My body

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Unit objectives Skills development

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By the end of this unit, students can: Listening: recognize and understand
• talk about parts of the body and different actions affirmative and negative instructions and
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• read and understand a story about having fun with complete them
a pet Speaking: talk about their body; say how
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• recognize and name emotions and explore how they express excitement; give instructions
people express these emotions and directions
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• talk about coding

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Lesson 1: arm, body, hand, head, leg, nose Lesson 3: Stomp your feet. Don’t move.
Lesson 2: clap, shake, stomp, touch Lesson 5: What’s this? It’s my nose.
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Myself and others

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Expressing my emotions In this unit, a Disney video

Fun with Shelly
and a story introduce the theme of expressing our
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emotions. Students will identify how their bodies I have an idea. I’m excited! Yippee!
show when they are feeling different emotions.
Language: cry, excited, jump, smile; I’m happy.
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I smile.
Self-awareness
on

Technology
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Technology: Coding
up, down, left, right; Go left!
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 Unit overview

Kristoff
A hardworking 21-year-old ice worker whose
best friend is a reindeer (Sven). He’s kind of
a loner, but he’s nice, respectful, and does
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everything he can to help Anna.

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e
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Sven
A reindeer and Kristoff’s best
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friend. Kristoff saved Sven’s

life when he was a young
reindeer and for this, Sven is
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fiercely loyal to his friend.

Anna
Anna (pronounced Ah-na) is
Elsa the younger sister of Princess
Olaf
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When Elsa’s parents die, she becomes Elsa. She’s nice, optimistic, A friendly snowman who is a
Queen. She tries hard to stay calm and and daring, and she sets out good friend to Anna and Elsa.
He’s innocent, sincere, and very
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in control, but she has been keeping on an adventure to search

her emotions inside for many years and for her sister so they can live nice, and he loves summer!
one day, she needs to let them out. together happily as a family.
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Anna and Elsa are princesses who live in the castle in Arendelle. Elsa has a special power – she can turn things
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into ice. However, this can be dangerous and she must keep her power hidden. During a party, Elsa is unable
to control her power, and she freezes the city. She runs away to the mountains,
you kno
Did
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and Anna goes in search of her sister, hoping to bring her back home. w
The movie Froz
?
en
was inspired by
the fairy
on

tale The Snow

eo stor Queen by
Vid ies Hans Christian
Andersen,
and the charac
ters’ names
Video 4A: Wake up, Elsa! reflect this: Han
s (Anna’s
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Video 4B: It’s a nose boyfriend), Kris

toff,
Anna, and Sven
.
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Online modules
Phonics Big Project
Words with Jj, Kk, and Ll sounds in initial position Have a puppet show!
jump, king, leg

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 Lesson 1: Vocabulary Student’s Book pages 40–41

Objectives Warm-up
Lesson aim: name parts of the body Greet students with the Mickey Mouse puppet, and sing the Hello, Stars
and Heroes song (track 0.1).
Target language: arm, body, hand, head, leg, nose
Recycled language: colors; sister, big; This is Elsa. Presentation Video story
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Who’s this? Is it a …? No. It’s a …

• Students look at the Big Picture. Introduce the movie and the
Receptive language: Wake up, Elsa. Ouch! Come on.
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characters: This is the movie Frozen. This is Elsa/Anna/Olaf/Kristoff/Sven.

Let’s play. Snow! Yippee! Let’s dance!; snowman
• Point to the characters, and ask: Who’s this? Who’s a sister? (Anna/Elsa)
Materials: Video 4A; Audio; Picture cards / Word Is (the snowman) big or small? (small)
cards (Body, Family, Disney characters); Sticker (Elsa);
Mickey Mouse puppet; (optional) roll of paper or large 1 4A Watch. Who’s in bed? Check (✔).
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sheet of paper Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
It’s video time! Let’s watch!
Skills
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• Play Video 4A, and students watch and listen. Point to the picture of
Listening: can recognize isolated words related the bed in the rubric, and mime sleeping. Play the video again, pausing
to familiar topics, if spoken slowly and clearly and at 0:30. Ask: Who’s in bed? Point to the small pictures and say: Anna,
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supported by pictures and gestures (16) Olaf, or Elsa? Ask students to point to and check the correct character.
Speaking: can repeat single words, if spoken slowly and
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clearly (10); can name common parts of the body (23) 2 4A Circle for Anna.
• Use facial expression and mime to pre-teach excited, and
Teacher toolkit encourage students to copy you.
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• Point to each small picture, and ask students to do the action: cry,
Video summary – 4A jump, clap. Play the video again, and students copy what Anna
Wake up, Elsa! Videoscript see p.202 does in each scene.
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Anna and her sister Elsa are in the castle at night. • Ask students to point to the actions Anna does, then circle the
Anna can’t sleep, and she wants to play, so she wakes correct picture.
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up Elsa. Elsa makes snow, and the two sisters have lots
of fun together.
Picture cards / Word cards (optional) Show the picture cards one by one
to introduce the new vocabulary. Repeat several times, encouraging students
Engage to remember the words. For Stretch students, then show each word card, and
Place on the floor a large sheet of paper that is elicit the words.
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bigger than one of the students (a roll of paper works

best). Invite a student to lie down on the piece of Practice
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paper, and ask another student to draw around him/

3 4.1 Listen, find, and say. Then count.
her with a crayon. Stick the body outline in your
display area. During the unit, as students learn the • Hold up each picture card, and students find the corresponding body part
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new vocabulary, ask them to label the different body in the Big Picture.
parts. Also, ask them to add pictures of actions they • Play the audio, pausing after each word. Students point to the body part in
do with each body part. Keep the body outline for the Big Picture. Play the audio again, pausing for students to say the words.
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use in Unit 5. Play the audio a third time, and students say and point to the body parts.
• Hold up the body picture cards, and ask: How many? Students look at the
Big Picture and count the number of each body part in the picture.
Expressing my emotions
SUPPORT Hold up your book, and point to Elsa’s head. Count all the heads
cry, excited, jump
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together with the class: one, two, three, four, five. Do the same with the other
Use the video story to talk about the feelings and body parts (except legs).
behavior of the characters. Students mime how
STRETCH Play the audio, pausing after each word for students to work with
Anna feels (excited) and what she does to express
a partner to find and count the body parts.
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this feeling (she opens her eyes wide, jumps, claps,

and dances). Audioscript (track 4.1)
Self-awareness 1 hand // 2 arm // 3 body // 4 nose // 5 leg // 6 head

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 LESSON 1 Vocabulary

4 My body 1 4A
Watch. Who’s in ? Check (✔).

✔
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2
2 Circle for Anna.
1
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4A

5
6
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3 Listen, find, and say. Then count.

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4.1

4 4.2
Listen, chant, and act. TPR

4
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Lo ok at m e!
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3
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Go to
page 4
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40 arm, body, hand, head, leg, nose 41

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4 4.2 Listen, chant, and act.

Extra activity (video extension) Students draw a picture of
Make the Mickey Mouse puppet jump around and say: Look at
Olaf, and point to and name his body parts.
me! Look at me! Then make him say: This is my body. / I have one
head., etc. Point to the corresponding part of Mickey’s body, and
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students point to it, too. Wrap-up

• Display the picture cards. Play the audio, and students listen and Play Mickey says (see Games Bank p.206). For this version, make
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point to the correct picture card when they hear the word for each the Mickey Mouse puppet say the names of different body parts
body part. for students to touch on their own bodies.
• Demonstrate TPR actions by pointing to the corresponding part of Sing the Goodbye song (track 0.7), and students say goodbye
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the body. Play the audio again. Students join in with the chant and to Mickey as they leave class.
do the actions.
Audioscript (track 4.2) Workbook pages 34–35
on

Look at me! (x2) This is my body. Audioscript see p.204

Look at me! (x2) I have one head. 1 Watch again. Then answer.
Look at me! (x2) I have two arms.
1 Where are they? Check (✔). a ✔
Look at me! (x2) I have two legs.
2 Number in order. a 2, b 3, c 1
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Look at me! (x2) I have two hands.

3 How does Anna feel? Circle. a
Look at me! (x2) I have one nose.
2 4.1 Listen and number. Then say. 1 hand, 2 body, 3 head,
Body. Head. Arms. Legs. Hands. Nose.
4 leg, 5 nose, 6 arm
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Collect your friend Show the picture card of Elsa to help 3 Challenge! Who’s this? Say hello. Hello, Sven. Hello, Olaf.
? students identify the correct sticker. Students stick the sticker on
p.4 in the Student’s Book. Ask: Who’s this? (Elsa).

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 Lesson 2: Vocabulary Student’s Book page 42

Objectives Warm-up
Lesson aim: name actions Greet students with the Mickey Mouse puppet, and sing the Hello, Stars
and Heroes song (track 0.1).
Target language: clap, shake, stomp, touch
Make Mickey hold up the body picture cards from Lesson 1, and students
Recycled language: body
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say the words and point to their own body parts.

Materials: Audio; Picture cards / Word cards
• Say: Listen and chant!, and play the chant from Lesson 1 (track 4.2).
(Body, Actions 1); Stickers; Mickey Mouse puppet;
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Students join in with the chant and do the actions.

(optional) music
Presentation
Skills Picture cards / Word cards (optional) Show the picture cards one by one
Listening: can understand basic action words, e.g., clap,
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to introduce the new vocabulary. Repeat several times, encouraging students

stamp, jump, walk (15); can understand simple spoken to remember the words. For Stretch students, then show each word card, and
commands as part of a game (18) elicit the words.
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Speaking: can repeat single words, if spoken slowly and

1 4.3 Listen, point, and say. Then play.
clearly (10); can use language related to basic actions,
e.g., clap, stamp, jump, walk (21); can name common Make the Mickey Mouse puppet demonstrate each of the actions: shake
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parts of the body (23) (head), clap (hands), stomp (feet), touch (toes). Students look at the photos
and point to the one showing the same action that Mickey is doing.
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• Say: Listen and point. Play the audio, and students point to the
Teacher toolkit
corresponding photos. Play the audio again, pausing after each action.
Teaching vocabulary Students point to the corresponding photo and repeat the word.
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Play a game to practice the verbs after presenting • Point to a photo, and students do the action shown in the photo and say
them with the picture cards. Invite two students to the word. Repeat with different photos.
the front, and ask them to stand with one student in SUPPORT Say an action word, and students do the corresponding action.
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front of the other. Tell the student in front that she/ Start slowly, giving students time to think and respond, then gradually say the
he is a puppet. The student behind is the “puppeteer.” words more quickly.
He/She holds the “puppet’s” arms and moves them
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STRETCH Students work in pairs, taking turns to point to a photo for their
around. Give instructions to the “puppeteer.” e.g., partner to name and do the action shown in the photo.
Touch your head. Touch the desk. Clap your hands.
Shake your arms. TPR
clap – clap your hands touch – touch your feet
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Engage stomp – stomp your feet shake – shake your head

Play some music, and students use different body
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parts to make percussion sounds to accompany the

Audioscript (track 4.3)
beat. First, they clap their hands. Then, they stomp
1 shake // 2 stomp // 3 clap // 4 touch
their feet. Elicit other ways in which students can
make sounds with their bodies and the objects around
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them, e.g., tapping fingers on a desk, shaking a box Practice

of crayons, clicking your tongue. Then each student
Teaching star
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chooses one way of making a sound, and working

together, the class provides the percussion section Classroom management TPR games can be a fun way to give all
as you play the piece of music. students additional language practice, but they can easily get out of hand.
Use non-verbal signals, e.g., hold up your hand to get students to stand still
Home-school link and listen, then bring your hand down when you want students to move.
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Students teach a family member the different actions

they’ve learned. 2 4.4 Listen and stick. Then say.
• Point to the first picture sequence, and elicit the actions (clap, shake).
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• Then point to the empty sticker frame, and students say which action they
think is missing (either stomp or touch). Play the first part of the audio,
then pause for students to do the action they hear. Do the same with the
second picture sequence.

98
 LESSON 2
Vocabulary
• Invite two confident students to name actions
for the class to do. Repeat with different students
and actions.
1 4.3
Listen, point, and say. Then play.
SUPPORT As you name the two actions, hold up
the corresponding picture cards for students to do
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the actions.
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STRETCH Students work in pairs, taking turns to

say two actions for their partner to do.
1 2
Audioscript (track 4.5)
Clap and shake. … Stomp and touch. … Touch and
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shake. … Clap and stomp.

3 4 Extra activity (whole class) Play the chant

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from Lesson 1 (track 4.2), and students do the

2 4.4
Listen and stick. Then say. actions they have learned in this lesson, e.g.,
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touch your body / shake your head / shake your

1
arms / stomp your feet/legs / clap your hands /
touch your nose.
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Wrap-up
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2
Play Pass Mickey (see Games Bank p.206). For
this version, students count to ten as they pass the
Mickey Mouse puppet around. When they reach
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ten, they stop passing Mickey around. Show an

action picture card, and the student holding
3 Listen and do. Then play. TPR Mickey stands up, says the word, and does
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4.5

the action.
Sing the Goodbye song (track 0.7), and students
42 clap, shake, stomp, touch say goodbye to Mickey as they leave class.
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Workbook page 36
• Play the audio again for students to listen and stick the correct stickers in the
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empty frames. Audioscript see p.204

• Play the audio a third time, pausing for students to point and repeat the words. 1 4.2 Listen and check (✔).1 b ✔, 2 a ✔,
3 b ✔, 4 b ✔
• Say any three action words in sequence, e.g., shake, touch, clap. Students repeat
2 Match. Then act and say. 1 c, touch; 2 b, clap;
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the words and do the three actions in the correct order. Repeat with different
3 d, shake; 4 a, stomp
action word sequences, changing the order of the actions each time.
Audioscript (track 4.4)
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1 clap … stomp … shake Picture Dictionary

2 touch … shake … clap Students look at the Picture Dictionary on p.104
in the Student’s Book and complete the activities.
3 4.5 Listen and do. Then play. (Answer: 6)
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• Clap your hands and stomp your feet at the same time. Students copy you and say
the words (clap, stomp). Then shake your head and touch your nose (shake, touch).
• Play the audio, pausing after each instruction for students to do the actions.
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• Name and demonstrate two actions, and students do these actions. Then name
two different actions, without demonstrating, and students do these new actions.
Repeat a few times.

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 Lesson 3: Grammar Student’s Book page 43

Objectives Warm-up
Lesson aim: give instructions Greet students with the Mickey Mouse puppet, and sing the Hello, Stars
and Heroes song (track 0.1).
Target language: Stomp your feet. Don’t move.
Review the actions from Lesson 2. Hold up a picture card, and students say
Recycled language: body, actions
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the word. Then make Mickey do the action. Repeat for all four actions.
Materials: Audio; Picture cards / Word cards (Body,
Actions 1); Mickey Mouse puppet; (optional) pictures
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Presentation
of places
1 Sing-along 4.6 Listen and point. Then sing and act.
• Point to the characters, and ask: Who’s this? (Cam, Maya, Peter, and Leyla).
Skills
• Say: Look at Cam. Hold up each action picture card, and ask: Stomp?
Listening: can understand basic action words, e.g., clap,
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Clap? Shake? Touch? Students say or mime yes or no to answer about the
stamp, jump, walk (15); can understand simple negative
action Cam is doing (shake). Do the same for the other characters.
instructions related to everyday situations, e.g., Don’t
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run!, if supported by gestures (16) • Play the song audio. For each action, students point in the picture to the
corresponding character.
Speaking: can recite a short, simple rhyme or chant
(16); can use language related to basic actions, e.g., • Play the song again, and students do the actions and dance during the
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clap, stamp, jump, walk (21); can name common parts chorus. Pause after Don’t move, and demonstrate freezing. Students
of the body (23) stop dancing and freeze. Then continue the song, and students
continue moving.
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• Play the song a third time, and encourage students to join in with some of
Teacher toolkit
the words as they do the TPR actions and dance. If students are confident
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Teaching grammar with the words, play the karaoke version (track 4.6_karaoke), and students
Stand still in front of the class, and elicit from a sing along.
confident student the name of an action from Audioscript (track 4.6)
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Lesson 2, e.g., stomp. Say: Stomp. Hands? (mime Shake, shake, shake your head. // Shake your head. (x2)
“stomping” your hands). Then elicit feet, and say: Shake, shake, shake your head. // Shake your head with me.
Stomp your feet., and do the action. Students repeat
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Let’s dance! // Don’t move! // Let’s dance! // Don’t move!

stomp your feet and copy the action. Do the same Stomp, stomp, stomp your feet. // Stomp your feet. (x2)
with shake (your head), clap (your hands), touch Stomp, stomp, stomp your feet. // Stomp your feet with me.
(your head). Let’s dance! // Don’t move! // Let’s dance! // Don’t move!
Clap, clap, clap your hands. // Clap your hands. (x2)
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Engage Clap, clap, clap your hands. // Clap your hands with me.
Think of some places where you can and can’t do Let’s dance! // Don’t move! // Let’s dance! // Don’t move!
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the actions from the lesson, e.g., the library, the Touch, touch, touch your head. // Touch your head. (x2)
playground, a hospital, the school corridor, a theater. Touch, touch, touch your head. // Touch your head with me.
Show a picture of each place, and students say, e.g., Let’s dance! // Don’t move! // Let’s dance! // Don’t move!
Clap your hands. / Don’t clap your hands., depending
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on whether or not the action is appropriate in Practice

that place.
2 4.7 Listen and do. Then say.
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• Play the first line of the audio, and pause for students to shake their
Differentiation heads. Then play the next line of the audio, and pause again. Mime
Some students may not be able to do the actions or don’t, e.g., shaking your finger from side to side, and students stop shaking
may not wish to do them. Allow these students to their heads.
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remain seated during activities 2 and 3, if they prefer. • Play the first part of the audio again, and students do the action and
Invite them to give instructions to their classmates, then stop when they hear don’t. Do the same with the rest of the
but only if they feel comfortable and ready to use the action instructions.
new language.
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• Play the audio, pausing after each sentence. Students repeat the sentence
and follow the instruction.

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 LESSON 3
Grammar
Teaching star
Sing-along
Social and emotional learning Students of this
1 4.6
Listen and point. Then sing and act. TPR age can find competitive games upsetting when
they don’t win. Avoid eliminating students in
Le t’ s d a n ce !
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games like the one below. The game can still be

fun without a competitive element.
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3 4.8 Listen and do. Then play.

• Use the picture cards to review the names of parts
of the body.
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• Say: Touch your …, and hold up a picture card.

Students touch the corresponding body part on
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their own body. Do the same with shake, and ask

2 4.7
Listen and do. Then say. students to see if they can shake that part of their
body, e.g., they might find it difficult to shake
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3 Listen and do. Then play. TPR their nose!

4.8

• Play the audio, and play the game all together

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as a class. When Elsa gives an instruction, students

do the action and repeat the words. When she
says Don’t …, they don’t do any action, but they
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repeat the words.

Audioscript (track 4.8)
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Elsa says, “Touch your nose.”

Elsa says, “Don’t stomp your feet.”
El sa Elsa says, “Don’t clap your hands.”
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sa ys ... Elsa says, “Shake your leg.”

Elsa says, “Clap your hands.”
Elsa says, “Touch your head.”
Song: Stomp your feet. Don’t (move). 43

Extra activity (fast finishers) Students play the

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game in pairs, giving action instructions to their

SUPPORT Play a game all together as a class. Name an action, e.g., Touch your
partner, with or without Don’t … .
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head., and students do the action. Then say: Don’t (touch your head)., and students
stop doing the action. Encourage them to repeat the words.
STRETCH Students work in pairs, taking turns to give an action instruction for their Wrap-up
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partner to do or not do. • Play Whispers! (see Games Bank p.206). For this
Audioscript (track 4.7) version, use the actions.
Shake your head. Sing the Goodbye song (track 0.7), and students
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Don’t shake your head. say goodbye to the Mickey Mouse puppet as
Stomp your feet. they leave class.
Don’t stomp your feet.
Clap your hands. Workbook page 37
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Don’t clap your hands.

Touch your head. Audioscript see p.204
Don’t touch your head. 1 4.3 Listen and put a ✔or ✘. girl ✘, boy ✔
2 Put a ✔ or ✘. Then say and do. Students
23

check the actions they want to do and put an ✘

on those they don’t want to do.

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 Lesson 4: Story Student’s Book pages 44–45

Objectives Warm-up
Lesson aim: listen to and understand a story about Greet students with the Mickey Mouse puppet, and sing the Hello, Stars
having fun with a pet and Heroes song (track 0.1).
Story language: I have an idea. I’m excited! Yippee! • Show students the tortoise picture or toy. Hold up the different body
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picture cards. Elicit the word for each body part, and students find it on
Recycled language: body, school items, actions; small;
the tortoise.
Don’t jump. This is Shelly. He’s brown. He’s happy. Let’s
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play. Don’t worry.

Presentation
Receptive language: Have fun! Sorry.
Materials: Audio; Story cards (Unit 4); Mickey Mouse Teaching star
puppet; (optional) modelling clay, a picture of a tortoise Diversity and inclusion It is important for students to sit still during story
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or a toy tortoise time, but some students might have difficulty sitting still. Make sure that
students have a comfortable space to sit in, and allow them to hold a
Skills
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teddy bear or small toy, if this helps them to sit still. Discuss the rules for
Listening: can understand a few basic words and phrases story time, e.g., sit cross-legged, keep your hands to yourself, look and
in a story that is read aloud (18) listen to the teacher and the story cards.
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Speaking: can repeat phrases and short sentences,

if spoken slowly and clearly (16); can say how they 1 4.9 Listen to the story. Point to Shelly.
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feel, using a limited range of common adjectives, Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
e.g., happy, cold (22) It’s story time!
• Point to the small picture of the tortoise in the rubric, and ask:
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Teacher toolkit What’s his name? (Shelly).

• Play the audio. Students listen to the story and follow in their books,
Story summary
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pointing to Shelly when they see the tortoise in the story frames.
Leyla takes Shelly the tortoise home. However,
Shelly doesn’t come out of his shell, and Leyla feels • Use the story cards to tell the story again, with or without the audio. Pause
after each story frame to ask a comprehension question, e.g., What’s this?
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sad. Leyla’s mom has an idea. She makes an obstacle

course for Shelly, and this makes both Shelley and (point to the box) (a tortoise / Shelly) Who’s this? (Leyla’s sister) Is Leyla
Layla happy. happy or sad? (sad) Leyla says, “I have … .” (books, a marker, a pencil,
a ruler) Is Leyla happy now? (yes).
Spot! Students find the blue book and the white ruler in the story.
Engage
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(Answers: book – frames 2 and 5; ruler – frame 5)

Students make an obstacle course for an imaginary
class pet, using different classroom objects. If you
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have modelling clay, students could make a toy pet

Practice
and make it complete the obstacle course. 2 4.10 Who says it? Listen and point. Then say.
• Point to the small pictures, and ask: Who’s this? (Leyla, mom, sister). Play
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the first part of the audio, then pause for students to point to the picture of
Expressing my emotions
the corresponding character (mom). Do the same with the second part of
In the story, Leyla is excited to take home the the audio (Leyla) and the third part of the audio (sister).
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tortoise Shelly. Hold up the tortoise picture or a

• Give each student a role: either Leyla, Leyla’s mom, or Leyla’s sister.
tortoise toy, and tell students to imagine they can
Play the audio, and students act out their role, repeating the phrases.
take him home. Ask: Are you happy/sad/grumpy/
excited/nervous? Students say or mime yes or no. Audioscript (track 4.10)
1 Leyla’s mom: Don’t worry, Leyla. I have an idea.
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Self-awareness
2 Leyla: Wow! He’s happy!
3 Leyla’s sister: Clap your hands for Shelly!
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 LESSON 4
Story
Fun with Shelly 2 4.10
Who says it? Listen and point. Then say.
1 4.9
Listen to the story. Point to .
1 2

Leyla: Yippee! I’m excited!

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Leyla’s mom: Shh, Leyla. Leyla: This is Shelly.

Don’t jump! He’s green. His head
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3 Look and match. Then show and say.

Ms. Smart: Goodbye! is small. His body is a
Have fun! shell. Let’s play!
1 a

3
4
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2 b

Leyla’s mom:
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3 c
Don’t worry, Leyla.
Leyla’s sister: No. Sorry. I have an idea.
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5 6
4 Act out the story.
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Leyla’s mom: Look. Books,

a pencil, a marker.
Leyla: Wow! He’s happy! Leyla: Thanks, Mom!
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Leyla’s sister: Clap

Spot! your hands for Shelly!
The end
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44 Story: I have an idea. I’m excited! Yippee! 45

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3 Look and match. Then show and say. Extra activity (story extension) Display the picture of a
tortoise or a toy tortoise, and students think about what actions
• Point to picture 3, and ask: Is he happy/sad/excited?
a tortoise can do. Hold up each action picture card, and say:
(excited). Ask students to find the picture of Leyla when
(Jump.) Yes or no?, and point to the tortoise. Students mime the
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she’s excited, then use your finger to draw a line to match

action if they think a tortoise can do it.
the two pictures.
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• Point to each of the small pictures, and elicit the emotion

shown in each picture (1 happy, 2 sad, 3 excited, a happy, Wrap-up
b excited, c sad). Students draw lines to match pictures • Hold up a story card. Say: I’m (Leyla). I’m (excited)., and students
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showing the same emotions. mime yes or no. Then do the same with the other story cards and
• Point to picture 1, and say: I’m happy. Students point to with different emotions.
picture a of Leyla and repeat after you (I’m happy). Do the Sing the Goodbye song (track 0.7), and students say goodbye to
on

same with sad and excited. the Mickey Mouse puppet as they leave class.
SUPPORT Say: I’m happy., and students say the words and
mime the emotion. Do the same with I’m sad/excited. Workbook page 38
STRETCH Students work in pairs, taking turns to point to
20

different pictures and say: I’m (happy). Audioscript see p.204

1 4.4 Listen and number in order. a 2, b 3, c 1, d 4
2 Who’s excited? Draw. Leyla
4 Act out the story.
23

• Students look at the photos of the boy and girl. Ask: Is she/he
happy/nervous/excited? Play the story audio, and students act out
Leyla’s role.

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 Lesson 5: Grammar and Speaking Student’s Book page 46

Objectives Warm-up
Lesson aim: ask and answer about the body Greet students with the Mickey Mouse puppet, and sing the Hello, Stars
and Heroes song (track 0.1).
Target language: What’s this? It’s my nose.
• Remind students of the story from Lesson 4. Show story cards 1 and 5, and
Recycled language: body, numbers; Who’s this?
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ask: How many (arms)? Count together the number of each body part
He’s excited. How many (arms)? It’s big.
shown in each of these story cards, e.g., story card 1 – three heads/noses/
Receptive language: Brrr, Olaf says … Be careful!
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bodies, six arms/hands/legs.

Materials: Video 4B; (optional) Video 4A; Audio;
Picture cards / Word cards (Body, Actions 1); Story Presentation Video story
cards (Unit 4); Cut-outs (Unit 4), with a cut-out model
1 4B Watch. Who’s in the video? Circle.
prepared; scissors, card or paper; (optional) small pieces
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of paper • As a lead-in to Video 4B, students look once more at the Big Picture in
Lesson 1. Remind them of what happened in Video 4A in Lesson 1. Point
to Sven (the reindeer), and students count his body parts.
Skills
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• Point to each of the small pictures, and point and elicit each character’s
Listening: can recognize familiar words in short phrases name (Elsa, Kristoff, Sven, Anna).
and sentences spoken slowly and clearly, if supported by
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Make the Mickey Mouse puppet stand up. Say: Sit down, Mickey.
pictures or gestures (19)
It’s video time!
Speaking: can repeat phrases and short sentences,
• Play the video, and students point to the characters when they see them
at

if spoken slowly and clearly. (16); can ask about the

in the video.
identity of an object, using a basic phrase, e.g., What
is it? (21) • Ask students to circle the correct pictures. To check answers, ask: Is (Elsa)
er

in the video? Students mime or say yes or no.

Teacher toolkit Practice
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Video summary – 4B Teaching star

It’s a nose Videoscript see p.202
Communication Drilling gives students practice of the target structure,
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Anna is with Kristoff and Sven in the snow. There they

meet a new friend – a snowman named Olaf. which will help them to use the structure communicatively at a later
stage. Divide the class into two groups to drill questions and answers.
Play the audio for activity 2, and encourage each group to repeat
Teaching grammar either the questions or the answers. Then they exchange roles. In this
Students will likely be familiar with the question way, all students practice asking What’s this? and answering It’s my … .
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What’s this? However, they may be used to giving

single-word answers. Hold up three fingers to elicit a
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full answer, one finger for each word, e.g., It’s / my / 2 4.11 Listen and trace. Then ask and answer.
nose. If students answer just nose, point to your third • Students look at the picture and find the snowman. Elicit or say the
finger, and say: nose. Then point to your first finger to names of different body parts, and students point to the body parts on
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elicit It’s and your second finger to elicit my, and then the snowman.
elicit the full sentence: It’s my nose. • Play the first part of the audio, pausing after the first exchange. Ask
students to find and trace the snowman’s head. Do the same for the rest
on

Engage of the audio.

Give students a small piece of paper, and ask them to • Divide the class into two groups. Drill the question What’s this? with
draw a part of the body. Stretch students could also the first group. Hold up a body picture card, e.g., arm, and the second
write the word below their drawing. Tell students to group says: It’s my arm. Repeat with different picture cards, then groups
20

scrunch up their drawing into a ball. Students stand exchange roles and start again.
in a circle and throw their ball into the middle of the SUPPORT Ask the question, then hold up a picture card, and say: It’s my … .
circle. Then individual students take turns to go into Students repeat and complete the sentence.
the center of the circle, pick up a ball, open it, and
23

STRETCH Students work in pairs, taking turns to ask and answer questions
say: What’s this? It’s my (nose). about the picture, following the model in the audio. They can also ask and
answer using the Big Picture in Lesson 1.

104
 LESSON 5
Grammar and Speaking
• Point to each section of the picture you’ve made
on the cut-out, and ask: What’s this? Elicit: It’s my
(head). Students point to the same body part on
1 4B
Watch. Who’s in the video? Circle. their picture and say: It’s my (head).
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SUPPORT Students can play the game in mixed-

ability pairs. The less confident student answers their
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partner’s questions, saying only the name of the part

of the body.
STRETCH Students can play the game in mixed-
ability pairs. The more confident student asks What’s
2 Listen and trace. Then ask and answer.
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4.11
this?, and says full sentences to name the parts of the
body, e.g., It’s my head.
Audioscript (track 4.12)
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What’s this? // It’s my body.

What’s this? // It’s my nose.
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Extra activity (whole class) Students imagine

they are a snowman that has come to life, like
at

Olaf from Video 4B. They point to and name

their different snowman body parts. Give
instructions for students to follow, e.g., clap your
er

3 4.12
Listen and point. Then make and play. hands, stomp your feet.
Unit 4
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Wrap-up
• Play What’s this? (see Games Bank p.206). For
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Key

Unit 5
this version, as students turn over each card to
reveal the picture, ask: What’s this?, and the
Go online
student names the picture.
46 Skills: What’s this? It’s my (nose). Extra
Lesson Phonics Sing the Goodbye song (0.7), and students say
goodbye to the Mickey Mouse puppet as they
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leave class.
Audioscript (track 4.11)
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1 What’s this? // It’s my head. Workbook page 39

2 What’s this? // It’s my nose.
3 What’s this? // It’s my arm. Audioscript see p.204
4 What’s this? // It’s my body.
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1 4.5 Listen and match. 1 b, 2 a, 3 c

2 Draw your robot. Then ask and answer.
3 4.12 Listen and point. Then make and play.
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• Students use scissors to cut carefully around the dotted lines of the cut-outs.
Make sure they only cut around the scissor lines, not the fold lines.
• Show students how to fold along the lines. Fold back the monster’s head and the
snowman’s legs, so that the picture shows: a monster’s head, a boy’s body, and a
20

snowman’s legs.
• Play the audio, pausing after the first exchange. Students point to one of the three
bodies on the cut-out. Then play the next part of the audio, and students point to
a nose.
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• Students fold their cut-outs. Monitor and help as necessary.

105
 Lesson 6: Myself and others Feelings and my body Student’s Book page 47

Objectives Warm-up
Lesson aim: recognize and name emotions and actions Greet students with the Mickey Mouse puppet, and sing the Hello, Stars
and Heroes song (track 0.1).
Target language: cry, excited, jump, smile; I’m happy.
I smile. Show the Myself and others poster and review different emotions. Make
S

Mickey act out the following emotions: happy, sad, nervous, grumpy,
Recycled language: happy, sad, excited
excited. Ask: Is Mickey excited? Is he nervous? Is he grumpy? Students
Materials: Audio; (optional) Video 4A; Myself and
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find each emotion on the Myself and others poster.

others poster; Stickers; Mickey Mouse puppet; (optional)
cards for Teacher toolkit; cut out pictures from old 1.12 Listen and sing.
magazines, construction paper
• Play the song audio, and students join in with the words and the actions.
• Ask: How do you feel? Are you happy?, and students respond yes/no
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Skills
or I’m (happy)!
Listening: can recognize familiar words in short phrases
and sentences spoken slowly and clearly, if supported by
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Presentation
pictures or gestures (19); can understand basic action
words, e.g., clap, stomp, jump, walk (15) 1 4.13 Listen and point. Then say and act.
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Speaking: can say how they feel, using a limited range • Remind students of the situations and the characters in Video 4A in
of common adjectives, e.g., happy, cold (22); can use Lesson 1 and the story. If required, play Video 4A and look at the
language related to basic actions, e.g., clap, stamp, story again.
at

jump, walk (21) • Students look at the pictures and say the names of the characters (Olaf,
Leyla, Anna).
Teacher toolkit
er

• Point to the first picture, and ask and mime: Is Olaf happy? Is he excited?
Is he grumpy? Do the same for each of the pictures.
Expressing my emotions • Play the audio, and students point to the pictures.
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In this lesson, students start to think about how they • Play the audio again, pausing after each sentence for students to do or
express different emotions. At this age, students mime the corresponding actions: jump, cry, smile.
are starting to be aware that strong feelings such
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as anger and excitement can have physical effects. • Point to each picture again, and students copy the character’s facial
Use the Mickey Mouse puppet to elicit actions we expression and action and say: I’m (excited).
do when we feel different emotions. Make Mickey Audioscript (track 4.13)
stomp his feet angrily, and say: Mickey is grumpy. 1 Olaf says, “I’m excited. I jump.”
He stomps his feet. Then make Mickey jump 2 Leyla says, “I’m sad. I cry.”
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happily, and say: Mickey is excited. Ask students 3 Anna says, “I’m happy. I smile.”
to demonstrate how they show different emotions:
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happy, sad, grumpy, excited.

Practice
Self-awareness
2 Look, act, and say.
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• Point to the first photo. Mime eating ice cream, and say: I’m happy!
Engage Students do the same mime. Ask: Are you happy? Are you excited? Are
Make a digital emotions poster with the class. Invite you sad? Students say how they feel: I’m … .
on

students to act out different emotions, making sure • Do the same for the rest of the photos. Use the photos as prompts for your
they use appropriate body language and actions, and mimes. Say how you feel, using different emotion adjectives that students
take photos or video them. Use presentation software know, e.g., I’m sad. Ask students to mime and say how they feel, too.
or an online tool to create a simple poster, and insert Allow a range of different emotion responses.
or embed the photos or video. You could also create
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SUPPORT As students act, they can say single words for the emotions:
audio files, recording students saying what emotion
happy, sad, excited.
they are feeling, e.g., I’m happy!
STRETCH As students act, they can say the corresponding actions, too,
e.g., I’m excited. I jump! / I’m happy. I smile. / I’m sad. I cry.
23

Home-school link
Ask students to show and tell their families what they
do when they are happy, sad, or excited, e.g., I’m
happy. I clap my hands. Encourage them to recognize
when someone at home is happy, sad, or excited.

106
 Feelings Myself and others
LESSON 6

and my body • Make a new dance all together as a class, doing

different sequences of actions. Invite students to
choose the actions. Then play the music, and do
1 4.13
Listen and point. Then say and act. TPR
the dance together.
1.12
Audioscript (track 4.14)
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Listen
and [instrumental – rhythmic music]
sing.
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I’m a hero! Point to the sticker picture, and

elicit that Leyla is jumping because she’s excited. Ask
students to think of something that makes them feel
2 Look, act and say. TPR excited, then they jump (or dance or clap) and say:
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I’m excited! Students stick the sticker in their books.

1 3 5
Extra activity (fast finishers) Students
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draw things that make them feel happy or

2 4
excited. They could also cut out pictures
from old magazines. They could stick the
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pictures onto construction paper and make a

classroom display.
at

3 4.14
Listen and make an “I’m excited” dance. TPR
Wrap-up
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• Invite two students to stand with their backs to the

Myself and others poster. Point to an emotion on
I’m a
hero! the poster, then ask the rest of the class to act it
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out for the two students to guess.

Sing the Goodbye song (track 0.7), and students
say goodbye to the Mickey Mouse puppet as
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they leave class.

Self-awareness: cry, excited, jump, smile; I’m (happy). I (smile). 47 Workbook page 40

1 Match. Then point and say. 1 I’m happy. I smile.

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2 I’m excited. I jump. 3 I’m nervous. 4 I’m sad.

Teaching star
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I cry.
2 What do you do when you’re excited? Circle.
Creativity Allowing students the freedom to be creative and imaginative can
help them feel that they are a valued member of the class. Encourage students
to devise their own actions for the dance in activity 3, even if these actions don’t
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fit with the target vocabulary. You can give each move a name, or students can
make up names for their new actions, e.g., turn around, floss, moonwalk.
on

3 4.14 Listen and make an I’m excited dance.

• Point to the small pictures showing actions, and elicit the words and phrases (clap
your hands, stomp your feet, jump).
20

• Play the music and dance, doing different actions for four beats, e.g., clap your
hands for four beats, then stomp your feet for four beats, then jump for four beats.
Encourage students to join in with the dance.
23

• Say: I’m excited! I clap my hands. I stomp my feet. I jump!

107
 Lesson 7: My world Technology: Coding Student’s Book page 48

Objectives Warm-up
Lesson aims: understand coding Greet students with the Mickey Mouse puppet, and sing the Hello, Stars
and Heroes song (track 0.1).
Target language: up, down, left, right; Go left!
• Play Follow the leader (see Games Bank p.206). For this version, students
Recycled language: colors
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do a sequence of actions, e.g., stomp my feet, clap my hands, jump.

Receptive language: snowflakes
Presentation
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Materials: Audio; Mickey Mouse puppet; (optional)

a large arrow cut out of card, masking tape, arrows 1 4.15 Listen and trace. Then say and act.
and clues
• Demonstrate the TPR actions, and say the direction phrases. Students
copy the actions.
Skills
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• Ask students to look at the picture with different arrows. Play the audio,
Listening: can recognize isolated words related and students point to each arrow. Draw on the board a left-facing
to familiar topics, if spoken slowly and clearly and dotted arrow. Play the first part of the audio again, then pause and trace
e

supported by pictures or gestures (16) the arrow on the board. Students trace the first arrow in their books.
Speaking: can repeat single words, if spoken slowly and Then play the rest of the audio, pausing after each phrase for students
clearly (10); can repeat phrases and short sentences, if to trace the arrows. Play the whole audio again, and students do the
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spoken slowly and clearly (16) corresponding TPR actions.

• If you have prepared a card arrow, use this to point up/down/left/right.
at

Teacher toolkit Alternatively, point to the arrows on the page. Ask students to say the
correct phrase, then do the TPR action.
Cross-curricular SUPPORT Say a direction phrase, and students repeat it, then do the
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Physical movement can really help students TPR action.

internalize language and concepts. If possible, use STRETCH Students work in pairs, taking turns to say a direction phrase and
masking tape to design a grid on the classroom floor do the TPR action.
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or in the playground, and students move around the

grid, following instructions: go left, go right, go up, TPR
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go down. go left – step/jump to the left

go right – step/jump to the right
Extend go up – stand on tiptoes, reaching up with arms
Set up a treasure hunt in the classroom or in a small go down – crouch down
area in the school yard. Make clues with arrow
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sequences, e.g., three left arrows means three steps Audioscript (track 4.15)
to the left. Place the clues in different places to show
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1 go left // 2 go right // 3 go up // 4 go down

students where to go next. Students can play in teams.
The “treasure” students find at the end of the hunt
could be a fun activity that they enjoy.
Practice
2 4.16 Help Sven. Count. Then listen and check (✔).
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Home-school link • Point to the picture of Sven (the reindeer), and say: This is Sven. Then
Students can play a directions game with their family. point to Kristoff, and say: This is Kristoff. In L1, ask students to help
on

They can use chalk to draw a grid on the floor and Sven find Kristoff, pointing to Sven then Kristoff. Point to the pictures of
demonstrate different directions, saying go up, go snowflakes in the grid, and explain that they need to avoid these.
right, etc. • Ask: How many squares? Follow the path from Sven to Kristoff, avoiding
the snowflakes, counting the squares as a class: one, two three, four, five.
20

Then point to the first sequence of arrows, and say: go up, go up, go right,
go right, go right. Do the same with the second sequence of arrows.
• Ask students to compare the sequences of arrows with the squares in the
grid, avoiding the snowflakes, and check the correct sequence.
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• Play the audio, and students follow the direction phrases, moving their
fingers along the grid.

108
 LESSON 7
Technology
My world
Coding Teaching star
Application Use the floor grid to create a
1 4.15
Listen and trace. Then say and act. TPR
dance, to provide additional practice of the
direction phrases. Invite a pair of students to
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1 2 3 4 stand in the grid. Say a pattern of direction

phrases for the students to follow, e.g., go left,
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go left, go right, go down, go right, go right,

go left, go up. Do the same with different pairs
2 4.16
Help Sven. Count. Then listen and check (✔). of students. Then invite individual confident
students to say the direction phrases, to create
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1 the dance for pairs of students to follow.

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Thinking skills
2
Understand In activity 2, students follow a
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series of visual directions in a maze in order to

✔ identify the correct path.
Apply In activity 3, students apply their
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3 Help Shelly. Draw. Then tell a friend. understanding of how simple directions show
how to reach an objective by drawing arrows
in a partially completed maze. They give
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directions orally as they “read” their maze.

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Extra activity (extension) Students sit in pairs,

one student behind the other so that they can
l©

use their finger to draw on their partner’s back.

The student at the front says directions, e.g., go
up, go right, go down, go left. The student at
48 Coding: up, down, left, right; go (left)! the back draws the path through an imaginary
grid on their partner’s back. Then they both turn
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around and exchange roles.

Audioscript (track 4.16)
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go right … go right … go right … go up … go up

Wrap-up
3 Help Shelly. Draw. Then tell a friend. Play Mickey says (see Games Bank p.206). Make
the Mickey Mouse puppet say direction phrases
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• Ask students to look at the grid, and ask: Where’s Shelly? Students point to the
for students to follow. If necessary, demonstrate
picture of the tortoise. Say and mime: Shelly is hungry. Point to the picture of lettuce,
each TPR action as Mickey says it.
and say and mime: Mmm! Shelly likes lettuce! Point to one or two school objects,
on

and say: Oh no, a (marker)! In L1, explain that Shelly can’t pass where there are Sing the Goodbye song (track 0.7), and students
school objects. say goodbye to Mickey as they leave class.
• Copy or display the grid on the board. Demonstrate how to draw a path from Shelly
to the lettuce. Say: go down, go right, go right, go down, go right. Workbook page 41
20

• Students draw the corresponding arrows in their own grids, to draw the path from 1 Draw and color. Then say. 1 right (yellow),
Shelly to the lettuce. 2 down (pink), 3 up (purple)
• Elicit the direction phrases for Shelly’s path (go down, go right, go right, go down, 2 Help Anna. Draw and circle. Then say. Students
go right).
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help Anna find Elsa and Sven. 1 Elsa, 2 Sven

SUPPORT Students do the corresponding TPR action for each direction phrase.
STRETCH Students work in pairs, taking turns to say the direction phrases for Shelly’s path.

109
 Lesson 8: Review I can do it! Student’s Book page 49

Objectives Warm-up
Lesson aim: review target language from Unit 4 Greet students with the Mickey Mouse puppet, and sing the Hello,
Stars and Heroes song (track 0.1).
Target language: body, actions; What’s this? It’s
my (nose). • Play Yes or no? (see Games Bank p.206), using the unit picture cards.
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Recycled language: colors • Play the song audio from Lesson 3 (track 4.6), and students join in with
the words and the actions. If students are confident with the words, play
Materials: Audio; (optional) Video 4A, Video 4B;
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the karaoke version (track 4.6_karaoke).

Picture cards / Word cards (Body, Actions 1); Stickers;
Mickey Mouse puppet; My progress poster
I can do it!
Skills Teaching star
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Listening: can recognize isolated words related Growth mindset At this age, students may find it difficult to play games
to familiar topics, if spoken slowly and clearly and in teams. In the game in activity 1, choose a different student to answer
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supported by pictures and gestures (16) each time. Give the student time to think before they answer, and
Speaking: can say single words related to familiar encourage the other team members to whisper the correct answer to the
topics, if supported by pictures or gestures (18) student so they can check their answers. Give a round of applause for
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each correct answer, and say Good try! for any incorrect answers.
Teacher toolkit
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1 Play. Say and draw O or X.

Video review
• Students look at the pictures in the grid. Elicit or say the corresponding
You can return to Video 4A and Video 4B at the
words and phrases (top line: body, sad, head; middle line: stomp feet, leg,
er

end of the unit for a “second play.” Play on mute,

happy; bottom line: nose, clap hands, hand).
and students say any words or phrases they know as
they watch. • Copy the grid onto the board, and play all together as a class in two
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teams: Team O and Team X.

• A student from Team O chooses a picture from the grid. The student says
Remediation
the corresponding word or phrase and does the TPR action.
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You can provide additional practice of target

language for those who need it and also involve • If the word or phrase is correct, draw an O in the corresponding square in
students who are comfortable with the language. Play the grid on the board.
a TPR game to review the names of body parts and • Then Team X takes their turn in the same way. Teams continue to take
actions, inviting students who know the vocabulary turns. The team that wins three squares in a row (left to right, up down,
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to give the instructions. This will help create an or diagonally) wins the game.
atmosphere of support and cohesion within the class, • Play the game again, this time allowing Team X to go first.
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as well as leading to higher levels of confidence and

the feeling of I can do it! ACHIEVE
Students name different parts of the body and emotions, and say and act
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Home-school link out the actions they do to express their feelings.

Students share the language they’ve learned in the
SUPPORT
unit with a family member, e.g., What’s this? It’s my
on

Play the game all together as a class against the Mickey Mouse puppet.
leg. Encourage students’ families to ask the question
Make Mickey make mistakes once or twice to help the class win the
What’s this? to elicit answers in English in different
game. Allow students to use single words and short phrases.
situations at home.
STRETCH
20

Demonstrate the game, then students work in pairs to play the game,
using the grid in one of their books. They take turns to choose a square,
say the word or phrase, and do the TPR action. One student draws O
and the other student draws X.
23

110
 LESSON 8

I can do it! Review

My Star and Hero! Students look at the picture
of Elsa on p.4 of the Student’s Book. They point
1 Play. Say and draw O or X. to and name different parts of Elsa’s body.
Extra activity (class game) Play Draw it! (see
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Games Bank p.206). Show a student a picture

card from the unit, and they draw it on the
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board for other students to guess the word.

Wrap-up
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• Students reflect on which lesson or activity they

most enjoyed in Unit 4. Have a class vote and
choose one activity to do again as a class, e.g.,
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watch the video, sing the song or chant, listen

to the story, or play a game.
• Draw students’ attention to the My progress
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2 Think and color. Then stick! poster, and ask them to identify the picture that
reflects this unit. Read aloud with students the
I can …
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I can … statements (I can talk about the body,

I can express feelings).
1 Sing the Goodbye song (track 0.7), and students
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say goodbye to Mickey and tell him their favorite

word from Unit 4.
2
Le t’ s da nc e!
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Workbook pages 42–43

3
My progress
✔ Unit 4!
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Audioscript see p.204

Go online 1 4.6 Listen and check (✔). 1 b ✔, 2 a ✔,
Big Project 49 3b✔
2 Match. Then ask and answer. a – nose,
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b – hand, c – leg, d – head, e – arm

2 Think and color. Then stick!
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• Point to each picture and say the I can … statements: I can name parts of the body Units W–4 My practice
and actions. I can sing a song. I can say what I do when I’m excited, happy, and sad.
1 Match. Then point and say. Students match
For each statement, give an example, and then ask: Can you do this? If necessary,
the puzzle pieces with the jigsaw, then point
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explain in L1.
and name the body parts.
• Students demonstrate what they can do. They work in pairs, taking turns to point Find 3 noses. Students look at the puzzle
to or touch and say the names of different body parts, and to give each other and find three noses. snowman, polar bear,
on

instructions to follow. Sing the song all together as a class. Students work in pairs, reindeer
taking turns to say and act out the emotions: happy, sad, and excited. Monitor and
2 Choose and circle. Then say and do.
assess students’ performance.
Unit 4! My favorite activity: Students
• Students color the stars next to what they can do. Then they stick the reward sticker stick the small star sticker next to their
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to show they have completed Unit 4. favorite activity.

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