
Passive: picnic, alphabetical order for students to listen, point and repeat the words.

Materials TEACHING TIP You can use toy food instead of the
Unit 7 flashcards; Level 1, Unit 2 flashcards; Class Audio; flashcards if you have it.
Alphabet poster; basket and small blanket, toy food
(optional); coloured pens / pencils Transcript
chicken, rice, pasta, milk, salad, yogurt, cheese, bread
Warmer rice, bread, chicken, pasta, milk, salad, cheese, yogurt
• Play Little by little to review fruit vocabulary using Extension activity
flashcards from Level 1, Unit 2. See the Ideas Bank
(Teacher’s Guide page 134) for instructions. • Place the Unit 7 flashcards and Level 1, Unit 2 flashcards
on the board. Put students into pairs. Give each pair a
• Ask questions about the flashcards, e.g. What colour is it?
piece of paper. Ask them to choose three foods to take on
Do you like (apples)? What’s your favourite fruit?
a picnic and draw them on their paper. Students can write
1 Listen and point. Say.  3•01 the words underneath each picture. Ask students to stand
up and tell the class their picnic foods.
• Books closed. Introduce the new words using the Unit 7
flashcards. Place the flashcards in a basket and under a

110 Unit 7
2 Play Watch my lips. Ask students which letter comes first in the alphabet (E)
• Use the Unit 7 flashcards. See the Ideas Bank (Teacher’s and explain that this means cheese comes before chicken.
Guide page 134) for instructions. Write the words in order below bread.
• If students can do the activity confidently, gradually • Divide the class into pairs to complete the activity orally.
increase the number of flashcards on the board until all
TEACHING TIP Pair confident students with students who
eight are displayed.
need support and get them to work together to complete
3 Chant and move.  3•02 the activity.
• Display the Unit 7 flashcards on the board in the following
ANSWERS
order: chicken, salad, pasta, rice, bread, yogurt, milk,
cheese. Play the chant through once for students to listen, bread, cheese, chicken, milk, pasta, rice, salad, yogurt
pointing to the flashcards as each food is mentioned. Fast finishers
• Divide the class into eight groups and give each group • Ask fast finishers to draw a picture for each word to make
one flashcard. When the group hears their food in the a list. When they have practised writing the words in the
chant they stand up and join in with the repetition of Workbook, they can come back and label their pictures.
the word.
• Play the chant once more and ask students to join in with Self-review
as much as they can. They can do mimes for the different • Ask students to take out red, orange, and yellow coloured
foods, e.g. tearing a piece of bread, gnawing a chicken pens / pencils (or cards, if they have them). Tell them that
drumstick, drinking milk. red means Great, orange means Good and yellow means
OK. Ask students to hold up the colour which shows how
Transcript well they think they can remember the new words.
Picnic time! Picnic time!
Are you hungry? It’s picnic time! Find it!
There’s chicken. Chicken! • Point to Lucy’s tablet and ask students what they can see
And salad. Salad! (a duck). Ask students to find a duck in the main picture.
There’s pasta. Pasta! (It’s at the edge of the pond in the reeds on page 60.)
And rice. That’s nice!
EXTENSION VOCABULARY If you introduce these words,
Picnic time! Picnic time! point to the pictures in the book, say and ask the students
Are you hungry? It’s picnic time! to point and repeat. Encourage students to use these
There’s bread. Bread! words orally as the unit progresses.
And yogurt. Yogurt!
There’s milk. Milk! Mixed ability
And cheese. Yes, please!
• To provide extra challenge for higher-ability students, you
4 Play The chain game. can ask them to decide who the family members are in
• Demonstrate the game as a class. Ask a child to choose the picture. They can then take turns to describe and find
and say a food, e.g. chicken. Choose another food and people in the picture, e.g. He’s wearing a blue T-shirt. (Dad)
say, e.g. There’s chicken and salad. Nominate another 21ST CENTURY SKILLSInitiative and self-direction
child to choose a third food and help them to say, e.g. Students review language from previous units.
There’s chicken, salad and rice. Continue around the class
extending the chain. • Use the picture in the book to teach the extension
vocabulary: juice, crisps and biscuits. Ask students to record
TEACHING TIP You can put the flashcards in order to or write the words in their notebooks using pictures or
help you to remember what comes next and to prompt translations.
students if they need support.
• Less confident students can work in pairs to review the
• When students have the idea, divide them into groups to vocabulary from this lesson by drawing pictures for their
play independently. partner to guess.

Be a Megastar: Say the foods in alphabetical order. Finisher

• Book closed. Review the alphabet using the Alphabet • Play Bingo with the Unit 7 and Level 1, Unit 2 flashcards.
poster or write the alphabet on the board. Point to the See the Ideas Bank (Teacher’s Guide page 135) for
letter A and ask if any of the new words from this lesson instructions. In a less confident class, ask students to draw
begin with A (no). Point to the letter B and ask again pictures of the food/drink. In a more confident class, ask
(bread). Ask students how to spell bread and write it on students to write the food/drink words.
the board.
Workbook pages 48 and 71
• Repeat with C to elicit cheese and chicken. Ask students to
For answers and scripts see Teacher’s Guide page 149.
spell the words and write them one above the other. Point
out that the first two letters are the same and tell students Further practice
we have to look at the first different letter to decide Unit 7 Vocabulary and Grammar Worksheet 1
which comes first. Point to I in chicken and E in cheese. (Teacher’s Resource Centre)

Unit 7 111
 Lesson 2 page 62 TEACHING TIP In a less confident class, hold the flashcard
under the happy face and have all the students say, I like
Objectives (yogurt). Move it under the sad face and have them all say
To present a new grammar structure. I don’t like (yogurt). Then have one student come to the
To practise the new grammar with the Lesson 1 front and place the flashcard and say the correct sentence
vocabulary. for them.

Language and structures Transcript

Active: I like (salad). I don’t like (cheese); milk, chicken, pasta, Jack I don’t like cheese.
rice, salad, yogurt, cheese, bread Lucy I like salad!
Passive: list
2 Listen and draw  or .  3•04
Materials • Ask students Who’s this? and What’s this? to elicit Ellie
Unit 7 flashcards; Class Audio and the names of the foods. Tell students they are going
to hear Ellie talking about her likes and dislikes.
• Write the numbers 1–8 on the board and ask students to
Warmer do the same in their notebooks. Play the first sentence.
• Play the chant from Unit 7 Lesson 1 page 61  3•02 for Ask students to repeat the sentence, I like pasta, and make
students to listen and join in if possible. a happy or sad face to match (happy). Draw a happy face
on the board next to number 1.
1 Listen and read. Say.  3•03
• Point to the picture and ask Is Jack happy? (No) Is Lucy • Play the rest of the recording, pausing after each sentence
to allow students time to draw a face in their notebook.
happy? (Yes)
• Play the recording for students to listen and read, then
• Ask students to compare their answers with a partner
before playing the recording again, pausing to check the
play it again and encourage them to repeat the grammar
answers as a class.
structure. Students can shake their head when they say
don’t like and nod their head when they say like. ANSWERS
• Draw a happy face on the left and a sad face on the right 1   2   3   4   5   6   7   8 
of the board. Take a food flashcard and say I like (pasta).
Transcript
Stick the flashcard on the left. Take another flashcard and
1 I like pasta.
say I don’t like (chicken). Stick the flashcard on the right.
2 I don’t like chicken.
• Invite a child to the front and give him or her one of 3 I like cheese.
the other flashcards. The child says I (don’t) like (yogurt) 4 I don’t like milk.
and sticks the flashcard on the correct side of the board. 5 I like rice.
Repeat with the other flashcards and different students.
112 Unit 7
6 I like salad. Warmer
7 I don’t like bread. • Play Four in a row. See the Ideas Bank (Teacher’s Guide
8 I like yogurt. Yum! page 135) for instructions.
3 Draw  or  for you. Compare with a friend. 1 Sing.  3•06
• Point to picture 1 in activity 2 and ask a students to make • Model the /p/ and /pl/ sounds for students to repeat.
a happy face if they like it, and a sad face if they don’t. • Play the song once through for students to listen and
Smile and say I like pasta, then elicit the same sentence point to the foods in the picture as they hear them.
from another smiling child. Write 1 and a happy face on
the board. Encourage a child with a sad face to say I don’t
• Play the song again, modelling actions for the song (see
Teacher’s Guide page 140 for song lyrics and suggested
like pasta; change the happy face to a sad one.
actions) and encouraging students to copy.
• Tell students to write the numbers 1–8 again in their
notebooks. Ask them to record their own likes and dislikes
• Play the song again. Ask students to sing along, using the
lyrics on Class Book page 86. Ask them to find a sentence
by drawing happy or sad face next to the numbers.
in the song that contains both the /p/ and /pl/ sounds.
• When they have recorded their likes and dislikes, they
should compare with a friend (or with several friends in a 2 Read and point. What do they take for the picnic?
group) to see how many are the same. Feedback as a class • Read the sentences aloud together as a class, pausing
to establish the most and least popular foods. Are there after each one for students to point to the food(s)
any that everybody likes or dislikes? mentioned.
TEACHING TIP If you wish, you can teach some or all of the • Read the first two sentences again and explain that one
students language for agreeing. To agree with a positive person doesn’t like pasta, but they both like chicken.
sentence, they should add too, e.g. I like milk, too. To agree Which food do they take? Repeat for the remaining
with a negative sentence, they add either, e.g. I don’t like sentences. Ask students to tell you if they like all the foods.
cheese, either. ANSWERS
chicken, salad, bread, yogurt
4 Write two lists.
TEACHING TIP If you wish, you can highlight conjunctions
• Ask students to divide a page of their notebooks in two here. If students like both foods they say I like bread and
with a vertical line. On the left, they write I like and draw a yogurt. If they like one but not the other, they say I don’t
happy face; on the right they write I don’t like and draw a like bread but I like yogurt (as in the song). If they don’t like
sad face. either, they can say I don’t like bread or yogurt. You can
• Students write the foods from Lesson 1 on the left or the show this using plus and minus symbols: + + and, + - but,
right according to their likes and dislikes. Fast finishers can - - or.
add other likes and dislikes, e.g. other food words they
know, animals, etc.
3 Make a food plate. Say.
Finisher • Show students the photograph and tell them that they
• Play a circle game. Say I like (cheese). If the sentence is are going to make a plate like the ones in the picture.
true for them, students change places with someone else. • Make sure each child has the craft worksheet along with a
The last person to sit down says the next sentence. paper plate, coloured pens, scissors and glue.
• Students colour the food pictures and cut them out,
Workbook page 49
along with the headings. They stick the pictures under the
For answers and scripts see Teacher’s Guide page 149. headings on the plate. Monitor and help throughout. Ask
questions, e.g. What is it? Do you like (chicken)?
Lesson 3 page 63 • Ask students to tidy up their materials.
• Put students into pairs. Ask them to compare their likes
Objectives and dislikes using their plates, saying I like (cheese) or I don’t
To sing a song using the Lesson 1 vocabulary and the like (cheese). Students can swap partners and repeat, trying
Lesson 2 grammar. to find someone with the same likes and dislikes.
To work on pronunciation /p/ and /pl/.
Finisher
To do a personalization activity that involves a simple
• Play Pass the flashcards. See the Ideas Bank (Teacher’s
craft activity.
Guide page 134) for instructions.
Language and structures English at home
Active: I like (salad). I don’t like (cheese); milk, chicken, pasta, • Students can sing the song to their families at home. They
rice, salad, yogurt, cheese, bread can also take home their food plate to show their family.
Passive: food, plate
Workbook page 50

Materials For answers and scripts see Teacher’s Guide page 149.
Unit 7 flashcards; Class Audio; Craft Worksheet Unit 7
Lesson 3 (Workbook page 75); paper plates, scissors, glue,
coloured pens
Unit 7 113
 Lesson 4 page 64 Story Are You Hungry?
Megabyte I’m hungry!
Objectives Jack Me, too!
To develop comprehension skills and preview new Jack I like chicken.
vocabulary in the context of the story. Megabyte I don’t like chicken. I like chips.
Megabyte I like ice cream!
Language and structures Megabyte I like sweets.
Lucy Megabyte! What’s wrong?
Active: chicken, chips, ice cream, sweets, water; What’s
Megabyte I feel sick!
wrong? I feel sick. I like (water). I don’t like (sweets). I’m
Lucy I like ice cream!
hungry. Me, too.
Megabyte No! I like water.
Jack Oh, Megabyte.
Materials
Unit 7 flashcards; Class Audio Act.
• Divide the class into groups of four to act out the story.
Warmer Allow students time to practise in their groups, then invite
• Play the song from Unit 7 Lesson 3 page 63  3•06 for groups to act out the story for the class.
students to listen and join in with, miming the actions. Think Talk about the story.
1 Listen and read.  3•08 • Ask students whether or not they like the story; you can
• Pre-reading: Point to the first frame of the story and ask get them to rate it out of ten.
students who they can see in the picture (Jack, Lucy, • Ask students what foods and drinks they can see in the
Ellie and Megabyte). Where are they? (At a fair.) story (chicken, chips, pasta, salad, ice cream, sweets,
• Reading: Play the recording or the video. If you are using water). Which are healthy and which are unhealthy?
the recording, encourage students to point to the correct Discuss why it is important not to eat too much of the
pictures and follow the speech bubbles as they listen. unhealthy foods (they can make us feel unwell in the short
term and are also bad for our health in the long term).
• After reading: Play the recording again and ask students
But tell students it is okay to have them every so often as a
questions about each frame. 1 What do the students
treat! You can ask students to sort the foods from this unit
want? (Food) 2 What food does Jack like? (Chicken)
into ‘everyday’ foods and ‘treat’ foods. Ask students what
Does Megabyte like chicken? (No! He likes chips.) 3 What
their favourite treat foods are.
food does Megabyte like? (Ice cream) 4 What food does
Megabyte like? (Sweets) 5 How does Megabyte feel? (Sick) 21 CENTURY SKILLS Critical thinking and problem solving
ST

Why? (He ate too much unhealthy food!) 6 What does Students think about cause and effect and sort foods into
Megabyte like now? (He likes water. It’s healthy.) categories.

114 Unit 7
Finisher 3 Follow with your finger. Say and write. Listen and
• Play Who says this? Choose a character and read one of check.  3•12
their speech bubbles, e.g. I like chicken. Students tell • Ask the class to tell you the food/drink they can see
you the name of the character, e.g. Jack. Choose a child (sweets, ice cream, water, chips). In a less confident class, call
who guessed correctly to choose another speech bubble out the food/drink and ask students to point and repeat.
to read. • Ask students to look at picture 1. Read the speech bubble
(I like …) together and then ask students to use their
Workbook page 51
finger to follow the line to the food and complete the
For answers and scripts see Teacher’s Guide page 150. sentence (ice cream). They write the complete sentence
Further practice (I like ice cream.) in their notebooks and then complete the
Unit 7 Story Worksheet (Teacher’s Resource Centre) activity with a partner. Less confident students can just
write the foods (e.g. ice cream). Ask students to check their
spelling of the food items with activity 1.
Lesson 5 page 65
• Check answers and ask the students to repeat the
sentence and then say a sentence that is true for them.
Objectives
To present and practise four new items of vocabulary Transcript/Answers
using the Lesson 2 grammar. 1 I like ice cream.   2 I like chips.   3 I like sweets.  
To practise a short Everyday English! role play taken from 4 I like water.
the story in Lesson 4.
Everyday English!: talking about illness
Language and structures 4 Listen and repeat.  3•13
Active: ice cream, chips, water, sweets; I like (water). I don’t • Play the recording for students to listen, then play it again,
like (sweets); What’s wrong? I feel sick. My (tummy) hurts. pausing after each line for students to repeat the phrases.
Passive: I’m OK.
Transcript
Materials A What’s wrong?
Unit 7 flashcards; Class Audio; Level 1, Unit 5 flashcards B I feel sick and my tummy hurts!
(optional)
5 Act it out.
• Model the dialogue a few times with more confident
Warmer students. When you say I feel sick and my tummy
• Play the recording or the video again to refresh students’ hurts! hold your stomach and act unwell and encourage
memory of the story.  3•08 students to do the same.
1 Listen and point. Say.  3•10 • Ask students to practise the dialogue with a partner a
few times. Then model a new dialogue, holding your
• Introduce the new words using the flashcards. Hold up head and saying My head hurts! Review body parts
the flashcards and say the words for students to repeat.
(you can use the flashcards from Level 1, Unit 5) and ask
• Play the recording for students to listen and point to students to repeat the phrase using different body parts,
the pictures in their books. Play the recording again for e.g. My (arm) hurts.
students to listen, point and repeat the words.
• Allocate students a letter, A or B, and ask them to stand
• Ask the students to find the foods in the story on page 64. up. The B students act out an ailment, e.g. holding their
leg and acting unwell. The A students walk around the
Extension activity
room, asking What’s wrong? After a few minutes, swap
• Place the flashcards from Lesson 1 and Lesson 5 on the roles so that the B students ask the A students.
walls around the room. Put students into groups of 3–4.
Number each group. Say Group 1 to walk to the (chips).
• Tell students they can use this exchange when they want
to ask what’s wrong with someone and when they feel
Group 2 to walk to the (rice), etc. Less confident students
unwell.
can repeat the word when they reach the flashcard. More
confident students can form an I (don’t) like sentence. 6 Say it and write it in Polish.
Transcript • Present the dialogue again and ask children to repeat in
ice cream, chips, water, sweets Polish and write the sentences in their notebooks.
chips, ice cream, sweets, water
Finisher
2 Sing.  3•11 • Play What card is missing? with the Unit 7 flashcards. See
• Play the song once through for students to listen. the Ideas Bank (Teacher’s Guide page 134) for instructions.
• Play the song again, modelling actions (see Teacher’s Further practice
Guide page 140 for song lyrics and suggested actions) Unit 7 Vocabulary and Grammar Worksheet 2
and encouraging students to copy them. (Teacher’s Resource Centre)
• Play the song again. Students join in and do the actions.
They can follow the lyrics on Class Book page 87.

Unit 7 115
 Lesson 6 page 66 • Ask students in pairs to tell each other whether they like
the foods pictured, using I (don’t) like …
Objectives
Transcript
To present a CLIL concept (Science). Your tongue can taste different foods.
To learn vocabulary and grammar through a CLIL Chips are salty. Boy I like chips!
concept. Ice cream is sweet. Girl I like ice cream!
Lemons are sour. Boy I don’t like lemons!
Language and structures Look at the picture. Where on your tongue do you taste
Active: tongue, taste, salty, sweet, sour, chips, ice cream, chips, ice cream and lemons?
lemons, cheese, sweets; Do you like (salty foods)? Yes, I do.
No, I don’t. I like (chips). I don’t like (lemons). What’s your 2 Listen and number the missing words.  3•15
favourite (salty) food? • Ask students to say the words in the box aloud and copy
Passive: survey, most popular them into their notebooks, leaving a space next to each
one. Tell them that these words are missing from the
Materials dialogue. They will hear the complete dialogue and need
Unit 7 flashcards; Class Audio to write the numbers next to the correct words in their
notebook.
• Give students a minute to read the dialogue, then play the
Warmer recording, pausing to give them time to write the answers.
• Play Kim’s game. See the Ideas Bank (Teacher’s Guide • Play the recording again for them to check their answers,
page 134) for instructions.
then play it a final time, pausing after each sentence for
1 Listen and read. Say for you.  3•14 students to repeat and to confirm the answers.
• Give students a chance to look at the pictures and tell you ANSWERS
in L1 what they think the text is going to be about. 1 sweets  2 sour  3 salty  4 chips
• Play the recording and ask students to follow in their books.
Transcript
Ask students to find the tongue that shows sweet and point
Do you like sweet foods? Yes, I do. I like sweets and
to it, then point to above an area on their own tongue
chocolate. Do you like sour foods? No, I don’t.
without touching it. Ask if they can think of other sweet
Do you like salty foods? Yes, I do. I like chips.
foods, e.g. sweets or chocolate. Repeat for salty and sour.
3 Do a class survey. Find the most popular foods.
TEACHING TIP Students can tell you foods in L1 that they
don’t know in English. Tell students the English word and • Ask students to copy the table outline and headings into
write it on the board with the translation, so that students their notebooks (but not the ticks, crosses or foods).
can use the vocabulary in activity 3.

116 Unit 7
• Model the questions students are going to ask: Do Extension activity
you like (salty/sweet/sour) foods? and What’s your • Divide the class into groups of 3 or 4. Students take turns
favourite (salty/sweet/sour) food? by interviewing a to choose a food and spell it out for the others using I like
student. Students make a tick for a Yes, I do answer, and a and I don’t like sentences. Students can use the grid to
cross for No, I don’t. They should write the favourite foods. spell any of the foods from the table, along with cheese
• Practise the questions as a class, then ask the students to and salad.
interview their friends and complete their tables.
• Use the tables to work out the favourite salty, sweet and 2 Sort the words. Write two sentences, a question
sour foods and which type of food the class prefers. and an answer.
• Explain that there are two sentences, one question
Finisher and one answer in the box. Each is in a different colour.
• Play Musical flashcards. See the Ideas Bank (Teacher’s Guide Students sort and order the words and write them in their
page 135) for instructions. notebooks.
ANSWERS
Workbook page 53
I like cheese. I don’t like yogurt. Do you like salad? Yes, I do.
For answers and scripts see Teacher’s Guide page 150.
Further practice 3 Make a food book. Say.
Unit 7 CLIL Activity Worksheet (Teacher’s Resource Centre) • Show students the photo and tell them they are going to
make their own books about food.
• Hand out the craft worksheets and read the headings
Revision page 67
together. Ask students to draw a food in each box. Move
around the class offering help and asking questions, e.g. Do
Objectives
you like (salad)? What is your favourite food/drink? Is it
To review the linguistic content of the unit. healthy? etc. Fast finishers can decorate the cover.
To talk about a value. • Give out scissors and show students how to make
the book.
Language and structures
• Put students into pairs to show their books and talk about
Active: bread, sweets, pasta, ice cream, milk, water, rice, the pictures, e.g. This is my food book. I like (rice). I don’t like
yogurt, chicken, chips, cheese, salad; I like (cheese). I don’t like (sweets). My healthy food is (salad).
(yogurt). Do you like (salad)? Yes, I do. No, I don’t.
• Pair up students with a new partner and repeat.
Passive: We choose healthy food.
Our Values
Materials • Show the class the Our Values badge. Read out the value
Unit 7 flashcards; Class Audio; Craft Worksheet Unit 7 (We choose healthy food) and discuss why it is important to
Revision (Teacher’s Resource Centre); scissors, eat healthy food to look after ourselves.
coloured pens
4 Find these in Unit 7. Match. Ask and answer.
Warmer • Read through the words as a class. Ask students to find
picture 1 on pages 60–61. Ask them to use the blue
• Play Tic-Tac-Toe. See the Ideas Bank (Teacher’s Guide speech bubble to make a question for their partner to
page 135) for instructions.
answer: Do you like pasta? They complete the activity in
1 Listen and write the letters to make a food.  3•18 pairs.
• Ask students to look at the pictures in the table and say ANSWERS
the names of the food and drink (bread, sweets, pasta, etc.) 1 pasta  2 cheese  3 chicken  4 salad  
• Show students how to use the table. Say I like milk. Ask 5 ice cream   6 chips
students to find the milk picture and read along from the
Star Challenge
happy face to find the letter (b). Repeat with a few more
examples, including some I don’t like sentences. • Ask the students to complete the Star Challenge
individually and self-review their progress.
• Tell students they are going to hear sentences and they
should write the corresponding letters from the table. Finisher
If they are correct, the letters will spell the name of a food.
• Play Picture bingo. See the Ideas Bank (Teacher’s Guide
• Play the recording, pausing to allow students time to find page 135) for instructions.
and write the letters. Ask them to compare answers with
a partner, then play the recording again and check as a English at home
class. Students take their food book home to show their families.
ANSWER
chicken
Workbook pages 54 and 72
For answers and scripts see Teacher’s Guide page 150.
Transcript Further practice
I like pasta. I like water. I don’t like ice cream.
Unit 7 Test (Teacher’s Resource Centre)
I like pasta. I like chips. I like sweets. I don’t like bread.

Unit 7 117
 8 Let’s Play!

Lesson 1 pages 68–69 • Point to the flashcards again and say the words for
students to repeat.
Objectives • Books open. Ask students to find the new vocabulary
To present and practise eight new items of vocabulary. items in the picture. Talk about what else they can see in
To review vocabulary and grammar from previous units. the picture, reviewing actions (run, swim, dive, etc.) clothes
and colours. Review numbers to 20 and ask which they
Language and structures can see in the picture.
Active: canoe, paddle, goal, football, helmet, rollerskates, • Play the recording for students to listen and point to the
board game, counters, ice cream, toys, colours, clothes, items in the picture. Play the recording again for students
numbers; How many (helmets)? (Twelve.) to listen, point and repeat the words.
Extension: lifejacket, hoop, ramp Transcript
Passive: We’re outside! We’re having fun! pairs canoe, paddle, goal, football, helmet, rollerskates, board
game, counters
Materials goal, counters, paddle, helmet, board game, football,
Unit 8 flashcards; Class Audio, coloured pens / pencils rollerskates, canoe

2 Play Walk to the card.

Warmer • See the Ideas Bank (Teacher’s Guide page 135) for
• Tell the students that in this unit they are going to be instructions.
learning about toys and games.
• Play Draw and guess to review toys students already know TEACHING TIP You can play this game in teams, with the
(from Level 1, Unit 3 and this level, Unit 1). See the Ideas first child from each team walking as quickly as they can
Bank (Teacher’s Guide page 135) for instructions. to the flashcard you name. The first person to the card
gets a point for their team. These students go to the back
1 Listen and point. Say.  3•21 of the line and the next child in each team has a turn.
• Books closed. Introduce the new words using the Unit 8
flashcards. Place the flashcards on the board and say the
words for students to listen.

118 Unit 8
3 Chant and move.  3•22 ANSWERS
• Ask eight students to come to the front and give each football and goal; board game and counters; canoe and
one a flashcard. The students hold up the flashcards paddle; rollerskates and helmet
in turn and the rest of the class says the word. Play the 21ST CENTURY SKILLSCritical thinking and problem-solving
chant through once for students to listen. Encourage the
Students learn to organize vocabulary by making links.
students at the front to hold up the flashcards when they
hear their word.
• Ask the students with the flashcards to get themselves Self-review
into the order of the items in the chant. The rest of the • Ask students to take out red, orange, and yellow coloured
class can help them. Play the chant again to check the pens / pencils (or cards, if they have them). Tell them that
order. red means Great, orange means Good and yellow means
• Ask students to think of mimes for rollerskating, playing OK. Ask students to hold up the colour which shows how
football, canoeing and playing a board game. Play the well they think they can remember the new words.
chant again and have the students without flashcards do Find it!
the mimes. All the students join in.
• Point to Jack’s notebook and ask students what they can
Transcript see (ice cream). Ask students to find the ice cream in the
We’re outside! We’re having fun! main picture (in the hands of the child sitting behind the
We’re outside! We’re having fun! skateboard ramp on page 69).
A football and a goal.
EXTENSION VOCABULARY If you introduce these words,
A canoe and a paddle.
point to the pictures in the book, say and ask the students
A board game and counters.
to point and repeat. Encourage students to use these
A helmet and rollerskates.
words orally as the unit progresses.
We’re outside! We’re having fun!
We’re outside! We’re having fun!
A board game Mixed ability
A canoe • To provide extra challenge for higher-ability students, you
A goal can ask them to work in pairs, taking turns to describe
Counters people in the picture for their partner to find, e.g. He’s
A football wearing a blue T-shirt and red shorts. He can dive. They can
A helmet also ask their partner to spot things in the picture, e.g.
Rollerskates Where’s the (basketball)?
A paddle • Use the picture in the book to teach the extension
We’re outside! We’re having fun! vocabulary: lifejacket, hoop, and ramp. Ask students
We’re outside! We’re having fun! to record or write the words in their notebooks using
pictures or translations. Ask them to think about what
4 Play How many? objects these items could be paired with, e.g. canoe and
• If necessary, review numbers to 20 using the chant from life jacket; basketball and hoop; skateboard and ramp.
the Starter Unit, Lesson 1.  1•08
• Less confident students can work in pairs to review the
• Ask students to look at the picture. Ask How many vocabulary from this lesson by drawing pictures for their
helmets? Students find, count and answer Twelve. Repeat partner to guess.
with another example, e.g. How many girls? Divide the
class into pairs. Finisher
• Students take turns to ask and answer about items in the • Play Musical flashcards. See the Ideas Bank (Teacher’s
picture. When they have had a chance to play, you can Guide page 135) for instructions.
hold up the flashcards in turn and nominate a child to ask
Further practice
the question How many (paddles)? for the rest of the class
Unit 8 Vocabulary and Grammar Worksheet 1
to answer.
(Teacher’s Resource Centre)
Be a Megastar: Close your book. Do actions and say
the words in pairs, e.g. football and goal.
• Book closed. Display the flashcards on the board. Point
to the goal flashcard and ask students which flashcard
it goes with (football). Place these two side by side and
write football and goal. Ask students to do an action to
represent the words, e.g. kicking a ball and celebrating
a goal.
• Students can complete the activity individually or in pairs.
If working in pairs, one child can do the action for the
other to guess the words. Check the answers by asking
individual students to do actions for the rest of the class to
say the words.

Unit 8 119
 Lesson 2 page 70 someone guesses correctly and say Yes! I’ve got (a football).
The child who guessed can come to the front and choose
Objectives another card.
To present a new grammar structure. Transcript
To practise the new grammar with the Lesson 1 Lucy Look! I’ve got a board game.
vocabulary. Jack I haven’t got a counter.
Lucy It’s OK. I’ve got two counters!
Language and structures
Active: I’ve got (a board game). I haven’t got (a counter); 2 Listen and write the number.  3•24
football, goal, board game, counter, rollerskates, helmet, • Ask students to look at the pictures and say the things
canoe, paddle that they can see (football, helmet, paddle, etc.).
Passive: It’s OK. • Tell students they are going to hear the children talking
about what they have and haven’t got and they should
Materials write the number in their notebook. Do the first one as an
Unit 8 flashcards; Class Audio example together, telling students to listen carefully for
whether the child says I’ve got or I haven’t got rather than
just focusing on the objects.
Warmer
• Play the rest of the recording. Students complete the
• Play the chant from Unit 8 Lesson 1 page 69  3•22 for activity individually before comparing their answers with
students to listen and join in if possible.
a partner. Play the recording again and check the answers
• Place the Unit 8 flashcards on different students’ desks as a class.
around the room. Ask students to hold up the correct
flashcard when they hear the word. Play the chant again. ANSWERS
7, 6, 1, 8, 3, 2, 5, 4
1 Listen and read. Say.  3•23
Transcript
• Point to the picture and ask students to say the names of I’ve got a canoe. I haven’t got a paddle.
the course characters. Ask What has Lucy got? (A board
I’ve got rollerskates. I haven’t got a helmet.
game and counters.) How many counters? (2)
I haven’t got a goal. I’ve got a football.
• Play the recording for students to listen and read, then I haven’t got a counter. I’ve got a board game.
play it again and encourage them to repeat the grammar I’ve got a paddle. I haven’t got a canoe.
structure. I haven’t got rollerskates. I’ve got a helmet.
• Choose a flashcard without letting the students see. I haven’t got a board game. I’ve got a counter.
Encourage them to guess what’s on it. If they guess I’ve got a goal. I haven’t got a football.
incorrectly, say No. I haven’t got (a helmet). Continue until

120 Unit 8
3 Play Pairs. • Ask students to find words in the song that contain the /f/
• Point out that each child in activity 2 is missing and /v/ sounds.
something, and that another of the students has what
2 Listen and point. Who isn’t in the song?  3•26
they need. Look at the example together and establish
that pictures 3 and 7 make a pair. • Point to the pictures and ask students to say the names of
the items they know.
• Divide the class into pairs. Students take turns to choose
a picture and say sentences. Their partner finds the • Play the song once through for students to listen and
matching pair and says the sentences. point to the objects in the pictures as they hear them.
• Ask students to tell you which of the children in the
4 Write two lists. pictures aren’t mentioned in the song.
• Ask students to divide a page of their notebooks in two ANSWER
with a vertical line. On the left, they write I’ve got; on the The children with the basketball.
right, they write I haven’t got.
• Students write the objects from Lesson 1 on the left or 3 Make a bingo board. Play and say.
the right according to whether they have each item or • Tell students that they are going to make a bingo card like
not. Fast finishers can add to their lists with other toys, the one in the first picture and play together.
pets, etc. • Make sure each child has coloured pens and scissors.
Finisher • Students colour the numbers and cut them out along
with their bingo card. While they are doing this, write the
• Play What card is missing? See the Ideas Bank (Teacher’s
numbers 11–20 on the board with one of the words from
Guide page 134) for instructions.
Lesson 1 next to each number. Write two more toys from
Workbook page 56 Unit 1 Lesson 5, e.g. basketball and puzzle, next to the
remaining two numbers. Collect the flashcards for all ten
For answers and scripts see Teacher’s Guide page 150.
items in a pile and shuffle them.
• Play Bingo! as a class. The students place six numbers from
Lesson 3 page 71 11–20 on their card. Take a flashcard from the pile and
show it to the students. Students find the matching word
Objectives and number on the board and check their board. If they
To sing a song using the Lesson 1 vocabulary and the have that number, they say I’ve got a (football) and turn
Lesson 2 grammar. over the number. If not, they say I haven’t got (a football).
To work on pronunciation /f/ and /v/. When they have turned over all of their six numbers, they
To do a personalization activity that involves a simple shout Bingo! and tell the class which numbers they’ve got,
craft activity. e.g. I’ve got twelve, eighteen, sixteen, etc.

TEACHING TIP If students enjoy the game, you can play

Language and structures
again. You can also ask them to keep their boards and
Active: I’ve got (a football). I haven’t got (a goal); football, play in future lessons with the same or other review
goal, board game, counter, rollerskates, helmet, canoe, vocabulary.
paddle; numbers to 20
Passive: Let’s play together. It’s fun to play with you. It’s great
with two; bingo 21 CENTURY SKILLS Communication
ST

Students use a combination of new and review language

Materials to take part in a game.
Unit 8 flashcards; Class Audio; Craft Worksheet Unit 8
Lesson 3 (Workbook page 73); coloured pens, scissors Finisher
• Play True or false? See the Ideas Bank (Teacher’s Guide
Warmer page 135) for instructions. Use sentences, e.g. I’ve got a
• Play Fast flashcards. See the Ideas Bank (Teacher’s Guide (paddle). Include I haven’t got sentences to increase the
page 134) for instructions. challenge.

1 Sing.  3•26 English at home

• Model the /f/ and /v/ sounds for students to repeat. • Students can sing the song to their families at home.
They can also take home their bingo board to show their
• Play the song once through for students to listen. family.
• Play the song again, modelling actions for the song
(see Teacher’s Guide page 140 for song lyrics and Workbook page 57
suggested actions) and encouraging students to copy. For answers and scripts see Teacher’s Guide page 151.
Encourage them to join in with the line Let’s play together.
• Give out the flashcards to eight students. Play the song
again. Ask students to sing along, using the lyrics on Class
Book page 87. The students with the flashcards hold them
up as they sing the line: I’ve got a (football).

Unit 8 121
 Lesson 4 page 72 (A skateboard.) 6 How does Megabyte help him? (He is a
skateboard!)
Objectives
Story Sports Day!
To develop comprehension skills and preview new Lucy Look! It’s Sports Day.
vocabulary in the context of the story. Jack Cool! A trampoline.
Lucy I’ve got a hula hoop and a skipping rope, but ...
Language and structures Ellie Don’t worry!
Active: trampoline, hula hoop, skipping rope, skateboard; Jack Go, Lucy! You can do it!
numbers to 20; I’ve got (a hula hoop). I haven’t got Jack Look!
(a skateboard), You can do it! Lucy Eleven? Wow, Ellie!
Passive: It’s Sports Day! Jump on! Come on! Audience Eleven, twelve, thirteen!
Jack Oh no! I haven’t got a skateboard!
Materials Megabyte Jump on!
Unit 8 flashcards; Class Audio Lucy and Ellie Come on!
Audience Thirteen, fourteen, fifteen!
Warmer Act.
• Play the song from Unit 8 Lesson 3 page 71  3•26 for • Divide the class into groups to act out the story. Allow
students to listen and join in with, miming the actions. students time to practise in their groups, then invite
groups to act out the story for the class.
1 Listen and read.  3•28
• Pre-reading: Point to the first frame of the story and ask TEACHING TIP You could act this out as a whole class,
students who they can see in the picture (Jack, Lucy, Ellie, choosing four students to be the main characters, and
Megabyte and some other children). Ask Where are the with the rest of the class joining in with the numbers in
children today? (At school.) frames 5 and 6.
• Reading: Play the recording or the video. If you are using
the recording, encourage students to point to the correct Think Talk about the story.
pictures and follow the speech bubbles as they listen.
• Ask students whether or not they like the story; you can
• After reading: Play the recording again and ask students get them to rate it out of ten.
questions about each frame. 1 What is happening today
• Ask students What’s your favourite sport? What are
at school? (It’s sports day.) 2 What has Lucy got? (A hula
they good at? Do they like sports day? Discuss why it is
hoop and a skipping rope.) 3 What can Lucy do? (Hula
important to encourage others to do their best and how
hoop) 4 What can Ellie do? (Jump) 5 What hasn’t Jack got?
this can help us to achieve things we didn’t realise we
could do!

122 Unit 8
 CULTURE NOTE Trampolines are popular with British
• Tell students they are going to hear the children in the
pictures talking about their toys. Write numbers 1–4 on
children. Many families have either a small one in the
the board and ask students to copy in their notebooks.
house or a larger one in the garden. A British man called
Brian Hudson holds the current world record for the most • Play the first two sentences and ask students to repeat.
consecutive somersaults on a trampoline: 3,333! Ask them which toy the girl has (a skipping rope) and the
letter of the picture (c). Write c next to the 1 on the board.
Finisher • Play the rest of the recording, with pauses for students
to complete the activity. Check answers as a class. Ask
• Play Who says this? Choose a character and read one of their students to tell their partners whether they have each toy,
speech bubbles, e.g. Jump on! Students tell you the name using I’ve got / I haven’t got a (trampoline).
of the character, e.g. Megabyte. Choose a child who guessed
correctly to choose another speech bubble to read. ANSWERS
1 c  2 d  3 b  4 a
Workbook page 58
For answers and scripts see Teacher’s Guide page 151. Transcript
1 I haven’t got a hula hoop. I’ve got a skipping rope.
Further practice 2 I haven’t got a trampoline. I’ve got a skateboard.
Unit 8 Story Worksheet (Teacher’s Resource Centre) 3 I haven’t got a skateboard. I’ve got a hula hoop.
4 I haven’t got a skipping rope. I’ve got a trampoline.
Lesson 5 page 73 Extension activity
Objectives • Ask students to listen for the toy each child hasn’t got
second time around.
To present and practise four new items of vocabulary
using the Lesson 2 grammar. Everyday English!: giving encouragement
To practise a short Everyday English! role play taken from
the story in Lesson 4. 4 Listen and repeat.  3•33
• Play the recording for students to listen, then play it again,
Language and structures asking students to repeat the phrase.
Active: trampoline, hula hoop, skipping rope, skateboard; I’ve
Transcript
got a (skateboard). I haven’t got a (hula hoop), You can do it!
You can do it!
Passive: Watch me!
5 Act it out.
Materials • Ask for a volunteer to come to the front and give them a
Unit 8 flashcards; Class Audio; hula hoops and/or hula hoop or a skipping rope to use. Say You can do it!
skipping ropes; Unit 1 flashcards and encourage other students to repeat.
• Put students into small groups and have them stand up.
Warmer Give each group a hula hoop or a skipping rope. Ask them
• Play the recording or the video again to refresh students’ to take turns using the toy while the rest of the group
memory of the story.  3•28 cheers, You can do it!
• Tell students they can use this phrase whenever they want
1 Listen and point. Say.  3•30 to encourage someone.
• Introduce the new words using the flashcards. Hold up
TEACHING TIP If you don’t have enough hula hoops or
the flashcards and say the words for students to repeat.
skipping ropes, ask students to hop and count to twenty
• Play the recording for students to listen and point to
while their partner cheers, You can do it!
the pictures in their books. Play the recording again for
students to listen, point and repeat the words.
• Ask the students to find the toys in the story on page 72. 6 Say it and write it in Polish.
• Present the phrase again and ask children to repeat in
Transcript Polish and write the sentence in their notebooks.
trampoline, hula hoop, skipping rope, skateboard
skipping rope, trampoline, skateboard, hula hoop Finisher
• Play What number is it? with the Unit 8 flashcards and the
2 Sing.  3•31 toy flashcards from Unit 1. See the Ideas Bank (Teacher’s
• Play the song, modelling actions (see Teacher’s Guide Guide page 134) for instructions.
page 141 for song lyrics and suggested actions) and
encouraging students to copy them. Workbook page 59

• Play the song again. Students join in and do the actions. For answers and scripts see Teacher’s Guide page 152.
They can follow the lyrics on Class Book page 87. Further practice
Unit 8 Vocabulary and Grammar Worksheet 2
3 Listen and match.  3•32 Say for you.
(Teacher’s Resource Centre)
• Ask students to look at the photographs and tell you the
toys they can see (trampoline, hula hoop, skipping rope,
skateboard).
Unit 8 123
 Lesson 6 page 74 Transcript
This is a block graph about toys in my class.
Objectives There are five red blocks. Five students have got a trampoline.
To present a CLIL concept (Maths). There are seven green blocks. Seven students have got a
hula hoop.
To learn vocabulary and grammar through a CLIL
How many students have got a skateboard?
concept.
How many students have got a skipping rope?
Language and structures 2 Listen and read. Say.  3•35
Active: Have you got (a hula hoop)? Yes, I have. No, I • Tell students that the boy in the photograph is finding out
haven’t. block, graph, students about toys in his class by asking his friends questions.
Passive: copy, (Five) students have got (a trampoline). • Play the recording for students to follow in their books.
• Practise the new structure by asking students Have you got
Materials questions and encouraging them to ask each other.
Units 6–8 flashcards; Class Audio; squared paper,
coloured pens Transcript
A Have you got a hula hoop? B Yes, I have.
Warmer A Have you got a trampoline? B No, I haven’t.
• Play Odd one out with flashcards from Units 6 – 8. See the 3 Copy. Ask ten friends and write.
Ideas Bank (Teacher’s Guide page 134) for instructions. • Ask students to copy the table from the book while you
1 Listen, read and answer.  3•34 draw it on the board.
• Point to the pictures below the graph. Ask students What • Demonstrate how to make a tally. Ask a student, Have
toys can you see? (Trampoline, hula hoop, skateboard, you got (a hula hoop)? If they say Yes, I have, mark a
skipping rope.) Tell the class This is a block graph. Ask vertical line in the column next to hula hoop. Repeat with
How many red blocks are there? (5) Say Five students other students until you reach five tally marks. Mark the
have got a trampoline. Repeat with hula hoop in a less fifth line diagonally across the other four. Explain that we
confident class, e.g. How many green blocks are there? do this so that we can easily count up the total in groups
(7) Say Seven students have got a hula hoop. of five.
• Play the recording with pauses for students to complete • Ask students to ask ten classmates about the toys in the
the activity. table. They make a tally mark for every Yes, I have answer.
• Ask students to return to their seats. Say How many hula
ANSWERS
hoops? They count up and write the number in the Total
Three students have got a skateboard. Nine students have
column (answers will vary). Repeat with the other toys.
got a skipping rope.

124 Unit 8
4 Make a block graph. Transcript
• Tell students they are going to use their tables to make a 1 I’ve got a canoe and a paddle. I’ve got a board game.
block graph. Give students a piece of squared paper and I haven’t got a skateboard.
draw axes on the board for students to copy. Label the y 2 I’ve got a skateboard. I’ve got a helmet. I’ve got a football.
axis 0–10 and call it Number of students. Label the x axis I haven’t got a goal.
with the names of the toys (or use the flashcards) and call 3 I’ve got rollerskates. I’ve got a helmet. I haven’t got a
it Toys. Add a title for the graph, e.g. Toys in my class. skateboard.
• Students then draw the correct number of blocks on their
Extension activity
graph, using a different colour for each toy.
• Divide the class into pairs. Students take turns to choose
• In pairs, the students talk through their results, e.g. There
a person from the table and make I’ve got and I haven’t got
are five pink blocks. Five students have got a skateboard.
sentences. Their partner guesses the person.
TEACHING TIP If you wish, under supervision, students can • Alternatively, students can choose a person and their
make bar graphs of their results using one of the many partner asks Have you got …? questions to identify them.
websites available.
2 Read the questions. Write Yes, I have or
No, I haven’t.
Finisher • Students read the questions and write their answers in their
• Play Pass the flashcards. See the Ideas Bank (Teacher’s notebook. They can then ask and answer with a friend.
Guide page 134) for instructions.
ANSWERS
Workbook page 60 Students’ own answers.
For answers and scripts see Teacher’s Guide page 151.
3 Spot the difference. Look and say.
Further practice • Give a worksheet to each pair of students and ask them to
Unit 8 CLIL Activity Worksheet (Teacher’s Resource Centre) cut out the pictures. They take A or B, and colour in, taking
time to count the objects and write the numbers in the boxes.
Revision page 75 • Next, tell students to sit back to back, like the picture on
page 75. They then take turns to tell each other what
Objectives they’ve got in their picture in order to spot the differences.
To review the linguistic content of the unit. For example, A: I’ve got sixteen hula hoops. B: I haven’t got
sixteen hula hoops. I’ve got eighteen hula hoops!
To talk about a value.
ANSWERS
Language and structures Picture A: 1
 6 hula hoops, 13 basketballs, 9 bags, 5 skipping
Active: canoe, paddle, board game, skateboard, helmet, ropes, 20 shoes, 2 skateboards
rollerskates, football, goal, hula hoop, trampoline, Picture B: 18 hula hoops, 11 basketballs, 8 bags, 6 skipping
skateboard, skipping rope, basketball, shoes, numbers; I’ve ropes, 19 shoes, 0 skateboards
got (a skateboard), I haven’t got (a trampoline). Have you
Our Values
got (a paddle)? Yes, I have. No, I haven’t.
• Show the class the Our Values badge. Read out the value
Passive: spot the difference. We work together.
(We work together) and discuss why it is important to work
well with others.
Materials
Unit 8 flashcards; Class Audio; Craft Worksheet 4 Find these in Unit 8. Match. Ask and answer.
Unit 8 Revision (Teacher’s Resource Centre); scissors, • Ask students to find picture 1 on pages 68–69. Ask them
coloured pens to use the blue speech bubble to make a question for
their partner: Have you got counters? They complete the
Warmer activity in pairs.
• Play Change places. See the Ideas Bank (Teacher’s Guide ANSWERS
page 135) for instructions. Start with flashcards from this 1 counters  2 paddle  3 board game   4 hula hoop  
unit. You can then introduce words from earlier units. 5 skipping rope   6 trampoline
1 Listen and write the name.  3•36 Star Challenge
• Tell students that they are going to hear three of the boys • Ask the students to complete the Star Challenge
in the table talking about their toys. individually and self-review their progress.
• Write the boys’ names on the board. Play the first sentence.
Ask students to find canoe and paddle in the table and Finisher
tell you which students have one (Dan and Zac). Continue • Play students’ favourite game or song to finish the lesson.
sentence by sentence to identify the speaker as Dan.
Workbook pages 61 and 72
• Students work individually or with a partner. Play the
recording again to check the answers as a class. For answers and scripts see Teacher’s Guide page 151.

ANSWERS Further practice

1 Dan  2 Mo  3 Jack Unit 8 Test (Teacher’s Resource Centre)

Unit 8 125
 Play The Elves and the Shoemaker

The Elves and the Shoemaker pages 76–77 Costumes, props and scenery
• These can be as simple or elaborate as you like. You will
Objectives need: ragged clothes and then smart new clothes for the
To review language from the level. two elves; shoes for the shoe shop; money for customers
To prepare a performance. to pay for shoes; a camera or phone; a handmade thank
you card; shopping bags. You could also have tools for the
Language and structures workshop and food props for the kitchen.
Active: elves, shoemaker, workshop, money, night time, • The play takes place at day and night over several days.
daytime, next day, Samuel isn’t in bed; vocabulary, grammar Make a large sun and moon, and students can carry these
structures and functional language from the level. across the stage to signal the transitions.
• The play takes place in two locations: the workshop,
Materials which is also a shop, and the kitchen. The kitchen will
Unit 3 Flashcards; Class Audio; materials for making just need a table and chairs. The workshop needs a
props and scenery, e.g. paper and card, scissors, tape, workbench for making shoes, and a table for displaying
coloured pens the finished shoes. You might also want some chairs
so that customers can try the shoes on. Involve all the
This play reviews language from throughout Level 2. students in making the costumes and a backdrop for the
It provides an opportunity for students to hear and use workshop and the kitchen.
the language in a different context and to prepare a
TEACHING TIP Make sure all students have something
performance for their families or other students to watch.
to do to contribute to the play preparations. They can
Character list make or find props or costume items, or make posters
Individual speaking parts: Dad (Peter, the shoemaker), Mum and invitations for the performance. Make a space in the
(his wife, Sarah), Samuel (their son), Elf 1, Elf 2, Customer 1, classroom to collect props which students bring from
Customer 2 (a grandma), Customer 3 (a grandpa), Narrator home. Tell students to ask before they take things from
home, and to label items they bring to class with their
Chorus: The students without individual speaking parts can
names.
all say these lines together.
Non-speaking parts: Other customers, Day, Night

126 Play – The Elves and the Shoemaker

Songs Dad Do you like the shoes?
• When students perform for an audience, they can sing Customer 3 Yes, I do!
the Shine On! Song  1•01 to welcome them, and the
Goodbye Song  1•06 at the end of the play. Scene 5: the workshop. Child shows moon prop. The elves
are in the workshop working and Samuel is hiding behind a
Warmer door or curtain; peeking out to take a photo with a camera or
• Play Little by little with the Unit 3 flashcards. See the Ideas smartphone.
Bank (Teacher’s Guide page 134) for instructions. Narrator It’s night time. Samuel isn’t in bed.
Samuel Elves! I can take photos.
1 Listen and read.  3•40
• Ask students to find and name the clothes in the pictures. Scene 6: the kitchen. Child shows sun prop.
• Read the title together and ask students to look at the Narrator It’s daytime. Samuel is in the kitchen.
pictures. What do they think the story is going to be Samuel shows camera or smartphone to Sarah.
about? Do any of them know the story? Ask questions Samuel Mum, look!
about the pictures, e.g. What’s this? Who’s this? What Mum Elves! Oh, they haven’t got shoes or clothes.
colour (are the shoes)? What is he/she wearing? Dad We can make shoes and clothes.
• Play the recording for students to follow in their books. Samuel I can make a card.

TEACHING TIP Check that students are familiar with the Scene 5: the workshop. Child shows moon prop. Samuel, Sarah
play script format: the bold text shows which character is and Peter are hiding behind a door or curtain, peeking out.
speaking, so is not said aloud. This will help them to follow There’s a thank you card and clothes for the elves (which could
the text as they listen. be wrapped) on the table. The elves come in and find their gifts:
Elf 1 Look, on the table.
• After reading, ask questions in the students’ home Elf 2 What is it?
language to check understanding, e.g. How did Peter Elf 1 I’ve got a sweater.
and his family feel at the beginning of the story? How Elf 2 I’ve got shoes.
did they feel at the end of the story? Why did they make Narrator The elves are happy!
clothes and shoes for the elves? See if students can work
out the meaning of the new vocabulary (elves, shoemaker, Chorus
workshop, money, night time, daytime, next day) from the Night or day, in rain or sun
context and/or illustrations. You can try to help someone.
You can make a boot or shoe,
Transcript and suggestions for staging
But you can make a new friend, too.
Scene 1: the workshop. Peter is sitting at his workbench, wearily,
Sarah is bending over him. Both are frozen in place, like statues. 2 Act it out.
Narrator Welcome to our play, The Elves and the Shoemaker.
• Assign parts to different students. The narrator’s role can
Samuel enters and speaks to the audience. He introduces his
be split between up to 11 students, with a sentence each.
parents, who are still frozen, then goes to the side of the stage
You will need other students to be customers and to
and hides, so that the audience can just see him.
signal day and night using the sun and moon (see above).
Samuel I’m Samuel. This is my dad. He’s a shoemaker. This is
his workshop. And this is my mum. • Play the recording again with students acting out what’s
Sarah and Peter unfreeze. happening in the story without saying anything.
Mum What’s wrong, Peter? • Next, play the recording and pause after each sentence
Dad I’m tired, Sarah. We haven’t got money for food or wood. for all the students to repeat. The students continue to act
out the story.
Scene 2: the kitchen. Child shows moon prop. • When students can confidently do this, play the recording
Narrator It’s winter. It’s snowy. It’s night time. and have them repeat only their own lines. Finally, ask
Samuel (shivering) Mum, I’m cold. them to act out the story without the recording.
Mum I’m sorry, Samuel. Put on a sweater.
TEACHING TIP You may wish to write each student’s line(s)
Samuel Mum, I’m hungry.
Mum I’ve got bread and cheese. on a piece of paper and ask them to take it home and
Samuel I don’t like cheese! practise before acting out the story without the recording
in a subsequent lesson.
Scene 3: the workshop. Child shows sun prop.
Narrator It’s daytime. There’s a present on the table. Finisher
Dad (to himself ) I don’t understand! • Play students’ favourite game to finish the lesson.
Customer 1 I like these shoes. Here you are. (hands over money)
Dad Thank you. Workbook pages 62 and 63
Play the Review Board Game, refer to instructions on
Scene 4: the workshop. Child shows sun prop. the page.
Narrator The next day, there are shoes and boots.
Mum Do you like the boots?
Further practice
End-of-year Test (Teacher’s Resource Centre)
Customer 2 Yes, I do!

Play – The Elves and the Shoemaker 127

 Festivals Bonfire Night

Bonfire Night pages 78–79 Warmer

• Play Pass the flashcards with the flashcards from previous
Objectives units. See the Ideas Bank (Teacher’s Guide page 134) for
To present and practice six new items of vocabulary. instructions.
To learn about what happens on Bonfire Night in the UK
1 Listen, find and point. Say.  3•41
and compare to own experiences of celebrating with
fireworks. • Introduce the new words. Point to the pictures and labels
and say the words for students to repeat.
Language and structures • Play the recording for children to listen and point to the
Active: bonfire, danger, fireworks, sparkler, hot dogs, toffee correct pictures. Play the recording again for children to
apples; We eat hot dogs. listen, point and repeat the words.
Passive: When do you have fireworks? Transcript
bonfire, danger, fireworks, sparkler, hot dogs, toffee apples
Materials sparkler, toffee apples, bonfire, danger, hot dogs, fireworks
Flashcards from any previous units; Class Audio; materials
for bonfire pictures, e.g. black paper, scissors, glue, CULTURE NOTE Toffee apples are apples on sticks that have
coloured chalks, tissue paper, glitter, felt, etc. been dipped in a sugary coating. Hot dogs (sausages in
bread rolls) are traditionally eaten with tomato ketchup,
mustard and/or fried onions.
CULTURE NOTE Bonfire Night is celebrated on 5th
November in the UK to commemorate the failed attempt 2 Listen and read. Who’s got a sparkler?  3•42
to blow up the Houses of Parliament and King James
I in 1605. Thirty-six barrels of gunpowder were hidden
• Play the recording and ask children to follow in their
books. Point to the text if they are unsure of the order.
in cellars underneath the Houses of Parliament, but they
were discovered before they exploded. • Read the question Who’s got a sparkler? Ask children to
find the answer in the text (the boy’s sister).
The leader of the group that planned the explosion was Guy
Fawkes. A figure made from old clothes and newspaper, • Ask further questions about the text and pictures, e.g.
called a ‘guy’, was traditionally burnt on the top of the bonfire, What’s he wearing? What’s the weather like? Why is
and Bonfire Night is also sometimes called Guy Fawkes’ Night. there a ‘danger’ sign? What shape is the girl making
with her sparkler?

128 Festivals – Bonfire Night

Transcript people and fireworks in chalk and made the bonfire by
Bonfire Night is in autumn. gluing on coloured paper and card.
Watch out, there’s danger! The bonfire is hot. • Give each child a piece of black paper and each table a
There are fireworks, too. They’re noisy! selection of craft materials. Ask children to consider how
This is my sister. She’s got a sparkler. to make their pictures colourful and how to add texture.
Now I’m hungry! On Bonfire Night, we eat hot dogs and • Move around the class as students make their pictures.
toffee apples. Ask questions such as What is it? What colour is it?
Who’s this?
21 CENTURY SKILLS Social and cross-cultural interaction
ST

Students learn about a celebration in another culture. • When students have finished, encourage them to tell
their partner about their picture. Ask confident children to
present their pictures to the class.
3 Make sentences. Play True or false?
• Read the example speech bubble: Bonfire Night is 6 When do you have fireworks in Poland?
in spring. True or false? When children reply false, • Ask students to think of occasions that might be marked
encourage them to correct you: Bonfire Night is in autumn. with fireworks in Poland, e.g. New Year’s Eve.
• Write the following sentences on the board:
The bonfire is cold. Finisher
There are orange fireworks. • Play Sparkler writing to practice the new vocabulary.
The boy is hungry. Pretend to be holding a sparkler in your hand, and with
People eat toffee bananas. your back to the class draw a letter b in the air. Ask the
Read the sentences together and ask children to tell you class to say the letter and have a volunteer write it on the
the answers (false, true, true, false). board. Continue with o, n, f, etc, and ask children to raise
• Rub out the words cold, orange, hungry and toffee bananas their hands when they have guessed the word (bonfire).
in the sentences on the board. Ask children to complete • Choose a child to spell the rest of the word. If they do so
the sentences with a different word – they can do this correctly, they come to the front to draw the next word in
orally or write sentences. the air.
• When children have decided on their sentences, divide TEACHING TIP To make this game more challenging,
the class into pairs. Ask students to take turns reading a
include some other review vocabulary words beginning
sentence to their partner and saying true or false.
with the same letters or mix up the letters so that children
TEACHING TIP You can play this as a team game. Divide have to solve an anagram.
the class into teams. Ask a child from one team to say
a sentence and give the other team a few seconds to English at home
discuss before answering True or False. A correct answer • Students can take their pictures home and tell their
gets a point for the team. families about them.

4 Find, match and write. Say a sentence.

• Ask children to look at the boxed letters and tell them that
they need the letters from two boxes to match each of
the pictures below. Ask them to look at picture 1 and tell
you what it shows (a hot dog). Have them find the boxes
with hot and dog in.
• Children work in pairs to complete the activity, writing
the words in their notebooks. Ask them to say a sentence
with each word: children can find sentences in the text, or
make up their own, e.g. I like hot dogs.
ANSWERS
1 hot/dog  2 bon/fire  3 spark/ler  4 dan/ger  
5 fire/works  6 toffee/apple

Extension activity
• Play a game in two teams. One team says a number from
1 to 6. The other finds the picture in activity 2 and says the
word or a sentence containing that word.

5 Make a Bonfire Night picture. Say.

• Tell students they are going to make a Bonfire Night
picture. Ask them to look at the one in their Class Books
and tell you what they can see (people, a bonfire,
fireworks, sparklers). Point out that the boy has drawn the

Festivals – Bonfire Night 129

 Festivals Christmas

Christmas Eve pages 80–81 CULTURE NOTE Christmas Eve is an important part of the
Christmas celebrations in the UK, particularly for children.
Objectives The tradition of leaving a stocking or pillowcase for Santa
To present and practice six new items of vocabulary. to fill with small presents overnight is widespread, as is
To learn about what happens on Christmas Eve in the UK leaving a drink and a snack for Santa. People often leave a
and compare to own experiences. carrot for the reindeer, too.
In the weeks leading up to Christmas, many children visit
Language and structures Santa and his elves at a Christmas grotto, as well. Grottos
Active: fireplace, stockings, mince pies, Santa, reindeer, can be found in many places, such as shopping centres,
sleigh, tree, star, bell, present, I’m not tired. This is my (sleigh). garden centres and school Christmas fairs.
There’s (one Santa). There are (six reindeers).
Passive: Christmas Eve; bedtime, table, I put presents in Warmer
children’s stockings. • Play Draw and guess to review the Christmas vocabulary
from Level 1 (tree, star, decoration, present, bell, candle). See
Materials the Ideas Bank (Teacher’s Guide page 135) for instructions.
Flashcards from any previous units; Class Audio; word
or picture cards for new vocabulary (fireplace, stocking, 1 Listen, find and point. Say.  3•43
mince pie, Santa, reindeer, sleigh), or card and coloured • Ask students to look at the pictures and name any
pens; Christmas Craft Worksheet (Teacher’s Resource Christmas items they already know.
Centre); materials for decorating Christmas stocking, • Introduce the new words. Point to the pictures and labels
e.g. coloured paper and card, Christmas wrapping paper, and say the words for students to repeat.
scissors, glue, wool, glitter, coloured pens, etc. • Play the recording for students to listen and point to the
correct pictures. Play the recording again for students to
listen, point and repeat the words.

Transcript
stocking, fireplace, mince pies, Santa, sleigh, reindeer
Santa, stocking, sleigh, mince pies, fireplace, reindeer

130 Festivals – Christmas

 CULTURE NOTE Mince pies are a snack or dessert made LANGUAGE NOTE Both reindeer and reindeers can be used
from a sweet mixture of dried fruits, known as mincemeat, as the plural of reindeer in English.
inside a pastry case. Sometimes there is a tree or a star cut
out on the top. 5 Sing.  3•45
• Play the song once through for students to listen.
2 Listen and read. What’s on the table?  3•44 Tell them that gifts is another word for presents.
• Play the recording and ask students to follow in their • Play the song again, modelling actions (see Teacher’s
books. Point to the text if they are unsure of the order. Guide page 141 for song lyrics and suggested actions)
• Read the question What’s on the table? Ask students to and encouraging students to copy them.
find the answer in the text (mince pies). • Play the song again. Students join in and do the actions.
• Ask further questions about the text and pictures, e.g. Is They can follow the lyrics on Class Book page 87.
it daytime or night time? Where is the girl? Where are
the stockings? What are the stockings for? Can you 21ST CENTURY SKILLS Cultural awareness and expression
see a Christmas tree? etc. Students learn a Christmas song.

Transcript 6 Make a Christmas stocking. Say.

Girl It’s Christmas Eve. It’s bedtime, but I’m not tired!
My stocking is on the fireplace. It’s red and green. There’s a
• Tell students they are going to make a Christmas stocking.
Ask them to look at the picture in their Class Books and
Christmas tree on it.
say How many stockings? (Five.) Point out the different
There are mince pies on the table for Santa.
colours, shapes, patterns and materials on the stockings.
Santa I’m Santa. This is my reindeer and my sleigh. I put
presents in children’s stockings on Christmas Eve. • Give each child the Christmas Craft Worksheet and each
table a selection of craft materials. Ask students to cut out
3 Play Find Santa. their stocking and decorate it. Alternatively, students can
• Give the word or picture cards to six students and ask draw the outline of a stocking on card.
them to stand at the front. They mustn’t show the class • Move around the class as students work, helping as
what’s on their card. necessary and asking students about their stockings.
• Tell the rest of the class that they have to find Santa. Ask a • When students have finished, encourage them to tell
volunteer to choose one of the students at the front and their partner about their stocking. Ask confident students
ask Is it (Szymon)? That child shows their card and says to show their stockings to the class. You can peg the
either I’m Santa! or I’m not Santa. I’m a mince pie! stockings onto string or ribbon to make a Christmas
• Continue until someone finds Santa. The winning child decoration for your class, or let students take them home.
comes to the front and the child who was holding the
7 Compare Christmas Eve in Poland and the UK.
Santa card sits down. Collect the cards, shuffle, and play
again. • Ask students what they do on Christmas Eve and how it
compares to the UK or other cultures they may be familiar
TEACHING TIP Students can make picture cards for the with. Do they have any special family traditions? Do they
new vocabulary if you prefer. Allocate vocabulary words get presents, and if so from whom? Ask if they would like
to different students to ensure you get enough of each to experience a Christmas Eve in the UK.
picture. They can then play in groups of seven, with
six students taking a picture card and the other child Finisher
guessing. • Play Picture bingo. See the Ideas Bank (Teacher’s Guide
page 135) for instructions.
4 Count and write. • Wish the students Merry Christmas! as they leave and
encourage them to wish you and their friends a Merry
• Ask students to look at the picture and tell you what they Christmas too.
can see. Ask How many Santas? (One) Show them the
example answer There’s one Santa and ask them to copy it English at home
into their notebook.
• Students can take home their stockings to show their
• Do the next one as a class to remind students that we use families and sing the song.
There are with more than one item. Then ask students to
complete the activity with a partner.
• Check the answers as a class by asking confident students
to read their sentences aloud.
ANSWERS
There’s one Santa.
There are six reindeers.
There’s one sleigh.
There are eleven trees.
There are eighteen stars.
There are sixteen bells.
There are twelve presents.

Festivals – Christmas 131

 Festivals Easter

Easter Eggs pages 82–83 Warmer

• Play Draw and guess to review the Easter vocabulary from
Objectives Level 1 (bunny, egg, flower, chocolate, basket, hot cross
To present and practice six new items of vocabulary. bun). See the Ideas Bank (Teacher’s Guide page 135) for
To learn about Easter traditions in the UK and European instructions.
countries and compare to own experiences.
1 Listen, find and point. Say.  3•46
Language and structures • Tell students they are going to learn the names of six
European countries in English and explain that these are
Active: Germany, Ukraine, Greece, France, the UK, Poland,
the words in red in the text.
egg; In (Greece), people (paint eggs red). Happy Easter!
• Play the recording for students to listen and repeat the
Passive: symbol, country, give, What do people do in
countries. Then play the recording again, pausing after
Poland?
each country to see if they can find it in the text.
Materials • You can display a map of Europe including the UK and ask
students to find the countries on the map.
Class Audio; a map of Europe (optional); Easter Craft
Worksheet (Teacher's Resource Centre), scissors, Transcript
coloured pens Germany, Ukraine, Greece, France, the UK, Poland
Poland, Germany, France, the UK, Greece, Ukraine
CULTURE NOTE Egg hunts are a popular Easter activity in
CULTURE NOTE The UK consists of England, Scotland,
the UK. Children are often told that chocolate eggs are
Wales and Northern Ireland. Great Britain refers to England,
brought by the Easter Bunny and these are hidden for
Scotland and Wales.
children to find.
Some family visitor attractions also organise hunts, where
children might for example follow a trail to find clues and 2 Listen and read. Answer the questions.  3•47
be rewarded with a chocolate egg as a prize. • Play the recording and ask students to follow in their
books. Point to the text if they are unsure of the order.
• Play the recording again, pausing after each question
for students to answer. For the final question, encourage

132 Festivals – Easter

 them to use the examples from the text to help them 21ST CENTURY SKILLSSocial and cross-cultural interaction
formulate their answers, e.g. In Poland, people paint/
Students express their experiences of a traditional holiday.
cook/eat …
• Ask students if they know about any other Easter
traditions from other countries. Finisher
• Play Sharkman to practise the countries. See the Ideas
Transcript Bank (Teacher’s Guide page 136) for instructions.
Eggs are an Easter symbol in lots of countries. • Wish the children Happy Easter! as they leave, and
In Germany and Ukraine, people paint eggs made of wood. encourage them to wish you and their friends a Happy
How many red triangles can you see? Easter too.
In Greece, people paint eggs red.
In France, people cook a lot of eggs! Do you like eggs? English at home
In the UK, people eat eggs made of chocolate. What do If students have been given an Easter card, they can take it
people do in Poland? home to show their families.
3 Play Which country?
• Read the example speech bubble: People paint eggs
red and ask Which country? Encourage students to say
Greece.
• Continue by choosing other information about the other
countries from the text. e.g. People eat chocolate eggs
(the UK). You can also include information about Easter
traditions from the discussion in activity 2.

TEACHING TIP You can play this as a team game, or with

a confident class ask students to choose their own
sentences and play independently in pairs or groups.

4 Match and write.

• Ask students to look at the pictures and tell you what they
show (the flags of different countries). Can they find the
Polish flag? (1) Write 1 Poland on the board.
• Ask them to work with a partner to match the flags to the
words below, writing the numbers and countries in their
notebooks. They can use the colours to help them.
• Check the answers as a class.
ANSWERS
1 Poland  2 Ukraine  3 Greece  4 France  
5 the UK   6 Germany

5 Make an Easter card. Write. Give it to your friend.

• Tell students they are going to make an Easter card. Ask
them to look at the picture in their Class Books and tell
you what the card looks like (an egg with a baby bird).
Show them the writing on the right and read it aloud.
• Give each child the craft worksheet, and make sure they
have access to scissors and coloured pens. Students cut
out and colour their cards. Write To … Happy Easter! From
… on the board. Ask students to copy the words inside
their cards, adding their friend’s name after To and their
name after From.
• Move around the class as students work, helping as
necessary and asking them about their cards.
• When students have finished, encourage them to give
them to their friends and say Happy Easter!

6 Compare Easter in Poland and other countries.

• Ask students what they do at Easter. Do they participate
in any of the traditions you talked about in activity 2? Do
they have any other traditions? What’s their favourite part
of the Easter festivals?

Festivals – Easter 133

 Ideas Bank
Vocabulary games again and see how many students can remember which
All of the following games are excellent ways of reinforcing flashcard is which.
vocabulary in a stimulating way. Furthermore, all of them What number is it?
are ideal ways to start a lesson to review lexical sets that you Put up a set of flashcards of words you want to review on
have already presented. Any one of them would make a the board, for example toys. Below each one put a number
useful warmer or finisher routine for your class. Consider this flashcard or write a number. Say the name of a toy and ask
section as a bank of flexible Warmer and Finisher resources. What number is it? Alternatively, say the number and ask
What is it?
Flashcard games Mime the word
Little by little Divide the class into two teams. Tell one team to choose a
Cover a flashcard with a sheet of paper and hold it up flashcard / word from the new vocabulary set and mime the
in front of the class. Start to move the paper very slowly word for the opposite team. If the opposite team guesses
to reveal the card and ask students What is it? Continue the word correctly and pronounces the word correctly,
revealing the flashcard, pausing to ask students What is they score a point. Otherwise the point goes to the team
it? and to allow the class to offer their ideas. Repeat with performing the mime.
another flashcard when a student guesses correctly. Which one is missing?
Mystery flashcard Tell students to stand in a circle. Put a number of flashcards
Put a flashcard inside a large envelope and show the class face up on the floor in the middle of the circle. Give students
the envelope. Ask students to draw what they think is inside a couple of minutes to memorize them. Then tell them to
the envelope. When everyone has finished, ask students turn their backs while you remove one of the flashcards.
what they have drawn. Then open the envelope and reveal Tell students to turn back and ask them which flashcard is
the mystery flashcard. missing. The student who guesses first has a turn to remove
Fast flashcards one of the flashcards. Repeat several times.
Show a set of flashcards one after the other, fairly fast. As Odd one out
you run through each flashcard, say the word for one of the Choose three flashcards from one lexical set, for example
flashcards. Students call Stop when the word and the picture weather, and one card from a different category, for example
match. clothes. Students have to say which flashcard does not
Find the flashcards belong with the others in the group.
Ask five students to leave the classroom. Then ask the class Watch my lips
to help you hide five flashcards somewhere in the classroom. This activity helps students to concentrate on the mouth
Bring the five students back into the room and ask them to movements necessary to pronounce certain words. Put five
find the missing flashcards and say what they are. flashcards up around the classroom. Explain to students
Pass the flashcards that you are going to mouth a word silently and that they
have to point to the right flashcard. Say the word silently,
Arrange students in a circle and hand out the flashcards to
exaggerating your mouth movements. The student who
different students. Play a song from the Class Audio while
points to the correct flashcard can try saying a word silently
students pass the flashcards around the circle. Stop the
for the rest of the class to guess.
music at random points. Each student with a flashcard holds
it up and says the correct word. Alternatively, when you stop Hit the card
the music, you can call out a word, and the student with that Put up three or more flashcards on the board and then invite
flashcard must hold it up. three students to the front of the class and stand them in a
Guess the word line facing the board (don’t position them too close). Give
each of the students a small sponge ball and explain that the
Divide the class into two teams. Invite a student from each
game is a bit like hitting the target. (Instead of sponge balls,
team in turn to come to the board. Show the student a
you could use any small soft object, or make paper balls.) Say
flashcard. The student draws a line for each letter in the
the word for one of the flashcards on the board. The players
word on the board. Students from each team in turn call out
have to throw their ball at the right card and try to hit it.
letters. If the letter they call out is in the word the student at
the board writes the letter on the correct line. The first team What card is it?
to guess the word wins a point. Hide a flashcard behind your back and ask the class What
Kim’s game card is it? Listen to their answers and then show the
flashcard.
Put up a set of flashcards on the board. Point to each
flashcard and ask the class What is it? Repeat the correct What card is missing?
word for each flashcard with students, and then turn each Show a set of flashcards one after the other, and then take
flashcard over. When the flashcards are all face down, ask one out and show the set again. Students have to identify
the one that is missing.

134 Ideas Bank

Say the words Four in a row
Hand out flashcards to students around the class. The Invite a student (or a pair of students) to the front of the
students hold up their flashcards and say the words. Collect class. Hand the student (or students) four flashcards from
the flashcards and shuffle them, then hand them out to previous lessons. Call out the words for the flashcards. The
different students to repeat the game. student (or students) stick(s) the cards on the board in
Guess the card the correct order. Repeat with other students and other
flashcards.
Put up the flashcards on the board face down and write
a number next to each one. Ask the class What’s number
(one)? Invite a student to the front of the class and ask them Other word games
to try and guess. After hearing the answer, lift up a corner of Draw and guess
the flashcard and say No if it is wrong and Yes if the student Divide the class into two teams. Start drawing a known item
guessed right. If the student guesses correctly, turn the card on the board. Students from each team call out and guess
face up. If the student doesn’t guess the flashcard, leave it what the item is. The student who guesses correctly wins a
where it is and invite another student to guess. Continue point for his / her team and takes a turn to draw an item on
the game until all the flashcards have been guessed and are the board. If you have different-coloured pens, use them and
face up. ask students to name the colours too.
Walk to the card Memory game
Put up a few flashcards around the classroom. Choose two Place various flashcards or objects of different colours on
or three students and explain that you are going to name your desk. Invite students to look at the items for one minute
the flashcards one after the other. Students walk as quickly and try to remember all the objects and what colour they
as they can to the flashcard you name and stand next to it. are. Cover or remove the items on your desk. Invite students
The first person to the card is the winner. to name as many objects (with their colours) as they can
Change places remember.
Put up some flashcards around the classroom. Divide Let’s count!
the class into as many groups as there are flashcards Ask a student to choose a number from one to twenty. The
and position the groups near their flashcard. Name two student next to them counts up from one to that number.
flashcards. Students in those two groups have to move and If this student counts correctly, they stay in the game. If a
change places. student says the wrong number or can’t remember the next
Musical flashcards number, they are out of the game. The last student left in the
Put up some flashcards around the classroom and play some game is the winner.
music. Students wander freely around until you stop the How many?
music and name a flashcard. They then have to go to the Draw a number (up to twenty) of simple objects (balls,
flashcard you named. flowers, apples, etc.) on the board. Ask students around the
True or false? class to count the objects and say the correct number. This
Bring in two shoe boxes. Label one box with a big tick can also be played as a team game.
and the other box with a big X. Invite two students to the Draw in the air
front of the class, position them at some distance from the ‘Draw’ an object in the air with your finger. The first student
boxes, and give each of them a sponge or paper ball. Show to guess the object takes a turn to ‘draw’ something else.
a flashcard and say a word. If the word and the flashcard
Bingo
match, students have to throw their ball into the box with
the tick on the side. If not, they throw it into the box with the Tell students to write five numbers from one to twenty in
X on the side. This can also be played as a team game, with their notebooks. Call out the numbers in random order
one team member playing against a student from the other (keep a note of the numbers that you have called out). If a
team. The player who throws the ball into the correct box student has the number you call out, he / she can cross out
wins a point for the team. that number in his / her notebook. The first student to cross
out all his / her numbers and call out Bingo wins the game.
Tic-Tac-Toe
Picture bingo
Divide the class into two teams, X and O. Draw a 3 x 3 grid
on the board and stick a flashcard in each cell. Each team Ask students to draw four vocabulary items from the unit.
takes a turn saying a word for one of the flashcards. If they Call out words from the unit in random order. If a student
are correct, remove the flashcard and draw an X or an O in has the picture to match a word you call out, they can cross
the cell. The first team to get three in a row wins. out that picture. The first student to cross out all his / her
pictures and call out Bingo wins the game.
Yes or no
Missing numbers
Hold up flashcards from previous lessons and say a word
(sometimes the correct word, and sometimes the wrong Write a sequence of four numbers on the board, with one
word). Students say whether or not the word matches the number missing (draw a line for this number to go on).
flashcard (Yes or No). Invite students to hold up flashcards Invite students to come to the board and write the missing
and say correct or incorrect words for the rest of the class. number, or to call out the missing number for you to write. If
you like, you can use flashcards and ask students to stick the
correct flashcard on the board to complete the sequence.

Ideas Bank 135

 Six things
Show the class six objects, and then put them in a bag. Make
true or false statements about the objects, e.g. The cup is
blue. The candle is red. Students answer Yes or No. Play in
teams or in pairs.
Simon says
Tell students that if you say Simon says, they should mime
the instruction you give. If you don’t say Simon says, they
should remain still. Begin by saying, e.g. Simon says, (climb)
and check to see if everybody is following the instruction.
Give another order, this time without Simon says. Check
again. Keep giving the class instructions with or without
Simon says. If students follow an instruction that doesn’t
start with Simon says or if they fail to do what Simon says,
they are out of the game. Play until one student is left.
Colours
In pairs, tell students to think of an object they can see in
the classroom or in a picture in the Class Book and say what
colour it is. Their partners guess what the object is, e.g.:
It’s green.
It’s the present.
No!
It’s the balloon.
Yes!
Picture it
Describe an animal / a monster / a person / an object to the
class and tell them to draw what you are describing. See
how accurately the students draw what you are describing.
With a more confident class, you can invite a student to
describe something to the other students.
Draw and roll
Divide the class into two teams. Invite a student from one
team to come to the front of the class and draw an item on
the board. The students on the other team try to guess the
word. If they guess correctly, they can roll a dice. The number
on the dice is the number of points they score for their team.
Sharkman
Draw a set of six steps leading into the sea with a stick man
at the top of the steps. Draw a shark’s fin poking out of the
sea. Think of a word to elicit. Write lines for each of the letters
in the word. Ask the students to call out letters they think are
in the word, e.g. E! If there is an ‘e’, write it in the correct place
in the word. If they don’t get it correct, move the stick man
down a step toward the sea. The students must try to finish
the word before the stick man reaches the sea and the shark.

Card games
Requires two sets of Flashcards from the same level.
Snap!
Students take turns to place one card face up on the table
and say the word. When there are two cards on the table
that match, the first student to say Snap! collects all the
cards on the table.
Pelmanism
Students place all their cards face down on the table. They
take turns to turn over two cards. If the cards show the same
word, they can keep the cards. If not, they must turn the
cards face down again.

136 Ideas Bank

Song lyrics and actions
Routine songs
Hello Song e 1•02
Hello! Hi! It’s English time!
Hello! Hi! It’s time to shine! [two fingers at the
top, loop round to draw a sun]
Wave hello! Wave hello! [wave]
It’s time to shine. Shine on! [two fingers at the
top, loop round to draw a sun]

Hello! Hi! It’s English time! Hello! Hi! It’s time to shine! Wave hello! Wave hello! It’s time to shine. Shine on!

Days of the Week Song e 1•03 Tidy Up Song e 1•05

Monday! Monday! Clap your hands! It’s the end of the class.
Tuesday! Tuesday! Stamp your feet! It’s time to tidy up.
Wednesday! Wednesday! Turn around! Tidy up the classroom.
It’s time to tidy up.
Thursday! Thursday! Jump up and down!
Friday! Friday! Touch the ground! [as in crouching, not touching Pick up your pencils.
toes] Put away your books.
Saturday and Sunday! Shout hooray! [jump up again] Pick up your pencils.
Put away your books.
Monday, Tuesday, Wednesday, Thursday
Friday, Saturday, Sunday! Hey! Tidy up! Let’s tidy up! x4
What’s the day today?
It’s … Now the classroom’s tidy.
Thank you, everyone.
Change of Activity Song e 1•04 Yes, it’s very tidy.
Come together now, everyone. [beckoning action] Thank you, everyone!
Look at me, please, everyone. [pointing to eyes]
Listen to me and listen to each other. [cup hand to ear] Goodbye Song e 1•06
Let’s come together, everyone. [beckoning action] Goodbye! Goodbye! It’s time to go!
Goodbye! Goodbye! It’s time to go!
Are you ready? Are you ready? Wave goodbye! Wave goodbye! [wave]
Yes, we are. Yes, yes, yes. Until next time … Shine on! [two fingers loop round to draw a sun]
Are you ready? Are you ready?
Yes, we are. Yes, yes, yes.

Song lyrics and actions 137

 Main songs Unit 1 Lesson 5
It’s My Birthday Song e 1•25
Starter Unit Lesson 1 It’s my birthday. It’s my birthday! [point to yourself]
Hey. Happy Birthday! [clap your hands]
Shine On! Song e 1•01 e 3•49 How old are you? How old are you?
Hello! Hello! It’s English time! [wave] I’m nine. [hold up nine fingers]
Hello! Hello! It’s time to shine! [two fingers at the top, loop round to Me, too!
draw a sun] Look at my presents! Look at my presents! [hold out your hands]
Let’s be friendly and wave hello. [wave] A puzzle [mime shaking a box] and a basketball. [pretend to bounce
We can shine … Shine on! [two fingers at the top, loop round to a ball]
draw a sun] Happy Birthday. Happy Birthday! [clap your hands]
Hey. Happy birthday to you! [point to a student]
Come on, everyone! Let’s sing our song. [beckon the class towards
you] Look at my presents! Look at my presents! [hold out your hands]
Shine on! Shine on! [two fingers at the top, loop round to draw a sun] A yo-yo [mime yo-yoing] and a robot. [move your arms stiffly like a
It’s time to shine. It’s time to shine. [two fingers at the top, loop robot]
round to draw a sun] Happy Birthday. Happy Birthday! [clap your hands]
Shine … Shine on! [two fingers at the top, loop round to draw a sun] Hey. Happy Birthday to you! [point to a student]

Hello! Hello! It’s English time! [wave]

Hello! Hello! It’s time to shine! [two fingers at the top, loop round to Unit 2 Lesson 3
draw a sun]
Let’s work together. You and me. [point to the class and to yourself] My Weather Machine Song e 1•38 e 3•51
We can shine … Shine on! [two fingers at the top, loop round to Chorus
draw a sun] Clunk, whirrr. My weather machine!
Click, pssh. My weather machine!
Chorus x 2
What’s the weather like today? Rainy! [wiggle your fingers on both
Hooray! [raise hands in the air] hands from above your head to the ground]
Oh no! Oh no! It’s rainy. It’s rainy.
What’s the weather like today? Cloudy! [make a wiping motion with
Unit 1 Lesson 3 your hands round and round]
Oh no! Oh no! It’s cloudy. It’s cloudy.
Happy Birthday! Song e 1•20 e 3•50 What’s the weather like today? Windy! [put arms above head and
There’s a clown, a clown at the party. [pinch your nose] sway arms from side to side]
There’s a cake, a cake at the party. [pretend to eat a piece of cake] Oh no! Oh no! It’s windy. It’s windy.
There are candles, candles at the party. [put up fingers like candles]
Happy Birthday! Happy Birthday! [clap your hands] Chorus

There are presents, presents at the party. [hold an imaginary What’s the weather like today? Snowy! [wiggle your fingers on both
present in two hands] hands from above your head to the ground and then wrap your
There are cards, cards at the party. [put your hands together and arms around your body and shiver]
open them] Oh no! Oh no! It’s snowy. It’s snowy.
There are big balloons at the party. [use your arms to make a big What’s the weather like today? Stormy! [clap (to represent thunder)]
circle] Hooray! [jump in the air] Oh no! Oh no! It’s stormy. It’s stormy.
Happy Birthday! Happy Birthday! [clap your hands] What’s the weather like today? Sunny! [open and close your fingers
on both hands]
There are hats, hats at the party. [pretend to put a hat on] Oh yes! Oh yes! It’s sunny. It’s sunny.
There are cups, cups at the party. [pretend to drink]
There are boys and girls at the party. [point to a boy and a girl] Chorus
Happy Birthday! Happy Birthday! [clap your hands] Summer, autumn, winter and spring.
Click, pssh. My weather machine!
Let’s twist, let’s twist at the party. [twist your body]
Let’s stamp, let’s stamp at the party. [stamp your feet]
Everyone shout, Hooray! [jump in the air]
Happy Birthday! Happy Birthday! [clap your hands]

Hooray!

138 Song lyrics and actions

Unit 2 Lesson 5 Unit 4 Lesson 3
Hot or Cold? Song e 1•43 Nice and Dry Song e 2•07 e 3•53
Hot or cold? Hot or cold? [wipe your brow for hot; hug yourself for Chorus
cold] It’s rainy. It’s rainy today. [wiggle your fingers on both hands from
Hey, let’s check. Hey, let’s check. above your head to the ground]
The sun is … hot. [draw a circle in the air] It’s wet outside and the clouds are grey.
Ice cream is … cold. [pretend to lick and ice cream]
The sun is hot. Ice cream is cold! Where’s my dad? He’s in the kitchen. [mime cooking]
In the kitchen, nice and dry.
Dry or wet? Dry or wet? [hold your hands out to the side for dry, as Where’s my mum? She’s in the dining room. [mime laying the table]
though checking for rain; put your hands over your head for wet, as In the dining room, nice and dry.
though shielding yourself from rain]
Hey, let’s check. Hey, let’s check. Where’s my grandad? He’s in the bedroom. [mime sleeping]
Paper is … dry. [draw a rectangle in the air] In the bedroom, nice and dry.
Paint is … wet. [pretend to paint] Where’s my grandma? She’s in the living room. [mime changing the
Paper is dry. Paint is wet! TV channel]
In the living room, nice and dry.

Unit 3 Lesson 3 Chorus

On a Rainy Day Song e 1•59 e 3•52 Where’s my brother? He’s in the attic. [mime playing computer
We’re playing, we’re playing, we’re playing on a rainy day. [wiggle games]
your fingers on both hands from above your head to the ground] In the attic, nice and dry.
I’m wearing boots and a hat, on a rainy day. [pretend to put on Where’s my sister? She’s in the bathroom. [mime washing your
boots and a hat] hands]
We’re playing, we’re playing, we’re playing on a rainy day. In the bathroom, nice and dry.
I’m wearing a jacket. Hey! Let’s go! [pretend to put on a jacket]
Chorus
We’re playing, we’re playing, we’re playing on a sunny day. [open
and close your fingers on both hands] But I’m in the garden, and I’m OK. [jump up and down]
I’m wearing shoes and a cap, on a sunny day. [pretend to put on It’s rainy and wet, but I like to play!
shoes and a cap]
We’re playing, we’re playing, we’re playing on a sunny day.
I’m wearing a dress. Hey! Let’s go! [pretend to put on a dress] Unit 4 Lesson 5
We’re playing, we’re playing, we’re playing on a windy day. [put A Spider in the House Song e 2•11
arms above head and sway arms from side to side] There’s a spider in the house, a spider in the house. I’m scared! x2
I’m wearing trousers and socks, on a windy day. [pretend to put on [tuck your thumbs under and put your hands together, wiggling
trousers and socks] your fingers to make a spider; put your hands either side of your
We’re playing, we’re playing, we’re playing on a windy day. face for I’m scared!]
I’m wearing a shirt. Hey! Let’s go! [pretend to put on a shirt]
Where’s the spider? On the sofa. [point to the sofa flashcard]
Where’s the spider? On the bed. [point to the bed flashcard]
Unit 3 Lesson 5 Where’s the spider? On the table. [point to the table flashcard]
Where’s the spider? In the bath. [point to the bath flashcard]
Put On Your Sweater Song e 1•64
Put on your sweater. [pretend to put on a sweater] Where’s the spider? Where’s the spider now?
Put on your skirt. [pretend to put on a skirt] Hey, don’t worry! It’s in the garden now! [point to the garden
Come on now! [beckon to children] flashcard]
Let’s go to school. [walk on the spot] Hey, don’t worry! It’s in the garden now!

Put on your T-shirt. [pretend to put on a T-shirt]

Put on your shorts. [pretend to put on shorts]
Come on now! [beckon to children]
Let’s go to the park. [walk on the spot]

Mum, I’m cold. [hug yourself]

Dad, I’m cold. [hug yourself]
Put on your sweater! [pretend to put on a sweater]
And run, run, run! [run on the spot]

Song lyrics and actions 139

 Unit 5 Lesson 3 Unit 6 Lesson 5
I Can Try Song e 2•29 e 3•54 My Favourite Animal Song e 2•53
I can run. Yes, I can. [mime running; nod your head] What’s your favourite animal?
I can climb. Can you? [mime climbing; point to a student] A bat! A bat! It can fly. It can fly. [mime flying]
I can swim. Yes, I can! [mime swimming; nod your head] What’s your favourite animal?
But I can’t dive. No, I can’t. [mime diving; shake your head] A fox! A fox! It can run. It can run. [run on the spot]
No, I can’t dive. But I can try. What’s your favourite animal?
A frog! A frog! It can jump. It can jump. [jump up and down]
Chorus What’s your favourite animal?
I can try. Try, try, try. [two thumbs up] A squirrel! A squirrel! It can climb. It can climb. [mime climbing]
Yes, I can try. Try, try, try. What’s your favourite animal?
I can try. Yes, yes, I can try.

I can walk. Yes, I can. [mime walking; nod your head] Unit 7 Lesson 3
I can sing. Can you? [mime performing; point to a student]
I can shout. Yes, I can! [nod your head and shout Yes, I can!] Pasta for the Picnic e 3•06 e 3•56
But I can’t cook. No, I can’t. [mime cooking; shake your head] I like pasta. Pasta, pasta. [smile and nod your head]
No, I can’t cook. But I can try. Pasta for the picnic, please. [thumbs up]
I don’t like pasta. No, no, no. [frown and shake your head]
Chorus But I like chicken. Chicken, oh. [smile and nod your head]
Chicken for the picnic, yeah, yeah. [thumbs up]
Chicken for the picnic, please.
Unit 5 Lesson 5
I like cheese. Cheese, cheese. [smile and nod your head]
I Can’t Catch Song e 2•34 Cheese for the picnic, please. [thumbs up]
Dance, dance, dance. I can dance. [dance and nod your head] I don’t like cheese. No, no, no. [frown and shake your head]
I can dance all day. But I like salad. Salad, oh. [smile and nod your head]
Jump, jump, jump. I can jump. [jump and nod your head] Salad for the picnic, yeah, yeah. [thumbs up]
I can jump all day. Salad for the picnic, please.
But I can’t fly like a bird in the sky. [mime flying and shake your
head] I like rice. Rice, rice. [smile and nod your head]
No. No. I can’t fly. Rice for the picnic, please. [thumbs up]
And I can’t catch. No, I can’t. Oh dear! [mime trying to catch a ball I don’t like rice. No, no, no. [frown and shake your head]
and shake your head] But I like bread. Bread, oh. [smile and nod your head]
I can’t catch at all. Oh dear! Bread for the picnic, yeah, yeah. [thumbs up]
And I can’t catch. No, I can’t. Oh dear! Bread for the picnic, please.
I can’t catch at all. Oh dear!
I like milk. Milk, milk. [smile and nod your head]
Milk for the picnic, please. [thumbs up]
Unit 6 Lesson 3 I don’t like milk. No, no, no. [frown and shake your head]
But I like yogurt. Yogurt, oh. [smile and nod your head]
Cow Calypso Song e 2•48 e 3•55 Yogurt for the picnic, yeah, yeah. [thumbs up]
Can a pig cook? No, it can’t. [mime cooking; shake your head] Yogurt for the picnic, please.
Can a goat fly? No, it can’t. [mime flying; shake your head]
Can a chicken catch? No, it can’t. [mime trying to catch a ball; shake
your head] Unit 7 Lesson 5
Can a duck climb? No, it can’t. [mime climbing; shake your head]
What’s Wrong? Song e 3•11
Can a horse dive? No, it can’t. [mime diving; shake your head] Ice cream, ice cream. I like ice cream! [pretend to lick an ice cream]
Can a fish walk? No, it can’t. [walk on the spot; shake your head] Sweets, sweets. I like sweets! [pretend to unwrap sweets]
Can a donkey shout? No, it can’t. [put your hands either side of your Chips, chips. I like chips! [pretend to eat chips]
mouth; shake your head] I like ice cream, sweets and chips!
Can a sheep sing? No, it can’t. [mime performing; shake your head]
Oh! What’s wrong?
But a cow can dance! Oh yes, it can. [dance and nod your head] I feel sick. [make a face]
A cow can dance a calypso! Mooo! Mooo! Oh! What’s wrong?
A cow can dance a calypso! Mooo! Mooo! My tummy hurts. [hold your tummy]
A cow can dance a calypso!
Water, water, water please! [pretend to drink water]
Thank you! I’m OK. [thumbs up]

140 Song lyrics and actions

Unit 8 Lesson 3
Let’s Play Together Song e 3•26 e 3•57
I’ve got a football. [nod your head] I haven’t got a goal. [shake your
head]
I’ve got a goal! [nod your head] Let’s play together. [high five the
person next to you]

I’ve got a board game. I haven’t got counters.

I’ve got two counters! Let’s play together.

Chorus
It’s fun to play, to play with you. [point to the person next to you]
Let’s play together. [high five the person next to you]
It’s fun to play. It’s great with two. [hold up two fingers] Let’s play
together.

I’ve got a canoe. I haven’t got paddles.

I’ve got two paddles! Let’s play together.

I’ve got rollerskates. I haven’t got a helmet.

I’ve got two helmets! Let’s play together.

Chorus
Let’s play together. Let’s play together. It’s great with two!

Unit 8 Lesson 5
Hula, Hula, Hula Song e 3•31
I’ve got a skateboard. [mime skateboarding]
Hey! Watch me! Hey! Watch me!
I‘ve got a skipping rope. [mime skipping with a rope]
Hey! Watch me! Hey! Watch me!
I’ve got a trampoline. [jump up and down]
Hey! Watch me! Hey! Watch me!

I haven’t got a skateboard. I haven’t got a skipping rope. [shake

your head]
I haven’t got a trampoline. But hey, watch me …
I’ve got a hula hoop, a hula hoop, hula hula hula hula hula hoop.
[mime hula-hooping]
I’ve got a hula hoop, a hula hoop. You can do it too! [point to the
person next to you]

Hula, hula, hula, hula hoop. You can do it too!

Hula, hula, hula, hula hoop. You can do it too!

Christmas Eve
Jingle Bells Song e 3•45
Look it’s Santa Claus, [point] riding through the snow. [pretend to
be holding reins]
Look it’s Santa Claus, [point] riding through the snow. [pretend to
be holding reins]
Oh jingle bells, jingle bells, jingle all the way. [pretend to ring a bell]
Santa Claus is riding, riding in a sleigh. [pretend to be holding reins]
Oh jingle bells, jingle bells, jingle all the way, [pretend to ring a bell]
Santa Claus is bringing gifts on Christmas day. [pretend to give a
present to the person next to you]

Song lyrics and actions 141