6 Sports Day

OBJECTIVES
Reading
• Reading development – Can follow simple dialogues in short illustrated stories, if they can listen
while reading.
• Reading comprehension – Can understand basic factual statements relating to pictures or simple texts.

Listening
• Listening comprehension – Can recognize familiar words and phrases in short, simple songs or chants.
• Listening comprehension – Can recognize familiar words in short phrases and sentences spoken slowly
and clearly, if supported by pictures or gestures.

Speaking
• Spoken accuracy and appropriacy – Can say how many things there are, up to twenty.
• Spoken acts – Can draw simple conclusions about people in pictures (eg. “he’s happy”), using a limited
range of fixed expressions.

Writing
• Written production – Can write simple phrases or sentences on largely familiar topics.
• Writing accuracy and appropriacy – Can use capital letters and punctuate ends of simple sentences
correctly.

KEY LANGUAGE
Key vocabulary Phonics STEAM Grammar Culture
basketball The sounds for th air I’m jumping. China race
catch as in thing /θ/ and blow You’re playing soccer. dragon regatta
th as in this /ð/
hit court Are you swimming? festival rice
thank
jump far Yes, I am. flag tail
that
kick field Are you running? gold cup teams
there
run important No, I’m not. gondola Venice
these
soccer inch Can you ride a bike? hitting winner
they
table tennis lungs Yes, I can. Italy Yueyang
thing
team match Can you climb trees? leaves Zongzi
thirteen
throw measure No, I can’t.
this
volleyball measuring
those
watch meter
three
net
throw

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 PROJECT: ORGANIZE A SPORTS DAY
Students will organize a class sports day. They will find out which sports their classmates like and can play.
They will find a space to hold the sports day. They will decide on the date. They will make sure they have all
of the materials they need. They will write and illustrate a program. Then they will hold the sports day.
Materials: balloons, markers, paper

EXPERIMENT LAB: MEASUREMENT

Students will learn about measuring in sport. They will think about how things are measured in sport.
They will do an experiment to measure the capacity of their lungs. Students will measure different items
and record the measurements.
Materials: balloon, sewing measure, things to measure like pencils, screwed-up paper, drinking straws

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

• Understanding that an activity can be broken down into a series of actions.
• Predicting what comes next when shown a series of items.

MATH
• Students will learn how numbers represent scores in games. They will learn to identify when to use
more than and less than correctly.

VALUES AND SOCIAL-EMOTIONAL LEARNING: SHARE SKILLS AND HELP

FRIENDS
• Students will learn how to share their skills and help their friends to do things.

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.

Make a throwing game. Then play with

a partner.
Students make rings using cardboard and glue
kick table tennis
and practice throwing and asking and answering
questions.

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: AMAZING BOAT RACES

Students will learn amazing boat races in different countries around the world.

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 How can I organize a sports day?
OPENER

6 Sports Day
How can I organize a sports day?
3 Order the pictures.
Write 1–4.

a
CODE
CRACKER
b

1 What sports do you like?

Point and say. c d

4 066
Listen and point. Then
sing along and dance.

SO N G
TIME Hooray for Sports Day!
Hooray! Hooray! run
It’s Sports Day today!
Are you running? Are you throwing?
Are you jumping very high?
Yes, I’m running and I’m jumping!
Let’s get the balls and throw them in the sky!
I can run, I can jump,
jump! thro
I can swim and I can climb! w
Hooray! Hooray! It’s Sports Day today,
2 Stick the items on the picture.
And I’m having a wonderful time! X2

88 eighty-eight eighty-nine 89

Lesson flow

Warm up Critical Lesson Presentation Practice Code Cracker Song Objective

thinking objective Practice review

Warm up
LESSON OBJECTIVE
• Play a game of Tunnel ball. Have students work in
I will learn about a sports day. teams of six to eight. Give each team a ball. Have
them stand in a straight line with their legs apart
KEY LANGUAGE to make a tunnel. The last person stands at the
end of the tunnel, waiting to catch the ball. The
jump
first person rolls the ball through everyone’s legs
run with the aim of rolling it straight to the person
throw at the end. When the person at the end receives
the ball, they run to the front. Everyone shuffles
back one place and the person in front rolls. Once
everyone has had a turn, the team sits down in a
straight line. The first team to sit down wins.

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 CRITICAL THINKING CRITICAL THINKING
• Ask students which sports are popular in their Practice
communities. What sports do their family 2 Stick the items on the picture.
members play? Why do they play those sports
(Answers: Students stick the ball somewhere in
rather than others?
the direction the child is throwing it. They stick
• Ask students How can I organize a sports day? the finish line just behind the boy running. They
Explain that they will organize a sports day as stick the hurdle behind or in front of the child
their final project, then ask them in L1 what jumping.)
they need to be able to complete the project.
• Ask students to look at the picture and guess
Write ideas on the board, e.g., space, sports
where the stickers go. This practices inference
equipment.
and prediction, predicting what is happening/
• Involve Next, ask students to think about what going to happen.
they will learn so that they can complete the
• Students add their stickers to the picture.
project in English (sports, how to talk about
sports and games, measurement, etc.). Ask • Assist Have a volunteer come to the board and
them to discuss ideas with their partner. demonstrate where the actions go by holding
up their Student’s Book.
• Assist Go around the class and ask each
student to share one idea. Write the ideas on

CODE CRACKER
the board. Encourage students to use English,
but also accept ideas in L1. Practice
3 Order the pictures. Write 1–4.
• Involve Students will learn to sing a song with
words for sports and actions. The rhythm, music, (Answers: a 4, b 1, c 2, d 3)
and actions will help both memory and recall of • As a class, identify the events (drinking water
the new language. after a race, at the start line, running a race,
winning a race).
Lesson objective • Tell students to look at the pictures carefully
• Introduce the lesson objective. Say Today I will and then put them in order. In this activity
learn about a sports day. students demonstrate the understanding that
an activity can be broken down into a series
of actions.
COMMUNICATION
• Ask groups of students to do the actions in the
Presentation correct order.
1 What sports do you like? Point and say.
• Have students talk in pairs about what they can Song
see in the picture. They share their ideas with 4 066 Listen and point. Then sing along and
the class. dance.
• Have students point out to the class things that • Play audio 066 and ask students to read along
they like in the picture. with the song quietly.
• Challenge Discuss in L1 with students some • Once students have become familiar with the
unusual sports day activities that happen in song, they can do the running, jumping, and
some countries. Give them examples like a sack throwing actions as depicted in the photos.
race and a wheelbarrow race.
• Students practice singing several times to become
• Take students outside and show them what familiar with the tune, the actions, and the lyrics.
the races are like. Ask volunteers to step into a Split the class into two groups. Have one group
large, sturdy sack, hold it up with both hands, sing the first four lines. Then have the other group
and have a jumping race while in the sack. sing the next four lines. Finally, have everyone
For a wheelbarrow race, ask two students come together to sing the final two lines.
to demonstrate it. One student keeps their
hands on the ground and the other student Objective review
holds the legs of that student. Then they run • Revisit the lesson objective. Say Now I know about
a race together. a sports day.
• Involve Encourage awareness of what students
can do by eliciting new vocabulary words.

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 Do you play soccer?
VOCABULARY

Do you play soccer? I will learn

and ac tivity spor t
4 Look at pictures 1–7 and write. Use words from 1.
VOCABULARY words. Then write the words for each sport.
1 2 3 4

1 067
Listen, point, and repeat.

5 6 7
1 table tennis 2 volleyball 3 soccer 4 basketball

5 team 6 kick 7 throw 8 catch

basketball volleyball table tennis soccer

9 watch 10 hit 11 jump 12 run

2 Match and write.

1 2 3 4
5 Work with a partner. 6 Make your own picture
Ask and answer. dictionary. Add your favorite
sport words.
Do you run in soccer?
Yes, you do!

a b c d Do you kick
in table
tennis?

3 Ask and answer with a partner. No, you don’t!

kick table tennis

Do you play volleyball? Yes! And basketball. What about you?

90 ninety ninety-one 91

Lesson flow

Warm up Lesson Presentation Practice Practice Practice Practice Picture Objective

objective dictionary review

Warm up
LESSON OBJECTIVE
• Have students stand in groups of five and act out
I will learn sport and activity words. playing sports as you call them out. Say You’re
playing tennis. You’re running. You’re jumping.
KEY LANGUAGE You’re throwing.

basketball soccer
Lesson objective
catch table tennis
• Introduce the lesson objective. Say Today I will
hit team learn sport and activity words.
jump throw
kick volleyball • Involve Students will learn 12 new words that
run watch relate to sports.

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 COMMUNICATION basketball volleyball table soccer
tennis
Presentation
throw jump hit kick
1 067 Listen, point, and repeat.
• Point at each of the sports and activity words catch run jump
in the photos and ask What’s this? to elicit any jump team run
words students already know. run team
• Play audio 067. Students listen and point at the team catch
sports and activities. Then play the audio again
for students to repeat the words. • First, have students name the activities in the
pictures. Tell students to use the words from
• Monitor Say a sport or action from Activity 1
Activity 1. Then they write them under the correct
and have students mime doing it.
pictures.
• Then they look at the chart. Tell them that
Practice
different sports need different skills. Have students
2 Match and write. write the corresponding actions in the chart under
(Answers: 1 d, 2 c, 3 a, 4 b) each sport.
• Have students look at the equipment. Name COMMUNICATION
each piece of the equipment and have students
point and repeat (soccer goal, basketball hoop, Practice
volleyball net, table tennis table and net). 5 Work with a partner. Ask and answer.
• Have students match the sport to the equipment. • Have students use the information they have
• Then say Write the sport that goes with the collated in the chart in Activity 4 to ask and
equipment. answer about the different actions in the
sports. (We use you here to talk generally
• Differentiation Stretch: Have more confident
about what people do or don’t do.)
students write full sentences about the equipment
that goes with each sport. Support: Have less • Differentiation Have confident students
confident students focus on writing one accurate demonstrate the dialog in front of the class
sentence. without notes. Allow less confident students to
refer to notes.
COMMUNICATION
Practice CREATIVITY
3 Ask and answer with a partner. Picture dictionary
• Write Do you play … ? on the board, write 6 Make your own picture dictionary. Add your
Yes, I do. No, I don’t. favorite sport words.
• In pairs, students ask and answer about sports • Ask students to continue in their picture
they play. dictionary. Encourage them to use their
• Do a class survey of the sports students play. imagination to draw pictures to represent
Say Hands up who plays volleyball. Ask about the new words in the unit.
all the sports and write the results on the board. • Brainstorm and write a list on the board.
• Extra Have students say how the sports they Encourage students to write the words neatly
play make them feel. Ask Do you like … ? How under the pictures they draw.
does it make you feel? Do you feel happy when • Extra Spell sports words out loud and
you play … ? encourage volunteers to come and write the
words correctly on the board. You could do this
Practice as a competitive game in teams.
4 Look at pictures 1–7 and write. Use words
from 1. Then write the words for each sport. Objective review
(Answers: 1 kick, 2 throw, 3 catch, 4 hit, 5 jump, • Revisit the lesson objective. Say Now I can use
6 run, 7 team) sport and activity words.
• Involve Using flashcards, encourage awareness
of what students can do by eliciting the new
vocabulary words and having students point at
pictures of them.

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 Language lab 1
GRAMMAR 1: I’M JUMPING

Language lab 1 I will talk

about
ac tions us
3 069
Listen and check a, b, or c.
GRAMMAR 1: I’M JUMPING ing
I’m …ing. 1

a b c

I’m jumpin
g

1
= I am jum
ping.
Watch. Then write
068
You’re jum
ping
Anna or Leo. = You are
jumping.
Are you sw
imming? a b c
1 I’m throwing. No, I’m no
t.
Are you jum
2 I’m watching.
Yes, I am.
ping?
4 Write. Then check the activities you like. Act them out.
2 Who is it? Look, match, and write 1–6. Say I’m …

reading swimming climbing kicking running throwing

1 2
a I’m kicking a ball.

b I’m swimming.

3 4 c I’m running.
1 I’m 2 3 4

d I’m throwing.
5 Make a sports person. Then play a guessing game.
5 6 e I’m reading.
Are you swimming?
f I’m climbing. No, I’m running!

92 ninety-two ninety-three 93

Lesson flow

Warm up Lesson Video Presentation Practice Practice Practice Production Objective

objective review

Warm up
LESSON OBJECTIVE
• Make a list of as many sports as the class can think
I will talk about actions using I’m …ing. of on the board. Ask students to group sports as
team games and individual activities. Then ask
KEY LANGUAGE them to group sports according to those that use
a lot of equipment and those that don’t use much
I’m jumping.
equipment.
You’re playing soccer.
Are you swimming? Lesson objective
Yes, I am. • Introduce the lesson objective. Say Today I will
Are you running? talk about actions using I’m …ing.
No, I’m not.
• Involve Students will learn how to describe actions
taking place at the time of speaking.

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 Video
COMMUNICATION
1 068 Watch. Then write Anna or Leo.
Practice
(Answers: 1 Anna, 2 Leo)
4 Write. Then check the activities you like.
• Have students look at the sentences. Ask Who is Act them out. Say I’m …
throwing? Who is watching? Have students make
(Answers: 1 I’m writing., 2 I’m painting.,
a prediction before they listen.
3 I’m jumping., 4 I’m reading.)
• Tell students to write the name next to the activity.
• Do the first sentence on the board for the class
Play the video Unit 6: I’m watching or audio 068.
to copy as an example. Say I’m … and have
• Monitor Play the video or audio again. students finish your sentence. Then say Write all
Monitor students and provide support if needed. the sentences.
Ask questions to check understanding,
• Students choose from the four activities pictured,
e.g., Who’s throwing?
mime the actions, and say what they are doing.
Presentation This sets them up for the following game and
• Show students the grammar box and read the means that each student has an opportunity to
examples. Ask students to repeat. Ask two say the whole sentence. Say Check the activity
volunteers to come to the front of the class to you like doing. Then act it out.
demonstrate the exchanges.
• Tell students we use the -ing action word to talk CREATIVITY COMMUNICATION
about something that someone is doing now. Production
• Do choral practice of the questions and answers in 5 Make a sports person. Then play a guessing
the grammar box. game.

Practice • Have students make little people by twisting

pipe cleaners.
2 Who is it? Look, match, and write 1–6.
• Then have them mold the little people’s limbs
(Answers: 1 e, 2 b, 3 f, 4 a, 5 c, 6 d) so that they look as if they are running
• Have students look at the pictures and identify or jumping.
the activities. • Then tell students to talk to the little people.
• Then tell them to write the number of each photo Say Ask and answer. Are you running? Yes,
next to the sentence that describes the activity I am./No, I’m not.
taking place in it. • Differentiation Have more confident students
• Monitor Have students share the answers in pairs. create a longer dialog for the little people.
Say Tell your partner what the people are doing in • Extra Make a paper plate clock or use the class
the photos. Walk around the class, listening and clock and change the time. Say It’s three o’clock
checking as they do this. Correct mistakes. If you in the morning. What are you doing? (I’m
notice any problem areas, spend some time on sleeping.).
them as a class at the end.

Practice Objective review

3 069 Listen and check a, b, or c. • Revisit the lesson objective. Say Now I can talk
about actions using I’m …ing.
(Answers: 1 b, 2 c)
• Involve Encourage awareness of what students
• Have students identify the action the person is
can do by showing them pictures of actions and
doing in each picture.
encouraging them to say I’m …ing.
• Say Listen and check the activity you hear. Play
audio 069. Students check the correct box. Correct
as a class. Ask Number 1a? (swimming) Number
1b? (playing football) and so on.

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 Story lab
READING

Story lab I will read

a game of
a story ab
out
5 Kick, Leo! 6
Ow! My leg!
READING soccer.

Run, Anna! Are you running, Leo?

1 070
Read and listen. What 2
I’m running!
are the two teams called?

I’m kicking!
I’m coming, Leo!
7 8
1 Good luck, Castle School!

I’m not running.

I’m jumping!
Goal!
4
Goal! Great goal, Milly!
Look at Milly! She likes soccer! River School 1, Castle School 1, and Milly 1!
You’re playing soccer!

3 Goal!
3 Read. How many goals in total? 4 Circle. Then listen and
071

check.
1
MATH River school are 1 yellow / red , and
Castle School, three goals.
ZONE Castle School are 2 green / blue !
River School, two goals.
Yes! Goal!
Great goal, Leo! 2 Castle School 3 1 / 2 , River
The score is River Castle School, four goals.
2 Who says it? Choose and write.
School 1, Castle
School 1.
River School, no goals.
School 0!
Oh, now a goal for River School!
3
Miss Kelly Tom Leo Anna Castle School, six goals. 4 River / My School 1,, Castle
River School, one goal. School 1.
1 I’m running! 2 I’m not running! 4
3 I’m jumping! 4 I’m kicking!
Total:
5 Act out the story
5 I’m coming! 6 You’re playing soccer! in groups.

94 ninety-four ninety-five 95

Lesson flow

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

• Monitor Ask more confident students to stand

LESSON OBJECTIVE
at the front of class for others to copy. Watch
I will read a story about a game of soccer. and listen to students and provide support if
needed. Take notes on any general issues with
Warm up pronunciation and intonation.
• Have students stand up and remind them of the
actions for the song on page 89. Lesson objective
• Play audio 066 and have students sing along and • Introduce the lesson objective. Say Today I will
do the actions. read a story about a game of soccer.

• Involve Students will listen to and read a story

about a game of soccer between Castle School and
River School. They will use the information from
the pictures and words to understand the story.

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 Pre-reading Comprehension
• Ask students to look at the pictures and have them 4 071 Circle. Then listen and check.
guess what will happen in the story in L1. Write
(Answers: 1 yellow, 2 blue, 3 1, 4 River)
some ideas on the board. Once you’ve read the
story together, you can compare these ideas and • Have students read the sentences and circle the
discuss any similarities or differences with students. best option.
• Play audio 071 and have students listen and check
COMMUNICATION their answers.
Reading • Monitor Play the audio as many times as students
1 070 Read and listen. What are the two need it. Check as a class. Have students read out
teams called? the correct sentences.
(Answer: River School and Castle School)
CREATIVITY COLLABORATION
• Play audio 070 and have students listen and
This activity encourages Collaboration. For further
follow the story in their Student’s Books. Ask
support download our Collaboration checklist.
What are the two teams called?
• Challenge Have students close their Student’s Act out
Books. Hold up the story cards one by one and 5 Act out the story in groups.
ask students to retell the story in their own
• Put students in groups of five and ask them
words.
to decide who plays each character. The
• Differentiation Write words on the board to characters are Anna, Leo, Miss Kelly, Tom, and
support the retelling of the story: Castle School, Milly (non-speaking part).
soccer, Milly, running, jumping, Anna, Leo,
• Assist Before students act out the story,
score, kicking, Leo, leg, playing.
have them read it as a group. Then have
them read it again with each student reading
CRITICAL THINKING their character’s lines. This will help them to
Comprehension remember their lines.
2 Who says it? Choose and write. • Have each group of students act out the story
in different corners of the classroom. If you
(Answers: 1 Anna, 2 Leo, 3 Leo, 4 Leo,
have time, ask each group to act out the story
5 Miss Kelly, 6 Tom)
in front of the rest of class.
• Read the dialog from the story and ask Who • Extra Have students work in pairs to say verbs
says it? Students follow the story and answer and then act out and say them, e.g., A says Run
with a name. and B says I’m running while doing the action.
• Tell students to look at Activity 2. They read the
sentences and write who says them. Tell them
they can look at the story again if they need to.
Objective review
• Extra Read out a dialog from the story and
• Revisit the lesson objective. Say Now I can read a
have students say which frame it comes from.
story about a game of soccer.
• Involve Encourage awareness of what students

Comprehension
MATH ZONE can do by asking them what people in the story
are doing.
3 Read. How many goals in total?
(Answers: 1 Castle School 3–2 River School,
2 Castle School 4–0 River School,
3 Castle School 6–1 River School, 4 Total: 16)
• Ask students to read the scoreboard and write
the numbers as digits.
• Then have them add up all of the goals and
write the total. Ask How many goals?
• Challenge Ask Who plays soccer? Is that a lot
of goals? (yes)

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 Phonics lab
TH

Phonics lab I will learn

the
Experiment lab I will learn
measuring about
things in sp
th sounds
TH . MATH: MEASURING or ts.

EXPERIMENT TIME
1 072
Listen and repeat. Then write th.
Watch a video about measuring.
How much air is in your
1 075
Listen and read. lungs? How far can you
blow?
In many sports, we measure
1 at 2 ese 3 ere 4 ank 5 irteen 6 row things. We measure how 1 Blow and measure.
far we can jump or run or lungs
One blow!
2 073
Listen and chant. Throw three things!
swim. We measure how high we can
jump. We measure how high a table
Throw three things! tennis net is. We measure how big a
They have this and that, soccer field is. We measure how big a
Three things,
this and that.
three things,
basketball court is. How big is
on?
They have these We can measure the air in our lungs, too! your ballo
Throw three things!
and those,
centimeters?
these and those! 2 Look and circle. 2 Circle for you.
I’m jumping / measuring .
There is a lot of / a little air in
3 074
Listen and play 4 Read. How far you can jump? Say. my lungs.
the game. Write the next CODE 3 Find and measure the objects.
th word. CRACKER 3 Read and write the answer. Then complete the chart.

a b How many
1 this that this that centimeters?

2 three thirteen thirteen three 1 How far can she swim?

She can swim meters.

3 thank thing throw thank
this, that, thank, three, 2 How high can he jump?
these, those thirteen, throw He can jump meter.

96 ninety-six ninety-seven 97

Lesson flow

Warm up Lesson Presentation Chant Practice Code Cracker Objective

objective Practice review

Warm up
LESSON OBJECTIVE
• Have students look back at the vocabulary and
I will learn the th sound as in this /ð/ (voiced) and practice saying the sports and actions with clear
the th sound as in thing /θ/ (unvoiced). pronunciation.
• Ask students to identify words that are hard for
KEY LANGUAGE them to say. Practice saying them as a class.
thank thirteen
Lesson objective
that this
there those • Introduce the lesson objective. Say Today I will
learn the th sound as in this /ð/ (voiced) and
these three
the th sound as in thing /θ/ (unvoiced).
they throw
thing

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 • Involve Students will learn the th /ð/ (voiced) and • Assist To get students to recognize what the
the th /θ/ (unvoiced) sounds through words that vibrations feel like, you could play this game
start with those sounds. before you start the activity:
• Say Put your fingers on your throat and make
COMMUNICATION
a ssssss hissing sound like a snake.
Presentation • Say Now make a zzzzz sound like an insect – a
1 072 Listen and repeat. Then write th. mosquito or a bee, for example. Ask Can you feel
(Answers: that, these, there, thank, thirteen, the difference?
throw) • Now explain the game to the class. When students
• Have students complete the words with the hear the voiced sound in this, that, these, and those,
letters th. they place their fingers lightly on their throats.
• Assist Play the Phonics Pronunciation video. • When they hear the unvoiced sound in thank,
Ask students to sit and watch quietly. Play it three, thirteen, and throw, they open their arms
again and ask students to copy what they see wide.
and hear. • Play audio 074 and have students play the game.
• Ask students to listen to the audio and repeat
the words in the Student’s Book. Play audio 072.
Practice CODE CRACKER
Then ask Can you hear the difference between
the th sounds? 4 Read. Write the next th word.
• Extra Encourage students to think of more (Answers: 1 this, 2 thirteen, 3 thing)
words that have the target sounds and write a • Read the words together, making sure
list on the board. Practice them, e.g., Thursday, pronunciation of the target sounds is correct.
thumb, three, this, those, earth, bath. • Say Write the next th word. This activity
practices sequencing. Students demonstrate
COMMUNICATION they can predict what comes next when shown
Chant a series of items.
2 073 Listen and chant. • Monitor Check the answers together as a class.
• Check that students understand the meaning • Differentiation Have more confident students
of the words in bold by identifying them in the create their own patterns with these and other
pictures and giving a quick demonstration of sounds.
this, that, these, those. • Extra Have students make up a short tongue
• Play track 073 and have students follow in their twister to practice the sounds.
Student’s Books. Play the audio again and
encourage students to join in with the chant. Objective review
• Monitor Have students say each chant in • Revisit the lesson objective. Say Now I know the
pairs, deciding on the roles they take for /ð/ and /θ/ sounds.
themselves. Go around the room listening to • Involve Encourage awareness of what students
their pronunciation. Pay particular attention to can do by eliciting words with the /ð/ and /θ/
the /ð/ and /θ/ sounds. sounds.

Practice
3 074 Listen and play the game.
(Answers: The th sound /ð/ in this, that, these,
and those is voiced. You can feel the vibrations
of your vocal cords if you put your fingers lightly
on your throat. The th sound /θ/ of thank, throw,
three, and thirteen is unvoiced. You do not feel the
vibrations of the vocal cords with these words.)

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 Experiment lab
MATH: MEASURING

Phonics lab I will learn

the
Experiment lab I will learn
measuring about
things in sp
th sounds
TH . MATH: MEASURING or ts.

EXPERIMENT TIME
1 072
Listen and repeat. Then write th.
Watch a video about measuring.
How much air is in your
1 075
Listen and read. lungs? How far can you
blow?
In many sports, we measure
1 at 2 ese 3 ere 4 ank 5 irteen 6 row things. We measure how 1 Blow and measure.
far we can jump or run or lungs
One blow!
2 073
Listen and chant. Throw three things!
swim. We measure how high we can
jump. We measure how high a table
Throw three things! tennis net is. We measure how big a
They have this and that, soccer field is. We measure how big a
Three things,
this and that.
three things,
basketball court is. How big is
on?
They have these We can measure the air in our lungs, too! your ballo
Throw three things!
and those,
centimeters?
these and those! 2 Look and circle. 2 Circle for you.
I’m jumping / measuring .
There is a lot of / a little air in
3 074
Listen and play 4 Read. How far you can jump? Say. my lungs.
the game. Write the next CODE 3 Find and measure the objects.
th word. CRACKER 3 Read and write the answer. Then complete the chart.

a b How many
1 this that this that centimeters?

2 three thirteen thirteen three 1 How far can she swim?

She can swim meters.

3 thank thing throw thank
this, that, thank, three, 2 How high can he jump?
these, those thirteen, throw He can jump meter.

96 ninety-six ninety-seven 97

Lesson flow

Warm up Lesson Pre-reading Reading Practice Production Experiment Objective

objective time review

Warm up
LESSON OBJECTIVE
• Have students work in pairs to figure out how tall
I will learn about measuring things in sports. they are in hands. Have them trace and cut out
their own hand. Then have them measure how tall
KEY LANGUAGE their friends are using the cutout hands.

air lungs
Lesson objective
blow match
• Introduce the lesson objective. Say Today I will
court measure learn about measuring things in sports.
far measuring
field meter • Involve Students will learn about measuring
important net things, distances, and height.
inch

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 Pre-reading
1 Blow and measure.
• Review tall, long, high, wide, and big. Relate
• Materials: one balloon per student, sewing
adjectives to nouns by asking students to say a big
tape, things to measure
thing (building), a long thing, a high thing, and a
wide thing. • Give everyone a balloon. Have students take
one deep breath and blow into their balloon.
Reading Then they tie it off. Note: you may have to help
1 075 Listen and read. them tie off the balloon.
• Play audio 075 and have students listen and follow • Then have students measure the circumference
in their Student’s Books. at the widest part of the balloon.
• Play the audio again and ask students to circle the • To measure the balloon, you can use a sewing
things to be measured that are mentioned (the tape, as in the illustration, or have students
distance we can jump, run, or swim, the height prepare a soft ruler on paper beforehand, or
of a table tennis net, the size of a soccer field or use a piece of paper to measure the balloon
basketball court, the capacity of our lungs). and then measure the paper with a ruler.
• Challenge Have students research the standard • Tell students that this experiment measures lung
sizes of a basketball court or a soccer field. capacity. Ask them to point at the illustration on
page 97 that shows a girl blowing up a balloon.
Practice
2 Circle for you.
2 Look and circle.
• Students reflect on the experiment and respond
(Answer: measuring) by circling the response that applies to them.
• Have students look at the picture and ask Is she • Monitor Discuss the results of the experiment.
measuring? Is she jumping? Ask Did you have a lot of air or a little air in
• Have students circle the correct word to complete your lungs?
the sentence. • Extra Do another fun breathing activity. Have
• Challenge If you have space either inside or students put a blob of watery paint on some
outside the classroom, have students work in paper and then blow at it through a drinking
groups to mark a line and then jump from it and straw to make interesting patterns. Add another
measure their jumps. They will need a piece of color.
chalk and a measuring tape. 3 Find and measure the objects. Then complete
the chart.
CRITICAL THINKING
• Make sure students have a ruler or their paper
Production ruler. Say Take out a pencil and measure it.
3 Read and write the answer. Write the length in the chart.
(Answers: 1 30, 2 1) • Then have students screw up a piece of paper
and figure out how to measure its diameter.
• Have students read and complete the
sentences. • If they can find a drinking straw, have then
measure that or some other found item.
• Tell students to use the pictures to help them.
• Check that students understand the difference
between how far and how high by having Objective review
them gesture. • Revisit the lesson objective. Say Now I know about
measuring things in sports.
COLLABORATION • Involve Encourage awareness of what students
can do by asking them to tell you all of the things
This activity encourages Collaboration. For further
they measured and the measurements they took.
support download our Collaboration checklist.

Experiment time
How much air is in your lungs?
• Go to the Pearson English Portal and click on
“Resources,” then for more teaching resources
about this topic, including a video about
measuring.

169

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 Language lab 2
GRAMMAR 2: CAN YOU …?

Language lab 2 I will ask an

d
about ac tio answer
ns us
Can you juggle? I will talk
abou
ac tivities wi t
GRAMMAR 2: CAN YOU …? Can you … ing COMMUNICATION
my friends
th
? .

1Choose and write. Then check 1 Listen and read. Circle the
076
2 Learn to juggle.
the correct answer. Can you ride a bike? correct word. Then say.
1
swim Can you
Yes, I can. No, I can’t.
Can you juggle? What does juggle /
Juggle with two hats!
jump mean?
I’m throwing!
2 Now I’m catching!
1 2 3 You throw and catch / Yes / No ,
kick two balls. Can you I can’t!
juggling / juggle ?

3
I can help you! Yes, I am!
Watch me! Are you I’m juggling!
juggle / juggling ? Thank you!
1 Can you ? Yes, I can. No, I can’t.

2 you climb this wall? Yes, I can. No, I can’t.

3 Can kick? Yes, I can. No, I can’t.

Now juggle with balls!
2 Can you do it? Try. Then write Yes, I can or No, I can’t.
1 2 3 4 Values I share my skills and help my friend
s to do things.

3 Ask and answer with a partner. Write yes or no.

Can you do this?
Me My partner We can help each other.
Can you draw an Can you dance and Can you throw and Can you jump and
octopus? say: “A fox in a catch two balls? sing?
box.”? Yoga!

3
Hula hoop!
Make a throwing game. Then play with a partner.

Can you do this?

No. Can you?
Yes!
Well done! 4 What new skills can you teach a friend? Say.
98 ninety-eight ninety-nine 99

Lesson flow

Warm up Lesson Presentation Practice Practice Production Objective

objective review

Warm up
LESSON OBJECTIVE
• Have students say actions they know from the
I will ask and answer about actions using unit, e.g., run, kick, catch, throw, play, jump, climb,
Can you …? kick, write, and draw. Write a list on the board.
Ask students to mime the actions.
KEY LANGUAGE
Lesson objective
Can you ride a bike?
• Introduce the lesson objective. Say Today
Yes, I can.
I will ask and answer about actions using
Can you climb trees?
Can you …?
No, I can’t.
• Involve Students will use Can you … ? to ask and
answer about abilities.

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 Presentation Objective review
• Show students the grammar box and read the • Revisit the lesson objective. Say Now I can ask and
examples. Ask them to repeat. answer about actions using Can you … ?
• Ask students to substitute ride a bike with other • Involve Encourage awareness of what students
action words to make new examples. They can ask can do by asking them if they can do things from
someone in the class to answer. the lesson and eliciting responses.

Practice
1 Choose and write. Then check the correct answer.
(Answers: 1 swim. Yes, I can., 2 Can. No, I can’t.,
3 you. Yes, I can.)
• Point at each picture in turn. As you indicate each
picture, ask What activity is this?
• Tell students to complete the questions and check
their responses according to the pictures.
• Monitor Walk around and help any students having
trouble with writing or spelling.
• Once you have checked the answers, have students
ask and answer in pairs.

Practice
2 Can you do it? Try. Then write Yes, I can or
No, I can’t.
• Have students read the questions and write
responses for them.
• Tell students they have to try doing the activity
before they can write the answers. Say Try it out!
• Have students ask and answer in pairs.

CREATIVITY COMMUNICATION
COLLABORATION
This activity encourages Collaboration. For further
support download our Collaboration checklist.
Production
3 Make a throwing game. Then play with
a partner.
• Materials: cardboard, scissors, paint, glue
• Paint cardboard tubes and make and paint
cardboard rings.
• Stick the tubes onto a piece of card.
• Students try to throw the rings onto the tubes
of the same color.
• Extra Have students try throwing the rings with
their non-dominant hands. Tell them to report
back using I can do it! and I can’t do it! once
they have tried a few times.
• Extra Have students come to the front of the
class and have a competition to see who can
do the activities in Activity 2 the best. Do it in a
“round robin” style. Each round, one person sits
out and another challenger comes to the front.
Start each round with Can you … ? Encourage
the whole class to join in with the question.
Encourage friendly support for the competitors.
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 Can you juggle?
COMMUNICATION

Language lab 2 I will ask an

d
about ac tio answer
ns us
Can you juggle? I will talk
abou
ac tivities wi t
GRAMMAR 2: CAN YOU …? Can you … ing COMMUNICATION
my friends
th
? .

1Choose and write. Then check 1 Listen and read. Circle the
076
2 Learn to juggle.
the correct answer. Can you ride a bike? correct word. Then say.
1
swim Can you
Yes, I can. No, I can’t.
Can you juggle? What does juggle /
Juggle with two hats!
jump mean?
I’m throwing!
2 Now I’m catching!
1 2 3 You throw and catch / Yes / No ,
kick two balls. Can you I can’t!
juggling / juggle ?

3
I can help you! Yes, I am!
Watch me! Are you I’m juggling!
juggle / juggling ? Thank you!
1 Can you ? Yes, I can. No, I can’t.

2 you climb this wall? Yes, I can. No, I can’t.

3 Can kick? Yes, I can. No, I can’t.

Now juggle with balls!
2 Can you do it? Try. Then write Yes, I can or No, I can’t.
1 2 3 4 Values I share my skills and help my friend
s to do things.

3 Ask and answer with a partner. Write yes or no.

Can you do this?
Me My partner We can help each other.
Can you draw an Can you dance and Can you throw and Can you jump and
octopus? say: “A fox in a catch two balls? sing?
box.”? Yoga!

3
Hula hoop!
Make a throwing game. Then play with a partner.

Can you do this?

No. Can you?
Yes!
Well done! 4 What new skills can you teach a friend? Say.
98 ninety-eight ninety-nine 99

Lesson flow

Warm up Lesson Practice Practice Values Production Objective

objective Practice review

LESSON OBJECTIVE Lesson objective

I will talk about activities with my friends. • Introduce the lesson objective. Say Today I will
talk about activities with my friends.
KEY LANGUAGE
• Involve Students will learn how to ask and answer
Can you juggle? about abilities and say what they are doing.
I’m throwing. Now I’m catching.

Warm up
• Have everyone make a paper ball and throw it
into the air and catch it, first with two hands, then
one hand, then with their non-dominant hand.

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 Practice
COMMUNICATION
1 076 Listen and read. Circle the correct word.
Production
(Answers: 1 juggle, 2 catch, juggle, No,
4 What new skills can you teach a friend? Say.
3 juggling)
• Have students work in small groups to teach
• Have students look at the conversation and the
each other a new skill. It could be a physical
picture prompt. Ask What are the children doing?
skill, a song, a chant, some new words, etc.
What are they talking about?
• Encourage them to be good learners, ask
• Then say Listen and circle the option you hear.
questions, and be grateful.
Play audio 076. Students listen and circle the
correct words. • Extra Talk about how students prefer to learn
new things. Ask Do you prefer learning from
• Have students check their answers with each other
other people, from TV, or from a book?
before asking volunteers to write them on the
board. • Have students think about something they
have learned from a family member recently.
• Involve Have students act out the conversation.
Have them talk about this in L1 and supply the
COMMUNICATION English if you think it is appropriate.

Practice
Objective review
2 Learn to juggle. Then say.
• Revisit the lesson objective. Say Now I can talk
• Students learn to juggle by following the about activities with my friends.
pictures. It’s simpler to learn with objects that
drift slightly and do not bounce away, like hats • Involve Have students volunteer activities they
or scarves. Once they have mastered that, they taught their friends.
can try with soft balls or balls of paper.
• Monitor As students are trying to learn to
juggle, walk around and ask What are you
doing? Encourage them to answer with I’m
throwing and I’m catching.
• Differentiation Encourage any confident
students to help those taking longer to master
the activity.

Values
Practice
3 Ask and answer with a partner. Write yes
or no.
• Ask the class if anyone knows any yoga poses.
Invite volunteers to demonstrate poses for the
class. Then invite them to teach the class step
by step how to do it.
• Ask the class if anyone knows how to hula
hoop. Invite volunteers to demonstrate it for
the class. Then invite them to teach the class
step by step how to do it. You will need hula
hoops for this.
• Then have students work in pairs to help each
other learn a yoga pose and how to hula hoop
and complete the chart.
• Students compare their skills and, by doing so,
see where they can help each other to learn
new things.
• In L1, discuss that we all can learn something
from others.

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 PROJECT AND REVIEW
Organize a Sports Day

PROJECT AND REVIEW Step 3 Step 4

Organize a Sports Day
Create Show and tell
Step 2
Step 1
How can we organize Play the games and sports.
our Sports Day?
Plan Help each other.
Prepare the space for
Research your day.
What do we need to do? Are you running
I’m in the sack race.
in the sack?
Create your games.
What will our Sports Day include?
Choose a place to do the
Draw and write a program.
activities.
Ask classmates what games
and sports they can play. Make a list of things we need.

Choose our favorites. Decide what we need to make.

Table Hula Balloon We have We don’t have

tennis hoop volleyball balls balloons No. You can’t run in
Sofia a sack. I’m jumping.

Darios

.
Now I can ..
Chen

… use sport and

Can you play activity words.
balloon volleyball? No!
Watch your friends play … talk about
actions using
sports and cheer them on. I’m …ing.

… ask and answer

about actions
using Can you …?

I can help you. Thanks! … talk about

activities with
my friends.
Great game!
100 one hundred one hundred and one 101

Lesson flow

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

• Involve Students will organize a class “sports

LESSON OBJECTIVE
day” (or session). They will find out which sports
I will organize a sports day. their classmates like and can play. They will find
a space to hold the sports day. They will decide
Warm up on the date. They will make sure they have all the
• Review sports words. Write them on the board and materials they need. They will write and illustrate
ask Can you play …? a program. They will hold the sports day.
• Then write the beginning of the sports and • Materials: balloons, markers, paper
students finish them: volley … table … .

Lesson objective
• Introduce the lesson objective. Say Today I will
organize a sports day.

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 Step 1 At home
Research Watch your friends play sports and cheer them on.
• Brainstorm a list of all of the sports and activities • Suggest to students that they go and see a friend
mentioned in the unit and write a list on the or family member play a sport and come back and
board. tell the class about it.
• Have students think about what they can and Now I can …
can’t do and what would be appropriate for them
• Show students the Now I can … box and read the
to include in their sports day according to the
examples. Ask students to repeat and then check
space available and their abilities.
understanding in L1.
• Have students work in groups of five to find out
• Involve Ask students to think about how they feel
the group’s preferred activities. Say Find out
about these statements.
what you like. Have students report their group’s
findings to the class in order to decide on class • Have students draw four light bulbs in their
preferences. notebooks and for each light bulb draw light lines
coming from it to show how confident they are
• Ask them to suggest who can help who with
about each statement. The more lines they draw
different skills.
radiating from each light bulb, the more confident
Step 2 they feel about the statement.
Plan • Monitor Have students choose the statement they
• Tell students to think about the equipment they are the most confident about. Then have them tell
already have and what they need to obtain or the rest of the class. Make notes of the statements
make. that the fewest students choose and make sure
you review the content in the future.
• Have them make a We have … and a We don’t
have … list. Objective review
• Have them plan who will do which activities and in • Revisit the lesson objective. Say Now I can
what order. organize a sports day.
• Ask them to think about where to do the activity. • Involve Encourage awareness of what students
can do by asking them questions about their
Step 3
sports day.
Create
• Students organize, clear, and tidy the space they Assessment pack
will use. • To assess students’ progress at the end of the unit,
• Have them arrange the equipment, making sure have them complete the Unit 6 Unit Test.
they have enough of everything. • To assess if students have reached the listening
• Hand out paper and markers and allow students and speaking targets for this unit, give them the
time to make a program of events. Unit 6 Speaking Test.
• Have students get their equipment ready. • Arrange one-to-one sessions with each student
and use the prompts to evaluate their listening
COLLABORATION and speaking abilities.
This activity encourages Collaboration. For further • For grammar and vocabulary assessment, have
support download our Collaboration checklist. students complete the Practice and Unit Tests in
the Assessment Pack.
Step 4
Show and tell Pearson English Portal games
• Finally students hold their sports day (or Go to the Pearson English Portal and click on
session). “Resources,” then “Games” for a class game about
sport and activity words.
• Have students work in groups to supervise the
activities while some are participating and then
change roles.
• Encourage students to keep score, to keep
time, and to measure distances of those they
supervise.

175

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 3 Checkpoint
UNITS 5 AND 6

3 CheckpointUNITS 5 AND 6
2 Read and follow. Draw the arrows.
1 Are you playing volleyball? 2 Can I have some chicken,
Yes, I am. please?

1 077
Listen and follow. Say the number. Would you like some fish? Are you jumping? Yes, I am!
Yes, please.
I’m watching a game. I’m
Can I have some soup, please? not playing.

Can I have some juice, please? Are you playing volleyball?

Yes, I am.
Can you kick? Yes, I can!

3 Follow the arrows. Choose and write.

Can I’m juice cookies that rice chicken have basketball Yes

1 running. 2 Can I some soup,

please?
you throw two balls?
Yes, I can! Can I have some ,
please?
Can I have salad,
please? Can you kick? , I can!

Can I have some , Can I have some ,

please? Sorry, no. please?

Can I have some , I’m playing .

please?

4 Ask and answer with a partner.

Can you kick?

1 2 3 4 Yes, I can.

102 one hundred and two one hundred and three 103

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 5 and 6. review Units 5 and 6.

Warm up • Involve Students will review all of the language

learned in Units 5 and 6. They will consolidate
• Ask students to look over Units 5 and 6 to refresh
their knowledge in a series of activities to test all
their memory about the content. Ask What did you
four skills.
like about Unit 5? What did you learn in Unit 6?
• Have them review their picture dictionaries and
reread the stories in the units.

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 Listening Writing
1 077 Listen and follow. Say the number. 3 Follow the arrows. Choose and write.
(Answers: 1 3, 2 1) (Answers: 1 I’m, Can, that, cookies, juice (3),
• Ask students to look at the pictures and listen 2 have, chicken, Yes, rice, basketball (4))
carefully. Explain that they will hear questions and • Students read and complete the sentences by
answers or sentences about some of the pictures. following the path the arrows make for the
Tell them to follow the path for the pictures they pictures described in Activity 1.
hear about and then they should say the number • After students complete the sentences, they can
of the column below the final picture. say the number below the final picture in the path.
• Play audio 077. Students listen carefully and follow • Monitor Check answers as a class. Show students
the path of pictures. the path in the Student’s Book by circling the correct
• Monitor Check answers as a class. Play the audio answers and drawing arrows between them.
again if needed. You could pause the audio after
each sentence to check that students are following COMMUNICATION
the correct path. Speaking
• Challenge In groups of three, one student makes 4 Ask and answer with a partner.
sentences about the pictures on a path from the • Ask two students to read the examples in the
top to the bottom of the page. The second student speech bubbles. Then explain to students that
follows the path and says the number at the they can ask and answer about any of the
bottom. The third student listens and corrects any pictures in Activity 1. Encourage them to use
mistakes in the language used. The three students the sentence structures from the units.
repeat this two more times and swap roles.
• Monitor Watch students and provide support if
Reading needed. Ask individual students questions and
2 Read and follow. Draw the arrows. listen to their answers, then have them ask you
questions. Take notes on any general issues
(Answers: 1 , , , (Column 3),
with pronunciation and intonation.
2 , , (Column 1))
• Extra Have students ask and answer about
• Students read the sentences and follow the paths sports and food on flashcards.
of pictures in Activity 1. They add an arrow in the
circle to show which direction they move from one
Objective review
picture to the next.
• Revisit the lesson objective. Say Now I know Units
• After students read the final sentences, they say
5 and 6.
the number below the final picture in the path.
• Involve Encourage awareness of what students
• Monitor Check answers as a class. Show students
know by asking questions about the pictures
the paths on the Student’s Book page by circling
in Activity 1. Ask, e.g., Can he play basketball?
the correct answers and drawing arrows between
Would you like some cookies?
them.
• Encourage awareness of what students have
• Differentiation Stretch: Have students write
learned by eliciting new language from Units 5
their own paths in their notebooks and give it to
and 6. Ask What words did you learn in Units
their partner to find the answer. Support: Have
5 and 6? What questions and answers can you
students who need more support draw the arrows
remember from Units 5 and 6? Accept all answers.
on the grid in Activity 1 as they read, before
drawing the arrows next to the sentences.

177

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 Amazing boat races
CULTURE

Amazing boat races

CULTURE
3 Read and circle the correct answer.
1 The Dragon Boat race is in Italy / China .

2 The gondola race is in Italy / China .

1
I’m watching boats on
a river. It’s a boat race!
Look at the pictures. What 3 There is a drum on the Dragon Boats / gondolas .
do you think they are doing?
4 You stand up in Dragon Boats / gondolas .
2 078
Listen and read.
Zongzi is my
favorite food! 5 They win flags in the Dragon Boat race / Gondola race .

6 Zongzi is made with rice and leaves / rice and peas .

Drago n boats
It is the Dragon Boat Festival in Yueyang, in China.
4 Imagine you are at the boat races. Ask and answer.
The Dragon Boat festival is in June. I’m watching dragon boats.
You’re in China!
There are lots of teams in boats. The boats are
beautiful colors. There are dragon heads on the boats.
You sit down in the dragon boats. There are drums on
the boats, too. This man is hitting a drum. My Culture
Find out about traditional or
There is special food for the festival. Zongzi is made
famous boat races in your country.
with rice. There are leaves around the rice.

Gondolas
5 Make a Dragon Boat.

This famous food from 1 Cut out some card.

Venice is called rise e bise 2 Draw some lines.
in Italian. It’s delicious!
3 Fold the card.

4 Use sticky tape.

5 Stick the coins.

These boats are called gondolas. They are in Venice, in
Italy. Every year, in September, there is a gondola race. 6 Make a dragon head and tail.
Your boat is ready! This is my dragon boat.
The boats are very beautiful. They are red and yellow
This is the dragon head!
and silver and gold. You
stand up in the gondolas. Fun Fact! 6 Describe your boat to your partner.
The winners of the gondola race get red flags!
104 one hundred and four one hundred and five 105

Lesson flow

Warm up Lesson Practice Reading Comprehension Comprehension My Culture Production Production Objective
objective review

LESSON OBJECTIVE Venice Yueyang

I will learn about boat races and food around winner Zongzi
the world. I am watching boats on a river.
Zongzi is made with rice and leaves.
KEY LANGUAGE This man is hitting a drum.
China Italy
dragon leaves Warm up
festival race • Ask students what races they like. Do a show-
of-hands poll around the room. Ask Do you like
flag regatta
running races? Do you like car races? Do you like
gold cup rice
swimming races? Do you like boat races?
gondola tail
hitting teams

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 • Digital literacy Show students how to use the
Lesson objective
internet to find information and pictures about
• Introduce the lesson objective. Say Today traditional sports in their country. Make sure they
I will learn about boat races and food around are looking at reliable websites. Have them choose
the world. a sport that they did not know about before their
search and ask them to make notes and draw a
• Involve Students will read and listen to information picture in their notebooks.
about boat races and food from Italy and China.
MY CULTURE
Pre-reading
• Read the Culture sentence: Find out about
COMMUNICATION traditional or famous boat races in your country.
Students talk about traditional or famous boat
1 Look at the pictures. What do you think they races in their country.
are doing?
• Describe a famous boat race that you know. Or
• Have students look at the photos in this lesson find a famous boat race on the internet and show
and say what they can see. pictures of it in class if you have a projector and
• Extra Have students look at the titles and ask internet connection.
if they know anything about Dragon Boats or • Digital literacy Show videos from the internet of
gondolas. You may want to do this in L1. a traditional boat race. For example, there’s a
famous boat race between the students at Oxford
Reading University and Cambridge University in England
2 078 Listen and read every year.
• Play audio 078. You may want to bring in a map • Extra This could be extended to finding out about
or a globe and have students find Italy and China other famous races.
on it.
CREATIVITY
• Ask comprehension questions: Why are they
called Dragon Boats? (There are dragon heads Production
on the boats.) Do they sit down or stand up in 5 Make a Dragon Boat.
a Dragon Boat? (They sit down.) What food do • Materials: card, sticky tape, coins, markers
they eat during the Dragon Boat Festival? (Zongzi
• Read the instructions out loud around the
– a delicious rice dish) When is the Dragon Boat
classroom.
Festival? (June) What colors are the gondolas?
(red, yellow, silver, and gold) Do they stand up or • Demonstrate how to make a Dragon Boat
sit down for the gondola race? (They stand up.) according to the instructions.
When is the gondola race? (September). • Hand out the materials students need but have
them work alone to make their boat. Help
Comprehension where necessary.
3 Read and circle the correct answer.
(Answers: 1 China, 2 Italy, 3 Dragon Boats, COMMUNICATION
4 gondolas, 5 Gondola race, 6 rice and leaves)
Production
• Tell students to read and circle the correct answer. 6 Describe your boat to your partner.
• As you check answers, have students indicate • Tell students to think of three sentences to
where they found them. describe their boat.
COMMUNICATION • Have them describe their boats in pairs.

Comprehension • Ask volunteers to describe their boats to

the class.
4 Imagine you are at the boat races. Ask and
answer.
Objective review
• Students practice the dialog in the speech
bubbles in pairs. • Revisit the lesson objective. Say Now I can talk
about boat races and food around the world.
• Have students describe actions and guess where
the action is happening: China or Italy. Student • Involve Encourage awareness of what students
A: I’m at a Dragon Boat race. I’m listening to a can do by showing them a map of the world and
drum. Student B: You’re in China. eliciting the names of races they know in other
countries.
• Ask students to perform the dialogs to the class.

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 Workbook answer key and notes
UNIT 6: SPORTS DAY

1 Choose and write. Then match. 6 Now write about you and your partner.
(Answers: 1 jump: hurdles, trampoline, 2 run: (Answers: Students’ own answers, Examples: I’m
treadmill, running track, 3 throw: boomerang, playing/watching soccer. You’re playing/watching
Frisbee) volleyball.)
• Critical thinking: inference
Story lab
2 Look and order. Then circle.
1 Look, choose, and complete.
(Answers: 1 a–c–b, run, 2 b–a–c, jump, 3 c–b–a,
(Answers: 1 Are, running, not, 2 score, River,
throw)
3 Kick, kicking, 4 leg, coming)
• Coding: Sequencing. Understand that a task can
2 Read and circle.
be broken down into a series of steps.
(Answers: two, kicking, is, jumping, Great)
Do you play soccer? 3 Read again and write the score.
1 Look, choose, and write. (Answers: Green School 1, Castle School 2)
(Answers: 1 table tennis, 2 hit, 3 kick, 4 catch,
4 Make a soccer game. Play with a partner.
5 watch, 6 soccer, 7 basketball, 8 team,
9 volleyball, 10 throw, 11 run, 12 jump) • How to make the game: Get a shallow box and
make four holes at the sides and a hole at each
2 030 Look, listen, and say. Then match. end. Paint the inside of the box green and paint a
(Answers: 1 c, 2 a, 3 b) white line down the middle.
• Students might like to know that in badminton the • Fold two pieces of card and draw a soccer player
“ball” is called a “shuttlecock.” on each. Insert a straw into the holes on either
side of the box and glue the player cards on the
Language lab 1 straws. Screw up a piece of paper to make the ball.
1 Do the crossword. 5 What happens next? page 126
(Answers: Across: 2 running, 5 reading, (Answers: Students’ own answers)
6 swimming, Down: 1 kicking, 3 throwing,
4 climbing) Phonics lab
2 031 Write questions with Are you …? 1 032 Write th. Then sing the song.
Then listen and circle the correct answer. Which do you want to play,
(Answers: 1 Are you running? Yes, I am., this or that, this or that?
2 Are you climbing? No, I’m not., 3 Are you Which do you want to play,
swimming? No, I’m not., 4 Are you jumping? Yes, this or that, this or that?
I am.)
Let’s play all these things,
3 Write for you. Let’s play all these things together!
(Answers: Students’ own answers. Students write 2 033 Listen and number. Then say.
Yes, I am. or No, I’m not. according to what they
(Answers: a 3, b 1, c 2)
are doing now. Most likely answers are:
1 Yes, I am., 2 Yes, I am.) 3 Write th and match.
4 Order and write. (Answers: 1 three, 2 thirteen, 3 thank, 4 throw)
(Answers: 1 I’m playing volleyball., 2 Are you Experiment lab
playing table tennis?, 3 I’m kicking a ball.)
1 034 Listen, choose, and write.
5 Check 2 sports and cross 2 sports. Then ask
(Answers: 1 a table tennis net, 2 a soccer field,
and answer with a partner.
3 a basketball court)
• Students check or cross the spaces as they wish,
making imaginary decisions about whether they 2 035 Listen and say.
are playing or watching the sports. • Students listen to audio 035. Then they repeat the
• Then they talk about their decisions. numbers 20–100.

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 • Once students have learned to count in tens to 3 Draw and write.
100 (20, 30, 40, etc.), they will discover that they • Students draw and write about their favorite
can count from 1–100 (twenty-one, twenty-two, activity in their own sports day.
twenty-three, etc.) and in fact to 1,000 (one
4 Read, choose, and complete.
hundred and one, one hundred and two, etc.).
(Answers: 1 Are, playing, not, 2 dancing, Yes, can,
Experiment time 3 Can, tennis, can’t, 4 Are, jumping, running)
1 How far can you blow? Color the graph. 5 Play the Can you catch and count …? game with
• Students color the graph according to how far they a partner.
blew the tissue, pencil, and straw. • Students play with a soft ball or a piece of paper
2 Now write the numbers in words. crumpled into a ball. One student starts counting
(Answers: Students’ own answers) and throws the ball. The other student catches the
ball and continues the counting.
Language lab 2 • In the example, students are counting in tens. You
1 Read and match. could have them count in ones or twos or fives.
You can also vary the things they say by calling
(Answers: 1 climb a tree, 2 play table tennis,
out instructions such as colors, foods, or games.
3 catch two balls., 4 ride a bike, 5 jump 1 meter,
Each student must name a different color, food,
6 count to 100)
sport, etc. Or you could have them say the letters
2 Complete the chart and write Yes, I can. or of the alphabet.
No, I can’t. for you.
(Answers: 1 Can you play table tennis?, 2 Can you 3 CHECKPOINT
ride a bike?, 3 Can you climb a tree?, 4 Can you 1 Read and match.
catch two balls?, Students’ own answers) (Answers: 1 Sure!, 2 No, I can’t., 3 Yes, please!)
3 Complete four questions with your own ideas. 2 Draw a path.
Then ask a partner and circle.
• Students draw a path through the flowchart.
(Answers: Students’ own answers)
3 Look at 2. Circle, complete, and draw.
• Using the language they have learned in this unit, • Students look at the path they drew in Activity 2
students complete the questions, ask a partner, and answer the questions.
and then circle their partner’s answer.
4 Compare with your class.
Can you juggle? • Students talk about their flowcharts.
1 036 Listen and number.
AMAZING BOAT RACES
(Answers: a 2, b 4, c 1, d 5, e 6, f 3)
1 Find 6 words. Then choose and complete.
2 Play the Can you? game with a partner. Ask, try,
(Answers: dragon, China, hitting, gondola, Italy,
then check or cross .
stand)
• Students work in pairs and try to do the things
2 Read and match.
listed. Then they check or cross according to
whether they succeed or not. (Answers: 1 is in September., 2 is in June.,
3 yellow, silver, and gold., 4 on the dragon boats.)
PROJECT AND REVIEW
3 Circle, write, and draw.
1 Check or cross and write in the chart for
(Answers: Students’ own answers)
your Sports Day.
• Students cross or check the chart according to their
own project.
2 Choose, circle, and write for you.
(Answers: 1 playing balloon volleyball, 2 juggling,
3 watching, 4 playing soccer)
• Students circle I’m/I’m not or My friend is/isn’t
according to what they or their friends did during
their sports day.

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