2 Day and night

OBJECTIVES
Reading
• Reading comprehension – Can understand basic factual statements relating to pictures or simple texts.
• Reading accuracy – Can recognize key words and basic phrases in short, simple cartoon stories.

Listening
• Listening accuracy – Can hear the individual vowel and consonant sounds in simple words, if supported
by pictures.
• Listening comprehension – Can recognize familiar words and phrases in short, simple songs or chants.

Speaking
• Spoken production – Can talk about habits or daily routines in a simple way, given prompts or a model.
• Spoken production – Can describe the appearance of a person or animal using simple language.

Writing
• Written production – Can write simple sentences using familiar words, given prompts.
• Written production – Can write simple phrases or sentences on largely familiar topics.

KEY LANGUAGE
Key vocabulary Phonics STEAM Grammar Culture

bat The sounds /ɪ/ as day I / We go to the Antarctica

brush my teeth in dig and /ɑː/ as earth park. Arctic
in hot I / We don’t go to
cow hours bears
bin school.
donkey months December
dig Do you play
eat night elephant
dog soccer?
go to school shines elks
fox Yes, I do.
goat sky June
frog No, I don’t.
owl sun Kiruna
hit He / She eats three
porcupine year bananas every lights
hop
sleep day! moon
hot
wake up He / She doesn’t river
jog eat apples.
wash my face seals
sing Does he eat snowmobile
sit bananas?
sun
six Yes, he does.
Sweden
stop No, he doesn’t.
town
win
wood

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 PROJECT: DO A DAY AND NIGHT PRESENTATION
Students will do a presentation. They will choose an animal and make a mask of that animal. They will
express themselves as if they were the animal giving information in the first person.
Materials: markers, colored pencils, construction paper

EXPERIMENT LAB: THE SUN AND THE EARTH

Students will demonstrate the earth’s trajectory around the sun. They will make a model of the earth
moving around the sun with modeling clay and a foil plate.
Materials: foil plate, modeling clay

Pearson English Portal digital resources

Go to the Pearson English Portal and click on “Resources,” for more teaching resources, including videos
and games.

CODING: ALGORITHMS/SEQUENCING AND EVENTS

• Students will learn about algorithms by using logical reasoning to predict an outcome.
• Students will identify simple errors and correct them.

MATH
Students will learn how to ask for and say the time.

VALUES AND SOCIAL-EMOTIONAL LEARNING: BE PREPARED

Students will learn how to get things ready for their daily routines.

CREATIVE ACTIVITIES
Make your own picture dictionary.
This feature occurs in each Vocabulary lesson and
encourages students to process new vocabulary
through drawing and writing.

Play the “What time is it?” game.

Students use their bodies to be a human clock and
practice asking and answering what time it is with
owl porcupine
a partner.

Act out the story in groups.

This feature occurs in each Story lab lesson and will
help students revisit and produce core language
learned so far in the unit, as well as collaborate
with other students in a fun context.

GLOBAL AND CULTURAL CITIZENSHIP: LONG DAYS, LONG NIGHTS

Students will learn about night and day in different countries around the world.

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 How can I talk about day and night?
OPENER

2 Day and night

How can I talk about day and night?
3 Who am I?
Check
cross .
or
CODE CRACKER

1 I’m brown.

2 … and I have four legs.

3 … and I play at night.

4 I’m a/an

1 Point and say, It’s day/It’s night.

4 019
Listen and point. Then
sing along and dance.

SO N G
TIME Wonderful things
wake up! In the day, in the day, I wake up,
And la, la, la, I sing! sing!
At night, at night, I sleep,
And dream of wonderful things.
La, la, la, I sing
La, la, la, I sing
twit tw
oo
La, la, la, I sing
I dream of wonderful things!
At night, at night, the owl wakes up, sleep!
And twit, twit, twoo, he sings!
2 When do they wake up? Stick the animals on the picture.
In the day, in the day, he sleeps
And dreams of wonderful things.

24 twenty-four twenty-five 25

Lesson flow

Warm up Critical Lesson Presentation Practice Code Cracker Song Objective

thinking objective Practice review

• Assist You may want to encourage students to

LESSON OBJECTIVE
share what they know in small groups before doing
I will learn about animals in the day and at night. open-class brainstorming. Walk around to see how
students are interacting in a group setting.
KEY LANGUAGE CRITICAL THINKING
donkey • Ask students How can I talk about talk about
owl day and night? Explain to them that they will
porcupine do a day and night presentation as a final
project then ask them in L1 what they will need
Warm up to complete the project. Write ideas on the
• Write the word Animals on the board and ask board (pictures of the sun and the moon and
students to say as many animals as they know in different animals).
English. Write a class list.

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 Lesson objective Practice CODE CRACKER
• Introduce the lesson objective. Say Today I will 3 Who am I? Check or cross .
learn about animals in the day and at night. (Answer: a porcupine)

• Involve Students will learn to sing a song about • Elicit the animals in the chart (donkey, owl,
an owl waking up at night and sleeping in the day. porcupine). Elicit their colors (They are all
This is contrasted with their own habits of sleeping brown.). Read the criteria with students and
at night and being awake in the day. check or cross the animals for each line. The
result is a porcupine. It is the one that fits all
COMMUNICATION criteria. The others have been eliminated along
the way.
Presentation
• Challenge Ask students to create another
1 Point and say, It’s day/It’s night.
similar chart with different animals. This will
• Hold up flashcards of a daytime scene and a extend the coding activity and give further
nighttime scene and introduce It’s day and practice of using logical reasoning to find a
It’s night. Check comprehension by pointing solution.
outside. Ask Is it day? Is it night?
Point at the Unit 2 opener page and indicate
Song
the different scenes. Ask students to repeat. Say
It’s day and It’s night. 4 019 Listen and point. Then sing along
and dance.
• Differentiation Ask confident students when
day starts and when night starts. Ask them the • Play audio 019. Have students listen to the song
difference between night and day. (Suggested and point at the pictures.
answers: Day starts in the morning, when the • When students have listened to the song, play
sun comes up. Night starts when the sun goes the audio again and have them join in. Once they
down. Day is light and night is dark. There is have become familiar with the words, show them
sun and then there is no sun.) Ask less confident how to add actions. The actions are: stretching
students what they can see in the sky during the their arms up high to express waking up, singing
day (sun) and what they can see in the sky at (with a pretend microphone), putting their hands
night (moon and stars). to one side of their head in a classic sleeping
position.
CRITICAL THINKING • Extra Select individual students to sing the lines
about the animals and encourage the whole class
Practice
to sing the chorus.
2 When do they wake up? Stick the animals on
the picture. Objective review
(Answers: Students stick the donkey, owl, and • Revisit the lesson objective. Say Now I know about
porcupine on the picture. The donkey sleeps at animals in the day and at night.
night and plays or works in the day. The owl • Involve Encourage awareness of what students
and porcupine sleep in the day and play and can do by eliciting the new animal words and have
eat in the night.) students act like the animals, e.g., Be a porcupine.
• Introduce the animals on the stickers (donkey, Neigh like a donkey. Fly like an owl.
owl, porcupine) and encourage students to say
the words out loud.
• Ask students to look at the picture and guess
where the stickers go.
• Have a volunteer come to the board and
demonstrate where the animals go. As they
do this, say Yes, the donkey plays in the day
and sleeps at nights. Look! The owl and the
porcupine are up all night. When do they sleep?
(in the day).

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 What is it?
VOCABULARY

What is it? I will learn

and daily
animal Values Be prepared.

VOCABULARY routine
words. 3 When do you need these things? Circle.
1 020
Listen, point, and repeat.
When I …
1 2 3 4

brush my teeth / go to school /

1 cow 2 goat 3 donkey 4 owl eat / sleep wake up / eat
wash my face wake up

4 Check or cross . 5 Now play

Guess the animal.
5 porcupine 6 bat 7 eat 8 wake up Which animal has ...
It has four legs
four legs two legs big ears and big ears.
cow
goat A donkey!

owl
9 sleep 10 brush my teeth 11 wash my face 12 go to school
donkey

2 Label the pictures. Use the words and phrases in 1. bat

porcupine
a b

2
1
3
1
4 6 Make your own picture
dictionary. Draw and write
4
animal and daily routine words.
2
3
owl porcupine
1 bat 2 1 sleep 2

3 4 3 4

26 twenty-six twenty-seven 27

Lesson flow

Warm up Lesson Presentation Practice Values Practice Production Picture Objective

objective Practice dictionary review

Warm up
LESSON OBJECTIVE
• Teach numbers 11–20. Play Numbers tennis to
I will learn animal and daily routine words. practice numbers 1–20. Ask students to work in
pairs. Have each pair screw up a piece of paper to
KEY LANGUAGE use as a ball. Say Take turns saying the numbers
1–20 as you toss the ball to each other. If you drop
bat goat
the ball, start again. You may want to demonstrate
brush my teeth owl the game with a student before they start.
cow porcupine • You could play this game competitively: the first
donkey sleep pair to finish wins. Alternatively, you could play the
eat wake up game cooperatively by having students encourage
go to school wash my face each other.

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 Lesson objective CRITICAL THINKING
• Introduce the lesson objective. Say Today I will Practice
learn animal and daily routine words. 4 Check or cross .
(Answers: Students may have different ideas
• Involve Students will learn 12 new words for
about how big the ears are on these animals
animals and daily routines.
and they may have their own opinions. Four
COMMUNICATION legs: cow, goat, donkey, porcupine, Two legs:
owl, bat, Big ears: bat, cow, donkey, goat. Owls
Presentation have ears, but they are almost hidden, at the
1 020 Listen, point, and repeat. side of the head, behind the eyes. The feathery
• Mime the daily activities and animals pictured tufts which look like ears are not in fact ears.
in Activity 1 to elicit words students may They are just feathers.)
already know. • Check understanding of four legs, two legs, and
• Play audio 020. Say Listen, point at the pictures, big ears. Use flashcards for this.
and repeat. • Do the first line as a demonstration. Count the
• Monitor Ask students to act out routines or cow’s legs out loud, point out the ears, and
animals for others to guess. You could have ask Are they big? Are they small? Then have
them do this in pairs or small groups while you students complete the chart.
walk around and check.
COMMUNICATION
Practice
Production
2 Label the pictures. Use the words and phrases in 1.
5 Now play Guess the animal.
(Answers: a 1 bat, 2 cow, 3 porcupine, 4 goat,
• Students play a game by describing an animal
b 1 sleep, 2 wash my face, 3 eat, 4 go to school)
and having their partner guess it.
• Spell words from Activity 1 and have students
listen carefully and call out the words. CREATIVITY
• Ask students to look at the pictures and identify
Picture dictionary
the animals and routines. Have them write the
words on the lines. 6 Make your own picture dictionary. Draw and
write animal and daily routine words.
Values • Ask students to use the same notebook they
Practice started in Unit 1 to record words in a picture
dictionary. They will continue this throughout
3 When do you need these things? Circle.
the book.
(Answers: 1 brush my teeth, 2 sleep,
• Show students the examples in the Student’s
3 go to school, 4 wake up)
Book and encourage them to use their
• This activity helps students understand the imagination to draw pictures of the target
value “be prepared.” language instead of copying the pictures in
• Have students look at the pictures. Then read the book.
and circle the correct phrases. • Encourage students to write the words neatly
• Differentiation Stretch: Have students make under the pictures they draw.
complete sentences, e.g., When I brush my
teeth, I use a toothbrush and toothpaste. Objective review
Support: Practice by saying the phrases in • Revisit the lesson objective. Say Now I can use
the Student’s Book and asking students to act animal and daily routine words.
them out.
• Involve Encourage awareness of what students
• Discuss in L1 the importance of thinking about can do by making animal sounds and having them
the things you need and being prepared for guess the animal. Review day and night and the
your daily activities. names of the nocturnal and diurnal animals. Then
• Challenge Ask students to say the things they elicit which routines are day activities, which are
do before they go to bed to be ready for the night activities, or whether they could be both.
next day. Write a class checklist.

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 Language lab 1
GRAMMAR 1: I GO / DON’T GO

Language lab 1 I will talk

daily rout
about 4 022
Choose and complete the questions. Circle Yes or No.
GRAMMAR 1: I GO / DON’T GO ines. Then listen and check. brush wash eat sleep wake swim

1 021
Watch. What is Leo talking about?
Check the correct picture.
1 2 3 4 1 Do cats 2 Do porcupines
their faces? in rivers?
Yes No Yes No
Do you your face? Do you in rivers?

2 What do you think owls

say? Write the sound.
I go to school.
Owls say We go to school.
3 Do bats 4 Do cows
at night? their teeth?
3
I don’t go to school.
What do you and We don’t go to school. Yes No Yes No
your friends do at school? ? Do you go to school? Do you at night? Do you your teeth?
Check or cross . Then Yes, I do. / No, I don’t.
write We …/We don’t … .
eat sleep
5 Do goats 6 Do donkeys
play sing grass? up in the morning?
brush our teeth read Yes No Yes No
At school … Do you grass? Do you in the morning?
1 We

3
5 Look at 4 again and 6 Play True or False with a partner.
4 write answers for you.
Goats don’t eat grass.
5 False!

6 I brush my teeth.
True!
28 twenty-eight twenty-nine 29

Lesson flow

Warm up Lesson Video Practice Presentation Practice Practice Practice Production Objective
objective review

Warm up
LESSON OBJECTIVE
• Put the flashcards for the animals around the
I will talk about daily routines. classroom. Describe an animal for students to
guess. Say It has four legs and big ears. It gives
KEY LANGUAGE milk. (cow) It can fly. It sleeps in the day. (bat)
Ask a volunteer to say and find the animal in the
I / We go to the park.
classroom. Repeat several times.
I / We don’t go to school.
Do you play soccer? Lesson objective
Yes, I do. • Introduce the lesson objective. Say Today I will
No, I don’t. talk about daily routines.

• Involve Students will learn how to ask and answer

questions about each other’s daily routines.

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 Video
CRITICAL THINKING
1 021 Watch. What is Leo talking about?
Practice
Check the correct picture.
4 022 Choose and complete the questions.
(Answer: 3 owl)
Circle Yes or No. Then listen and check.
• Have students look and name the animals in
(Answers: 1 wash, Yes, wash; 2 swim, Yes,
the photos. Ask What is Leo talking about? Ask
swim; 3 sleep, No, sleep; 4 brush, No, brush;
students to guess before they watch or listen.
5 eat, Yes, eat; 6 wake, Yes, wake)
• Play the video Unit 2: What do owls say? or audio
• Read the words in the box and have students
021. Ask students to sit and watch or listen quietly
mime the actions. Then say Let’s put the words
and check the correct animal.
in the quiz. Where do they go?
Practice • Have students circle Yes or No depending on
2 What do you think owls say? Write the sound. what they believe is true.
(Suggested answers: twit twoo or ooo-ooo) • Play audio 022 and have students listen and
check the answers for the animals’ routines.
• Play the video or audio again. Ask What do Anna
and Leo disagree on at the end? (They disagree
on the sound owls make. Anna says they say Practice
“ooo-ooo” and Leo says they say “twit twoo.”) 5 Look at 4 again and write answers for you.
Ask students their opinion about what sound owls (Answers: 1 Yes, I do. / No, I don’t., 2 Yes, I do. /
make and have them write the sound. No, I don’t., 3 Yes, I do., 4 Yes, I do.,
• Challenge Discuss how animal sounds are 5 No, I don’t., 6 Yes, I do.)
different in English and students’ own language. • Point at the question at the end of each item in the
For example, in English: “miaow” – cat, “woof” – quiz. Ask Who are these questions for? (students/
dog, “quack” – duck, “hee-haw” – donkey. Find us). Check understanding by asking students some
out if students like those sounds or if they prefer of the questions. Then have students write the
the ones in their own language. answers about themselves.
Presentation • Differentiation Stretch: Encourage those who
• Show students the grammar box and read the finish quickly to write long answers. Support: Refer
examples. Ask Which examples use go? (I go to students who are struggling to the board.
school. We go to school.) Which examples use COMMUNICATION
don’t go? (I don’t go to school. We don’t go to
school.) Which example is a question? (Do you go Production
to school?) 6 Play True or False with a partner.
• Ask students to listen and follow with their finger • Ask students to read the examples in the speech
as you read the examples again. bubbles. Elicit more statements about animals
• Point out the question again. Say We use Do you + or about themselves from the group and write
action word to make the question. them on the board, e.g., I eat pizza. Cows eat
hamburgers. Ask Is that true or false?
CRITICAL THINKING • Have students work in pairs.
Practice • Differentiation Have more confident students
3 What do you and your friends do at school? say statements without looking at their notes.
Check or cross . Then write We …/We Allow less confident students to use the board.
don’t … .
(Possible answers: 1 We eat. We don’t eat., Objective review
2 We sleep. We don’t sleep., 3 We play. We • Revisit the lesson objective. Say Now I can talk
don’t play., 4 We sing. We don’t sing., 5 We about daily routines.
brush our teeth. We don’t brush our teeth.,
• Involve Encourage awareness of daily routines
6 We read. We don’t read.)
by making silly statements and having students
• Read the activities together. Then say Check correct them, e.g., Bats brush their teeth. Cows
what you do at school. Cross the activities you read. Encourage them to say No, they don’t! Bats
don’t do at school. don’t brush their teeth! to practice the negative.
• Write the first sentence on the board as an
example: We eat. Then have students write
sentences. Walk around checking as they do this.
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 Story lab
READING

Story lab I will read

a
about farm story
5 6 Hello, Mrs. Hay. What’s happening?

READING animals.

I don’t know!

1 Read and listen. What farm

023
2 Do cows sing, Miss Kelly?

animals can you see?

Do goats dance?
On the bus!

To Mrs. Hay’s
1 farm, please!

No, Tom! They don’t 8 Miss Kelly … cows sing

sing. They say “moo!”
7
and goats dance!

Do goats dance, They like the

4 music! They
Look, girls and boys. This Miss Kelly?
is a cow. It eats grass. like this song!

3
Yes, Tom!

No, Tom! They

don’t dance!

This is a goat. Goats eat grass and fruit. 3 Match. Then say
4 Where do the animals go? Look at
the animal footprints and write go
who is speaking.
or don’t go.
2 Look at the story. Read and 1 On the a happening?
1 The cats to the house.
circle T (True) or F (False).
2 What’s b bus!
2 The cats to the park.
1 Miss Kelly is a teacher. T/F 3 I don’t c girls and boys.
3 The donkeys to the house.
2 They go to Mrs. Hay’s farm. T/F 4 Look, d know!
4 The donkeys to the park.
3 The cow doesn’t like the song. T/F
What’s happening?
4 Mrs. Hay’s animals dance and sing. T / F
Miss Kelly
is speaking. 5 Act out the story in groups.
30 thirty thirty-one 31

Lesson flow

Warm up Lesson Pre-reading Reading Comprehension Comprehension Comprehension Act out Objective
objective review

LESSON OBJECTIVE Lesson objective

I will read a story about farm animals. • Introduce the lesson objective. Ask a student
to read the objective Today I will read a story
Warm up about farm animals.
• Have students stand up and remind them of the
• Involve Students will listen to and read a story
actions for the song on Student’s Book page 25.
about farm animals. They will use the information
• Play audio 019 from the song in the opener and from the pictures and words to understand the
have students sing along and do the actions. story.
• Monitor Ask more confident students to stand
at the front of class for others to copy. Watch Pre-reading
and listen to students and provide support if • Ask students to look at the pictures and guess what
needed. Take notes on any general issues with will happen in the story. At this stage, students
pronunciation and intonation. may give suggestions and predictions in L1.

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 Reading Comprehension
1 023 Read and listen. What farm animals can 4 Where do the animals go? Look at the animal
you see? footprints and write go or don’t go.
(Answers: a goat, a cow, a bird and a frog on the (Answers: 1 go, 2 don’t go, 3 don’t go, 4 go)
desk, an owl in the background, a cat, a donkey, • As some students might not recognize the
a chicken) footprints, draw them on the board and review
• Play audio 023 and have students listen and (round prints – cat, pointed prints – donkey).
follow the story in their Student’s Books. Ask • Point at the picture in Activity 4 and say Follow the
What animals can you see? Encourage students to footprints. Where do the cats go? (house) Where
say I can see … and an animal from the story. do the donkeys go? (park)
• Extra Ask What things show us the animals are • Ask students to complete the sentences with go or
out of control? (musical notes, cow mooing to don’t go.
the tune, goat dancing, shocked farmer, children
• Assist Before checking the answers, encourage
laughing)
students to find the cat and the donkey in
• Challenge Have students close their Student’s the story.
Books. Hold up the story cards one by one and
ask students to retell the story in their own words CREATIVITY COLLABORATION
in English as much as possible. Supply the English This activity encourages Collaboration. For further
when they express themselves in L1. support download our Collaboration checklist.
CRITICAL THINKING Act out
Comprehension 5 Act out the story in groups.
2 Look at the story. Read and circle T (True) or • Put students in groups of five and ask them to
F (False). decide who plays each character (Miss Kelly,
(Answers: 1 T, 2 T, 3 F, 4 T) Tom, Mrs. Hay, a cow, and a goat). Ensure
students are happy to play the character they
• Ask students to read the statements and look at
have picked.
the story to find out if they are true or false.
• Assist Before students act out the story,
• Go through the statements together and ask
have them read it as a group. Then have
students to point at the frame that shows the
them read it again with each student reading
answer.
their character’s lines. This will help them to
• Extra Ask Do you sometimes visit a farm? What remember their lines.
animals do you see? What do the animals do?
• Have each group of students act out the story
in different corners of the classroom. If you
CRITICAL THINKING COMMUNICATION have time, ask each group to act out the story
Comprehension in front of the rest of class.
3 Match. Then say who is speaking. • Differentiation Put students in groups of the
(Answers: 1 b Miss Kelly, 2 a Miss Kelly, same ability and have the groups with more
3 d Mrs. Hay, 4 c Miss Kelly) confident students make changes to the story.
For example, they can change the ending,
• Elicit the answer from students for item 1 and change what happens, or extend the story. For
write it on the board as an example (On the less confident students who need more support,
bus!). Then elicit which character in the story allow them more time to read and say the story
says that phrase (Miss Kelly). out loud again.
• Ask students to complete the activity. Check
answers together as a class, then practice Objective review
saying the phrases.
• Revisit the lesson objective. Say Now I can read a
• Have students say the complete phrases and story about farm animals.
identify who is speaking. (What’s happening?
• Involve Encourage students to summarize the
Miss Kelly is speaking.) Show the class some
story in L1.
exaggerated body language to go with the
phrases. Put students in pairs to say the phrases
as the character who is speaking and with
exaggerated body language.

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 Phonics lab
I AND O

Phonics lab I will learn

th
and o soun e i
Experiment lab I will learn
ab
earth and out the
I AND O ds. SCIENCE: THE SUN AND THE EARTH the sun.

EXPERIMENT TIME
1 Listen and repeat. Then
024 3 026
Listen and play the 1 Listen and read. Look at
027

write i or o. game. Jump to i or o! the pictures and write 1–4. How does the earth move?

1 We see the sun in the sky. It’s day. 1 Make an earth and a sun.

2 The sun shines on the earth. Make a green and blue ball.
That is the earth.
3 The earth goes round and round in
Make a big yellow circle.
24 hours. That is a day.
1 d g 2 b n 3 h t That is the sun.
4 The earth goes around the sun in
12 months. That is a year.
a b

4 f x 5 j g 6 h t
4 Trace and match. It’s night. It’s day.

2 025
Listen and chant. 1
2
3
c d

Sit and sing, 2 Check and say.

Sit and sing, Look! The earth

goes around the sun.

2
Six little children sit and sing!

Jog, jog, jog!

Hop, hop, hop!
i o 1

2
Circle T (True) or F (False).
We see the earth in the sky.

There are 24 hours in a day.

T/F

T/F
3
Look! The sun goes
around the earth.

Move your earth around

Stop! 5
4 6 3 There are 12 months in a year. T / F the sun with a partner and say
The dog and the frog the sentence in 2 again.
are hot, hot, hot! 12 hours day + 12 hours night = 24 hours.
We say “a day.”
Watch a video about space.

32 thirty-two thirty-three 33

Lesson flow

Warm up Lesson Presentation Chant Practice Practice Objective

objective review

Warm up
LESSON OBJECTIVE
• Review animal and daily routine words with
I will learn the i and o sounds – /ɪ/ as in dig and students. Put the color and body flashcards on the
/ɑː/ as in hot. board and ask students to say things they know
about the animals. Encourage students to use full
KEY LANGUAGE sentences.

The sounds /ɪ/ as in dig and /ɑː/ as in hot.

Lesson objective
bin hit sit • Introduce the lesson objective. Say Today I will
dig hop six learn the i and o sounds.
dog hot stop
fox jog win • Involve Students will learn the sounds /ɪ/ as in
frog sing dig and /ɑː/ as in hot through words that have
these sounds as middle sounds. Both i and o
pronunciation are short sounds.
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 Presentation Practice
1 024 Listen and repeat. Then write i or o. 4 Trace and match.
(Answers: 1 i, 2 i, 3 i, 4 o, 5 o, 6 o) (Answers: i: 2 sit, 4 win, 5 sing, o: 1 dog, 3 fox,
• Play audio 024 and have students listen and 6 hop)
repeat the words, pointing at the correct picture as • Elicit the words in the pictures. Have students say
they do so. them out loud (dog, sit, fox, win, sing, hop).
• Assist Play the Phonics Pronunciation video. Ask • Say Match the pictures of the “i” words to the “i” as
students to sit and watch quietly. Play it again and in “win” and the “o” words to the “o” as in “dog”.
ask students to copy what they see and hear. • Extra Make the shape of the sound with your
• Elicit the names of the things in the pictures in mouth as if you were going to say it, but without
the Student’s Book (dig, bin, hit, fox, jog, hot). making the sound. Say Guess the sound by looking
Ask students to write the letter i or o in the spaces at my mouth. Then have students do the same
provided. in pairs.
• Extra Ask students to work in pairs. Have students
Objective review
point and ask and answer about the pictures using
What’s this? It’s … . Then encourage them to think • Revisit the lesson objective. Say Now I know the i
of more words that have i or o as middle sounds. and o sounds.
• Involve Encourage awareness of what students
COMMUNICATION can do by eliciting words with the i and o sounds –
Chant /ɪ/ as in dig and /ɑː/ as in hot.
2 025 Listen and chant.
• Prepare students for the chant. Point at the
words in bold and elicit their meaning. Ask
students to act out the words to show you they
understand them.
• Play audio 025 twice. Ask students to listen and
join in. Encourage them to sing, hop, and jog,
and mime stop and hot as they say the chant.
• Monitor Have students say the chant in pairs.
One person says the first two lines, then they
both say the third line together. The other
says the next two lines and they both say the
last two lines together. Then they change
roles. Go around the room, listening to their
pronunciation.

COMMUNICATION
Practice
3 026 Listen and play the game. Jump to i
or o!
• Write the letters i and o on two large pieces of
card. Tell students to jump to the corresponding
letter as they hear words with those sounds. For
example, when they hear the word hop, they
jump to the o card.
• Play audio 026 and have students listen and do
the corresponding actions.
• Assist If there isn’t space to play a jumping
game, this can be played with two pieces of
small card marked i and o on students’ own
desks. Have them touch the correct letter as
they hear the word.
• Play the game again, but this time have
students calling out the words.
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 Experiment lab
SCIENCE: THE SUN AND THE EARTH

Phonics lab I will learn

th
and o soun e i
Experiment lab I will learn
ab
earth and out the
I AND O ds. SCIENCE: THE SUN AND THE EARTH the sun.

EXPERIMENT TIME
1 Listen and repeat. Then
024 3 026
Listen and play the 1 Listen and read. Look at
027

write i or o. game. Jump to i or o! the pictures and write 1–4. How does the earth move?

1 We see the sun in the sky. It’s day. 1 Make an earth and a sun.

2 The sun shines on the earth. Make a green and blue ball.
That is the earth.
3 The earth goes round and round in
Make a big yellow circle.
24 hours. That is a day.
1 d g 2 b n 3 h t That is the sun.
4 The earth goes around the sun in
12 months. That is a year.
a b

4 f x 5 j g 6 h t
4 Trace and match. It’s night. It’s day.

2 025
Listen and chant. 1
2
3
c d

Sit and sing, 2 Check and say.

Sit and sing, Look! The earth

goes around the sun.

2
Six little children sit and sing!

Jog, jog, jog!

Hop, hop, hop!
i o 1

2
Circle T (True) or F (False).
We see the earth in the sky.

There are 24 hours in a day.

T/F

T/F
3
Look! The sun goes
around the earth.

Move your earth around

Stop! 5
4 6 3 There are 12 months in a year. T / F the sun with a partner and say
The dog and the frog the sentence in 2 again.
are hot, hot, hot! 12 hours day + 12 hours night = 24 hours.
We say “a day.”
Watch a video about space.

32 thirty-two thirty-three 33

Lesson flow

Warm up Lesson Pre-reading Reading Practice Experiment Objective

objective time review

Warm up
LESSON OBJECTIVE
• Review the months of the year. Ask What month is
I will learn about the earth and the sun. your birthday?
• Ask What month is Christmas? (December) What
KEY LANGUAGE month is Halloween? (October) Which months are
day shines the winter months? (December, January, February
or June, July, August) Which months are the
earth sky
summer months? (June, July, August or December,
hours sun January, February).
months year
night Lesson objective
• Introduce the lesson objective. Say Today I will
learn about the earth and the sun.

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 • Involve Students will learn that the earth goes
1 Make an earth and a sun.
around the sun once every year. They will also
learn that the earth rotates once every day. • Materials: yellow, green, and blue modeling
clay, a frying pan
Pre-reading • Ask students to look at the question How does
• Pre-teach shine, round and round, goes around, the earth move?, then at the picture.
24 hours, 12 months. Turn on a light to show • Read the instructions. Say the beginning of
shine and have everyone turn in circles to show each sentence and have students complete and
round and round. Walk around the classroom to point at the relevant part of the picture.
show goes around. Show an analog clock face for
• Students can work alone or with a partner.
24 hours and a calendar for 12 months.
Ensure students have space to do the experiment.
Reading
1 027 Listen and read. Look at the pictures and CRITICAL THINKING COMMUNICATION
write 1–4. 2 Check and say.
(Answers: 1 b, 2 a, 3 d, 4 c) (Answer: Look! The earth goes around the sun.)
• Allow students time to look at the pictures. Ask • Have students turn and balance the frying
What’s this? as you point at things in the pictures pan so they achieve a rotation of the blue and
that students might know, such as the sun. Point green clay earth ball around the yellow sun
at the earth in space and say This is the earth. ball. One ball goes around the edge and the
It goes around the sun. or This is the earth. other balls stays in the center.
It rotates one time to make a day.
• Have students look at the statements, check the
• Play audio 027. Have students listen and follow in true one, and say it.
their Student’s Books first. Then say Read again
• Challenge Say All good scientists look at the
and write the numbers in the pictures.
world carefully and see what’s happening
• Challenge Ask students to look around them. around them. Have students express other
Ask Is it day or night? What time is it? How many observations.
hours are we at school every day? Do we go to
school in the day or at night?
COMMUNICATION COLLABORATION
CRITICAL THINKING This activity encourages Collaboration. For further
Practice support download our Collaboration checklist.
2 Circle T (True) or F (False). 3 Move your earth around the sun with a
partner and say the sentence in 2 again.
(Answers: 1 F, 2 T, 3 T)
• Have students close their Student’s Books
• Read the sentences out loud or select a strong
and work in pairs to say Look! The earth goes
student to read and ask students to follow in
around the sun as they show their partner
their Student’s Books.
how to move their frying pan to make the
• Have volunteers answer before checking earth move around the sun. Remember, some
answers together. students may not achieve the results they’re
• Point at the banner and ask What does it looking for. Tell them failure as well as success
mean? (Even though half of the day is night, is all part of science.
24 hours is still called a day.). Accept answers • Challenge Ask What other planets go around
in L1. the sun?
• Extra Show images of the solar system with
CREATIVITY other planets moving around the sun. Ask
Experiment time students if they know the names of the planets
in English.
How does the earth move?
• Go to the Pearson English Portal and click on Objective review
“Resources,” for more teaching resources about
• Revisit the lesson objective. Say Now I know about
this topic, including a video about space.
the earth and the sun.
• Involve Encourage awareness of what students
can do by eliciting words related to the earth and
the sun.

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 Language lab 2
GRAMMAR 2: SHE EATS / DOESN’T EAT

Language lab 2 I will ask an

d
about daily answer
What time is it? I will ask an
answer ab d
GRAMMAR 2: SHE EATS / DOESN’T EAT routines. COMMUNICATION out time
and daily
routines.

1 What’s wrong? Correct the

028
1Write the missing numbers on 3 Ask and answer
sentences. Then listen and check. He eats three bananas the clock. with a partner.
every day! Then tell the class.
CODE CRACKER He doesn’t eat apples.
eight two three twelve six ten
Do you wake up
Does he eat bananas? at seven o’clock?
Yes, he does. MATH
1 He eats coconuts every day.
No, he doesn’t. ZONE No, I don’t. I wake up
No! He doesn’t eat coconuts ! eleven one at six o’clock.

2 It reads books every day.

Does Katy wake up
No! ! nine at seven o’clock?

3 She doesn’t go to school.

four No, she doesn’t.
No! ! She wakes up at
seven five six o’clock.
4 He doesn’t wash his face.

No! ! Do you eat an

apple every day?
4 Play the game.
2 What time do you do these
2 things? Write the number below. What time is it?
Choose. Then No, I don’t.
read eat an apple
ask and answer a b c
go to the museum
with a partner.

3 Write Yes, he does/No, he doesn’t/Yes, she does/No, she doesn’t.

o’clock o’clock o’clock
1 Does your partner read every day?
d e f
2 Does your partner eat an apple every day?

3 Does your partner go to the museum every day?

It’s three o’clock!
4 Now tell the class about your partner. Bella reads every day. o’clock o’clock o’clock

34 thirty-four thirty-five 35

Lesson flow

Warm up Lesson Presentation Code Cracker Practice Practice Production Objective

objective Practice review

Warm up
LESSON OBJECTIVE
• Review fruit with students. Elicit and make a list of
I will ask and answer about daily routines. fruit students know and remember from Level 1,
e.g., apple, banana, pear, pineapple, mango.
KEY LANGUAGE • Act out eating a fruit you like. Describe it as you
He eats three bananas every day! pretend to eat it, e.g., It’s long and yellow. Look!
I peel it. I bite it. Mmm, yum! It’s soft and sweet.
He doesn’t eat apples.
It’s delicious. Ask What fruit is it? (banana)
Does he eat bananas?
• Ask students to act out eating fruit, describe it,
Yes, he does.
and ask their partner to guess what it is.
No, he doesn’t.
Lesson objective
• Introduce the lesson objective. Say Today I will
ask and answer about daily routines.

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 • Involve Students will learn how to talk about their
• Ask students to read the activities in the box.
daily routines.
Write Do you _______ every day? Yes, I do./No,
Presentation I don’t. on the board and ask a few students
• Show students the grammar box and read the some questions to demonstrate the activity.
examples out loud. • Put students into pairs. Say Now you ask and
• Remind students that we use the verb in the yes answer.
sentence (He eats.) and don’t/doesn’t + verb for
a no sentence (He doesn’t eat bananas.). Give Practice
examples with other fruit. 3 Write Yes, he does/No, he doesn’t/Yes, she does/
• Give pictures of fruit or flashcards to two or three No, she doesn’t.
students. Have them come to the front and say • Write Yes, he does./No, he doesn’t./Yes, she does./
sentences and answer questions. No, she doesn’t. on the board. Remind students
• Assist Show students the story pages from this that these are short answers to a question. Say
unit and describe what you can see using both the We use does and doesn’t when talking about
yes and no sentences. Say The cows sing. Mrs. Hay others. Ask When do we say he? When do we say
doesn’t sing. she? (for boys, for girls). Invite a pair to come to
the front and demonstrate their conversation from

Practice CODE CRACKER Activity 2.

• Ask one of them about their partner. Say Does
1 028 What’s wrong? Correct the sentences. your partner read every day? and circle the short
Then listen and check. answer on the board.
(Answers: 1 He doesn’t eat coconuts., 2 It • Have students write about what their partner does
doesn’t read books every day!, 3 She goes to or doesn’t do according to their conversation from
school!, 4 He washes his face!) Activity 2.
• Check prior knowledge by eliciting the actions
COMMUNICATION
in the pictures. Then say the actions and have
students point at them to be sure everyone Production
understands. 4 Now tell the class about your partner.
• Say The sentences say the wrong thing. Find • Write _______ reads/doesn’t read every day.,
the errors and correct them. Read the first _______ eats/doesn’t eat an apple every day.,
sentence together as a class and indicate the and _______ goes/doesn’t go to the museum
picture in the Student’s Book to demonstrate every day. on the board and point out the
that they don’t match. Write the first correction -s. Point out that this is the long answer to a
on the board. question about someone else. Say Tell the class
• Monitor Have students complete the activity about your partner.
individually. Walk around the room to check • Differentiation Stretch: Encourage students
and assist those who are having trouble. to speak without looking at the board or their
• Play audio 028 and have students listen and Student’s Books. Support: Allow those having
check their answers. Then invite volunteers to trouble to look at the prompts on the board.
write the correct sentences on the board. • Extra Write more activities on the board and
encourage students to ask each other about
COMMUNICATION those.

Practice
Objective review
2 Choose. Then ask and answer with a partner.
• Revisit the lesson objective. Say Now I can ask and
(Answers: Examples: Do you eat an apple every answer about daily routines.
day? No, I don’t., Do you read every day?
• Involve Encourage awareness of what students
Yes, I do., Do you go to the museum every day?
can do by writing every day on the board and
No, I don’t.)
encouraging them to say what they do every day.
• Practice saying Yes, I do. and No, I don’t. with
the class while nodding and shaking your heads
accordingly.

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 What time is it?
COMMUNICATION

Language lab 2 I will ask an

d
about daily answer
What time is it? I will ask an
answer ab d
GRAMMAR 2: SHE EATS / DOESN’T EAT routines. COMMUNICATION out time
and daily
routines.

1 What’s wrong? Correct the

028
1Write the missing numbers on 3 Ask and answer
sentences. Then listen and check. He eats three bananas the clock. with a partner.
every day! Then tell the class.
CODE CRACKER He doesn’t eat apples.
eight two three twelve six ten
Do you wake up
Does he eat bananas? at seven o’clock?
Yes, he does. MATH
1 He eats coconuts every day.
No, he doesn’t. ZONE No, I don’t. I wake up
No! He doesn’t eat coconuts ! eleven one at six o’clock.

2 It reads books every day.

Does Katy wake up
No! ! nine at seven o’clock?

3 She doesn’t go to school.

four No, she doesn’t.
No! ! She wakes up at
seven five six o’clock.
4 He doesn’t wash his face.

No! ! Do you eat an

apple every day?
4 Play the game.
2 What time do you do these
2 things? Write the number below. What time is it?
Choose. Then No, I don’t.
read eat an apple
ask and answer a b c
go to the museum
with a partner.

3 Write Yes, he does/No, he doesn’t/Yes, she does/No, she doesn’t.

o’clock o’clock o’clock
1 Does your partner read every day?
d e f
2 Does your partner eat an apple every day?

3 Does your partner go to the museum every day?

It’s three o’clock!
4 Now tell the class about your partner. Bella reads every day. o’clock o’clock o’clock

34 thirty-four thirty-five 35

Lesson flow

Warm up Lesson Math Practice Practice Production Objective

objective Practice review

Warm up
LESSON OBJECTIVE
• Extra Draw prompts on the board (an apple, a
I will ask and answer about time and daily backpack, a book, a bar of soap). Ask students to
routines. make one sentence using the prompts to describe
their family members’ activities, e.g., My mom eats
KEY LANGUAGE an apple every day.
Do you wake up at seven o’clock?
Lesson objective
No, I don’t. I wake up at six o’clock.
• Introduce the lesson objective. Say Today I will
Does Katy wake up at seven o’clock?
ask and answer about time and daily routines.
No, she doesn’t. She wakes up at six o’clock.
• Involve Students will learn to tell the time on the
hour. They will practice telling the time and they
will ask What time is it?

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 Practice
MATH ZONE COMMUNICATION
1 Write the missing numbers on the clock. Production
(Answers: two, three, six, eight, ten, twelve) 4 Play the game.
• Students complete the clock by writing the • Play Human clock. One child is the clock. He/She
missing numbers in the correct spaces. stands at the front of the class and puts his/her
• Challenge Extend this activity by getting arms out as if they are the hands of a clock
students to count out loud in twos, first even to show the time and asks What’s the time?
numbers (2, 4, 6, 8, 10, 12), then odd numbers The other students call out the time he/she is
(1, 3, 5, 7, 9, 11). indicating.
Math: Know number names and the • Say a time and have students represent the
count sequence. time with their bodies.

Practice • Extra Play What’s the time, Mr. Wolf? One

student, the wolf, turns her/his back to the class.
2 What time do you do these things? Write the
The others walk slowly toward the wolf asking
number below.
What’s the time, Mr. Wolf? The wolf says a time
• Assist Have students count the time around the and hides her/his face for that number of seconds
clock: one o’clock, two o’clock, etc. and then quickly turns around. The walkers must
• Elicit the activities in the pictures (a eat lunch, freeze. If the wolf catches anyone moving, the
b sleep, c play, d read, e wake up, f go to school). person who moved must go back to the start. At
• Students look at the pictures, decide when they do any time, the wolf can say DINNER TIME and run
each activity, and write the corresponding number and catch people. Then everyone goes back to the
on the line under the picture. They share their start. The aim is for someone to get close enough
answers with the class. Encourage them to say to touch the wolf.
sentences, e.g., I eat lunch at two o’clock.
Objective review
COMMUNICATION COLLABORATION • Revisit the lesson objective. Say Now I can ask and
answer about time and daily routines.
This activity encourages Collaboration. For further
support download our Collaboration checklist. • Involve If you have a camera, take pictures of
your students in action and show them what
Practice they look like when they are busy learning
3 Ask and answer with a partner. Then tell English. Make sure your ask parents’ permission
the class. beforehand.
• Assist Chant at + time with the class, e.g., at
eight o’clock. Use the clock in Activity 1 to help
with the activity.
• Chant the beginning of a question about daily
routines, e.g., Do you go to school …? Then
have half the class say Do you go to school and
the other half add at eight o’clock? Hold up
flashcards to change the activity and the time.
• Put students into pairs. Say Ask and answer
about your activities and the times you do them.

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 PROJECT AND REVIEW
Do a day and night presentation

PROJECT AND REVIEW Step 3 Step 4

Do a day and night presentation
Create Show and tell
Step 2
Step 1
How can I create props? Share your day and night
presentation with friends.
Plan Make an animal mask.

Research Make a sun and moon.

Do a day and night
How can I plan presentation.
my presentation? Label your work.
How are day and Do animal movements.
night different? Make a poster for your
In teams, choose two things Talk about animals.
presentation.
that are different in the day
Write down a list of things
and at night. I’m an owl!
that you see in the day.
Choose one animal you want
Write down a list of things
to talk about. Does it sleep in
that you see at night.
the day or at night? Why?
Find out which animals sleep
Practice what to say.
in the day and which sleep
at night. I don’t sleep at
night! Twit twoo!
Research why some animals
sleep in the day and some
at night.

.
Now I can ..
Cows and goats sleep at night.

Choose an animal. Find … use animal

and daily routine
out more. Tell your friends. words.

… talk about daily

routines.
Porcupines have
big teeth! They … ask and answer
It’s night. We can It’s day. We can about daily
see the sun. eat wood!
see the moon. routines.

36 thirty-six thirty-seven 37

Lesson flow

Warm up Lesson Step 1 Step 2 Step 3 Step 4 At home Now I can Objective
objective review

LESSON OBJECTIVE Lesson objective

I will do a day and night presentation. • Introduce the lesson objective. Say Today I will
do a day and night presentation.
Warm up
• Involve Throughout the unit, students have been
• Use the flashcards to review animals. Have
learning about day and night. In the project, they
students order the animals from biggest to
talk about which animals are awake at night and
smallest and those they like from most to least.
which ones sleep.
Say, e.g., A cow is a big animal. Put the cow
flashcard on the left. Then ask Is an owl a big
animal? and so on.

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 Step 1 Extra task
Research Choose an animal. Find out more. Tell your friends.
• Have students turn back to the opener and ask • This extension task gives students the opportunity
How are day and night different? to choose one animal and find out a little more
• Divide the class into two groups. Have one group about it.
write things they see in the day and the other group • Once they have done that, they can share their
write things they see in the night on the board. work with the rest of the class.
• In L1, discuss how to research. Tell students to At home
research by looking in their Student’s Books,
Find out about your pets’ daily routines.
reading other books, asking each other, asking
Ask your family.
a teacher, a grown up, or a librarian. Tell them
that research means finding out. Say Research why • Ask students to find out about their pets. They
some animals sleep in the day and some animals could ask their parents and grandparents to help
sleep at night. them write some sentences about their pets’
daily routines.
COLLABORATION • If they don’t have a pet, they can ask a family
This activity encourages Collaboration. For further member who does.
support download our Collaboration checklist. • Have students report back to the class with their
findings. They could bring in photos of their pets.
Step 2
Plan Now I can …
• Have students work in teams. Say Choose two • Show students the Now I can … box and read the
things that are different about day and night. examples. Ask students to repeat and then check
• Say Choose an animal. Does it sleep in the day understanding in L1.
or at night? Why? • Involve Ask students to think about how they feel
• Give students time to write notes about their about these statements. Have them draw four
chosen animal’s habits. light bulbs in their notebooks and for each light
bulb draw light lines coming from it to show how
• Involve Encourage students to help each other
confident they are about each statement. The more
think about what they can say.
lines they draw radiating from each light bulb, the
• Give them time to practice saying their notes to more confident they feel about the statement.
their teams.
Objective review
Step 3 • Revisit the lesson objective. Say Now I can do a
Create day and night presentation.
• Materials: poster paper, hole punch, string, • Involve Encourage awareness of what students
markers can do by asking them questions about animals,
e.g., Does a cow sleep at night? Does a goat sleep
• Have students make things for the presentation:
in the day?
props and masks. Say Make an animal mask and
make a sun and a moon. Assessment pack
• Differentiation Have more confident students learn • To assess students’ progress at the end of the unit,
the words and give their presentations without have them complete the Unit 2 Unit Test.
notes. Allow less confident students to use notes.
• To assess if students have reached the listening
Step 4 and speaking targets for this unit, give them the
Unit 2 Speaking Test.
Show and tell
• Arrange one-to-one sessions with each student
• Make new groups of students who chose different
and use the prompts to evaluate their listening
animals. Say Take turns giving your presentation to
and speaking abilities.
your group.
• For grammar and vocabulary assessment, go to
• Encourage them to use the props they made. Say
your Practice and Unit Tests, in the Assessment Pack.
Hold up the sun for day and the moon for night.
Use the mask to become your animal. Pearson English Portal games
• Say Talk about the animal. Go to the Pearson English Portal and click on
“Resources,” then “Games” for a class game about
animal and daily routine words.

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 1 Checkpoint
UNITS 1 AND 2

1 Checkpoint UNITS 1 AND 2

2
1
Read and follow. Draw the arrows.

There’s a donkey. 2 I wash my face.

1 029
Listen and follow. Say the number.
I like school!

There are two stores.

He brushes his teeth.

He goes to school at
eight o’clock.
The owl sleeps in the day.
There’s a river.
Look at the playground!
There are two cows.

3 Follow the arrows and write.

sleep brushes go don’t are cows is goat like pool

1 He his teeth. 2 There is a brown .

I to school at I like bats.

eight o’clock.
I at night.
There four
I castles.
porcupines.
There is a .
There are two .

There a river.

4 Ask and answer with a partner.

How many houses
are there?

There are five houses.

1 2 3 4

38 thirty-eight thirty-nine 39

Lesson flow

Warm up Lesson Listening Reading Writing Speaking Objective

objective review

LESSON OBJECTIVE Lesson objective

I will review language and vocabulary from • Introduce the lesson objective. Say Today I will
Units 1 and 2. review Units 1 and 2.

Warm up • Involve Students will review all the language

learned in Units 1 and 2. They will consolidate
• Ask students to look over Units 1 and 2 to refresh
their knowledge in a series of activities to test all
their memory about the content. Ask What places
four skills.
around town do you like? How many stores are
there in the miniature village? Does a cat wash its
face? Does a cow dance?
• Have them review their picture dictionaries and
reread the stories in the units.

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 Listening • Students read and complete the sentences by
1 029 Listen and follow. Say the number. following the path the arrows make for the
pictures described in Activity 1.
(Answers: 1 She sleeps at night (second column),
2 The farm (first column)) • Assist Tell students to read carefully because most
of the missing words are part of the sentence
• Ask students to look at the pictures and listen
structure, but there is one word in a sentence that
carefully. Explain that they will hear questions and
is an object!
answers or sentences about some of the pictures.
Tell them to follow the path for the pictures they • After students complete the sentences, they can
hear about and then they should say the number say the number below the final picture in the path.
of the column below the final picture. • Monitor Check answers with the class. Show
• Play audio 029. Students listen carefully and students the path on the board by circling the
follow the path of pictures. correct answers and drawing arrows between them.

• Monitor Check answers with the class. Play the COMMUNICATION

audio again if needed. You could pause the
Speaking
audio after each sentence to check students are
following the correct path. 4 Ask and answer with a partner.
• Challenge In groups of three: one student makes • Ask two students to read the examples in the
sentences about the pictures in a path from the speech bubbles. Then explain to students
top to the bottom of the page. The second student that they can ask and answer about any of
follows the path and says the number at the the pictures in Activity 1. Encourage them to
bottom. The third student listens and corrects any use numbers, colors, and other adjectives like
mistakes in the language used. The three students big and small. Provide an extra question for
repeat this two more times and swap roles. students to practice, e.g., Do you like bats?
No, I don’t.
CRITICAL THINKING • Monitor Watch students and provide support if
Reading needed. Ask individual students questions and
listen to their answers, then have them ask you
2 Read and follow. Draw the arrows.
questions. Take notes on any general issues
(Answers: 1 right arrow, down arrow, right with pronunciation and intonation.
arrow, up arrow, Playground (top picture of
• Extra Have students ask and answer about
column 3), 2 down arrow, down arrow, down
objects around the classroom. Encourage more
arrow, left arrow, Two cows (fourth picture
confident students to ask about words they
down in column 3))
don’t know in English and look them up in the
• Students read the sentences and follow the dictionary.
path of pictures in Activity 1. They add an
arrow in the box to show which direction they
Objective review
move from one picture to the next.
• Revisit the lesson objective. Say Now I know Units
• After students read the final sentences, they say
1 and 2.
the number below the final picture in the path.
• Involve Encourage awareness of what students
• Monitor Check answers with the class. Show
know by asking questions about the pictures
students the path on the board by circling
in Activity 1, e.g., What color is the donkey?
the correct answers and drawing arrows
How many porcupines are there?
between them.
• Encourage awareness of what students have
• Differentiation Have confident students write
learned by eliciting new language from Units
their own path in their notebooks and give it
1 and 2. Ask What words did you learn in Units
to their partner to find the answer. Have less
1 and 2? What questions and answers can you
confident students draw the arrow on the grid
remember from Units 1 and 2? Accept all answers.
in Activity 1 as they read before transposing the
arrows to the places next to the sentences in • Have students go to the Progress Chart in their
Activity 2. Workbooks and stick on their Now I can stickers.

Assessment pack
Writing
• For grammar and vocabulary assessment, have
3 Follow the arrows and write. students complete the Checkpoint test in the
(Answers: 1 brushes, go, are, cows, is (column 4), Assessment Pack.
2 goat, don’t, sleep, like, swimming pool (column 2))

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 Long nights, long days
CULTURE

Long nights, long days

CULTURE This is Antarctica.
In December, the sun is in the sky all day and all night!
In June, the moon is in the sky all night and all day!

1 Look at the pictures. What

animals can you see? Say. There are elephant seals in Antarctica.

2
Elephant seals have big noses. They eat fish.
030
Listen and read.

I’m Hugo. I live in Sweden.

This is my town, Kiruna.
Kiruna is in the Arctic.
3 Read again. Then draw a sun or a moon.
My house is made of wood. December (night and day) June (night and day)
The Arctic

Antarctica
Look at the blue, green,

4
and purple lights!
Talk to a partner
In December, I go to school at eight o’clock, There are elks and bears.
Sweden!
and guess.
and I see the moon. I go home at three
o’clock, and I see the moon!
The moon is in the sky all day and all night!
There are elks and bears in
my country. My Culture
Find out about the animals
The bears sleep in December.
in your country.

5 Make an animal map.

Fun Fact!
In June, I go to bed at nine o’clock,

We swim in the
and the sun is in the sky. The sun is
in the sky all day and all night! 6 Talk about the
river at night! animals on your map.

Pandas eat leaves.

They sleep in the
day and night!
40 forty forty-one 41

Lesson flow

Warm up Lesson Pre-reading Reading Comprehension Comprehension My Culture Production Production Objective
objective review

LESSON OBJECTIVE Sweden

I will learn about animals and daily routines in town
another country. wood
I go to school at eight o’clock.
KEY LANGUAGE I go home at three o’clock.
I go to bed at nine o’clock.
Antarctica Kiruna
The moon is in the sky all day and all night.
Arctic lights
bears moon
Warm up
December river
• Have students quiz each other about the months
elephant seals
of the year and the seasons. Give them an
elks snowmobile example. Say What months are summer? Is it hot
June sun in the winter? What is the fourth month?

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 Lesson objective • Point at the example conversation in the speech
• Introduce the lesson objective. Say Today I bubbles and encourage students to make
will ask and answer about animals and daily statements about the Arctic and Antarctica.
routines in another country. • Students work in pairs. Say Talk to a partner
and guess the place.
• Involve Students will read and listen to
information about the daily lives of a child and MY CULTURE
some animals in Sweden.
• Read the sentence Find out about the animals
COMMUNICATION in your country. Encourage students to say any
animals they know that live in their country.
Pre-reading
• Point at the animals on the map and say These
1 Look at the pictures. What animals can you
animals live in North America. Do you know what
see? Say.
they are?
• Have students look at the photos in this lesson
and say animals they can see. (They may know CREATIVITY
bear.). The animals with the antlers on their Production
heads are elk. Some people say elk and moose
5 Make an animal map.
are the same. Some think moose are bigger
than elk. They are all of the deer family. The • Either trace and cut out shapes of your own
animal that looks like a seal is an elephant seal. country or provide photocopies of simple map
shapes for students to work on. Ask them
• Extra Have students look at the photos and
to point out north, south, east, and west on
name other things they recognize, e.g., Look!
the map.
A house / A town / A boy / The moon / The sun!
• Have students draw or find photos of the
animals which are native to their own country
Reading
and paste them on the map. This could be
2 030 Listen and read. extended to finding out about animals in other
• Play audio 030. Students will hear about the countries and decorating a globe with animal
summer and winter months in northern Sweden pictures.
(which is within the Arctic Circle) and Antarctica. • Have students write simple sentences about the
You may want to bring in a globe of the earth to animals.
demonstrate this more clearly.
• Discuss in L1 what it must be like in the North to COMMUNICATION
have days which are all dark in December and
other days when the sun never sets in June, and Production
vice versa in the South. Ask Would you like to go to 6 Talk about the animals on your map.
school in the dark? Would you like to swim late at • Have students work in small groups to talk
night in the summer? together about the animals they have drawn.
Comprehension • Then invite some students to give short
presentations to the class.
3 Read again. Then draw a sun or a moon.
• Extra This could be extended to finding
(Answers: The Arctic: December (moon), June
out about animals in other countries and
(sun), Antarctica: December (sun), June (moon))
decorating a globe with animal pictures. Write
• Point to the chart and say Read the information simple sentences about the animals.
again and complete the chart.
• Walk around to check that students are drawing Objective review
the sun and the moon in the chart.
• Revisit the lesson objective. Say Now I can talk
COMMUNICATION about animals and daily routines in another
country.
Comprehension
• Involve Encourage awareness of what students
4 Talk to a partner and guess. can do by showing them a map of the world and
• Write There is/are … on the board. eliciting the names of native animals they know in
other countries.

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 Workbook answer key and notes
UNIT 2: DAY AND NIGHT

1 Look, read, and write a or b. 5 Read and check T (True) or F (False). Then say.
(Answers: 1 b It’s night., 2 a It’s day., 3 b It’s night.) (Answers: 1 F Cows don’t eat pizza.,
2 T Bats sleep in the day., 3 F Porcupines don’t
• In this coding activity, students look at the two
go to school., 4 F Goats don’t brush their teeth.,
pictures and read the sentences. They write a or b
5 T Donkeys eat grass., 6 F Owls don’t wash their
for each sentence.
hands.)
2 Read and color.
6 Make cards and play the Do you …? game.
(Answers: 1 Students color the sky black and the
moon white., 2 Students color the sky blue and • Students make their own set of cards, one set with
the sun yellow.) places and the other with activities. They put the
cards face down. Their partner picks up one from
• In this coding activity, students read the text and each pack and says a sentence.
color the pictures.
3 010 Read and circle. Then listen and order. Story lab
(Answers: a the owl – 3, b wake up – 1, 1 Make your story book. page 119
c sleep – 2, d sleeps – 4) (Answers: Frame 1: girls / boys / cow,
• Students read and circle the correct answer. Then Frame 2: Do / sing / don’t / moo, Frame 3: goat /
they number the lines in the order they hear them. eat / fruit, Frame 4: Do / dance / don’t,
Frame 5: bus / farm, Frame 6: Hello / don’t,
What is it? Frame 7: like / this song, Frame 8: sing / dance /
1 What comes next? Circle the picture and write. Yes)
(Answers: 1 cow, 2 owl, 3 goat, 4 bat, • In this coding activity, students learn to arrange
5 porcupine, 6 donkey) the pages in the same order as the story.
• Students figure out the sequence and write the • Students cut out the pages from their Workbooks
word that comes next. along the cut lines to create three strips of paper.
Then they fold each strip along the fold lines.
2 011 Listen and say. Then match.
Ask students Do you remember the story? and
(Answers: 1 c, 2 a, 3 b) have them put the pages in the correct order and
• New vocabulary is presented and practiced. number them. Then ask them to complete the
speech bubbles.
Language lab 1
• For students who don’t remember the story, play
1 Circle, choose, and complete. audio 023 or encourage them to look back at their
(Answers: 1 I, go, 2 We, go, 3 We, brush, Student’s Books, pages 30–31.
4 I, wake) • Have students draw a picture on the front cover
2 Order for you. to show what the story is about. Then have them
(Answers: Students’ own answers) read and review the story, choosing their favorite
character and page. They can color in the stars to
• Students number the activities in the order they show how much they liked the story.
do them.
• Students can use their storybooks to retell the
3 012 Listen and circle. story to their families and friends!
(Answers: 1 Yes, I do. 2 Yes, I do. 3 Yes, I do. 2 Read and match.
4 No, I don’t. )
(Answers: 1 No, Tom! They don’t sing. They say
• Students listen and circle the answers. “moo!”, 2 No, Tom! They don’t dance!, 3 I don’t
4 Complete for you. know.)
• Students complete sentences for themselves. 3 Join the dots. Then choose and complete.
(Answer: on the bus)
4 Order and write.
(Answers: 1 They like the music!, 2 This is a cow.)

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 5 Find, count, and write. 3 Ask and answer with a partner. Then circle
(Answers: 1 five (5), 2 four (4), 3 six (6), Yes or No.
4 three (3), 5 eighteen (18)) • Students write the name of their partner in the
6 Now do the math. chart and ask them about the activities and the
times in the chart.
(Answers: 1 20, 2 16, 3 12)
4 Now tell the class.
7 What happens next? Check and draw
• Students talk about their findings from Activity 3 to
your idea.
the class using the third person singular.
• Students check the ending they prefer and then
they draw a picture of the imagined scene. PROJECT AND REVIEW
1 Check or cross for your presentation.
Phonics lab
• Students check or cross what they have done.
1 Circle and write the words with the i sound.
2 Draw, choose, and write.
(Answers: 1 hit, 2 bin, 3 dig, 4 six)
• Students complete the outline with their own face.
2 Write o and match.
Then they draw an animal of their choice and
(Answers: 1 1 jog – b, 2 fox – c, 3 hot – a) write about its habits.
3 013 Read, listen, and write i or o. 3 Write one thing you say in your presentation.
(Answers: 1 Six little children sit and sing., • Students write a sentence or a few words about
2 Stop the frog!) their presentation.
4 Look, read, and circle T (True) or F (False).
Experiment lab
(Answers: 1 F, 2 T, 3 F, 4 F)
1 Label the picture.
5 015 Look, listen, and circle.
(Answers: 1 earth, 2 sun, 3 night, 4 day)
(Answers: 1 b, 2 b, 3 a)
2 Look, read, and match.
6 Now talk to a partner about Ken and Stella.
(Answers: 1 24 hours – 1 day – clock,
2 12 months – 1 year – calendar) • Students talk about the information they got from
Activity 2, following the example given.
Experiment time
1 Checkpoint
1 Write your report. Check the correct picture
and complete the sentence. 1 Complete the chart.
(Answer: The earth goes around the sun.) (Answers: Town: library, museum, park,
playground, Animals: bat, cow, donkey, goat
Language lab 2 Things I do: brush my teeth, go to school, sleep,
1 Look and say. wash my face)

(Answers: Megan – She eats an apple. She brushes 2 Draw a path.

her teeth. She goes to the library. Danny – He eats • Students look at the flowchart and draw lines
a banana. He washes his hands. He goes to the from left to right to create a positive or negative
museum.) sentence (e.g., The boy eats in the café.).
• Students talk about the activities in the photos 3 Look at 2. Write, then answer with a partner.
using the picture prompts. • Students look at the path they drew in Activity 2
2 Choose and write answers. and answer the questions.
(Answers: 1 No, she doesn’t., 2 Yes, she does., Long nights, long days
3 No, he doesn’t., 4 Yes, he does.)
1 Read, complete, and match.
3 Circle and write about Megan or Danny.
(Answers: 1 Arctic, b, 2 bears, d, 3 Antarctica, a,
• Students circle and write about Megan or Danny 4 seals, c)
using the information from Activity 1.
2 Circle, draw, and color.
What time is it? (Answers: Arctic: December, Antarctica: December)
1 014 Listen and circle. Then match. 3 Write about you and the animals in your country.
(Answers: 1 seven d, 2 three b, 3 eleven a, (Answers: Students’ own answers)
4 eight c)
2 What time do you wake up? Talk to a partner.

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