www.frenglish.

ru

Wonderful

TEACHER’S
TEACHER’
EACHER’S
CHE
E S BOOK

Jennifer Heath
 www.frenglish.ru

Wonderful World 2 Teacher’s Book © 2012 HEINLE, a part of Cengage Learning

Jennifer Heath
ALL RIGHTS RESERVED. No part of this work covered by the copyright
Publisher: Jason Mann herein may be reproduced, transmitted, stored, or used in any form
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Commissioning Editor: Carol Goodwright limited to photocopying, recording, scanning, digitalising, taping, Web
Development Editor: Lynn Thomson distribution, information networks, or information storage and retrieval
Assistant Editor: Manuela Barros systems, without the prior written permission of the publisher.
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National Geographic Editorial Liaison: Leila Hishmeh [email protected]

Acknowledgements
The publisher would like to thank the following sources for
permission to reproduce their copyright protected photos: ISBN: 978-1-111-40206-8
Cover: Left to right, top to bottom: Jim Richardson/National
Geographic Image Collection, George Steinmetz/ National Cengage Learning EMEA
Geographic Image Collection, Medford Taylor/ National Cheriton House
Geographic Image Collection, David Edwards/ National
North Way
Geographic Image Collection, Eduardo Rivero/Shutterstock
Andover
Images, Richard Nowitz/ National Geographic Image Collection,
Dick Durrance II/ National Geographic Image Collection, Guy Hampshire
Needham/ National Geographic Image Collection, Scott S. SP10 5BE
Warren/ National Geographic Image Collection, Michael Poliza/ United Kingdom
National Geographic Image Collection, Fritz Hoffmann/ National
Geographic Image Collection. Parrot: Shutterstock/ CREATISTA.
Cengage Learning is a leading provider of customized learning solutions
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Printed in Greece
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Contents

Contents of Pupil’s Book 4

Introduction to Wonderful World 2 6
Hello! 10
Happy Trails! Trek and his Reporters 12
Unit 1 14
Unit 2 21
Unit 3 27
Let’s remember! 32
Fun and Games 34
Unit 4 36
Unit 5 43
Unit 6 49
Let’s remember! 55
Fun and Games 57
Unit 7 58
Unit 8 65
Unit 9 70
Let’s remember! 75
Fun and Games 77
Unit 10 78
Unit 11 85
Unit 12 91
Let’s remember! 97
Fun and Games 99
Guidelines for the two plays 100
Halloween 104
Happy New Year! 105
May Day 106
Photocopiable Cartoon DVD Worksheets 107
Photocopiable templates for Fun and Games 119
Workbook Key 123
Workbook Word Search Key 140
Project Book Key 143
Grammar Book Key 146
Unit Tests Key 156
Photocopiable Unit Tests 159
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Pupil's Book Contents

Grammar Vocabulary Page
Hello! 4

Happy Trails! Trek and his Reporters 10

Unit 1 to be (affirmative, negative, Family and adjectives

14
questions and short answers)

Unit 2 have got (affirmative, Objects and animals

negative, questions and short 20
answers)

Unit 3 Possessive adjectives More objects, rooms of a

Possessive ’s, Whose …? house, prepositions of place
There is … / There are … and clothes
(affirmative, negative, 26
questions and short answers)
a / an, the

Let’s remember! Units 1-3 32

Fun and Games 34

Unit 4 Present Continuous Sports, verbs, months of the

(affirmative, negative, year and camping words
38
questions and short answers)
Who ...? What ...?

Unit 5 can (affirmative, negative, More verbs and adjectives,

questions and short answers) adverbs, library words and
must (affirmative and negative) ordinal numbers (1st – 10th) 44
Imperative
Let’s

Unit 6 some / any Food and drink and

How much / How many …? numbers 20-100 50
Object pronouns

Let’s remember! Units 4-6 56

Fun and Games 58

4
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Grammar Vocabulary Page

Unit 7 Present Simple (affirmative, Prepositions of time,
negative, questions and short jobs, telling the time, 62
answers) more verbs and adjectives

Unit 8 Adverbs of frequency (always, Weather words, more objects

often, sometimes, never) and adjectives 68
Comparatives, Superlatives

Unit 9 to be Past Simple (affirmative, Places, dinosaurs, cavemen

negative, questions and short and more adjectives 74
answers)

Let’s remember! Units 7-9 80

Fun and Games 82

Unit 10 Past Simple (affirmative – More verbs, history and

regular and irregular verbs, nationalities 86
negative)

Unit 11 Past Simple (questions and Directions and nature

short answers)
92
be going to (affirmative and
negative)
Unit 12 be going to (questions and Holidays and travel
short answers)
Future Simple (affirmative and 98
negative)

Let’s remember! Units 10-12 104

Fun and Games 106

Play 1 Cinderella 108

Play 2 Aladdin 110

Halloween 112

New Year 114

May Day 116

Masks 119

5
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Introduction to Wonderful World

Wonderful World is a six-level English course for young introduction section, twelve units and four reviews. It recycles
learners. It teaches reading, listening, speaking and and consolidates the content of the pupil’s book through
writing in a carefully graded way enabling pupils to easy-to-understand tasks which pupils can complete on their
develop their English skills successfully and confidently. own. Activities include crosswords with picture clues, spell
The course entertains young learners through fun checks, word banks and picture-based tasks. At the back of
stories, breathtaking images and fascinating facts about the Workbook, there are twelve wordsearches; one for each
the world around them inspired by National Geographic unit, for further practice of key vocabulary.
content. A variety of lesson and task types are used
Pupils will be motivated by the full-colour pages, lively
to motivate young learners. The course also uses
illustrations and photographs. The clear and simple format
spectacular National Geographic photography which
means that it can be used at home as well as in class.
has been carefully chosen to appeal to young learners.
Wonderful World 2 Teacher’s Book
Course components The Teacher’s Book offers practical step-by-step
Wonderful World 2 Pupil’s Book instructions on how to approach the lessons and reviews,
guidance on how to put on the plays and deal with the
Wonderful World 2 Pupil’s Book consists of an celebration lessons in the pupil’s book. It also contains
Introduction section, twelve units, four review sections
photocopiable cartoon DVD worksheets, templates for
and, at the back of the book, plays, celebration lessons,
the craft activities, unit tests and the keys to the tests, and
character masks and stickers.
Wonderful World 2 Workbook.
The Introduction section revises the alphabet, simple
At the beginning of each lesson, there is a box outlining
functional language, colours, days of the week, numbers
the aims of each lesson and a list of materials needed
1-20, plurals and this/that, these/those. It features a
chant and a song. This section also reminds pupils for the lesson. A Lead-in section provides suggestions
about Trek and his Reporters, the main characters of the for recapping what was learnt in the previous lesson,
cartoon stories in the units of the pupil’s book. checking homework and preparing for the current lesson.
The New vocabulary section explains how to teach the key
The twelve units are divided into four sections, each vocabulary for the lesson. Detailed teaching notes follow,
consisting of a section opener, three units and a review giving clear directions on how to approach each of the tasks,
section. The section opener features a stunning National together with the answer key and the listening script where
Geographic photograph and a map. The purpose of necessary. Background information boxes include further
this photograph is to introduce pupils to the country that information on topics that come up in the pupil’s book. There
Trek’s reporters will visit in the cartoon story presented are also Extension activities to ensure pupils have ample
in the following three units. Each of the following three opportunity to practise the grammar of the lesson, and
units contains three, two-page lessons. Each lesson Optional activities which promote fluency and learning.
begins with a presentation of the new vocabulary and
continues with a reading task. Lesson 1 contains an The cartoon DVD worksheets can be photocopied for
episode of the cartoon story, Lesson 2 has a short real- use with Wonderful World 2 DVD to aid comprehension
life reading text illustrated with a National Geographic of the episodes, and the photocopiable unit tests can be
photograph and Lesson 3 contains a reading text that used to track pupils’ progress.
pupils can relate to, for example a poster, a dialogue,
an email and so on. The lessons then continue with Wonderful World 2 Teacher’s Resource Pack
an illustrated grammar presentation and a task before The teacher’s resource pack is an invaluable source of
moving on to speaking, listening, and in lesson 3, material for teachers. It contains:
writing. Each unit also contains a simple pronunciation
task and a song, which allows pupils to practise • The Wonderful World map of the world
vocabulary and grammar and keeps motivation high. • Four educational posters
After the three main units, there is a review section • Key vocabulary flashcards
consisting of Let’s remember! with tasks to consolidate • A CD-ROM with printable pdfs including 12 unit tests
vocabulary and grammar, and Fun and Games with a and 4 progress tests
National Geographic photograph to talk about, a fun
The Wonderful World map of the world is designed to
task, a song and a craft or project activity.
aid pupils in understanding the location of the countries
At the back of Wonderful World 2 Pupil’s Book, there are Trek’s reporters visit in the cartoon stories. The
two plays based on well-known tales for pupils to listen to, educational posters are designed to provide classroom-
read and perform and three celebration lessons; one for based practice and promote communication.
Halloween, one for New Year and one for May Day. There
are also character masks of Trek and his reporters that The key vocabulary flashcards are essential for teaching
pupils can wear to role play the episodes in the main units. vocabulary. A variety of activities are structured around
the flashcards.
Wonderful World 2 Workbook Printable pdfs of colouring pages, fun tasks, and extra
Wonderful World 2 Workbook accompanies Wonderful vocabulary and grammar tasks are contained on the CD.
World 2 Pupil’s Book. Like the pupil’s book, it consists of an These are designed to provide teachers with material for

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use either in class as extra practice or with pupils who a number of times. Then hold up a flashcard without
finish early, or for homework. There are also printable unit saying the word and ask pupils to call out the word.
tests and progress tests that can be used throughout the • Hold up the flashcards one at a time. Say the word
course to check pupils’ progress. The key to all tests is also and ask pupils to repeat after you a number of times.
included on the CD. Write one of the words on the board. Read out the
word. Ask a volunteer to choose the correct flashcard
Wonderful World 2 Class Audio CDs and stick it under the word on the board.
The class audio CDs contain the recordings of • Hold up the flashcards one at a time. Say the word
the cartoon stories, the listening tasks, the Say it! and ask pupils to repeat after you. Ask volunteers
pronunciation tasks, the songs and the plays found in to come to the front of the class and give them one
Wonderful World 2 Pupil’s Book. flashcard each. Call out a word. The pupil with the
corresponding flashcard should hold it up.
Wonderful World 2 CD-ROM
The CD-ROM is designed to recycle vocabulary and New words
grammar from each unit of the pupil’s book in an enjoyable Young learners will remember new words if they find the
way. There is also an introduction section that allows pupils learning process fun. Here are some suggested ways
to consolidate language learnt in Wonderful World 1 Pupil’s for teaching new words without flashcards. There are
Book, and games that increase pupils’ motivation for what more suggestions in the lesson plans.
they are learning. The CD-ROM is compatible with both • Bring objects to the class (eg food items, classroom
PCs and Macs. objects). Put all the objects in a bag. Pull out the objects
one at a time and hold them up. Say the word and ask
Wonderful World 2 DVD pupils to repeat after you. Do this a number of times. Ask
The DVD contains animation of the cartoon stories pupils to repeat together and individually. Then hand out
contained in Lesson 1s in the pupil’s book. The stories the objects to volunteers. Call out a word. The pupil with
are brought to life and pupils will enjoy watching each the corresponding object should hold it up.
story unfold as they progress through the course. There • Cut out magazine pictures which represent the words
are photocopiable worksheets in Wonderful World 2 (eg people, sports). Stick the pictures on the board.
Teacher’s Book for classroom use with the DVD that will Point to one picture and say the word. Ask pupils to
aid pupils’ comprehension. repeat after you. Repeat a number of times. Do the
same with the other pictures. When pupils know all
Wonderful World 2 Interactive Whiteboard Software the words, ask volunteers to come to the board, point
Wonderful World 2 Interactive Whiteboard contains the to any picture and say the word.
Pupil’s Book, including the audio material, the DVD and • If a word cannot be represented with an object or
the educational posters from the Teacher’s Resource picture explain the meaning of the word in L1 (eg
Pack. Most of the tasks found in the Pupil’s Book are cool). Then use the word in English appropriately (eg
interactive and easy to use by both pupils and teachers Trek is cool.) Ask pupils to repeat after you.
alike. Justification for reading comprehension and • If you are comfortable with drawing, draw simple
listening tasks is available at the touch of a button, as pictures on the board (eg clothes, parts of the body).
is the key to all tasks. The DVD can be played with or Point to the picture, say the word and ask pupils
without subtitles and the song lyrics change colour as to repeat. Do this a number of times. Ask pupils to
they are sung to make it easier for pupils to sing along. repeat together and individually.
Wonderful World 2 Interactive Whiteboard Software is
compatible with any interactive whiteboard hardware. • Use actions to illustrate a word (eg action verbs). Do
the action. Say the word and ask pupils to repeat.
Say the word and ask volunteers to do the action.
Teaching Wonderful World 2
Vocabulary strip
Flashcards
Pre-teach the new words before pupils open their books.
The course is accompanied by 56 full-colour vocabulary
The vocabulary strip can then be used to practise new words
flashcards which have a picture on one side and the
which have been learnt. This is outlined in the lesson plans.
corresponding word on the other. Flashcards are essential for
teaching vocabulary since they are both visual and tangible,
Listen and read.
thus promoting pupils ability to learn and retain. Flashcards
can be used to teach new words in these suggested ways: These tasks use all new vocabulary and introduce
new grammar structures. Focus pupils’ attention on
• Hold up the flashcards one at a time. Say the word and
the task by asking them to look for new words in the
ask pupils to repeat after you. Do this a number of times.
text, or pictures that represent any words they know.
Ask pupils to repeat together and individually.
After pupils listen to the recording, ask a few simple
• Stick the flashcards on the board with blu-tack. Point questions in L1 to check comprehension.
to one flashcard and say the word. Ask pupils to
repeat after you. Repeat a number of times. Do the Young learners enjoy reading aloud. By hearing a recording
of the reading text, pupils will acquire correct pronunciation
same with another flashcard. When pupils know all
and intonation. Play the whole recording first and tell pupils
the words, ask volunteers to come to the board, to
to follow the text with their fingers. Then play the recording
point to a flashcard and to say the word.
again and stop after each sentence. Encourage pupils to
• Say the word and ask pupils to repeat. Then hold up the repeat what they hear as a class. Repeat this a few times.
flashcard and say the word again. Ask pupils to repeat Then ask volunteers to read out the text.
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Look and learn. Lead-in

There are two additional characters, Amber and Chris, At the beginning of each lesson plan there is a lead-in
who are the same age as the pupils. They illustrate the section where teachers can make sure pupils remember
new grammar points with funny mini dialogues. what they learnt in the previous lesson. Homework should
Read out the dialogue to pupils. Read it out again and also be checked. Suggestions on different ways of doing
ask pupils to repeat. Then explain the grammar box this are in the lesson plans. Then the words set for dictation
and make sure pupils understand everything. Then are tested. This can be done in a number of ways to keep
ask pupils to find examples of the grammar point in the pupils interested. Here are some suggestions.
dialogue and the example sentences. • Write the words to be checked on the board. Leave
Explain the task to pupils and then allow them enough them there for a minute. Then rub out some of the
time to complete it on their own. Go round the class letters and replace them with a _. Ask pupils to write
helping and encouraging pupils. Then check the the words in their notebooks. Ask volunteers to write
answers together. It’s a good idea to write the answers the missing letters on the board. Then go round the
on the board, so pupils are sure of the correct answers. class checking pupils’ notebooks to make sure they
have checked their dictation correctly.
Say it! • Stick the flashcards of the words on the board picture-
There is one pronunciation task in each unit. These tasks side up. Read out the word and ask pupils to write
deal with consonant and vowel sounds and double vowels them in their notebooks. Ask volunteers to write the
sounds, for example ai. There are two parts to this task. words under the flashcards. Then go round the class
Play the first part of the recording (Listen and say.) once checking pupils’ notebooks to make sure they have
asking pupils to repeat the words each time they hear them. checked their dictation correctly.
(This part will be heard twice.) Then ask volunteers to try • Write the words to be checked on the board in a
out the pronunciation of the example. Play the second part column. Leave the words there for a minute. Then rub
of the recording (Read and listen.) so they can check their
out the first word. Say the word and asks pupils to write
pronunciation. (This part will be heard once.)
it down. Do the same with the other words. Then go
round the class checking pupils’ notebooks awarding a
Listening tasks
star for good work.
There is one listening task in each unit. The CD track number
is written next to the rubric in the teacher’s book. Make sure Songs
pupils know what they have to do. Play the recording of the
example first and then clearly explain why the answer is the Young learners respond well to songs. They enjoy
one given. Then play each question one at a time, pausing singing, and the music and rhythm help them to
between questions where necessary. Play the recording as acquire and use new vocabulary. Songs improve their
many times as the pupils need in the first few units as this will pronunciation and intonation, and, of course, build
help build their confidence. Start playing the recording twice confidence. Play the song to pupils once or twice
when pupils have improved their listening skills enough. before asking them to sing along. Then read out the
song line by line, asking them to repeat. When pupils
Speaking tasks are confident with the words, play the recording and
encourage them to sing along. The songs can be
There are two speaking tasks in each unit. The first
played to start or finish subsequent lessons. If pupils
speaking task appears in either Lesson 1 or 2 and practises
particularly like one song, they can sing it throughout the
key structures and vocabulary from the lesson. The second
whole course. The happier young learners are the more
speaking task appears in Lesson 3 and introduces the
language needed for the writing task which follows. receptive they are to learning!

Make sure all pupils have a chance to speak. Ask Project Book
volunteers to perform the speaking task first to allow
shyer pupils to follow their example. To keep the The Project Book is designed for pupils to use either in
attention of the whole class, ask pupils to perform class or out of the classroom, as homework. It is divided
pairwork at the front of the class while the others watch. into two sections: Projects and Handwriting Practice.

Writing tasks Projects

Each unit ends with a simple, guided writing task. The There is one project for each unit of the course and
tasks are designed to be fun and easy to complete so they are linked thematically to each unit. Each project
pupils first experience of writing is positive. The task should is designed to be carried out once the children have
be completed in class so the teacher can monitor pupils’ completed the unit. Each project consists of a series of
progress and encourage them with help and correction. short activities, which revise vocabulary and language,
which may be done in class, before the children embark
Pupils have already used the language they need for the
writing task in the speaking task. Explain the task first to on a short project, which can be completed at home.
make sure all pupils know what they have to do. Then The project often involves drawing a picture, making a
allow pupils enough time to complete the task in class. Ask poster or booklet, or making a model and then sharing
volunteers to hold their books up at the front of the class the finished work with other members of the class. The
and then to read out their work. Make sure all pupils get the projects all involve items (such as paper, colouring
chance to show off their work. pencils, paint etc.) which can be found easily at home.

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The aim is to encourage the children to be creative and • Meet pupils’ parents at the beginning of the school year
to have fun with the topic they have been studying. It is in order to gain their support. Talk about the course and
hoped that all the children will participate and that those explain what pupils are expected to do at home.
weaker pupils particularly, and/or those who are artistic • Bring a supply of materials eg pencils, sharpeners,
and creative, rather than academic, will have a chance rubbers and coloured pencils with you. Children often
to shine in class. Time should be set aside for the ‘show forget theirs!
and tell’ element of each project, so that the pupils can
complete the pair work tasks in each project and enjoy • Make sure all pupils can see the board. Write clearly
sharing their work with the rest of the class. and legibly on the board.
• Be patient. If pupils don’t understand a task, explain it in
The teacher should not formally mark or assess a different way.
each project, but instead, display the projects on the • Try not to raise your voice. If you shout, young
classroom walls or in the corridor (if either are possible) children tend to shout in reaction. Keep boisterous
and encourage the children to bring in their work and children busy with small tasks like holding the chalk
to look at and admire each other’s efforts. The children or collecting books.
could vote for the project(s) they find most interesting,
• Allow children to be active. Ask pupils to stand up,
colourful. Be sure to praise all the children’s work,
come to the board, perform at the front of the class,
particularly those who have made a real effort or have
hold up their books, perform actions to songs, etc.
been enthusiastic.
• Insist that pupils raise their hands to answer a question
The Project Book Answer Keys and teacher’s notes are and wait for your cue. If all pupils call out together, it is
on pages 143–145 of this Teacher’s Book. noisy and you cannot monitor learning.
• Praise and reward pupils. Use stickers or draw stars in
Handwriting practice pupils’ notebooks to reward written work. Use English
There are 16 pages in this section, to provide alphabet phrases eg Well done! Good job! That’s fantastic! to
writing practice: both upper and lower case, and short reward spoken work.
word-writing practice to help the children become • Encourage all pupils to take part in the lesson. Give
familiar with the letters of the Roman alphabet and to weak pupils tasks they can perform successfully, eg
help them write neatly and accurately. Each letter or cleaning the board or handing out tests.
word is set on a ‘stave’ to assist the children in copying • Keep the pace of the lesson moving. If you spend too
each letter to the correct size and proportion. much time on a task, pupils lose concentration and
become restless. Try a different task, eg sing a song,
There are also some activity pages to practise and then go back to the task if necessary.
recognising numbers, colours, plural nouns and other
areas that the pupil’s may need additional practice on. • Mark homework and tests positively. Young learners
need praise and reinforcement to build their confidence.
At the back of the book are some extra blank pages • Always have extra material and ideas ready for time
with ‘staves’ on them for the children to use for further fillers. You can find ideas in the lesson plans and extra
practice or for practicing writing new words. This section material in the Teacher’s Resource Pack.
can either be used in class or at home. • Make sure pupils are clear about what they have to do
for homework. Allow time at the end of the lesson to
Homework explain their homework to them. It’s a good idea to write
Homework is suggested after each lesson. This may the homework on the board and have pupils copy it into
include rereading the picture stories from the Pupil’s their notebooks.
Book, completing the Workbook activities, and learning
words in preparation for a dictated spelling test which
will be administered in the lead in to the next lesson National Geographic
(see page 8 above). Wonderful World is a new kind of course for young
learners that aims to widen their horizons and introduce
them to the world around them through English
Tips on teaching young learners Language learning. With this aim in mind, Wonderful
Teaching young learners is a challenge. Young children World presents spectacular National Geographic
tend to tire easily and also tend to get over excited. Here photography as a major element of the course. The
are some suggestions on how to teach young learners photographs have been carefully chosen to appeal to
and maintain a happy, organised classroom. young learners. They depict children of the same age
group to whom pupils can relate.
• Enter the classroom before pupils. Welcome them to
‘your’ classroom as they arrive. In this way you make We hope that this course will motivate teachers and
it clear that the classroom is your domain and you are parents to encourage pupils to learn more about
in charge. the world around them. With proper supervision and
• Decorate the classroom with pictures and posters guidance children can find a wealth of information in
of interest about English-speaking countries. Pupils’ magazines, in documentaries and on the Internet.
work should also be put on the wall. The National Pupils and parents can visit this site to find out
Geographic map of the world and the four educational more about National Geographic for children:
posters should also be also put on the wall. These are kids.nationalgeographic.com or
included in the Teacher’s Resource Pack. littlekids.nationalgeographic.com

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Hello! C Write.
• Revise the colours black, blue, brown, green and
orange with the colouring pencils you have brought in.
Hold the pencils up one at a time, say the colour and
ask pupils to repeat. Write the words on the board.
Aims • Say pink. Ask pupils to find something pink in the
• Revise vocabulary from Wonderful World 1: The classroom. Write pink on the board and read it out.
alphabet, colours, days of the week, numbers Ask pupils to repeat. Do the same with the colours
1-20 purple, red, white and yellow.
• Revise grammar from Wonderful World 1: Regular • Tell pupils to look at the balloons. Tell pupils that they
and irregular plurals, this/that, these/those should choose the correct words from the box and
• Revise functional language from Wonderful World 1: write them under the balloons. Tell them to cross
Hello/Hi. I’m ______ ., What’s your name? My through the word in the box when they have used it.
name’s ______, How are you? Fine thanks., How • Make sure pupils understand the task. Allow them
old are you? I’m ______ . enough time to complete the task alone.
• Check answers. Write them on the board if necessary.
Materials
• Colouring pencils: black, blue, brown, green, orange
D Listen and say. 1.3
• Hold up your book and point to Amber. Say Amber
Lead-in
and ask pupils to repeat. Then point to Chris. Say
• Welcome pupils to the class. Say Hi/Hello. I’m (your Chris and ask pupils to repeat.
name). Then ask them What’s your name? and elicit
• Explain to pupils that Amber is asking Chris’ name.
My name’s _________ . Make a note of their names
Play the recording pausing after each speech bubble.
and ask them to sit in the same seats for the next
Tell pupils to listen again and to repeat what they hear
few lessons. Then ask pupils How are you? and elicit
as a class. Play the recording a few times so pupils
Fine, thanks. Do the same for How old are you? I’m
get used to repeating. Then ask volunteers to listen
_______ .
and repeat.
• Ask pupils to open their books at page 4. Tell them
• Ask pairs to stand at the front of the class and ask
that they are going to see how much they can
each other What’s your name? and answer My
remember from last year.
name’s _____ .
Note: The material on pages 4-9 can be covered over
1 to 3 lessons depending on time available and level
of pupils. E Write.
• Revise the days of the week. Say Monday and ask
pupils to repeat. Do the same with all the days. Ask
A Chant. 1.2
volunteers to write the days on the board. Help with
• Tell pupils they are going to do a chant. Explain that spelling if necessary.
the chant contains all the letters of the alphabet. As a
• Tell pupils to look at the page from Trek’s diary. Tell
class say all the letters together. Then write the lower
them to write the days of the week in the correct
case letters on the board and say them again.
order. Make sure pupils understand the task. Allow
• Ask pupils to look at the chant. Read out the chant them enough time to complete the task alone.
one line at a time asking volunteers to say the words
for the pictures. Help pupils where necessary.
Optional activity
• Play the recording and tell pupils to listen and follow
• Ask volunteers what they do on various days of
the words with their fingers.
the week, and elicit eg On Monday I watch TV.
• Play the recording again. Encourage pupils to chant Tell pupils they can use the examples for ideas
along. in Task E or their own ideas. Help pupils where
• Ask pupils to say the chant in groups of four. necessary.

B Write. F Listen and say. 1.4

• Ask volunteers to write the upper case letters on the • Hold up your book and point to Amber and Chris. Ask
board next to the lower case ones. pupils to call out the children’s names (Amber and
Chris). Explain to pupils that Amber is asking Chris
• Ask pupils to look at the task. Tell them to write the how he is.
missing letters on the lines. They can look at the
board for help if necessary. • Play the recording, pausing after each speech bubble.
Tell pupils to repeat what they hear as a class. Play
• Check pupils’ work. Ask volunteers to read out the the recording a few times so pupils get used to
alphabet. repeating. Then ask volunteers to listen and repeat.

10 HELLO
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• Ask pairs to stand at the front of the class and ask K Count and write.
each other How are you? and answer Fine, thanks.
• Ask pupils to look at the picture and name the things
they can see. Elicit these things and write them on
G Match. the board: trees, children, men, women, birds, frog,
flies, flowers.
• Revise the numbers 1-10. Ask pupils to count from
1 to 10 with you. Write the words on the board. Ask • Tell pupils that they must count the objects and the
pupils in turn to come to the board and write the people in the picture and write how many they find on
numbers next to the words. the lines.
• Ask pupils to look at the numbers. Tell them to draw • Make sure pupils understand the task. Allow them
lines to match the digits to the words. Make sure enough time to complete the task alone.
pupils understand the task. Allow them enough time • Check pupils’ answers. Write the answers on the
to complete the task alone. board if necessary.
• Check pupils’ answers.
Answers
H Write. 1 seven trees (given)
2 five children
• Revise 11-20. Say eleven and ask pupils to repeat. 3 two men
Do the same up to twenty. Write the words on the 4 three women
board. Ask volunteers to count form 11 to 20. 5 eleven birds
• Tell pupils that they should complete the words with 6 one frog
the missing letters. Make sure pupils understand 7 fifteen flies
the task. Allow them enough time to complete the 8 twenty flowers
task alone. They can look at the board for help if
necessary.
L Write This, That, These or Those.
• Check pupils’ answers.
• Write This and That on the board. Hold up a pencil
and say This is a pencil. Ask pupils to repeat. Then
I Listen and say. 1.5 put the pencil on a desk, move away from it and say
That is a pencil. Ask pupils to repeat.
• Hold up your book and point to Amber and Chris.
Explain to pupils that Amber is asking Chris how old • Hold up two pencils and ask pupils what you should
he is. say. Elicit These are pencils. Then put the two pencils
on a desk and move away. Ask pupils what you
• Play the recording pausing after each speech bubble.
should say. Elicit Those are pencils.
Tell pupils to repeat what they hear as a class. Play
the recording a few times so pupils get used to • Ask pupils to look at the first picture. Read out the
repeating. Then ask volunteers to listen and repeat. example and ask pupils why This is the correct answer.
• Ask pairs to stand at the front of the class and ask • Explain the task to pupils. Read out the sentences. Check
each other How old are you? and answer I’m _____ . that pupils remember the meanings of all the words. Allow
them enough time to complete the task alone.
• Check answers. Write them on the board if necessary.
J Write.
• Write penguin, baby, dress, child, beach, tomato,
man and foot in a column on the board. Read out the Answers
words one at a time and ask pupils the meanings. 1 This (given) 4 This
Ask volunteers to draw pictures for each word on the 2 Those 5 These
board. Say Two penguins and ask pupils to repeat. 3 That 6 That
Ask pupils how we spell penguins. Write penguins
next to penguin on the board. Do the same for all the
words. Remind pupils that for some words we add an M Sing. 1.6
s in the plural form, for some we change the spelling
and for others we change the word completely. • Tell pupils they are going to learn a song.

• Ask pupils to look at the table in their books. Tell them • Play the recording and tell pupils to listen and follow
that they have to write the missing words. Tell them the words with their fingers.
they can use the words on the board to help them. • Read out the song one line at a time and ask pupils to
• Make sure pupils understand the task. Allow them repeat after you.
enough time to complete the task alone. Go around
the class helping pupils where necessary. • Homework
Play the recording again. Encourage pupils to sing
• Check pupils’ answers. Ask volunteers to read out the •along. Practise
Workbook, many
pages times
4-6: until
Time pupils are
permitting, familiar
some
words. with the words.
tasks can be done in class.

HELLO 11
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Happy Trails! Trek and Mia

She is a meerkat. She records their journeys on her

his Reporters tape-recorder. She is clever and knows many things

about the places they visit.
Leo
Aims He is a leopard. He writes down all the notes about their
• Revise the characters from the cartoon episodes: journeys. He is fun loving, he likes meeting new people
Trek, Ty, Mia, and Leo and is always willing to try out anything new.
• Revise Trek’s family Dina
• Introduce Trek’s new reporter, Dina She is a fennec fox. She is new to the team and the
• Revise to be affirmative reporters meet her in Morocco in the first episode. She
is travelling for the first time and finds many things fun
• Revise functional language: and surprising on the journeys. She is funny and looks
Hello/Hi to Ty for protection.
I’m _____
How are you?
Character masks
• Tell pupils they’re going to make the character
Materials masks. Hand out a pair of scissors to each pupil
• Materials to make the character masks: scissors (one and the two pieces of card. Then tell pupils where
pair for each pupil), card (two A4 pieces for each the character masks are at the end of the book. Ask
pupil), glue and ribbon or string (four 30cm piece for pupils to choose one character (or time permitting two
each pupil) characters) each and to cut out the mask carefully
using the dotted lines as a guide. Go round the class
helping where necessary.
Lead-in • Then hand out glue to pupils and ask them to stick
• Revise I’m and He’s/She’s. Say Hi. I’m [your name]. the mask on the A4 card using some glue. Pupils can
Ask pupils to introduce themselves in the same then cut out the mask again carefully. Pupils can write
way. The point to a pupil and say He’s/She’s [pupil’s their names on the back of the mask. Collect in the
name]. Ask pupils to do the same for the person scissors.
sitting next to them. • When pupils have finished writing their names, help
• Check homework. Tell pupils to open their Workbooks them to make a hole on each side of the mask. Show
at pages 4-6. Ask volunteers to read out their answers. pupils how to hold the mask to their face so that the best
Write the answers on the board so pupils can check position for the holes can be found (about halfway down
their work. Then quickly check all pupils’ books. the character face). Then tie a length of ribbon or string
through each hole. Then ask pupils to hold the mask up
to their face and tie the ribbons for them.
A Listen and say. 1.7 • Pupils can wear these character masks when acting
• Ask pupils to open their books at page 10. Tell pupils to out the cartoon episodes. The masks should be
look at the picture. Hold up your book and point to the handed out at the beginning of lessons with the
characters one at a time. Say their names, ask pupils to cartoon episodes and collected at the end of those
repeat and write them on the board. Tell pupils that you lessons. This avoids situations where pupils forget to
bring these masks in to class.
are going to tell them about the characters.
• The rest of the masks can be made during the year
Trek
whenever new copies of these masks are needed
He is a 10-year-old boy who loves technology and (because of wear and tear) or alternatively each pupil
learning about the world. He has got a laptop, a flat can have their own set of masks which again can be
screen TV, a map and a globe. He has got four friends kept by teachers and handed out when needed.
who are his reporters on the magazine Happy Trails. • Tell pupils to look at the picture. Say a character’s
They travel to different countries and make a DVD for name and ask pupils to point to the correct character.
him about their journeys and adventures. He receives
• Play the recording. Tell pupils to follow the speech
the DVD in the post and then watches it on his TV.
bubbles with their fingers.
We watch it with him through the book in the cartoon
episodes. There is a map on Trek’s wall which shows • Play the recording again. Pause after each speech
the countries the reporters visited in Wonderful World 1 bubble and ask pupils to repeat.
and will visit in this book. • Ask pupils to wear the character mask they have
Ty made. Assign the roles of Mum, Dad and Tessy
to three pupils. Then pupils can act out what the
He is a panda. He makes the films and takes all the characters say on page 10. Make sure all pupils have
pictures on the journeys. He is kind and funny and often a turn.
gets into scrapes.

12 HAPPY TRAILS! TREK AND HIS REPORTERS

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B Find and stick.

• Read out the sentences. Ask pupils to repeat. Explain
the meanings where necessary.
• Show pupils where to find the stickers in their books.
Tell them to remove the stickers one at a time and
to stick them in the correct boxes to match the
sentences. Go round the class helping pupils where
necessary.
• Check answers. Ask pupils to hold up their books and
read out the sentences.

C Write.
• Ask pupils to look at the pictures. Read out the
example and ask pupils to repeat.
• Explain the task to pupils. Allow them enough time to
complete the task alone. Explain that for the last box
they should draw a picture of themselves and write
their own name.
• Check pupils’ answers. Ask volunteers to read out the
sentences.

D Sing. 1.8
• Tell pupils they are going to sing the Happy Trails song.
• Play the recording and tell pupils to listen and follow
the words with their fingers.
• Read out the song one line at a time and ask pupils to
repeat after you.
• Play the recording again. Encourage pupils to sing
along. Practise many times until pupils are familiar
with the words.
• Pupils can clap and jump up and down when they
sing Happy Trails and Party!

Homework
• Pupils reread the Pupil’s Book page.
• Workbook, page 7: Time permitting, some tasks
can be done in class.

HAPPY TRAILS! TREK AND HIS REPORTERS 13

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Morocco
orro
occo
occ
cco
co
Happy Trails in Morocco

Ask pupils to look at the photo on pages 12-13 (use L1) and tell them that it’s a National Geographic photo, which
was taken in the Sahara Desert in Morocco.
Pupils’ existing knowledge about Morocco will vary but they will probably have heard of the Sahara Desert. Ask them
what they know about deserts. Explain that a large part of Morocco is covered by the Sahara Desert. Tell them that
you can visit the desert, travel on camels and stay in tents. Explain that there are also many old cities in Morocco.
These cities are built near oases or rivers. The old walled city in the photo is next to a lake on the edge of the desert.
Ask volunteers to find North Africa on the classroom map and then show them where Morocco is. Then point to the
map at the top of the page to show them. First show them where their own country is on the globe and then point out
the area in red where the reporters are. Explain that this is Morocco.
The first country the reporters visit is Morocco. In episode 1, they meet up with the new reporter Dina in the Sahara
Desert. She is a fennec fox, which is an animal indigenous to this area. They drink traditional Moroccan tea with her
friend Hassan, and then travel through the desert on camels. In episode 2, they visit the city of Marrakesh and they
buy some souvenirs. They also go to the traditional market in the city square where they see acrobats and a snake
charmer. In episode 3, the reporters visit the city of Rabat, which is the capital city of Morocco. They admire the
beautiful walled castle and gardens.

Fun facts
Here are some facts about Morocco, which your pupils will find interesting:
1 The Sahara Desert is the largest desert in the world.
2 Morocco has got a king, who is very powerful.
3 The area around Rabat used to be ruled by pirates.
4 The people who live in the desert are called Berbers.
5 In Morocco, goats climb trees to eat delicious berries, which are similar to olives.
6 Moroccans speak Arabic and French.
7 Moroccan food is very popular all over the world. The national dish of Morocco is couscous. This is steamed
wheat served with vegetables, fish or meat and a soup-like sauce.
8 The traditional drink is mint tea.
9 Many market places are full of entertainers and in the evening there are many food stalls.
10 The stories of the One Thousand and One Nights are from North Africa and Arabia. One of the most famous of
these stories is Aladdin.

14
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1
Lesson 1 Happy Trails in Morocco
• Read out all the words again one by one and ask
pupils to repeat after you.

A Listen and read.

Background information
The Sahara Desert
Aims
The size of the Sahara Desert is a little over 9
• Learn and use new vocabulary: sand, stars, tea, million kilometres, and is the world’s largest desert.
email, camel Around 2 million people live there. The word Sahara
• Learn and use new grammar: to be affirmative means desert in Arabic. The Sahara runs through
11 countries and is one of the hottest places on
Materials earth. However, at night the temperature can drop
below freezing. You can sometimes find gazelles
• Flashcards: sand, email, camel and antelopes in the Sahara. Mostly, though, you
• A teabag will find birds, snakes, lizards and fennec foxes,
which are the smallest foxes in the world. Dina,
• Masks: Trek, Ty, Mia, Leo, Dina
one of Trek’s reporters, is a fennec fox. There are
oases in the Sahara where dates, corn and fruit are
Lead-in grown, but most oases serve as stops for travellers
• Revise and practise vocabulary from the Introduction. and animals.
Chant the numbers as a class. Ask volunteers to
find different colours they know in English in the For teachers using the DVD
classroom. Ask pupils to say the days of the week.
• Make sure each pupil has got a copy of the DVD
• Check homework. Tell pupils to open their Workbooks at Worksheet found on page 107.
page 7. Ask volunteers to read out their answers. Write
the answers on the board so pupils can check their work. • Ask pupils to work in pairs to do the Before you watch
Then quickly check all pupils’ books. task to encourage discussion.
• Revise the names of Trek and his reporters. Hand out
the masks to pupils. Call out a name and ask pupils to Before you watch
put on the correct mask. Ask four volunteers to wear a
different mask each, stand at the front of the class and Answers
introduce themselves. Elicit for example Hi! I’m Leo. This
can be repeated until all pupils have had a turn. 1 his mum
2 in the Sahara
3 Morocco
Episode outline 4 camels
Morocco: Episode 1
Trek shows his mum a DVD and an email he has • Play the whole episode without interruption before
received from his reporters in Morocco. Ty, Mia and pupils do any more tasks on the worksheet. Ask
Leo meet the new reporter Dina in the hot Sahara. pupils to watch the DVD carefully.
Dina’s friend Hassan offers them tea in his tent.
Then, the five reporters leave on camels. They set While you watch
up camp in the desert. Dina and Mia admire the • Tell pupils to look at the While you watch task and tell
beautiful night sky. But Ty is so tired he falls asleep. them that they need to tick the correct column when
Leo looks at him and laughs. they watch the episode for the second time. Play the
whole episode again without interruption.
New vocabulary • Give pupils a few minutes to complete the task. If
necessary play the DVD again and ask pupils to fill in
• Teach the new words with the flashcards. See any missing information.
the teacher’s introduction pages 7-9 for teaching
suggestions.
• Teach tea by holding up the teabag. Point to it and Answers
say tea. Ask pupils to repeat. 1 Trek
• Tell pupils to open their books at page 14 and to look at 2 Ty
the vocabulary box. Hold up your book and point to the 3 Mia
first picture word. Say the word and ask pupils to repeat. 4 Dina
Do the same with all the words. Then read out the new 5 Leo
picture words in the vocabulary box in random order and 6 Mia
ask pupils to point to the correct pictures.

UNIT 1 15
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After you watch

Extension activity
• Ask volunteers to read out the story. Then assign
• Write the dialogue on the board with the verbs
characters to volunteers and ask them to act out
missing. Ask pupils to fill in the missing verbs.
the story in front of the class. Pupils can wear the
I _____ Amber. He _____ Chris.
character masks.
We _____ friends.
• Check pupils understand the story. Ask pupils to
• Tell pupils to practise this dialogue in pairs but to
answer the questions in the After you watch section of
use their own names. Go around the class helping
the worksheet using L1 where necessary. Encourage
where necessary.
pupils to use the English words for the answers.
• Ask pupils to perform their dialogues in front of
the class.
Answers
1 a DVD from Morocco and an email from Dina C Write am, are or is.
2 the sand
3 Dina • Read out the example and ask pupils why are is the
4 tea correct answer. Ask pupils what words they can use
instead of desert and stars. Elicit it and they.
5 He’s sleeping.
• Explain the task to pupils. Read out the sentences.
Check pupils remember the meanings of all the
For teachers using the Audio CD 1.9 words. Allow them enough time to complete the task
• Tell pupils to look at the cartoon story on page 14. alone.
Say a character’s name and ask pupils to point to the • Check answers. Write them on the board if necessary.
correct character. Do the same with sand, stars, tea,
email and camel.
Answers
• Play the recording. Tell pupils to look at the pictures 1 are (given)
and follow the speech bubbles with their fingers. 2 am
• Play the recording again. Pause after each speech 3 is
bubble and ask pupils to repeat. 4 are
• Check pupils understand the story. Use L1 where 5 is
necessary. 6 are
What is Trek showing his mum? (a DVD from
Morocco and an email from Dina) Say it! 1.10
What is very hot? (the sand) • Write a and i on the board. Ask pupils to say the
Who is the new reporter? (Dina) names of the letters.
What do they drink? (tea)
What is Ty doing? (He’s sleeping.) • Write ai on the board. Explain that these letters can
make two different sounds when they are together.
• Play the recording again. Then ask volunteers to read
out the story. • Tell pupils to look at the task. Play the first part of the
recording (Listen and say.) asking pupils to repeat
• Assign characters to volunteers and ask them to act the words email and chair each time they hear them.
out the story in front of the class. Pupils can wear the (Email and chair will be heard twice.)
character masks.
• Ask for volunteers to read out the sentence. Play the
recording and ask all pupils to repeat. (The sentence
B Look and learn. will be heard once.)
• Read out the dialogue. Read it out again and ask
pupils to repeat. D Sing. 1.11
• Ask pupils to look at the grammar box. Read out the • Tell pupils they are going to learn a song.
grammar notes and sentences. Ask pupils to repeat.
• Ask pupils to look at the picture and describe what
Explain the meaning of the notes.
they can see. Encourage them to use English for the
• Ask pupils to circle the person and underline the verb words they know. Hold up your book and point to a
in the dialogue and in the sentences. Ask volunteers camel. Ask a volunteer to say the word. Do the same
to read out the sentences. for sand. Point to the tents and teach tent. Teach
• Practise the grammar. Write sentences on the board desert as well. Ask pupils whether they have ever
with the person and verb missing. Ask pupils to fill in seen or ridden a camel.
the gaps. • Play the recording and tell pupils to listen and follow
This is Jane. _____ eight. the words with their fingers.
Look at Amber and Chris. _____ friends. • Read out the song one line at a time and ask pupils to
Hello. _____ [your name]. repeat after you.
• Play the recording again. Encourage pupils to sing
along. Practise many times until pupils are familiar
with the words.
16 UNIT 1
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• Ask pupils to wipe their foreheads as if they are hot in the and label it forest. Read it out and ask pupils to
first verse, pretend to drink tea in the second verse and repeat.
pretend to be riding a camel in the last verse. • Tell pupils to open their books at page 16 and to look
at the vocabulary box. Hold up your book and point
Homework to the first picture word. Say the word and ask pupils
• Pupils reread the Pupil’s Book page. to repeat. Do the same with all the words. Then read
out the new picture words in the vocabulary box in
• Workbook, pages 8-9: Time permitting, some random order and ask pupils to point to the correct
tasks can be done in class. pictures.
• Dictation: sand, stars, tea, email, camel • Read out all the words again one by one and ask
pupils to repeat after you.

Lesson 2 Alice and Jack are cousins. A Listen and read. 1.12
• Tell pupils that they are going to read about a family from
Aims America. Show pupils on the map where America is.
• Learn and use new vocabulary: aunt, uncle,
cousin, forest Background information
• Learn and use new grammar: to be negative Dixie National Forest
Dixie National Forest is situated in Utah in the USA. It
Materials covers approximately two million acres and stretches
• Flashcards: sand, stars, email, camel approximately 170 km across southern Utah. It is
the largest national forest in Utah and is located
• A teabag between the Great Basin and the Colorado River.
• A magazine or Internet picture to illustrate forest It contains hundreds of small lakes. The vegetation
varies from desert type plants to pine trees. The
• A blank piece of paper for each pupil
forest is also known for its climatic extremes, with
summer temperatures exceeding 38 °C and winter
Lead-in temperatures dropping below -30° C. Visitors can
• Revise the words from Lesson 1 with the flashcards. enjoy many activities like camping, hiking, sailing,
Ask a pupil to pick a flashcard from a pile on your swimming, fishing, water-skiing, snowmobiling, horse
desk, show it to the class and ask what the word is. riding and picnicking.
Repeat until all pupils have had a turn.
• Write I, you, she, we and they on the board on the • Ask pupils to read the first line and find out the girl’s
left. Write beautiful on the right. Ask volunteers to name (Alice).
write the correct verbs in the gap.
• Play the recording. Tell pupils to follow the text with
• Check homework. Tell pupils to open their Workbooks their fingers.
at pages 8 and 9. Ask volunteers to read out their
• Play the recording again. Pause after each sentence
answers. Write the answers on the board so pupils
and ask pupils to repeat.
can check their work. Then quickly check all pupils’
books. • Play the recording again. Then ask volunteers to
read out a sentence each of the text. Point to the
• Test dictation: sand, stars, tea, email, camel. See
people in the photo and ask pupils to call out their
the teacher’s introduction pages 7-9 for teaching
names.
suggestions. Go round the class and check all
pupils’ dictation.
B Tick (✓) Yes or No.
• Sing the song from Lesson 1 (CD1: 11].
• Read the example to pupils. Ask them to find where the
answer is in the text. Ask them to underline the words.
New vocabulary
• Explain the rest of the task to pupils. Tell them to
• Teach aunt, uncle and cousin. Write Family on the
underline the words in the text which give them the
board. Ask pupils to say family words they know. Elicit
answers. Allow them enough time to complete the
grandma, grandpa, mum, dad, brother and sister.
task alone. Go round the class encouraging and
Write these words on the board in a family tree:
helping pupils where necessary.
grandma and grandpa at the top, mum and dad in the
middle, brother and sister at the bottom. Then next • Check answers.
to dad write uncle and aunt. Underneath write cousin.
Explain the meanings to pupils. Read out the new
words and ask pupils to repeat. Ask pupils if they have
aunts, uncles and cousins and what their names are.
• Teach forest. Hold up the picture of a forest. Say
forest and ask pupils to repeat. Stick it on the board

UNIT 1 17
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Answers Listening script

1 No (given) 1
2 Yes This is my mum. She’s on a camel. Mum loves camels.
3 No 2
4 No This is my cousin. She’s six. My cousin is a nice girl.
5 Yes 3
This is a photo of Dad and his tent. Dad loves his tent.
4
C Look and learn. This is a photo of my aunt. Her name’s Karen. My aunt
• Read out Chris’ speech bubble. Read it out again and loves snow!
ask pupils to repeat. 5
• Ask pupils to look at the grammar box. Read out the This is my uncle. He’s got a camera. He loves photos.
grammar notes and sentences. Ask pupils to repeat.
Explain the meaning of the notes.
• Ask pupils to circle the person and underline the Answers
verb in Chris’ speech bubble and in the grammar 1st picture 2
sentences. Ask volunteers to read out the sentences. 2nd picture 1 (given)
• Practise the grammar. Write sentences on the board 3rd picture 5
with the verb missing. Ask pupils to fill in the gaps. 4th picture 4
Fred is my friend. He _____ my cousin. 5th picture 3
George and Harry _____ my aunts.
That cat _____ nice.
F Say.
• Read out the speech bubble. Read it out again and
D Write. ask pupils to repeat.
• Read out the example. Ask pupils to underline the
• Ask volunteers to read out the speech bubble.
part of the sentence which is different in the answer.
Explain to pupils that they must write the opposite for • Hand out a piece of paper to each pupil. Ask them to
each sentence. draw someone in their family on the piece of paper.
Explain that they will show the class their pictures
• Make sure pupils understand the task. Read out the
and say three things about the person just like the
sentences. Check pupils remember the meanings of
boy with the photograph in their books. Tell them to
all the words. Allow them enough time to complete
change the words in orange.
the task alone.
• Go around the class helping pupils plan what to say.
• Check answers. Write them on the board if necessary.
When the pictures are ready, ask pupils one at a time
to stand up, show their picture to the class and say
Answers three things about it.
1 She isn’t my aunt. (given)
2 I’m not Kate. Extension activity
3 He isn’t my cousin.
4 My uncles aren’t nice. • Revise the possessive ’s. Use the picture in the
5 You aren’t from England. book as an example. Tell pupils that the boy’s
6 It isn’t a cool photo. name is John. Say:
She isn’t John’s mum. She’s John’s aunt. Her
name is Maria.
Ask pupils to repeat. Write John’s on the board.
E Listen and number. 1.13 • Ask all pupils to work in pairs and describe their
• Write the words camel, girl, tent, snow and camera on pictures again. Explain that they have to listen
the board. Remind pupils of the meanings. Tell pupils to to each other carefully and then describe each
look at the pictures for this task. Ask pupils to describe other’s picture using the possessive ’s.
what they can see using the words on the board.
• Explain to pupils that they will hear descriptions of
the people in the pictures. Explain that they must
write the correct numbers under the pictures. Play Homework
the recording for the example. Make sure pupils • Pupils reread Pupil’s Book page 16.
understand what to do. • Workbook, pages 10-11: Time permitting, some
• Play the rest of the recording, pausing between tasks can be done in class.
questions where necessary. Play the recording again • Dictation: aunt, uncle, cousin, forest
and ask pupils to check their answers.
• Optional homework: Ask pupils to bring photos of
family members for the speaking task in Lesson 3.

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Lesson 3 It’s a photo album. A Read.

• Tell pupils to look at the girls and to say what they are
Aims looking at (a photo album).
• Learn and use new vocabulary: cute, ugly, photo • Tell pupils to read the dialogue and to find out who
album, twins, old, young, handsome the people in the photos are.
• Learn and use new grammar: to be interrogative • Read out the dialogue. Stop after each sentence and
ask pupils to repeat.

Materials • Ask volunteers to read out a sentence each of the

dialogue.
• a photo album
Optional activity
Lead-in
• Ask pupils to practise the dialogue in pairs. Go
• Revise the family words from Lesson 2. Write family around the class helping with pronunciation.
on the board and ask pupils to remember all the
family words they know (grandma, grandpa, mum, • Ask pairs to stand at the front of the class and
dad, brother, sister, uncle, aunt, cousin). read out the dialogue. They can use the photo
album as a prop.
• Draw a very tall stick figure on the board. Ask Is he
short? Elicit No, he isn’t. Write I, you, she, we and
they on the board on the left. Write short on the right. B Match.
Ask volunteers to write the correct verbs in the gap. • Read out the example to pupils. Explain that they
• Check homework. Tell pupils to open their Workbook should read the sentence and match it to the correct
at pages 10 and 11. Ask volunteers to read out their picture. Allow them enough time to complete the task
answers. Write the answers on the board so pupils can alone. Go round the class encouraging and helping
check their work. Then quickly check all pupils’ books. pupils where necessary.
• Test dictation: aunt, uncle, cousin, forest. See the • Check answers. Ask pupils to read out the sentences
teacher’s introduction pages 7-9 for teaching suggestions. and then hold up their books and point to the
Go round the class and check all pupils’ dictation. corresponding picture.

New vocabulary C Look and learn.

• Teach cute, ugly, old, and young. Write baby, monster • Read out the dialogue. Read it out again and ask
and grandma on the board. In L1 ask pupils which pupils to repeat.
of these is an old person, which is a young person,
• Ask pupils to look at the grammar box. Read out the
which is cute and which is ugly. Then teach the new
grammar notes and sentences. Ask pupils to repeat.
vocabulary like this:
Explain the meaning of the notes.
Say Grandma is old. and ask pupils to repeat. Write
old next to grandma on the board. • Ask pupils to circle the person and underline the verb
Say The baby is young. and ask pupils to repeat. in the dialogue and in the grammar sentences. Ask
Write young next to baby. volunteers to read out the sentences.
Say The baby is cute. and ask pupils to repeat. Write • Practise the grammar. Write these sentences on
cute next to baby. the board and ask volunteers to change them into
Say The monster is ugly. and ask pupils to repeat. questions.
Write ugly next to monster. I’m handsome.
• Teach twins. Say Kate and Sam are sisters. Ask pupils to He is young.
repeat. Then say Kate and Sam are five years old. Ask They are ugly.
pupils to think about why they are the same age. Elicit • Ask pupils questions one at a time. Elicit short
that they are twins. Say Kate and Sam are sisters. They answers. You can use these questions and your own
are twins. Ask pupils to repeat. Write twins on the board. depending on the class.
Read it out and ask pupils to repeat. Are you old?
• Teach photo album. Hold up the photo album. Say photo Is your friend handsome?
album and ask pupils to repeat. Write photo album on Is your baby sister cute?
the board. Read it out and ask pupils to repeat.
• Tell pupils to open their books at page 18 and to look at D Write.
the vocabulary box. Hold up your book and point to the • Read out the example and ask pupils why Yes, he is.
first picture word. Say the word and ask pupils to repeat. is the correct answer.
Do the same with all the words. Then read out the new
picture words in the vocabulary box in random order and • Explain the task to pupils. Read out the sentences.
ask pupils to point to the correct pictures. Check pupils remember the meanings of all the words.
Allow them enough time to complete the task alone.
• Read out the word handsome. Explain the meaning
and ask pupils to repeat. Then ask pupils Is Trek • Check answers. Write them on the board if necessary.
handsome? Pupils can answer Yes or No.
UNIT 1 19
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Answers Optional activity

1 Yes, he is. (given) Revision for Test 1
2 Yes, I am.
• Revise the words from the flashcards. Then
3 No, they aren’t.
write the words on the board. Ask a volunteer to
4 No, we aren’t.
read out a word and then come and choose the
corresponding flashcard. Practise until all pupils
E Say. remember the words well.
• Read out the speech bubble. Read it out again and • Revise the new family words. Ask pupils to call
ask pupils to repeat. them out and to write them on the board. Check
pupils remember the meanings. Do the same with
• Ask volunteers to read out the speech bubble. the appearance words.
• Ask pupils to draw two people in their family in the box in • Write I am beautiful. on the board. Ask pupils to
task F. Explain that they will show the class their pictures tell you the short version, the negative and the
and say two things about each person just like the girl in question form. Write these on the board. Do the
their books. Tell them to change the words in orange. same with all the persons for to be.
• Go around the class helping pupils plan what to say.
When the pictures are ready, ask pupils one at a time
to stand up, show their picture to the class and say Teacher’s Note
two things about each person. Pupils will do Test 1 in the following lesson. If you don’t
want to rush into Unit 2, for the rest of the lesson do
F Draw and write. these activities.
1 Pupils can read out the cartoon story from Lesson 1.
• Explain to pupils that they should write the sentences
Then ask volunteers to act out the cartoon story.
they said in the speaking task.
2 Pupils can read out the text from Lesson 2 and the
• Tell pupils to complete the task. Help pupils with dialogue from Lesson 3.
spelling where necessary. 3 Repeat the say task from Lesson 3.
• Ask pupils to read out their work. 4 Sing the song.
5 Pupils can make their own dialogues and perform
them to the class. See Extra activity below.
Optional activity
• Ask pupils to show the class their family Extra activity
photos. Ask pupils to call out family words and
appearance words for the photos. Write these • Divide pupils into groups of three. Explain that two
words on the board. pupils should be friends at school and pretend
that they are meeting the third pupil who is new.
• Ask pupils one at a time to describe the people in Ask pupils to think what they would say to a new
their photos. They can use the words on the board pupil. Elicit dialogues like this:
and the speaking task for help. P1: Hello. I’m Sam.
P2: Hi. My name’s Jane
P3: My name’s Kate.
Homework P1: How old are you Kate?
P3: I’m 10 years old. Are you friends?
• Workbook, pages 12-13: Time permitting some P1, P2: Yes, we are.
task can be done in class.
• Go around the class helping pupils with their
• Dictation: cute, ugly, photo album, twins, old, dialogues. Then ask the groups to perform their
young, handsome dialogues in front of the class.
• Revision for Test 1:
Vocabulary: sand, stars, tea, email, camel, aunt,
Project Book
uncle, cousin, forest, cute, ugly, photo album,
twins, old, young, handsome The pupils may do Project 1 now they have completed
the unit. The answer key and teacher’s notes are on
Grammar: to be affirmative, negative and interrogative.
page 135 of this book.

20 UNIT 1
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2
Lesson 1 Happy Trails in Morocco
Background information
Marrakesh
Marrakesh is known as the ‘Red City’. Marrakesh has
got the largest traditional market in Morocco and one of
the busiest squares in Africa. In the square, there are
acrobats, story-tellers, dancers, water sellers, musicians
and snake charmers. At night, food stalls open in the
Aims square turning it into a huge busy open-air restaurant.
There are many beautiful palaces and monuments as
• Learn and use new vocabulary: acrobat, slippers,
well as interesting museums in Marrakesh. There is also
lamp, teapot, rug, amazing, Help! here, I’ve got a famous garden called Majorelle Gardens, containing
an idea! plants from all over the world.
• Learn and use new grammar: have got
affirmative
New vocabulary
• Teach the new words with the flashcards. See
Materials
the teacher’s introduction pages 7-9 for teaching
• Flashcards: acrobat, slippers, lamp, teapot, rug suggestions.
• Masks: Ty, Mia, Leo, Dina • Tell pupils to open their books at page 20 and to look
at the vocabulary box. Follow the procedure outlined
Lead-in in Unit 1, Lesson 1.
• Revise the appearance words from Unit 1, Lesson 3. • Read out the words amazing, Help! here and I’ve got
Write cute on the board and ask pupils to remember an idea!. Explain the meanings. Ask pupils Are acrobats
the opposite (ugly). Do the same with old/young and amazing? Elicit answers. Then look frightened and say
ugly/handsome. Ask pupils to describe an uncle, Help! Point to your desk and say Here is my desk! Finally
aunt or cousin using these words. say I’ve got an idea! Let’s draw a picture!
• Revise to be. Write He’s handsome. on the board.
Ask pupils to tell you the negative and the question A Listen and read.
form. Then ask pupils one at a time Are you
handsome/beautiful? and elicit short answers. For teachers using the DVD
• Check homework. Tell pupils to open their • Make sure each pupil has got a copy of the DVD
Workbooks at pages 12 and 13. Ask volunteers to worksheet found on page 108.
read out their answers. Write the answers on the • Please follow the procedure outlined in Unit 1, Lesson 1
board so pupils can check their work. Then quickly
on page 15 for teachers using the DVD.
check all pupils’ books.
• Test dictation: cute, ugly, photo album, twins, old,
Before you watch
young, handsome. See the teacher’s introduction
pages 7-9 for teaching suggestions. Go round the
class and check all pupils’ dictation. Answers
1 in a shop
Episode outline 2 Mia
Morocco : Episode 2 3 Dina
4 the acrobats
The reporters are visiting the city of Marrakesh in 5 Yes, she does.
Morocco. They go shopping. Leo buys a teapot,
Mia buys a lamp, Dina buys a bag and Ty buys a
pair of slippers and a rug. Then Dina takes them to While you watch
the market where they admire some local acrobats
performing. Mia sees a snake charmer’s basket and Answers
is curious to see what is inside. Before Dina can
a 5
stop her, she has opened it and a large snake pops b 1
out. The sudden appearance of the snake frightens c 3
Dina and Mia, who jump into Ty’s arms to get away d 7
from it. e 4
f 2
g 6

UNIT 2 21
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After you watch • Explain the task to pupils. Read out the sentences. Check
pupils remember the meanings of all the words. Allow
them enough time to complete the task alone.
Answers
• Check answers. Write them on the board if necessary.
1 Yes, it is.
2 Dina
3 Leo Answers
4 Ty, slippers and a rug 1 ’ve got (given)
5 a snake 2 ’s got
3 ’ve got
4 ’ve got
For teachers using the Audio CD 1.14 5 ’s got
• Tell pupils to look at the cartoon story on page 20. 6 ’ve got
Ask pupils to find the acrobats.
• Play the recording. Tell pupils to look at the pictures D Listen and tick (✓) Yes or No. 1.15
and follow the speech bubbles with their fingers.
• Ask pupils to look at the people in the picture. Read
• Play the recording again. Pause after each speech out their names and ask pupils to describe what they
bubble and ask pupils to repeat. have got. Elicit these descriptions:
• Check pupils understand the story. Use L1 where Kim’s got blue boots.
necessary. Nina’s got a red scarf.
Mac’s got a green lamp.
Is this Dina’s favourite city? (Yes, it is.)
Alex’s got a black teapot.
Who buys a bag? (Dina)
Ryan’s got a yellow and white rug. It’s short.
Who buys a teapot? (Leo)
Who buys two things? What are they? (Ty, slippers Write the names of the objects on the board (boots, a
and a rug) scarf, a lamp, a short rug, a teapot).
What does Mia see in the basket? (a snake) • Explain to pupils that they will hear descriptions of
• Play the recording again. Then ask volunteers to read the people and what they have got. Explain that they
out the story. must tick Yes if the description matches the picture
and No if the description doesn’t match the picture.
• Assign characters to volunteers and ask them to act
Play the recording for the example. Make sure pupils
out the story in front of the class. Pupils can wear the
understand what to do.
character masks.
• Play the rest of the recording, pausing between
questions each time. Before number 4 tell pupils to
B Look and learn.
listen very carefully to all the description (the rug is
• Read out the dialogue. Read it out again and ask short, not long). Play the recording again and ask
pupils to repeat. pupils to check their answers.
• Ask pupils to look at the grammar box. Read out the
grammar notes and sentences. Ask pupils to repeat. Listening script
Explain the meaning of the notes. 1
• Ask pupils to circle the person and underline the Mac’s got a green lamp. It’s beautiful.
verb in Chris’ speech bubble and in the grammar 2
sentences. Ask volunteers to read out the sentences. Kim’s got blue slippers. They’re for her aunt.
• Practise the grammar. Write sentences on the board 3
with the verb missing. Ask pupils to fill in the gaps. Look! Nina’s got a beautiful red bag.
I _____ a bag. 4
He _____ nice slippers. Ryan’s got a yellow and white rug. It’s very long.
They _____ a blue rug. 5
Alex has got a teapot. It’s black.
Extension activity
• Practise I’ve got with family vocabulary. First give
an example. Answers
eg I’ve got two brothers and one cousin. I’ve got 1 Yes (given)
three aunts. 2 No
• Ask pupils to stand up one at a time and say two 3 No
sentences about their families. 4 No
5 Yes

C Write ’ve got or ’s got.

E Say.
• Read out the example and ask pupils why ’ve got is
• Read out the speech bubble. Read it out again and
the correct answer.
ask pupils to repeat.

22 UNIT 2
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• Ask volunteers to read out the speech bubble. A canary. Do the same with the rest of the words. Ask
• Explain to pupils that they are going to mime that which pupils have got any of these animals as pets.
they are carrying an object and they must say what it Elicit answers, eg I’ve got a canary. Do the same
is. Tell them to change the word in orange. They can for garden.
use the new words from the lesson. Give an example. • Tell pupils to open their books at page 22 and to look
Mime that you are holding a shoulder bag and say at the vocabulary box. Follow the procedure outlined
I’ve got a bag. The other pupils should copy the mime in Unit 1, Lesson 1 page 15.
and repeat what you say.
• Ask pupils one at a time to do their mime and say A Listen and read. 1.16
their sentence. Encourage the other pupils to copy • Tell pupils that they are going to read about pets. Ask
and repeat. pupils to find out the girl’s name in the text (Clare).
• Play the recording. Tell pupils to follow the text with
Homework their fingers.
• Pupils reread the Pupil’s Book page. • Play the recording again. Pause after each sentence
• Workbook, pages 14-15: Time permitting, some and ask pupils to repeat.
tasks can be done in class. • Play the recording again. Then ask volunteers to read
• Dictation: acrobat, slippers, lamp, teapot, rug out a sentence each of the text.

B Match.
Lesson 2 Pets are fun. • Read out the example to pupils. Explain that they
should read the sentence and match it to the correct
Aims picture. Allow them enough time to complete the task
alone. Go round the class encouraging and helping
• Learn and use new vocabulary: canary, goldfish, pupils where necessary.
kitten, puppy, garden, swing
• Check answers. Ask pupils to read out the sentences
• Learn and use new grammar: have got negative and then hold up their books and point to the
corresponding picture.
Materials
C Look and learn.
• Flashcard: swing
• Read out the dialogue. Read it out again and ask
• Magazine or Internet pictures of a canary, a goldfish,
pupils to repeat.
a kitten, a puppy, a garden
• Ask pupils to look at the grammar box. Read out the
• Optional: a blank piece of paper for each pupil
grammar notes and sentences. Ask pupils to repeat.
Explain the meaning of the notes.
Lead-in • Ask pupils to circle the person and the verb in Chris’
• Revise the words from Lesson 1. Ask pupils to speech bubble and in the grammar sentences. Ask
remember what the reporters bought in the shops. Elicit volunteers to read out the sentences.
slippers, rug, bag, teapot and lamp. Then ask them who
• Practise the grammar. Write sentences on the board
they admired on the market and elicit acrobats.
with the verb missing. Ask pupils to fill in the gaps.
• Write I, you, she, we and they on the board on the Nadia’s got a sister but she _____ got a brother.
left. Write two cousins on the right. Ask volunteers to They’ve got an uncle but they _____ any cousins.
write the correct verbs in the gap. You _____ a kitten. That’s a lion!
• Check homework. Tell pupils to open their Workbooks
at pages 14 and 15. Ask volunteers to read out their D Write.
answers. Write the answers on the board so pupils
• Read out the example. Ask pupils to underline the
can check their work. Then quickly check all pupils’
part of the sentence which is different in the answer.
books.
Explain to pupils that they must write the opposite for
• Test dictation: acrobat, slippers, lamp, teapot, rug. each sentence.
See the teacher’s introduction pages 7-9 for teaching
• Make sure pupils understand the task. Read out the
suggestions. Go round the class and check all
sentences. Check pupils remember the meanings of
pupils’ dictation.
all the words. Allow them enough time to complete
the task alone.
New vocabulary • Check answers. Write them on the board if necessary.
• Teach swing with the flashcard. See the teacher’s
introduction pages 7-9 for teaching suggestions.
• Teach canary, goldfish, kitten, puppy and garden with
the pictures. Hold up the canary picture and say Look!

UNIT 2 23
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Answers Homework
1 I haven’t got a puppy. (given) • Pupils reread the Pupil’s Book page.
2 He hasn’t got a canary.
• Workbook, pages 16-17: Time permitting, some
3 She hasn’t got a goldfish.
tasks can be done in class.
4 My mum hasn’t got a small car.
5 You haven’t got a kitten. • Dictation: canary, goldfish, kitten, puppy, garden,
6 They haven’t got two pets. swing

Say it! 1.17

• Write a and i on the board. Ask pupils to say the Lesson 3 Has it got fur?
names of the letters.
• Write the phrase I hate my hat. on the board. Read it Aims
out and ask pupils to repeat. Explain the meaning if • Learn and use new vocabulary: leopard, fur, butterfly,
necessary. Explain to pupils that if a word ends in e it wing, rhino, horn, snail, shell
makes the vowel before it ‘say its name’. • Learn and use new grammar: have got interrogative
• Tell pupils to look at the task. Play the first part of the
recording (Listen and say.) asking pupils to repeat
the words name and nice each time they hear them. Materials
(Name and nice will be heard twice.) • Flashcards: swing, leopard, butterfly, rhino, snail
• Ask for volunteers to read out the phrase. Play the • Magazine or Internet pictures of a canary, a goldfish,
recording and ask all pupils to repeat. (The phrase a kitten, a puppy, a garden
will be heard once.)
• Optional for extra activity: photocopies of ten by ten
square grid for pupils to make wordsearches.
E Sing. 1.18
• Tell pupils they are going to learn a song. Lead-in
• Ask pupils to look at the photos and to name three • Revise the words from Lesson 2 with the flashcard
pets they can see (a kitten, a puppy and a canary). and pictures. Ask a pupil to pick a flashcard from a
Ask pupils to make the sounds these pets make. pile on your desk and show it to the class and ask
Teach them animal sound words in English. what the word is. All pupils can take it in turns until all
purr = kitten words have been practised.
miaow = cat • Write these sentences on the board. Ask volunteers
yap = puppy to write the correct verbs in the gap.
bark = dog Birds _____ arms.
tweet = canary I _____ a tail.
chirp = bird My dad _____ a pet.
• Play the recording and tell pupils to listen and follow • Check homework. Tell pupils to open their Workbooks
the words with their fingers. at pages 16 and 17. Ask volunteers to read out their
• Read out the song one line at a time and ask pupils to answers. Write the answers on the board so pupils can
repeat after you. check their work. Then quickly check all pupils’ books.
• Play the recording again. Encourage pupils to sing • Test dictation: canary, goldfish, kitten, puppy, garden,
along. Practise many times until pupils are familiar swing. See the teacher’s introduction pages 7-9 for
with the words. teaching suggestions. Go round the class and check
all pupils’ dictation.
• Ask pupils to mime each animal as they sing.
• Sing the song from Lesson 2 (CD1:18].

Optional activity New vocabulary

• Hand out a piece of paper to each pupil. Ask them • Teach the new words with the flashcards. The words
to draw their pet or a pet they imagine they have fur and shell can be taught with the flashcards for
got on the piece of paper. Explain that they will leopard and snail. See the teacher’s introduction
show the class their pictures and say two things pages 7-9 for teaching suggestions.
about the pet with have got.
• Tell pupils to open their books at page 24 and to look at
• Move around the class helping pupils plan what to the word box. Follow the procedure outlined in Unit 1,
say. Encourage then to say a negative sentence Lesson, page 15.
and an affirmative sentence. eg I haven’t got a
canary. I’ve got a goldfish. A Do the quiz.
• When the pictures are ready, ask pupils one at a • Ask pupils if they like quizzes. Explain to pupils that they
time to stand up, show their picture to the class are going to read one question at a time to themselves
and say two things about it. and choose what they think is the correct answer.

24 UNIT 2
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• Tell pupils to read the first question and to choose an them work out that the word giraffes must match an
answer. Check answers. Read out the question one answer with They in it. Tell pupils that the word for the
sentence at a time and ask pupils to repeat. Do the person or thing in the question must match the answer.
same with the answers. • Explain the task to pupils. Read out the sentences.
• Allow pupils enough time to read each question and to Check pupils remember the meanings of all the
choose an answer. Continue with one question at a time words. Do the task as a class, making sure all pupils
and then ask pupils to see how many answers they got understand which questions match which answers.
right. Read out What’s your score? And ask pupils to write
it in the space provided. Ask pupils what their score is and
encourage them to say the number in English. Answers
1 Have giraffes got long necks? Yes, they have. (given)
• Read out the questions and answers again. Stop after 2 Have you got a pet? Yes, I have.
each sentence and pupils to repeat. 3 Has it got a shell? No, it hasn’t.
• Ask volunteers to read out a sentence each of the quiz. 4 Has John got a goldfish? Yes, he has.
5 Has she got wings? No, she hasn’t.
6 Have ostriches got fur? No, they haven’t.
Answers
1b
2c E Say.
3c • Read out the dialogue. Read it out again and ask
4a pupils to repeat.
• Ask volunteers to read out the dialogue.
B Write.
• Ask two pupils to stand at the front. Tell one pupil to
• Read out the example to pupils. Explain that they should mime an animal from Unit 3 and ask What animal
read the sentence and then write the correct word from am I? Tell the other pupil to ask a question about
the box next to it. Tell pupils to cross out the words they the animal with Have you got …? The pupil who is
use from the box as they use them. Allow them enough miming should answer. The second pupil can then try
time to complete the task alone. Go round the class to guess what animal his friend is.
encouraging and helping pupils where necessary.
• Ask another pair to stand at the front and do the task.
• Check answers. Ask pupils to read out the sentences Continue until all pupils have had a turn.
and corresponding words.

F Draw and write.

Answers
• Tell pupils that they should draw a picture of an
1 butterfly (given)
animal they have learnt in the box.
2 leopard
3 snail • Explain to pupils that they should write three
4 rhino sentences about their animal. The first sentence
should say what the animal has got (eg fur), the
second should say what the animal hasn’t got
C Look and learn.
(eg wings) and the third what the animal is (eg a
• Read out the dialogue. Read it out again and ask leopard).
pupils to repeat.
• Tell pupils to complete the task. Help pupils with
• Ask pupils to look at the grammar box. Read out the spelling where necessary.
grammar notes and sentences. Ask pupils to repeat.
• Ask pupils to hold up their books, show each other
Explain the meaning of the notes.
their pictures and read out their work.
• Ask pupils to circle the person and underline the verb
in the grammar sentences. Ask volunteers to read out
the sentences.
Homework
• Workbook, pages 18-19: Time permitting, some
• Practise the grammar. Write these sentences on the board
task can be done in class.
and ask volunteers to change them into questions.
I’ve got a canary. • Dictation: leopard, fur, butterfly, wing, rhino, horn,
He’s got a puppy. snail, shell
They’ve got two goldfish. • Revision for Test 1:
• Ask pupils questions one at a time. Elicit short Vocabulary: acrobat, slippers, lamp, teapot, rug,
answers. You can use these questions. amazing, Help! here, I’ve got an idea!, canary,
Have you got a pet? goldfish, kitten, puppy, garden, swing, leopard, fur,
Has a butterfly got wings? butterfly, wing, rhino, horn, snail, shell
Have rhinos got fur? Grammar: have got affirmative, negative and
interrogative.
D Match.
• Read out the example and ask pupils why question
number 1 matches the answer Yes, they have. Help
UNIT 2 25
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Optional activity
Revision for Test 2
• Revise the words from the flashcards. Then
write the words on the board. Ask a volunteer to
read out a word and then come and choose the
corresponding flashcard. Practise until all pupils
remember the words well.
• Revise the objects the reporters bought at the shops.
Ask pupils to call them out and to write them on the
board. Check pupils remember the meanings.
• Write I have got a puppy. on the board. Ask pupils
to tell you the short version, the negative and the
question form. Write these on the board. Do the
same with all the persons for have got.

Teacher’s Note
Pupils will do Test 2 in the following lesson. If you don’t
want to rush into Unit 3, for the rest of the lesson do
these activities.
1 Pupils can read out the cartoon story from Lesson 1.
Then ask volunteers to act out the cartoon story.
2 Pupils can read out the text from Lesson 2 and the
quiz from Lesson 3.
3 Repeat the Say task from Lesson 3.
4 Sing the song.
5 Pupils can make their own animal wordsearches. See
Extra activity below.

Extra activity
• Pupils can make their own wordsearches with the
animal words from Unit 2. Hand out a grid of ten
by ten squares to each pupil. Show them how to
fill in the grid with ten of the words they like from
Unit 2. Tell them to use capital letters. Go round
the class helping with spelling where necessary.
Then tell pupils to fill in the other boxes with any
letters they like.
• Pupils can swap wordsearches and then find each
other’s words.

Project Book
The pupils may do Project 2 now they have completed
the unit. The answer key and teacher’s notes are on
page 135 of this book.

26 UNIT 2
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3
Lesson 1 Happy Trails in Morocco
Background information
Rabat
Rabat is a modern city with wide streets, gardens and
white buildings. The city faces the Atlantic Ocean and
there are some lovely beaches nearby. The King of
Morocco lives here in his palace which dates back to
the 17th century. It is a beautiful classic building and
Aims houses the Museum of Moroccan Arts with exhibits
• Learn and use new vocabulary: bench, fountain, such as jewellery, traditional costumes and local
wall, door, MP3 player, tired, Time for bed. carpets. The palace grounds contain the beautiful
Andalucian Gardens.
• Learn and use new grammar: Possessive
adjectives, Whose?
New vocabulary
Materials • Teach bench and fountain with the flashcards. Hold
up the flashcard for bench. Say bench and ask pupils
• Flashcards: leopard, butterfly, rhino, snail, bench, fountain to repeat. Write bench on the board. Read it out and
• magazine or Internet pictures of a canary, a goldfish, ask pupils to repeat. Do the same with all the other
a kitten, a puppy flashcards. Then point to a wall in the classroom and
say wall. Write wall on the board and ask pupils to
• MP3 player
repeat. Do the same for door. Then hold the MP3
• Masks: Trek, Ty, Mia, Leo, Dina player and say MP3 player and ask pupils to repeat.
• Tell pupils to open their books at page 26 and to look at
Lead-in the vocabulary box. Hold up your book and point to the
• Revise the animal words from Unit 2 with the first picture word. Say the word and ask pupils to repeat.
flashcards and the pictures. Stick the flashcards and Do the same with all the words. Then read out the new
the pictures on the board. Ask pupils to go up to the picture words in the vocabulary box in random order and
board, point to a flashcard or picture and say the ask pupils to point to the correct pictures.
word. If the word is correct, remove the flashcard or • Read out the words tired and Time for bed. Explain
picture. Continue until all the flashcards and pictures the meanings. Yawn and say I’m tired. Time for bed.
have been removed from the board. Ask pupils to copy and repeat.
• Revise have got. Write I’ve got a pet. on the board.
Ask pupils to tell you the negative and the question A Listen and read.
form. Then ask pupils one at a time Have you got a For teachers using the DVD
pet? and elicit short answers.
• Make sure each pupil has got a copy of the DVD
• Check homework. Tell pupils to open their Workbooks worksheet found on page 109.
at pages 18 and 19. Ask volunteers to read out their
• Please follow the procedure outlined in Unit 1, Lesson 1
answers. Write the answers on the board so pupils can
on page 15 for teachers using the DVD.
check their work. Then quickly check all pupils’ books.
• Test dictation: leopard, fur, butterfly, wing, rhino, horn, Before you watch
snail, shell. See the teacher’s introduction pages 7-9
for teaching suggestions. Go round the class and
check all pupils’ dictation. Answers
1 a door
Episode outline 2 to Dina’s favourite gardens
3 because he’s tired
Morocco: Episode 3
4 Ty
The reporters visit the capital city of Morocco, Rabat, 5 Morocco is amazing.
and see the castle with its tall walls, and ornate
doors. Then Dina takes the reporters to her favourite
gardens where Leo sees a beautiful fountain. Ty, While you watch
however, gets tired and has to sit down on a bench.
That’s when Dina notices an MP3 player. She takes Answers
it in her hands, but she doesn’t notice that the
earphones are still in Ty’s ears. Ty cries out in pain 1 castle
when his earphones are yanked out of his ears. Dina 2 walls
apologises. Ty then tells Dina to listen to his music, 3 door
but she is not impressed. This is where the reporters’ 4 gardens
trip to Morocco ends. Trek thinks Morocco is an 5 fountain
amazing country. As he finishes the DVD, his mum 6 bench
tells him that it’s time for bed. 7 MP3 player
8 reporter

UNIT 3 27
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After you watch

Answers
1 king’s (given)
Answers 2 my
1 Yes, it is. 3 our
2 a fountain 4 sister’s
3 on a bench 5 its
4 Ty’s music (on his MP3 player) 6 Henry’s
5 No, she doesn’t.
6 Time for bed. Say it! 1.20
• Write castle on the board. Read it out and ask pupils
For teachers using the Audio CD 1.19 to repeat. Ask pupils which letter is in the word but
• Tell pupils to look at the cartoon story on page 26. Ask cannot be heard when we say it (t). Explain to pupils
pupils what the building is in frame 1. Elicit It’s a castle. that sometimes there are silent letters in words, which
is why it is important to learn dictation.
• Play the recording. Tell pupils to look at the pictures
and follow the speech bubbles with their fingers. • Tell pupils to look at the task. Play the first part of the
recording (Listen and say.) asking pupils to repeat the
• Play the recording again. Pause after each speech words castle, listen and climb each time they hear
bubble and ask pupils to repeat. them. (Castle, listen and climb will be heard twice.)
• Check pupils understand the story. Use L1 where • Ask for volunteers to read out the sentence. Play the
necessary. recording and ask all pupils to repeat. (The sentence
Is the castle very old? (Yes, it is.) will be heard once.)
What does Leo see in the gardens? (a fountain)
Where does Ty sit? (on a bench)
What does Dina listen to? (Ty’s music on his MP3 D Sing. 1.21
player) • Tell pupils they are going to learn a song.
Does Dina like Ty’s music? (No, she doesn’t.)
• Ask pupils to look at the picture and say who they can
What does Trek’s mum say? (Time for bed.)
see (Ty). Tell pupils that the song they are going to
• Play the recording again. Then ask volunteers to read learn is Ty’s song from his MP3 player.
out the story.
• Play the recording and tell pupils to listen and follow
• Assign characters to volunteers and ask them to act the words with their fingers.
out the story in front of the class. Pupils can wear the • Read out the song one line at a time and ask pupils to
character masks. repeat after you.
• Play the recording again. Encourage pupils to sing
B Look and learn. along. Practise as many times as necessary until
• Read out the dialogue. Read it out again and ask pupils are familiar with the words.
pupils to repeat. • Pupils can wear their Ty masks when singing the song.
• Ask pupils to look at the grammar box. Read out the
grammar notes and sentences. Ask pupils to repeat. Homework
Explain the meaning of the notes.
• Pupils reread the Pupil’s Book page.
• Ask pupils to circle the possessive adjective in
Amber’s speech bubble and in the grammar • Workbooks, pages 20-21: Time permitting, some
sentences. Ask volunteers to read out the sentences. tasks can be done in class.
• Practise the grammar. Ask two pupils to hand you • Dictation: bench, fountain, wall, door, MP3 player
a pencil each. Hold up one pencil and ask pupils
Whose pencil is this? Elicit answer It’s (Jane’s) pencil.
Do the same with the other pencil.
Optional activity
C Circle. • In pairs pupils can act out their own mini dialogues.
One pupil is the child and the other is the mum or dad.
• Read out the example and ask pupils why king’s is The child is watching a DVD but is yawning because
the correct answer. he/she is tired. The mum or dad see this and tells the
• Explain the task to pupils. Read out the sentences. child to go to bed. This dialogue is an example.
Check pupils remember the meanings of all the words. Pupil 1: I’m tired.
Allow them enough time to complete the task alone. Pupil 2: Time for bed.
Pupil 1: Oh no!
• Check answers. Write them on the board if necessary.
Pupil 2: Time for bed!
• Allow pupils enough time to practise their dialogues.
They can then perform them in front of the class.

28 UNIT 3
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Lesson 2 There are toys everywhere! A Listen and read. 1.22

• Tell pupils that they are going to read about a girl
Aims called Joy. Ask pupils to look at the photo and say
which room Joy is in. Elicit She’s in her bedroom.
• Learn and use new vocabulary: floor, toy box,
window, near, between, everywhere, messy, do • Play the recording. Tell pupils to follow the text with
homework their fingers.
• Learn and use new grammar: There is/are • Play the recording again. Pause after each sentence
and ask pupils to repeat.

Materials • Play the recording again. Then ask volunteers to read

out a sentence each of the text.
• a shoe box with a toy car in it
• a blank piece of paper for each pupil B Circle.
• Read the example to pupils. Ask them to find where the
Lead-in answer is in the text and tell them to underline the words.
• Revise the words from Lesson 1. Write the words • Explain the rest of the task to pupils. Tell them to
bench, wall, door and fountain on the board. Read underline the words in the text, which give them the
them out and ask pupils to repeat. Ask volunteers to answers. Allow them enough time to complete the
draw pictures for the words on the board. task alone. Go round the class encouraging and
• Revise the possessive adjectives. Pick up a pupil’s helping pupils where necessary.
pencil and ask Is it my pencil? Elicit answer No, it isn’t • Check answers. Write them on the board if necessary.
your pencil. It’s my pencil.
• Check homework. Tell pupils to open their Workbook Answers
at pages 20 and 21. Ask volunteers to read out their 1 small (given)
answers. Write the answers on the board so pupils 2 under
can check their work. Then quickly check all pupils’ 3 between
books. 4 doing her homework
• Test dictation: bench, fountain, wall, door, MP3 player.
See the teacher’s introduction pages 7-9 for teaching
suggestions. Go round the class and check all pupils’
dictation.
C Look and learn.
• Read out the dialogue. Read it out again and ask
pupils to repeat.
New vocabulary
• Ask pupils to look at the grammar box. Read out the
• Teach toy box. Hold up the box. Say box and ask
grammar notes and sentences. Ask pupils to repeat.
pupils to repeat. Open the box and take out the toy
Explain the meaning of the notes. Remind pupils of
car. Say toy box and ask pupils to repeat. Write
the words some and any and how they are used.
toy box on the board. Read it out and ask pupils to
repeat. • Ask volunteers to read out the sentences.
• Teach floor, window, near and between. Put the box • Practise the grammar. Write sentences on the board
on the floor. Say The toy box is on the floor. Ask with the verb missing. Ask pupils to fill in the gaps.
pupils to repeat. Write on the floor on the board, read _____ there footballs in this shop?
it out and ask pupils to repeat. Then put the toy box There _____ a fountain in the garden.
near the window. Say The toy box is near the window. There _____ any children in a football team.
Ask pupils to repeat. Write near the window on the
board, read it out and ask pupils to repeat. Then put D Circle.
the toy box between two desks. Say The toy box
is between the desks. Ask pupils to repeat. Write • Read out the example and ask pupils why are is the
between the desks on the board, read it out and ask correct answer.
pupils to repeat. • Explain the task to pupils. Read out the sentences.
• Tell pupils to open their books at page 28 and to look Check pupils remember the meanings of all the words.
at the vocabulary box. Hold up your book and point to Allow them enough time to complete the task alone.
the first picture word. Say the word and ask pupils to • Check answers. Write them on the board if necessary.
repeat. Do the same with all the words. Then read out
the new picture words in the vocabulary box in random
order and ask pupils to point to the correct pictures. Answers
1 are (given)
• Read out the words everywhere, messy and Do 2 Is
homework. Explain the meanings. Ask pupils Is your 3 isn’t
bedroom messy? Elicit answers Yes or No. Then ask 4 aren’t
pupils Do you do your homework every day? Elicit 5 is
answer Yes or No.

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E Listen and number. 1.23 Homework

• Ask pupils to look at the pictures and say what they can • Pupils reread the Pupil’s Book page.
see. Elicit these words and write them on the board: car, • Workbook, pages 22-23: Time permitting, some
helicopter, bed, mum, puppy, canary, sister, kitten. tasks can be done in class.
• Explain to pupils that they will hear descriptions of • Dictation: floor, toy box, window, near, between
the pictures. Explain that they must write the correct
numbers under the pictures. Play the recording for the
example. Make sure pupils understand what to do.
Lesson 3 It’s a girls’ shop!
• Play the rest of the recording, pausing between
questions where necessary. Play the recording again
Aims
and ask pupils to check their answers.
• Learn and use new vocabulary: belt, café, coat,
gloves, trousers, sweater, Don’t worry!, good,
Listening script lunch, shopping, want
1 • Learn and use new grammar: a, an, the
I’ve got a helicopter. My helicopter is on the floor.
2
My friend, Maya, has got a kitten. Her kitten is near Materials
that car. • clothes: belt, coat, gloves, trousers, sweater
3
There are two cars. Is there is a helicopter between
the cars? Yes, there is. Lead-in
4 • Revise the words from Lesson 2. Point to the floor
I’ve got a canary. Look! My canary is under my bed! and ask pupils What’s this? Elicit It’s a floor. Do the
5 same with window. Then stand near the window and
That’s my brother. His name is Tom. He’s in bed. say I’m near the window. Ask pupils to repeat. Then
6 put your bag between two desks and say My bag is
Look at my sister, Ann. She’s behind the bed. between two desks. Ask pupils to repeat.
7 • Revise there is/are. Ask pupils questions about the
My cousin, Jack, has got a puppy. It’s very cute. classroom and elicit answers. You can use these
Look! Jack’s next to his puppy. questions:
8 Is there a teacher in the classroom?
This is my mum’s bedroom. There’s Mum. She’s in Are there boys in the classroom?
front of the bed. Is there a kitten in the classroom?
Are there cars in the classroom?
• Check homework. Tell pupils to open their Workbooks
at pages 22 and 23. Ask volunteers to read out their
Answers
answers. Write the answers on the board so pupils can
1st picture 1 (given)
check their work. Then quickly check all pupils’ books.
2nd picture 3
3rd picture 5 • Test dictation: floor, toy box, window, near, between.
4th picture 7 See the teacher’s introduction pages 7-9 for teaching
5th picture 8 suggestions. Go round the class and check all pupils’
6th picture 4 dictation.
7th picture 6
8th picture 2
New vocabulary
• Teach belt, coat, gloves, trousers and sweater with
the clothes you have brought in. Hold up the belt. Say
F Say. belt and ask pupils to repeat. Write belt on the board.
• Read out the speech bubble. Read it out again and Read it out and ask pupils to repeat. Do the same
ask pupils to repeat. with all the clothes.
• Ask volunteers to read out the speech bubble. • Teach café. Say café and tell pupils in L1 that this is
where people go for a coffee in town. Say café again
• Hand out a piece of paper to each pupil. Ask them to and ask pupils to repeat.
draw their bedrooms on the piece of paper. Explain
• Tell pupils to open their books at page 30 and to look at
that they will show the class their pictures and say
the vocabulary box. Hold up your book and point to the
four things about their bedroom just like the girl in
first picture word. Say the word and ask pupils to repeat.
their books. They can change the words in orange.
Do the same with all the words. Then read out the new
• Go around the class helping pupils plan what to say. picture words in the vocabulary box in random order and
When the pictures are ready, ask pupils one at a time ask pupils to point to the correct pictures.
to stand up, show their picture to the class and say
• Read out the words Don’t worry, good, lunch, shopping
four things about it.
30 UNIT 3
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and want. Explain the meanings. Ask a pupil to say I’m

hungry. and then reply Don’t worry. We can eat lunch Answers
now. Ask the pupil to say Good. I want crisps. Ask two 1 a / The 4 a
pupils to repeat this mini dialogue. Then say Shopping is 2 The 5 an
fun. Ask pupils to repeat. 3 the / the 6 The

A Read. E Say.
• Tell pupils to look at the picture and to say what Kerry • Read out the dialogue. Read it out again and ask
and her dad are doing (shopping). pupils to repeat.
• Tell pupils to read the dialogue and to find out what • Ask volunteers to read out the dialogue.
they want to buy. • Ask two pupils to come to the front of the class and
• Read out the dialogue. Pause after each sentence pretend to be shopping. They can use their books and
and ask pupils to repeat. can change the words in orange.
• Ask volunteers to read out a sentence each of the • Repeat the task until all pupils have had a turn.
dialogue.
F Draw and write.
Optional activity • Tell pupils to draw their favourite shop.
• Ask pupils to practise the dialogue in pairs. Go • Explain to pupils that they should write three sentences
around the class helping with pronunciation. about their shop. They can use the speaking task for help.
• Ask pairs to stand at the front of the class and • Tell pupils to complete the task. Help pupils with
read out the dialogue. spelling where necessary.
• Ask pupils to hold up their books, show each other
their pictures and read out their work.
B Match.
• Read out the example to pupils. Explain that they Homework
should read the question and match it to the answer.
Allow them enough time to complete the task alone. • Workbook, pages 24-25: Time permitting some
Go round the class encouraging and helping pupils tasks can be done in class.
where necessary. • Dictation: belt, café, coat, gloves, trousers, sweater
• Check answers. Ask pupils to read out the questions • Revision for Test 1:
and answers. Vocabulary: bench, fountain, wall, door, MP3 player,
tired, Time for bed. floor, toy box, window, near,
between, everywhere, messy, do homework, belt, café,
Answers coat, gloves, trousers, sweater, Don’t worry, good,
1 No, she isn’t. (given) lunch, shopping, want
2 Yes, there are. Grammar: Possessive adjectives, There is/are, a/an, the
3 No, there aren’t.
4 No, he isn’t.
5 No, it isn’t.
Optional activity
Revision for Test 3
C Look and learn.
• Revise the words from Unit 3. Write the words from
• Read out the dialogue. Read it out again and ask each lesson on the board. Ask a volunteer to read out a
pupils to repeat. word and to explain the meaning. Put a circle round the
• Ask pupils to look at the grammar box. Read out the words when pupils are familiar with them.
grammar notes and sentences. Ask pupils to repeat. • Write I, you, he, she, it, we, you, they down the
Explain the meaning of the notes. left side of the board. Ask pupils to tell you the
• Practise the grammar. Write these sentences on the board possessive adjectives and write them on the board.
and ask volunteers to fill the gaps with a, an or the. • Write There is a boy in the park. on the board. Read it
_____ sun is hot. out and ask pupils to repeat. Change the words a boy
There’s_____ cat here. _____ is brown. to three boys and ask pupils to fix the sentence.
I’ve got _____ orange goldfish. • Write a, an and the on the board. Ask pupils to tell
you some sentences using these words. Write their
D Write. sentences on the board.
• Read out the example and ask pupils why a and The eg The moon is white.
are the correct answers. There’s a fish in the sea. The fish is small.

• Explain the task to pupils. Read out the sentences. Check

pupils remember the meanings of all the words. Allow Project Book
them enough time to complete the task alone. The pupils may do Project 3 now they have completed
• Check answers. Write them on the board if necessary. the unit. The answer key and teacher’s notes are on
page 135 of this book.

UNIT 3 31
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Let's remember! • Revise prepositions of place (near, between,

everywhere). Take a pencil and put it on a desk. Say
The pencil is on the desk. and ask pupils to repeat.
Put a book near the pencil and encourage pupils to
say The pencil is near the book. Then put a rubber
between the book and the pencil. Ask a volunteer
Aims where the rubber is (The rubber is between the
• Revise vocabulary from Units 1-3 book and the pencil.). Do the same for in, in front of,
• Revise grammar from Units 1-3 behind, next to and under.
• Revise the affirmative, negative and interrogative of
Materials to be. Write I, you, he, she, it, we, you, they on the
board on the left. Ask pupils to tell you the different
• Flashcards: forms of the verbs and write them on the board.
Unit 1: sand, stars, email, camel • Revise the affirmative, negative and interrogative of
Unit 2: acrobat, slippers, lamp, teapot, rug, swing, have got. Write I, you, he, she, it, we, you, they on the
leopard, butterfly, rhino, snail board on the left. Ask pupils to tell you the different
Unit 3: bench, fountain forms of the verbs and write them on the board.
• Revise there is/are. Write There is on the left of
Revision the board and There are on the right. Then write
• Revise the words from the flashcards. Hold up a these phrases on the board and ask pupils to make
flashcard and ask pupils to call out the word. Then sentences with there is or there are.
place the flashcards face down on your desk. Ask a boys in the classroom
volunteer to choose a flashcard from the desk, turn girls in the classroom
it over and say what it is. Then revise all the animal a teacher in the classroom
words (camel, canary, goldfish, kitten, puppy). Ask
a board in the classroom
pupils to remember the other animals they have learnt
• Write words on the board of things that aren’t in the
(camel, canary, goldfish, kitten, puppy). They can
classroom and revise There isn’t/aren’t. Then practise
search the vocabulary boxes at the beginning of each
lesson to help them remember. Ask pupils to write the questions and short answers. Ask pupils Is/Are there
words on the board. Then revise the words related …. in the classroom?.
to animals (fur, wing, horn, shell) with the flashcards • Revise the possessive adjectives. Write I, you, he,
(leopard, butterfly, rhino, snail), asking pupils to point she, it, we, you, they on the left on the board. Ask
to these parts on the animals. pupils to write the possessive adjectives next to the
• Ask pupils to remember the family words (aunt, uncle, words.
cousin, twins) clothes words (belt, coat, gloves, trousers, • Write a, an and the on the board. Write these
sweater) and the appearance words (cute, ugly, old, sentences on the board and ask pupils to fill in the
young, handsome). Ask volunteers to write them on the blanks with the correct words.
board. Do the same for the room words, pointing to them This is ________ elephant. ________ elephant is
in the classroom (wall, door, floor, window). grey.
• Write these words on the board and ask pupils to There is _____ pen and _____ orange pencil on my
finish the phrases with the words here in brackets. desk.
photo (album) ________ books in my bag are blue.
I’ve got an (idea) Look at ________ sun and _________ moon in
toy (box) _________ sky!
Time for (bed)
do (homework)
Don’t (worry) Lead-in
• Write these words on the board and ask pupils to • Check homework. Tell pupils to open their Workbook
explain the meanings. Then ask volunteers to make at pages 24 and 25. Ask volunteers to read out their
sentences using the words below. answers. Then quickly check all pupils’ books.
tea
forest
amazing A Find and stick.
help • Ask pupils to open their books at page 32 and to look at
garden task A. Ask volunteers to read out the words. Then read
swing out the words again and ask pupils to repeat as a class.
tired
• Show pupils where to find the stickers in their books.
messy
café Tell them to remove the stickers one at a time and to
lunch stick them in the correct boxes. Allow pupils enough
shopping time to stick all the stickers. Go round the class
want helping pupils where necessary.

32 REVIEW 1
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• Check answers. Ask volunteers to hold up their books

and read out the words. E
Answers
B Write. 1 Have / got (given)
2 hasn’t got
• Tell pupils to look at the table. Explain the headings 3 have got
if necessary. Ask volunteers to read out the words in 4 haven’t got
the box. 5 Has / got
• Tell pupils to write the words from the box under the
correct heading in the table. Tell pupils to cross out
the words they use from the box as they use them.
Allow them enough time to complete the task alone. F
Go round the class helping pupils where necessary. Answers
• Check answers. 1 There is (example)
2 an
3 Are there
Answers
4 The
Family: uncle (given), aunt, cousin, twins
5 is
Animals: fur, horn, shell, wing
House: door, floor, wall, window

G
Extension activity Answers
• Give pupils two more categories: Clothes and 1 Its (example)
Garden. Ask them to think of three or four objects 2 my
for each category. Write their ideas on the board. 3 his
4 Our
5 Dad’s
Tasks C - G.
• Read out the example and ask pupils why it is the correct
answer. Read out all the sentences and make sure that Extra activity
pupils remember the meanings of all the words.
• Time permitting, sing the songs from units 1, 2
• Explain the rest of the task to pupils. Allow them enough and 3.
time to complete the task alone. Go round the class
helping pupils where necessary.
• Check answers. Ask volunteers to read out their answers. Homework
• Pupils reread the Pupil’s Book page.
C • Workbook, pages 26-27: Time permitting, some
Answers tasks can be done in class.
1 amazing (given)
• Revision for Progress Test 1 (Teacher’s Resource
2 swing
Pack CD-Rom). Pupils should revise all the
3 forest
vocabulary and grammar from Units 1-3.
4 near
5 Time for bed
6 belt
7 lamp
8 cute

D
Answers
1 is (given)
2 aren’t
3 is
4 are
5 isn’t
6 ’m not

REVIEW 1 33
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Fun and Games Answers

1 a forest
2 a teapot
3 a window
4 a sweater
Aims 5 a shell/snail
• Consolidate new vocabulary with fun activities 6 slippers
7 sand
• Consolidate new grammar with fun activities 8 an MP3 player
• Make a jigsaw puzzle

B Sing. 1:24
Materials • Tell pupils they are going to learn a song. Explain
• One photocopy of the jigsaw picture for each pupil to pupils that the song is about smiling for a photo.
(page 119) Explain that in English people tell you to Say cheese!
• One piece of thick card for each pupil when they take your photo as the phrase makes you
smile. Play the recording and tell pupils to listen and
• Scissors, markers, glue follow the words with their fingers.
• One envelope for each pupil • Read out the song one line at a time and ask pupils to
• Optional for extra activity: 12 quiz cards. Write one repeat after you. Play the recording again. Encourage
question on each card, so they can be shuffled to pupils to chant along. Practise many times until pupils
play again. See Extra activity for questions. are familiar with the words.
• Pupils can pose while they sing the song.
Lead-in
• Tell pupils that today’s lesson is all about fun and C Make.
games. Ask them to open their books at page 34. Ask • Tell pupils they are going to make a jigsaw puzzle.
them what they can see (a boy and a girl playing in Tell pupils to look at the pictures in task C and explain
the autumn leaves). each stage to them.
• Read out the paragraph and ask pupils to follow 1 Colour in the jigsaw puzzle picture.
the words with their fingers. Read it out again one
sentence at a time and ask pupils to repeat. Check 2 Stick the picture on a thick piece of card.
comprehension with these questions. Encourage 3 Cut out the puzzle along the dark lines.
pupils to use English for the words they have learnt. 4 Mix up the pieces and try to put the puzzle together.
Are these children brother and sister? (No, they
aren’t. They’re cousins.) • Ask pupils to have their markers ready. Hand out
Where do they live? (Alaska) the photocopies of the jigsaw puzzle cutout and ask
Where are they playing? (in the forest) pupils to colour in. As pupils colour, go round the
classroom and ask them to name the objects they
• Consolidate vocabulary pupils have learnt using the can see in the picture.
picture. Here are some suggestions:
Is there sand in the forest? • When all pupils are ready, ask them to put their markers
Are the children cute? away. Then hand out the pieces of card and the glue.
Are the children old? Show pupils how to stick the picture onto the card.
Are they in a garden? • Collect the glue. Then hand out the scissors. Ask
What are they wearing? pupils to cut out their jigsaws. Go round the class
Are they wearing slippers? helping pupils where necessary. When pupils finish
Is there are bench in the forest? cutting the pieces, collect the scissors.
Are they near the trees? • Tell pupils to mix up their jigsaw pieces and then put
their puzzles back together again. Give each pupil an
Quiz time! envelope to put their puzzle pieces in.
• Read out the question and both answers and make sure
pupils understand the meaning. Ask pupils to choose Homework
the correct answer (b). Ask volunteers to read out the • Pupils reread the Pupil’s Book page.
question and answer. Ask pupils to remember the other
• Optional extra homework: Pupils write the names
seasons too. Write the seasons on the board.
of the objects in task A in their notebooks.

A Say.
• Ask pupils What can you see? Elicit the names of
the objects.
34 REVIEW 1
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Extra activity
• Do a class quiz using the quiz cards. Divide the
class into two teams, Team A and Team B. Draw a
line down the middle of the board. Write A on the
left and B on the right.
• Explain to pupils that they are going to do a quiz.
Each pupil in the team has a number. Starting
with number 1, a pupil from Team A must answer
a question or follow an instruction correctly to get
a point. Then pupil 1 from Team B must answer a
question. Then pupil 2 from Team A and so on. If
a pupil calls out the answer to a question when it
isn’t his or her turn, the team loses a point.
• Here are the questions for the cards:
1 What’s your name?
2 How are you?
3 How old are you?
4 Say the days of the week.
5 Are you a camel?
6 What’s that? (point to the door/window/floor/wall)
7 Say the alphabet.
8 What colour is this? (choose a colour in the
classroom)
9 Count to twenty.
10 Have butterflies got wings?
11 Have rhinos got shells?
12 Have you got an MP3 player?
• The team with the most points wins. Shuffle the
cards and play again.

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Canada Trek's reporters in Canada

Ask pupils to look at the photo on pages 36-37 (use L1) and tell them that it shows a Canadian landscape.

Pupils are likely to know that Canada is a neighbour of the USA. They will probably know that it is a cold place
in winter. Explain that Canada is well-known for its winter sports and ask pupils if they can name a few (skiing,
snowboarding, ice hockey). Tell them that there is also a hotel made of ice and snow, which is built every winter,
and melts every spring. It was inspired by Inuit igloos and snow forts. Explain also that there are some famous lakes
and waterfalls in Canada. The most well-known waterfall is the Niagara Falls. Pupils might know where Canada is
situated. Ask volunteers to find Canada on the classroom map. Then point to the map at the top of the page to show
them. First show them where their own country is on the globe and then point out the area in red where the reporters
are. Explain that this is Canada.

The second country the reporters visit is Canada. In episode 1, they visit the city of Calgary. They go skiing and
snowboarding in the winter sports resort and then they go to the stadium to watch an ice hockey match. In episode 2,
they visit the city of Quebec where they admire the buildings and the river. They then visit the Ice Hotel, which is near
Quebec. In episode 3, the reporters visit Niagara Falls and have a picnic on the grass in a park nearby.

Fun facts
Here are some facts about Canada, which your pupils will find interesting:

1 Canada is the second largest country in the world, but not many people live there.
2 People speak English and French in Canada.
3 Canada is surrounded by three oceans: the Pacific, the Atlantic and the Arctic.
4 Ice hockey is Canada’s national sport.
5 In 2010 Canada hosted the winter Olympics.
6 In winter, the temperature can drop below -40°C. The lowest temperature ever recorded was -63°C.
7 There are many forests and lakes in Canada.
8 The comic Superman was created by a Canadian, Joe Shuster.
9 The Inuit are the native people who live a traditional lifestyle in the north of Canada.
10 Canadians eat more cheese than any other nation.

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4
Lesson 1 Happy Trails in Canada
Background information
Calgary
Calgary is the largest city in the province of Alberta,
Canada. The city is close to the Rocky Mountains
and is a popular destination for winter sports such
as skiing and snowboarding. It has got a large
winter sport resort and has been host to the winter
Aims Olympics. Ice hockey is a popular sport in Canada
• Learn and use new vocabulary: fall, ice hockey, and the Calgary team is called the Calgary Flames.
shout, ski, team, I’m freezing!
• Learn and use new grammar: Present Continuous
New vocabulary
affirmative
• Teach the new words (ice hockey, ski and team) with
the flashcards. See the teacher’s introduction pages
Materials 7-9 for teaching suggestions.
• Flashcards: ice hockey, ski, team • Tell pupils to open their books at page 38 and to look at
• Masks: Ty, Mia, Leo, Dina the vocabulary box. Hold up your book and point to the
first picture word. Say the word and ask pupils to repeat.
Lead-in Do the same with all the words. Then read out the new
picture words in the vocabulary box in random order and
• Revise the clothes words from Unit 3. Ask pupils to ask pupils to point to the correct pictures.
remember the words and ask volunteers to write them
on the board. Ask other volunteers to draw pictures of • Read out the word fall and explain the meaning.
the clothes on the board or point to any items pupils Pretend to fall and then ask pupils to copy and repeat.
are wearing. Do the same with the words shout and I’m freezing!.

• Revise Is/Are there? Ask pupils Is there a belt on the

board? Elicit Yes, there is. Ask pupils Are there any A Listen and read.
jeans on the board? Elicit No, there aren’t. You can For teachers using the DVD
continue with these questions: • Make sure each pupil has got a copy of the DVD
Is there a fountain in the park? worksheet found on page 110.
Are there doors in your house?
Is there an MP3 player in your bag? • Please follow the procedure outlined in Unit 1, Lesson
1 on page 15 for teachers using the DVD.
• Check homework. Tell pupils to open their Workbooks
at pages 26 and 27. Ask volunteers to read out their
answers. Write the answers on the board so pupils can Before you watch
check their work. Then quickly check all pupils’ books.
• Test dictation: belt, café, coat, gloves, trousers, Answers
sweater. See the teacher’s introduction pages 7-9 for 1 b
teaching suggestions. Go round the class and check 2 b
all pupils’ dictation. 3 a
4 b
Episode outline 5 a
Canada: Episode 1
Trek’s dad gives Trek a DVD from Canada.
The reporters are at a ski resort in Calgary. Ty While you watch
and Mia are skiing. Dina is freezing as she has
never been in the snow before. Leo is having fun Answers
snowboarding, but he loses his balance and falls
over. He gets covered in snow and Dina thinks a 2
he looks like Santa Claus. Later the reporters go b 5
to see an ice hockey game. The local team wins. c 10
Dina is very excited. d 7
e 1
f 6
g 3
h 8
i 4
j 11
k 9

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After you watch

D Listen and number. 1.26
Answers • Write the words skiing, snowboarding, bench, snow,
1 Ty and Mia falling and shouting on the board. Remind pupils of the
2 Leo meanings and teach snowboarding. Tell pupils to look at
3 ice hockey the pictures for this task. Ask pupils to describe what they
can see using the words on the board.
4 Dina
• Explain to pupils that they will hear descriptions of the
people in the pictures. Explain that they must write the
For teachers using the Audio CD 1.25 correct numbers next to the pictures. Play the recording
• Tell pupils to look at the cartoon story on page 38. for the example. Make sure pupils understand what to do.
Ask pupils what Trek’s dad is giving to him. • Play the rest of the recording, pausing between
• Play the recording. Tell pupils to look at the pictures questions where necessary. Play the recording again
and follow the speech bubbles with their fingers. and ask pupils to check their answers.
• Play the recording again. Pause after each speech
bubble and ask pupils to repeat. Listening script
• Check pupils understand the story. Use L1 where 1
necessary. My friend John and I are skiing. We’re having fun!
Who is skiing? (Ty and Mia.) Whee!
Who falls? (Leo) 2
What sport do the reporters watch? (ice hockey)
Look at Carol! She’s snowboarding. She’s fast.
Who is shouting? (Dina)
3
• Play the recording again. Then ask volunteers to read My brother and his friend are sitting on the bench.
out the story. They’re laughing.
• Assign characters to volunteers and ask them to act 4
out the story in front of the class. Pupils can wear the Can you see the dog? That’s Rufus. He’s playing in
character masks. the snow.
5
B Look and learn. Oh no! Toby is falling. Be careful, Toby!
• Read out the dialogue. Read it out again and ask 6
pupils to repeat. What a noise! Who’s shouting? John’s cousin. Rufus
is his dog.
• Ask pupils to look at the grammar box. Read out the
grammar notes and sentences. Ask pupils to repeat.
Explain the meaning of the notes.
• Ask pupils to circle the person and underline the verb Answers
in the grammar sentences. Ask volunteers to read out 1 two skiers (given)
the sentences. 2 snowboarder
• Practise the grammar. Write sentences on the board. 3 two men laughing on bench
Ask pupils to fill in the gaps with these words. 4 dog
falling am are 5 skier falling over
6 man holding lead and shouting
I _____ skiing.
Oh no! He’s _____ .
We _____ shouting. E Say.
• Read out the dialogue. Read it out again and ask pupils
C Write. to repeat. Explain the meaning of Who if necessary.
• Read out the example and ask pupils why ’re having • Ask volunteers to read out the dialogue.
is the correct answer. • Ask pupils to look at the picture. Ask volunteers to
• Explain the task to pupils. Read out the sentences. describe what they can see. Elicit these verbs and
Check pupils remember the meanings of all the words. write them on the board: play, sleep, read, climb, eat.
Allow them enough time to complete the task alone. Ask a pupil to ask a question with Who using one
• Check answers. Write them on the board if necessary. of the verbs on the board. Ask another volunteer to
answer. Repeat until pupils have had a turn.
Answers • Erase the verbs and repeat the task.
1 ’re having (given)
2 ’s watching
3 ’re listening
4 ’s studying
5 are doing
6 ’m playing

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• Teach snowboard. Write it on the board and explain

Extension task
the meaning. Read it out and ask pupils to repeat.
• Ask a pupil to stand at the front of the class.
• Tell pupils to open their books at page 40 and to look
Whisper in his/her ears an action to mime. eg
at the vocabulary box. Hold up your book and point to
You’re sleeping. Ask volunteers to say what the
the first picture word (snowboard). Say the word and
pupil is doing. eg Sandy is sleeping.
ask pupils to repeat. Do the same with all the months.
• Repeat until all pupils have mimed an action.
• Read out the words month and today. Explain the
meanings. Ask pupils to say what day it is today. eg
It’s Monday today. Then say What’s June? Elicit It’s a
Homework month. Do the same with a few other months.
• Pupils reread the Pupil’s Book page.
• Workbook, pages 28-29: Time permitting, some Background information
tasks can be done in class. Canada
• Dictation: fall, ice hockey, shout, ski, team, Canada is the second largest country in the world
(Russia is the largest), but its population is only
about 34 million. The capital of Canada is Ottawa
(Ontario) and the largest city is Toronto. There are
Lesson 2 She’s snowboarding. two official languages: English and French. People
from many nationalities live in Canada, like Chinese,
Aims Italians, Greeks and Russians. Canada has got more
lakes and rivers than any other country in the world.
• Learn and use new vocabulary: snowboard,
Forests cover almost half of Canada.
January, February, March, April, May, June,
July, August, September, October, November, People in Canada are interested in sports, especially
December, month, today winter sports like ice hockey, snowboarding,
and skiing. Other sports they enjoy are football,
• Learn and use new grammar: Present Continuous
basketball, and baseball. The 2010 Winter Olympics
negative
were held in Vancouver, Canada.

Materials
A Listen and read. 1.27
• Flashcards: ice hockey, ski, team
• Tell pupils that they are going to read about the
• A calendar months in Canada. Ask pupils what the woman in the
photo is doing (She’s snowboarding).
Lead-in • Play the recording. Tell pupils to follow the text with
• Revise the words from Lesson 1 with the flashcards. their fingers.
Ask three volunteers to pick a flashcard each from a • Play the recording again. Pause after each sentence
pile on your desk and show it to the class and ask what and ask pupils to repeat.
the word is. Then revise fall, shout and I’m freezing! Ask
volunteers to mime these actions in front of the class • Play the recording again. Then ask volunteers to read
and ask pupils to say the word or phrase. out a sentence each of the text.
• Write these sentences on the board. Ask volunteers
to write the correct form of the verbs in the gap. B Tick (✓) Yes or No.
Ty _____ (ski). • Read the example to pupils. Ask them to find where
I _____(freeze). the answer is in the text. Ask them to underline
They _____ (fall). the words.
• Check homework. Tell pupils to open their Workbooks • Explain the rest of the task to pupils. Tell them to
at pages 28 and 29. Ask volunteers to read out their underline the words in the text which give them the
answers. Write the answers on the board so pupils answers. Allow them enough time to complete the
can check their work. Then quickly check all pupils’ task alone. Go round the class encouraging and
books. helping pupils where necessary.
• Test dictation: fall, ice hockey, shout, ski, team. See the • Check answers. Write them on the board if necessary.
teacher’s introduction pages 7-9 for teaching suggestions.
Go round the class and check all pupils’ dictation.
Answers
1 No (given)
New vocabulary 2 Yes
• Teach the months. Hold up the calendar and say 3 No
Look. Show the first month and say January. Read 4 Yes
it out and ask pupils to repeat. Write January on the 5 No
board. Read it out again and ask pupils to repeat. Do
the same with all the months.

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C Look and learn. • Play the recording again. Encourage pupils to chant.
Practise many times until pupils are familiar with the words.
• Read out the dialogue. Read it out again and ask
pupils to repeat. • Ask pupils to clap and stamp their feet as they say
the chant.
• Ask pupils to look at the grammar box. Read out the
grammar notes and sentences. Ask pupils to repeat.
Explain the meaning of the notes. Extra activity
• Ask pupils to circle the person and underline the verb • Divide the pupils into groups of three or four. Tell them
in the grammar sentences. Ask volunteers to read out to practise the chant and to add their own movements.
the sentences. • Ask each group to perform their chant to the class.
• Practise the grammar. Write sentences on the board You can take photos of the performers and then in
with the person and verb missing. Ask pupils to fill in the next lesson stick the photos on the wall.
the gaps.
She _____ (not sleep).
They _____ (not eat) Homework
I _____ (not run).
• Pupils reread the Pupil’s Book page.
D Write. • Workbook, pages 30-31: Time permitting, some
tasks can be done in class.
• Read out the example and ask pupils why aren’t
climbing is the correct answer. • Dictation: January, February, March, April,
May, June, July, August, September, October,
• Explain the task to pupils. Read out the sentences. November, December
Check pupils remember the meanings of all the words.
Allow them enough time to complete the task alone.
• Check answers. Write them on the board if necessary.
Lesson 3 Camping is fun.
Answers
1 aren’t climbing (given) Aims
2 isn’t swimming • Learn and use new vocabulary: camping, fire,
3 aren’t working burgers, sleep, sleeping bag, village, stay, See
4 isn’t studying you soon!
5 ’m not buying
6 aren’t laughing • Learn and use new grammar: Present Continuous
interrogative

Say it! 1.28

Materials
• Write c on the board. Ask pupils to say the name of
the letter. • Flashcards: fire, burgers, sleeping bag, village

• Write the words cold and ice on the board. Read them • A calendar
out and ask pupils to repeat. Explain to pupils that the • Magazine or Internet pictures of a camping site with tents
letter c has two sounds. Ask pupils to identify the two • Optional for Extra activity: a blank piece of paper for
sounds. each pupil
• Tell pupils to look at the task. Play the first part of the
recording (Listen and say.) asking pupils to repeat the Lead-in
words Canada and nice each time they hear them.
(Canada and nice will be heard twice.) • Revise the months from Lesson 2 with the calendar.
Hold up the calendar, point to the months in random
• Ask for volunteers to read out the sentence. Play the order and ask volunteers to call out the month.
recording and ask all pupils to repeat. (The sentence
will be heard once.) • Write these sentences on the board. Ask volunteers
to write the correct form of the verbs in the gap.
My brother _____ (not drink).
E Chant. 1.29 I _____ (not snowboard).
• Tell pupils they are going to learn a chant about the My uncles _____ (not play) football.
months. • Check homework. Tell pupils to open their Workbooks
• Ask pupils to look at the picture and to read out the at pages 30 and 31. Ask volunteers to read out their
months, one month each around the class. answers. Write the answers on the board so pupils
• Play the recording and tell pupils to listen and follow can check their work. Then quickly check all pupils’
the words with their fingers. books.

• Read out the chant one line at a time and ask pupils • Test dictation: January, February, March, April, May,
to repeat after you. June, July, August, September, October, November,
December. See the teacher’s introduction pages 7-9

40 UNIT 4
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for teaching suggestions. Go round the class and D Write.

check all pupils’ dictation.
• Read out the example and ask pupils why No, we
• Do the chant from Lesson 2 (CD1:29]. aren’t. is the correct answer.
• Explain the task to pupils. Read out the sentences.
New vocabulary Check pupils remember the meanings of all the words.
• Teach fire, burgers, sleeping bag and village with the Allow them enough time to complete the task alone.
flashcards. See the teacher’s introduction pages 7-9 • Check answers. Write them on the board if necessary.
for teaching suggestions.
• Teach camping. Hold up the magazine picture of the Answers
camping site. Say camping and ask pupils to repeat. 1 No, we aren’t. (given)
Explain the meaning. Stick it on the board and label it 2 Yes, he is.
camping. Read it out and ask pupils to repeat. Ask pupils
3 Yes, they are.
in L1 what people do in a sleeping bag and elicit sleep.
4 No, she isn’t.
Say I sleep in a sleeping bag. Ask pupils to repeat.
5 Yes, I am.
• Tell pupils to open their books at page 42 and to look at
the vocabulary box. Hold up your book and point to the
first picture word. Say the word and ask pupils to repeat. E Say.
Do the same with all the words. Then read out the new • Read out the dialogue. Read it out again and ask
picture words in the vocabulary box in random order and pupils to repeat.
ask pupils to point to the correct pictures. • Ask volunteers to read out the dialogue.
• Read out the words stay and See you soon!. Explain • Ask a pupil to come to mime an action from the
the meanings. Tell pupils that we can write See you
lesson. Ask the pupil What are you doing? and elicit
soon at the end of a letter, email or postcard.
the correct answer.
• Repeat the task until all pupils have had a turn.
A Read.
• Ask pupils in L1 what they are going to read. Teach
postcard.
Extension activity
• Tell pupils to read the postcard and to find out who wrote • Ask a volunteer to mime an action of his/her
it (Betty). choice. Ask the other pupils What is he/she
doing? Elicit answers with he or she. Repeat until
• Read out the postcard. Pause after each sentence and all pupils have had a turn.
ask pupils to repeat.
• Ask volunteers to read out a sentence each of the • Repeat the activity with two pupils miming the
postcard. same thing. Ask What are they doing? Elicit
answers with they.
B Circle.
F Write.
• Read the example to pupils. Ask them to find where the
answer is in the text. Ask them to underline the words. • Tell pupils that they are going to write their own postcards.
• Explain the rest of the task to pupils. Tell them to • Explain to pupils that they fill in the gaps in their
underline the words in the text which give them the postcard. They can use the reading task for help.
answers. Allow them enough time to complete the • Tell pupils to complete the task. Help pupils with ideas
task alone. Go round the class encouraging and and spelling where necessary.
helping pupils where necessary.
• Ask pupils to read out their work.
• Check answers. Write them on the board if necessary.

Homework
Answers
1 Sam’s (given) 3 tent 5 cooking • Workbook, pages 32-33: Time permitting, some
2 Mum and Dad 4 sleeping bag 6 yummy tasks can be done in class.
• Dictation: camping, fire, burgers, sleep, sleeping
bag, village
C Look and learn.
• Revision for Test 4:
• Read out the dialogue. Read it out again and ask
pupils to repeat. Vocabulary: fall, ice hockey, shout, ski, team, I’m
freezing!, snowboard, January, February, March,
• Ask pupils to look at the grammar box. Read out the
April, May, June, July, August, September,
grammar notes and sentences. Ask pupils to repeat.
October, November, December, month, today,
Explain the meaning of the notes.
camping, fire, burgers, sleep, sleeping bag,
• Practise the grammar. Write these sentences on the village, stay, See you soon!
board and ask volunteers to turn them into questions.
I’m sleeping in a tent. Grammar: Present Continuous affirmative,
You’re eating burgers. negative, interrogative
He’s playing volleyball.
UNIT 4 41
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Optional activity
Revision for Test 4
• Revise the words from Unit 4. Write the words from
each lesson on the board. Ask a volunteer to read
out a word and to explain the meaning. Put a circle
round the words when pupils are familiar with them.
• Write I, you, he, she, it, we, you, they down the
left side of the board and playing on the right side.
Ask pupils to tell you the missing part of the verb
for the affirmative and negative of the Present
Continuous and write it in the middle.
• Ask pupils questions in the Present Continuous
and elicit short answers:
Are you sleeping?
Are you listening?
Is George eating?
Are the girls shouting?

Teacher’s Note
The pupils will do Test 4 in the following lesson. If you
don’t want to rush into Unit 5, for the rest of the lesson
do these activities.
1 Pupils can read out the cartoon story from Lesson 1.
Then ask volunteers to act out the cartoon story.
2 Pupils can read out the text from Lesson 2 and the
postcard from Lesson 3.
3 Repeat the Say task from Lesson 3.
4 Do the chant.
5 Pupils can draw pictures. See Extra activity below.

Extra activity
• Hand out a black piece of paper to each pupil.
Tell them to draw a picture of themselves and two
friends camping.
• When pupils have finished their pictures ask
them to hold up their work and describe what the
people in the picture are doing.

Project Book
The pupils may do Project 4 now they have completed
the unit. The answer key and teacher’s notes are on
page 136 of this book.

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5
Lesson 1 Happy Trails in Canada
Background information
Quebec
Quebec City is the capital of the province of Quebec. It
is located on the St Lawrence River. One of the most
famous buildings is The Château Frontenac. It is a
beautiful castle-style hotel which was built at the end
Aims of the 19th century. It is situated on the bank of the St
Lawrence River and has got impressive views. It opened
• Learn and use new vocabulary: country, hotel, ice, in 1893 and is a symbol of the city. It is also one of the
speak, French, warm most photographed hotels in the world and holds a
• Learn and use new grammar: can, can’t Guinness World Record for that reason.
The Ice Hotel near Quebec City opened in 2001. It is the
Materials first Ice Hotel in North America and is built every year
in January. The hotel is open till the end of March. It is
• Magazine or Internet pictures of a hotel, and ice (eg made of 15,000 tons of snow and 500,000 tons of ice.
an iceberg or an Arctic landscape) The temperature in the hotel is between -3°C and -5°C
• Masks: Ty, Mia, Leo, Dina no matter what the outside temperature is.

Lead-in
• Revise the months from Unit 4. Write January on the New vocabulary
board and ask pupils to remember the rest of the • Teach country by pointing to a country on the Wonderful
months. Ask volunteers to write them on the board. World World map. Say Greece is a country. and
Help with spelling where necessary. ask pupils to repeat. Ask volunteers to make similar
• Revise the Present Continuous. Write I’m standing. sentences.
on the board. Ask pupils to tell you the negative • Teach hotel and ice with the magazine or Internet
and the question form. Then ask a volunteer Are pictures. Hold the hotel picture and say hotel. Then stick
you standing? and elicit a short answer. Ask a few the picture on the board. Do the same for the word ice.
volunteers to stand up and ask the same question
• Teach speak and say I can speak English. Ask pupils
and elicit short answers.
to repeat.
• Check homework. Tell pupils to open their Workbooks
• Tell pupils to open their books at page 44 and to look at
at pages 32 and 33. Ask volunteers to read out their
the vocabulary box. Hold up your book and point to the
answers. Write the answers on the board so pupils
first picture word. Say the word and ask pupils to repeat.
can check their work. Then quickly check all pupils’
Do the same with all the words. Then read out the new
books.
picture words in the vocabulary box in random order and
• Test dictation: camping, fire, burgers, sleep, sleeping ask pupils to point to the correct pictures.
bag, village. See the teacher’s introduction on pages
• Read out the words French and warm. Explain the
7-9 for teaching suggestions. Go round the class and
meanings. Can you speak French? Elicit short answers.
check all pupils’ dictation.
Ask pupils Are you warm? Elicit short answers.

Episode outline • Read out all the words again one by one and ask
pupils to repeat after you.
Canada: Episode 2
The reporters visit Quebec City. There they see A Listen and read.
a castle. The weather is still cold. There is snow
everywhere and there is ice on the river too. Dina For teachers using the DVD
has trouble walking since she’s not used to snow. • Make sure each pupil has got a copy of the DVD
She grabs hold of Leo’s tail, but she still slips and worksheet found on page 111.
falls over. Leo cries out in pain as Dina yanks his • Please follow the procedure outlined in Unit 1, Lesson
tail. The reporters then visit a hotel where everything 1 on page 15 for teachers using the DVD.
is made of ice. The receptionist speaks to them in
French and Leo asks Dina if she can speak French.
She can, but she doesn’t have to as the receptionist Before you watch
can speak English too. The reporters like the hotel,
especially Dina because at last she is warm when Answers
she covers herself with a quilt. 1 a castle
2 Yes, it is.
3 Everything is ice.
4 Dina

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While you watch • Check answers. Write them on the board if necessary.

Answers Answers
1 the DVD 1 can’t (given)
2 country 2 can’t
3 beautiful 3 Can, can’t
4 ice 4 can
5 English 5 Can, can’t
6 warm 6 Can, can

After you watch D Listen and circle. 1.31

• Explain to pupils that they are going to listen to the
Answers reporters speaking. Read out the sentences and
1 Tessy check pupils understand the meanings. Then explain
2 No, she can’t. that they must listen carefully and circle the correct
3 She falls. word in each sentence.
4 Ice Hotel • Play the recording for the example. Make sure pupils
5 Yes, they are. understand what to do.
• Play the recording. Pause between numbers where
For teachers using the Audio CD 1.30 necessary. Play the recording again and ask pupils to
check their answers.
• Tell pupils to look at the cartoon story on page 44.
Ask pupils what Trek can see (a castle).
• Play the recording. Tell pupils to look at the pictures Listening script
and follow the speech bubbles with their fingers. 1
Mia: I can’t see a hotel. But I can see a castle.
• Play the recording again. Pause after each speech 2
bubble and ask pupils to repeat. Dina: Hooray! I can stand on the snow. But I
• Check pupils understand the story. Use L1 where can’t stand on the ice.
necessary. 3
Who wants to watch the DVD with Trek? (Trek’s Leo: Look, Ty. I can run!
sister, Tessy) Ty: Ouch! My leg! I can’t run!
Can Dina stand up in the snow? (No, she can’t.) 4
What happens to Dina? (She falls.) Trek: Can I watch TV, Mum?
What’s the name of the hotel? (The Ice Hotel) Trek’s mum: Yes, you can, Trek.
Are the reporters staying at the hotel? (Yes, they are.) 5
• Play the recording again. Then ask volunteers to read Mia: Can you speak French, Ty?
out the story. Ty: No, I can’t. Can you speak French, Mia?
Mia: Yes, I can.
• Assign characters to volunteers and ask them to act
out the story in front of the class. Pupils can wear the
character masks.
Answers
B Look and learn. 1 castle (given)
2 snow
• Read out the dialogue. Read it out again and ask
3 Ty
pupils to repeat.
4 can
• Ask pupils to look at the grammar box. Read out the 5 Mia
grammar notes and sentences. Ask pupils to repeat.
Explain the meaning of the notes.
E Say.
• Explain to pupils that we use can to talk about things
we are able to do and things we are allowed to do. • Read out the dialogue. Read it out again and ask
Write We can run. and We can go to the party. on the pupils to repeat.
board. Ask pupils which is something we are able to • Ask volunteers to read out the dialogue.
do and which is something we are allowed to do. • Explain to pupils that they are going to ask each other
questions. Write some ideas on the board for pupils to
C Write can or can’t. use. Ask pupils to think up the ideas.
• Read out the example and ask pupils why can’t is the eg ride a bike
correct answer. ski
• Explain the task to pupils. Read out the sentences. Check sing
pupils remember the meanings of all the words. Allow speak French/Greek
them enough time to complete the task alone. fly a plane

44 UNIT 5
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• Ask pupils in pairs to stand at the front of the class • Teach high, fast and slow. Say Look I can run. Mime
and ask and answer one question each. Tell pupils to that you are running. Mime that you are running on
change the words in orange. They can use the ideas the spot slowly. Say I’m slow. Ask pupils to copy and
on the board. repeat. Then mime that you are running on the spot
fast. Say I’m fast. Ask pupils to copy and repeat.
Extension activity Write slow and fast on the board. Read them out and
ask pupils to repeat. Then throw the ball in the air
• Practice He and She with can and can’t. Ask
pupils questions from the Speaking task. a little. Say Look. Throw the ball in the air very high
and say high. Ask pupils to repeat. Say Jump high.
eg Can George sing? and encourage pupils to jump high in the air.
• Teach baseball cap and trainers with the objects you
have brought in. Hold up the baseball cap and say
Homework baseball cap. Ask pupils to repeat. Write baseball
• Pupils reread the Pupil’s Book page. cap on the board. Read it out and ask pupils to
repeat. Do the same with the trainers.
• Workbook, pages 34-35: Time permitting, some
tasks can be done in class. • Tell pupils to open their books at page 46 and to look
at the vocabulary box. Hold up your book and point
• Dictation: country, hotel, ice, speak
to the first picture word. Say the word and ask pupils
to repeat. Do the same with all the words. Then read
out the new picture words in the vocabulary box in
Lesson 2 Jerry loves sports. random order and ask pupils to point to the correct
pictures.
Aims • Read out the words number and sports. Explain the
meanings. Ask pupils What’s your lucky number?
• Learn and use new vocabulary: baseball cap,
Elicit answers. Ask pupils What are your favourite
trainers, catch, throw, high, fast, slow, number, sports
sports? and elicit answers.
• Learn and use new grammar: must, mustn’t

A Listen and read. 1.32

Materials
• The magazine or Internet pictures of a hotel, and ice
Background information
from previous lesson
Baseball
• A ball, a pair of trainers, a baseball style cap
Baseball has been played for more than a century
and is becoming increasingly popular. It is
Lead-in considered to be one of the most popular sports in
• Revise the words from Lesson 1 with the pictures. the USA. This sport is also very popular in other
Hold up the pictures one at a time and ask volunteers countries like Canada, Japan, and Cuba.
to call out the words.
Baseball is played in summer. It is played between
• Ask pupils questions with can. Elicit short answers. two teams of nine players each. The goal of
Can you swim? baseball is to score runs by hitting a ball with a bat
Can you dance? and touching a series of four markers called bases.
Can you fly? Players on the batting team take turns hitting the
• Check homework. Tell pupils to open their Workbook ball while the fielding team tries to stop them from
at pages 34 and 35. Ask volunteers to read out their scoring runs by catching the ball and getting hitters
answers. Write the answers on the board so pupils out. A player on the batting team can stop at any
can check their work. Then quickly check all pupils’ of the bases. The batting and fielding teams switch
books. whenever the fielding team gets three outs. The
team with the most runs at the end of the game
• Test dictation: country, hotel, ice, speak. See the wins.
teacher’s introduction pages 7-9 for teaching
suggestions. Go round the class and check all
pupils’ dictation. • Tell pupils that they are going to read about a boy
who plays baseball. Ask pupils to find out the boy’s
New vocabulary name in the text (Jerry).
• Teach catch and throw. Hold up the ball, say • Play the recording. Tell pupils to follow the text with
Catch and throw it gently to a pupil. Then say their fingers.
Throw and ask the pupil to throw it back to you. • Play the recording again. Pause after each sentence
Say catch and throw and ask pupils to repeat. and ask pupils to repeat.
Write them on the board. Read them out and ask
pupils to repeat. • Play the recording again. Then ask volunteers to read
out a sentence each of the text.

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B Write. • Play the recording again. Encourage pupils to sing

along. Practise many times until pupils are familiar
• Read out the example to pupils. Explain that they
should read the sentence, look at the text and with the words.
then write the correct word in the gap. Allow them • Ask pupils to do the actions in the song as they sing.
enough time to complete the task alone. Go round
the class encouraging and helping pupils where Homework
necessary.
• Pupils reread the Pupil’s Book page.
• Check answers. Ask pupils to read out the sentences.
• Workbook, pages 36-37: Time permitting, some
tasks can be done in class.
Answers
• Dictation: baseball cap, trainers, catch, throw,
1 team (given)
high, fast, slow
2 32
3 trainers
4 high
5 slow Lesson 3 Shh! Be quiet!
C Look and learn. Aims
• Read out the dialogue. Read it out again and ask • Learn and use new vocabulary: library, shelf,
pupils to repeat. first – 1st, second – 2nd, third – 3rd, fourth – 4th,
• Ask pupils to look at the grammar box. Read out the fifth – 5th, sixth – 6th, seventh – 7th, eighth – 8th,
grammar notes and sentence. Ask pupils to repeat. ninth – 9th, tenth – 10th, Be quiet!
Explain the meaning of the notes. • Learn and use new grammar: Imperative, Let’s
• Ask pupils to circle the person and underline the verb
in the grammar sentence. Ask volunteers to read out Materials
the sentence.
• A magazine or Internet picture of a library and a
• Practise the grammar. Write these sentences on the bookshelf
board and ask volunteers to fill in the gaps with must
• A ball
or mustn’t.
You _____ listen to mum and dad.
You _____ watch TV all day. Lead-in
• Revise catch and throw with the ball.
D Write must or mustn’t. • Ask pupils to say things they must and mustn’t do in
• Read out the example and ask pupils why must is the the classroom.
correct answer. • Check homework. Tell pupils to open their Workbook
• Explain the task to pupils. Read out the sentences. at pages 36 and 37. Ask volunteers to read out their
Check pupils remember the meanings of all the words. answers. Write the answers on the board so pupils
Allow them enough time to complete the task alone. can check their work. Then quickly check all
pupils’ books.
• Check answers. Write them on the board if necessary.
• Test dictation: baseball cap, trainers, catch, throw,
high, fast, slow. See the teacher’s introduction pages
Answers
7-9 for teaching suggestions. Go round the class and
1 must (given)
check all pupils’ dictation.
2 must
3 mustn’t • Sing the song from Lesson 2 (CD1:33).
4 mustn’t
5 mustn’t New vocabulary
6 must
• Teach library and shelf. Hold up the magazine picture
of a library. Say library and ask pupils to repeat. Stick
it on the board and label it library. Read it out and ask
E Sing. 1.33 pupils to repeat. Do the same with shelf.
• Tell pupils they are going to learn a song. • Teach the ordinal numbers. Write the digits 1-10 on
• Ask pupils to look at the picture and to describe what the board and ask volunteers to count to ten. Then
they can see. turn the digits into ordinal numbers one at a time. As
• Play the recording and tell pupils to listen and follow you do this read the number out and ask pupils to
the words with their fingers. repeat. Write the words next to the digits. Read them
out and ask pupils to repeat.
• Read out the song one line at a time and ask pupils to
repeat after you.

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• Tell pupils to open their books at page 48 and to look • Make sure pupils have understood the task. Allow
at the vocabulary box. Hold up your book and point to them enough time to complete the task alone. Go
the first picture word. Say the word and ask pupils to round the class helping where necessary.
repeat. Do the same with all the words. Then read out • Check answers. Ask pupils to read out their sentences.
the new picture words in the vocabulary box in random
order and ask pupils to point to the correct pictures.
Answers
• Read out the phrase Be quiet! Explain the meaning.
1 Look at that shelf! (given)
Put your finger to your lips and say Shh! Be quiet! Ask
2 Don’t shout in the museum.
pupils to copy and repeat.
3 Let’s go to the library.
4 Don’t stand on the chair.
A Read. 5 Let’s buy some notebooks.
• Tell pupils to look at the picture and to say where
Mark and Nancy might be (in a library).
• Tell pupils to read the dialogue and to find out where Say it! 1.34
the children’s books are (on the first, second and third • Tell pupils to look at the task. Play the recording and
shelf). ask pupils to repeat the ordinal numbers each time
• Read out the dialogue. Stop after each sentence and they hear them.
ask pupils to repeat. • Ask volunteers to read out the ordinal numbers.
• Ask volunteers to read out a sentence each of the
dialogue. E Say.
• Read out the speech bubble. Read it out again and
B Circle. ask pupils to repeat.
• Read the example to pupils. Ask them to find where the • Ask volunteers to read out the speech bubble.
answer is in the text. Ask them to underline the words.
• Ask a pupil to choose a word from the list and think of
• Explain the rest of the task to pupils. Tell them to a rule with must or mustn’t for the library.
underline the words in the text which give them the
answers. Allow them enough time to complete the • Repeat the task with other pupils until all pupils have
task alone. Go round the class encouraging and had a turn. Encourage pupils to think of their own
helping pupils where necessary. rules too.

• Check answers. Write them on the board if necessary.

F Write.
• Tell pupils that they should think of two rules for
Answers
school. Read out the first rule and ask pupils to
1 Nancy’s (given)
2 Mark repeat. Then allow pupils a few minutes to write their
3 fourth own rule using an imperative.
4 tenth • Repeat with the rule using Don’t.
5 Mark
• Ask pupils to read out their rules. Write a list of them
on the board.
C Look and learn.
• Read out the dialogue. Read it out again and ask Homework
pupils to repeat. • Workbook, pages 38-39: Time permitting some
• Ask pupils to look at the grammar box. Read out the task can be done in class.
grammar notes and sentences. Ask pupils to repeat. • Dictation: library, shelf, first, second, third, Be quiet!
Explain the meaning of the notes.
• Revision for Test 5:
• Practise the grammar. Write these sentences on the
Vocabulary: country, hotel, ice, speak, French, warm,
board and ask volunteers to fill the gaps with one of
baseball cap, trainers, catch, throw, high, fast, slow,
these words.
number, sports, library, shelf, first – 1st, second –
Let’s Don’t Listen
2nd, third – 3rd, fourth – 4th, fifth – 5th, sixth – 6th,
_________ to the teacher please.
seventh – 7th, eighth – 8th, ninth – 9th, tenth – 10th,
_________ eat chocolate in the classroom
Be quiet!
_________ play beach volleyball.
Grammar: can, can’t, must, mustn’t, Imperative, Let’s
D Write.
• Explain to pupils that the sentences have been mixed
up and that they have to write the words in the correct
order. Read out the example and ask pupils to repeat.

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Optional activity
Revision for Test 5
• Revise the words from Unit 5. First revise the
words form Lesson 1 with the pictures and these
items: a pair of trainers, and a baseball style cap.
Hold up each picture and ask pupils to call out the
words. Do the same with the items. Then revise
the ordinal numbers. Write the numbers 1st-10th on
the board. Point to the numbers in order and ask
pupils to call them out.
• Write the words from Lesson 2 on the board. Ask
a volunteer to read out a word and to explain the
meaning.
• Write can and must on the board. Ask pupils to
think up sentences to go with these words. Write
them on the board. eg I can swim., I must listen.
Do the same with can’t and mustn’t.
• Write Let’s on the board. Ask pupils what they
would like to do after the lesson. Write their ideas
on the board. eg Let’s go to the park.
• Write Don’t shout! on the board. Ask pupils where
they might see this (school, library etc). Then ask
them for things they should do in these places eg
Read the books., Do your homework., etc.

Teacher’s Note
Pupils will do Test 5 in the following lesson. If you don’t
want to rush into Unit 6, for the rest of the lesson do
these activities.
1 Pupils can read out the cartoon story from Lesson 1.
Then ask volunteers to act out the cartoon story.
2 Pupils can read out the text from Lesson 2 and the
dialogue from Lesson 3.
3 Repeat the Say task from Lesson 3.
4 Sing the song.
5 Pupils can perform mini dialogues. See Extra activity
below.

Extra activity
• Pupils can make up their own mini dialogues in
pairs. One pupil is a ‘new pupil’ and the other is a
teacher. The teacher is telling the new pupil two
school rules. The pupil is asking what he/she is
allowed to do. Below is an example dialogue:
Pupil: Can I eat in the classroom?
Teacher: No. Don’t eat in the classroom.
Pupil: Can I read my book?
Teacher: Yes. Read your English book!
• Allow pupils enough time to practise their dialogues.
Go around the class helping where necessary. Ask
pupils to perform their dialogues to the class.

Project Book
The pupils may do Project 5 now they have completed
the unit. The answer key and teacher’s notes are on
page 136 of this book.

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6
Lesson 1 Happy Trails in Canada
Background information
The Niagara Falls are on the border between North
America and Canada. They are 52 metres high.
There are three main waterfalls. The widest part is
on the Canadian side and is called the Horseshoe
Falls because of its shape. There is often a lot of mist
around the waterfalls. Tourists can ride a boat called
Aims the Maid of the Mist close to the falls.
• Learn and use new vocabulary: grass, lemonade,
orange juice, sandwich, table, thirsty, water, waterfall New vocabulary
• Learn and use new grammar: some, any • Teach grass and table with the flashcards. See the
teacher’s introduction pages 7-9 for teaching suggestions.
Materials • Teach lemonade, orange juice, sandwich and water with
the objects you have brought in. Hold up the lemonade
• Flashcards: grass, table
bottle and say lemonade. Ask pupils to repeat. Write
• A bottle of lemonade, a carton of orange juice, a lemonade on the board. Read it out and ask pupils to
sandwich and a bottle of water repeat. Do the same with orange juice and sandwich.
• Masks: Ty, Mia, Leo, Dina Then say I’m hungry and pretend to eat the sandwich.
Then say I’m thirsty and pretend to drink the water. Write
thirsty on the board. Read it out and ask pupils to repeat.
Lead-in
• Teach waterfall. Explain the meaning. Write it on the
• Revise the vocabulary from Unit 5. Ask pupils to board. Read it out and ask pupils to repeat.
remember words from the lessons in Unit 5. Write
• Tell pupils to open their books at page 50 and to look at
these on the board. Prompt pupils where necessary
the vocabulary box. Hold up your book and point to the
by pointing to things (eg country, trainers, shelf) or first picture word. Say the word and ask pupils to repeat.
miming actions (eg catch, throw, fast, slow, high, Do the same with all the words. Then read out the new
speak, Be quiet!). Add any words that pupils missed. picture words in the vocabulary box in random order and
• Revise can, can’t, must, mustn’t and the Imperative. ask pupils to point to the correct pictures.
Write these sentences on the board and ask pupils to
fill in the gaps. A Listen and read.
Birds ________ fly.
For teachers using the DVD
A camel _________ speak.
Teachers _________ be nice to children. • Make sure each pupil has got a copy of the DVD
Pupils _________ sleep in the classroom. worksheet found on page 112.
_________ shout in the library! • Please follow the procedure outlined in Unit 1, Lesson
• Check homework. Tell pupils to open their Workbooks 1 on page 15 for teachers using the DVD.
at pages 38 and 39. Ask volunteers to read out their
answers. Write the answers on the board so pupils can Before you watch
check their work. Then quickly check all pupils’ books.
• Test dictation: library, shelf, first, second, third, Be Answers
quiet!. See the teacher’s introduction pages 7-9 for 1 Niagara Falls
teaching suggestions. Go round the class and check 2 Yes, they do.
all pupils’ dictation. 3 They have a picnic.
4 Ty
Episode outline 5 Leo

Canada : Episode 3
While you watch
The reporters visit the Niagara Falls. They go on
a boat to see the falls and get very wet. Then they
have a picnic on the grass. They have sandwiches Answers
and orange juice. They talk about the things you can 1 Ty
do in Canada. Dina points out that Canada is wet. 2 Mia
Trek enjoyed the DVD. 3 Dina
4 Dina
5 Leo
6 Leo
7 Ty
8 Mia
9 Dina

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After you watch

Say it! 2.2
• Write u the board. Ask pupils to say the name of the letter.
Answers
1 Yes, it is. • Write the words mum and music on the board. Read
2 Dina them out and ask pupils to repeat. Explain to pupils
3 on the grass that the letter u has two different sounds.
4 sandwiches and orange juice • Tell pupils to look at the task. Play the first part of the
recording (Listen and say.) asking pupils to repeat the
For teachers using the Audio CD 2.1 words fun and computer each time they hear them.
(Fun and computer will be heard twice.)
• Tell pupils to look at the cartoon story on page 50.
• Ask for volunteers to read out the sentence. Play the
• Play the recording. Tell pupils to look at the pictures recording and ask pupils to repeat. (The sentence will
and follow the speech bubbles with their fingers. be heard once.)
• Play the recording again. Pause after each speech
bubble and ask pupils to repeat. D Sing. 2.3
• Check pupils understand the story. Use L1 where • Tell pupils they are going to learn a song.
necessary.
• Ask pupils to look at the picture and to name
Is the waterfall very big? (Yes, it is.) the things they can see. Elicit waterfall, forest,
Who says the waterfall is fun? (Dina) trees, picnic, butterflies, flowers, lemonade, cake,
Where do they sit for the picnic? (on the grass) sandwiches,(the) sun, (the) sky, grass, river.

What do they eat and drink? (sandwiches and • Play the recording and tell pupils to listen and follow
orange juice) the words with their fingers.

• Play the recording again. Then ask volunteers to • Read out the song one line at a time and ask pupils to
read out the story. repeat after you.

• Assign characters to volunteers and ask them to act • Play the recording again. Encourage pupils to sing along.
out the story in front of the class. Pupils can wear Practise many times until pupils are familiar with the words.
the character masks. • Ask pupils to stand up and to hold hands in a circle
while they sing.
B Look and learn.
• Read out the dialogue. Read it out again and ask Homework
pupils to repeat. • Pupils reread the Pupil’s Book page.
• Ask pupils to look at the grammar box. Read out the • Workbook, pages 40-41: Time permitting, some
grammar notes and sentences. Ask pupils to repeat. tasks can be done in class.
Explain the meaning of the notes. • Dictation: grass, lemonade, orange juice,
• Ask pupils to remember when we use some and sandwich, table, thirsty, water, waterfall
when we use any. Remind them that some is used
for something we’ve got, any for something we
haven’t got. We also use any in questions.
• Practise the grammar. Write sentences on the board
Lesson 2 How many ice creams do you eat?
with some or any missing. Ask pupils to fill in the gaps.
We’ve got _____ sandwiches. Aims
We haven’t got _____ bananas. • Learn and use new vocabulary: ice cream, sugar, 20
Is there _____ water? – twenty, 30 – thirty, 40 – forty, 50 – fifty, 60 – sixty, 70 –
seventy, 80 – eighty, 90 – ninety, 100 – one hundred
C Write some or any. • Learn and use new grammar: How many …?,
• Read out the example and ask pupils why any is the How much …?
correct answer.
• Explain the task to pupils. Read out the sentences. Check Materials
pupils remember the meanings of all the words. Allow
them enough time to complete the task alone. • Flashcard: sugar

• Check answers. Write them on the board if necessary. • An ice cream wrapper

Lead-in
Answers
1 any (given) 4 any • Revise some words from Lesson 1. Ask pupils to
2 some 5 some remember what the reporters saw (a waterfall). Then
3 any 6 any

50 UNIT 6
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ask them what they ate and drank (sandwiches and

orange juice) and where they sat (on the grass). Answers
1 a (given)
• Write some and any on the board. Ask volunteers 2 b
to think of a sentence with have got for some and a 3 a
sentence with haven’t got for any.
• Check homework. Tell pupils to open their Workbooks C Look and learn.
at pages 40 and 41. Ask volunteers to read out their
• Read out the dialogue. Read it out again and ask pupils
answers. Write the answers on the board so pupils can
to repeat.
check their work. Then quickly check all pupils’ books.
• Ask pupils to look at the grammar box. Read out the
• Test dictation: grass, lemonade, orange juice, sandwich,
grammar notes and sentences. Ask pupils to repeat.
table, thirsty, water, waterfall. See the teacher’s Explain the meaning of the notes.
introduction pages 7-9 for teaching suggestions. Go
round the class and check all pupils’ dictation. • Practise the grammar. Write questions on the board and
ask pupils to fill the gaps with How many or How much.
• Sing the song from Lesson 1 (CD2:3).
_____ water have we got?

New vocabulary _____ trees are in the garden?

• Teach sugar and ice cream. Hold up the flashcard

for sugar. Say sugar and ask pupils to repeat. Stick it
D Write How much or How many.
on the board and label it sugar. Read it out and ask • Read out the example and ask pupils why How many
pupils to repeat. Hold up the ice cream wrapper. Say is the correct answer.
ice cream and ask pupils to repeat. Write ice cream • Make sure pupils understand the task. Read out the
on the board. Read it out and ask pupils to repeat. sentences. Check pupils remember the meanings of
Ask pupils if they remember the word ice and elicit all the words. Allow them enough time to complete
meaning. the task alone.
• Teach 20-100. Write the digits on the board. Point to • Check answers. Write them on the board if necessary.
20 and say twenty. Continue with all the numbers.
Then write the words under the digits. Read them out Answers
and ask pupils to repeat. 1 How many (given)
• Tell pupils to open their books at page 52 and to look at 2 How much
the vocabulary box. Hold up your book and point to the 3 How much
first picture word. Say the word and ask pupils to repeat. 4 How much
Do the same with all the words. Then read out the new 5 How many
picture words in the vocabulary box in random order and 6 How many
ask pupils to point to the correct pictures.
• Read out all the words again one by one and ask
pupils to repeat after you. E Listen and circle. 2.5
• Tell pupils to look at the numbers for this task.
A Listen and read. 2.4 Read out all the numbers and ask pupils to repeat.
Practise for a few minutes to make sure pupils know
• Tell pupils that they are going to read about ice creams.
the numbers fairly well before attempting to do the
Ask pupils to look at the photos and to guess the flavour
Listening task.
of the ice cream the boy is holding (chocolate).
• Explain to pupils that they will hear five short
• Play the recording. Tell pupils to follow the text with
conversations. Explain that they must circle the
their fingers.
correct number the people talk about. Play the
• Play the recording again. Pause after each sentence recording for the example. Make sure pupils
and ask pupils to repeat. understand what to do.
• Play the recording again. Then ask volunteers to read • Play the rest of the recording, pausing between
out a sentence each of the text. questions each time. Play the recording again and
ask pupils to check their answers.
B Choose a or b.
• Read out the example to pupils. Explain that they
should read the question and choose the correct
answer a or b. Allow them enough time to complete
the task alone.
• Check answers. Ask pupils to read out the sentences
and answers.

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Listening script Lesson 3 Have a great party!

1
Man: How many sweets do you eat at the Aims
weekend? • Learn and use new vocabulary: jam, fizzy drink,
Boy: I eat twenty sweets. I don’t eat thirty. I eat pizza, chips, send, Have a great party!
twenty.
2 • Learn and use new grammar: Object pronouns
Woman: How many sandwiches are there for the party? me, you, him, her, it, us, you, them
Girl: There are fifty sandwiches.
Woman: Fifteen? Materials
Girl: No, Mum. Fifty!
3 • Flashcards: jam, fizzy drink, chips
Boy: How many children are there in your school? • A magazine picture of a pizza
Girl: Erm … Let’s see. Fifty, sixty, seventy. Yes.
• Optional for optional activity: a blank piece of paper
There are seventy children.
for each pupil
4
Boy: Wow! How many people are there on your
dad’s boat? Are there ninety? Lead-in
Girl: No, there aren’t. There are eighty. • Revise the numbers from Lesson 2. Ask pupils in
Boy: Eighty?! That’s a lot of people! pairs to say the numbers 20-100.
5 • Ask pupils questions with How much and How many.
Man: I’ve got one hundred ice creams! eg How many boys are there here?
Woman: What? One hundred? But there are ten
How much chocolate do you eat?
children.
Man: It’s OK. I’ve got ten ice creams! Look! 1, 2, 3, How many girls are there here?
4, 5, 6, 7, 8, 9, 10. How much water do you drink?
• Check homework. Tell pupils to open their Workbooks
at pages 42 and 43. Ask volunteers to read out their
answers. Write the answers on the board so pupils can
Answers check their work. Then quickly check all pupils’ books.
1 20 (given) • Test dictation: twenty, thirty, forty, fifty, sixty, seventy,
2 50 eighty, ninety, one hundred. See the teacher’s
3 70 introduction pages 7-9 for teaching suggestions. Go
4 80 round the class and check all pupils’ dictation.
5 10
New vocabulary
• Teach jam, fizzy drink and chips with the flashcards.
F Say. See the teacher’s introduction pages 7-9 for teaching
• Read out the numbers. Read them out again and ask suggestions. Teach pizza with the picture you have
pupils to repeat. brought in. Hold up the picture and say pizza. Ask
• Ask volunteers to read out the numbers. pupils to repeat. Stick the picture on the board and
label it pizza. Read it out and ask pupils to repeat.
• Ask ten pupils to stand in a line at the front. Ask
them to say the numbers in order along the line. For • Tell pupils to open their books at page 54 and to look at
classes with less than ten pupils assign two numbers the vocabulary box. Hold up your book and point to the
to more confident children. first picture word. Say the word and ask pupils to repeat.
Do the same with all the words. Then read out the new
• Ask the first pupil to go to the end of the line and then picture words in the vocabulary box in random order and
repeat the exercise. Repeat until each pupil has said ask pupils to point to the correct pictures.
all the numbers.
• Read out the words send and Have a great party!.
Explain the meanings. Ask pupils Do you send emails?
Homework Elicit answers Yes or No. Say It’s my birthday on
• Pupils reread the Pupil’s Book page. Saturday. and ask pupils to say Have a great party!
• Workbook, pages 42-43: Time permitting, some
tasks can be done in class. A Read.
• Dictation: twenty, thirty, forty, fifty, sixty, seventy, • Tell pupils to look at the email and to say who it is for
eighty, ninety, one hundred (Sandy).
• Optional extra homework: Pupils can make mini • Tell pupils to read the email and to find all the party
posters of the numbers and stick them on the wall. food and drink mentioned.
• Read out the email. Stop after each sentence and ask
pupils to repeat.
• Ask volunteers to read out a sentence each of the email.

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B Answer. F Write.
• Read out the example to pupils. Explain that they • Tell pupils that they should finish the note with a list of the
should read the question and write the answer on the food they want for their party. They can use their ideas
line. Allow them enough time to complete the task from the Speaking task or new ideas if they wish.
alone. Go round the class encouraging and helping
• Tell pupils to complete the task. Help pupils with
pupils where necessary.
spelling where necessary.
• Check answers. Ask pupils to read out the sentences
and answers. • Ask pupils to read out their work.

Optional activity
Answers
1 Yes (given) • Hand out a piece of paper to each pupil. Ask them
2 Sandy to copy their writing task neatly into the piece of
3 No paper and then decorate it with pictures of the
4 cake food they mention.
5 sweets • Pupils’ work can be displayed on the classroom wall.

C Look and learn.

• Read out the dialogue. Read it out again and ask Homework
pupils to repeat. • Workbook, pages 44-45: Time permitting some
• Ask pupils to look at the grammar box. Read out the tasks can be done in class.
grammar notes and sentences. Ask pupils to repeat. • Dictation: jam, fizzy drink, pizza, chips
Explain the meaning of the notes.
• Revision for Test 6:
• Practise the grammar. Write I on the left side of
the board and me on the right side. Write these Vocabulary: grass, lemonade, orange juice,
sentences on the board and ask pupils to fill in the sandwich, table, thirsty, water, waterfall, ice cream,
gaps with I and me. sugar, 20 – twenty, 30 – thirty, 40 – forty, 50 – fifty,
_____ am hungry. 60 – sixty, 70 – seventy, 80 – eighty, 90 – ninety, 100
Please make _____ a sandwich. – one hundred, jam, fizzy drink, pizza, chips, send,
Have a great party!
D Write. Grammar: some, any, How many …?, How much
…?, me, you, him, her, it, us, you, them
• Read out the example and ask pupils why them is the
correct answer.
• Make sure pupils understand the task. Read out the
sentences. Check pupils remember the meanings of Optional activity
all the words. Allow them enough time to complete Revision for Test 6
the task alone.
• Revise the words from the flashcards. Then
• Check answers. Write them on the board if necessary. write the words on the board. Ask a volunteer to
read out a word and then come and choose the
corresponding flashcard. Practise until all pupils
Answers
remember the words well.
1 them (given)
2 it • Revise the numbers 20-100. Write the digits on
3 you the board and ask pupils to write the words. Read
4 her them out and ask pupils to repeat.
5 us • Write some and any on the board. Ask pupils
6 me to tell you an affirmative sentence, a negative
sentence and a question using these words. Write
E Say. these on the board.
• Read out the speech bubble. Read it out again and • Write How much and How many on the board.
ask pupils to repeat. Write lemonade, grass, water, sandwiches, cakes
and pizzas on the board too. Ask pupils to make
• Ask volunteers to read out the speech bubble. questions using these words and the correct
• Explain to pupils that they should colour in the items question words.
they want for their own party and then tell the class • Write I, you, he, she, it, we, you, they on the left
what to buy. Allow pupils enough time to colour in. side of the board. Write in random order me, you,
• Ask pupils to hold up their books and say what they him, her, it, us, you and them on the right side of the
want for their party. Tell them to use the speech board. Ask pupils to match the words with lines.
bubble and to change the words in orange.

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Extra activity
• Pupils can work in pairs and make their own
emails about a party like the one on page 54.
Show them on the board how to draw a simple
computer screen and email format like this:

Dear

Have a great party!

• Hand out a piece of paper to each pair. As they

make their emails go round the class helping with
ideas and spelling.
• When the emails are ready ask the pairs to read them
out. They can be displayed on the classroom wall.

Project Book
The pupils may do Project 6 now they have completed
the unit. The answer key and teacher’s notes are on
page 136 of this book.

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Let's remember! I haven’t got _________ water.

Have you got _________ water?
_________ water have you got?
_________ bananas have you got?
• Revise me, you, him, her, it, us, you, them. Write these
Aims words on the board. Give an example sentence eg
Please send me an email. Ask volunteers to think up their
• Revise vocabulary from Units 4-6
own example sentences. Write pupils’ ideas on the board.
• Revise grammar from Units 4-6
Lead-in
Materials • Check homework. Tell pupils to open their Workbook
• Flashcards: at pages 44 and 45. Ask volunteers to read out their
answers. Then quickly check all pupils’ books.
Unit 4: ice hockey, ski, team, fire, burgers, sleeping
bag, village
Unit 6: grass, table, sugar, jam, fizzy drink, chips A Find and stick.
• Ask pupils to open their books at page 56 and to look at
Revision task A. Ask volunteers to read out the words. Then read
out the words again and ask pupils to repeat as a class.
• Revise the words from the flashcards. Stick the
flashcards on the board. Ask a volunteer to point to • Show pupils where to find the stickers in their books.
a flashcard on the board and to say what it is. Then Tell them to remove the stickers one at a time and to
revise all the food words (lemonade, orange juice, stick them in the correct boxes. Allow pupils enough
sandwich, water, ice cream, pizza). Say the words time to stick all the stickers. Go round the class
and ask volunteers to write them on the board. Then helping pupils where necessary.
ask pupils what their favourite food is. • Check answers. Ask volunteers to hold up their books
• Ask pupils to remember the months, the ordinal and read out the words.
numbers and 20-100. Ask volunteers to write them on
the board. B Write.
• Write Sports on the board. Ask pupils to think of all • Tell pupils to look at the table. Explain the headings if
the words connected with sport they know from units necessary. Ask volunteers to read out the words in the
4-6. Elicit these words and write them on the board: box.
fall, shout, snowboard, baseball cap, trainers, catch,
• Tell pupils to write the words from the box under the
throw, high, fast, slow, number.
correct heading in the table. Tell pupils to cross out
• Write parts of sentences on the board and ask pupils the words they use from the box as they use them.
to fill in the missing parts here in brackets. Allow them enough time to complete the task alone.
(I’m) freezing. Go round the class helping pupils where necessary.
See (you) soon!
• Check answers.
(Be) quiet!
Have a (great) party!
• Write these remaining words on the board and Answers
ask pupils to explain the meanings: month, today, Drinks: lemonade (given), orange juice, water
camping, sleep, stay, country, hotel, ice, speak, Food: pizza, sandwich, burgers
French, warm, library, shelf, thirsty, waterfall, send. Sports: baseball cap, team, trainers

• Revise the affirmative, negative and interrogative

of the Present Continuous. Write I’m playing on
the board. Ask volunteers to write the negative and Extension activity
interrogative forms on the board. Do the same for all • Give pupils a fourth category: Months. Ask them to
persons (you’re playing, he’s playing, etc). think of three months. Write their ideas on the board.
• Write can, can’t, must and mustn’t on the board. Ask
pupils to work in pairs and think of one sentence
for each word. Write their ideas on the board. Then Tasks C - F.
ask pupils to think of some instructions (eg sit down, • Read out the example and ask pupils why it is the correct
stand up) and a sentence to go with Let’s (eg Let’s answer. Read out all the sentences and make sure that
dance!). pupils remember the meanings of all the words.
• Revise some, any, How many …? and How much • Explain the rest of the task to pupils. Allow them
…?. Write these sentences on the board and ask enough time to complete the task alone. Go round the
pupils to fill in the missing words. class helping pupils where necessary.
I’ve got _________ water.

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• Check answers. Ask volunteers to read out their answers. Teacher’s Note
Pupils will do Progress Test 2 (Teacher’s Resource Pack
C CD-Rom) in the following lesson. After the test you can do
the Fun and Games lesson.
Answers
1 shelf (given)
2 number
3 thirty
4 catching
5 country
6 Shh
7 speak
8 August

D
Answers
1 ’m sending (given)
2 Are, having, are
3 ’re eating
4 isn’t staying
5 Is, sleeping, isn’t
6 ’re winning

E
Answers
1 can (given)
2 mustn’t
3 can
4 must
5 can’t
6 can, can’t.

F
Answers
1 a (given)
2 b
3 a
4 b
5 b

Extra activity
• Time permitting, sing the songs from units 4, 5 and 6.

Homework
• Pupils reread the Pupil’s Book page.
• Workbook, pages 46-47: Time permitting, some
tasks can be done in class.
• Revision for Progress Test 2. Pupils should revise
all the vocabulary and grammar from Units 4-6.

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Fun and Games pupils to sing along. Practise many times until pupils
are familiar with the words.
• Pupils can clap while they sing.

C Make.
Aims • Tell pupils they are going to make a funny ice cream.
• Consolidate new vocabulary with fun activities Tell pupils to look at the pictures in task C and explain
• Consolidate new grammar with fun activities each stage to them.
1 Colour in the ice cream.
• Make a funny ice cream
2 Cut out the ice cream.
3 Stick the ice cream pieces together.
Materials 4 The ice cream is ready.
• One photocopy of the ice cream cutouts for each pupil • Ask pupils to have their markers ready. Hand out the
• Scissors, markers, glue photocopies of the ice cream cutouts and ask pupils
to colour them in.
Lead-in • When all pupils are ready, ask pupils to put their
markers away. Then hand out the scissors and ask
• Tell pupils that today’s lesson is all about fun and pupils to cut out their ice creams. Go round the class
games. Ask them to open their books at page 58. helping pupils where necessary. Collect the scissors
Ask them what they can see (a little girl searching for and then give each pupil some glue. Show them how
something in a fridge). to glue the ice creams together. When pupils finish
• Read out the paragraph and ask pupils to follow gluing the ice creams, collect the glue.
the words with their fingers. Read it out again one • Ask pupils to show each other their work. They can
sentence at a time and ask pupils to repeat. Check describe the colours of their ice creams.
comprehension with these questions. Encourage
pupils to use English for the words they have learnt. Homework
Is it freezing? (Yes, it is.)
Is she thirsty? (No. She’s hungry.) • Pupils reread the Pupil’s Book page.
Who mustn’t hear? (Mum) • Optional extra homework: Pupils write the months
• Consolidate vocabulary pupils have learnt using the in their notebooks.
picture. Here are some suggestions:
What drinks and food have you got in your fridge?
Is a fridge warm? Extra activity
Are there fridges in the library?
• Play Simon says. Explain the rules of the game to
What has she got on her feet?
pupils:
Do little children snowboard?
What food do you think this little girl likes? You give the pupils instructions to follow using
the Imperative. If the instruction is preceded with
the words Simon says, the pupils must do what
Quiz time!
you say. If the instruction stands alone the pupils
• Read out the question and both answers and make mustn’t do anything.
sure pupils understand the meaning. Ask pupils to
Any pupils who carry out an instruction when they
choose the correct answer (b). Ask volunteer to read
shouldn’t, are out. Doing the wrong action also
out the question and answer.
means a pupil is out. The winner is the last pupil
left who hasn’t made any mistakes.
A Find the months.
• Ask pupils to stand up. Here are some suggested
• Ask pupils to say the months aloud. Ask them if they instructions:
can remember how to spell them. Allow pupils enough Simon says:
time to complete the words. stand up. catch a ball.
• Check pupils’ answers. Ask volunteers to write the sit down. ride a snowboard.
months on the board. throw a ball. jump high
eat an apple. sleep
ski. run fast
B Sing. 2:6
• This game can be repeated many times. It’s also
• Tell pupils they are going to learn a song. Explain to
a good way to finish any lesson if you have a few
pupils that the song is a fun song with numbers. Play
minutes to spare.
the recording and tell pupils to listen and follow the
words with their fingers.
• Read out the song one line at a time and ask pupils to
repeat after you. Play the recording again. Encourage

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England
Happy Trails in England

Ask pupils to look at the photo on pages 60-61 (use L1) and tell them that it’s a National Geographic photo, which
was taken in front of the Buckingham Palace in London during the changing of the Queen’s Guard.

Pupils are likely to know that England is famous for its capital city London, which is the largest city in Europe. Explain
to them that there are, however, many different kinds of places in England. Tell them that there are many seaside
towns with sand or pebble beaches and funfairs. There are also many stretches of green countryside and rivers.
The weather is changeable and a sunny morning can quickly change to a rainy afternoon. Pupils might know where
England is situated. Ask volunteers to find England on the classroom map. Tell them that England is part of the UK
(United Kingdom). Then point to the map at the top of the page to show them. First show them where their own
country is on the globe and then point out the area in red where the reporters are. Explain that this is England.

The third country the reporters visit is England. In episode 1, they visit Brighton on the south coast. They meet some
children with their dad on the pier and enjoy the rides at the funfair. In episode 2, they travel north to Hadrian’s wall
built by the Romans. Then they visit the city of Newcastle and admire its bridges across the river Tyne. In episode
3, the reporters visit the capital city London. They first go on a tourist tour on an open top bus and then they visit the
London Eye and the Natural History Museum.

Fun facts
Here are some facts about England, which your pupils will find interesting:
1 The UK is made up of four smaller countries: England, Scotland, Wales and Northern Ireland.
2 The UK is famous for its royal family and colourful ceremonies.
3 London was burnt down in the Great Fire of London in 1666.
4 The world’s first zoo opened in London in 1829.
5 English school children only have six weeks holiday in the summer.
6 England is only 34 kilometres away from France. There is a tunnel under the sea between England and France.
It is called the Channel Tunnel or Chunnel.
7 The weather is very rainy in England.
8 Many people travel by train in England. England was the first country to have trains.
9 In England people drive on the left.
10 Many English people love eating take aways. Favourite foods are fish and chips and Indian curry.
11 The English drink more tea than anyone else in the world.
12 The River Thames that flows through London has got over 200 bridges and 20 tunnels.

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7
Lesson 1 Happy Trails in England
Background information
Brighton
Brighton is located on the south coast of England.
It is a popular tourist destination being only about
an hour by train from London. It has been given
the nickname ‘London On The Sea’ because of
Aims its popularity and tremendous history. Brighton’s
beach is a pebble beach and has been awarded a
• Learn and use new vocabulary: cook, doctor, blue flag, meaning that the water is clean and safe
photographer, postman, biscuit, give
to swim in. There is a long promenade along the
• Learn and use new grammar: Present Simple beach with shops, cafés, art and seafood stalls.
affirmative Brighton Pier opened in 1899. It features a funfair
and restaurants and it used to have a theatre. The
Materials funfair on Brighton Pier features several thrill rides,
children’s rides, and rollercoasters. One of the most
• Flashcards: cook, doctor, photographer, postman, biscuit famous rides is the helter skelter. It’s a spiral ride
• Masks: Ty, Mia, Leo, Dina built around a high tower. People climb up inside
the tower and then slide down the outside on a
Lead-in mat. Another famous sight in Brighton is The Royal
Pavilion. This is a former royal palace built as a
• Revise the food words from Unit 6. Ask pupils to home for the Prince Regent during the early 1800s.
remember the words and ask volunteers to write them It was sold by the Queen in 1850. It is famous for its
on the board. Ask pupils to name their favourite food. Indian architecture and Oriental interior and attracts
• Revise some and any. Write children and robots on many visitors.
the board. Ask pupils to make a sentence about the
classroom using children with some and robots with any.
New vocabulary
eg There are some children in the classroom.
There aren’t any robots in the classroom. • Teach the new words with the flashcards. See
the teacher’s introduction pages 7-9 for teaching
• Check homework. Tell pupils to open their Workbook
suggestions.
at pages 46 and 47. Ask volunteers to read out their
answers. Write the answers on the board so pupils • Tell pupils to open their books at page 62 and to look
can check their work. Then quickly check all pupils’ at the vocabulary box. Hold up your book and point
books. to the first picture word. Say the word and ask pupils
to repeat. Do the same with all the words. Then read
• Test dictation: jam, fizzy drink, pizza, chips. See
out the new picture words in the vocabulary box in
the teacher’s introduction pages 7-9 for teaching
random order and ask pupils to point to the correct
suggestions. Go round the class and check all pupils’
pictures.
dictation.
• Read out the word give Explain the meaning. Say to a
Episode outline pupil Give me a pencil please. Encourage the pupil to
hand you a pencil and ask pupils to repeat.
England : Episode 1
Trek is annoyed because his little sister, Tessy, has A Listen and read.
got his DVD and tells her to give it to him. Trek then
opens the DVD and sees it is about England. The For teachers using the DVD
reporters are in Brighton. They are on the beach • Make sure each pupil has got a copy of the DVD
where Dina and Ty are watching a photographer worksheet found on page 113.
taking pictures of Brighton pier. The reporters go • Please follow the procedure outlined in Unit 1, Lesson
on the pier where there is a funfair. They meet 1 on page 15 for teachers using the DVD.
two children with their father, a boy and a girl, who
recognise them. The children say that they love Before you watch
the reporters’ DVDs which they watch at school
every morning. In the meantime, Dina and Ty have
gone on the helter skelter slide. Dina loves it, but Answers
Ty doesn’t have fun. He feels dizzy when he gets 1 b
off and say he wants a doctor. The girl offers him a 2 b
biscuit which her mother has made. Her mother is a 3 a
cook. The reporters then go for a walk in front of the 4 a
Brighton Pavilion. Mia sees that it is half past four 5 b
and time to go.

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While you watch • Explain the task to pupils. Read out the words in the
box and the sentences. Check pupils remember the
meanings of all the words. Allow them enough time to
Answers complete the task alone.
1 postman
2 reporters • Check answers. Write them on the board if necessary.
3 photographer
4 biscuit Answers
5 cook 1 want (given)
2 rides
3 eat
After you watch
4 read
5 watches
Answers 6 go
1 Brighton
2 What time is it?
3 the reporters’ DVDs Extension activity
4 Ty and Dina
5 Dina • Write Saturday on the board. Ask each pupil to
6 He eats biscuits. write down a sentence about what they do on a
Saturday. Allow pupils time to write down their
sentence. Go round the classroom helping with
For teachers using the Audio CD 2.7 ideas and spelling where necessary.
• Tell pupils to look at the cartoon story on page 62. • Ask each pupil one at a time to stand up and
Ask pupils what Tessa is holding (a DVD). read out their sentences. eg I read a book on
Saturday. Tell the other pupils to listen carefully
• Play the recording. Tell pupils to look at the pictures and they will have to remember what their friends
and follow the speech bubbles with their fingers. said later on.
• Play the recording again. Pause after each speech • Ask a volunteer to say what his/her friend does on a
bubble and ask pupils to repeat. Saturday. eg Jack reads a book on Saturday.
• Check pupils understand the story. Use L1 where
necessary.
Where are the reporters? (Brighton)
What does Leo ask Mia? (What time is it?)
Say it! 2.8
What do the children love? (the reporters’ DVDs) • Write t, c and h on the board. Ask pupils to say the
Who goes on the ride? (Ty and Dina) names of the letters. Then write ch and tch on the
Who has fun on the ride? (Dina) board and tell pupils the sound these letters make
What does Ty do in the afternoon? (He eats biscuits.) when they are together.
• Play the recording again. Then ask volunteers to read • Tell pupils to look at the task. Play the first part of
out the story. the recording (Listen and say.) asking pupils to
repeat the words beach and watch each time they
• Assign characters to volunteers and ask them to act
hear them. (Beach and watch will be heard twice.)
out the story in front of the class. Pupils can wear the
character masks. • Ask volunteers to read out the sentence. Play the
recording and ask all pupils to repeat. (The sentence
will be heard once.)
B Look and learn.
• Read out the dialogue. Read it out again and ask
pupils to repeat. D Listen and tick (✔). 2.9
• Ask pupils to look at the grammar box. Read out the • Revise the time. Draw two clock faces on the board.
grammar notes and sentences. Ask pupils to repeat. On the first clock, place the hands for one o’clock.
Explain the meaning of the notes. Say One o’clock. Ask pupils to repeat. On the second
• Ask pupils to circle the person and underline the verb clock, place the hands for half past one. Say Half past
in the grammar sentences. Ask volunteers to read out one. Ask pupils to repeat. Practise a few times.
the sentences. • Ask pupils to look at the clocks. Ask volunteers to say
what time each clock shows.
• Practise the grammar. Write sentences on the board. Ask
pupils to fill in the gaps in these sentences with like. • Explain to pupils that they will hear people talking
I _____ biscuits. about the time. Explain that they must tick the clock
He _____ cats. which shows the time they are talking about. Play
the recording for the example. Make sure pupils
understand what to do.
C Write.
• Play the rest of the recording, pausing between
• Read out the example and ask pupils why want is the questions each time. Play the recording again and
correct answer. ask pupils to check their answers.

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Listening script Lesson 2 He’s a good teacher.

1
What time is it? Aims
It’s one o’clock. • Learn and use new vocabulary: bow, arrow, excited,
2 scared, teach, have a lesson
Saturdays are great! I don’t go to school. I get up at • Learn and use new grammar: Present Simple negative
11 o’clock.
3
What time is it? I’m hungry. Materials
It’s half past six. • Flashcards: cook, doctor, photographer, postman, biscuit
Let’s make some sandwiches!
• A magazine or an Internet picture of a bow and arrow
OK.
4
My sister and I go to school at half past seven. We Lead-in
ride our bikes to school. • Revise the words from Lesson 1 with the flashcards.
5 Hold up a flashcard and ask pupils to call out the
What do you do at 9 o’clock at night? word. Do the same with all the flashcards.
I go to bed. • Write these sentences on the board. Ask volunteers
6 to write the correct form of the verbs in the gap.
What does your sister do at half past five? Mum _____ cakes (make).
She watches TV. I _____ a doctor (want).
They _____ Brighton (like).
• Check homework. Tell pupils to open their Workbooks
Answers at pages 48 and 49. Ask volunteers to read out their
answers. Write the answers on the board so pupils can
1 clock 1 (given)
check their work. Then quickly check all pupils’ books.
2 clock 1
3 clock 2 • Test dictation: cook, doctor, photographer, postman,
4 clock 1 biscuit. See the teacher’s introduction pages 7-9 for
5 clock 2 teaching suggestions. Go round the class and check
6 clock 2 all pupils’ dictation.

New vocabulary
E Say.
• Teach bow and arrow with the picture you have
• Read out the dialogue. Read it out again and ask brought in. Hold up the picture point to the bow and
pupils to repeat. say bow. Ask pupils to repeat. Then point to the arrow
• Ask volunteers to read out the dialogue. and say arrow. Ask pupils to repeat. Stick the picture
on the board. Write bow and arrow under the picture.
• Draw a clock face on the board. Asks two volunteer
Read it out and ask pupils to repeat.
to come to the board. Ask one pupil to draw hands
on the clock for a time that is either o’clock or half • Teach excited and scared. Ask pupils how they feel
past. He/She should then ask What time is it? The before a party. Elicit in L1 excited. Say I’m excited.
other pupil then answers. and look excited. Ask pupils to copy and repeat. Write
it on the board. Read it out and ask pupils to repeat.
• Erase the hands and repeat the task with other Ask pupils how they feel when they see something
pairs. Repeat until all pupils have had a turn. scary. Elicit in L1 scared. Say I’m scared. and look
scared. Ask pupils to copy and repeat. Write it on the
Homework board. Read it out and ask pupils to repeat.
• Pupils reread the Pupil’s Book page. • Tell pupils to open their books at page 64 and to look at
the vocabulary box. Hold up your book and point to the
• Workbook, pages 48-49: Time permitting, some first picture word. Say the word and ask pupils to repeat.
tasks can be done in class. Do the same with all the words. Then read out the new
• Dictation: cook, doctor, photographer, postman, picture words in the vocabulary box in random order and
biscuit ask pupils to point to the correct pictures.
• Read out the words teach and have a lesson. Explain
the meanings. Say Let’s have a lesson. Ask pupils to
repeat. Say I teach English. Ask pupils to repeat.

A Listen and read. 2.10

• Tell pupils that they are going to read about a boy from
Africa who is having a special kind of lesson. Ask pupils
what the boy in the photo is holding (a bow and arrow).
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• Play the recording. Tell pupils to follow the text with • Ask pupils to look at the photo and to say how the
their fingers. people on the rollercoaster might feel. Elicit excited
• Play the recording again. Pause after each sentence and scared.
and ask pupils to repeat. • Play the recording and tell pupils to listen and follow
• Play the recording again. Then ask volunteers to read the words with their fingers.
out a sentence each of the text. • Read out the song one line at a time and ask pupils
to repeat after you.
B Choose a or b. • Play the recording again. Encourage pupils to sing.
• Read out the example to pupils. Explain that they Practise many times until pupils are familiar with the
should read the sentence and choose the correct words.
ending a or b. Allow them enough time to complete • Ask pupils to jump up and down when they sing
the task alone. Go round the class encouraging and excited and to tremble when they sing scared.
helping pupils where necessary.
• Check answers. Ask pupils to read out the complete Homework
sentences. • Pupils reread the Pupil’s Book page.
• Workbook, pages 50-51: Time permitting, some
Answers tasks can be done in class.
1 b (given)
• Dictation: bow, arrow, excited, scared
2 a
3 a
4 a
Lesson 3 What do you want to be?
C Look and learn.
• Read out the dialogue. Read it out again and ask Aims
pupils to repeat. • Learn and use new vocabulary: actor, astronaut,
• Ask pupils to look at the grammar box. Read out the firefighter, pilot, police officer, vet, fly
grammar notes and sentences. Ask pupils to repeat. • Learn and use new grammar: Present Simple
Explain the meaning of the notes. interrogative
• Ask pupils to circle the person and underline the verb
in the grammar sentences. Ask volunteers to read out Materials
the sentences.
• Flashcards: actor, astronaut, firefighter, pilot, police
• Practise the grammar. Write sentences on the board officer, vet
and ask pupils to write the opposite.
• Optional for Extra activity: photocopies of 12 by 12
I like lessons.
square grid for pupils to make wordsearches.
He likes football.

D Write. Lead-in
• Revise some words from Lesson 2. Ask pupils what
• Read out the example and ask pupils why don’t watch
the boy in the last lesson was using for his lesson
is the correct answer.
(bow and arrow).
• Explain the task to pupils. Read out the sentences.
• Write these sentences on the board. Ask volunteers
Check pupils remember the meanings of all the
to write the opposite
words. Allow them enough time to complete the task
I eat biscuits in the afternoon.
alone.
She rides her bike on Sunday.
• Check answers. Write them on the board if necessary.
• Check homework. Tell pupils to open their
Workbooks at pages 50 and 51. Ask volunteers to
Answers read out their answers. Write the answers on the
1 don’t watch (given) board so pupils can check their work. Then quickly
2 don’t go check all pupils’ books.
3 doesn’t have
• Test dictation: bow, arrow, excited, scared. See
4 don’t play
the teacher’s introduction pages 7-9 for teaching
5 doesn’t want
suggestions. Go round the class and check all
6 doesn’t buy
pupils’ dictation.
• Sing the song from Lesson 2 (CD2:11).
E Sing. 2.11
• Tell pupils they are going to learn a song.

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New vocabulary • Practise the grammar. Write these sentences on the

board and ask volunteers to turn them into questions.
• Teach the new words with the flashcards. See the
I like chips.
teacher’s introduction pages 7-9 for teaching suggestions.
He likes school.
• Tell pupils to open their books at page 66 and to look Write the questions on the board. Ask pupils these
at the vocabulary box. Hold up your book and point questions and elicit answers.
to the first picture word. Say the word and ask pupils
to repeat. Do the same with all the words. Then read
out the new picture words in the vocabulary box in
D Write.
random order and ask pupils to point to the correct • Read out the example and ask pupils why Do / I do is
pictures. the correct answer.
• Read out the word fly and explain the meaning. • Explain the task to pupils. Read out the sentences.
Spread out your arms and pretend to fly. Say Let’s fly. Check pupils remember the meanings of all the
Ask pupils to copy and repeat. words. Allow them enough time to complete the
task alone.
A Read. • Check answers. Write them on the board if
necessary.
• Explain to pupils that they are going to read a dialogue.
Ask pupils to find the girl’s name (Milly) and the boy’s
name (Jack). Answers
• Tell pupils to read the dialogue and to find all the 1 Do / I do (given)
words for jobs. 2 Do / they don’t
3 Does / she does
• Read out the dialogue. Stop after each sentence and 4 Do / we/you do
ask pupils to repeat. 5 Does / he doesn’t
• Ask volunteers to read out a sentence each of the
dialogue.
E Say.
Optional activity • Read out the speech bubble. Read it out again and
ask pupils to repeat.
• Ask pupils to act out the dialogue in pairs. Allow
them enough time to become familiar with their • Ask volunteers to read out the speech bubble.
roles. Go round the classroom helping with • Tell pupils to draw their dream job in the box for the
pronunciation where necessary. writing task. Then ask them to hold up their books
• Ask pairs to role play the dialogue. They can use and talk about their dream job. Tell them to use the
their books. speech bubble in the Say task. They can change the
words in orange.

B Write M for Milly or J for Jack. • Repeat the task until all pupils have had a turn.

• Read out the example to pupils. Explain that they

should read the sentence and choose the correct F Draw and write.
child Milly or Jack. Allow them enough time to • Explain to pupils that they should write about their
complete the task alone. Go round the class dream job.
encouraging and helping pupils where necessary. • Tell pupils to complete the task. Help pupils with ideas
• Check answers. Ask pupils to read out the complete and spelling where necessary.
sentences. • Ask pupils to read out their work.

Answers Homework
1 M (given)
2 M • Workbook, pages 52-53: Time permitting, some
3 J task can be done in class.
4 M • Dictation: actor, astronaut, firefighter, pilot, police
5 J officer, vet
• Revision for Test 7:
C Look and learn. Vocabulary: cook, doctor, photographer, postman,
• Read out the dialogue. Read it out again and ask biscuit, give, bow, arrow, excited, scared, teach,
pupils to repeat. have a lesson, actor, astronaut, firefighter, pilot,
• Ask pupils to look at the grammar box. Read out the police officer, vet, fly
grammar notes and sentences. Ask pupils to repeat. Grammar: Present Simple affirmative, negative,
Explain the meaning of the notes. interrogative

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Optional activity
Revision for Test 7
• Revise the job words from Unit 7. Stick all the
flashcards on the board and ask pupils to write the
jobs under each one.
• Revise the other words from Unit 7. Write the words on
the board and ask pupils to remember the meanings.
Put a circle around the words they remember.
• Write I, you, he, she, it, we, you, they down the
left side of the board. Ask pupils to tell you the
Present Simple affirmative for the verb like. Write
these in a column next to the personal pronouns.
Do the same for the negative.
• Ask pupils questions in the Present Simple and
elicit short answers:
Do you get up at 7 o’clock?
Does your friend eat pizza?

Teacher’s Note
Pupils will do Test 7 in the following lesson. If you don’t
want to rush into Unit 8, for the rest of the lesson do
these activities.
1 Pupils can read out the cartoon story from Lesson 1.
Then ask volunteers to act out the cartoon story.
2 Pupils can read out the text from Lesson 2 and the
dialogue from Lesson 3.
3 Repeat the Say task from Lesson 3.
4 Sing the song.
5 Pupils can make wordsearches with the job words.
See extra activity below.

Extra activity
• Pupils can make their own wordsearches with the
job words from Unit 7. Hand out a grid of 12 by
12 squares to each pupil. Show them how to fill in
the grid with eight of the words. Tell them to use
capital letters. Go round the class helping with
spelling where necessary. Then tell pupils to fill in
the other boxes with any letters they like.
• Pupils can swap wordsearches and then find each
other’s words.

Project Book
The pupils may do Project 7 now they have completed
the unit. The answer key and teacher’s notes are on
page 136 of this book.

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8
Lesson 1 Happy Trails in England
Background information
Hadrian’s Wall
Hadrian’s Wall is a stone fortification built by the Romans
across the width of what is now northern England. It was
begun in AD 122, during the rule of Emperor Hadrian
to mark the border of the empire. It is a very popular
tourist attraction today and there are walks and festivals
Aims organised in the area. Newcastle upon Tyne, often
• Learn and use new vocabulary: sunny, cloudy, shortened to Newcastle, is a city in North East England. It
windy, rainy, snowy, bridge, umbrella, soldier was founded by the emperor Hadrian and parts of the wall
are still visible in the city. Newcastle is built on the river
• Learn and use new grammar: adverbs of
Tyne and is famous for its bridges.
frequency always, often, sometimes, never

New vocabulary
Materials
• Teach the weather words. Draw a sun on the board
• A magazine or Internet picture of a bridge and an umbrella and say It’s sunny. Ask pupils to repeat. Then draw
• Masks: Ty, Mia, Leo, Dina a cloud over the sun and say It’s cloudy. Ask pupils
to repeat. Draw a tree bending in the wind and say
• Optional for optional activity: a blank piece of paper
It’s windy. Ask pupils to repeat. Draw some rain and
for each pupil
say It’s rainy. Ask pupils to repeat. Finally draw some
snow and say It’s snowy. Ask pupils to repeat. Write
Lead-in sunny, cloudy, windy, rainy and snowy on the board.
Read out the words and ask pupils to repeat.
• Revise the jobs from Unit 7. Ask pupils to remember
the jobs and to say I want to be _____ . • Teach bridge and umbrella with the pictures you have
brought in. Hold up the picture of a bridge and say bridge.
• Revise the Present Simple. Ask pupils questions and Ask pupils to repeat. Write bridge on the board. Read it
elicit short answers. out and ask pupils to repeat. Do the same with umbrella.
eg Do you play football on Fridays? • Tell pupils to open their books at page 68 and to look at
Does your friend play the piano? the vocabulary box. Hold up your book and point to the
Do your friends go to school? first picture word. Say the word and ask pupils to repeat.
• Check homework. Tell pupils to open their Workbook Do the same with all the words. Then read out the new
at pages 52 and 53. Ask volunteers to read out their picture words in the vocabulary box in random order and
answers. Write the answers on the board so pupils ask pupils to point to the correct pictures.
can check their work. Then quickly check all pupils’
books. A Listen and read.
• Test dictation: actor, astronaut, firefighter, pilot, police For teachers using the DVD
officer, vet. See the teacher’s introduction pages 7-9 • Make sure each pupil has got a copy of the DVD
for teaching suggestions. Go round the class and worksheet found on page 114.
check all pupils’ dictation. • Please follow the procedure outlined in Unit 1, Lesson 1
on page 15 for teachers using the DVD.
Episode outline
England : Episode 2 Before you watch
The reporters have gone to the North of England.
The day starts out sunny. They visit Hadrian’s Answers
Wall. There is a festival going on there and some 1 No, it isn’t.
children are dressed up as Roman soldiers. Ty 2 Dina
and Dina dress up too but they look funny because 3 the bridge
Ty’s armour is too small and Dina’s armour is too 4 an umbrella
big. Later the reporters visit the city of Newcastle 5 It’s windy and rainy.
where they see an amazing bridge. Then the
weather changes and it starts to rain. Mia has got While you watch
her umbrella but it is too windy, and she has trouble
opening it. The reporters hold on tightly to the rails
Answers
so they don’t get blown away. The wind then turns
a 2
Mia’s umbrella inside out and the reporters get wet.
b 5
Leo says at least it isn’t snowy.
c 1
d 6
e 3
f 4

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After you watch

Answers
1 It is never snowy in some countries. (given)
Answers 2 We often play in the park.
1 Yes, it is. 3 It is sometimes windy next to the sea.
2 soldiers 4 I always have fun on my holiday.
3 Yes, it is. 5 Ben never goes to bed at 10 o’clock.
4 No, it isn’t.
D Sing. 2.13
For teachers using the Audio CD 2.12 • Tell pupils they are going to learn a song.
• Tell pupils to look at the cartoon story on page 68. • Ask pupils to look at the picture and to describe what
Ask pupils what Trek’s reporters see (a very old and they can see.
very long wall).
• Play the recording and tell pupils to listen and follow
• Play the recording. Tell pupils to look at the pictures the words with their fingers.
and follow the speech bubbles with their fingers.
• Read out the song one line at a time and ask pupils to
• Play the recording again. Pause after each speech repeat after you.
bubble and ask pupils to repeat.
• Play the recording again. Encourage pupils to sing
• Check pupils understand the story. Use L1 where along. Practise many times until pupils are familiar
necessary. with the words.
Is the wall long? (Yes, it is.)
What are Ty and Mina dressed up as? (soldiers) • Divide the class into five groups and assign one verse
Is it often rainy in England? (Yes, it is.) of the song to each group.
Is it sometimes snowy in Morocco? (No, it isn’t.)
• Play the recording again. Then ask volunteers to read Optional activity
out the story. • Hand a piece of paper to each pupil and ask
• Assign characters to volunteers and ask them to act them to draw a tree with a kind of weather of their
out the story in front of the class. Pupils can wear the choice around it.
character masks. • When pupils have finished their drawing ask them
to describe the weather in their picture, eg It’s
B Look and learn. rainy. Then ask them to write the weather under
the picture. Pupils’ work can be displayed on the
• Read out the dialogue. Read it out again and ask classroom wall.
pupils to repeat.
• Ask pupils to look at the grammar box. Read out the
grammar notes and sentences. Ask pupils to repeat.
Explain the meaning of the notes.
Homework
• Pupils reread the Pupil’s Book page.
• Explain to pupils that we use these words to talk
about how often we do things. Tell them that we • Workbook, pages 54-55: Time permitting, some
usually put them after the verb, but for I am, etc we tasks can be done in class.
put them after the verb and for have/has got we • Dictation: sunny, cloudy, windy, rainy, snowy,
put them between have/has and got. Write these bridge, umbrella, soldier
sentences on the board and ask volunteer to read
them out with the word always in each sentence in
the right place.
I go to school on Monday. Lesson 2 Winter is nicer than summer.
He is happy at home.
We have got our umbrellas.
Aims
C Write. • Learn and use new vocabulary: button, head,
kids, snowman
• Read out the example and ask pupils why never is
after the word is. • Learn and use new grammar: Comparatives

• Explain the task to pupils. Read out the sentences.

Check pupils remember the meanings of all the Materials
words. Allow them enough time to complete the
• A button
task alone.
• Magazine or Internet pictures of a snowman and
• Check answers. Write them on the board if necessary.
some kids

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Lead-in • Check answers. Write them on the board if necessary.

• Revise the weather words from Lesson 1. Ask pupils
to remember the different kinds of weather they Answers
learnt. Ask pupils Is it rainy today? Elicit answers, eg 1 winter (given)
No, it isn’t. It’s sunny. 2 bigger
• Ask pupils to remember the meanings of always, often, 3 hat
sometimes and never. Ask volunteers to think of things 4 hat
they do to illustrate these words. Elicit for example: 5 carrot
I always eat breakfast.
I often play football. C Look and learn.
I sometimes see my aunt.
I never eat fish. • Read out the dialogue. Read it out again and ask
pupils to repeat.
• Check homework. Tell pupils to open their Workbook
at pages 54 and 55. Ask volunteers to read out their • Ask pupils to look at the grammar box. Read out the
answers. Write the answers on the board so pupils can grammar notes and sentences. Ask pupils to repeat.
check their work. Then quickly check all pupils’ books. Explain the meaning of the notes.
• Test dictation: sunny, cloudy, windy, rainy, snowy, • Practise the grammar. Write these words on the board
bridge, umbrella, soldier. See the teacher’s and ask volunteers to say the word for comparing things.
introduction pages 7-9 for teaching suggestions. Go small
round the class and check all pupils’ dictation. good
tall
• Sing the song from Lesson 1 (CD2:13).
Say I’m taller than you. Ask pupils to repeat. Ask
volunteers to think of their own sentences.
New vocabulary
• Teach the new words. Teach button with the object you D Write.
have brought in. Hold up the button and say button. Ask
pupils to repeat. Write button on the board. Read it out • Read out the example and ask pupils why thinner
and ask pupils to repeat. Teach head by pointing to your than is the correct answer.
head. Say head and ask pupils to repeat. Write head on • Explain the task to pupils. Read out the sentences. Check
the board. Read it out and ask pupils to repeat. Teach kids pupils remember the meanings of all the words. Allow
and snowman with the pictures you have brought in. Hold them enough time to complete the task alone.
up the pictures and say kids and snowman. Ask pupils to
repeat. Stick the pictures on the board. Write the words on • Check answers. Write them on the board if necessary.
the board. Read them out and ask pupils to repeat.
• Tell pupils to open their books at page 70 and to look Answers
at the vocabulary box. Hold up your book and point to 1 thinner than (given)
the first picture word. Say the word and ask pupils to 2 luckier than
repeat. Do the same with all the words. Then read out 3 better than
the new picture words in the vocabulary box in random 4 longer than
order and ask pupils to point to the correct pictures. 5 smaller than

A Listen and read. 2.14 Say it! 2.15

• Tell pupils that they are going to read about some • Write e and a on the board. Ask pupils to say the
children in winter. Ask pupils to look at the photo and names of the letters.
to say what the children are making (a snowman).
• Write ea on the board. Explain to pupils that these
• Play the recording. Tell pupils to follow the text with letters together can have two different sounds.
their fingers.
• Tell pupils to look at the task. Play the first part of the
• Play the recording again. Pause after each sentence
recording (Listen and say.) asking pupils to repeat the
and ask pupils to repeat.
words head and season each time they hear them.
• Play the recording again. Then ask volunteers to read (Head and season will be heard twice.)
out a sentence each of the text.
• Ask volunteers to read out the sentence. Play the
recording and ask all pupils to repeat. (The sentence
B Circle. will be heard once.)
• Read the example to pupils. Ask them to find where the
answer is in the text. Ask them to underline the words.
E Listen and tick (✓) Yes or No. 2.16
• Explain the rest of the task to pupils. Tell them to
• Ask pupils to look at the people in the picture. Read
underline the words in the text which give them the
out their names and ask pupils to describe them. Elicit
answers. Allow them enough time to complete the
these descriptions:
task alone. Go round the class encouraging and
Vicky is tall.
helping pupils where necessary.
Sissy has got a long scarf.

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Dan’s feet are big. Lesson 3 It’s the smallest animal.

May’s hair is short and black.
Bill is older than the kids.
Aims
• Explain to pupils that they will hear descriptions
• Learn and use new vocabulary: hand, large, little,
of the people. Explain that they must tick Yes
scary, sleepy, world, dangerous
if the description matches the picture and No if
the description doesn’t match the picture. Play • Learn and use new grammar: Superlatives
the recording for the example. Make sure pupils
understand what to do. Materials
• Play the rest of the recording, pausing between • A large rubber and a little rubber
questions each time. Play the recording again and
ask pupils to check their answers.
Lead-in
• Revise the words from Lesson 2. Point to your head
Listening script and elicit head. Point to some children and elicit kids.
1 Point to a button and elicit button. Draw a snowman
Look at May’s hair. It’s short and black. It’s shorter than on the board and elicit snowman.
Vicky’s hair.
2 • Ask pupils to say who is taller than other kids in the
class. eg Adam is taller than George.
Sissy is wearing a scarf. It’s long. It’s longer than Bill’s
scarf. • Check homework. Tell pupils to open their Workbooks
3 at pages 56 and 57. Ask volunteers to read out their
Vicky isn’t short. She’s a very tall girl. She’s taller than Dan. answers. Write the answers on the board so pupils can
4 check their work. Then quickly check all pupils’ books.
Look at Dan’s feet. They’re very big. They’re bigger • Test dictation: button, head, kids, snowman. See the
than Bill’s feet. teacher’s introduction pages 7-9 for teaching suggestions.
5 Go round the class and check all pupils’ dictation.
Bill isn’t old. But he’s older than his sister May. He’s 16.
New vocabulary
• Teach large and little. Hold up the large rubber. Say a
Answers large rubber and ask pupils to repeat. Write large on
1 No (given) the board. Read it out and ask pupils to repeat. Do
2 Yes the same with little rubber.
3 Yes • Teach hand, scary and sleepy. Hold up your hand and
4 Yes say This is a hand. Ask pupils to repeat. Write hand on
5 Yes the board. Read it out and ask pupils to repeat. Then ask
pupils in L1 what things they find scary. Say scary and
F Say. ask pupils to repeat. Write scary on the board. Read it out
and ask pupils to repeat. Then yawn and say I’m sleepy.
• Read out the speech bubble. Read it out again and Ask pupils to repeat. Write sleepy on the board. Read it
ask pupils to repeat. out and ask pupils to repeat.
• Ask volunteers to read out the speech bubble. • Tell pupils to open their books at page 72 and to look at
• Ask a pupil to draw a small pencil and a big pencil on the vocabulary box. Hold up your book and point to the
the board. Ask another pupil to point and say which first picture word. Say the word and ask pupils to repeat.
pencil is smaller. Do the same with all the words. Then read out the new
picture words in the vocabulary box in random order and
• Repeat the task with other pupils until all pupils have ask pupils to point to the correct pictures.
had a turn. You could ask pupils to draw these things
• Read out the words world and dangerous. Explain the
eg a tall boy and a short boy
meanings. Say Tigers are dangerous. Ask pupils to
a big button and a small button repeat. Then point to the Wonderful World World map
a fat cat and a thin cat and say This is the world.

Homework A Read.
• Pupils reread the Pupil’s Book page. • Tell pupils to look at the poster and to say what
• Workbook, pages: 56-57. Time permitting, some animals they can see.
tasks can be done in class. • Tell pupils to read the poster.
• Dictation: button, head, kids, snowman • Read out the poster. Stop after each sentence and
ask pupils to repeat.
• Ask volunteers to read out a sentence each of the poster.

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B Write. Homework
• Read out the example to pupils. Explain that they • Workbook, pages 58-59: Time permitting some
should read the sentence and then write the correct task can be done in class.
word from the box next to it. Allow them enough
time to complete the task alone. Go round the class • Dictation: hand, large, little, scary, sleepy
encouraging and helping pupils where necessary. • Revision for Test 8:
• Check answers. Ask pupils to read out the sentences Vocabulary: sunny, cloudy, windy, rainy, snowy, bridge,
and corresponding words. umbrella, soldier, button, head, kids, snowman, hand,
large, little, scary, sleepy, world, dangerous
Grammar: Adverbs of frequency always, often,
Answers
sometimes, never, Comparatives, Superlatives
1 shark (given)
2 bird
3 koala
4 giraffe Optional activity
5 spider Revision for Test 8
• Revise the words from Unit 8.
C Look and learn. • Write the weather words from Lesson 1 on the
• Read out the dialogue. Read it out again and ask board. Ask a volunteer to read out a word and to
pupils to repeat. explain the meaning.
• Ask pupils to look at the grammar box. Read out the • Ask pupils to find the other words they have learnt
grammar notes and sentences. Ask pupils to repeat. from Unit 8. Ask them to call out the words and
Explain the meaning of the notes. ask volunteers to write them on the board. Ask
other volunteers to explain the meanings.
• Practise the grammar. Write these words on the board
and ask pupils to say the word for the superlative. • Write always, often, sometimes and never on the
small big sleepy board. Ask pupils to think up sentences to go with
these words. Write them on the board. eg I often
watch TV. Remind pupils where these words go in
D Write. sentences containing to be.
• Read out the example and ask pupils why the • Write shorter than and the shortest on the board.
smallest is the correct answer. Ask pupils to make two sentences about Dina with
• Explain the task to pupils. Read out the sentences. these words.
Check pupils remember the meanings of all the words. eg Dina is shorter than Ty. Dina is the shortest reporter.
Allow them enough time to complete the task alone.
• Check answers. Write them on the board if necessary. Teacher’s Note
Pupils will do Test 8 in the following lesson. If you don’t
Answers want to rush into Unit 9, do these activities.
1 the smallest (given) 1 Pupils can read out the cartoon story from Lesson 1.
2 the scariest Then ask volunteers to act out the cartoon story.
3 the best 2 Pupils can read out the text from Lesson 2 and the
4 the largest dialogue from Lesson 3.
5 the worst 3 Repeat the Say task from Lesson 2.
6 the youngest 4 Sing the song.
5 Pupils can make a class poster. See Extra activity below.
E Say.
• Read out the speech bubble. Read it out again and Extra activity
ask pupils to repeat.
• Bring in some card of about size A3. Divide the class
• Ask volunteers to read out the speech bubble. into four groups. Hand out four pieces of white A4
• Ask pupils to draw an animal of their choice in the box paper to each group. Ask each group to choose a
in the writing task (Task F). different animal. Tell the groups to work together and
• When pupils have finished their drawing ask them to draw a picture of their animal. Then they should
to show them to the class and describe what they write about their animals under the picture.
have drawn. They should use the speech bubble and • Go round the class helping where necessary. Pupils
change the words in orange. can also use the poster on PB p 72 for ideas.
• Ask each group to stick their pictures on the A3 piece
F Draw and write. of card. The poster can then be displayed.
• Tell pupils that they should write about their animal.
Allow pupils a few minutes to write their sentences. Project Book
Go round the class helping with ideas and spelling. The pupils may do Project 8 now they have completed
• Ask pupils to read out their work. the unit. The answer key and teacher’s notes are on
page 136 of this book.
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9 Lesson 1 Happy Trails in England

Background information
London is the capital of Britain. Open-top buses
take tourists round the city. A major attraction is the
London Eye which is a large ferris wheel next to
the river Thames. From the top you can see most
of the centre of the city. A popular sight and symbol
of London is Big Ben. There is an ongoing debate
Aims about the nickname Big Ben. Originally the nickname
• Learn and use new vocabulary: big wheel, referred to the Great Bell in the tower. Now people
bookshop, bone, clock, dinosaur, museum, queen, use the nickname to refer to the clock or clock tower.
yesterday, That’s right! It was built in 1834 at the north end of the Palace of
Westminster, also known as the House of Parliament.
• Learn and use new grammar: to be Past Simple The clock has got four large faces and is the largest
affirmative four-faced chiming clock in the world. A famous
museum in London is the Natural History Museum. It
Materials is home to a large collection of plants, insects, fossils,
rocks, minerals and animals. The museum is visited
• Flashcards: big wheel, bone, clock, dinosaur, museum by thousands of tourists and schools every year.
• Masks: Ty, Mia, Leo, Dina In the entrance there is an imposing skeleton of a
dinosaur. The bookshop has many interesting books
about natural science for adults and children. Finally
Lead-in
the impressive building of Buckingham Palace which
• Revise the weather words from Unit 8. Ask volunteer is the official residence of the Queen is very popular
to draw pictures depicting the weather they learned with tourists and local visitors alike.
on the board. Ask pupils to say what the weather is
eg It’s sunny.
New vocabulary
• Revise comparatives and superlatives. Write funny,
• Teach the new words with the flashcards. See the
funnier and funniest on the board. Ask pupils to fill in
teacher’s introduction pages 7-9 for teaching suggestions.
the gaps in these sentences with the correct words.
Dina is _________ than Mia. • Teach bookshop and queen. Ask pupils in L1 where
Dina is _________ . they buy books from. Say I buy books at a bookshop.
Dina is the ________ reporter. Ask pupils to repeat. Write bookshop on the board.
Read it out and ask pupils to repeat. Then ask pupils
• Check homework. Tell pupils to open their Workbooks who is married to a king. Teach queen. Write queen
at pages 58 and 59. Ask volunteers to read out their on the board. Read it out and ask pupils to repeat.
answers. Write the answers on the board so pupils
• Tell pupils to open their books at page 74 and to look at
can check their work. Then quickly check all pupils’
the vocabulary box. Hold up your book and point to the
books.
first picture word. Say the word and ask pupils to repeat.
• Test dictation: hand, large, little, scary, sleepy. See Do the same with all the words. Then read out the new
the teacher’s introduction pages 7-9 for teaching picture words in the vocabulary box in random order and
suggestions. Go round the class and check all pupils’ ask pupils to point to the correct pictures.
dictation. • Read out the words yesterday and That’s right!
Explain the meanings. Ask Are babies small? When
Episode outline they answer Yes. Say That’s right!
England : Episode 3
The reporters are in London. They take a tourist bus
A Listen and read.
ride round the city. Then they go on the London Eye, For teachers using the DVD
a large ferris wheel. From there they see the clock, • Make sure each pupil has got a copy of the DVD
Big Ben, where they were earlier. Then they visit worksheet found on page 115.
the Natural History Museum. They see the bones
• Please follow the procedure outlined in Unit 1, Lesson 1
of a dinosaur. In the museum bookshop Mia finds on page 15 for teachers using the DVD.
a book about dinosaurs. She sees a picture of a
Tyrannosaurus rex, but she can’t read its name. To
her surprise, Dina can read the name Tyrannosaurus Before you watch
rex. They finish their trip with a photo outside
Buckingham Palace. Dina tells Trek it’s the Queen of Answers
England’s house. Trek likes the DVD about England 1 No, it wasn’t.
and thanks his reporters. 2 Big Ben
3 a dinosaur
4 Yes, they do.

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While you watch • Check answers. Write them on the board if necessary.

Answers Answers
1 sunny 4 Big Ben 1 was (given) 4 was
2 clock 5 museum 2 was 5 were
3 bus 6 dinosaur 3 was 6 were

After you watch Say it! 2.18

• Write i the board. Ask pupils to say the name of the letter.
Answers • Write the words sit and Hi on the board. Read them
1 a big clock out and ask pupils to repeat. Explain to pupils that the
2 a big wheel letter i has two different sounds.
3 animals, flowers, rocks and a lot more
4 a dinosaur • Tell pupils to look at the task. Play the first part of the
5 Yes, he does. recording (Listen and say.) asking pupils to repeat the
words right and big each time they hear them. (Right
and big will be heard twice.)
For teachers using the Audio CD 2.17
• Ask for volunteers to read out the sentence. Play the
• Tell pupils to look at the cartoon story on page 74. recording and ask all pupils to repeat. (The sentence
Explain to pupils that the reporters are in London. will be heard once.)
Show them where London is on the classroom map.
• Play the recording. Tell pupils to look at the pictures D Listen and match. 2.19
and follow the speech bubbles with their fingers.
• Tell pupils to look at the words for this task. Read out
• Play the recording again. Pause after each speech all the words and ask pupils to repeat. Make sure
bubble and ask pupils to repeat.
pupils understand the meanings.
• Check pupils understand the story. Use L1 where
• Explain to pupils that they will hear five short speeches.
necessary.
Explain that they must draw a line from the person to the
What is Big Ben? (a big clock)
What is the London Eye? (a big wheel) place they were at. Play the recording for the example.
What has the museum got? (animals, flowers, rocks, Make sure pupils understand what to do.
and a lot more) • Play the rest of the recording, pausing between
What are Mia and Dina looking at in the book? questions each time. Play the recording again and
(a dinosaur) ask pupils to check their answers.
Does Trek like England? (Yes, he does.)
• Play the recording again. Then ask volunteers to read Listening script
out the story. 1
• Assign characters to volunteers and ask them to act Hi, I’m Katy. Yesterday I was with Grandpa. We were
out the story in front of the class. Pupils can wear the in the park. It’s near the big wheel.
character masks. 2
Grandma likes reading. She was at the bookshop.
B Look and learn. There’s a big bookshop next to the museum.
3
• Read out the dialogue. Read it out again and ask Dad was with my brother. They were on the big
pupils to repeat. wheel. They were excited.
• Ask pupils to look at the grammar box. Read out the 4
grammar notes and sentences. Ask pupils to repeat. My cousins were scared! They were on the
Explain the meaning of the notes. rollercoaster. It’s very big.
5
• Practise the grammar. Write sentences on the board
Mum was at the museum. She works there. There’s
in the Present. Ask pupils to change them to the Past.
a small bookshop in the museum.
Today I am happy. Yesterday I _______ happy.
Today he is at school. Yesterday he ________ at school.
Today you are happy. Yesterday you ________ happy. Answers
1 e (given)
C Write was or were. 2d
• Read out the example and ask pupils why was is the 3c
correct answer. 4a
5b
• Explain the task to pupils. Read out the sentences.
Check pupils remember the meanings of all the words.
Allow them enough time to complete the task alone.
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E Say. New vocabulary

• Read out the speech bubble. Read it out again and • Teach plant. Hold up the pot plant and say plant. Ask
ask pupils to repeat. pupils to repeat. Write plant on the board. Read it out
• Ask volunteers to read out the speech bubble. and ask pupils to repeat.
• Ask pupils to talk about where they were yesterday. • Teach friendly. Say Lions are dangerous. Cats are
Start with an example. Say Yesterday I was at the friendly. Write friendly on the board. Explain the
shops. Ask the pupil in the first row to say a sentence meaning. Read it out and ask pupils to repeat. Say
about where he/she was and so on around the class Lions eat meat. Lions have got sharp teeth. Write meat
until everyone has said something. Prompt with ideas and sharp on the board. Explain the meanings. Read
for places where necessary. the words out and ask pupils to repeat. Point to the map
of the world and say This is earth. Write earth on the
board. Read it out and ask pupils to repeat.
Extension task
• Tell pupils to open their books at page 76 and to look at
• Ask pupils to say where their friends were. eg the vocabulary box. Hold up your book and point to the
Yesterday John was in the park. first picture word. Say the word and ask pupils to repeat.
Do the same with all the words. Then read out the new
picture words in the vocabulary box in random order and
Homework ask pupils to point to the correct pictures.
• Pupils reread the Pupil’s Book page. • Read out the words learn, terrible and a long time ago.
Explain the meanings. Ask pupils What do we learn at
• Workbook, pages 60-61: Time permitting, some
school? Elicit eg maths, English, French, history. Say
tasks can be done in class.
Some dinosaurs were terrible and dangerous. and ask
• Dictation: big wheel, bookshop, bone, clock, pupils to repeat. Then say There were dinosaurs here a
dinosaur, museum, queen long time ago. Say it again and ask pupils to repeat.

Background information
Lesson 2 T-rex was very dangerous. Tyrannosaurus rex
Tyrannosaurus rex or T-rex was one of the big
Aims meat-eating dinosaurs. The name Tyrannosaurus
• Learn and use new vocabulary: friendly, earth, rex means tyrant lizard king. It lived about 65 million
plant, meat, sharp, learn, terrible, a long time ago years ago. It became extinct due to climatic changes
brought about by an asteroid that hit the earth. It
• Learn and use new grammar: to be Past Simple
walked on two legs. It had a big head with large
negative
sharp replaceable teeth and small arms with two
claws. It was 12.4 metres long and around 6 m tall. It
Materials weighed 5-7 tonnes. It could eat 230 kg of meat and
bones in one bite.
• A pot plant
• Flashcards: big wheel, bone, clock, dinosaur, museum
A Listen and read. 2.20
Lead-in • Tell pupils that they are going to read about dinosaurs
Ask pupils to look at the photo and to say where the
• Revise the words from Lesson 1 with the flashcards. pupils are (at a museum).
Stick the flashcards on the board, point to each one
and ask pupils to call out the words. • Play the recording. Tell pupils to follow the text with
their fingers.
• Write was and were on the board. Write these
sentences on the board and ask pupils to fill in the • Play the recording again. Pause after each sentence
gaps with was or were. and ask pupils to repeat.
Yesterday he ________ at school. • Play the recording again. Then ask volunteers to read
Yesterday you _________ at the shops. out a sentence each of the text.
• Check homework. Tell pupils to open their Workbooks
at pages 60 and 61. Ask volunteers to read out their B Tick (✓) Yes or No.
answers. Write the answers on the board so pupils
• Read the example to pupils. Ask them to find where the
can check their work. Then quickly check all pupils’
answer is in the text. Ask them to underline the words.
books.
• Explain the rest of the task to pupils. Tell them to
• Test dictation: big wheel, bookshop, bone, clock,
underline the words in the text which give them the
dinosaur, museum, queen. See the teacher’s
answers. Allow them enough time to complete the
introduction pages 7-9 for teaching suggestions. Go
task alone. Go round the class encouraging and
round the class and check all pupils’ dictation.
helping pupils where necessary.
• Check answers. Write them on the board if necessary.

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Answers Lesson 3 Cavemen were hunters.

1 No (given)
2 Yes Aims
3 Yes • Learn and use new vocabulary: caveman, dark,
4 No history, home, strong, How do you know?
5 Yes
• Learn and use new grammar: to be Past Simple
interrogative
C Look and learn.
• Read out the speech bubble. Read it out again and
Materials
ask pupils to repeat.
• A history book
• Ask pupils to look at the grammar box. Read out the
grammar notes and sentences. Ask pupils to repeat.
Explain the meaning of the notes. Lead-in
• Practise the grammar. Write sentences on the board • Revise some words from Lesson 2. Ask pupils what
and ask pupils to say the opposite. lions eat (meat) what their teeth are like (sharp) and
We were at a museum. Are lions friendly? (No, they aren’t).
I was in the garden. • Write wasn’t and weren’t on the board. Ask pupils to fill in
the gaps in these sentences with the correct word.
D Write wasn’t or weren’t. He ________ at the castle.
• Read out the example and ask pupils why wasn’t is They ________ in the kitchen.
the correct answer. • Check homework. Tell pupils to open their Workbooks
• Make sure pupils understand the task. Read out the at pages 62 and 63. Ask volunteers to read out their
sentences. Check pupils remember the meanings of all the answers. Write the answers on the board so pupils can
words. Allow them enough time to complete the task alone. check their work. Then quickly check all pupils’ books.
• Check answers. Write them on the board if necessary. • Test dictation: friendly, earth, plant, meat, sharp. See the
teacher’s introduction pages 7-9 for teaching suggestions.
Go round the class and check all pupils’ dictation.
Answers
1 wasn’t (given) 4 wasn’t
2 weren’t 5 wasn’t New vocabulary
3 weren’t 6 weren’t • Teach history. Hold up the history book. Say history and
ask pupils to repeat. Write history on the board. Read it
out and ask pupils to repeat. Teach home. Draw a house
E Sing. 2.21 on the board. Say A house is a home. Write home on the
board. Read it out and ask pupils to repeat.
• Tell pupils they are going to learn a song.
• Write caveman, dark and strong on the board. Explain
• Ask pupils to look at the picture and to count how many the meanings. Read out the words and ask pupils
dinosaurs they can see (two). Explain that this song is a to repeat. Say Cavemen were strong. The cave was
story about a little dinosaur called Dino. dark. Ask pupils to repeat.
• Play the recording and tell pupils to listen and follow the
• Tell pupils to open their books at page 78 and to look at
words with their fingers.
the vocabulary box. Hold up your book and point to the
• Read out the song one line at a time and ask pupils to first picture word. Say the word and ask pupils to repeat.
repeat after you. Do the same with all the words. Then read out the new
• Play the recording again. Encourage pupils to sing along. picture words in the vocabulary box in random order and
Practise many times until pupils are familiar with the words. ask pupils to point to the correct pictures.
• Divide the pupils into two groups. The first group can • Read out the phrase How do you know? Explain the
pretend to be the dangerous T-rex while they sing and meaning. Read the phrase out again and ask pupils to
the second group little Dino. They can stand on their repeat.
chairs to pretend they have climbed the tree.
A Read.
Homework • Tell pupils to look at the dialogue and to say what the
• Pupils reread the Pupil’s Book page. children are holding (school books and bags)
• Workbook, pages 62-63: Time permitting, some • Tell pupils to read the dialogue and to find out who
tasks can be done in class. knows a lot about cavemen (Dean).
• Dictation: friendly, earth, plant, meat, sharp • Read out the dialogue. Stop after each sentence and
ask pupils to repeat.
• Ask volunteers to read out a sentence each of the dialogue.

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Optional activity F Draw and write.

• Ask pupils to read out the dialogue in pairs. Go round • Tell pupils that they should write about the dinosaur
the class as they read and help with pronunciation. they have drawn. They can use their ideas from the
Speaking task or new ideas if they wish.
• Ask pairs to read out the dialogue to the class.
• Tell pupils to complete the task. Help pupils with
spelling where necessary.
B Write.
• Ask pupils to read out their work.
• Read out the example to pupils. Explain that they
should read the sentence and write the missing word
on the line. Allow them enough time to complete the Homework
task alone. Go round the class encouraging and • Workbook, pages 64-65: Time permitting, some
helping pupils where necessary. task can be done in class.
• Check answers. Ask pupils to read out the sentences • Dictation: caveman, dark, history, home, strong
and answers. • Revision for Test 9:
Vocabulary: big wheel, bookshop, bone, clock, dinosaur,
Answers museum, queen, yesterday, That’s right!, friendly, earth,
1 strong (given) 4 caves plant, meat, sharp, learn, terrible, a long time ago,
2 history 5 cold caveman, dark, history, home, strong, How do you know?
3 meat 6 dark
Grammar: to be Past Simple affirmative, negative
and interrogative
C Look and learn.
• Read out the dialogue. Read it out again and ask
pupils to repeat. Optional activity
• Ask pupils to look at the grammar box. Read out the Revision for Test 9
grammar notes and sentences. Ask pupils to repeat.
Explain the meaning of the notes. • Revise the words from the flashcards. Then
write the words on the board. Ask a volunteer to
• Practise the grammar. Write these sentences on the read out a word and then come and choose the
board and ask pupils to turn them into questions. corresponding flashcard. Practise until all pupils
She was at home. remember the words well.
They were in the park. • Revise the other words from Unit 9. Ask pupils to find
Ask pupils questions and elicit short answers. the new words in their books and call them out one at a
Were you at school yesterday? time. Write the words on the board and remind pupils of
Were you in the park on Monday? the meanings. Read them out and ask pupils to repeat.
• Revise to be Past Simple affirmative and negative.
D Write. Write these sentences on the board:
• Read out the example and ask pupils why Were / I was in the garden.
were are the correct answers. He was in the garden.
They were in the garden.
• Make sure pupils understand the task. Read out the
sentences. Check pupils remember the meanings of all the Ask volunteers to read out the sentences. Then ask pupils
words. Allow them enough time to complete the task alone. to say the opposite of these sentences. Write these on the
board. Read out the sentences and ask pupils to repeat.
• Check answers. Write them on the board if necessary.
• Ask pupils questions and elicit short answers.
eg Were you at home yesterday?
Answers Were you at the shops yesterday?
1 Were / were (given) 4 Was / wasn’t Was your friend at school yesterday?
2 Were / weren’t 5 Were / was
3 Was / wasn’t 6 Were / were

Extra activity
E Say.
• Pupils can copy their dinosaur drawing and written
• Read out the dialogue. Read it out again and ask work onto a piece of paper. Their work can be
pupils to repeat. displayed on the classroom wall.
• Ask volunteers to read out the dialogue.
• Explain to pupils that they should draw a dinosaur in Project Book
the box in the writing task. Allow pupils enough time
The pupils may do Project 9 now they have completed
to draw their dinosaurs.
the unit. The answer key and teacher’s notes are on
• Ask pupils to hold up their books and describe their page 137 of this book.
dinosaurs. Tell them to use the boy’s speech bubble
and to change the words in orange.
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Let's remember! I was

She were
scared
We wasn’t
They weren’t
Aims
• Revise vocabulary from Units 7-9 Ask pupils to make sentences with the words across the
• Revise grammar from Units 7-9 columns. Make sure they use the correct forms. Then
ask pupils questions and elicit short answers.
eg Were you happy yesterday?
Materials Was your friend at school yesterday?
• Flashcards: • Revise the Comparative and Superlative. Write older
than and the oldest on the board. Ask pupils to make
Unit 7: cook, doctor, photographer, postman, biscuit,
sentences with these words eg John is older than
actor, astronaut, firefighter, pilot, police officer, vet
Mary. Jack is the oldest.
Unit 9: big wheel, bone, clock, dinosaur, museum
Lead-in
Revision
• Check homework. Tell pupils to open their Workbooks
• Revise the words from the flashcards. Hold up a at pages 64 and 65. Ask volunteers to read out their
flashcard and ask pupils to call out the word. Then answers. Then quickly check all pupils’ books.
place the flashcards face down on your desk. Ask a
volunteer to choose a flashcard from the desk, turn
it over and say what it is. Then revise all the weather
A Find and stick.
words (sunny, cloudy, windy, rainy, snowy). Say the • Ask pupils to open their books at page 80 and to look at
words and ask pupils to draw a picture to illustrate the task A. Ask volunteers to read out the words. Then read
weather on the board. out the words again and ask pupils to repeat as a class.
• Revise the adjectives. Write them on the board • Show pupils where to find the stickers in their books.
and ask pupils to explain or act out the meanings. Tell them to remove the stickers one at a time and to
(excited, scared, large, little, scary, sleepy, stick them in the correct boxes. Allow pupils enough
dangerous, friendly, sharp, terrible, dark, strong) time to stick all the stickers. Go round the class
helping pupils where necessary.
• Revise the verbs. Write them on the board and ask
pupils to explain or act out the meanings. (give, teach, • Check answers. Ask volunteers to hold up their books
have a lesson, fly, learn) and read out the words.
• Call out the remaining words and ask volunteer to
write them on the board. Explain the meanings. (bow, B Match.
arrow, bridge, umbrella, soldier, button, head, kids, • Ask pupils to look at the pictures. Read out the words
snowman, hand, world, bookshop, queen, yesterday, and ask pupils to repeat. Explain that they should
That’s right! earth, plant, meat, a long time ago, match the words to the pictures.
caveman, history, home, How do you know?)
• Allow them enough time to complete the task alone.
• Revise the affirmative, negative and interrogative of the Go round the class helping pupils where necessary.
Present Simple. Copy the following table onto the board:
• Check answers.
I
like C Write.
She
don’t like dinosaurs • Tell pupils to look at the crossword. Ask volunteers to
We say what the pictures show.
likes big wheels
Do you • Tell pupils to complete the crossword with capitals.
doesn’t like
Does he Allow them enough time to complete the task alone.
Go round the class helping pupils where necessary.
Ask pupils to make sentences with the words across • Check answers.
the columns. Make sure they use the correct forms.
Then ask pupils to make a sentence with an adverb of
Answers
frequency (always, often, sometimes, never).
1 BONE
• Revise the affirmative, negative and interrogative of 2 CAVEMAN
the Past Simple of to be. Copy the following table 3 SNOWMAN
onto the board: 4 DINOSAUR
5 POLICE OFFICER
6 POSTMAN

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Tasks D and E Homework

• Read out the example and ask pupils why it is the correct • Pupils reread the Pupil’s Book page.
answer. Read out all the sentences and make sure that
pupils remember the meanings of all the words. • Workbook, pages 66-67: Time permitting, some
tasks can be done in class.
• Explain the rest of the task to pupils. Allow them
enough time to complete the task alone. Go round the • Revision for Progress Test 3. Pupils should revise
class helping pupils where necessary. all the vocabulary and grammar from Units 7-9.
• Check answers. Ask volunteers to read out their answers.
Teacher’s Note
D Pupils will do Progress Test 3 (Teacher’s Resource Pack
Answers CD-Rom) in the following lesson. After the test you can do
1 like (example) the Fun and Games lesson.
2 don’t read
3 gets up
4 doesn’t eat
5 Do / go
6 Does / teach
7 do
8 doesn’t

E
Answers
1 scariest (example)
2 strongest
3 sharper
4 best
5 friendlier
6 worst

F Write.
• Tell pupils to look at the pictures. Explain that they
have to look at them and fill in the sentences with the
correct word of the Past Simple of to be. Read out
the example and ask pupils why was is the correct
answer. Read out the sentences and ask pupils to
repeat. Make sure they remember the meanings of all
the words.
• Allow pupils enough time to complete the task alone.
Go round the class helping pupils where necessary.
• Check answers. Ask volunteers to read out their answers.

Answers
1 was (example)
2 wasn’t
3 Was / No, he wasn’t.
4 Were / Yes, they were.
5 weren’t
6 was

Extra activity
• Time permitting, sing the songs from units 7, 8 and 9.

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Fun and Games B Sing. 2:22

• Tell pupils they are going to learn a song. Explain to
pupils that the song is about jobs. Play the recording and
tell pupils to listen and follow the words with their fingers.
Aims • Read out the song one line at a time and ask pupils to
repeat after you. Play the recording again. Encourage
• Consolidate new vocabulary with fun activities
pupils to chant along. Practise many times until pupils
• Consolidate new grammar with fun activities are familiar with the words.
• Make a dinosaur puppet • Pupils can act out each job while they sing the song.

Materials C Make.
• One photocopy of the dinosaur cutout (page 123) for • Tell pupils they are going to make a dinosaur puppet.
each pupil Tell pupils to look at the picture in task C and explain
each stage to them.
• Scissors, markers
1 Colour in the dinosaur.
Lead-in 2 Cut out the dinosaur. Carefully cut out the finger holes.
• Tell pupils that today’s lesson is all about fun and games. 3 Stick your fingers through the finger holes and make
Ask them to open their books at page 82. Ask them what your dinosaur walk.
they can see (a family under an umbrella in the rain). • Ask pupils to have their markers ready. Hand out the
• Read out the paragraph and ask pupils to follow photocopies of the dinosaur cutouts and ask pupils to
the words with their fingers. Read it out again one colour them.
sentence at a time and ask pupils to repeat. Check • When all pupils are ready, ask pupils to put their
comprehension with these questions. Encourage markers away. Then hand out the scissors and ask
pupils to use English for the words they have learnt. pupils to cut out their dinosaurs. Go round the class
Where were the kids? (in the park) helping pupils where necessary, especially with the
Was the umbrella small? (No, it wasn’t. It was large.) finger holes. When pupils have finished cutting,
Was it sunny? (No, it wasn’t. It was rainy.) collect the scissors.
• Consolidate vocabulary pupils have learnt using the • Pupils can say what colour their dinosaurs are. Ask
picture. Here are some suggestions:
them Is your dinosaur scary/sleepy/dangerous/
Was it sunny/rainy/cloudy/snowy/windy?
terrible/small/large?
What colour is the umbrella?
Were the kids scared/excited?
Were these kids at home? How do you know? Homework
Was the mum holding a bow and arrow? • Pupils reread the Pupil’s Book page.
Was it dangerous?
• Optional extra homework: Pupils copy one verse
Were they in a cave?
of the song into their notebooks.

Quiz time!
• Read out the question and both answers and make Extra activity
sure pupils understand the meaning. Ask pupils to
choose the correct answer (a). Ask a volunteer to • Play a word game. Say a word from units 7-9.
read out the question and answer. Write the word on the board eg pilot. The next
pupil must think of a word which starts with the
last letter of the first word eg teacher. Continue
A Draw, write and colour. until all pupils have said a word.
• Ask pupils What can you see? Ask them to guess the
• Pupils can play this game in groups of four.
jobs. Tell pupils that they should join the dots to make
sure what the jobs are.
• Ask pupils to join the dots and then write the names of
the jobs underneath. They can then colour the pictures.
• Check answers.

Answers
1 doctor
2 pilot
3 firefighter
4 cook
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Japan Happy Trails in Japan

Ask pupils to look at the photo on pages 84-85 (use L1), and tell them that the women are wearing traditional
Japanese costumes and make up.
Pupils are likely to know that Japan is famous for technology and cartoons like Pokemon. They might also know that
in Japan people eat with chopsticks. Tell pupils that fish and rice are popular foods in Japan, and Japanese sushi is
now popular all over the world. Explain to pupils that Japan is a very beautiful country and the mountain in the photo
is a volcano. Japan has a lot of earthquakes and volcanic activity. Most of the country is mountainous and covered
by forests. Tell them also that in Japan there is a lot of advanced technology. They have the fastest train in the world
and they also make robots that look and behave like people. Tell pupils that Japan is an island country in east Asia.
Pupils might not know where it is situated. Show pupils where Asia is on the classroom map and then ask volunteers
to find Japan. Then point to the map at the top of the page to show them. First show them where their own country is
on the globe and then point out the area in red where the reporters are. Explain that this is Japan.
The second last country the reporters visit is Japan. In episode 1, they visit the city of Osaka. They admire the tall
buildings and then they go to a restaurant where they eat sushi, rice and noodles. In episode 2, they travel to Tokyo
on the fast ‘Bullet’ train. They see Mount Fuji on the way. Once in Tokyo they go to a Karaoke café. In episode 3, the
reporters visit a robot show and meet a young boy and his father. The father is a cartoon artist.

Fun facts
Here are some facts about Japan, which your pupils will find interesting:
1 Japan is a country made of thousands of islands. There are four main islands.
2 The Japanese call their country Nippon. This means Land of the Rising Sun.
3 Hundreds of years ago the Samurai warriors ruled Japan.
4 Earthquakes often happen in Japan. There are around 1500 earthquakes every year in Japan.
5 Sometimes trains in Japan are so crowded that railway staff are employed to push passengers inside.
6 Noodles are eaten very loudly as slurping means the food is delicious. It also helps cool down the hot noodles.
7 Karaoke is very popular in Japan.
8 Sumo wrestling is a national sport.
9 Baseball is also popular in Japan.
10 In Japan people eat raw fish.
11 It is not uncommon in Japan to eat rice at every meal including breakfast.

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10
Lesson 1 Happy Trails in Japan
Background information
Osaka
Osaka is the third largest city in Japan. It is the
commercial centre of Japan and it is also well known for
its gourmet food. Some people call it the food capital of
Japan. The city features many museums, theatres and
Aims shops as well as tall modern buildings and impressive
architecture. The Osaka Museum opened in 1989 and
• Learn and use new vocabulary: heavy, restaurant,
was built to mark the 100th anniversary of Osaka City. It
building, suitcase, rice, close, pack
houses 200 interactive science exhibits, a planetarium
• Learn and use new grammar: Past Simple regular and an Omnimax theatre that surrounds viewers with
affirmative super-sized images, amazing visual and audio quality
making them feel as if they are in the picture. Visitors can
Materials savour local delicacies in one of the many restaurants
famous for sushi and noodles. Sushi is cooked vinegared
• Flashcards: building, suitcase
rice that’s either rolled inside a sheet of seaweed with raw
• A packet of rice fish and vegetables or seafood or topped with it.
• Masks: Ty, Mia, Leo, Dina
New vocabulary
Lead-in • Teach building and suitcase with the flashcards. See the
• Revise some words from Unit 9. Write history on the teacher’s introduction pages 7-9 for teaching suggestions.
board. Ask pupils to tell you words they remember Teach rice with the packet of rice you have brought in.
connected with history. Elicit dinosaur, bones, Hold up the packet and say rice. Ask pupils to repeat.
museum, earth, caveman. Write them on the board. Write rice on the board. Read it out and ask pupils to
repeat. Ask pupils in L1 if they like restaurants. Teach
• Revise was and were. Write I was happy yesterday. restaurant, write it on the board and ask pupils to repeat.
on the board. Ask pupils to tell you the negative and
the question form. Then ask pupils one at a time • Teach heavy. Pick up your bag and pretend it is too
Were you happy yesterday? and elicit short answers. heavy to lift. Say My bag is heavy. Then ask pupils to
copy and repeat. Write heavy on the board. Read it
• Check homework. Tell pupils to open their Workbook out and ask pupils to repeat.
at pages 66 and 67. Ask volunteers to read out their
• Tell pupils to open their books at page 86 and to look at
answers. Write the answers on the board so pupils
the vocabulary box. Hold up your book and point to the
can check their work. Then quickly check all pupils’
first picture word. Say the word and ask pupils to repeat.
books.
Do the same with all the words. Then read out the new
• Test dictation: caveman, dark, history, home, strong. picture words in the vocabulary box in random order and
See the teacher’s introduction pages 7-9 for teaching ask pupils to point to the correct pictures.
suggestions. Go round the class and check all pupils’ • Read out the words close and pack. Explain the
dictation. meanings. Open the door and say to a pupil Close the
door please. Hold up the flashcard for suitcase and
Episode outline say The suitcase is heavy. I packed a lot of things.
Japan : Episode 1
Trek is watching a DVD from the reporters who A Listen and read.
are in Japan. They arrive at a hotel in Osaka. Dina For teachers using the DVD
has trouble with her heavy suitcase. Later they • Make sure each pupil has got a copy of the DVD
visit the city and admire the tall buildings. Leo sees Worksheet found on page 116.
a museum and draws everybody’s attention to it.
They can’t go in because it closed at 5 o’clock. Ty • Please follow the procedure outlined in Unit 1, Lesson 1
on page 15 for teachers using the DVD.
suggests that go eat instead. They go to a Japanese
restaurant and try some local delicacies. Ty likes the
rice. Dina enjoys herself in the restaurant. She tries Before you watch
to eat sushi with her chopsticks but the rolls slip out.
She makes a mess on the table. One sushi roll ends Answers
up on Leo’s head. Mia finds the whole thing funny, 1 b
but Leo’s not impressed. 2 b
3 a
4 a
5 b

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While you watch C Write.

• Read out the example and ask pupils why listened is
Answers the correct answer.
a 2 • Explain the task to pupils. Read out the verbs in the
b 5 box and the sentences. Check pupils remember the
c 1 meanings of all the words. Allow them enough time to
d 9 complete the task alone.
e 7
f 3 • Check answers. Write them on the board if necessary.
g 8
h 4 Answers
i 6 1 listened (given)
j 11 2 closed
k 10 3 studied
4 watched
After you watch 5 packed
6 liked
Answers
1 She packed a lot of things. Say it! 2.24
2 a big city • Write heavy on the board. Say heavy and ask pupils
3 Yes, they are. to repeat. Underline the first syllable of the word
4 at 5 o’clock (heavy). Explain to pupils that some words stress the
5 rice first part of the word.
6 Yes, they do.
• Tell pupils to look at the task. Play the first part of the
recording (Listen and say.) asking pupils to repeat the
For teachers using the Audio CD 2.23 words city, restaurant and suitcase each time they
• Tell pupils to look at the cartoon story on page 86. hear them. (city, restaurant and suitcase will be heard
Ask pupils what Trek is doing (He’s watching a DVD). twice.)

• Play the recording. Tell pupils to look at the pictures • Ask for volunteers to read out the sentence. Play the
and follow the speech bubbles with their fingers. recording and ask pupils to repeat. (The sentence will
be heard once.)
• Play the recording again. Pause after each speech
bubble and ask pupils to repeat.
D Sing. 2.25
• Check pupils understand the story. Use L1 where
necessary. • Tell pupils they are going to learn a song.
Why is Dina’s suitcase heavy? (She packed a lot of things.) • Ask pupils to look at the picture and to name what
What is Osaka? (a big city) food they can see. Elicit sandwiches, ice cream, rice,
Are the buildings tall? (Yes, they are.) pizza and chocolate cake.
What time did the hotel close? (5 o’clock) • Play the recording and tell pupils to listen and follow
What does Ty eat? (rice) the words with their fingers.
Do they like the restaurant? (Yes, they do.)
• Read out the song one line at a time and ask pupils to
• Play the recording again. Then ask volunteers to read repeat after you.
out the story.
• Play the recording again. Encourage pupils to sing
• Assign characters to volunteers and ask them to act along. Practise many times until pupils are familiar
out the story in front of the class. Pupils can wear the with the words.
character masks.
• Ask pupils to stand in a circle. Tell the boys to sing
the first verse and the girls to sing the second verse.
B Look and learn. Then all pupils join hands and sing the chorus.
• Read out the dialogue. Read it out again and ask
pupils to repeat. Homework
• Ask pupils to look at the grammar box. Read out the • Pupils reread the Pupil’s Book page.
grammar notes and sentences. Ask pupils to repeat.
Explain the meaning of the notes. Ask pupils to circle the • Workbook, pages 68-69: Time permitting, some
person and underline the verb in the example sentence. tasks can be done in class.
• Practise the pronunciation of the past participle. Write • Dictation: heavy, restaurant, building, suitcase, rice
these sentences on the board, read them out and ask
pupils to repeat.
(d sound) I closed.
(t sound) I liked
(id sound) I studied

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Lesson 2 He saw a small pyramid. Background information

Egypt
Aims
Egypt is located in Northern Africa on the
• Learn and use new vocabulary: desert, pyramid,
Mediterranean Sea. The greater part of Egypt is
build, last week
covered by the Sahara Desert and the Libyan Desert.
• Learn and use new grammar: Past Simple It is one of the most populated countries in Africa.
irregular affirmative Most people live in urban areas and near the banks
of the Nile River. Egypt is famous for its ancient
civilisation and its historical monuments including the
Materials Pyramids of Giza and the Great Sphinx just outside
• Flashcards: building, suitcase, desert, pyramid, build the capital city, Cairo.
• A blank piece of paper for each pupil to draw on
A Listen and read. 2.26
Lead-in • Tell pupils that they are going to read about a boy
• Revise building and suitcase from Lesson 1 with the from Egypt. Ask pupils to find out the boy’s name in
flashcards. Then write heavy on the board. Say My the text (Asim).
suitcase is heavy. Ask pupils to repeat. Then say This • Play the recording. Tell pupils to follow the text with
restaurant is in a nice building. Ask pupils to repeat. their fingers.
• Write these verbs on the board: • Play the recording again. Pause after each sentence
like and ask pupils to repeat.
pack
study • Play the recording again. Then ask volunteers to read
listen out a sentence each of the text.
Ask pupils to tell you how to spell the verbs when they
talk about yesterday. Elicit: B Write.
liked • Read out the example to pupils. Explain that they
packed should read the sentence and then write the correct
studied word to complete the sentence. Allow them enough
listened time to complete the task alone. Go round the class
Read out the verbs and ask pupils to repeat. encouraging and helping pupils where necessary.
• Check homework. Tell pupils to open their Workbook • Check answers. Ask pupils to read out the completed
at pages 68 and 69. Ask volunteers to read out their sentences.
answers. Write the answers on the board so pupils
can check their work. Then quickly check all pupils’
books. Answers
1 village (given)
• Test dictation: heavy, restaurant, building, suitcase, 2 river
rice. See the teacher’s introduction pages 7-9 for 3 desert
teaching suggestions. Go round the class and check 4 cat
all pupils’ dictation. 5 fish
• Sing the song from Lesson 1 (CD2: 2.25).
C Look and learn.
New vocabulary
• Read out the dialogue. Read it out again and ask
• Teach the new words with the flashcards. See pupils to repeat.
the teacher’s introduction pages 7-9 for teaching
suggestions. • Ask pupils to look at the grammar box. Read out the
grammar notes and sentences. Ask pupils to repeat.
• Tell pupils to open their books at page 88 and to look at Explain the meaning of the notes.
the vocabulary box. Hold up your book and point to the
first picture word. Say the word and ask pupils to repeat. • Practise the grammar. Write these sentences on the
Do the same with all the words. Then read out the new board and ask pupils to fill in the gaps.
picture words in the vocabulary box in random order and Yesterday I ____________ at 8 o’clock.
ask pupils to point to the correct pictures. Yesterday Dad ____________ a fish in the river.

• Read out the words last week Explain the meaning.

Say Last week I watched TV. Ask pupils to repeat. D Write.
• Read out the example and ask pupils why built is the
correct answer.
• Explain the task to pupils. Read out the sentences. Check
pupils remember the meanings of all the words. Allow
them enough time to complete the task alone.

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• Check answers. Write them on the board if necessary. • Hand out a piece of paper to each pupil. Ask pupils to
draw a picture of the place they went to last summer. As
pupils draw go round the class and help pupils think about
Answers
what they are going to say about their pictures.
1 built (given)
2 got up • When pupils have finished their drawings ask them to
3 gave hold them up one at a time and talk about the place
4 caught they went to. They should use the speech bubble in
5 went the speaking task and change the words in orange.
6 bought
Optional activity
E Listen and circle. 2.27 • Ask pupils to write two sentences about their
• Explain to pupils that they are going to listen to some picture under the drawing. Then ask them to read
children. Read out the sentences and check pupils out their sentences.
understand the meanings. Then explain that they • Pupils’ work can be displayed on the classroom wall.
must listen carefully and circle the correct word in
each sentence.
• Play the recording for the example. Make sure pupils Homework
understand what to do.
• Workbook, pages 70-71: Time permitting, some
• Play the recording. Pause between numbers where tasks can be done in class.
necessary. Play the recording again and ask pupils to • Dictation: desert, pyramid, build
check their answers.

Listening script
Lesson 3 He’s a great player.
1
I’m Pete. Last week I went to the shops with Ann.
I bought a cool hat. I gave the hat to Joe for his
Aims
birthday. • Learn and use new vocabulary: American,
He liked it a lot. English, Greek, Japanese, Spanish, gold medal,
2 famous, player, the Olympics
Girl: Were you in Japan last summer, Tom? • Learn and use new grammar: Past Simple negative
Boy: No, I wasn’t. I went to Egypt. I liked the
pyramids. They were fantastic!
3 Materials
My sister Mary went to the river yesterday. She
• Internet pictures of the flags of these countries: USA,
caught three fish! One big fish and two little fish.
UK, Greece, Japan, Spain
4
Boy: Is that a new bag, Emma?
Girl: Yes, it is. It was a birthday present. Jack Lead-in
gave it to me. • Revise the words from Lesson 2 with the flashcards.
Boy: It’s a very small bag.
Girl: I don’t like big bags. • Write the following verbs on the board and ask pupils
5 to tell you the form for talking about yesterday:
Boy: You weren’t in the park yesterday, Andrew. catch
Were you at home? go
Boy: Yes, I was. I watched a DVD with my friend. eat
give
see
• Check homework. Tell pupils to open their Workbooks
Answers
1 Joe (given) at pages 70 and 71. Ask volunteers to read out their
2 Egypt answers. Write the answers on the board so pupils
3 one can check their work. Then quickly check all pupils’
4 small books.
5 at home • Test dictation: desert, pyramid, build. See the teacher’s
introduction pages 7-9 for teaching suggestions. Go round
F Say. the class and check all pupils’ dictation.

• Read out the speech bubble. Read it out again and

ask pupils to repeat. New vocabulary
• Ask volunteers to read out the speech bubble. • Teach the nationalities. Hold up one of the pictures of
the flags and say Look. A flag. Stick all the flags on

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the board. Point to each one and say the following: D Write.
The American flag.
• Read out the example. Ask pupils to underline the
The English flag.
part of the sentence, which is different in the answer.
The Greek flag.
Explain to pupils that they must write the opposite for
The Japanese flag.
The Spanish flag. each sentence.

Then point to each flag and say just the nationalities and • Make sure pupils understand the task. Read out the
ask pupils to repeat. sentences. Check pupils remember the meanings of
all the words. Allow them enough time to complete
• Tell pupils to open their books at page 90 and to look at the task alone.
the vocabulary box. Hold up your book and point to the
first picture word. Say the word and ask pupils to repeat. • Check answers. Write them on the board if necessary.
Do the same with all the words. Then read out the new
picture words in the vocabulary box in random order and Answers
ask pupils to point to the correct pictures. 1 He didn’t buy a baseball cap. (given)
• Read out the words famous, player and the Olympics. 2 They didn’t go to the bookshop.
Explain the meanings. Say these sentences one at a 3 Katy didn’t give me a computer game.
time and ask pupils to repeat. 4 I didn’t like the DVD about the Olympics.
Papaloukas is famous. 5 John didn’t get up at 9 o’clock yesterday.
He is Greek. 6 The Spanish team didn’t win.
He is a basketball player.
Who won a gold medal at the 2004 Olympics? E Say.
• Read out the speech bubble. Read it out again and
A Read. ask pupils to repeat.
• Tell pupils to look at the photos and ask them if they
• Ask volunteers to read out the speech bubble.
recognise any of the players.
• Ask pupils to draw in the box in the writing task a
• Tell pupils to read the paragraphs and to find what
sports player they like.
sport each player plays.
• When pupils have finished their drawings ask them
• Read out the paragraphs. Pause after each sentence
to hold up their work and talk about their player. They
and ask pupils to repeat.
should use the speech bubble from the speaking task
• Ask volunteers to read out a sentence each of the and change the words in orange.
paragraphs.
F Draw and write.
B Circle.
• Tell pupils that they should write about their sports
• Read the example to pupils. Ask them to find where the player. Allow pupils enough time to write their
answer is in the text. Ask them to underline the words. sentences. Go around the class helping with spelling
• Explain the rest of the task to pupils. Tell them to where necessary.
underline the words in the text, which give them the • Ask pupils to read out their work.
answers. Allow them enough time to complete the
task alone. Go round the class encouraging and
helping pupils where necessary. Homework
• Check answers. Write them on the board if necessary. • Workbook, pages 72-73: Time permitting, some
tasks can be done in class.
• Dictation: American, English, Greek, Japanese,
Answers
Spanish
1 America (given)
2 Spanish • Revision for Test 10:
3 Japan Vocabulary: heavy, restaurant, building, suitcase,
4 tennis rice, close, pack, desert, pyramid, build, last week,
American, English, Greek, Japanese, Spanish, gold
C Look and learn. medal, famous, player, the Olympics
• Read out the dialogue. Read it out again and ask Grammar: Past Simple regular and irregular
pupils to repeat. affirmative, Past Simple negative
• Ask pupils to look at the grammar box. Read out the
grammar notes and sentences. Ask pupils to repeat.
Explain the meaning of the notes.
• Practise the grammar. Write these sentences on the
board and ask volunteers tell you the opposite.
I went to the shops.
He played football.
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Project Book
Optional activity
The pupils may do Project 10 now they have completed
Revision for Test 10
the unit. The answer key and teacher’s notes are on
• Revise some words from Unit 10. First revise the page 137 of this book.
words from Lesson 1 and 2 with the flashcards.
Hold up each flashcard and ask pupils to call out
the words. Then write the words rice, heavy, and
restaurant on the board. Ask pupils to say use the
words in sentences of their own.
eg Rice is food.
My bag is heavy.
The food at this restaurant is yummy.
• Write the nationalities on the board. Ask
volunteers to read out the nationalities.
• Revise the Past Simple affirmative. Write these
regular verbs on the board and ask pupils to say
the Past Simple:
like
stop
watch
listen
Then write these irregular verbs on the board and
ask pupils to say the Past Simple.
catch
go
build
see
Ask volunteers to write the Past Simple forms on
the board.
• Revise the Past Simple negative. Ask volunteers
to write the negative of the verbs already on the
board.

Teacher’s Note
Pupils will do Test 10 in the following lesson. If you don’t
want to rush into Unit 11, for the rest of the lesson do
these activities.
1 Pupils can read out the cartoon story from Lesson 1.
Then ask volunteers to act out the cartoon story.
2 Pupils can read out the text from Lesson 2 and the
dialogue from Lesson 3.
3 Repeat the Say task from Lesson 2.
4 Sing the song.
5 Pupils can make a famous sports players poster. See
Extra activity below.

Extra activity
• Before the lesson ask pupils to bring in pictures of
famous sports players.
• Ask pupils to stick their pictures onto a large
piece of card. Label the poster Famous sports
players. Ask pupils to write one sentence under
each player. Eg This is Ronaldo. Messi is from
Argentina. Ninis is Greek. Help pupils with spelling
and new words where necessary.
• The poster can be displayed on the classroom wall.

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11
Lesson 1 Happy Trails in Japan
Background information
The Shinkansen trains or ‘bullet trains’ are the fastest
trains in the world running at up to 210 km/h. The
Shinkansen is also the world’s busiest high-speed
rail line carrying around 151 million passengers a
year. One line runs between Osaka and Tokyo. Up
to ten trains run per hour in both directions with a
Aims minimum of three minutes between the trains. You
• Learn and use new vocabulary: sign, train, train can see Mount Fuji from the train. This is the highest
station, cross the road, go straight ahead, turn left, mountain in Japan and it is an active volcano. It last
turn right, Of course! erupted in 1707. Mount Fuji is west of Tokyo, which is
the capital of Japan. It is a modern city and has many
• Learn and use new grammar: Past Simple skyscrapers and bright neon signs. Karaoke is a
interrogative popular form of entertainment in Japan where people
sing the lyrics to music they hear.
Materials
• Magazine or Internet pictures of a train
• A sticker for each pupil New vocabulary
• A local town map • Teach train with the picture you have brought in. Hold
up the picture and say train. Ask pupils to repeat. Stick the
• Masks: Ty, Mia, Leo, Dina picture of the train on the board and label it train. Read it
out and ask pupils to repeat. Ask pupils where you can
Lead-in catch a train. Teach train station. Write this on the board,
read it out and ask pupils to repeat. Teach sign. Draw a
• Revise the nationalities from Unit 10. Write the stop sign on the board and say This is a sign. Write sign
countries on the board (America, England, Greece, on the board. Read it out and ask pupils to repeat.
Japan, Spain) and ask pupils to say the nationalities.
• Teach the directions. Draw a road on the board. Draw a
• Revise the Past Simple negative. Write these stick figure crossing the road. Say Cross the road. Ask
sentences on the board and ask volunteers to tell pupils to repeat. Point straight ahead and say Go straight
you the opposite. ahead. Ask pupils to copy and repeat. Point left and say
I went to school. Turn left. Ask pupils to copy and repeat. Point right and
He saw a lion. say Turn right. Ask pupils to copy and repeat. Write all the
They played basketball. directions on the board. Read them out, do the actions
and ask pupils to copy and repeat.
• Check homework. Tell pupils to open their Workbook
at pages 72 and 73. Ask volunteers to read out their • Tell pupils to open their books at page 92 and to look at
answers. Write the answers on the board so pupils the vocabulary box. Hold up your book and point to the
can check their work. Then quickly check all pupils’ first picture word. Say the word and ask pupils to repeat.
Do the same with all the words. Then read out the new
books.
picture words in the vocabulary box in random order and
• Test dictation: American, English, Greek, Japanese, ask pupils to point to the correct pictures.
Spanish. See the teacher’s introduction pages 7-9 • Read out the phrase Of course! Explain the meaning. Tell a
for teaching suggestions. Go round the class and pupil to ask for a sticker. Eg Can I have a sticker?. Reply Of
check all pupils’ dictation. course! and give the pupil a sticker. Repeat with all pupils.

Episode outline A Listen and read.

Japan : Episode 2 For teachers using the DVD
The reporters catch the train from Osaka to Tokyo. • Make sure each pupil has got a copy of the DVD
The train they get on is the fastest train in the world. Worksheet found on page 117.
On the journey, they see Mount Fuji. When they
• Please follow the procedure outlined in Unit 1, Lesson 1
arrive in Tokyo they are amazed by the number of on page 15 for teachers using the DVD.
colourful signs. Mia asks for directions to a karaoke
café and finds out there’s a kids party at a karaoke
café nearby. They go to a karaoke café where Dina Before you watch
and Ty sing the Happy Trails song.
Answers
1 No, they don’t.
2 Mount Fuji
3 Tokyo
4 a Japanese woman
5 Yes, there is.

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While you watch

Answers
1 No, he didn’t. (given)
Answers 2 Yes, we/you did.
a 6 3 No, I didn’t.
b 4 4 No, it didn’t.
c 1 5 Yes, they did.
d 5
e 3
f 2
D Listen and write 2:29
After you watch • Ask pupils to look at the map. Tell them they are
at the point marked x. Explain that they are going
to listen to directions and find the places listed
Answers underneath on the map. They should write the
1 Yes, it is. correct letter next to the name of the place.
2 snow
3 lots of signs • Play the recording for the example. Make sure pupils
4 No, she hasn’t. understand what to do.
5 Ty and Dina • Play the rest of the recording, pausing between
questions each time. Play the recording again and
For teachers using the Audio CD 2:28 ask pupils to check their answers.
• Tell pupils to look at the cartoon story on page 92.
Ask pupils who is asking for directions (Mia). Listening script
• Play the recording. Tell pupils to look at the pictures 1
and follow the speech bubbles with their fingers. Man: Can you tell me the way to the restaurant?
• Play the recording again. Pause after each speech Woman: Of course! Go straight ahead. The restaurant
bubble and ask pupils to repeat. is between the cinema and the theatre.
Man: Thank you.
• Check pupils understand the story. Use L1 where 2
necessary.
Woman: Can you tell me the way to the café?
Is the train the fastest in the world? (Yes, it is.)
Man: Yes. Go straight ahead and turn left. Then
What is on Mount Fuji? (snow)
turn right and cross the road. The café is
What has Tokyo got? (lots of signs)
Has Mia got the map? (No, she hasn’t.) next to the park.
Who sings at the karaoke club? (Ty and Dina) Woman: Thanks.
3
• Play the recording again. Then ask volunteers to read Man: Can you tell me the way to the train station?
out the story. Woman: Let’s see! Go straight ahead. Turn right. Then
• Assign characters to volunteers and ask them to act turn right again and cross the road.
out the story in front of the class. Pupils can wear the The train station is near the tall buildings.
character masks. Man: Thank you.
4
B Look and learn. Man: Can you tell me the way to the library?
Woman: Of course! Go straight ahead and turn left.
• Read out the dialogue. Read it out again and ask
pupils to repeat. The library is near the school.
Man: Thank you.
• Ask pupils to look at the grammar box. Read out the 5
grammar notes and sentences. Ask pupils to repeat. Woman: Can you tell me the way to the museum?
Explain the meaning of the notes. Man: Hmm … Oh yes! Go straight ahead and turn
• Practise the grammar. Ask pupils questions and elicit right. Then turn left. The museum is
short answers. next to the market.
eg Did you go to school yesterday? Woman: Thanks.
Did you eat chips yesterday?

C Write. Answers
• Read out the example and ask pupils why No, he 1 b (given)
didn’t. is the correct answer. 2 a
3 e
• Explain the task to pupils. Read out the sentences.
4 d
Check pupils remember the meanings of all the words.
Allow them enough time to complete the task alone. 5 c

• Check answers. Write them on the board if necessary.

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E Say. • Check homework. Tell pupils to open their Workbooks

at pages 74 and 75. Ask volunteers to read out their
• Read out the dialogue. Read it out again and ask
answers. Write the answers on the board so pupils
pupils to repeat.
can check their work. Then quickly check all pupils’
• Ask volunteers to read out the dialogue. books.
• Practise the directions for a few minutes until pupils • Test dictation: sign, train, train station, cross the road,
are familiar with them. go straight ahead, turn left, turn right. See the teacher’s
• Show pupils the town map you have brought in. introduction pages 7-9 for teaching suggestions. Go round
Tell them that they are going to give each other the class and check all pupils’ dictation.
directions to places on the map that you point out.
Place the map on a desk and ask pupils to gather New vocabulary
round. Show one pupil where he/she is. Tell him/
• Teach cage, free and seal with the pictures you have
her to ask directions to a place nearby, eg a school,
brought in. Hold up the picture of the seal. Say seal. Ask
park, museum or shops. Tell pupils to use their books
pupils to repeat. Stick the picture on the board and label
for help and to change the words in orange. Prompt
it seal. Read it out and ask pupils to repeat. Hold up the
pupils where necessary.
picture of a bird in a cage. Say This bird is in a cage. Ask
pupils to repeat. Then hold up the picture of a wild bird.
Optional activity Say This bird isn’t in a cage. Ask pupils to repeat. Say
• Pupils can draw their own maps in their notebooks This bird is free. Ask pupils to repeat. Stick the picture on
and mark places on it. They then mark a spot with an the board. Write cage and free on the board. Read them
x to show where they are when asking for directions. out and ask pupils to repeat.
• Divide pupils into pairs and ask them to ask each other • Teach call and ill. Say Oh no. My friend isn’t OK. He’s
for directions to different places. Go round the class ill. Write ill on the board. Say Let’s call him. Pretend to
listening to the pairs and helping where necessary. make a phone call. Write call on the board. Pretend to
be the friend answering. Cough, look ill and say I’m ill.
Read out the words and ask pupils to repeat.
• Teach open. Say I’m hot. Let’s open the window.
Homework Open a window. Write open on the board. Read it out
• Pupils reread the Pupil’s Book page. and ask pupils to repeat.
• Workbook, pages 74-75: Time permitting, some • Tell pupils to open their books at page 94 and to look at
tasks can be done in class. the vocabulary box. Hold up your book and point to the
first picture word. Say the word and ask pupils to repeat.
• Dictation: sign, train, train station, cross the road, Do the same with all the words. Then read out the new
go straight ahead, turn left, turn right picture words in the vocabulary box in random order and
ask pupils to point to the correct pictures.
• Read out the words life, save, find, found and look
Lesson 2 They saved its life. after. Explain the meanings. Read them out again
and ask pupils to repeat.
Aims
A Listen and read. 2:30
• Learn and use new vocabulary: cage, call, free, ill,
open, seal, life, save, find = found, look after • Tell pupils that they are going to read about two
children who saved an animal. Ask pupils to look at
• Learn and use new grammar: going to affirmative
the photo and to say which animal the children saved
(a seal).
Materials • Play the recording. Tell pupils to follow the text with
• Magazine or Internet pictures of a seal, a wild bird their fingers.
and a bird in a cage • Play the recording again. Pause after each sentence
and ask pupils to repeat.
Lead-in • Play the recording again. Then ask volunteers to read
• Revise the directions from Lesson 1 with actions. Do out a sentence each of the text.
the actions and ask pupils to call out the directions.
Then draw a stick figure on the board crossing a road B Write.
and ask pupils to call out the direction.
• Read out the example to pupils. Explain that they should
• Write these sentences on the board. Ask volunteers read the question and write the answer. Allow them
to write the correct form of the verbs in the gap. enough time to complete the task alone. Go round the
Yesterday Leo _______________ (not swim). class encouraging and helping pupils where necessary.
Yesterday I ______________(not watch TV).
• Check answers. Ask pupils to read out the questions
Yesterday they _____________ (not eat) meat.
and answers. Write the answers on the board if
necessary.

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• Ask pupils to look at the picture and to name the

Answers animals they can see.
1 No, it didn’t. (given)
2 Yes, it was. • Play the recording and tell pupils to listen and follow
3 Yes, he did. the words with their fingers.
4 Yes, they did. • Read out the song one line at a time and ask pupils to
repeat after you.
C Look and learn. • Play the recording again. Encourage pupils to sing.
• Read out the dialogue. Read it out again and ask Practise many times until pupils are familiar with the
pupils to repeat. words.
• Ask pupils to look at the grammar box. Read out the • Ask pupils to stand in a circle and hold hands as they
grammar notes and sentence. Ask pupils to repeat. sing.
Explain the meaning of the notes.
• Practise the grammar. Draw three columns on the Homework
board and write these words in the columns. • Pupils reread the Pupil’s Book page.
• Workbook, pages 76-77: Time permitting, some
I’m tasks can be done in class.
play football
He’s • Dictation: cage, call, free, ill, open, seal
going to do homework
She’s • Optional extra homework. Ask pupils to find the
eat sweets pictures of animals that need to be saved. Explain
We’re
to them that they can look in magazines or on the
Internet with their parents’ permission.
Ask pupils to make sentences about themselves, their
friends and then in pairs about themselves with the
words in the columns.
Lesson 3 Can you help?
D Write.
• Read out the example and ask pupils why ’s going to Aims
is the correct answer. • Learn and use new vocabulary: clean, dirty, drop
• Explain the task to pupils. Read out the sentences. litter, plant, nature, start a fire, come
Check pupils remember the meanings of all the words. • Learn and use new grammar: going to negative
Allow them enough time to complete the task alone.
• Check answers. Write them on the board if necessary. Materials
• Some empty sweet wrappers and a dustpan and brush
Answers
• A magazine or Internet picture of a countryside scene
1 ’s going to (given)
2 ’m going to
3 ’re going to Lead-in
4 is going to • Revise ill and call from Lesson 2 with the calendar.
5 ’re going to Say I’m ill. and cough. Ask pupils to copy and repeat.
6 are going to Say Let’s call the doctor. and pretend to make a
phone call. Ask pupils to copy and repeat.
Say it! 2:31 • Write these sentences on the board. Ask volunteers
• Write e and a on the board. Ask pupils to say the to fill in the gaps.
names of the letters. I’m __________ to do my homework.
He __________ going to sing.
• Write ee and ea on the board. Explain to pupils that these
They’re going __________ eat apples.
letters together make an e sound like the letter e.
• Check homework. Tell pupils to open their Workbooks
• Tell pupils to look at the task. Play the first part of the
recording (Listen and say.) asking pupils to repeat the at pages 76 and 77. Ask volunteers to read out their
words free and seal each time they hear them. (free answers. Write the answers on the board so pupils
and seal will be heard twice.) can check their work. Then quickly check all pupils’
books.
• Ask volunteers to read out the sentence. Play the
recording and ask all pupils to repeat. (The sentence • Test dictation: cage, call, free, ill, open, seal. See
will be heard once.) the teacher’s introduction pages 7-9 for teaching
suggestions. Go round the class and check all pupils’
dictation.
E Sing. 2:32
• Sing the song from Lesson 2 (CD2:32).
• Tell pupils they are going to learn a song.

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New vocabulary Explain the meaning of the notes.

• Teach drop litter, dirty and clean with the sweet • Practise the grammar. Write these sentences on
wrappers. Hold up the wrappers and say Look! This the board and ask volunteers to turn them into the
is litter. Then drop the wrappers on the floor. Say The opposite.
floor is dirty. Say Sorry! I mustn’t drop litter. Say Let’s I’m going to clean my bedroom.
clean the floor. Hand a dustpan and brush to a pupil You’re going to play football.
and ask him/her to sweep up the litter. Write Don’t He’s going to do his homework.
drop litter. on the board. Read it out and ask pupils to
repeat. Write dirty and clean on the board. Read them D Write.
out and ask pupils to repeat.
• Read out the example and ask pupils why aren’t
• Teach nature with the picture you have brought in. going to ride is the correct answer.
Hold up the picture and say nature. Ask pupils to
repeat. Stick the picture on the board and label it • Explain the task to pupils. Read out the sentences.
nature. Read it out and ask pupils to repeat. Teach Check pupils remember the meanings of all the words.
plant and start a fire. Draw a tree on the board. Then Allow them enough time to complete the task alone.
draw a flame next to the tree. Say Don’t start a fire. • Check answers. Write them on the board if necessary.
It’s bad. Erase the tree. Draw a new smaller tree. Say
We must plant a tree. Write start a fire and plant on
Answers
the board. Read them out and ask pupils to repeat.
1 aren’t going to ride (given)
• Tell pupils to open their books at page 96 and to look at 2 aren’t going to build
the vocabulary box. Hold up your book and point to the 3 ’m not going to buy
first picture word. Say the word and ask pupils to repeat. 4 aren’t going to plant
Do the same with all the words. Then read out the new 5 isn’t going to eat
picture words in the vocabulary box in random order and 6 isn’t going to clean
ask pupils to point to the correct pictures.
• Read out the word come and explain the meaning. E Say.
Point to a pupil and say Come here please.
Encourage the pupil to come to the front of the class. • Read out the speech bubble. Read it out again and
ask pupils to repeat.
A Read. • Ask volunteers to read out the speech bubble.
• Ask pupils in L1 to describe the photos. • Ask pupils to think of one thing they are going to do and
one thing they are not going to do so that they can help
• Tell pupils to read the announcements and to find out what nature. Go round the class helping with ideas.
they ask people to do (clean a beach and plant trees).
• Ask two pupils to stand at the front of the class and
• Read out the announcements. Pause after each to tell each other their ideas. Repeat with more pairs
sentence and ask pupils to repeat. until all pupils have had a turn.
• Ask volunteers to read out a sentence each of the
announcements. F Draw and write.
• Tell pupils that they are going to draw a poster about
B Choose a or b. nature. The poster can show the things they talked
• Read out the example to pupils. Explain that they about in the Say task.
should read the sentence and choose the correct • Tell pupils to complete the task. Allow them enough
ending a or b. Allow them enough time to complete time to finish their pictures. Then explain that they
the task alone. Go round the class encouraging and should complete the sentences under their pictures.
helping pupils where necessary. The first is something they are going to do to help
• Check answers. Ask pupils to read out the complete nature and the second is something they aren’t going
sentences. to do so that they can help nature. Go round the class
helping with ideas and spelling.
Answers • Ask pupils to hold up their books to show the class
1 a (given) their pictures and to read out their work.
2 b
3 b Extension activity
4 b
• Ask pupils to say what their friend is going and
isn’t going to do to help nature. Allow pupils a few
C Look and learn. minutes to talk in pairs and look at what they have
written in their books. Go round the class helping
• Read out the dialogue. Read it out again and ask
where necessary.
pupils to repeat.
• Ask pupils to stand up and talk about their friends.
• Ask pupils to look at the grammar box. Read out the
grammar notes and sentence. Ask pupils to repeat.

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Homework Extra activity

• Workbook, pages 78-79: Time permitting, some • Before the lesson ask pupils to find or draw
task can be done in class. pictures about nature.
• Dictation: clean, dirty, drop litter, plant, nature, • Divide the class into three groups. Give each group
start a fire a large piece of card, some scissors and glue. Each
• Revision for Test 11: group can make their own nature poster. Go round the
class helping where necessary.
Vocabulary: sign, train, train station, cross the road, go
straight ahead, turn left, turn right, Of course!, cage, call, • Tell pupils to write words, phrases or sentences
free, ill, open, seal, life, save, find = found, look after, under the picture on their posters.
clean, dirty, drop litter, plant, nature, start a fire, come eg We love trees.
Save animals.
Grammar: Past Simple interrogative, going to Don’t start a fire.
affirmative and negative
• The posters can be displayed on the classroom
wall.

Optional activity
Project Book
Revision for Test 11
The pupils may do Project 11 now they have completed
• Revise the vocabulary from Unit 4. Write the the unit. The answer key and teacher’s notes are on
words from each lesson on the board. Ask a page 137 of this book.
volunteer to read out a word and to explain the
meaning. Put a circle round the words when
pupils are familiar with them.
• Write I, you, he, she, it, we, you, they down the left
side of the board and clean the beach on the right
side. Ask pupils to tell you the missing part of the
form going to for the affirmative and negative and
write the forms in two columns in the middle.
• Ask pupils questions in the Past Simple and elicit
short answers.
eg Did you watch TV yesterday?
Did you eat fish last week?
Did you clean your room?

Teacher’s Note
Pupils will do Test 11 in the following lesson. If you don’t
want to rush into Unit 12, for the rest of the lesson do
these activities:
1 Pupils can read out the cartoon story from Lesson 1.
Then ask volunteers to act out the cartoon story.
2 Pupils can read out the text from Lesson 2 and the
dialogue from Lesson 3.
3 Repeat the Say task from Lesson 3.
4 Sing the song.
5 Pupils can make nature posters. See Extra activity below.

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12
Lesson 1 Happy Trails in Japan
Background information
In Japan, robots are extremely popular. Robot shows
are held where people can go and see the latest
developments in robot technology. Cartoons are also
popular. Adults and children love the Anime and Manga
style cartoons. Anime is an abbreviated pronunciation in
Japanese of the word animation. There is hand-drawn and
Aims computer-animated anime. It is used in television series,
• Learn and use new vocabulary: bark, comic, draw, films, video, video games, commercials and Internet
meet, show, cartoon, tomorrow releases. Manga is the Japanese word for comics. Both
manga and anime have a distinctive style. Most characters
• Learn and use new grammar: going to interrogative have very big eyes and exaggerated body parts. They are
now becoming more and more popular worldwide.
Materials
• A comic New vocabulary
• Masks: Ty, Mia, Leo, Dina • Teach comic and draw with the comic you have brought
in. Hold up the comic and say comic. Ask pupils to
repeat. Then ask pupils in L1 if comics have drawings
Lead-in or photos. Elicit drawings. Say People draw comics and
• Revise a selection of nouns from Unit 11. Write two ask pupils to repeat. Write comic and draw on the board.
words from each lesson on the board (sign, train, Read them out and ask pupils to repeat.
cage, seal, litter, fire). Ask volunteers to draw pictures • Teach bark. Make a barking sound and ask pupils
for these nouns on the board. Then erase the words what animal does this. Say Dogs bark. Ask pupils to
and ask volunteers to call out the words. repeat. Then teach meet. Shake a pupil’s hand and
say Nice to meet you. Ask pupils to repeat. Finally
• Revise going to. Write these sentences on the board
teach show. Ask pupils in L1 if they have ever been to
and ask pupils to fill in the gaps.
a show and if so what sort (cars etc). Say show and
I ___________ going to do my homework. ask pupils to repeat. Write bark, meet and show on
He isn’t ___________ to go to school. the board. Read them out and ask pupils to repeat.
• Check homework. Tell pupils to open their Workbooks • Tell pupils to open their books at page 98 and to look
at pages 78 and 79. Ask volunteers to read out their at the vocabulary box. Hold up your book and point to
answers. Write the answers on the board so pupils can the first picture word. Say the word and ask pupils to
check their work. Then quickly check all pupils’ books. repeat. Do the same with all the words. Then read out
• Test dictation: clean, dirty, drop litter, plant, nature, the new picture words in the vocabulary box in random
start a fire. See the teacher’s introduction pages 7-9 order and ask pupils to point to the correct pictures.
for teaching suggestions. Go round the class and • Read out the words cartoon and tomorrow. Explain
check all pupils’ dictation. the meanings. Say We see cartoons in comics. Ask
pupils to repeat. Then teach tomorrow. Say Today is
Episode outline (Wednesday) and tomorrow is (Thursday). Ask pupils
to repeat and then ask a volunteer to say a similar
Japan : Episode 3 sentence.
The reporters go to a robot show in Tokyo. Dina
thinks the robots are amazing. Leo particularly likes A Listen and read.
a dog robot which can bark. Dina meets a boy called
For teachers using the DVD
Ken and introduces him to the other reporters. Ken’s
dad draws cartoons for comics. Ken and his dad • Make sure each pupil has got a copy of the DVD
invite the reporters to their house after the show. Worksheet found on page 118.
When the reporters visit, Ken’s dad gives them a • Please follow the procedure outlined in Unit 1, Lesson 1
present. He has drawn a Japanese style cartoon for on page 15 for teachers using the DVD.
each reporter. Trek feels proud of his reporters.
Before you watch

Answers
1 the robot show
2 Ty
3 a Japanese boy
4 cartoons of Ty, Mia, Leo and Dina
5 He’s snowboarding.

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While you watch C Write.

• Read out the example and ask pupils why Are, I am is
Answers the correct answer.
1 see • Explain the task to pupils. Read out the sentences.
2 like Check pupils remember the meanings of all the words.
3 bark Allow them enough time to complete the task alone.
4 meet
5 draws • Check answers. Write them on the board if necessary.
6 go
7 come Answers
8 love 1 Are, I am (given)
2 Is, it isn’t
After you watch 3 Are, we/you aren’t
4 Are, they are
5 Is, she is
Answers
6 Are, we aren’t
1 Leo
2 Ken and his dad
3 to Ken’s house D Listen and choose 2:34
4 some cartoons
• Explain to pupils that they will hear some short
5 She’s singing.
conversations between a girl and a boy about things
they are going to do. Explain that they must circle
the correct answers. Read out the sentences and
For teachers using the audio CD 2:33 answers and make sure pupils understand the
• Tell pupils to look at the cartoon story on page 98. Ask meanings. Play the recording for the example. Make
pupils what they can see in the first picture (robots). sure pupils understand what to do.

• Play the recording. Tell pupils to look at the pictures • Play the rest of the recording, pausing between
and follow the speech bubbles with their fingers. questions each time. Play the recording again and
ask pupils to check their answers.
• Play the recording again. Pause after each speech
bubble and ask pupils to repeat.
Listening script
• Check pupils understand the story. Use L1 where
necessary. 1
Who is looking at a dog robot? (Leo) Girl: Are you going to watch TV?
Who does Dina meet? (Ken and his dad) Boy: Yes, I am. Are you going to watch TV too?
Where do the reporters go after the robot show? (to Girl: No, I’m not. I’m going to read my book.
Ken’s house) 2
What does Ken’s dad give them? (some cartoons) Girl: I’m going to go to the park in the afternoon.
What is Dina doing in her cartoon? (She’s singing.) Boy: Are you going to play football?
Girl: Yes, I am.
• Play the recording again. Then ask volunteers to read Boy: Can I come too?
out the story. Girl: Of course!
• Assign characters to volunteers and ask them to act 3
out the story in front of the class. Pupils can wear the Girl: Are you going to see the show?
character masks. Boy: Yes, I am. Mum is going to go with me.
Girl: Is Dad going to go too?
B Look and learn. Boy: No, he isn’t. He’s going to work.
4
• Read out the dialogue. Read it out again and ask Girl: I’m going to bed now. Are you coming?
pupils to repeat. Boy: Yes, I am. But we aren’t going to sleep.
• Ask pupils to look at the grammar box. Read out the Girl: Why?
grammar notes and sentences. Ask pupils to repeat. Boy: The dogs are barking!
Explain the meaning of the notes. Girl: Oh no!
• Practise the grammar. Write sentences on the board. 5
Ask pupils to turn them into questions. Girl: Are you going to watch DVDs all evening?
He’s going to draw a cartoon. Boy: Yes, I am. Is Maria going to come?
We’re going to ride our bikes. Girl: Yes. We’re going to play.
Ask pupils some questions and elicit short answers. Boy: Are you going to watch DVDs too?
Are you going to go to school tomorrow? Girl: No, we aren’t. We’re going to play computer
Are you going to play basketball tomorrow? games.

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• Revise going to interrogative. Ask pupils questions

Answers and elicit short answers.
1 b (given) Are you going to do your homework tomorrow?
2 a
Is your friend going to come to your house tomorrow?
3 a
4 b • Check homework. Tell pupils to open their Workbooks
5 b at pages 80 and 81. Ask volunteers to read out their
answers. Write the answers on the board so pupils
E Say. can check their work. Then quickly check all pupils’
books.
• Read out the dialogue. Read it out again and ask
pupils to repeat. • Test dictation: bark, comic, draw, meet, show. See the
teacher’s introduction pages 7-9 for teaching suggestions.
• Ask volunteers to read out the dialogue. Go round the class and check all pupils’ dictation.
• Ask pupils to think of some ideas for activities and
write their ideas on the board. eg play football, play Background information
tennis, read a book, make a cake, etc.
Walt Disney World in Florida, USA, features a
• Ask two volunteers to stand up. Tell the first volunteer number of theme parks, animal parks, attractions for
to ask the second if he/she is going to do one of the the whole family, shows, spectacular parades and
activities on the board. Tell the second volunteer to Disney characters.
answer. If the answer is no, then he/she should say what
he/she is actually going to do. Tell pupils to use their
books and that they should change the words in orange.
New vocabulary
Extension activity • Teach the new words with the flashcards. See
the teacher’s introduction pages 7-9 for teaching
• Write all the pupils’ names on the board. Ask each suggestions.
pupil this question:
What are you going to do tomorrow? • Tell pupils to open their books at page 100 and to look at
Write their answers next to their names, eg John – the vocabulary box. Hold up your book and point to the
play football. first picture word. Say the word and ask pupils to repeat.
Do the same with all the words. Then read out the new
• Ask pupils these new questions and elicit answers. picture words in the vocabulary box in random order and
What is (John) going to do tomorrow? ask pupils to point to the correct pictures.
He’s going to play football.
• Read out the words need, tonight and parents.
Explain the meanings. Say I’m ill. I need a doctor.
Ask pupils to repeat. Then say I’m going to watch TV
Homework tonight with my parents. Ask pupils to repeat.
• Pupils reread the Pupil’s Book page.
• Workbook, pages 80-81: Time permitting, some A Listen and read. 2:35
tasks can be done in class. • Tell pupils that they are going to read about plans for
• Dictation: bark, comic, draw, meet, show a summer holiday. Ask pupils to describe the photo.
Ask pupils to read the text and find out who the girl in
the photo is (May).

Lesson 2 We’ll go to Disney World. • Play the recording. Tell pupils to follow the text with
their fingers.
Aims • Play the recording again. Pause after each sentence
and ask pupils to repeat.
• Learn and use new vocabulary: airport, flat, ghost
train, passport, postcard, need, tonight, parents • Play the recording again. Then ask volunteers to read
out a sentence each of the text.
• Learn and use new grammar: Future Simple affirmative

B Choose a or b.
Materials • Read out the example to pupils. Explain that they
• Flashcards: airport, flat, ghost train, passport, postcard should read the sentence and choose the correct
ending a or b. Allow them enough time to complete
Lead-in the task alone. Go round the class encouraging and
• Revise the words from Lesson 1. Write the first half of helping pupils where necessary.
each word on the board (eg com_ _) and ask pupils • Check answers. Ask pupils to read out the complete
to find the word. sentences.

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• Play the recording and tell pupils to listen and follow

Answers the words with their fingers.
1 b (given)
2 a • Read out the chant one line at a time and ask pupils
3 b to repeat after you.
4 b • Play the recording again. Encourage pupils to chant.
Practise many times until pupils are familiar with the words.
C Look and learn.
• Read out the dialogue. Read it out again and ask
Homework
pupils to repeat. • Pupils reread the Pupil’s Book page.
• Ask pupils to look at the grammar box. Read out the • Workbook, pages 82-83: Time permitting, some
grammar notes and sentences. Ask pupils to repeat. tasks can be done in class.
Explain the meaning of the notes. • Dictation: airport, flat, ghost train, passport, postcard
• Ask pupils to circle the person and underline the verb
in the grammar sentences. Ask volunteers to read out
the sentences.
• Practise the grammar. Write sentences on the board
Lesson 3 We’ll have fun on holiday!
with the verb missing. Ask pupils to fill in the gaps
with a verb that makes sense. Aims
She ___________ her suitcase tonight. • Learn and use new vocabulary: diary, go sightseeing,
They ___________ us a postcard. money, trip, write, hour, take, go shopping
• Learn and use new grammar: Future Simple negative
D Write.
• Read out the example and ask pupils why will go is
the correct answer.
Materials
• Flashcards: airport, flat, ghost train, passport, postcard
• Explain the task to pupils. Read out the box and the
sentences. Check pupils remember the meanings of • Some coins
all the words. Allow them enough time to complete • A diary
the task alone.
• Optional for Extra activity: a piece of paper for each pair
• Check answers. Write them on the board if necessary.
Lead-in
Answers • Revise the words from Lesson 2 with the flashcards.
1 will go (given) Stick the flashcards on the board and ask volunteers
2 will have to say the words.
3 will ride
4 will cook • Write these verbs on the board. Ask volunteers to think of
5 will play sentences to talk about what they will do tonight.
6 will send eg watch, read, ride, do
• Check homework. Tell pupils to open their Workbooks
Say it! 2.36 at pages 82 and 83. Ask volunteers to read out their
• Write o on the board. Ask pupils to say the name of answers. Write the answers on the board so pupils
the letter. can check their work. Then quickly check all pupils’
books.
• Explain to pupils that the letter o has different sounds
in different words. • Test dictation: airport, flat, ghost train, passport,
postcard. See the teacher’s introduction pages 7-9 for
• Tell pupils to look at the task. Play the first part of the teaching suggestions. Go round the class and check
recording (Listen and say.) asking pupils to repeat the all pupils’ dictation.
words love, holiday, airport and open each time they
hear them. (love, holiday, airport and open will be • Do the chant from Lesson 2 (CD2:37).
heard twice.)
• Ask for volunteers to read out the sentence. Play the New vocabulary
recording and ask all pupils to repeat. (The sentence • Teach diary and money with the objects you have
will be heard once.) brought in. Hold up the diary and say diary. Ask pupils
to repeat. Then hold up some coins and say money.
E Chant. 2.37 Ask pupils to repeat. Write diary and money on the
board. Read them out and ask pupils to repeat.
• Tell pupils they are going to learn a chant.
• Teach go sightseeing, trip and write. Ask pupils in L1 if
• Ask pupils to look at the picture and to describe what they they go sightseeing when they are on holiday. Say I go
can see. Elicit that the children are leaving school for the
summer holidays and saying goodbye to their teachers.

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sightseeing. Ask pupils to repeat. Then ask pupils in L1 if D Write.

they like school trips and how they go (on a coach). Say
• Explain to pupils that the sentences have been mixed
trip and ask pupils to repeat. Say Let’s write the words
up and that they have to write the words in the correct
on the board. Write go sightseeing, trip and write on the
order. Read out the example and ask pupils to repeat.
board. Read them out and ask pupils to repeat.
• Make sure pupils have understood the task. Allow
• Tell pupils to open their books at page 102 and to look at
the vocabulary box. Hold up your book and point to the them enough time to complete the task alone. Go
first picture word. Say the word and ask pupils to repeat. round the class helping where necessary.
Do the same with all the words. Then read out the new • Check answers. Ask pupils to read out their sentences.
picture words in the vocabulary box in random order and
ask pupils to point to the correct pictures.
Answers
• Read out the words hour, take and go shopping. 1 We won’t buy postcards. (given)
Explain the meanings. Say Let’s go shopping! and 2 They won’t go on a trip.
ask pupils to repeat. 3 You will not sleep in a tent.
4 She won’t go shopping tomorrow.
A Read. 5 I won’t write in my diary every day.

• Tell pupils that they are going to read about what

these children want to take on holiday. Ask them first E Say.
to look at the page and find out the children’s names • Read out the dialogue. Read it out again and ask
and where they are from. pupils to repeat.
• Ask pupils to read the paragraphs and to find out • Ask volunteers to read out the dialogue.
what each child will take on holiday.
• Write the name of a city from the pupils’ country on
• Read out the paragraphs. Pause after each sentence the board. Ask pupils to imagine that they will go on
and ask pupils to repeat. holiday in that city this summer. Ask a pupil to say
• Ask volunteers to read out a sentence each of the one thing he/she won’t do in the city and one thing
paragraphs. he/she will do. Then ask another pupil to say what the
first pupil said. Tell pupils to use their books and to
B Circle. change the words in orange.
• Read the example to pupils. Ask them to find where the • Repeat the task until all pupils have had a turn.
answer is in the text. Ask them to underline the words.
• Explain the rest of the task to pupils. Tell them to F Write.
underline the words in the text, which give them the • Tell pupils that they are going to write their own emails.
answers. Allow them enough time to complete the
• Explain to pupils that they should fill in the gaps in their
task alone. Go round the class encouraging and
emails. They can choose any place they like to talk about.
helping pupils where necessary.
• Tell pupils to complete the task. Go round the class
• Check answers. Write them on the board if necessary.
and help pupils with ideas and spelling where
necessary.
Answers
• Ask pupils to read out their work.
1 Ralph (given)
2 Charlotte
3 Charlotte Homework
4 Sammy • Workbook, pages 84-85: Time permitting, some
5 Sammy task can be done in class.
6 Nana
• Dictation: diary, go sightseeing, money, trip, write
• Revision for Test 12:
C Look and learn.
Vocabulary: bark, comic, draw, meet, show,
• Read out the dialogue. Read it out again and ask
pupils to repeat. cartoon, tomorrow, airport, flat, ghost train,
passport, postcard, need, tonight, parents, diary,
• Ask pupils to look at the grammar box. Read out the go sightseeing, money, trip, write, hour, take, go
grammar notes and sentences. Ask pupils to repeat. shopping
Explain the meaning of the notes.
Grammar: going to interrogative, Future Simple
• Practise the grammar. Write these sentences on the board
affirmative and negative
and ask volunteers to turn them into the opposite.
I’ll go to Greece.
He will go sightseeing.
They will take their cameras.

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Optional activity
Revision for Test 12
• Revise the words from Unit 12. Write the words
from Lessons 1 and 3 on the board. Ask a
volunteer to read out a word and to explain the
meaning. Put a circle round the words when
pupils are familiar with them.
• Revise the words from Lesson 2 with the
flashcards. Place the flashcard face down on a
desk. Ask volunteers to turn over a flashcard and
say the word.
• Ask pupils questions with going to and elicit short
answers.
eg Are you going to go to the mountains?
Are your parents going to buy a car tomorrow?
• Draw a table on the board like the one below. Ask
pupils to make sentences with the words in the
table and their own ideas.

watch …
I read …
You will go …
He won’t ride …
she take …
be ...

Extra activity
• Pupils can make their own holiday puzzles. Hand
out one piece of paper to each pair. Tell pupils to
choose six holiday words from Unit 12.
• Tell pupils to copy the pictures from their books on
the left side of the paper. Then they should draw a
box for each letter for the word next to the picture
on the right.
• Pupils can then swap puzzles and find each
other’s words.

Project Book
The pupils may do Project 12 now they have completed
the unit. The answer key and teacher’s notes are on
page 137 of this book.

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Let's remember! questions. Then ask other volunteers to answer with

short answers.
Ty liked the show.
Dina and Mia went to the museum in Osaka.
• Revise going to affirmative, negative and interrogative.
Aims Write these sentences on the board and ask pupils to say
the negative and interrogative form. Write their answers
• Revise vocabulary from Units 10-12 on the board.
• Revise grammar from Units 10-12 I’m going to play football.
He’s going to do his homework.
They’re going to watch TV.
Materials
• Revise the Future Simple affirmative and negative.
• Flashcards: Write will and won’t on the board. Ask pupils to predict
Unit 10: building, suitcase, desert, pyramid, build the weather for tomorrow, eg It will be rainy. It won’t
be sunny.
Unit 12: airport, flat, ghost train, passport, postcard

Lead-in
Revision
• Check homework. Tell pupils to open their Workbooks
• Revise the words from the flashcards. Stick the at pages 84 and 85. Ask volunteers to read out their
flashcards on the board. Point to them one at a time answers. Then quickly check all pupils’ books.
and ask pupils to call out the words. Ask volunteers
to then write the words on the board. Then revise the
nationalities (American, English, Greek, Japanese, A Find and stick.
Spanish). Write the countries on the board and ask • Ask pupils to open their books at page 104 and to
volunteers to write the nationalities. look at task A. Ask volunteers to read out the words.
• Write Japan on the board. Ask pupils to call out all the Then read out the words again and ask pupils to
words they remember connected with Japan. Write repeat as a class.
their ideas on the board. Elicit these words: • Show pupils where to find the stickers in their books.
restaurant, rice, sign, train, train station, comic, Tell them to remove the stickers one at a time and to
show, cartoon stick them in the correct boxes. Allow pupils enough
time to stick all the stickers. Go round the class
• Revise the directions cross the road, go straight helping pupils where necessary.
ahead, turn left, turn right. Say the instructions and
ask volunteers to act them out. • Check answers. Ask volunteers to hold up their books
and read out the words.
• Revise the words connected with nature. Ask pupils
to call them out and write their ideas on the board:
cage, free, seal, life, save, look after, clean, dirty, B Match.
drop litter, plant, nature, start a fire. Do the same for • Tell pupils to look at the words. Explain the meanings
words connected with holidays (diary, go sightseeing, if necessary. Explain that they should match the
money, trip, go shopping) and words connected with words that are connected and make phrases.
sport (gold medal, famous, player, the Olympics).
• Allow pupils enough time to complete the task alone.
• Write the remaining words on the board. Ask pupils to Go round the class helping pupils where necessary.
explain the meanings: heavy, close, pack, last week,
• Check answers.
Of course!, call, ill, open, find = found, come, bark,
draw, meet, tomorrow, need, tonight, parents, write,
hour, take. Answers
• Revise the affirmative Past Simple of regular and 1 plant a tree (given)
irregular verbs. Write these verbs on the board and 2 start a fire
ask volunteers to say the Past Simple form: 3 cross the road
play 4 turn left
see 5 go shopping
go 6 drop litter
dance
catch
study Tasks C - E
like
• Read out the example and ask pupils why it is the
• Revise the Past Simple negative. Write these sentences correct answer. Read out all the words in the box and
on the board and ask volunteers to say the opposite. the sentences and make sure that pupils remember
She closed the door. the meanings of all the words.
I went to school.
• Explain the rest of the task to pupils. Allow them
• Revise the Past Simple interrogative. Write these enough time to complete the task alone. Go round the
sentences on the board and ask volunteers to make class helping pupils where necessary.
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• Check answers. Ask volunteers to read out their answers. • Tell pupils to cross out the words they use from the
box as they use them. Allow pupils enough time to
complete the task alone. Go round the class helping
C pupils where necessary.
Answers • Check answers. Ask volunteers to read out their answers.
1 trip (given)
2 restaurant
3 comics Answers
4 postcard 1 won’t go (given)
5 ghost train 2 will catch
6 desert 3 will pack
4 won’t watch
5 won’t eat
6 will listen
D
Answers
1 open (given) Extra activity
2 clean
• Time permitting, sing the songs from units 10, 11
3 ill
and 12.
4 diary
5 Turn
6 build
Homework
• Pupils reread the Pupil’s Book page.
E • Workbook, pages 86-87: Time permitting, some
tasks can be done in class.
Answers
1 closed (given) • Revision for Progress Test 4. Pupils should revise
2 didn’t study all the vocabulary and grammar from Units 10-12.
3 saw
4 Did / like
5 caught Teacher’s Note
6 didn’t Pupils will do Progress Test 4 (Teacher’s Resource Pack
CD-Rom) in the following lesson. After the test you can do
the lesson Fun and Games.
F Match.
• Tell pupils to look at the parts of some sentences.
Explain the meanings if necessary. Explain that they
should match the parts to make sentences that are
grammatically correct and make sense.
• Allow pupils enough time to complete the task alone.
Go round the class helping pupils where necessary.
• Check answers.

Answers
1 I’m going to pack my suitcase. (given)
2 We’re going to take the train.
3 Are you going to watch the Olympics?
4 Is he going to write to you?
5 I’m going to draw a cartoon.
6 Is he going to fly? Yes, he is.

G Write.
• Ask pupils to look at the pictures and to tell you what
they can see. Explain that they should look at the
pictures, then choose a verb from the box and write it
with will or won’t to complete the sentence. Read out
the example and ask pupils why won’t go is the correct
answer. Read out all the sentences and make sure that
pupils remember the meanings of all the words.

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Fun and Games B Sing. 2:38

• Tell pupils they are going to learn a song. Explain to
pupils that the song is about a trip around the world.
Play the recording and tell pupils to listen and follow
the words with their fingers.
Aims
• Read out the song one line at a time and ask pupils to
• Consolidate new vocabulary with fun activities repeat after you. Play the recording again. Encourage
• Consolidate new grammar with fun activities pupils to sing along. Practise many times until pupils
• Make a perching parrot are familiar with the words.
• Pupils can hold hands in a circle and sing.

Materials
C Make.
• One photocopy of the parrot cutouts for each pupil
• Tell pupils they are going to make a perching parrot.
(page 125)
Tell pupils to look at the pictures in task C and explain
• One coin for each pupil each stage to them.
• Scissors, markers, sticky tape 1 Colour in the parrot.
2 Cut out the parrot.
Lead-in 3 Stick a coin in the middle of the back of the parrot,
• Tell pupils that today’s lesson is all about fun and games. using sticky tape. The coin should be placed
Ask them to open their books at page 106. Ask them horizontally to the parrot.
what they can see (a girl feeding some parrots). 4 Balance the coin on your finger so that the parrot is
• Read out the paragraph and ask pupils to follow the sitting on its perch.
words with their fingers. Read it out again one sentence • Ask pupils to have their markers ready. Hand out the
at a time and ask pupils to repeat. Check comprehension photocopies of the parrot cutouts and ask pupils to
with these questions. Encourage pupils to use English for colour them.
the words they have learnt. • When all pupils are ready, ask pupils to put their
Where is Kim from? (Australia) markers away. Then hand out the scissors and ask
Where is Kim? (in a fantastic park) pupils to cut out their parrots. Go round the class
What animals did she see? (koalas, kangaroos, helping pupils where necessary. When pupils have
snakes and birds) finished cutting, collect the scissors.
Are the animals in cages? (No, they aren’t. They’re free.)
• Give each pupil a coin and two pieces of sticky tape.
• Consolidate vocabulary pupils have learnt using the Tell pupils to stick a piece of tape on each side of the
picture. Here are some suggestions: coin. Then tell them to stick the edges of the tape
Do you go on trips like this? onto the parrot so that the coin is horizontal to the
What do you take on trips? parrot. Go round the class helping where necessary.
Have you got a pet in a cage? • Show pupils how to balance their parrots on their fingers.
Do birds bark?
What TV shows do you like? • Pupils can talk to their parrots and do a parrot voice
for the parrot to talk back.
What do eat parrots eat?
eg Are you free pretty parrot?
Yes, I am!
Quiz time!
• Read out the question and both answers and make Extra activity
sure pupils understand the meaning. Ask pupils to
choose the correct answer (b). Ask a volunteer to • Ask pupils which cartoon stories they liked best
read out the question and answer. in Wonderful World 2. Play their favourite cartoon
episodes.

A Write.
• Ask pupils to look at the cartoon and tell you what is
happening. Tell pupils they have to fill in the speech
bubbles.
• Read out the sentences for the speech bubbles.
Make sure pupils understand the meanings. Allow
pupils enough time to finish the cartoon.
• Check answers. Ask volunteers to act out the story.

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Play 1 • Play the recording again. Stop after each sentence for
pupils to repeat. Then assign roles and ask pupils to
read out their parts. Change pupils’ roles and repeat.
Make sure all pupils have a turn at reading.

Cinderella Let’s sing! 2:39

The story Purr like a kitten.

This play is based on the traditional fairy tale of Purr purr purr!
Cinderella written by Charles Perrault. In this play, Miaow like a cat.
however, Cinderella’s kitten gets turned into a Miaow miaow miaow!
chauffeur who drives her to the ball in a red Ferrari.
Yap like puppy.
Yap yap yap!
Bark like a dog.
Aims Bark bark bark!
• Consolidate vocabulary and grammar from units 1-6
Tweet like a canary.
• Put on a play Tweet tweet tweet!
Chirp like a bird.
Materials Chirp chirp chirp!
• Props and costumes (see below) Come on pets!
Purr purr! Miaow miaow!
Teaching the play Yap yap! Bark bark!
Tweet tweet! Chirp chirp!
• Ask pupils if they know the fairy tale of Cinderella.
Allow them a few minutes to talk about it in L1.
• Ask pupils to look at pages 108-109 in their books. Putting on the play
Explain that this is a play about Cinderella. Tell them Pupils can perform the play in the classroom for each other.
that they are first going to listen to the play and then The play can also be performed for parents and other pupils
learn it so they can perform it themselves. in a large classroom or hall. Props and costumes are optional.
• Hold up your book and point to the main characters
in the play. Read out the names of the characters and
ask pupils to point to the correct pictures. Then read
Characters
them out again one at a time and ask pupils to repeat. These are the main roles for this play. Assign them to
Ask pupils to look at the story and find the characters. more confident pupils.
• Read out the new vocabulary words and ask pupils Cinderella
to repeat. Explain the meanings of driver, invitation, Stepmother
marry, leave and Yuk!. Trudy
• Play the recording to pupils (CD2: 39). Ask them Matilda
to follow the words with their fingers as they listen. The fairy godmother
Ask pupils these questions for each frame to check
comprehension. Use L1 if necessary, but encourage These are the minor roles for this play. Assign them to
pupils to use words they know in English.
less confident pupils.
1 Who is Cinderella’s best friend? (her kitten) The prince
2 Is the kitchen messy? (No, it isn’t.) The kitten / driver
3 Do Trudy and Matilda like the lemonade and
sandwich? (No, they don’t.) The song can be sung by all the class. If your class is
4 Where is the party? (at the castle) large, pupils without roles can form a class choir.
5 Has Cinderella got a beautiful dress? (No, she hasn’t.)
6 Why is Cinderella sad? (because she can’t go to Props and costumes
the party)
Cinderella
7 Who has got an idea? (the fairy godmother) • an apron and a mop
8 What time must Cinderella leave the party? • a pretty dress
(twelve o’clock) • an old pair of shoes or sneakers
9 What does Cinderella do at the party? (She dances • a pretty pair of shoes
with the prince.) • a glass and a sandwich
10 What has the prince got? (Cinderella’s shoe)
11 Is it Trudy’s shoe? (No, it isn’t.) Stepmother
• a black dress
12 Does the prince want to marry Cinderella? (Yes,
• an invitation
he does.)
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Trudy and Matilda Cut out a black semi circle with the straight edge about
• a dress 15 cm. Fasten the straight edge to the front of the hat with
• hair rollers staple. Fold up the flap forwards so it looks like a cap.
• an enormous ribbon for a bow in their hair
Stage directions
The fairy godmother
• a dress Scene 1 (frames 1-3)
• a pointed hat • There is a table or desk in the middle of the stage.
• a wand Cinderella is mopping the floor. She is wearing her
apron and old shoes or sneakers. The kitten is next to
The prince her on all fours.
• a jacket and tie
• Trudy, Matilda and the Stepmother enter the stage
• a crown
from the right and go to the centre of the stage.
Cinderella’s sisters have their hair in rollers. They
The kitten
talk to Cinderella. Cinderella gives a glass and a
• a cat mask or whiskers
sandwich to the sisters. They turn away from the food
• a chauffeur’s hat
in disgust. Everyone leaves the stage.
Choir
Scene 2 (frames 4-8)
• matching T-shirts and trousers eg blue jeans and red tops
• The Stepmother enters the stage from the right with
the invitation in her hand. Cinderella’s sisters enter
How to make the props with her. The Stepmother unrolls the invitation and
The invitation reads it. The sisters take the rollers out of their hair
Decorate an A4 piece of thin card with drawings of a and tie bows in their hair instead.
crown and a royal stamp. Write Party Invitation in the • Cinderella enters the stage from the left. The Stepmother
middle. Roll up the card and fasten it with a red ribbon. and the sisters leave the stage from the right.
• Cinderella sits down and starts to cry. The puppy enters the
The pointed hat stage on all fours from the left and sits next to her. The fairy
Roll a piece of card into a cone shape. Adjust the cone to fit godmother then enters the stage from the right.
the pupil’s head. Put sticky tape on the top and bottom of the • The fairy godmother waves her wand. We hear
hat. Cut off the excess card so that the cone is even. Stick music. Cinderella and the kitten run fast off stage.
two pieces of ribbon on the top of the hat to flow downwards. The kitten puts on his hat and returns walking upright.
Cinderella takes off her apron, puts on her pretty
The wand dress and shoes and returns on stage.
Cut a star shape out of a yellow card. Cut out a piece of
black card 10 cm by 30 cm. Roll the card up along the 10 Scene 3 (frames 9-10)
cm edge to make it into a stick. Fasten with sticky tape. Stick • In the middle of the stage. Cinderella is dancing with
the star on the end of the black card stick. the prince. The sisters are on the right hand side
of the stage watching them. The driver is standing
The crown upright on the left.
Cut out a piece of yellow card 45 cm by 10 cm. Join the • The clock strikes twelve. The choir can make the sound
two short edges and fasten with staples to fit the pupil’s of the clock. Cinderella runs off stage to the left but loses
head. Decorate the crown with stars and gems or draw a shoe. The Prince picks up her shoe. The kitten goes
them on with markers. back on all fours and runs off to the left too.

The kitten’s face Scene 4 (frames 11-12)

Colour in the end of the pupil’s nose with black eyeliner or • The Stepmother, Cinderella’s sisters and the Prince
eye pencil and draw whiskers. are in the middle of the stage. Trudy is trying to put on
Cinderella’s shoe. Cinderella enters from the left. She
is wearing her apron again and is wearing old shoes
Cat ears
or sneakers.
Cut two triangles 15 cm long out of brown card. Staple the
• Cinderella takes the shoe and reveals the other
card ears next to each other along a thick piece of elastic.
shoe she was holding behind her back. She puts on
The elastic should be long enough to fit firmly round the
both shoes. The Prince gets down on one knee and
pupil’s head. Tie the ends or staple them and cutting excess
proposes. The kitten enters the stage from the left on
elastic. Fold the ears along the edge of the elastic so that
all fours and barks happily. The Stepmother and the
they stick up.
sisters (Trudy and Matilda) are horrified.
• The choir enters and stands at the front of the stage.
Chauffeur’s hat
The characters stand behind the choir and they all
Cut out a piece of black card 45 cm by 10 cm. Join the two sing the song.
short edges and fasten with staples to fit the pupil’s head.

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Play 2 • Play the recording again. Stop after each sentence for
pupils to repeat. Then assign roles and ask pupils to
read out their parts. Change pupils’ roles and repeat.
Make sure all pupils have a turn at reading.

Aladdin Let’s sing! 2:40

The story We are excited!

This play is based on the story of Aladdin from One Yes, we are.
Thousand and One Nights. In this play, however, We aren’t scared!
Aladdin’s mum tells off both Aladdin and the genie No, we aren’t.
before she realises who the genie is.
Hip hip hooray!
Today is a great day.
Hip hip hooray
Aims Today is a great day.
• Consolidate vocabulary and grammar from units 7-12
• Put on a play Putting on the play
Pupils can perform the play in the classroom for each other.
Materials The play can also be performed for parents and other pupils
in a large classroom or hall. Props and costumes are optional.
• Props and costumes (see below)

Teaching the play Characters

These are the main roles for this play. Assign them to
• Ask pupils if they know the story of Aladdin. Allow them a
more confident pupils.
few minutes to talk about it in L1.
Aladdin
• Ask pupils to look at pages 110-111 in their books. Jamal
Explain that this is a play about Aladdin and the magic Aladdin’s mum
lamp. Tell them that they are first going to listen to the
play and then learn it so they can perform it themselves.
These are the minor roles for this play. Assign them to
• Hold up your book and point to the main characters in less confident pupils.
the play. Read out the names of the characters and ask
Jasmine
pupils to point to the correct pictures. Then read them out
The genie
again one at a time and ask pupils to repeat. Ask pupils The sultan
to look at the story and find the characters.
The song can be sung by all the class. If your class is
• Read out the new vocabulary words and ask pupils large, pupils without roles can form a class choir.
to repeat. Explain the meanings of wish, look for and
Congratulations!. Also explain what job and talk mean.
Props and costumes
• Play the recording to pupils (CD2: 40). Ask them to follow
the words with their fingers as they listen. Ask pupils Aladdin
these questions for each frame to check comprehension. • a lamp
Use L1 if necessary, but encourage pupils to use words • jeans and a T-shirt
they know in English. • trousers and a shirt and tie
1 Who is beautiful? (Jasmine) • a crown
• a cave
2 What is Aladdin going to do? (buy a present for
Jasmine)
Jasmine
3 What does Aladdin promise to do? (find a job)
• a crown
4 What is Aladdin’s ‘uncle’ looking for? (a lamp) • colourful trousers and top
5 Where is the lamp? (in a cave)
6 How many days will Aladdin stay in the cave? (100) The sultan
7 Is Aladdin scared? (Yes, he is.) • a crown
8 Who comes out of the lamp? (the genie) • colourful clothes
• a white beard
9 Is Aladdin’s mum happy? (no)
10 What is Aladdin’s 3rd wish? (to marry Jasmine) Jamal
11 Does Jasmine want to marry Aladdin? (Yes, she • a black beard
does.) • black clothes
12 Who is bad? (Jamal) • a rope

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Aladdin’s mum • Aladdin picks up the lamp and rubs it. The genie
• an apron appears from the left of the stage. Then Aladdin and
• a rolling pin the genie ‘spin’ off stage to the left. A choir member
• two mugs removes the cave.

The genie Scene 3 (frames 9-10)

• trousers and a waistcoat • Aladdin’s mum is rolling out pastry again centre
• large bracelets stage. Suddenly Aladdin and the genie spin back on
• black eyeliner or eye pencil stage from the left. Aladdin’s mum chases them with
the rolling pin.

Choir • Aladdin and the genie calm his mum down and she
hands them a mug of tea each.
• matching T-shirts and trousers eg blue jeans and red tops
• They all leave the stage to the right.

How to make the props

Scene 4 (frames 11-12)
The lamp
• The sultan is in the middle of the stage. Aladdin, who
Cut out a lamp shape from yellow card. Make it large is now wearing his crown and good clothes, enters
enough to be seen. from the right with Jasmine. Aladdin’s mum enters
behind them.
The crowns • Jamal and the genie enter the stage and stand on the
Cut out 3 pieces of yellow card 45 cm by 10 cm. Join the two right. Jamal tries to reach the lamp, which the genie is
short edges and fasten with staples to fit the pupils’ heads. holding up high.
• The choir enters and stands at the front of the stage.
The beards The characters stand behind the choir and they all
sing the song.
Cut out a triangle beard shape out of white card and
another out of black card. Cut a hole where the pupil’s
mouth is. Attach a pipe cleaner to the top corners with
sticky tape and hoop them over the pupil’s ears.

The cave
Put a large black piece of lining material on the floor.
Aladdin can sit on this when he is in the cave.

Stage directions
Scene 1 (frame 1)
• Aladdin is in the middle of the stage. Jasmine is on
the right hand side and her father is behind her.
• Aladdin leaves to the left and Jasmine and her father
to the right.

Scene 2 (frames 2-8)

• Aladdin’s mum enters from the left. She pretends to
roll out pastry with her rolling pin. Aladdin enters from
the left and sits on the floor. Jamal enters from the
right and listens sneakily.
• Aladdin goes to the right and meets Jamal. Aladdin’s
mum leaves the stage to the left. Jamal and Aladdin walk
around the stage as if it is the desert. They wipe their brow
with the back of their hands as if they’re hot.
• One of the pupils from the choir can put the black
lining material on the floor to the left of the stage
when Jamal and Aladdin are on the right. He/She
should also place the lamp on the material.
• Aladdin and Jamal notice the cave. Aladdin pretends to
climb down into the cave holding the end of the rope.
Jamal holds the other end of the rope and then pulls it
away from Aladdin. Jamal leaves the stage to the right.

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Halloween Answers
1 picture of kids wearing costumes (given)
2 picture of kids carving pumpkins
3 picture of kids at a house trick-or-treating
4 picture of a girl in a witch costume
Aims
• Learn and use Halloween vocabulary: pumpkin, C Colour.
ghost, witch, Trick or treat!
• Revise the colours. Ask pupils to point to objects in
• Make a balloon ghost the classroom and say the colour.
• Ask pupils what they can see in the picture. Elicit a
Materials pumpkin and sweets. Ask pupils to colour the picture.
• One white balloon for each pupil Explain that they should colour the picture according
to the colour code.
• Two white plastic supermarket bags for each pupil
• Black markers • When pupils have finished their pictures ask them to
hold up their books and show each other their work.
• Scissors and sticky tape

Starting the lesson D Write.

• Tell pupils that today’s lesson is about Halloween. Ask • Explain to pupils that they should look at the pictures
pupils what they know about Halloween and if they and write the correct words in order to complete the
know what kids in the UK and America do. crossword and find the hidden word.
• Allow pupils enough time to complete the crossword.
Background information Go round the class helping pupils where necessary.

Halloween is celebrated on October 31st. On that • Ask pupils to read out their answers and tell you what
day, children and adults wear costumes, go trick- the hidden word is. Then tell them to write the hidden
or-treating, attend costume parties, carve pumpkins word in the sentence below. Ask volunteers to read
called Jack-o’-lanterns, play apple bobbing and the sentence with the hidden word.
pranks, visit haunted places, tell scary stories and
watch horror films. Trick-or-treating is a customary Answers
activity for children. They go from house to house 1 COSTUME
asking for sweets. If no treat is given, children play 2 WITCH
a trick. Halloween costumes traditionally include
3 TREAT
ghosts, skeletons, witches and monsters.
4 HALLOWEEN
5 GHOST
New vocabulary 6 PUMPKINS
• Ask pupils to open their books at page 112. Ask them to Have you got any sweets?
look at the vocabulary pictures at the top and to say what
they can see. Read out the new words one at a time. Ask
pupils to repeat and point to the pictures. E Make.
• Ask pupils to look at the photo and to describe what • Tell pupils they are going to make a balloon ghost.
they can see. Encourage them to use English for the Explain each stage to pupils and help them where
words they know. necessary.

A Read. Balloon Ghost instructions:

• Read out the paragraph to pupils. Ask them to follow 1 Hand out the plastic bags and scissors. Pupils cut the
the words with their fingers as you read. Ask pupils handles off the plastic bags.
these questions to check comprehension. 2 Show pupils how to cut the bags into strips leaving
What do children wear? (scary costumes) the seam at the bottom of the bag intact. When pupils
What do they make? (pumpkin faces) finish, collect the scissors.
What is Trisha wearing? (a witch costume)
What is in her pumpkin? (lots of sweets) 3 Hand out the balloons. Tell pupils to blow them up.
Help them tie the end of the balloon in a knot. Give
• Ask volunteers to read a sentence each from the each pupil four pieces of sticky tape and help them
paragraph. stick the plastic bags around the end of the balloon.
4 Hand out the markers and tell pupils to draw two eyes
B Match. and a mouth on their balloon.
• Ask pupils to look at the pictures and match them to the
• Pupils can use their ghost balloons as a Halloween
sentences. When they have finished ask pupils to read
decoration or a toy. The ghost balloon flies really well.
out the sentences and point to the correct pictures.
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Happy New Year! • Read out the paragraph to pupils. Ask them to follow
the words with their fingers as you read. Ask pupils
these questions to check comprehension.
Which month is it? (December)
What time is it when New Year is here? (midnight)
What month is it now? (January)
Aims
• Learn and use New Year vocabulary: midnight, B Match.
party hats, sparkler, Happy New Year!
• Ask pupils to look at the first part of the sentences
• Make a class list of New Year resolutions and match them to the second part. Explain that they
can find the sentences in the paragraph. When pupils
Materials finish, ask them to read out the sentences.

• One large piece of card to display on the classroom wall

Answers
• A circle of white paper for each pupil to draw their face on
1 It’s the last day of December. (given)
• Markers 2 It’s almost 12 o’clock.
• Glue 3 Happy New Year!
4 It’s now 1st January.
5 Let’s have fun!
Starting the lesson
• Tell pupils that today’s lesson is about New Year. Ask
C How many? Find and write.
pupils what they do at New Year time.
• Tell pupils that in this picture they must count the hats
and the sparklers.
Background information
• Allow pupils enough time to count. Tell them to write the
Many New Year traditions are similar. People throw correct number in the sentences below. When they have
parties and at midnight they exchange good luck wishes. finished, them ask them to read out their answers.
However, some traditions are different. Here are some
interesting customs around the world.
Answers
Spain: People eat twelve grapes on the stroke of twelve
midnight to bring good luck for the next twelve months. eleven
Greece: People have special meals and exchange gifts.
Australia: Given that it’s summer, people camp on the D Tick.
beach and have picnics. • Ask pupils to tell you what the pictures are (sparklers,
Japan: When the New Year begins, people start to laugh witch’s hat, pumpkin, party, basket with Easter eggs,
which is believed to bring good luck. Santa Claus, party hats). Explain that they should
only tick the pictures related to New Year.
Russia: Santa Claus arrives on New Year’s Eve in a blue
suit, not red, and hands out presents to children. • Allow pupils enough time to complete the task.
Then ask pupils which pictures they have ticked (the
South Africa: There’s a carnival on New Year’s Eve sparklers, the party and the party hats).
with people wearing colourful costumes and dancing
in the streets.
E Make.
Brazil: If people are in a beach city, they go to the
• Tell pupils they are going to make a list of dos and
beach, jump 7 waves and throw flowers in the sea
don’ts for the New Year like the one in their books.
while making a wish.
Read out the sentences and ask pupils to repeat.
• Hand out a circle of paper to each pupil, and ask
New vocabulary them to draw their own face on it.
• Ask pupils to open their books at page 114. Ask them to • Ask pupils to stick their drawings on the large piece of
look at the vocabulary pictures at the top and to say what card and write their names next to the pictures.
they can see. Read out the new words one at a time. Ask
pupils to repeat and point to the pictures. • Tell pupils to think of something they must or mustn’t
do in the New Year. Ask them to say a sentence
about what they have thought about. Then hand out
A Read. coloured markers to pupils and ask them to gather
• Ask pupils to look at the photo and to describe what they round the piece of card. Each pupil can write his/her
can see. Encourage them to use English for the word sentence on the card next to their picture. Encourage
they know. Ask them to tell you the colours of the hats. pupils to help each other with spelling and ideas.
• The card can be displayed on the wall.

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May Day C Circle.

• Tell pupils that there are seven words hidden in the
grid. These words are related to May Day. Ask them
to look for them, circle them and then read them out

Aims Answers
• Learn and use May Day vocabulary: candy floss, MAY DAY
fair, parade PARADE
HOLIDAY (given)
• Make a May Day card
FLOWERS
MAY QUEEN
Materials FAIR
CANDY FLOSS
• One white card for each pupil
• Markers
• Cotton wool D Read and write.
• Crepe paper • Tell pupils that these are riddles for them to solve. Ask
• Glue volunteers to read out the riddles.
• Allow pupils enough time to think about the answers
Starting the lesson to the riddles. Ask volunteers to read out their
• Tell pupils that today’s lesson is about May Day. Ask answers. Write them on the board if necessary.
pupils what they do on 1st May.
Answers
New vocabulary 1 holiday
• Ask pupils to open their books at page 116. Ask them to 2 flower
look at the vocabulary pictures at the top and to say what 3 candy floss
they can see. Read out the new words one at a time. Ask
pupils to repeat and point to the pictures. E Make.
• Tell pupils they are going to make May Day cards. Explain
A Read. each stage to pupils and help them where necessary.
• Ask pupils to look at the photo and to describe what
they can see. Encourage them to use English for the May Day card instructions:
word they know. They could count the flowers around
the girl’s hair and say what colours they are. 1 Hand out a piece of white card to each pupil. Tell
them to fold the card in half and draw a girl holding
• Read out the paragraph to pupils. Ask them to follow flowers and a boy holding a candy floss on the front.
the words with their fingers as you read. Ask pupils Pupils can also draw something else that’s related to
these questions to check comprehension. May Day.
When is May Day? (May 1st)
What do people do at fairs? (They eat candy floss 2 Tell pupils to colour in the boy and girl and the
and play games.) background only. Tell them to leave the fowers and
What do girls wear? (flowers in their hair and summer the candy floss white.
dresses) 3 Hand out a piece of cotton wool to each pupil and the
What is Brenda? (She’s the May Queen.) glue. Tell them to stick the cotton wool on candy floss.
4 Hand out two or three pieces of different coloured
B Write. crepe paper. Show pupils how to tear a piece off
• Ask pupils to read the sentences. Tell them that the missing and scrunch it up. Then show them how to stick the
words are in the paragraph. Read out the sentences to scrunched up pieces on to make flowers.
check pupils understand the meanings. Then ask pupils to • Pupils can give their May Day cards to their families.
read the paragraph again on their own to find the answers.
• Allow pupils enough time to write the missing words in the
gaps. Go around the class helping where necessary.
• Check answers. Ask pupils to read out their sentences.

Answers
1 May (example)
2 flowers
3 nicest
4 candy floss

106 Celebration - May Day

 www.frenglish.ru

1
Before you watch
Cartoon DVD Worksheet 1

Look at page 14 of Wonderful World 2 Pupil’s Book and answer the questions.
1 Who is Trek with?

2 Where are the reporters?

3 Where is Dina from?

4 What do the reporters ride?

While you watch

Who says these things? Tick (✔).

Trek Mia Leo Ty Dina

1 I’ve got an email too.
2 We’re in the Sahara.
3 Look! It’s Dina.
4 Welcome to Morocco!
5 Cool camels!
6 Look at the stars!

After you watch

Answer the questions.
1 What is Trek showing his mum?
2 What is very hot?
3 Who is the new reporter?
4 What do they drink?
5 What is Ty doing?

Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use. DVD WORKSHEET 1
 www.frenglish.ru

2 Cartoon DVD Worksheet 2

Before you watch

Look at page 20 of Wonderful World 2 Pupil’s Book and answer the questions.
1 Where are Leo and Dina?

2 Who buys a lamp?

3 Who’s got an idea?

4 Who are Ty and Leo watching in the market?

5 Does Dina know what’s in the basket?

While you watch

Watch the DVD and number the pictures in the correct order.

a b c d

e f g

After you watch

Answer the questions.
1 Is this Dina’s favourite city?
2 Who buys a bag?
3 Who buys a teapot?
4 Who buys two things? What are they?
5 What does Mia see in the basket?
DVD WORKSHEET 2 Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use.
 www.frenglish.ru

3
Before you watch
Cartoon DVD Worksheet 3

Look at page 26 of Wonderful World 2 Pupil’s Book and answer the questions.
1 What are Leo and Dina looking at?

2 Where do the reporters go after the castle?

3 Why does Ty sit on a bench?

4 Who has got an MP3 player?

5 What does Trek say about Morocco?

While you watch

Watch the DVD and complete the sentences with these words.
bench castle door fountain gardens MP3 player reporter walls

1 We’re in Rabat. This is the .

2 Look at the !
3 This is beautiful!
4 These are my favourite .
5 They’re beautiful. Look! A .
6 A ! I’m tired.
7 Ouch! It’s my !
8 Dina is a great .

After you watch

Answer the questions.
1 Is the castle very old? 4 What does Dina listen to?
2 What does Leo see in the gardens? 5 Does Dina like Ty’s music?
3 Where does Ty sit? 6 What does Trek’s mum say?
Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use. DVD WORKSHEET 3
 www.frenglish.ru

4 Cartoon DVD Worksheet 4

Before you watch

Look at page 38 of Wonderful World 1 Pupil’s Book and answer the questions.
1 Who is with Trek?
a his mum b his dad
2 Where are the reporters?
a in Morocco b in Calgary
3 Who isn’t skiing?
a Dina and Leo b Mia and Ty
4 Who is cold?
a Mia b Dina
5 What colour is the Calgary team?
a red b blue

While you watch

Watch the DVD and number the sentences in the correct order.
a Look at me! I’m skiing!
b Whee … Ahhh!
c They’re great!
d Are you OK, Leo?
e Hi, Trek. We’re in Calgary!
f Oh no! Leo is falling!
g I’m freezing! It’s cold here.
h Look! Leo is Santa Claus!
i It’s winter, Dina!
j They’re winning! YES! HOORAY!
k This is ice hockey. The Calgary team is red.

After you watch

Answer the questions.
1 Who is skiing?
2 Who falls?
3 What sport do the reporters watch?
4 Who is shouting?
DVD WORKSHEET 4 Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use.
 www.frenglish.ru

5
Before you watch
Cartoon DVD Worksheet 5

Look at page 44 of Wonderful World 2 Pupil’s Book and answer the questions.
1 What can Trek see on the TV screen?

2 Is it cold in Canada?

3 What’s unusual about the hotel the reporters stay in?

4 Which reporter can speak French?

While you watch

Watch the DVD and circle the correct words.
1 Can I watch TV / the DVD too?
2 Canada is a nice castle / country!
3 It’s beautiful / big. But it’s cold.
4 And there’s snow / ice on the river.
5 It’s OK. I can speak English / French.
6 This quilt is great! I’m warm / funny now.

After you watch

Answer the questions.
1 Who wants to watch the DVD with Trek?
2 Can Dina stand up on the snow?
3 What happens to Dina?
4 What’s the name of the hotel?
5 Are the reporters staying at hotel?

Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use. DVD WORKSHEET 5
 www.frenglish.ru

6 Cartoon DVD Worksheet 6

Before you watch

Look at page 50 of Wonderful World 2 Pupil’s Book and answer the questions.
1 Where are the reporters?

2 Do they get wet?

3 What do the reporters do after they see the waterfall?

4 Who is hungry?

5 Who is thirsty?

While you watch

Who says these things? Tick (✔).

Mia Leo Ty Dina

1 There’s water everywhere.
2 Let’s have a picnic here.
3 There aren’t any chairs or tables.
4 Are there any sandwiches?
5 Is there any lemonade?
6 Canada is fun, Trek. There’s skiing here.
7 There’s ice hockey here!
8 There are great hotels here.
9 And a lot of water!

After you watch

Answer the questions.
1 Is the waterfall very big?
2 Who says the waterfall is fun?
3 Where do the reporters sit for a picnic?
4 What do they eat and drink?
DVD WORKSHEET 6 Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use.
 www.frenglish.ru

7
Before you watch
Cartoon DVD Worksheet 7

Look at page 62 of Wonderful World 2 Pupil’s Book and answer the questions.
1 Who’s got the DVD?
a Trek b Tessy
2 Who’s on the beach with the reporters?
a two children b a photographer
3 When do the children watch the reporters’ DVDs?
a in the morning b in the afternoon
4 Who is with the children?
a their dad b their mum
5 What does Ty want?
a a postman b a doctor

While you watch

Watch the DVD and complete the sentences with these words.

biscuit cook photographer postman reporters

1 Look! A DVD from the !

2 Cool! The are in England.
3 Look! There’s a .
4 Have a . My mum makes them.
5 She a .

After you watch

Answer the questions.
1 Where are the reporters?
2 What does Leo ask Mia?
3 What do the children love?
4 Who goes on the ride?
5 Who has fun on the ride?
6 What does Ty do in the afternoon?
Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use. DVD WORKSHEET 7
 www.frenglish.ru

8 Cartoon DVD Worksheet 8

Before you watch

Look at page 68 of Wonderful World 2 Pupil’s Book and answer the questions.
1 Is the wall new?

2 Who sees the soldiers?

3 What is Leo looking at?

4 What has Mia always got?

5 What is the weather like in Newcastle?

While you watch

Watch the DVD and number the pictures in the correct order.
a b c

d e f

After you watch

Answer the questions.
1 Is the wall long?
2 What are Ty and Dina dressed up as?
3 Is it often rainy in England?
4 Is it sometimes snowy in Morocco?

DVD WORKSHEET 8 Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use.
 www.frenglish.ru

9
Before you watch
Cartoon DVD Worksheet 9

Look at page 74 of Wonderful World 2 Pupil’s Book and answer the questions.
1 Was it sunny yesterday?

2 What does Dina see from the London Eye?

3 What are Ty and Dina looking at?

4 Do the reporters see the Queen’s house?

While you watch

Watch the DVD and circle the correct words.
1 Yesterday it was rainy, but today it’s sunny / windy.
2 Look at that big rock / clock. That’s Big Ben.
3 That wheel / bus ride was fun.
4 There’s Big Ben / the London Eye. We were there!
5 This is a big bookshop / museum.
6 This was a dinosaur / queen. Now it’s bones!

After you watch

Answer the questions.
1 What is Big Ben?
2 What is the London Eye?
3 What has the museum got?
4 What are Mia and Dina looking at in the book?
5 Does Trek like England?

Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use. DVD WORKSHEET 9
 www.frenglish.ru

10 Cartoon DVD Worksheet 10

Before you watch

Look at page 86 of Wonderful World 2 Pupil’s Book and answer the questions.
1 Where are the reporters?
a in England b in Japan
2 What’s the name of the hotel?
a Osaka b Dragonfly
3 Who has got a heavy suitcase?
a Dina b Leo
4 Where do the reporters go?
a to a restaurant b to a museum
5 Who plays with the food?
a Mia b Dina

While you watch

Watch the DVD and number the sentences in the correct order.
a Here’s our hotel.
b Osaka is a very big city.
c The reporters are in Japan.
d This is a nice restaurant. The rice is yummy!
e Oh no! The museum closed at 5 o’clock.
f My suitcase is heavy.
g Let’s eat then!
h You packed a lot of things!
i There are tall buildings everywhere! Look! A museum.
j Oh no! Dina!
k This is fun!

After you watch

Answer the questions.
1 Why is Dina’s suitcase heavy? 4 What time did the museum close?
2 What is Osaka? 5 What does Ty eat?
3 Are the buildings tall? 6 Do the reporters like the restaurant?

DVD WORKSHEET 10 Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use.
 www.frenglish.ru

11
Before you watch
Cartoon DVD Worksheet 11

Look at page 92 of Wonderful World 2 Pupil’s Book and answer the questions.
1 Do the reporters know the way to train station?

2 What do they see from the train?

3 Which city do the reporters go to?

4 Who tells Mia the way to the karaoke café?

5 Is there a party at the karaoke café?

While you watch

Watch the DVD and number the pictures in the correct order.
a b c

d e f

After you watch

Answer the questions.
1 Is the train the fastest in the world?
2 What is on Mount Fuji?
3 What has Tokyo got?
4 Has Mia got a map?
5 Who sings at the karaoke café?

Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use. DVD WORKSHEET 11
 www.frenglish.ru

12 Cartoon DVD Worksheet 12

Before you watch

Look at page 98 of Wonderful World 2 Pupil’s Book and answer the questions.
1 What is amazing?

2 Who is looking for Dina?

3 Who is Ken?

4 What can Trek see on his TV?

5 What is Leo doing in his cartoon?

While you watch

Watch the DVD and complete the sentences with these words.
bark come draws go like love meet see

1 Are we going to all the robots?

2 I this dog robot.
3 Can it ?
4 Come here and Ken.
5 His dad cartoons for comics!
6 Are you going to home tomorrow?
7 Then to our house!
8 We Japan! Hooray!

After you watch

Answer the questions.
1 Who is looking at a dog robot?
2 Who does Dina meet?
3 Where do the reporters go after the robot show?
4 What does Ken’s dad give them?
5 What is Dina doing in her cartoon?
DVD WORKSHEET 12 Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use.
 www.frenglish.ru

Fun and Games 1

Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use.
 www.frenglish.ru

Fun and Games 2

Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use.
 www.frenglish.ru

Fun and Games 3

Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use.
 www.frenglish.ru

Fun and Games 4

Copyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom use.
 www.frenglish.ru

Workbook Key Happy Trails! Trek and his Reporters

A
1 Trek, boy (given)
2 Ty, panda
Hello! (page 4)
3 Leo, leopard
4 Mia, meerkat
A
5 Dina, fox
Pupils fill in the missing letters:
C (given) d G i J m P r T v Y z B
1 LEOPARD (given)
B 2 FOX
Pupils colour accordingly. 3 MEERKAT
4 BOY
Hello! (page 5) 5 REPORTER
6 PANDA
A
Monday (given) Unit 1
Tuesday
Wednesday Lesson 1
Thursday
Friday A
Saturday 1 email (given)
Sunday 2 tea
3 camel
B 4 sand
1 I’m fourteen. (given) 5 stars
2 We’re thirteen.
3 We’re eleven. B
4 I’m nine. 1 stars (given)
5 I’m twenty. 2 email
6 I’m six. 3 sand
4 camels
C 5 tea
What’s your name? My name’s Anna. (given)
How old are you? I’m twelve. C
How are you? Fine, thanks. 1 are (given)
2 is
Hello! (page 6) 3 are
4 am
A 5 is
1 foot, feet (given) 6 are
2 baby, babies 7 is
3 penguin, penguins 8 is
4 tomato, tomatoes
5 snake, snakes D
6 child, children 1 They’re (given)
2 It’s
B 3 They’re
1 These (given) 4 It’s
2 Those 5 He’s
3 This 6 She’s
4 Those
5 This E
6 That sand (given)
Trails
WORKBOOK KEY 123
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desert 4 photo album

tent 5 cute
Tea 6 handsome
camel
Riding C
1 it is (given)
Lesson 2 2 it isn’t
3 they are
A 4 he is
1 photo (given) 5 he isn’t
2 cousins 6 she isn’t
3 aunt
4 uncle D
5 forest 1 Yes, they are. (given)
2 No, they aren’t.
B 3 Yes, it is.
1 grandpa (given) 4 No, it isn’t.
2 aunt
3 uncle E
4 cousins 1 grandma and grandpa (given)
2 old
C 3 cousin
1 aren’t (given) 4 cute
2 ‘m not 5 uncle
3 aren’t 6 handsome
4 isn’t 7 aunt
5 aren’t
8 beautiful
6 isn’t
7 isn’t
Unit 2
8 aren’t
Lesson 1
D
1 We aren’t (given)
A
2 He isn’t
1 photo album (given)
3 I’m not
2 rug
4 She isn’t
3 teapot
5 It isn’t
4 slippers
5 lamp
E
6 acrobat
Pupils draw accordingly.

B
Lesson 3
1 That’s my mum’s bag. (given)
A 2 Those are beautiful slippers.
1 PHOTO ALBUM (given) 3 This lamp is old.
2 HANDSOME 4 That’s my grandma’s teapot.
3 OLD 5 That’s a cool rug!
4 TWINS 6 The acrobats are amazing!
5 UGLY
6 YOUNG C
7 CUTE 1 have got (given)
2 have got
B 3 has got
1 ugly (given) 4 have got
2 twins 5 have got
3 old

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6 has got 6 you haven’t got a green hat

7 has got 7 I haven’t got a parrot
8 have got 8 they haven’t got an uncle

D E
1 We’ve got (given) kitten (given)
2 I’ve got purr
3 They’ve got cat
4 He’s got miaow
5 She’s got puppy
6 They’ve got yap
dog
E bark
1 It’s Emily.(given) canary
2 It’s Peter. tweet
3 It’s Alice. bird
4 It’s Martin. chirp
5 It’s Rachel.
6 It’s Paul. Lesson 3

Lesson 2 A
1 FUR (given)
A 2 BUTTERFLY
1 kitten (given) 3 RHINO
2 canary 4 SNAIL
3 puppy 5 LEOPARD
4 garden 6 SHELL
5 swing 7 HORN
6 goldfish 8 WING

B B
1 puppy (given) 1 butterfly, wings (given)
2 canary 2 leopard, fur
3 swing 3 rhino, horn
4 garden 4 snail, shell
5 kitten
6 goldfish C
1b (given) 2e 3a 4f 5c 6d
C
1 hasn’t got (given) D
2 haven’t got 1 Has, hasn’t (given)
3 haven’t got 2 Have, haven’t
4 haven’t got 3 Has, has
5 hasn’t got 4 Have, have
6 haven’t got 5 Have, haven’t
7 hasn’t got 6 Has, has
8 haven’t got
E
D 1 It’s a butterfly. (given)
1 we haven’t got a kitten (given) 2 It’s a zebra.
2 I haven’t got a (nice) car 3 It’s a fox.
3 he hasn’t got a swing 4 It’s a snake.
4 it hasn’t got lots of trees 5 It’s a whale.
5 she hasn’t got a sister

WORKBOOK KEY 125

 www.frenglish.ru

Unit 3 2 TOY BOX

3 FLOOR
Lesson 1 4 WINDOW
5 BETWEEN
A
B
1 between (given)
2 near
3 floor
4 toy box
5 messy

C
1 There isn’t (given)
2 There are
1 bench (given) 3 There aren’t
2 door 4 There is
3 wall 5 There aren’t
4 fountain 6 There isn’t
5 MP3 player
D
B 1 Is there, there is (given)
1 MP3 player (given) 2 Are there, there aren’t
2 fountain 3 Are there, there are
3 wall 4 Is there, there isn’t
4 door 5 Are there, there aren’t
5 bench 6 Is there, there is

C E
1 my (given) Pupils draw accordingly.
2 your
3 its Lesson 3
4 their
5 our A
6 your 1 café (given)
2 sweater
D 3 coat
1 It’s Steve’s MP3 player. (given) 4 trousers
2 It’s Jane’s lamp. 5 gloves
3 It’s Emma’s puppy. 6 belt
4 It’s Grandma’s teapot.
5 It’s Grandpa’s photo album. B
6 It’s Paul’s canary. 1 coat (given)
2 gloves
E 3 belt
1 name (given) 4 trousers
2 world 5 sweater
3 camels 6 café
4 walls
5 Markets C
6 Morocco’s 1 a (given)
2 a, The
Lesson 2 3 an, a
4 The
A 5 a
1 NEAR (given) 6 an, a

126 WORKBOOK KEY

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D 4 There’s a book on the bed.

1 a, f (given) 5 My uncle’s café is big.
2 The, a
3 an, d F
4 a, c Pupils write and draw accordingly.
5 The, b
6 the, e Unit 4

E Lesson 1
1c (given) 2e 3a 4d 5b
A
Review 1 (Units 1-3) 1 SKI (given)
2 SHOUT
A 3 ICE HOCKEY
1↓ SNAIL (given) 4 TEAM
1 SAND 5 FALL
2 CAMEL
3↓ BELT B
3 BUTTERFLY
4 KITTEN
5 FOUNTAIN
6 CANARY
7 SLIPPERS
8 STARS

B
1 cousin (given)
2 gloves
3 horn 1 skiing (given)
4 teapot 2 team
5 swing 3 ice hockey
6 floor 4 freezing
7 goldfish 5 shout
8 email 6 falling

C C
1 aren’t (given) 1 ‘m (given)
2 is 2 ‘s
3 aren’t 3 ‘re
4 are 4 ‘s
5 isn’t 5 ‘re
6 is 6 ‘re

D D
1 Have ... got, I haven’t (given) 1 ’re looking (given)
2 hasn’t got 2 ’s / is sleeping
3 ’s got / has got 3 are having
4 ’ve got / have got 4 ’s / is laughing
5 Has ... got, he has 5 are falling
6 hasn’t got 6 ’s / is taking

E E
1 Whose belt is this? (given) 1 Steve’s listening to music. (given)
2 This is my MP3 player. 2 Liz’s watching TV.
3 This is a nice coat. 3 Mandy’s skiing.

WORKBOOK KEY 127

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4 Peter’s playing ice hockey. Lesson 3

5 Mark’s doing homework.
6 Alison’s riding a bike. A
1 camping (given)
Lesson 2 2 village
3 tent
A 4 fire
1 January (given) 5 burgers
2 February 6 sleeping bags
3 March
4 April B
5 May 1 village (given)
6 June 2 sleeping
7 July 3 camping
8 August 4 burgers
9 September 5 tent
10 October 6 fire
11 November
12 December C
1c (given) 2b 3e 4a 5d 6f
B
Spring: March, April (given), May D
Summer: June, July, August (given) 1 Are ... sleeping, No, they aren’t. (given)
Autumn: September, October (given), November 2 Are ... riding, Yes, I am.
Winter: December (given), January, February 3 Is ... taking, Yes, she is.
4 Is ... winning, Yes, he is.
C 5 Are ... eating, No, they aren’t.
1 I’m not (given) 6 Is ... having, No, he isn’t.
2 isn’t
3 isn’t E
4 isn’t 1d (given) 2a 3c 4e 5b
5 aren’t
6 aren’t Unit 5

D Lesson 1
1 She isn’t sitting (given)
2 We aren’t skiing A
3 I’m not studying 1 country (given)
4 It isn’t swimming 2 speak
5 You aren’t going 3 hotel
6 They aren’t playing 4 ice

E B
January (given) 1 hotel (given)
February 2 country
March 3 French
April 4 warm
May 5 ice
June
July C
August 1a (given) 2e 3d 4b 5c
September
October D
November 1 Can .... ski, Yes, she can. (given)
December 2 Can .... stay, No, we can’t.

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3 Can .... cook, Yes, he can. 2nd – second

4 Can .... make, Yes, they can. 3rd – third
5 Can .... play, Yes, he can. 4th – fourth
6 Can .... snowboard, No, she can’t. 5th – fifth
6th – sixth
E 7th – seventh
Pupil’s own answers 8th – eighth
9th – ninth
Lesson 2 10th – tenth

A B
1 BASEBALL CAP (given) 1 seventh (given)
2 TRAINERS 2 tenth
3 SLOW 3 fourth
4 THROW 4 ninth
5 CATCH 5 sixth
6 HIGH 6 second
7 FALL 7 third
8 eighth
B 9 first
1 mustn’t (given) 10 fifth
2 must
3 mustn’t C
4 must 1c (given) 2f 3a 4e 5d 6b
5 mustn’t
6 mustn’t D
1 Don’t sleep (given)
C 2 Stay
1 baseball cap (given) 3 Don’t write
2 fast 4 Don’t speak
3 Throw 5 Sit
4 slow 6 Don’t throw
5 high
6 catch E
7 trainers 1 first (given)
8 sports 2 third
3 ninth
D 4 sixth
1c (given) 2a 3e 4b 5d 5 tenth
6 second
E 7 fifth
sports (given) 8 fourth
shorts 9 seventh
trainers 10 eighth
fast
slow Unit 6
high
down Lesson 1
up
sports A
1 thirsty (given)
Lesson 3 2 orange juice
3 grass
A 4 waterfall
1st – first (given) 5 lemonade

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6 water 90 ninety
7 table 100 one hundred
8 sandwich
C
B How much...?
1 waterfall (given) chocolate (given)
2 grass juice
3 table lemonade
4 thirsty sugar
5 sandwiches water
6 orange juice / lemonade How many...?
7 lemonade / orange juice apples
ice creams
C oranges
1 any (given) sandwiches
2 some, any burgers
3 any, some
4 any D
5 some 1 How many photos (given)
6 some, any 2 How many sweets
3 How much sugar
D 4 How many children
1 any, some (given) 5 How many months
2 any, any 6 How much ice
3 any, any 7 How many tents
4 any, some 8 How many ice creams
5 any, some
6 any, some
E
1 red (given)
E
2 blue
We have fun (given) in June and July! We have lunch
3 green
under the sun.
4 brown
5 black
Lesson 2
6 white
7 yellow
A
8 purple
20 twenty (given)
9 pink
30 thirty
10 orange
40 forty
50 fifty
Lesson 3
60 sixty
70 seventy
A
80 eighty
1 SANDWICH (given)
90 ninety
100 one hundred 2 CHIPS
3 PIZZA
B 4 FIZZY DRINK
20 twenty (given) 5 JAM
30 thirty
40 forty B
50 fifty 1 cake (given)
60 sixty 2 pizza
70 seventy 3 fizzy drinks
80 eighty 4 jam
5 chips

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C 8 sandwich(es)
9 pizza
you
10 ice cream(s)
him
her C
it 1 ’re eating (given)
us 2 Is she making
them 3 isn’t doing
4 ’m throwing
D 5 Are they playing
1 him (given) 6 aren’t staying
2 her
3 it D
4 them 1 must (given)
5 it 2 can
6 us 3 mustn’t
4 can’t
E
1b (given) 2e 3a 4d 5c E
1 many (given)
Review 2 (Units 4-6) 2 any
3 much
A 4 some
Camping 5 any
fire (given) 6 some
grass
sleeping bag F
tent Pupil’s own answers

Months Unit 7
August
December Lesson 1
January
May A
1 cook (given)
Numbers 2 photographer
eighty 3 doctor
one hundred 4 postman
sixty 5 biscuit
thirty
B
Sports 1 photographer (given)
baseball cap 2 doctor
ice hockey 3 cook
ski 4 biscuit
trainers 5 postman

B C
1 grass (given) 1 watches (given)
2 table 2 plays
3 lemonade 3 goes
4 fizzy drink 4 rides
5 orange juice 5 makes
6 burger(s) 6 read
7 chips

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D 4 actor
1 study (given) 5 vet
2 eats 6 firefighter
3 plays
4 go B
5 sleeps 1 Does, does (given)
6 reads 2 Do, do
3 Do, don’t
E 4 Does, does
1 four o’clock (given) 5 Does, doesn’t
2 half past one
3 nine o’clock C
4 half past eleven 1 police officer (given)
5 six o’clock 2 vet
6 half past seven 3 astronaut
4 pilot
Lesson 2 5 firefighter
6 actor
A
1 SCARED (given) D
2 ARROW 1a (given) 2b 3a 4a 5b 6b
3 EXCITED
4 BOW E
I’m Peter. I love animals. I want to be a vet,
B
1 lesson (given) Unit 8
2 arrow
3 scared Lesson 1
4 excited
5 teach A
1 sunny (given)
C 2 bridge
1d (given) 2a 3e 4b 5c 3 windy
4 cloudy
D 5 umbrella
1 doesn’t (given) 6 soldier
2 don’t 7 rainy
3 don’t 8 snowy
4 doesn’t
5 don’t B
6 doesn’t
7 don’t
8 doesn’t

E
1 excited (given)
2 hooray
3 scared
4 stay
5 great

Lesson 3

A 1 umbrella (given)
1 astronaut (given) 2 sunny
2 police officer 3 cloudy
3 pilot 4 soldier

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5 bridge 2 bigger than

6 snowy 3 younger than
4 warmer than
C 5 fatter than
1 Dad sometimes reads a book at night. (given) 6 older than
2 It is always sunny in August.
3 I never eat pizza at school. E
4 It is often cold in January. 1 Sissy is shorter than Vicky. (given)
2 Bill is taller than Dan.
D 3 Vicky is happier than Sissy.
Pupil’s own answers 4 May has got longer hair than Sissy.

E Lesson 3
sunny (given)
sunny A
cloudy 1 scary (given)
cloudy 2 sleepy
rainy 3 large
rainy 4 little
windy 5 hand
windy
snowy B
snowy 1 DANGEROUS (given)
2 HAND
Lesson 2 3↓ LARGE
3 LITTLE
A 4 SCARY
5 SLEEPY

C
1 tallest (given)
2 nicest
3 yummiest
4 cutest
5 worst
6 best

D
1 best (given)
2 cutest
1 head (given) 3 coldest
2 snowman 4 tastiest
3 button 5 sleepiest
4 kids 6 scariest
5 world
E
B Pupils draw accordingly.
1 buttons (given)
2 world Unit 9
3 snowman
4 head Lesson 1
5 kids
A
C 1 museum (given)
1e (given) 2c 3b 4a 5d 2 dinosaur
3 bone
D 4 queen
1 nicer than (given) 5 big wheel
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6 clock 1 earth (given)

7 bookshop 2 friendly
3 plant
B 4 meat
5 sharp

B
1 plant (given)
2 sharp
3 meat
4 friendly
5 earth

C
1 wasn’t (given)
2 wasn’t
1 big wheel (given) 3 weren’t
2 bookshop 4 wasn’t
3 clock 5 wasn’t
4 museum 6 weren’t
5 dinosaur
6 bone D
1 weren’t (given), were (given)
C 2 was, wasn’t
1 was (given) 3 weren’t, were
2 was 4 were, weren’t
3 were
5 wasn’t, was
4 was
6 were, weren’t
5 were
6 was
E
1 sad (given)
D
1 You were (given) 2 strong
2 It was 3 smallest
3 He was 4 cutest
4 She was 5 forest
5 We were 6 scary
6 They were 7 fast
8 hungry
E
The lion king and the white tiger swim in the spring. Lesson 3

Lesson 2 A
1 history (given)
A 2 caveman
3 dark
4 strong
5 home

B
1 caveman (given)
2 strong
3 home
4 history
5 dark

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C B
1 Was, e (given) 1 big wheel (given)
2 Was, a 2 clock
3 Were, c 3 photographer
4 Was, d 4 kids
5 Were, b 5 umbrella
6 police officer
D 7 queen
1 Were, were (given) 8 soldier
2 Was, was
3 Was, wasn’t C
4 Were, weren’t 1 bigger (given)
2 prettiest
E 3 best
1 Yes, she was. (given) 4 taller
2 Yes, they were. 5 warmer
3 No, they weren’t.
4 No, it wasn’t. D
1 Do, I don’t (given)
Review 3 (Units 7-9) 2 doesn’t have
3 like
A 4 want
5 Does, she does

E
1 Were, Yes, we were. (given)
2 wasn’t
3 was
4 were

F
Pupil’s own answers

Unit 10

Lesson 1

A
1 SUITCASE (given)
Jobs 2 RESTAURANT
actor (given) 3 BUILDING
astronaut 4 RICE
cook 5 HEAVY
doctor
pilot B
postman 1 rice (given)
2 heavy
Weather 3 suitcase
cloudy 4 building
dark 5 restaurant
rainy
snowy C
sunny 1 packed (given)
windy 2 carried
3 waited

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4 arrived E
5 stopped Pupils draw accordingly.
6 jumped
7 shouted Lesson 3

D A
1 cooked (given) 1 Spanish (given)
2 closed 2 Greek
3 loved 3 Japanese
4 packed 4 English
5 stayed 5 American

E B
Japan (given)
eat
Greece
rice
together
Sandwiches
jam
chocolate

Lesson 2

A
1 Dad built a house in Greece. (given)
2 We went to the cinema last week.
3 I went to the pyramids!
4 Camels live in the desert. 1 American (given)
2 Spanish
B 3 Japanese
1 village (given) 4 Greek
2 last week 5 English
3 build 6 gold medal
4 desert
5 pyramid C
1d (given) 2f 3e 4b 5a 6c
C
1 built (given) D
2 went 1 didn’t catch (given)
3 bought 2 didn’t build
4 saw 3 didn’t stay
5 got up 4 didn’t eat
6 gave 5 didn’t buy
7 ate 6 didn’t get up
8 caught
E
D Pupils write, draw and colour accordingly.
1 got up (given)
2 went Unit 11
3 ate
4 bought Lesson 1
5 caught
6 built A
1 go straight ahead (given)

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2 turn right 3 He’s going to help his grandma.

3 cross the road 4 We’re going to watch a film.
4 train 5 You’re going to eat some cake!
5 turn left
6 train station D
7 sign 1 ’re going to make (given)
2 ’m going to call
B 3 ’re going to clean
1 go straight ahead (given) 4 ’s going to buy
2 turn right
3 turn left E
4 sign ill (given)
5 train station green
6 train pandas
7 cross the road Save
Leopards
C must
1 Yes, I did. (given)
2 No, he didn’t. Lesson 3
3 No, she didn’t.
4 Yes, they did. A
5 Yes, it did. 1 plant (given)
6 No, I didn’t. 2 nature
3 clean
D 4 start a fire
1d (given) 2a 3f 4c 5e 6b 5 dirty
6 drop litter
E
1 museum (given) B
2 straight 1 b, started a fire (given)
3 turn 2 b, plant
4 cross 3 a, clean
5 left 4 a, nature
5 a, dirty
Lesson 2 6 a, drop litter

A C
1 seal (given) 1 ’m not going to
2 free 2 aren’t going to
3 Open 3 aren’t going to
4 Call 4 isn’t going to
5 cage 5 isn’t going to
6 ill 6 aren’t going to

B D
1 free (given) 1 aren’t going to (given)
2 ill 2 isn’t going to
3 call 3 ’m not going to
4 seal 4 aren’t going to
5 cage 5 aren’t going to
6 open 6 isn’t going to

C E
1 I’m going to play football. (given) 1 nature (given)
2 They’re going to walk to school. 2 clean

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3 trees Lesson 2
4 litter
5 start A
1 PASSPORT (given)
Unit 12 2 POSTCARD
3 FLAT
Lesson 1 4 AIRPORT
5 GHOST TRAIN
A
B
1 ghost train (given)
2 passport
3 airport
4 postcard
5 flat

C
1 I’ll go swimming on Saturday. (given)
2 She’ll write a postcard.
3 They’ll go on the ghost train later.
4 You’ll live in a flat next year.
5 He’ll make a sandwich for lunch.
6 We’ll go to France next year.
1 bark (given)
2 comic D
3 draw 1 ’ll/will show (given)
4 meet 2 will draw
5 show 3 ’ll/will go
4 will move
B 5 ’ll/will watch
1 bark (given) 6 ’ll/will take
2 show
3 draw E
4 comics September (given)
5 cartoons holiday
6 meet Hop
turn
C Clap
1 Yes, he is. (given)
2 Yes, you are. Lesson 3
3 No, they aren’t.
4 No, she isn’t. A
5 Yes, we/you are. 1 trip (given)
6 No, he isn’t. 2 money
3 diary
D 4 go sightseeing
1 Is Helen going to buy (given) 5 write
2 Are you going to go
3 Is Milly going to play B
4 Is Dad going to call 1 go sightseeing (given)
5 Is Sue going to have 2 diary
6 Is he going to stay 3 trip
4 money
E 5 write
1c (given) 2e 3a 4b 5d

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C E
1 won’t eat (given) 1 will (given)
2 won’t go 2 will
3 won’t read 3 won’t
4 won’t play 4 won’t
5 will
D
1 won’t do (given) F
2 won’t go Pupil’s own answers
3 won’t play
4 won’t cook
5 won’t read

E
How are you? (given)
I’m in Spain.
I’ll go swimming.
I won’t go sightseeing.

Review 4 (Units 10-12)

A
1 DIARY (given)
2 RESTAURANT
3 MONEY
4 DIRTY
5 TRAIN
6 AIRPORT
7 DESERT
8 PASSPORT
9 GREEK
10 SPANISH

B
1 open (given)
2 suitcase
3 comic
4 cartoon
5 player
6 flat

C
1 I’m not going to buy an umbrella.(given)
2 Are we going to draw?
3 She’s going to watch a film.
4 Is she going to ski?
5 They’re going to call a vet.

D
1 gave (given)
2 studied
3 didn’t/did not catch
4 Did ... do
5 Did ... get
6 didn’t see

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Wordsearches Unit 3

Unit 1

Q V M A O L D P Y I
Y A U Y D P U J D R
O U G F Z S T A R S
U N L O E I M H U C
N T Y R M S Y U N A
G E E E A A D X C M
C O U S I N E W L E
V M X T L D V F E L
P C U T E S L L B D
G X U Z Q G P O F E
1 belt (given) 7 fountain
2 bench 8 gloves
1 aunt (given) 7 old 3 between 9 near
2 camel 8 sand 4 coat 10 sweater
3 cousin 9 stars 5 door 11 toy box
4 cute 10 ugly 6 floor 12 wall
5 email 11 uncle
6 forest 12 young
Unit 4

Unit 2

F L M W N A W H P C
M E P L Q C I O R P
C O U A S R N R K A
A P P M L O G N I T
N A P P I B P V T E
A R Y D P A A T T A
R D I S P T A V E P
Y K X B E G A R N O
B R A O R E F U R T
E V J N S S W I N G
1 April (given) 7 June
2 August 8 March
1 acrobat (given) 7 leopard 3 December 9 May
2 canary 8 puppy 4 February 10 November
3 fur 9 slippers 5 January 11 October
4 horn 10 swing 6 July 12 September
5 kitten 11 teapot
6 lamp 12 wing

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Unit 5 Unit 7

U F T H O T E L M X
L W H B F I R S T Q
R T I S E V E N T H
K R R K T F I F T H
S A D Q O X V G L C
E I S E I G H T H K
C N I N T H N P L R
O E A G F O U R T H
N R T E N T H X V Q
D S I X T H D I K H

1 eighth (given) 7 second 1 actor (given) 7 doctor

2 fifth 8 seventh 2 arrow 8 excited
3 first 9 sixth 3 astronaut 9 pilot
4 fourth 10 tenth 4 biscuit 10 postman
5 hotel 11 third 5 bow 11 scared
6 ninth 12 trainers 6 cook 12 vet

Unit 6 Unit 8

1 chips (given) 7 lemonade 1 button (given) 7 sleepy

2 fifty 8 ninety 2 head 8 snowman
3 fizzy drink 9 pizza 3 kids 9 soldier
4 forty 10 sandwich 4 large 10 sunny
5 grass 11 sugar 5 little 11 umbrella
6 jam 12 table 6 scary 12 windy

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Unit 9 Unit 11

1 bone (given) 7 history 1 cage (given) 7 nature

2 clock 8 home 2 call 8 open
3 dark 9 meat 3 clean 9 plant
4 dinosaur 10 plant 4 dirty 10 seal
5 earth 11 queen 5 free 11 sign
6 friendly 12 strong 6 ill 12 train

Unit 10 Unit 12

1 building (given) 7 pack 1 airport (given) 7 meet

2 desert 8 player 2 bark 8 money
3 English 9 pyramid 3 comic 9 passport
4 famous 10 rice 4 diary 10 postcard
5 Greek 11 Spanish 5 draw 11 show
6 heavy 12 suitcase 6 flat 12 trip

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Project Book Key Project 3: My bedroom

Activity A
Pupils’ own answers
Have the class look at the picture and elicit one or two
sentences about the things in the picture and where
they are.
Project 1: Adjectives Put the children into pairs and have them take turns to
Activity A describe an item each in the picture.
1 cute
2 handsome Activity B
3 ugly 1 The door is next to the desk.
4 beautiful 2 The rug is in front of the beds. / The rug is on the
5 old floor.
6 young 3 The window is between the bed and the desk. / The
window is in the corner.
Activity B
Pupils’ own answers Activity C
This activity is designed to be done at home, with the This is designed to be a homework activity. Let each
children bringing in their booklets to show the class. child decide if they would like to draw their own bedroom
Before they begin, demonstrate how the paper is folded or if they would rather draw their dream bedroom. The
into three equal sections to make a six-panelled booklet, children should bring their pictures to class next lesson.
and have them fold the paper in class. The children
should bring their booklets to class next lesson. Activity D
Invite one or two children to come to the front of the
Activity C class with their pictures and have them talk about their
Show a child’s booklet to the class and elicit sentences drawings, saying what is where, using full sentences.
about each picture, e.g. ‘It/He/She’s young.’ Assist and correct if necessary. Invite the class to say
Put the children into pairs or small groups and let them where things are in the drawings.
look at each other’s work and make sentences about Put the children into pairs or small groups and let them
each picture. Move around the class, encouraging and look at each other’s drawings and make sentences
praising the children. Assist and correct if necessary. about them.
Put the children’s work on the classroom walls, if this is
Project 2: I’ve got … / I haven’t got … possible, and let the children admire each other’s work.
Activity A You could let them vote for the best/most interesting/most
1 He’s got a bicycle. colourful room. Praise good work and effort.
2 She’s got a swing.
3 She’s got a cat. Project 4: My calendar
4 She’s got some slippers. Activity A
5 He’s got a bag. 1 January
2 February
Activity B 3 March
Pupils’ own answers 4 April
5 May
Activity C 6 June
Pupils’ own answers 7 July
Put the children into pairs. Tell the children that each 8 August
pair must pretend that they have three things they do 9 September
not actually possess in real life – but not to shout them 10 October
out aloud to the rest of the class. The three things are a 11 November
secret! One of these things should be an animal. (Don’t 12 December
worry if you need to explain the activity to the children in
Arabic. Give the individual pairs the English word for the Activity B
things they each want to pretend they have. Remind the Pupils’ own answers
class not to tell each other what objects they have.)
Demonstrate the miming task with one of the stronger Activity C
children at the front of the class. Decide together which Pupils’ own answers
possessions to mime (remember one is an animal, e.g. a This activity is designed to be done at home, with the
pet cat) and quickly decide how to mime it. Then, mime children bringing in their calendars to show the class.
each possession for the class. The class guesses the Before the children start the project, demonstrate how the
possession. Elicit from them: ‘You’ve got a… .’ and/or paper is folded into three equal sections and then in half
‘Have you got a… ? as a way of guessing, so that the to make six ‘boxes’ on each side of the paper, and have
children make full sentences. them fold the paper in class. Don’t worry if you need to
Put the children into pairs and have them prepare their use Arabic to explain how to fold the paper.
mimes either in class or as homework. The children should bring their calendars to class next
For the next lesson, have different pairs come to the front lesson.
of the class to act out their mimes or put the children
into pairs and let them mime and guess each other’s Activity D
possessions. Encourage the children to use English and Pupils’ own answers
to make full sentences, e.g. ‘You’ve got a cat!’ ‘Yes, we
have.’ / ‘No, we haven’t.’ Praise good mimes and where Activity E
the children have made a special effort. Pupils’ own answers
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Have a couple of children come to the front of the class class to ‘perform’ for the rest of the class.
to show their calendars. Each child tells the class what Put the pictures on the classroom walls if possible, and
happens on his/her calendar. The children should give full let the children admire each other’s work.
sentences. Assist if necessary.
Put the children into small groups and have them look at Project 7: Jobs
each other’s calendars and tell each other about them. Activity A
If possible, put the calendars on the classroom walls, so 1 He’s a doctor.
that the children can admire each other’s work. You could 2 She’s a cook.
vote for the most colourful/interesting ones. 3 He’s a postman.
4 He’s a police officer.
Project 5: I can … 5 He’s a vet.
Activity A 6 He’s a firefighter.
1 He can throw a ball.
2 He can ride a bike. Activity B
3 He can jump. Pupils’ own answers
4 She can ski. Have some of the children read out their answers to the
5 He can swim. class.
6 They can play football.
Activity C
Activity B Pupils’ own answers
Pupils’ own answers Have some of the children read out their answers to the
class.
Activity C
Pupils’ own answers Activity D
Demonstrate the task by bringing one child to the front of Pupils’ own answers
the class. Decide together which two activities you can do This is designed to be a homework activity, so make sure
to mime to the class and which two activities you can’t do the children understand the task by miming a job or two
to mime. Decide quickly how to mime these activities and for the class. Let friends, or children who live near each
mime the two activities you can do first. The class guesses other work together.
the activity. Elicit full sentences: ‘You can play football!’ Next lesson, have a few pairs come to the front of the
‘You can’t swim!’ and replies: ‘Yes, I can.’/‘No, I can’t.’ class and perform their mimes for the class. The others
The children prepare their mimes in pairs for next lesson. must guess the jobs. Encourage full sentences, e.g.
‘You’re a firefighter!’, and answers: ‘Yes, I am./‘No, I’m not.’
Activity D The children could vote for the best mimes.
Pupils’ own answers
Have one pair come to the front of the class to act out Project 8: The weather
their mimes. Make an incorrect guess or two to introduce Activity A
a game element. 1 sunny
The children reply ‘Yes, we can.’/‘No, we can’t.’ 2 rainy
Put the children into groups of four and have each pair 3 windy
mime for the other. If you prefer, pairs can come to the 4 snowy
front of the class to mime and the whole class guesses.
Activity B
Project 6: Food Pupils’ own answers
Activity A
1 Yes, there are some apples. Activity C
2 Yes, there is a cake. Pupils’ own answers
3 Yes, there is some cheese. This activity is designed to be done at home, with the
4 Yes, there are some sweets. children bringing in their weather charts to class. Before
5 Yes, there is some lemonade. the children start the project, demonstrate how the paper
6 Yes, there are some sandwiches. is divided up into sections on the page, and have them
fold the paper in class. The children should then label
Activity B their charts, so that everyone has a correct chart to take
Pupils’ own answers home with them.
Set this activity as homework. Encourage the children The children should bring their weather charts to class
to put lots of different food objects on their tables and to next lesson. (NB If the weather is very predictable in your
make their pictures as colourful and varied as possible. particular country, the children can invent the weather or
They should bring their pictures to class next lesson. do a weather chart for the United Kingdom, where the
weather is much more varied!)
Activity C
Pupils’ own answers Activity D
Have one or two children come to the front of the class Pupils’ own answers
with their pictures. Ask the class what there is on the table Have one or two children bring their weather charts to the
in each one. (You may need to help the children with any front of the class to show. Start with Sunday, and have
new vocabulary.)Encourage full sentences as answers, one child give a ‘weather report’ for that day, e.g. ‘On
e.g. ‘There’s an apple on the table.’ ‘There are three fish.’ Sunday, it’s hot and sunny.’, and so on for the week.
Assist and correct if necessary. Ask questions, such as: Put the children into small groups and have the children
‘Is there any bread on the table?’ talk about their weather charts. Is everybody’s the same
Put the children into pairs and let them enjoy each other’s in each group?
pictures and make sentences, ask and answer questions Have some of the stronger pupils come to the front of the
about them. Some children could come to the front of the class to talk about their charts.
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Project 9: Dinosaurs This activity is designed to be done as homework, but

Activity A start the children in class. They may need some help,
1 Tyrannosaurus-rex especially if they live in a large city. Draw a map on the
2 Brontosaurus board of the main streets around the school and elicit
3 Pterodactyl where the major locations are, e.g. shops, parks, bus/
4 Pupils’ own answers tram stops, mosques, other landmarks, to give them a
clear idea of the task.
Activity B The children can either elaborate on and finish the map
Pupils’ own answers for homework, or draw and colour their own maps based
This activity is designed to be done as homework. Look on their home neighbourhoods. Children who live near
again at Activity A and ask the class where each of these each other could work together. The children should bring
dinosaurs lived and what each ate. (Tyrannosaurus Rex on their maps to class next lesson.
land – meat/Brontosaurus on land – plants/Pterodactyl in
mountains or rocks – meat.) Make sure the children know Activity C
exactly what it is they have to do. Discuss where they Let the children look at each other’s maps. Praise children
might find out the information about a different dinosaur whose maps are particularly clear, colourful etc.
(books/the library, internet, older siblings/parents, TV). Place one of the clearest maps on the board and point
out two places on the map (e.g. the school and the park)
Activity C that are clearly marked and where the directions are
Pupils’ own answers easy to see. Elicit the question: ‘Can you tell me the way
Have a few children bring their pictures to the front of the from the park to the school?’ Elicit the correct directions
class to show. Praise good work and ask the children from the class. The children could listen and repeat the
what the dinosaur(s) are called and where it/they lived, instructions if they need to. Pairs could come up to the
what it/they ate etc. board and act out the exchange to the class.
Put the children into pairs or small groups so that they Remind the class of other useful phrases they learned in
can look at each other’s pictures and talk about them. the unit (see Pupil’s Book page 92). Draw the ‘road signs’
Encourage them to talk about their dinosaurs in English, on the board.
e.g. ‘My dinosaur is a … . It lives in …. and it eats … . I Put the children into pairs. Children take turns to ask
like this dinosaur because … .’ for directions. Move around the class and monitor the
children’s work. Pairs could come to the board with their
Project 10: The past maps to act out their dialogues.
Activity A Project 12: My robot
Look at each picture in turn and elicit what is happening
in each. Read the story aloud to the class or have Activity B
stronger children read a section each. Pupils’ own answers
The children could vote for the robot they like best as a
Activity B class.
Pupils’ own answers
This activity is designed to be done as homework. Make Activity C
sure all the children know exactly what to do. Refer them 1 They are making a robot.
to Activity A if they need help. The children should bring 2 They are using boxes, tubes, scissors, glue, paint,
their stories and pictures to the next lesson. and paintbrushes.

Activity C Activity D
Pupils’ own answers This activity is designed to be done as homework. Tell the
Put the children into small groups and let them pass children they are going to make their own robots and will
round and read each other’s stories. Move around the need the things in the picture. Ask the children to collect
class and support weaker pupils where necessary. Praise cardboard tubes and boxes over a week at home and to
good work and effort. make their robots for a specific day. The children could
Have some of the children come to the front of the class work in pairs or small groups, so put children who live
to show their pictures and to read their stories. Pass close to each other together to facilitate this.
the children’s stories around so that they can read and
enjoy each other’s stories. (You may want to do some Activity E
correction work, but keep this general, rather than specific Let them all see each other’s models and praise effort
to any one child or story.) Put the children’s work on the and imagination. Ask a few children what their robots can
classroom walls if possible and let them admire and vote do. The children then ask each other, working in small
for the best/most interesting/funniest story. groups. If possible, display the models in class.

Project 11: Maps Handwriting pages

Activity A These pages can be used for additional practice at any
1 You go straight on, turn right, cross the road and time and will be particularly useful for weaker pupils who
there it is. have difficulty in forming upper and lower case letters
2 You cross the road, turn right, then turn left. Go in Roman script and in writing short words neatly and
straight on, cross the road and there it is. accurately. They may be set as homework, or done in
3 You cross the road, go straight on, cross the road, class.
then turn right. Go straight on and there it is. There are also pages to reinforce common words, such
4 You turn left, go straight on, cross the road and there as numbers, days of the week, this/that and these/those.
it is. The blank handwriting pages can be used flexibly for any
letter or word-writing practice you feel is appropriate for
Activity B the children.
Pupils’ own answers
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Grammar Book Key Unit 1

A
1 ’re (given)
2 ’m
3 ’re
Introduction
4 ’re
5 ’s
6 ’s
A -s -es -ies
7 ’re
8 ’s
trees beaches cities

oranges glasses babies B

1 d (given)
dragons foxes families 2 a
3 c
4 e
5 b
B
1 ten mice (given)
C
2 five men
1 is (given)
3 fifteen teeth
2 am
4 eight feet
3 is
5 twelve children
4 is
6 three women
5 are
6 are
C
7 are
1 a, a, The, the (given)
8 is
2 a, a, The, the
3 an, the, The, the
Speaking
4 a, an, The
Pupils’ own answers.
D
D
1 b, the (given)
1 is, isn’t (given)
2 f, an
2 is, isn’t
3 a, a
3 isn’t, is
4 c, an
4 aren’t, are
5 d, the
5 is, isn’t
6 e, a
6 are, aren’t
E
E
1 a (given)
1 Tammy (given)
2 an
2 Tabatha
3 The
3 Tom and Tim
4 a
4 Todd
5 a
5 Tilly and Tracy
6 the
6 Todd
7 the
F
F
1 They’re birds. They aren’t flies. (given)
1 b (given)
2 It’s a bicycle. It isn’t a car.
2 a
3 It’s a nose. It isn’t an eye.
3 a
4 They’re clowns. They aren’t children.
4 b
5 a
G
6 b
Suggested answers
1 Yes, it is. (given)
G
2 Yes, he is. / No, he isn’t.
1 These (given)
3 Yes, they are.
2 That
4 No, they aren’t. / No, they aren’t.
3 These
5 No, he/she isn’t.
4 Those
6 Yes, we are.
5 This
7 No, I’m not.
6 That
8 Yes, it is. / No, it isn’t.
7 Those
8 These

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H 7 haven’t got
1 Is it a fish? b (given) 8 haven’t got
2 Are they flowers? a
3 Are they young? d D
4 Is he a baby? c 1 has got, hasn’t got (given)
5 Are you at school? f 2 haven’t got, have got
6 Is it winter? e 3 haven’t got, have got
4 has got, hasn’t got
I 5 has got, hasn’t got
Speaking 6 haven’t got, have got
Pupils’ own answers
E
I 1 have got (given)
1 What’s this (given) 2 hasn’t got
2 What are those? 3 has got
3 What’s this? 4 has got
4 What’s that? 5 hasn’t got
5 What are these? 6 has got
6 What are those?
F
J 1 Have, got d (given)
1 that d 2 Has, got a
2 this a 3 Have, got c
3 that b 4 Have, got b
4 those e 5 Have, got e
5 these f 6 Has, got f
6 these c
G
Speaking
1 Has Sue got a goldfish? Yes, she has.
Pupils’ own answers
(given)
2 Have Tim and Sue got a canary? Yes, they have.
Unit 2
3 Has Tim got a cat? No, he hasn’t
4 Have Tim and Sue got a dog? No, they haven’t.
A
1 I have got (given)
2 you have got Speaking
3 he has got Pupils’ own answers
4 she has got
5 it has got Unit 3
6 we have got
7 they have got A
9 you’ve got my (given)
10 he’s got your
11 she’s got his
12 it’s got her
13 we’ve got its
14 they’ve got our
their
B
1 ’s got a car. (given) B
2 ’s got a horse. 1 Its
3 ’s got a dog. 2 Her
4 have got a computer. 3 Our
5 ’s got a bike. 4 your
5 Its
Speaking 6 His
Pupils’ own answers 7 My
8 Their
C
1 hasn’t got (given) C
2 haven’t got 1 elephant’s (given)
3 haven’t got 2 bird’s
4 hasn’t got 3 girl’s
5 haven’t got 4 dog’s
6 hasn’t got 5 snail’s
6 butterfly’s

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D 3 Are there, No, there aren’t.

1 Whose pencils are these? (given) 4 Is there, Yes, there is.
2 Whose jacket is this? 5 Are there, Yes, there are.
3 Whose skateboard is that?
4 Whose flowers are those? F
5 Whose books are those? 1 Is there, Yes, there is. / No, there isn’t. (given)
6 Whose car is this? 2 Are there, Pupils’ own answers
3 Are there, Pupils’ own answers
E 4 Is there, Pupils’ own answers
1 Whose toys are these? 5 Is there, Pupils’ own answers
They’re Helen’s toys. (given)
2 Whose guitar is this?
It’s Sam’s guitar. Speaking
3 Whose flowers are these? Pupils’ own answers
They’re Sally’s flowers.
4 Whose canaries are these? Review 1
They’re Peter’s canaries.
5 Whose computer is this? A
It’s Anna’s computer. 1 They aren’t big. (given)
6 Whose puppy is this? 2 They aren’t boring.
It’s Jack’s puppy. 3 We aren’t babies.
4 I’m not eight.
Speaking 5 It isn’t cold.
Pupils’ own answers 6 You aren’t hungry.

Unit 4 B
1 Is, she is. (given)
A 2 Are, I am / we are
1 There is (given) 3 Is, it isn’t
2 There are 4 Are, they are
3 There are 5 Is, he isn’t
4 There is
5 There is C
6 There are 1 those (given)
2 that
Pupils should tick and cross to give their own answers. 3 these
4 those
Speaking 5 this
Pupils’ own answers 6 that

B D
1 b (given) 1 have got (given)
2 a 2 have got
3 a 3 haven’t got
4 a 4 has got
5 a 5 hasn’t got
6 b 6 hasn’t got

C E
1 There is, There isn’t (given) Suggested answers
2 There are, There aren’t 1 Yes, I have. / No, I haven’t. (given)
3 There’s, There isn’t 2 Yes, he has. / No, he hasn’t.
4 There isn’t, There’s 3 Yes, I/we have. / No, I/we haven’t.
5 There aren’t, There’s 4 Yes, she has. / No, she hasn’t.
6 There are, There aren’t 5 Yes, they have. / No, they haven’t.

D F
1 No, there aren’t. (given) 1 Whose slippers are these? (given)
2 Yes, there are. 2 Whose mobile phone is this?
3 Yes, there is. 3 Whose kitten is this?
4 No, there aren’t. 4 Whose gloves are these?
5 No, there isn’t. 5 Whose MP3 player is this?
6 No, there aren’t. 6 Whose pets are these?

E G
1 Are there, Yes, there are. (given) 1 aren’t any (given)
2 Is there, No, there isn’t. 2 there are
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3 there are 3 The boys aren’t swimming in a river.

4 There is 4 It isn’t snowing today.
5 there are 5 We aren’t having fun.
6 There isn’t 6 You aren’t listening to me.
7 Emily isn’t staying with her aunt.
Unit 5 8 Our friends aren’t riding their bikes.

A H
1 winning (given) 1 isn’t flying (given)
2 stopping 2 is sitting (given)
3 swimming 3 are having
4 watching 4 aren’t sleeping
5 taking 5 aren’t having
6 writing 6 are running
7 freezing 7 aren’t sitting
8 having 8 are playing

B I
1 b (given) 1 Is, Yes he is. / No he isn’t. (given)
2 a 2 Are, Pupils’ own answers
3 b 3 Is, Pupils’ own answers
4 b 4 Are, Pupils’ own answers
5 b 5 Are, Pupils’ own answers
6 a 6 Is, Pupils’ own answers
7 Is, Pupils’ own answers
C 8 Are, Pupils’ own answers
1 is wearing (given)
2 is winning J
3 are making 1 Is, making e (given)
4 are falling 2 Are, eating f
5 am freezing 3 Is, sleeping b
6 is writing 4 Is, cooking c
7 are shouting 5 Are, having d
8 are drinking 6 Are, walking a

D Speaking
1 Mark is having fun in Canada. (given) Pupils’ own answers
2 Chrissy and Mary are sleeping in sleeping bags.
3 I am watching my favourite film. K
4 We are playing a fun game. 1 What is, watching c (given)
5 They are shouting at the hockey team. 2 What are, wearing a
6 The reporters are taking photos. 3 What are, playing e
7 That boy is eating out food. 4 What is, eating b
8 You are running fast. 5 What is, doing d

E Speaking
1 are standing (given) Pupils’ own answers
2 am taking
3 is freezing Unit 6
4 is learning
5 are having A
6 are laughing 1 can ski (given)
2 can climb
F 3 can play
1 aren’t (given) 4 can watch
2 isn’t 5 can sing
3 isn’t 6 can sleep
4 ’m not
5 aren’t B
6 isn’t 1 can’t (given)
7 isn’t 2 can
8 aren’t 3 can’t
4 can’t
G 5 can’t
1 Megan isn’t climbing a mountain. (given) 6 can
2 I’m not sitting at my desk. 7 can
8 can’t
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C 5 mustn’t
Suggested answers 6 must
1 No, I can’t. / Yes, I can. (given)
2 Yes, he/she can. / No, he/she can’t. E
3 Yes, I can. / No, I can’t. 1 must (given)
4 Yes, he can. / No, he can’t. 2 mustn’t
5 Yes, he/she can. / No, he/she can’t. 3 mustn’t
6 Yes, I can. / No, I can’t. 4 must
7 Yes, we can. / No, we can’t. 5 mustn’t
8 Yes, he/she can. / No, he/she can’t. 6 must

D Speaking
1 Can Mum run? Pupils’ own answers
No, she can’t. (given)
2 Can Dad ride a bike? Unit 8
Yes, he can.
3 Can the twins skateboard? A
Yes, they can. 1 Listen to this! (given)
4 Can Mum ski? 2 Catch the ball!
Yes, she can. 3 Watch the film!
5 Can Dad skateboard? 4 Don’t run!
No, he can’t. 5 Don’t shout!
6 Can the twins ski? 6 Look at the animals!
No, they can’t. 7 Don’t eat that!
7 Can Mum skateboard? 8 Sit down!
No, she can’t.
8 Can Dad run? B
Yes, he can. 1 Look! Don’t touch! (given)
2 Listen! Don’t shout!
Speaking 3 Run! Don’t sit down!
Pupils’ own answers 4 Walk! Don’t run!
5 Catch! Don’t close your eyes!
Unit 7 6 Say hello! Don’t play computer games.

A Speaking
1 We must run now. (given) Play Simon says. Pupils stand up and teacher gives
2 They must wear hats. them an instruction. If teacher says ‘Simon says’ before
3 It must catch the mouse. the instruction, pupils must do the action. If teacher just
4 They must swim fast. says the instruction, pupils must stay still. Pupils who
5 You must paint the wall. make a mistake are out of the game and must sit down.
6 I must be quiet. The pupil who is left standing at the end, wins.

B C
1 must eat (given) 1 Let’s buy some chocolate. (given)
2 must catch 2 Let’s stay at home today.
3 must make 3 Let’s play this game.
4 must listen 4 Let’s sit on this bench.
5 must throw 5 Let’s go to bed.
6 must go 6 Let’s visit the castle.

Speaking D
Pupils’ own answers 1 Let’s watch a film. (given)
2 Let’s be clowns at the party.
C 3 Let’s ride our bicycles.
1 mustn’t (given) 4 Let’s visit Grandma today.
2 mustn’t 5 Let’s have crisps for dinner.
3 mustn’t 6 Let’s read a Harry Potter book.
4 must 7 Let’s wash the car tonight.
5 must 8 Let’s make a birthday cake.
6 mustn’t
E
D 1 Let’s go camping. (given)
1 mustn’t (given) 2 Let’s wear warm clothes.
2 must 3 Let’s buy a present.
3 mustn’t 4 Let’s draw a picture.
4 must 5 Let’s go to the park.
6 Let’s go skiing.
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Review 2 5 some
6 any
A
1 isn’t throwing (given) C
2 is falling 1 any (given)
3 isn’t taking a photo 2 any
4 are shouting 3 some
5 are going 4 some
6 aren’t listening 5 some
6 any
B
1 What are you doing? D
I’m doing my homework. (given) 1 aren’t any (given)
2 What are they making? 2 are some
They’re making a snowman. 3 isn’t any
3 What are they playing? 4 are some
They’re playing baseball. 5 aren’t any
4 What is it wearing? 6 is some
It’s wearing a (party) hat. 7 aren’t any

C E
1 Can, can’t (given) 1 Molly has got some friends. (given)
2 Can, can 2 Is there any milk?
3 Can, can’t 3 Angela hasn’t got any pets.
4 Can, can 4 Have you got any red shoes?
5 There aren’t any butterflies in the park.
D 6 Dylan has got some sweets.
1 must (given)
2 mustn’t F
3 mustn’t 1 How much (given)
4 must 2 How many
5 mustn’t 3 How many
4 How much
E 5 How much
1 Don’t sit down! (given)
2 Be good! Speaking
3 Stand up! Pupils’ own answers
4 Don’t eat it!
Unit 10
F
1 e (given) A
2 a me (given)
3 b your
4 d him
5 c her
it
Unit 9 us
you
A them
Countable nouns
some sweets (given) B
some potatoes 1 it (given)
some children 2 her
some photos 3 me
4 it
Uncountable nouns 5 you
some bread (given) 6 him
some water 7 us
some lemonade 8 them
some tea
C
B 1 f (given)
1 any (given) 2 a
2 any 3 b
3 some 4 c
4 any 5 d
6 e
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D F
1 it (given) 1 He doesn’t go to school at 6 o’clock. (given)
2 me 2 They don’t eat pasta on Saturday.
3 her 3 We don’t play tennis at the weekend.
4 them 4 She doesn’t watch TV at night.
5 us 5 I don’t read books in the afternoon.
6 you 6 He doesn’t like crisps.
7 it
8 him G
1 doesn’t play (given)
Unit 11 2 don’t ride
3 don’t like
A 4 doesn’t work
-s 5 doesn’t help
plays (given) 6 doesn’t sleep
says
speaks H
takes Suggested answers
1 Yes, I do. / No, I don’t. (given)
-es 2 Yes, she does. / No, she doesn’t.
catches (given) 3 Yes, he/she does. No, he/she doesn’t.
does 4 Yes, he does. / No, he doesn’t.
goes 5 Yes, I do. / No, I don’t.
watches 6 Yes, we do. / No, we don’t.

-ies I
cries (given) 1 Does Mia wear hats?
flies Yes, she does. (given)
studies 2 Does Ty eat
worries Yes, he does.
3 Does Leo like
B No, he doesn’t.
in the morning (given) 4 Do they write
in the afternoon Yes, they do.
at 12 o’clock 5 Does Tessy like
at half past one No, she doesn’t.
on Friday
on Tuesday Speaking
Pupils’ own answers
C
1 ✓ (given) J
2 ✗ 1 My best friend has always got some money. (given)
3 ✓ 2 The teacher never arrives late for the lesson.
4 ✓ 3 I am often hungry after school.
5 ✓ 4 Geoffrey sometimes forgets his homework.
6 ✗ 5 Vicky, Beth and Andy aren’t always at home.
6 The postman has never got a letter for me.
D
1 go (given) Unit 12
2 takes
3 speak A
4 gives 1 taller (given)
5 watch 2 smaller
6 arrives 3 sunnier
7 wears 4 faster
8 stay 5 warmer
6 happier
Speaking
Speaking
Pupils’ own answers
Pupils’ own answers
E
B
1 don’t (given)
1 oldest (given)
2 don’t
2 smallest
3 doesn’t
3 scariest
4 doesn’t
4 youngest
5 doesn’t
5 sleepiest
6 don’t
6 tallest
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C 7 was
1 largest (given) 8 was
2 prettiest
3 warmest B
4 scariest 1 were (given)
5 highest 2 was
6 cloudiest 3 were
4 was
Review 3 5 was
6 was
A 7 was
1 any (given) 8 were
2 any 9 was
3 some 10 were
4 any
5 any Speaking
6 some Pupils’ own answers

B C
1 How much money (given) 1 b (given)
2 How many computers 2 b
3 How much water 3 b
4 How many cakes 4 b
5 How much sugar 5 a
6 How many letters 6 b

C D
1 b (given) 1 weren’t e (given)
2 a 2 wasn’t f
3 f 3 wasn’t a
4 c 4 weren’t c
5 e 5 wasn’t b
6 d 6 weren’t d

D E
1 is always (given) 1 They weren’t at the London Eye. (given)
2 never go 2 He wasn’t at home.
3 always eats 3 They weren’t at the park.
4 often drives 4 They weren’t at the theatre.
5 sometimes watch 5 He wasn’t at school.
6 is never
7 often studies F
8 always washes Suggested answers
1 Yes, I was. / No, I wasn’t. (given)
E 2 Yes, it was. / No, it wasn’t.
1 Do, I do (given) 3 Yes, it was. / No, it wasn’t.
2 Does, he/she doesn’t 4 Yes, I was. / No, I wasn’t.
3 Does, he/she doesn’t 5 Yes, he/she was. / No, he/she wasn’t.
4 Do, they do 6 Yes, they were. / No, they weren’t.
5 Does, he does
6 Do, I/we don’t G
1 Was e (given)
F 2 Were f
1 older, oldest (given) 3 Was c
2 younger, youngest 4 Were a
3 bigger, biggest 5 Was d
4 sunnier, sunniest 6 Was b
5 taller, tallest
Speaking
Unit 13 Pupils’ own answers

A Unit 14
1 was (given)
2 were A
3 were -d -ed -ied
4 was chased packed cried
5 was closed played studied
6 were raced watched worried
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B 4 went, didn’t go
1 climbed (given) 5 didn’t give, gave
2 played 6 didn’t see, saw
3 studied
4 cried J
5 packed 1 Did, Yes, I did. / No, I didn’t. (given)
6 watched 2 Did, Yes, he/she did. / No, he/she didn’t.
3 Did, Yes, I did. / No, I didn’t.
C 4 Did, Yes, it did. / No, it didn’t.
1 climbed (given) 5 Did, Yes, we did. / No, we didn’t.
2 arrived
3 walked K
4 watched 1 What did Tom do last night? e (given)
5 looked 2 What did they do at the park? a
6 listened 3 What time did they go to bed? b
7 loved 4 What did Mina do yesterday? d
8 liked 5 Who did they see on the train? c
6 What time did Jo meet his dad? f
Speaking
Pupils’ own answers Speaking
Pupils’ own answers
D
drink – drank Unit 15
run – ran
buy – bought A
ride – rode
1 a (given)
hide – hid
2 b
see – saw
3 a
4 a
E
5 b
1 went (given)
6 a
2 drank
3 ate
4 rode B
5 saw 1 is going to (given)
6 flew 2 is going to
3 are going to
F 4 is going to
1 gave (given) 5 am going to
2 found 6 are going to
3 had
4 bought C
5 made 1 He’s going to get ill. (given)
6 ate 2 Mum is going to open a shop.
3 I am going to find my friends.
G 4 Tom and Jess are going to call their dad.
1 didn’t have (given) 5 You are going to fall off your chair!
2 didn’t fly
3 didn’t come Speaking
4 didn’t go Pupils’ own answers
5 didn’t find
6 didn’t help D
7 didn’t remember 1 e (given)
2 a
H 3 c
1 Brian didn’t go to school yesterday. (given) 4 d
2 Sally didn’t do her homework on Monday. 5 b
3 Billy and Eva didn’t visit Japan last month.
4 Wayne didn’t win a medal in the Olympics. E
5 Asim didn’t fly to England last week. 1 She isn’t going to get up late. (given)
6 I didn’t buy a present for my friend. 2 They aren’t going to visit England.
3 I’m not going to swim at the pool.
I 4 We aren’t going to write an email.
1 didn’t stay, stayed (given) 5 It isn’t going to snow tomorrow.
2 ate, didn’t eat 6 They aren’t going to have a party (in the forest).
3 built, didn’t build

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F 4 I won’t play in the classroom.

1 isn’t going to catch (given) 5 I won’t eat pizza.
2 isn’t going to buy 6 We won’t go to a theatre.
3 isn’t going to clean
4 aren’t going to win E
5 isn’t going to eat 1 won’t eat (given)
6 aren’t going to sit 2 will have
3 won’t stay
G 4 will take
1 Are, going to Yes, I am. / No, I’m not. (given) 5 will visit
2 Are, going to Yes, I am. / No, I’m not. 6 won’t watch
3 Is going to Yes, she is. / No, she isn’t. 7 will listen
4 Is, going to Yes, he/she is. / No, he/she isn’t. 8 won’t go
5 Are, going to Yes, they are. / No, they aren’t. 9 will get
10 will write
H
1 Is he going to go swimming? Review 4
No, he isn’t. (given)
2 Is he going to play baseball? A
No, he isn’t. 1 were, weren’t (given)
3 Is she going to meet a film star? 2 was, wasn’t
Yes, she is. 3 weren’t, were
4 Is he going to go to the party? 4 wasn’t, was
Yes he is.
5 Are they going to clean the beach? B
Yes, they are. 1 We ate at a restaurant. (given)
6 Is it going to cook vegetables? 2 He rode a bike.
No, it isn’t. 3 He studied English.
4 They climbed a tree.
Speaking 5 They went to Morocco.
Pupils’ own answers
C
Unit 16 1 Did you eat pasta yesterday?
Yes, I did. / No, I didn’t. (given)
A 2 Did you go to school at the weekend?
1 will go (given) Yes, I did. / No, I didn’t.
2 will pack 3 Were you in London last summer?
3 will buy Yes, I was. / No, I wasn’t.
4 will swim 4 Did you go to the park yesterday?
5 will be Yes, I did. / No, I didn’t.
6 will stay 5 Was your dad tired last night?
Yes, he was. / No, he wasn’t.
B
1 will be a clown (given) D
2 will make a cake 1 ’m not going to ride (given)
3 will bring presents 2 are going to go
4 will sing songs 3 is going to visit
5 will play games 4 aren’t going to have
6 will eat crisps and pizza 5 isn’t going to bark
6 am going to buy
Speaking
Pupils’ own answers E
1 will (given)
C 2 will
1 won’t be (given) 3 won’t
2 won’t go 4 will
3 won’t visit 5 will
4 won’t go 6 won’t
5 won’t take
6 won’t walk

D
1 I won’t write a diary. (given)
2 I won’t drive a bus.
3 They won’t swim in the pool.

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Unit Tests Key

Test 1 C Test 4
1 has got (given)
A 2 have got A
1 email (given) 3 hasn’t got 1 sleep (given)
2 forest 4 haven’t got 2 ski
3 camel 5 have got 3 fall
4 tea 6 has got 4 shout
5 photo album 5 snowboard
6 sand D
1 Has, d (given) B
B 2 Have, a 1 January (given)
1 ugly (given) 3 Has, b 2 March
2 young 4 Have, f 3 April
3 twins 5 Have, c 4 June
4 aunt 6 Has, e 5 September
5 stars 6 October
6 handsome Test 3 7 December

C A C
1 is (given) 1 fountain (given) 1 is reading (given)
2 am 2 bench 2 is sitting
3 are 3 café 3 are playing
4 are 4 coat 4 is climbing
5 is 5 belt 5 is sleeping
6 is 6 gloves 6 is eating

D B D
1 aren’t (given) 1 toy box (given) 1 aren’t (given)
2 is 2 window 2 is
3 Are 3 floor 3 Are
4 isn’t 4 door 4 am
5 ’m not 5 homework 5 isn’t
6 are 6 MP3 player 6 aren’t

Test 2 C Test 5
1 The (given)
A 2 Whose A
1 butterfly (given) 3 my 1 hotel (given)
2 snail 4 The 2 library
3 canary 5 The 3 ice
4 garden 6 Its 4 shelf
5 puppy 5 trainers
6 kitten D 6 baseball cap
1 is (given)
B 2 Are B
1 slippers (given) 3 isn’t 1 first (given)
2 lamp 4 aren’t 2 2nd
3 teapot 5 are 3 third
4 swing 6 Is 4 7th
5 rug 5 ninth
6 acrobat 6 10th

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C 5 cook 6 the nicest

1 can’t (given) 6 police officer 7 scariest
2 Can
3 can’t B Test 9
4 can’t 1 biscuits (given)
5 can 2 vet A
6 can 3 firefighters
4 pilot

➜
D 5 bow ➜ 1
1 must (given) 6 photographer C L O C K
2 Don’t shout A
3 Wear C V
4 Let’s 1 drink (given) ➜ 2
5 mustn’t 2 have M U S E U M
6 must 3 doesn’t play M

➜
4 sleeps A E
Test 6 5 teaches ➜ 4
D I N O S A U R
6 don’t watch
A R
➜ 5
1 thirty (given) D P L A N T
2 fifty 1 Do, Yes, I do. (given)
H
3 one hundred 2 Does, No, it doesn’t.
4 twenty 3 Do, No, we don’t. B
5 eighty 4 Does, Yes, he does. 1 right (given)
6 sixty 5 Do, Yes, you do. 2 bone
6 Do, No, they don’t. 3 sharp
B 4 time
1 table (given) Test 8 5 know
2 grass 6 big
3 ice cream A
4 sandwich 1 sunny C
5 orange juice 2 cloudy 1 was (given)
6 sugar 3 windy 2 weren’t
4 rainy 3 weren’t
C 5 snowy 4 were
1 any (given) 5 was
2 some B 6 wasn’t
3 How much 1 button (given)
4 any 2 snowman D
5 How many 3 bridge 1 Was, she was (given)
6 some 4 soldier 2 Was, he was
5 scary 3 Were, they weren’t
D 6 little 4 Were, I wasn’t
1 him (given) 7 large 5 Was, it was
2 me 6 Were, they were
3 them C
4 it 1 always watches (given) Test 10
5 us 2 often has
6 you 3 never gets up A
4 sometimes make 1 Spanish (given)
Test 7 5 are always 2 American
3 English
A D 4 Greek
1 actor (given) 1 shortest (given) 5 Japanese
2 astronaut 2 happier
3 postman 3 better than B
4 doctor 4 taller 1 desert (given)
5 the 2 suitcase
UNIT TESTS KEY 157
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3 restaurant 4 Yes, she did.

4 rice 5 Yes, they did.
5 building 6 Yes, I did.
6 medal
7 player D
1 I’m going to play tennis. (given)
C 2 He isn’t going to read a book.
1 played (given) 3 We’re going to open the window.
2 watched 4 They’re going to come to the
3 studied forest.
4 went 5 She isn’t going to clean the
5 saw beach.
6 bought
Test 12
D
1 I didn’t give Sally a present. A
(given) 1 a (given)
2 Dad didn’t stop the car. 2 f
3 I didn’t listen to music. 3 b
4 They didn’t like the pizza. 4 e
5 She didn’t get up at 7 o’clock. 5 d
6 We didn’t eat all the rice. 6 c

Test 11 B
1 sightseeing (given)
A 2 bark
3 parents
4 ghost
➜

T 5 money
➜

R
2
S 6 shopping
➜

3
N A I
➜

I C
4
G C
A
➜ 1 are (given)
R A I N S T A T I O N
5
T
2 am
U G
➜ 3 Is
R S E A L
6

4 isn’t
E
5 Are
6 Am I
B
1 way (given) D
2 save 1 ’ll send
3 look 2 won’t stay
4 Go 3 won’t take
5 turn 4 ’ll be
6 cross 5 ’ll go
7 sign 6 won’t climb

C
1 Yes, I did. (given)
2 No, we didn’t.
3 No, he didn’t.

158 UNIT TESTS KEY

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Test 1

Name: Date: Mark: /20

A Write.

1 e mail 4 t

2 f 5 p a

3 c 6 s
/5

B Circle.

1 cute / ugly 2 young / old 3 twins / uncles

4 aunt / uncle 5 sand / stars 6 handsome / old

/5

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C Write am, is or are.

1 He is tall.
2 I happy.
3 We in the park.
4 They on camels.
5 Dina a fantastic reporter!
/5
6 A camel a funny animal.

D Write.
1 We’re old. We aren’t young.
2 Is she a new pupil? Yes, she .
3 you friends? No, we aren’t.
4 He’s my cousin. He my brother.
5 Are you eleven? No, I .
6 They from France. They’re from England. /5

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Test 2

Name: Date: Mark: /20

A Write.

2 3

4
6
5

u __
1 b __ t __
t __
e __
r f l __
y 4 __ __ __ d __ n
2 __ __ __ __ l 5 __ u __ __ __
3 c __ n __ __ __ 6 k i __ __ __ __ /5

B Write.

1 s lippers 4 s

2 l 5 r

3 t 6 a

/5

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C Write have got, haven’t got, has got or hasn’t got.

1 Chris has got a snake.

2 Judy and Mark pets.

3 The dog a toy.

4 Zebras horns.

5 We funny hair.

6 She a bike. /5

D Write have or has and match.

1 Has a leopard got fur? a No, I haven’t.
2 you got an idea, Kate? b Yes, he has.
3 Jack got a skateboard? c Yes, you have.
4 rhinos got long tails? d Yes, it has.
5 we got big ears? e No, she hasn’t.
6 she got a car? f No, they haven’t.
/5

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Test 3

Name: Date: Mark: /20

A Write.

1 fountain 2 3

4 5 6

/5

B Write.

door floor homework MP3 player toy box window

My bedroom is very messy! I’ve got lots of toys, but

I haven’t got a (1) toy box . My bed is under the
(2) . It’s big and you can see the garden from it.
There’s an orange rug on the (3) . It’s new. My
desk is near the (4) . There are lots of books
and notebooks on it. I do my (5) there. Look!
There’s my (6) . It’s under the bed. I love music!
/5

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C Circle.
1 There’s a dog. A / The dog is cute.
2 Who / Whose gloves are these?
3 I’m Sally and this is her / my sister Jane.
4 A / The moon is amazing.
5 An / The orange shoes are big.
/5
6 This is my friend’s cat. It’s / Its tail is long.

D Write is, isn’t, are or aren’t.

1 There is a big tree in the garden.
2 I’m hungry. there any eggs?
3 Is there a desk in your room? No, there .
4 Are there any hats in this shop? No, there .
5 There many flowers near the wall. They’re beautiful.
6 there a pencil in your bag?
/5

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Test 4

Name: Date: Mark: /20

A Write and match.

1 l __
s __ e __
e p a

2 __ __ i b

3 f __ __ __ c

4 sh __ __ __ d

5 s __ __ __ b __ __ __ d e
/5

B Write.

1 J July

February August

2 M 5 S

3 A 6 O

May November

4 J 7 D

/5

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C Write.
climb eat sit play read sleep

DAD AND BILLY

FELIX

GRANDMA AND GRANDPA

MUM

TINA

1 Mum is reading a book.

2 Grandma on the bench.
3 Look at us! We football.
4 Felix the tree.
5 Grandma .
6 My sister .
/5

D Write.
1 Are you watching TV? No, we aren’t .
2 Is Sarah cooking food on a fire? Yes, she .
3 your friends winning? No, they aren’t!
4 Are you staying in a tent? Yes, I .
5 Is the dog eating? No, it .
6 Are Jamie’s cousins sleeping in a sleeping bag? No, they .
/5

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Test 5

Name: Date: Mark: /20

A Write.

1 o __
We’re staying at a big h __ t __
e l.

2 There are lots of good books at the __ i b __ a __ __ .

3 Be careful! There is __ __ e everywhere.

4 The notebook is on the s __ e __ __ .

5 Those t r __ __ n e __ s are cool.

6 Look! Denis is wearing a __ a s __ __ a l l __ __ p .

/5

B Write.

st = first th = sixth

= second = seventh

rd = th = eighth

th = fourth th =

th = fifth = tenth
/5

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C Write can or can’t.

1 Dogs can catch a ball, but they can’t throw a ball.
2 Cathy speak English?
3 Leo snowboard. He isn’t good.
4 Can I go to the cinema, please? No, you .
5 Can you run fast? Yes, I .
6 We play basketball. We jump high.
/5

D Circle.
1 You must / mustn’t listen to Mum and Dad.
2 Don’t shout / Shout! I can’t sleep.
3 It’s time for sports. Don’t wear / Wear your trainers.
4 Let’s / Don’t see the acrobats. They’re amazing.
5 We must / mustn’t run in the classroom!
6 Shh! We must / mustn’t be quiet.
/5

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Test 6

Name: Date: Mark: /20

A Write.
30 20

1 thirty 4

80
50

2 5

100 40

3 6

/5

B Write.

grass ice cream orange juice sandwich sugar table

1 The pizza is on the table .

2 Let’s have a picnic on the .
3 Oh no! The dog ate my chocolate !
4 I want cheese and tomatoes in my .
5 I’m thirsty. Can I have some .
6 Fizzy drinks aren’t good for you. They’ve got lots of .

/5

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C Write some, any, How much or How many.

1 Sorry. I haven’t got any lemonade.
2 There is jam in the kitchen. It’s yummy.
3 water is there in your glass?
4 Are there children at the party?
5 chips have you got?
6 We’ve got tea.
/5

D Write.

him it me them us you

1 That’s my brother. Let’s talk to him .

2 Mum is helping with my homework.
3 Those are my friends. Can you see ?
4 This waterfall is beautiful. I love .
5 We’re hungry. Please make some sandwiches, Mum!
6 You’re nice. I like .
/5

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Test 7

Name: Date: Mark: /20

A Write.

1 a ctor 2 a 3 p

4 d 5 c 6 p
o

/5

B Write.

biscuits bow firefighters photographer pilot vet

1 Neil’s mum is a cook. She makes great biscuits .

2 My uncle is a . He helps animals.
3 There’s a big fire in the village. The are there now.
4 Rita is a . She flies a lot.
5 Don’t play with the and arrows.
6 This is my cousin’s camera. She’s a .
/5

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C Write.
1 We drink (drink) milk for breakfast.
2 You (have) an English lesson on Monday.
3 She (not play) basketball every day.
4 My dog (sleep) in the afternoon.
5 Dad (teach) maths at my school.
6 We (not watch) TV in the morning.
/5

D Write and circle.

1 Do you want a biscuit?
Yes, I do. / Yes, you do.
2 your dog like vets?
No, he doesn’t. / No, it doesn’t.
3 you study every day?
No, they don’t. / No, we don’t.
4 Steve play ice hockey on Tuesday?
Yes, he does. / Yes, she does.
5 we swim in the summer?
Yes, you do. / Yes, I do.
6 Emma and her sister have an MP3 player?
No, she doesn’t. / No, they don’t.
/5

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pyright © Heinle, Cengage Learning. Permission granted to photocopy for classroom
classro use.
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Test 8

Name: Date: Mark: /20

A Write.
It’s ...

1 sunny 2 3

4 5
/4

B Write.

1 Where’s my b utton ?

2 We’re making a s .

3 That b is amazing!

4 Look. I’m a s .

5 Help! A s monster.

6 This is a l fish.

7 W
Whales are l animals. /6

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C Write.

always ✔ ✔
often ✔
sometimes ✔
never ✔

1 Sam always watches (watch) TV in the afternoon.

2 Joe’s family (have) a picnic at the weekend.
3 Lola (get up) at 7 o’clock in the morning.
4 My sisters (make) a cake.
5 We (be) happy! /4

D Circle.
1 Mum is the shortest / shorter woman in my family.
2 Paul is happier / happy than George.
3 This book is better / better than that book
4 Susan is tallest / taller than Marie.
5 I am the / a best pupil in the class!
6 Dad’s the nicest / nicer man in the world!
7 Sharks are the scary / scariest fish!
/6

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Test 9

Name: Date: Mark: /20

A Write.

➜
➜ 1
C L O C K

➜ 2

3
➜

➜ 4

➜ 5

/5

B Circle.
1 What’s that? It’s a bone. That’s right / dark!
2 Your home / bone is very big. How many bedrooms has it got?
3 Be careful! That dog has got friendly / sharp teeth.
4 A long time / history ago there weren’t animals here.
5 This is a T-rex. How do you learn / know?
6 Can I go on the terrible / big wheel, Dad?
/5

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C Write was, were, wasn’t or weren’t.

1 She was sleepy.

2 We at school yesterday.

3 They at the park in the morning.

4 You at the beach on Saturday.

5 I very hungry yesterday.

6 My uncle at the theatre.

/5

D Write.
1 Was Diana tired? Yes, she was .
2 he at the bookshop? Yes, .
3 they sad? No, .
4 you at home, Katy? No, .
5 the dog in the garden? Yes, .
6 the kids good? Yes, .
/5

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Test 10

Name: Date: Mark: /20

A Write.

1 She’s Spanish . 2 He’s . 3 He’s .

4 She’s . 5 He’s .
/4

B Write.

building desert medal player restaurant rice suitcase

1 It is very hot in the desert .

2 My is heavy. I packed a lot of things.
3 Can we eat at a Chinese ?
4 Sandra’s favourite food is meat and .
5 This is the oldest in our town. It’s a hundred years old.
6 Jack was first and he got a gold .
7 My uncle is a football .
/6

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C Write.
1 I played (play) basketball last week.
2 We (watch) TV yesterday.
3 Tom (study) a lot last night.
4 I (go) to a museum.
5 Lynn (see) the pyramids in Egypt.
6 They (buy) a new bike.
/5

D Write.
1 I gave Sally a present.
I didn’t give Sally a present.
2 Dad stopped the car.

3 I listened to music.

4 They liked the pizza.

5 She got up at 7 o’clock.

6 We ate all the rice.

/5

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Test 11

Name: Date: Mark: /20

A Write.

➜
1

➜
T
2
R S
➜

3
N A

➜
4
I C
➜ 5
T N S

➜ 6
S

/5

B Write.

cross go look save sign turn way

Man: Can you tell me the (1) way to the vet, please?
I found a kitten in my garden. It’s ill. The vet can
(2) its life and (3) after it.
Woman: Of course! (4) straight ahead. Then
(5) left and (6) the road.
The vet is next to the café. There’s a big (7) .
Man: Thank you. /6

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C Write.

1 Did you draw the flower on the board, Lisa? Yes, I did.

2 Did you ride your scooters?

3 Did Chris buy big trousers?

4 Did Kate go to bed?

5 Did they wear costumes?

6 Did you plant a tree, Ben?

/5

D Write.
1 going / I’m / to / tennis / play
I’m going to play tennis.
2 he / going / to / book / read / a / isn’t

3 we’re / to / the / window / going / open

4 they’re / to / going / come / forest / to / the

5 isn’t / she / going / clean / to / beach / the

/4

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Test 12

Name: Date: Mark: /20

A Match.

1 a flat

2 b postcard

3 c comic

4 d diary

5 e passport

6 f show

/5

B Write.
1 We went s ightseeing in Japan.
2 What a noise! Those dogs b a lot!
3 Your mum and dad are your p .
4 The g train was scary.
5 I want to buy some sweets? Have we got any m ?
6 I need new clothes. Let’s go s .
/5

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C Circle.
1 Are you going to write a book? Yes, we am / are.
2 Are you going to swim? Yes, I am / are.
3 Is / Are he going to dance?
4 Is she going to sleep? No, she is / isn’t.
5 Are / Is they going to play baseball?
6 I am / Am I going to see you?
/5

D Write.

be go not climb not stay not take send

1 I ’ll send you a postcard from the island.

2 He in a tent.
3 She her diary on holiday.
4 It rainy tomorrow.
5 We sightseeing in England.
6 They that mountain. It’s dangerous.
/5

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