Sparks 4 Gu+¡a Docente

58 St Aldates
Oxford OX1 1ST

United Kingdom
2012 Ediciones Santillana, S. A.
Leandro N. Alem 720
C1001AAP Buenos Aires, Argentina
House, Susan
Sparks 4 Teachers Book / Susan House y Katharine Scott. - 1a
ed. - Buenos Aires : Santillana, 2012.
368 p. + CD-ROM ; 28x21 cm.
ISBN 978-950-46-3095-1
1. Enseanza de Ingls. 2. Libro del Docente. I. Scott, Katharine
CDD 420.7
Susan House and Katharine Scott 2009

First published by Richmond Publishing / Santillana Educacin, S.L. 2009
ISBN: 978-950-46-3095-1
Publisher: Mabel Manzano
Project Editor: Elsa Rivera
Editorial Team: Julie Davies, Harriet Grigg, Idoia Llama
Writer: Paul House
Teaching Consultants: Ins Delgado-Echage, Matilde Daz-Caneja
Proofreading: Elvira Bartolom Correia
Translation: Beln Garrido, Hot English
Musical adaptation, arrangements and original composition: H.G. Sigalov
Recorded at: EFS Motivation Sound Studios, London
Art Director: Jos Crespo
Design: Martn Len Barreto
Cover Illustration: Javier Vzquez
Illustrations: Beehive Illustration: Mike Brownlow, Moreno Chiacchiera, Jorge Santillan
Photo Research: Amparo Rodrguez
Layout: Roco Lominchar, Miguel . Mora-Gil, Leticia Fernndez, Ana Luca Garibotti
The publishers would like to thank all those who have contributed to the development of this course, in particular:
Ana Ferrer Ferrer, Eva Gonzlez Garca, Daniel Ramrez Herra, Ana Rosiol Lluch, Amalia Luque Surez, Mara Prez,
Francisca Rufin Martos, Beatriz Rodrguez Martn Gins Olivares Fernndez, Alberto Borrejn Ramos, M Jess lvarez
Prado, Sofa Ortiz Collado, Casilda Tortosa Prez-Ojeda, Mnica Soldevilla Vitoria, Esperanza Bujanda, Merc Oller
Campdelacreu, Ana Isabel Ramos Aguilar, Santiago Pozuelo Ordez, Almudena Martn Rojero
This Teachers Book includes Audio CDs.
Queda hecho el depsito legal que marca la ley 11.723.
Impreso en Argentina. Printed in Argentina.
First Edition Published 2012
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the Publisher.
The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any
involuntary omission at the earliest opportunity.
Este libro se termin de imprimir en el mes de noviembre de 2012, en en Artes Grficas Integradas, William Morris 1049,
Florida - Vicente Lpez, Argentina.
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Unit
CLIL Topic
Structures
Key Language
5. Out and
about
People and
human activities
Present simple 3rd person:

He sells the tickets
Culture
Types of museum
Questions:
Does (Jack) like concerts?
No, he doesnt.
Page 192
Pronouns: he, she, they
6. Animal
groups
Living things
Page 232
7. The planets
The Universe
Page 272
Tigers live in the jungle.

A lizard eats flies.
What do (elephants) eat?
Elephants eat plants.
Does a (frog) lay eggs?
Yes, it does. / No, it doesnt.
Animals
Comparative and superlative

adjectives: Mars is smaller
than the Earth.
Planets
Animal body parts

Classification of animals
Activities associated with

space travel
Jupiter is the biggest planet.

Big numbers
Future with going to
8. Seeing
the world
Page 312
Culture and
civilization
Im going to take...
Theyre going to travel
around the world.
Are you going...?
Nationalities
Time clauses: then, after that
Objects
Sights
Activities
Festivals
Halloween Page 352
Christmas Page 356
Earth Day Page 364
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HELLO AGAIN!
UNIT 0 LESSON 1
CLIL Objective
Recognising sources of information.
Curricular link: Social Science
Language Objective
Vocabulary: atlas, dictionary, encyclopaedia,
reference book
Structures: Look in the (dictionary).
Transcript
Track 1.1 Song: Ready to learn
See page 23.
Optional Activity Book

exercises
See page 23.
Resources: CD
Materials: an atlas, a dictionary, an encyclopaedia,
various reference books (brought from home)
HELLO AGAIN!
Presentation
Hold up a copy of the Students Book and the Activity
Book. Say: These are our new English books. Using the
front cover of the book, ask questions such as: What is the
title of the book?
Then, say: Lets open the books and have a look at them.
Let the children browse through the book for a while and
ask any questions (they may do this in L1). Answer their
questions in English. Then, tell them to open their books
at page 2 and to look at the photos of the four characters.
Ask: Who are these characters? Can you remember their
names? Then, ask: Can you remember any stories? Supply
any information if the children do not remember or if they
do not know the answers.
Hold up an atlas and say: This is an atlas. It is a reference
book. Can you think of any other reference books? Prompt
them so that they mention dictionary and encyclopaedia.
Practice
Write the names of the books on the board (atlas,
dictionary, encyclopaedia, reference book). Identify
the books that you have brought to class. Then, ask a
question. T: How do you spell (acrobat)? A volunteer goes
to the corresponding book and says: I need a dictionary!
The child can look for the information and answer the
question (optional).
ANSWER KEY
Students Book, Activity 1
See Transcript.
Work with the book

Students Book, page 2, Activity 1
Open the Students Book at page 2. Point to the page
number and say: Open your books at page 2. Look at the
children in the picture.
Play Track 1.1. Encourage the children to join in with the
song.
Play Track 1.1 again. The children point to the pictures of
the characters and the books that each one needs.
Ask: Which book does (Jack) need?
SS: The (dictionary).
Tell the children to ask and answer questions in pairs.
S1: (Whats the plural of foot?)
S2: Look in the (dictionary).
Play Track 1.1 again. Tell them to sing along to the song.
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1 Song: Ready to learn. Listen and sing.
ok
e bo
renc
Refe
How many planets

are there?
Whats the
plural of foot?
Where do tigers live?
Whats the capital

of Canada?
Which books do the characters need?

Lesson 1
CLIL Objective: Recognising sources of information.
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OPTIONS
UNIT 0 LESSON 1
Activity Book
Page 2, Activity 1
Say: Open your Activity Books at page 2. Look at
Activity 1.
Read the first question out loud and ask: Does anybody
know the answer to that question? Write the childrens
suggestions on the board.
Ask them what kind of book they need to find the
answer. Make sure that they understand that they are
special books that give us different types of information,
for example, an atlas gives us geographical information.
Repeat the procedure with the other questions
and tell the children to match the questions to the
corresponding reference books.
Then, tell them to use the reference books to find
the correct answers to the questions. They write the
answers in their Activity Books.
Correct the activity by asking for volunteeers to read out
the questions and answers, telling you which reference
books they have used.
Lets play!
Repeat the truth
Invent sentences, some true and some
false, about the lesson, for example:
I need an atlas to find out (the plural
of mouse). I need an encyclopaedia to
find out (the number of planets in the
solar system). The children repeat the
sentences that they think are true. If they
are false, they do not say anything. Ask
for volunteers to invent sentences for the
rest of the group.
Resources
Teachers Resource Book
Diagnostic Test, pages 83-84
See Transcript Track 2.39
Transcripts
Track 1.1 Song: Ready to learn
Chorus:
Are you ready to listen? Are you ready to look?
Are you ready to use all kinds of books?
Then come with us, and learn with us.
And find out about the world.
Jack: Hey, Grace?

Grace: Yes, Jack?
Jack: Whats the plural of foot?
Grace: Look in the dictionary! Hey, Jack?
Jack: Yes, Grace?
Grace: How many planets are there?
Jack: Look in the encyclopaedia!
(Chorus)
Ben: Hey, Lily?

Lily: Yes, Ben?
Ben: Where do tigers live?
Lily: Look in a reference book! Hey, Ben?
Ben: Yes, Lily?
Lily: Whats the capital of Canada?
Ben: Look in the atlas!
(Chorus)
Track 2.39 Diagnostic Test. Activity 1
Listen and tick the animals.
Ben: Im bored. Lets play What am I? Grace, you go first.

Grace: OK. Ive got four legs and a long tail. I live on a
farm, I eat hay and I can run very fast. What am I?
Ben: I know! Youre a Now you, Jack.

Jack: Im a wild animal. I can fly with my wings and Ive
got feathers. What am I?
Granny: Oh, I know, Jack. Youre a
Ben: Now you, Lily.
Lily: Mmm. Lets see. I havent got legs. I can swim. Ive
got fins and lots of teeth!
Ben: Aarrgh! Youre a Granny, what are you?
Granny: Ive got black stripes, I am small, I can fly and I
make honey. What am I?
Grace: I know! Youre a And you, Ben?
Ben: OK. Im a wild animal. Ive got four legs and a long
tail. Ive got black and orange fur.
Jack and Lily: Youre a
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UNIT 0 LESSON 2
CLIL Objective
Recognising the alphabet and alphabetical order.
Curricular link: Literacy; Maths
Language Objective
Vocabulary: the alphabet
Resources: CD
Transcript
Track 1.2 The alphabet chant
See page 27.

exercises
See page 27.
THE ALPHABET
Presentation
Say: Today we are going to learn about the alphabet.
Ask: How many letters are there in the Spanish alphabet?
SS: 28. Ask: Do you know how many there are in the
English alphabet? Write on the board: 26 in English, 28
in Spanish. Ask: What letters are missing in the English
alphabet? SS: , ll.
Place the alphabet poster on the board and tell the children
to look at it.
Say: Listen to these words. (Pronounce some of the words
with initial consonants). What letter do they start with? Ask
for a volunteer to come to the board to point to the letter
on the poster.
Say: Lets listen to The alphabet chant.
Play Track 1.2.
Say: Now lets say The alphabet chant.
Play Track 1.2 again. The children join in by saying the
letters of the alphabet.
Practice
Tell the children to stand up in alphabetical order according
to their surnames.
When they are all standing, tell them to say the initial letter
of their surname out loud.
Do the same with their names.
ANSWER KEY
The missing letter is X.
Work with the book

Say: Open your books at page 3. Lets say The alphabet
chant.
There is a chorus for the chant on the page. (26 letters in
the alphabet, can you say them very quickly from A to Z?)
There are 25 letters of the alphabet missing from the chant.
Play Track 1.2 again so they can learn the chant.
Tell the children to say the alphabet. Then, ask them to say
the missing letters in the words. The children copy the text
adding the missing letters and answering the question:
Which letter is not there?
Tell them to say The alphabet chant in pairs.
Practise alphabetical order by asking: Which letter comes
before (f)? Which letter comes after (f)? Which letter comes
between (f) and (h)?
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2 Say The alphabet chant.
T ENT SI
ETTE S N TH
L
A ET. A YO
AY HEM
ERY UIC LY RO A TO ?
O,
A B C D E F
ACK, G !
Twenty letters left to say.

Say them with me all the way!
G H I J K L
Fourteen letters left to say.
M N O P Q R
Eight letters left to say.
S T U V W X Y Z!
Copy and write the text with the missing letters. Which letter is not there?
Lesson 2
CLIL Objective: Recognising the alphabet and alphabetical order.
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OPTIONS
UNIT 0 LESSON 2
Activity Book
Page 3, Activity 2
Activity 2.
Ask for volunteers to say the names of the characters.
Then, say: Lets say these names in alphabetical order.
Which is the first name? SS: Ben.
Repeat for the other names.
Tell the children to write the names in their Activity
Books.
Page 3, Activity 3
Say: Now look at Activity 3.
Tell the children to choose ten friends. (If ten is too
many, then at least five). Tell them to write the names
of their friends on a piece of paper and then to number
them in alphabetical order.
Tell the children to write the names in alphabetical order
in their Activity Books.
Ask for volunteers to read out the list of their names.
Page 3, Activity 4
Tell the children to name the objects. Then, they
write the name of these objects in the lines below the
pictures.
Then, say: Which is the first word in alphabetical order?
SS: Sandwich.
Ask for volunteers to read out the words in alphabetical
order.
Transcript
Track 1.2 The alphabet chant
Twenty-six letters in the alphabet.
Can you say them very quickly from A to Z?
Go, Jack, go!
A B C D E F
Twenty letters left to say.
Say them with me, all the way!
G H I J K L
Fourteen letters left to say.
Say them with me, all the way!
M N O P Q R
Eight letters left to say.
S T U V W X Y Z!
Twenty-six letters in the alphabet.
Can you say them very quickly from A to Z?
Go, Jack, go!
Lets play!
Hangman
Play hangman with categories of words that
the children know, for example, animals,
food, things at school, etc. Make a simple
drawing of a gallows and draw dashes next
to it for each letter of the word you have
chosen.
The children call out letters. If one of the
letters is in the word, write the letter in all the
places where it appears in the word. If they
do not say a letter from the word, draw a
body part. The children win if they can guess
the word before the man is hung.
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UNIT 0 LESSON 3
CLIL Objective
Learning to ask for information.
Curricular link: Literacy
Mention that these questions are very useful when we

are learning English. Explain that they are going to make
posters with the different questions on them to stick up on
the classroom walls to help them remember the questions.
Make the posters and put them on the classroom walls.
Language Objective
Vocabulary: spell, mean, carefully
Structures: How do you...? Whats...? Can you?
Resources: CD
Transcript
Track 1.3
The questions and answers chant
See page 31.
QUESTIONS
Presentation
Start by asking a volunteer the following question: How do
you spell your name in English?
S1: (J-u-a-n). Tell the volunteer to ask another child a
similar question using spell: How do you spell (your
surname) in English? S2: (L-o-p-e-z). Continue with the
other children and then say: Today we are going to learn
how to ask some important questions in English. When we
are learning we need to ask lots of questions. Lets learn
how to do this. Write the following words on the board:
Who? When? What? Where? Why? How? Tell the children
to ask questions using the words. S1: Who (are you)?
S2: When (do you do English)? S3: What (is the capital of
Spain)? S4: Where (do you live)? S5: Why are you studying
English)? S6: How (do you spell acrobat)? Help the
children ask the questions if necessary.
Say: Now were going to listen to The questions and
answers chant.
Play Track 1.3.
Explain that they are going to listen to the recording again
and that they should write all the question words that they
can hear.
Play Track 1.3 again.

exercises
See page 31.
Practice
Divide the class up into groups and give each one a
category (animals, food, countries, parts of the body, etc.).
Tell the children to think of three words for their category
that they know how to say in English, and three words
that they do not know. Ask the teacher. Put the words in
groups on the board and tell them to use the words to ask
questions: What does (elbow) mean?
ANSWER KEY
See Transcript.
Work with the book

Say: Open your books at page 4. Look at Activity 3.
Tell the children to read the questions that are on the lefthand side of the page. Play Track 1.3 again. The children
join in with the chant, looking at the questions in the book.
Play Track 1.3 again. This time, stop the recording after
each question so that a volunteer can respond. They can
read the answers on the right-hand side of the page if
necessary. Let the children read the questions and answers
again for a few minutes and then tell the children to match
them. Go around the class and ask a child to read one of
the questions and another child to give the correct answer.
When they have all the correct answers, they listen to
Track 1.3 and follow the chant in their books.
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3 Say The questions and answers chant.
We ask questions all the time.

Who, when and what and where and why?
Read the questions and find the answers.

Make signs for your classroom.
Lesson 3
CLIL Objective: Learning to ask for information.
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5 Circle the questions in red and the answers in blue.

Its the opposite of big.
How do you spell encyclopaedia?
You say dictionary.

Can you say it again, please?
Yes. Listen and circle the correct words.
Can you explain the activity, please?
What does this word mean?
E-N-C-Y-C-L-O-P-A-E-D-I-A.
Yes, listen carefully this time.
How do you say it in English?
Now match the questions with the answers.
6 Find the units in your Students Book and write the numbers.
The planets and space
Unit
The human body
Unit
Cities and countries
Unit
People around the world
Unit
Travelling and transport
Unit
Food
Unit
The theatre, cinema and museums
Unit
Animals
Unit
Lesson 3
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OPTIONS
UNIT 0 LESSON 3
Activity Book
Page 4, Activity 5
Activity 5.
Tell the children to identify and to read the questions out
loud.
Then, read one of the questions and ask: Whats the
answer to that? The children look for the answer and
say it out loud. Repeat for the other questions.
Tell them to circle the questions with a red pen and the
answers with a bue pen.
Then, tell them to match the questions with the
answers.
Page 4, Activity 6
Tell the children to look for the topics in the units of their
Students Books and to write the number of the unit
that each topic belongs to. When they have finished,
say: The planets and space. Which unit is that?
Repeat for the other topics and tell them to correct the
activity.
Transcript
Track 1.3 The questions and answers chant
We ask questions all the time.
Who, when and what and where and why?
How do you spell it?
ABC
What does it mean?
Look in the dictionary!
I dont understand. Can you say it again?
Listen carefully, this time then!
Can you explain the activity?
Yes, I can. Listen carefully.
How do you say it in English, please?
You say it like this. Now listen to me!
Assessment criteria
CLIL Objectives
Children can recognise sources of information.
Children can ask for information.
Language Objectives
Children can organise words in alphabetical order.
Lets play!
Pictionary
Divide the class into groups of six. Tell
the children to write three words that they
know on three slips of paper. Then, collect
all the words in the class and put them in
a bag or a hat. One child from each team
comes to the front, takes a slip of paper
and draws the word on the board so that
their team can guess it. Set a time limit, for
example, one minute. If the team guesses
correctly, they get two points. If not, the
other team can try to guess the word.
If they are correct, they get one point.
Repeat with different children from all the
teams.
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UNIT 1 LESSON 1
CLIL Objective
Understanding that cities are large human settlements.
Curricular link: Geography
Language Objectives
Vocabulary: Europe, Africa, North America, South
America, Asia; Japan, India, Nigeria, Egypt, Russia,
France, England, United States of America, Brazil,
Mexico; Tokyo, Mumbai, Lagos, Cairo, Moscow, Paris,
London, New York, Sao Paolo, Mexico City
Structures: Twenty-two million people live in this city.
Which city is it?
Resources: CD; poster (side A); poster pop-outs
WHERE DO PEOPLE LIVE?

Landscapes and habitats
each sentence so the children can name the city.
Play Track 1.5 again and ask the children to call out the
answers quickly. Say: Now were going to play Guess the
city.
Put the children into pairs. Explain that they should take
turns naming the continent and giving details while the
other child guesses the city.
Transcripts
Track 1.4 Poster Activity
See page 35.
Track 1.5 Activity 1
WHERE DO PEOPLE LIVE?

Presentation
Present the context. Say: Today we are going to learn
about where people live.
Show the children the poster (side A). Point to the scale
and the compass and the other elements on the map. Say:
This is a map of the world. Point to a country and ask:
What country is this? SS: (Spain). Ask the children to come
to the map. They point to a country and name it.
Supply the names of the countries in English if necessary.
Make sure you include the ten countries from the lesson.
Ask the children if they know which continents these
countries are in. Point to the parts of the map which are
sparsely populated and ask: Do lots of people live here?
Are there any big cities here? SS: No.
Ask: Where do we live? Ask for a volunteer to come to the
board. They point to our country and name it.
Play Track 1.4 and place the pop-outs as the cities are
named.
Remove the pop-outs from the poster and ask for five
volunteers to come to the board. Give each one a pop-out
and play Track 1.4 again. The children place the pop-outs
in the corresponding places.
See page 35.

exercises
See page 35.
Practice
Ask: Do you know the population of our country? Give
three figures for them to choose from: 20 million, 35 million
or 41 million.
Ask: What are the big cities in our country? Help them to
name the major cities.
Ask: Do we live in a big city? SS: Yes/No.
Ask other questions about the location: Do we live by the
sea/a river? Is it a long river? Do we live in the mountains?
ANSWER KEY
See Transcript.
Work with the book

Say: Open your books at page 5. Look at the map of the
world. Name the continents and tell the children to point to
the continents in their books. Play Track 1.5. The children
point to the places on the map.
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1
1 Listen and say which city.
Play Guess the city.
This city is in Asia.

22 million people live
here. Which city is it?
Tokyo!
Lesson 1
CLIL Objective: Understanding that cities are large human settlements.
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OPTIONS
UNIT 1 LESSON 1
Activity Book
Page 5, Activity 1
Activity 1. Does anybody know which country Tokyo
is in? The children read the list of countries to find the
answer (Japan). Then, say: Which continent is Japan
in? SS: Asia. Tell them to match all the words in the
Activity Book.
Then, say: Tokyo is a capital city. It is the capital of
Japan. Can you find any more capital cities?
The children look at the list of cities and underline
another five capitals. Ask for volunteers to read out the
information: Tokyo is the capital of Japan. Japan is in
Asia.
Page 5, Activity 2
Read out the example.
Tell the children to complete the sentences with the
corresponding capitals, countries and continents from
Activity 1 according to the model.
Ask for volunteers to read out their sentences.
Lets play!
Transcripts
Tokyo is the capital of Japan. Japan is in Asia. Twenty-two
million people live in Tokyo.
Lagos is in Nigeria. Nigeria is in Africa. Fourteen million
people live in Lagos.
Mumbai is in India. India is in Asia. Fifteen million people
live in Mumbai.
Mexico City is the capital of Mexico. Mexico is in North
America. Seventeen million people live in Mexico City.
London is the capital of the United Kingdom. The United
Kingdom is in Europe. Eight million people live in London.
New York is in the USA. The USA is in North America.
Eighteen million people live in New York.
Paris is the capital of France. France is in Europe. Nine
million people live in Paris.
Sao Paolo is in Brazil. Brazil is in South America. Eighteen
million people live in Sao Paolo.
Moscow is the capital of Russia. Russia is in Europe and
Asia. Eleven million people live in Moscow.
Cairo is the capital of Egypt. Egypt is in Africa. Twelve
million people live in Cairo.
Repeat the truth

Invent sentences related to the lesson.
Include some false ones, for example:
Tokyo is in Japan. Moscow is in Mexico
The children have to repeat the ones they
think are true. If they think the sentences
are false, they keep quiet. Play until you
have used all the cities, countries and
continents from the lesson.
Resources
Multi-ROM
Unit 1, Activity 1
Extension worksheet 1, page 39
This city is in Asia. Twenty-two million people live in this

city. Which city is it?
This city is in Africa. Fourteen million people live in this city.
Which city is it?
This city is in Asia. Fifteen million people live in this city.
Which city is it?
This city is in North America. Seventeen million people live
in this city. Which city is it?
This city is in Europe. Eight million people live in this city.
Which city is it?
This city is in North America. Eighteen million people live in
this city. Which city is it?
This city is in Europe. Nine million people live in this city.
Which city is it?
This city is in South America. Eighteen million people live in
this city. Which city is it?
This city is in Europe. Eleven million people live in this city.
Which city is it?
This city is in Africa. Twelve million people live in this city.
Which city is it?
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UNIT 1 LESSON 2
CLIL Objective
Recognising the features of a city.
Language Objectives
Vocabulary: city; cinema, health centre, hospital,
library, museum, police station, restaurant, school,
shopping centre, sports centre, theatre, town hall
Structures: Shes at the (shopping centre). Are there
any museums? Is there a building in? Is it a museum?
Resources: CD; flashcards (cinema, health centre,
hospital, library, museum, police station, restaurant,
school, shopping centre, sports centre, theatre, town hall)
Materials: white paper and rulers

Say: Now we are going to play 3-3-3! Look at the list of
places in the key.
Tell the children to choose three places in the city. Explain
the instructions. They should draw a 6 x 6 grid, with the
numbers from 1 to 6 along the top, and the letters A-F
down the side.
The children use the key to write the letter that corresponds
to three different buildings on their grid. They write each
letter three times.
Put the children into pairs and say: Now you are going to
ask questions to find out which places your partner has
got. S1: Are there any (museums)? S2: Yes, there are. /
No, there arent.
When the children have discovered which places their
partner has chosen, they must locate them on the grid.
S1: Is there a building in (A3)? S2: Yes, there is. / No, there
isnt. S1: Is it a (museum)?
HUMAN SETTLEMENTS: PUBLIC BUILDINGS

Presentation
Say: Today we are going to learn about the places in a city.
Lets think about our (city). What buildings can you name?
Ask the children to name the public buildings in their home
town/city.
Present the new places using the flashcards. For example,
hold up the flashcard for the health centre and say: We go
to the health centre to see the doctor.
Ask the children if these places exist in their town/city.
Transcript
See page 39.

exercises
See page 39.
Work with the book

Say: Open your books at page 6.
Tell the children to look at the map and to identify the
different buildings. Ask: Wheres the hospital?
SS: Next to the school. Repeat for the other buildings
(health centre, library, museum, police station, restaurant,
school, shopping centre, sports centre, theatre, town hall).
Play Track 1.6. The children point to the different buidings
on the map in their books.
Play Track 1.6 again and tell them to say where the
people are. Stop after each question. T: Wheres (Lily)?
SS: (Shes) at the (shopping centre).
Play Track 1.6 again. This time, tell the children to answer
the questions quickly. Check the childrens answers.
T: Whos at the (library)? SS: (Jack).
Practice
Play a Spelling Bee game. Divide the class into four teams.
Tell the children to close their books.
Assign words from the key on page 6, and the names of
cities, countries and continents from page 5 to each team.
The children discuss in their teams how to spell their
words.
Then, each group spells their words out loud. If they spell
them correctly, they get a point. If they dont, another
group has a chance to win an extra point.
ANSWER KEY
See Transcript.
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2 Listen and say where the people are.
Shes at the
shopping centre.
3 Play 3 - 3 - 3!
Instructions
1 Choose three places in the city.
2 Draw a 6 x 6 grid.
3 Use the key to plot each place
three times.
Key
1
C
D
E
F
A
B
R
H
Ask questions to find out which places your partner

has got. Then find out where the places are.
H = hospital
L = library
SPC = sports centre
T= theatre
M = museum
HC = health centre
SHC = shopping centre
R = restaurant
PS = police station
TH = town hall
C = cinema
S = school
Are there any museums?

Is there a building in A3?
Is it a museum?
Lesson 2
CLIL Objective: Recognising the features of a city.
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OPTIONS
UNIT 1 LESSON 2
Activity Book
Page 6, Activity 3
Say: Open your Activity books at page 6. Look at
Activity 3. Look at Bens list. Ask for a volunteer to read
out the list. Ask: Where does Ben have to go to do
these things? Look at the places. Does he go to the
hospital?
Repeat the process for the other places/buildings, and
then, do the same with Graces list.
Tell the children to use the key to tick () the places/
buildings in their Activity Books.
Page 6, Activity 4
Ask the children questions about the places/buildings in
their cities: Is there a library? Are there any shops?
Tell them to complete the sentences in their Activity
Books.
Project Booklet
City planners: Make a city plan
Page 5, The shape of the city
Talk about city planning and the differences between
new and old cities. Bring in city maps or find some
on the internet. Stick them on the board, point to
the dfferent shapes and name them. Say: Open your
Project Booklets at page 5. Tell the children to look at
the pictures, to read the text under them and to write the
names of the cities. Put the children into pairs and tell
them that they are going to design a city plan. Read the
instructions and tell them to draw the cities on a piece of
paper.
Then, they have to complete the text. Each pair shows
their plan to the class and talks about it. Keep a few
plans for the following class. Tell the children to start
collecting boxes of a variety of different sizes and to
bring them to class in order to use them in the final
project lesson.
Lets play!
Right side
Draw a vertical line down the centre of the
board. On one side write, Yes, it is, and on
the other side write, No, it isnt. Hold up a
flashcard and say: Is it a (police station)?
The children go to the right or the left of the
line according to what they think. Repeat
for the other unit flashcards.
Resources
Multi-ROM
Unit 1, Activity 2
Ready to write worksheet, page 111
Transcript
Lily: Lets see. I need to go to the computer shop first and

then the bookshop.
Narrator: Wheres Lily?

Grace: Congratulations, auntie!
Woman: Thank you, Grace.
Narrator: Wheres Grace?
(the public clapping and saying: Encore!)
Narrator: Where are Jacks mum and dad?
Jack: Can I?
Librarian: Shhhh!
Jack: Oh, sorry! Can I have these two books, please?
Narrator: Wheres Jack?
Lily: Yes!
Ben: Wow! Look at this dinosaur! Its very old.
Narrator: Wheres Ben?
Doctor: Whats the problem?
Granny: Its my eye, Doctor. Ive got something in it.
Doctor: Lets see...
Narrator: Wheres Granny?
Lilys mum: Id like tomato soup and then chicken and
salad.
Lilys dad: Id like cheese salad and then fish and chips.
Waiter: OK.
Narrator: Where are Lilys mum and dad?
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UNIT 1 LESSON 3
CLIL Objective
Contrasting the features of cities, towns and villages.
Language Objectives
Vocabulary: city, town, village; cinema, health centre,
hospital, library, museum, police station, restaurant,
school, shopping centre, sports centre, theatre, town
hall, train station
Structures: The houses are smaller in the city. The
gardens are bigger in the village.
Resources: CD
HUMAN SETTLEMENTS: SIZES

Presentation
Say: Today we are going to learn about cities, towns
and villages. Draw three columns on the board with the
following headings: city, town and village.
Tell the children to name places in their region and
write these on the board in the corresponding columns
according to their size.
Point to the big cities and say: These are all cities. They
are big. Lots of people live in cities and theyve got lots of
different services.
Point to the towns and villages and say: These are all
towns, or villages. Towns are smaller than cities, and
villages are smaller than towns. More people live in towns
than in villages. There arent as many different services in
towns and villages.
Ask questions about the cities, towns and villages in your
region to clarify the meaning of bigger and smaller. Say:
() is very big, isnt it? What about ()? Is it big? Is it bigger
than () or smaller?
Leave this initial classification on the board until the end of
the lesson.
Tell them to use the words in the box to make a list of the
places/buildings and to write the letters c, t or v next to
each one according to their opinion. They can add other
places/buildings, for example: house, post office, shop,
garden
Then, say: Jack, Grace, Lily and Ben live in Newbury.
Granny lives in Hazelwood. Lets listen to them talking
about the places they live in and check our list.
Play Track 1.7. The children check their predictions on the
lists. Play Track 1.7 again and this time stop after each
section. Ask: Are there any (schools) in Newbury)? SS: Yes,
there are (lots of schools) in (Newbury).
Repeat for the other places/buildings.

Explain to the children that they are going to compare a
big city and a village. First, identify the places/buildings that
are common to both: houses, schools, shops, libraries.
Tell them to make sentences using bigger and smaller,
following the example in the Students Book. S1: The
(houses) in the (city) are (smaller).
Transcript
See page 43.

exercises
See page 43.
Practice
Work with the book
Continuous assessment
The children can name the main buildings in a city and

compare the sizes.

Theres a city, a town and a village. Whats the name
of the city? SS: Newbury. Repeat the process for the
town and the village. Tell the children to look at the list
of places/buildings. Then, ask them questions following
Grannys examples. S1: What do you think? Are there any
(museums) in (Hazelwood)? S2: Yes, there are. / No, there
arent. Tell the children to take turns asking the rest of the
class about the other places on the list.
Say: Now, lets compare the villages, towns and cities in

our region.
Use the initial classification on the board from the
Presentation stage.
Tell the children to make sentences comparing the
buildings in the different locations. For example: There are
lots of shops in (). The shops are bigger in ().
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4 Talk about the city, town and village.
hospital library sports centre theatre museum

health centre shopping centre restaurant
police station cinema school train station
What do you think? Are there

any museums in Hazelwood?
Make a list of the places in the city, town and village.
Now listen and check.
5 Compare the city and the village.
The houses in the

city are smaller.
The gardens in the
village are bigger.
Lesson 3
CLIL Objective: Contrasting the features of cities, towns and villages.
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5 Find thirteen places in the city.
hospital
library
sports centre
theatre
museum
health centre
S
C
H
O
O
L
C
P
T
S
P
I
O
S
V
I
V
O
R
H
O
N
S
R
W
B
H
L
A
O
R
E
P
E
F
R
E
I
I
P
T
M
I
S
H
A
A
C
N
P
S
A
T
T
G
R
L
E
S
I
C
G
A
A
T
Y
T
S
T
N
E
R
L
U
N
U
H
T
A
G
N
Y
J
R
K
Q
C
A
T
C
T
H
E
A
T
R
E
T
I
E
R
Z
C
N
X
P
N
I
O
N
E
M
B
T
E
L
T
O
N
T
X
P
A
R
K
O
R
N
J
R
B
W
A
M
U
S
E
U
M
E
shopping centre
restaurant
cinema
police station
train station
school
park
6 Classify the places from the word search. Childs own answers
City
Town
Village
7 Complete the sentences with bigger or smaller.
smaller
The gardens in a village are bigger
The buildings in a village are smaller
1 The houses in a city are

2
3
bigger
The libraries in a village are smaller
4 The schools in a city are

.
.
.
Lesson 3
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OPTIONS
UNIT 1 LESSON 3
Activity Book
Page 7, Activity 5
Lets play!

Activity 5.
Tell the children to find thirteen words in the word
search.
Which one?
Place the key vocabulary cut-outs (or a
copy of the Teachers Resource Book,
page 10) on the board. Start describing
one of the places. The children have to
guess which one it is. For example: Its a
place where you go to eat
SS: Its a restaurant! Repeat for all the key
vocabulary cut-outs.
Page 7, Activity 6
Say: Now look at Activity 6. Point to the words at the
side of the word search in Activity 5 and ask: Are there
any hospitals in villages? What about in towns or cities?
Tell the children to classify the words. Remind them that
a lot of the words belong to more than one category.
Ask for volunteers to read out their categories and to
talk about them.
Page 7, Activity 7
Ask for volunteers to complete the sentences out loud.
Then, tell the class to complete the sentences in their
Activity Books.
Ask for volunteers to read out their sentences and
correct the activity.
Project Booklet
Page 6, Buildings
Tell the children to name different types of buildings and
write them on the board. Make sure different classes of
buildings are included. Ask them what these buildings
are used for, for example: Do people work here? What
else are buildings used for?
Say: Open your Project Booklets at page 6.
The children match the sentences to the buildings. Tell
the children that they are going to add some buildings
to the city plan. Read the instructions to choose the
buildings and complete the map.
Once the children have finished their plans, they show
them to the rest of the class and comment on them.
Remind the children that they should continue bringing
in boxes for their buildings.
Transcript
Jack:
We live in Newbury. Its a city. There are lots of schools,
health centres, libraries and restaurants. There are two
hospitals, two sports centres and three theatres. There are
six museums, two shopping centres and three cinemas.
There is a big train station. Every Friday we take the train to
go to Grannys house.
Grace:
We take the train from Newbury to Barton. Barton is a
town. There are two health centres, but there arent any
hospitals. There are some shops, but there
arent any shopping centres. There are four libraries, a
museum and a small theatre, but there arent any cinemas.
There are three schools, two restaurants, a police station
and a small sports centre. Granny collects us from the
station.
Lily:
We drive from Barton to Hazelwood. Hazelwood is a village.
There are two shops and a market on Fridays. There arent
any restaurants, theatres, museums, sports centres or
cinemas, but there is a library and a small school.
Resources
Ben:
We do the shopping in the market and then we drive to
Grannys house!
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6 Listen and read the story.
The tree house

There is a big, old tree in Grannys garden.
They work hard all day long.
Heres the
door, Grace!
Do you want to help

me build a tree house?
Thats a great idea!
They decide to spend the night in the tree house.
Good! The windows

next, please!
But that night there is a terrible storm.
Weve got the

sleeping bags.
Ive got the food.

3
And Ive got the chess set!
The children are in the air!
Its very windy.

Is this house safe?
4
Oh yes! Its
very strong.
And then, suddenly
Hold on, Ben! Ive got you!

Wow! This tree house is magic!
Lesson 4
CLIL Objective: Literacy: finding and interpreting clues.
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Then they fly down the river.
Soon the children are over the city.
Thats the
British Museum!
Wow! The Houses

of Parliament!
And thats the

London Eye!
And Tower Bridge!
Then they fly under the bridge.
The next morning Granny is up very early.
Ready for an
exciting trip?
Yes, Granny!
Aagh!
7 Listen and repeat the sounds and words.

Then find the pictures in the story.
sharpener
shelf
sheep
cheese
shirt
chicken
shorts
children
chess
chair
Lesson 5
CLIL Objective: Literacy: phonics.
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UNIT 1 LESSON 4
CLIL Objective
Literacy: finding and interpreting clues.
Language Objectives
Story language: garden, build, tree house, work
hard, sleeping bags, chess set, storm, windy, safe,
strong, air, British Museum, London Eye, city, Houses of
Parliament, Tower Bridge, fly, under, bridge, early;
Ready for an exciting trip?
Transcript
Track 1.8 Story: The tree house
See page 49.

exercises
See page 49.
Resources: CD; story cards
STORY: THE TREE HOUSE

Presentation
Practice
Say: Its story time!

Place the story cards on the board. Tell the children to
come to the board to look at the pictures and to make
predictions about the story. Help them with questions: Who
can you see in picture one? What are the children doing
in picture two? Whats happening to the house in picture
five?
Say: Sit down now and lets listen to the story.
Play Track 1.8. Point to the story cards as they listen to
the story.
Place the story cards on the board in random order. Play

Track 1.8 again. This time, stop after each picture frame.
Tell the children to point to the corresponding story card.
Remove the story card and place it in a line below. Tell the
children to explain what happens in the story. You could tell
them to read the captions at the top of each picture in their
books. Continue until you have placed all the story cards in
the correct order in the line below.
Work with the book

Students Book, pages 8 and 9, Activity 6
Say: Open your books at pages 8 and 9.
Play Track 1.8 again while the children follow the story in
their books.
Ask comprehension questions: Where are the children?
What do they build? How long do they work? What has
(Jack) got? What do they eat for supper? Where do they
sleep? What happens during the night? Is the tree house
magic? Where do they go? What do they see? What
has Granny got? Do the children want to go on a trip with
Granny?
Tell the children to read the story in silence. When they
have finished, tell them to come to the board to write any
words that they have not understood. Point to the words
and explain them by using the story cards where possible
or by giving examples.
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UNIT 1 LESSON 5
CLIL Objective
Literacy: phonics sh (sharpener, shelf, sheep, shirt,
shorts) and ch (children, chess, cheese, chicken, chair)

PHONICS
Transcript
Track 1.9 Phonics
See page 51.
Optional Activity Book exercises

See page 51.
Retell the story

Place the story cards in random order on the board. Tell the
children to come to the board to look at the story cards.
Ask: Which is the first picture? Ask questions about the
picture to check their understanding. Repeat for the other
story cards until all the pictures are in the correct order.
Work with the book

Students Book, pages 8 and 9
Act out the story

Divide the class into groups of five. Assign a character to
each child. Play Track 1.8 again. The children join in with
their lines.
Ask for groups to come to the front to act out the story.
Use the recording if necessary.
Tell the children to read the story out loud. Assign a

character to five children and tell others to read the parts of
the narrator.
Dont interrupt them as they are reading, but make a note
of any words that are pronounced incorrectly.
When they have finished, write the words that need to be
corrected on the board. Point to the words one by one
and ask if anyone can read them out loud. Correct their
pronunciation where necessary.

Clap your hands to ensure the children are watching you.
Write the letters sh several times on the board.
Point to each letter as you say: sh sh sh sharpener. Repeat
several times. Articulate the sh sound clearly by pushing
your mouth forwards and partially closing your teeth. Push
the air out past your tongue.
The children repeat: sh sh sh sharpener.
Repeat for the other words (shelf, sheep, shirt, shorts).
Write the letters ch on the board several times.
Point to each letter as you say: ch ch ch children. Repeat
several times.
Articulate the ch sound clearly by half opening your mouth
and closing your teeth and opening them as you produce
the sound.
The children repeat: ch ch ch children.
Repeat for the other words (chess, cheese, chicken, chair).
Tell the children to look at Activity 7 on page 9.
Play Track 1.9. The children repeat the sounds and the
words.
Tell the children to find pictures in the story that correspond
to the words.
Ask: Can you find a (shelf)? SS: Yes! Its in picture (4). They
can use the story cards if necessary.
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OPTIONS
UNIT 1 LESSON 4
Activity Book
Page 8, Activity 8
Activity 8.
Say: Look at picture number 1. Read the words
underneath. Which is the correct word? How do you
know? What can you see in the picture?
Tell the children to circle the correct words and to colour
the clues.
Page 8, Activity 9
Say: Now look at Activity 9. Read the questions and tell
the children to call out the answers.
Tell the children to write the answers in their Activity
Books.
Ask for volunteers to read out the questions and their
corresponding answers.
Transcript
Track 1.8 Story: The tree house
Picture 1
Narrator: There is a big, old tree in Grannys garden.

Jack: Do you want to help me build a tree house?
Grace: Thats a great idea!
Picture 2
Narrator: They work hard all day long.

Lily: Heres the door, Grace!
Grace: Good! The windows next, please!
Picture 3
Narrator: They decide to spend the night in the tree

house.
Grace: Weve got the sleeping bags.

Lily: Ive got the food.
Ben: And Ive got the chess set!
Lets play!
Tell the story
Ask volunteers to get into a line in front of
the class and give each one a story card.
Make sure the story cards are in random
order. The rest of the class have to give
instructions to help the children at the front
get into the correct order according to the
story. Then, each child says what happens
in their story card. In this way, they will
retell the story.
Picture 4
Narrator: But that night there is a terrible storm.

Ben: Its very windy. Is this house safe?
Jack: Oh yes! Its very strong.
Narrator: And then, suddenly...
Picture 5
Narrator: The children are in the air.

Grace: Hold on, Ben! Ive got you!
Ben: Wow! This tree house is magic!
Picture 6
Narrator: Soon the children are over the city.

Jack: Thats the British Museum!
Grace: And thats the London Eye!
Picture 7
Resources
Narrator: Then they fly down the river.

Lily: Wow! The Houses of Parliament!
Ben: And Tower Bridge!
Multi-ROM
Picture 8
Unit 1, Story
Narrator: Then they fly under the bridge.

All: Aagh!
Picture 9
Narrator: The next morning Granny is up very early.

Granny: Ready for an exciting trip?
Children: Yes, Granny!
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10 Find and label three things that begin with sh and three things that
begin with ch.
chess
cheese
chicken
shirt
sharpener
sheep
11 Say the words out loud. Then circle the odd one out.
1
Lesson 5
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OPTIONS
UNIT 1 LESSON 5
Activity Book
Page 9, Activity 10
Activity 10. Look at the picture. Can you find three
things that begin with the sh sound?
Repeat for the ch sound.
Tell the children to write the names of the things in the
picture that begin with ch and sh.
Page 9, Activity 11
Ask for volunteers to read out the names of the words
that correspond to the photos in each row. Ask: Which
word starts with a different sound? Which is the odd
one out? Tell the children to read the words in silence
and to circle the odd one out in each row.
Lets play!
Shout out
Pronounce a sound, for example sh. Then,
tell the children to call out the names
of things that start with that sound, for
example, sheep, shirt, shelf Write the
sound sh on the board and tell them to
write the words below. Then, play the
game with the ch sound.
Resources
Multi-ROM
Unit 1, Phonics
Transcript
Track 1.9 Phonics
sh sh sh sharpener
sh sh sh shelf
sh sh sh sheep
sh sh sh shirt
sh sh sh shorts
ch ch ch children
ch ch ch chess
ch ch ch cheese
ch ch ch chicken
ch ch ch chair
Anticipating difficulties
Children may find the distinction between a town and a
village difficult to grasp. The main difference is in size and
the number of services available. Towns have many public
services such as health centres, sports centres and possibly
even theatres and cinemas. Villages are much smaller and
most people who live in villages go to their nearest town for
public and administrative services.
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UNIT 1 LESSON 6
CLIL Objective
Comparing different types of houses.
Language Objectives

Tell the children to work in pairs. They compare their house
to Grannys house. S1: There arent (five bedrooms) in
my house, but there is a (playroom). S2: My (kitchen) is
(smaller) than Grannys (kitchen).
Vocabulary: house, flat, home, kitchen, dining room,

living room, library, hall, stairs, bedroom, bathroom,
toilet, playroom, attic, basement, garage, garden; inside,
outside, upstairs, downstairs
Structures: There arent five bedrooms in my house,
but there is a library in my house. My kitchen is smaller.
My living room is bigger.
Resources: CD; poster (side B)
TYPES OF DWELLINGS: PRIVATE BUILDINGS
Transcript
Track 1.10 Song: Grannys house
See page 55.

exercises
See page 55.
Presentation
Tell the children to look at Grannys house on the poster
(side B).
Say: Lets compare our houses to Grannys house. Where
does Granny live; in a city or a village? Where do you live?
Do you live in a house or a flat? Draw a block of flats on the
board next to the poster to clarify the difference. Explain
that both flats and houses are called homes.
Ask: Is your house bigger or smaller than Grannys house?
Ask: Can you remember the names of the rooms in a house?
Point to the rooms on the poster and ask: Whats this?
Then, ask: Where do we (cook food)? SS: The (kitchen).
Say: Some homes have different rooms. Some homes
have a special room where people eat. Point to the dining
room and say: Its called the dining room. Some houses
have a room at the top (point to the attic). Its called the
attic. Some houses have a room at the bottom (point to the
basement). Its called the basement.
Practice
Children can name rooms in a house.
Play Guess which room Im in.
Mime actions that are related to a particular room in the
house.
T: Which room am I in? SS: The (kitchen).
Repeat for the other rooms. Ask for volunteers to mime
actions that correspond to a room while the rest of the
class tries to guess which room it is.
Work with the book
ANSWER KEY

See Transcript.
Say: Open your books at page 10. Look at the picture of

Grannys house.
Ask: Is there a bathroom in Grannys house? SS: Yes,
there is. T: Is the bathroom upstairs or downstairs? SS: Its
upstairs. Go through the other rooms (library, bedroom,
bathroom, playroom, kitchen, garage, garden, toilet, hall,
dining room, living room, attic and basement). Say: Now
were going to sing a song about Grannys house.
Play Track 1.10 while the children look at the picture.
Play Track 1.10. Stop after each verse and ask: Where are
they? Inside or outside? Upstairs or downstairs?
Play Track 1.10 again. The children join in with the song.
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8 Song: Grannys house. Listen and answer the questions.

library bedroom attic bathroom playroom garage toilet basement
dining room kitchen living room hall garden
Inside, outside,
Upstairs, downstairs.
Where are we?
Now sing the song.

9 Compare your house to Grannys house.
There arent five bedrooms, but

theres a library in my house.
My kitchen is smaller.
Lesson 6
CLIL Objective: Comparing different types of houses.
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OPTIONS
UNIT 1 LESSON 6
Activity Book
Page 10, Activity 12
Lets play!

Activity 12.
Ask volunteers to read out the list of rooms. Then, ask
questions about their houses: Is there a cinema in your
house? Is there a kitchen?
Ask: How many rooms are there in this plan? SS: Six.
Tell the children that they can say what these rooms
are and that they can make a list for the house of their
dreams.
Ask for volunteers to describe their houses: In my house
there is...
Three in a row

Tell the children to complete the description of the house
of their dreams.
Ask for volunteers to read out their descriptions.
Draw 9 simple pictures of rooms that the

children have learned in the lesson (see
page 10 of the Students Book and Activity
Book).
Draw a 3x3 grid on the board and use
Blu-Tack to stick a picture in each square.
Divide the class into two teams: noughts
and crosses, and tell a child from each
team to choose a picture and to say what
it is. If they are correct, remove the picture
and put a nought or cross (depending on
which team the child is from) in the square.
If they are not correct, the other team has
a turn to guess what it is. The first team to
get four noughts or crosses in a row wins.
Project Booklet
Page 7, Green areas
Point to the green areas on the maps that you brought in
for lesson 2. Ask: What green space(s) have we got near
us? Are there any green spaces near the school? What
do people do there? Are they important? Are there any
other places where people are outside? (Squares, open
areas with benches)
The children put a tick () next to the things that people
do in parks.
Tell the children to add green areas to their maps.
Then, they answer the questions about the parks in their
city.
The children show their city plans and talk to the rest of
the class about the green areas in their towns. Remind
them to keep bringing in boxes for their buildings.
Resources
DVD
Unit 1, Song: Grannys house
Multi-ROM
Unit 1, Activity 3
Transcript
There are lots of rooms in Grannys house!
Come and see!
The library and the bedroom,
The attic and the bathroom.
Inside, outside,
Upstairs, downstairs,
Oh, where are we?
Come and see!
The playroom and the kitchen,
The garage and the garden.
Inside, outside,
Oh, where are we?
Come and see!
The toilet, hall and dining room,
The basement and the living room.
Inside, outside,
Oh, where are we?
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UNIT 1 LESSON 7
CLIL Objective
Associating rooms with furniture and activities.
Language Objectives
Vocabulary: eat, sleep, play, wash, read, cook, watch
TV; bed, wardrobe, chair, table, lamp, shelves, shower,
bath, toilet, sink, cooker, cupboard, washing machine,
dishwasher, fridge, sofa, TV, bedroom, kitchen,
bathroom, living room
Structures: We (eat) in the (dining room). We dont
(sleep) in the kitchen.

Tell the children to look at the poster (side B). Then, tell
them to close their eyes while you place the pop-outs in the
wrong rooms. Point to the (kitchen) and ask: Whats wrong
with the (kitchen)? SS: Theres a (bed) in the kitchen. Say:
Thats right. We dont sleep in the kitchen, do we?
Repeat for the other furniture and electrical goods.
Say: Now look at Activity 11. Give them a few minutes to
look at the pictures then ask: Whats wrong with picture
(1)? SS: Theres a (bed) in the (kitchen). Prompt them to
continue with: We dont (sleep) in the (kitchen). Tell the
children to work in pairs and to take turns describing the
rooms and saying whats wrong with each one.
Resources: poster (side B); poster pop-outs
INSIDE THE HOUSE

exercises
Presentation
See page 59.
Show the children the poster (side B). Say: This is a picture
of Grannys house. Who can name the rooms? Tell a child
to come to the poster and to point to a room. S1: This is
the (kitchen). Continue with the other rooms and with other
children.
Then, talk about the different activities for each room. Say:
We eat in the dining room. We cook in the kitchen. We
wash in the bathroom and we watch television in the sitting
room. Then, ask questions to reinforce these words.
T: Where do we (sleep)? SS: In the (bedroom).
Then, present the furniture using the pop-outs. Hold them
up and name the furniture and electrical goods. Give the
pop-outs to the children and tell them to place them in the
corresponding rooms on the poster. When they have placed
them all, ask: Wheres the (washing machine)? SS: Its in
the (kitchen).
Work with the book

Tell the children to read the words in the box. Check their
understanding by asking questions such as: Do we (wash)
in the (living room)? SS: No, we dont. T: Do we (sleep) in
the (bedroom)? SS: Yes, we do.
Then, tell them to work in pairs to make sentences with
the words. Tell them to make affirmative and negative
sentences.
Ask for volunteers to read out their sentences and correct
the activity.
Practice
Children can name the main activities in different parts
of the house and some of the furniture and electrical
goods.
Discuss what people do in the different rooms of the house.
Ask questions to show that some actions take place in
more than one place in the house. Ask: Do we only eat in
the dining room? Where else do we eat? SS: The (garden,
living room, kitchen). T: Do we only cook in the kitchen?
Where else do we cook? SS: The garden. T: Do we only
sleep in the bedroom? Where else do we sleep? SS: The
living room, the garden... T: Is there only a table in the
kitchen? SS: No. T: Where else are there tables in the
house? SS: In the living room, in the bedrooms
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10 Use the words to make sentences.
We
We dont
eat
bathroom.
sleep
bedroom.
play
dining room.
wash
in the
living room.
watch TV
kitchen.
read
garden.
cook
11 Talk about the rooms.
Look! Theres a bed in the kitchen!

Thats wrong! We dont sleep in the kitchen.
Lesson 7
CLIL Objective: Associating rooms with furniture and activities.
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14 Read the clues and use the words to do the crossword.

bed fridge chair shower wardrobe
television dishwasher table sink
washing machine cupboard sofa
11
T
1
8
2
L
O F A
10
N G M A
12
E
1
2
3
4
5
6
7
S
A S
H O W E
I
7
We wash under it in the bathroom.

We sleep on it in the bedroom.
We sit on it in the living room.
We wash our clothes in it.
We sit on it in the dining room.
We put food in it in the kitchen.
We put our clothes in it in the bedroom.
A
6
L
I
D
8 We wash the dishes in it.
9 We wash the vegetables in it in
the kitchen.
10 We put the dishes in it in the kitchen.
11 We watch it in the living room.
12 We put the plates and food on it in
the dining room.
15 Circle the correct words.

1
2
3
4
5
6
We eat / dont eat in the bathroom.

We read / dont read in the kitchen.
We watch / dont watch TV in living room.
We sleep / dont sleep in the bedroom.
We cook / dont cook in the bathroom.
We play / dont play in the garden.
Lesson 7
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OPTIONS
UNIT 1 LESSON 7
Activity Book
Lets play!

Activity 14.
Read the clues out loud and tell the children to give you
the answers.
Tell them to complete the crossword in their Activity
Books.
Outburst

Say: Now look at Activity 15. Look at the first sentence.
Ask: Do we eat in the bathroom? SS: No. T: Thats right.
We dont eat in the bathroom. Tell them to circle dont
eat in order to complete the sentence.
Tell the children to read the sentences and to circle the
correct words in their Activity Books.
Then, ask for volunteers to read out the correct
sentences.
Project Booklet
Page 8, Model city
Divide the class into six or seven groups

and assign a room in the house to each
group. In their teams, the children write a
list of all the furniture and electrical goods
that you can find in these rooms. Then, tell
each team to guess which words the other
team has written in their lists. The team
that guesses the most words wins.
Resources
Ready to read worksheet, page 69
Materials: sheets of paper, paint, paint brushes, glue,

crayons.
Tell the children that they are going to make a model of
their city using their plans or guides to help them.
Put the boxes that the children have brought to class on
the table and ask them which boxes they could use for
buildings in their model city.
Read the instructions about how to make a model of a
town.
Hand out the materials.
Brainstorm some names for streets and write these on
the board.
When they have finished their model city, tell them to
complete the information about their cities. The children
display their models and talk about them.
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UNIT 1 LESSON 8
Objective
Language awareness: asking general questions using any.
Language Objectives
Vocabulary: tables, chairs, boards, cupboards,
shelves, TVs, computers, games, classroom, library,
gym, canteen, hall, playground
Structures: Are there any (tables) in our classroom?
Yes, there are. No, there arent. Yes, theres one. There
arent any (computers) in our classroom.
Resources: poster (sides A and B); poster pop-outs
(furniture from Grannys house); flashcards (cinema,
health centre, hospital, library, museum, police station,
restaurant, school, shopping centre, sports centre,
theatre, town hall); Unit 1 cut-outs
Materials: scissors
LANGUAGE

Say: Now were going to make a language game!
Find your cut-outs for Unit 1.
Tell the children to cut out the example question and
answer strips.
Then, tell the children to play in pairs and to complete the
cut-out questions in order to make a quiz. The questions
are all based on the contents of Grannys house from the
poster (side B).
Tell the children to form groups of two pairs and to place
the model answers on the table in front of them. The
children take turns asking the other pair questions. If they
answer correctly, they get a point. At the end of the game,
the pair with the most points is the winner.

exercises
See page 63.
Presentation
Use the pop-outs or flashcards to ask the children general
questions about their school: Are there any (televisions) in
the school? SS: Yes/No.
Ask for volunteers to form the same type of question for
the rest of the class.
Repeat several times until you are sure that they have
understood that they should include the word any in
general questions.
Work with the book

Say: Open your books at page 12. Look at the words
on the board. Read out the words very quickly and tell
the children to point at the objects in the classroom. If
the objects are not in the classroom, they should shake
their heads and say: There arent any (computers) in our
classroom.
Ask questions using the words on the board: Are there any
(tables) in our classroom? SS: Yes, there are. Make sure
you ask questions to elicit all three possible answers.
Tell the children to work in pairs and to take turns asking
and answering questions.
Practice
Use the poster (side A). Tell the children to come to the
poster to point to a place. Ask questions about the places
that they choose: Are there any people in the (North Pole)?
Are there a lot of people? Are there any people in (the
desert)? Are there a lot of people? Are there any people in
(Tokyo)? Are there a lot of people?
Repeat the process asking questions about houses,
schools, etc.
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12 Make questions and answers.
13 Make and play a language game.

Instructions
1
2
3
4
5
Work with a partner.

Complete and cut out the questions.
Work with another pair.
Take turns to ask and answer the questions.
The pair with the highest number of correct answers is the winner.
Lesson 8
CLIL Objective: Language awareness: asking general questions using any.
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UNIT 1 LESSON 8
OPTIONS
Activity Book

Activity 16.
Explain that this is a poem that they have to complete.
Say: Write a funny poem, a poem to make me laugh.
Ask the children to make suggestions and encourage
them to make their poem as funny as possible, for
example: Are there any polar bears in Africa?
Tell them to complete the poem in the Activity Book.
Ask for volunteers to read out their poems.

Ask: Are there any books in your bedroom?
Continue asking questions to elicit answers for the
activity.
Tell the children to look at the answers carefully and to
complete the questions about their own bedrooms.
Ask for volunteers to read out their questions and
answers.
Lets play!
Whats different?
Place the flashcards in a row on the board.
Then, tell the children to close their eyes
and change the position of two of the
flashcards. The children open their eyes
and say which ones have been moved.
Continue playing by changing the position
of the flashcards or by removing them from
the board. In this case, the children have to
say which ones are missing: There isnt a
(theatre).
Resources
Multi-ROM
Unit 1, Activity 4
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UNIT 1 LESSON 9
CLIL Objective
Recognising that houses reflect their surroundings and

climate.
Say: Now were going to read the text. Then were going to
find the house. Read the text out loud and ask questions:
Is the house special? What do they do first? What do they
use for the walls? What do they cover the frame with?
Tell the children to identify the house that has been
described.
Language Objectives
Vocabulary: ger, long house, house on stilts,
Indonesia, Amazon rainforest, Central Asia, nomads,
sea, water, leaves, wood
Resources: CD; poster (side A)
Materials: white paper, crayons

Tell the children to look at the picture of the house and ask
a volunteer to read the text out loud. Tell the children to
draw a picture of a special house. When they have finished,
they describe the house using the model in the Students
Book.
THE WONDERFUL WORLD: INTERESTING HOUSES

Presentation
Explain to the children that people all over the world live
in different types of homes. Ask the children what homes
are like in cities. Ask: Are flats the same in (London) and
(Madrid)? SS: Yes. Explain that homes in cities tend to be
very similar. In the country and out of the cities, homes are
often different because they reflect the climatic conditions
much more closely.
Point to places on the map where it snows heavily and
then the desert. Ask: Are the homes the same here and
here? SS: No.
Then, explain that houses that are built in places where
there is a lot of rain or snow have very steep roofs, but
houses in the north of Africa or the south of Spain have flat
roofs because it rains very little.
Work with the book

Say: Open your books at page 13. Look at the pictures.
Ask questions about the photos: Do you think these homes
are in different countries? Are the houses very different?
Play Track 1.11.
Play Track 1.11 again. This time, stop the recording
after each description and ask: Which house is that? The
children point to the houses.
Ask questions to correct the activity: Which house is in
(Indonesia)?
Tell them to come to the map and guide them to the
corresponding places (Indonesia, The Amazon rainforest
and Central Asia).
Transcript
See page 67.

exercises
See page 67.
Practice
Ask for volunteers to describe the houses that they have
drawn.
Elicit the answers by asking questions if necessary. For
example: T: Where is your house? Are there any walls?
How many windows are there? Is there a bathroom?
ANSWER KEY
See Transcript.
The house is the ger.
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Interesting houses
14 Listen and say which photo.
1
15 Read the text and identify the house.
We live in a special kind of house. We move our house to different

places and build it again. First, we put down a wooden floor.
Then we make the walls with poles. After that, we put two big
poles in the centre. Then we cover the frame with white material.
16 Draw and describe a special house.
This house is on a tropical beach. There arent any

walls, windows or doors because it is very hot. There
is a bedroom, a bathroom and a kitchen-living room.
Lesson 9
CLIL Objective: Recognising that houses reflect their surroundings and climate.
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18 Match the homes with the plans.
Lesson 9
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OPTIONS
UNIT 1 LESSON 9
Activity Book
Activity 18.
Tell the children to look carefully at the pictures of the
outside of the houses and the plans on the right-hand
side.
Ask questions about the pictures: Which one is a flat?
Which one is a bungalow?
Tell the children to match the houses to the plans.
Transcript
In many parts of Indonesia, people live in houses on stilts.
The stilts are in the sea and the houses are over the water.
In the Amazon rainforest, people share a house made from
leaves and wood. These houses are called long houses.
In Central Asia, there are many nomads. Nomads travel
from one place to another. They carry their houses with
them. These houses are called gers.
Lets play!
Jump!
Call out the word on one of the flashcards
from the unit. Then, show the children all
the flashcards one by one. The children
have to jump when they see the card that
you named.
Resources
DVD
Unit 1, Real Kids
Multi-ROM
Unit 1, The Wonderful World

DVD worksheet, page 25
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UNIT 1 LESSON 10
CLIL Objective
Assessment.
Curricular link: Literacy; Social Science
Language Objectives
All the vocabulary from unit 1.
Resources: CD; poster (sides A and B)
Transcript
See page 55.

exercises
See page 71.
REVIEW
Lets remember!
Say: Today we are going to remember all the work we have
done in Unit 1.
Show the children the poster (side A).
Say: Look at the poster. Tell them to identify the continents,
some countries and some major cities. Ask: Do you
remember the difference between a village, a town and a
city? Are there any (shopping centres) in a (village)? Are
there any (schools)? Is a (town) bigger or smaller than a
(village)?
Show the children the poster (side B).
Ask: Do you remember the song Grannys house?
Play Track 1.10 so the children can join in by singing
along.
Work with the book

Say: Open your books at page 14. Read the sentences
and identify the places.
Ask for volunteers to read the definitions out loud and then
ask: Is that a city, a town or a village?
Round up
Show the children the poster (side B) with the pop-outs in
their correct places. Point to the different items of furniture
and electrical goods and ask: Which room is the (washing
machine) in? What is the room we (sleep) in called? Is there
a (bed) in the (living room)?
ANSWER KEY
1 village
2 city
3 town
1 museum
2 restaurant
3 hospital
4 library
5 sports centre
6 shopping centre

Tell the children to look at the signs.
Read them with the class and then tell the children to
identify the places.
Then, tell them to work in pairs asking about the signs
and identifying them. S1: Look at number (1). What is it?
S2: Thats a (museum).
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17 Read and complete the text orally with city, town or village.
1 A
is a very small place with some houses and a market. There arent
any shopping centres or big buildings.
2 A
is a very big place with lots of big buildings and lots of people.
There are museums, theatres, shopping centres and hospitals.
3 A
is a small place with some public buildings and houses.

There are some schools and shops, but there arent any big buildings.
18 Look at the information and identify the places.

1
Look at number 1. Where is it?
Thats a museum.
Lesson 10
Objective: Assessment.
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OPTIONS
UNIT 1 LESSON 10
Activity Book
Activity 19. Ask: Who can say the name of a continent?
The children offer suggestions. Repeat the process for
the other categories. Tell the children to complete the
word ladders.
Ask for volunteers to read the words from their word
ladders.

Read the questions and ask a few children to call out
the answers.
Tell the children to write the answers with information
about themselves in their Activity Books.
answers.
Lets play!
Tennis
Divide the class into two teams. They take
turns saying the names of places and
buildings in a city until they cant remember
any more words. Then, they play a game
in pairs with other words, for example:
countries, continents, cities, furniture, etc.
Transcript
Track 1.12 Unit 1 Test. Activity 1
Listen and tick the chart.
Jack: There are some houses with big gardens. Theres a

small shop and one school. There arent any
hospitals, cinemas or museums.
Narrator: Wheres Jack?
Grace: There are lots of big buildings, people, cars,

restaurants, schools and theatres.
Narrator: Wheres Grace?

Ben: Theres a health centre, but there isnt a hospital.
Theres a museum, a train station and a library. There
isnt a cinema.
Narrator: Wheres Ben?
Lily: There are three big shopping centres and some sports
centres. One million people live here.
Granny: Theres a police station, five schools, some

restaurants and a sports centre, but there isnt a
shopping centre.
Narrator: Wheres Granny?
Assessment criteria
CLIL Objectives
Resources
Unit 1 Test, pages 85-86
Children can recognise the features of all three

settlements.
Children understand that dwellings reflect their
surroundings and predominant climate.
Language Objectives
Children can name some major world cities and
identify the continents.
Children can name the main buildings in a city/town
and compare sizes.
Children can name the rooms in the house.
Children can name some of the main activities
that take place in different rooms in the house.
Children can ask questions using any.
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UNIT 2 LESSON 1
TWISTING AND TURNING!

The human body
Curricular link: Science
Play Track 1.14. Say: Listen and find the children. The
cihldren point to the characters as they listen to the
recording.
Play Track 1.14 again and stop the recording after each
description. Ask: Who is (he)?
Language Objectives
Vocabulary: hair, eyes, blonde, red, brown, blue,
Say: Now were going to play a guessing game.

Tell the children to look at the picture and to read the
speech bubble: Shes shorter than Jack. Shes got blonde
hair. Who is she?
Tell the children to choose two classmates and to describe
them following the model. The other children have to guess
the children being described.
CLIL Objective
Recognising that bodies are similar and different.
green
Structures: Ive got (black) (hair). Hes/Shes got...

Youre/Hes/Shes taller/shorter than
TWISTING AND TURNING

Presentation
Say: Today we are going to learn about the human body.
Show the children the poster. Say: Look at the children.
Point to the parts of the body. Ask: How do you say this
in English? SS: (Arm). T: How many (arms) has (Lily) got?
SS: 2. T: Thats right! All the children have got two arms.
Continue with the other parts of the body. Say: So, the
human body is very similar. But there are differences.
Ask for several pairs of children to come to the front and
point out the differences in their eye and hair colouring.
T: (Mara) has got (brown) eyes and (Daniel) has got (green)
eyes.
Then, call out pairs of children to the front and point out
differences in height. T: (Mara) is taller than (Daniel).
Look at the poster (side A).
Describe some of the children on the poster. Say: Shes
got (black) hair and shes (taller than Jack). Who is she?
The children come to the front and find the correct child
in the poster.
Hand out the pop-outs and describe the characters: Shes
got (black hair) and (brown) eyes. Who is she? A: (Lily).
Play Track 1.13. Stop the recording after each description
and ask a volunteer to come and point to the child that has
been described. Then, ask the child holding the correct
pop-out to come and place it in the correct place.
Transcripts
See page 75.
See page 75.

exercises
See page 75.
Practice
Draw a chart on the board with three columns and write
the words: brown, blue and green. Tell the children to
come to the board to write their names in the correct
column according to the colour of their eyes. As they come
to the board, ask: What colour are your eyes? Let me see.
Draw conclusions. Ask: How many children have got
(brown) eyes?
Work with the book
ANSWER KEY

See Transcript.

the children. Point to Jack and ask: What colour hair has
he got? SS: Brown.
Say: Im going to describe one of the children. Listen. Hes
got (red) hair. Who is he? SS: (Bob).
Ask: Is (he) taller or shorter than Jack? SS: (Hes shorter).
Continue with the other children.
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2
1 Listen and name the children.
2 Play a guessing game with your classmates.
Shes shorter than Jack.

Shes got blonde hair.
Who is she?
Lesson 1
CLIL Objective: Recognising that bodies are similar and different.
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OPTIONS
UNIT 2 LESSON 1
Activity Book
Page 15, Activity 1
Say: Open your Activity Books at page 15.
Look at Activity 1.
Read out the description. Tell the children to read it
again in silence and then to draw the faces according to
the description.
Page 15, Activity 2

Tell the children to draw themselves next to their
parents.
Say: Now complete the sentences about you and your
family with taller and shorter.
Ask for volunteers to read their sentences out for the
rest of the class.
Lets play!
Guess who?
Put the children into pairs. Tell them to look
at the children on page 15 of the Students
Book and to choose one of them without
telling their partner who it is. Then, they
play a guessing game and try to guess
which character has been chosen. They
ask questions, for example: Does he/she
have red hair? Is he/she taller than Jack?
Tell the children to change partners when
they have guessed two correctly.
Transcripts
The boy next to Jack has got red hair. Hes shorter than
Jack.
The girl next to Ben has got brown hair. Shes taller than
Ben.
The boy next to Grace has got blonde hair. Hes shorter
than Grace.
The girl next to Lily has got black hair. Shes taller than Lily.
Hes got red hair. Hes shorter than Jack. Who is he?
Shes got black hair. Shes taller than Jack. Who is she?
Hes got brown hair. Hes taller than Jack. Who is he?
Shes got brown hair. Shes taller than Jack. Who is she?
Hes got blonde hair. Hes shorter than Jack. Who is he?
Shes got red hair. Shes shorter than Jack. Who is she?
In this unit, the children will be learning about the human
body and movement. Many of the activities are more
effective if you can get the children moving round and
actually doing them, but you must ensure that there are
mats on the floor. If possible, take the children to the gym
or the school hall and use mats there. If not, ask the gym
teachers if you can borrow some mats for the classroom.
Resources
Multi-ROM
Unit 2, Activity 1
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UNIT 2 LESSON 2
CLIL Objective
Identifying body parts and joints.
Langauge Objectives
Vocabulary: body, bones, joints; head, neck, shoulder,
arm, elbow, wrist, hand, spine, hip, leg, knee, ankle,
foot; moving, bending, swinging, lifting; left, right, up,
down
Structures: Im (moving) my (left) (leg).
Resources: CD; poster (side A)
THE MAIN JOINTS IN THE HUMAN BODY

Presentation
Move your right arm and describe the movement. Say: Im

moving my right arm. Repeat with your left arm. Then, do
the same with a leg and ask: Am I moving my right or my
left leg?
Demonstrate mirror movements with a child. Ask a child to
come to the front to face you. Bend your right arm and say:
Im bending my right arm. Tell the child to mirror your
movements and say: Im bending my left arm. Repeat with
other left/right movements.
Tell the children to work in pairs to play The mirror game!
Ask for volunteers to come to the front of the class to
demonstrate their mirror movements to the rest of the
class. Encourage them to use the words bending and
moving.
Transcript
Track 1.15 The body song
See page 79.
Children can name the parts of the body and the main
joints.

exercises
Show the children the poster (side A). Use the diagrams of
the skeleton to present the parts of the body. Point to the
joints (labelled) and say: Look at these parts of the body.
Point to the elbow on the poster, and then point to your
own elbow and say: This is my elbow. Why is it important?
Demonstrate that without an elbow we cannot bend our
arm. Say: Bones cant bend, so we need joints.
Ask for volunteers to come to the front to point to the other
parts of the body: (head, neck, shoulder, arm, wrist, hand,
spine, hip, leg, knee, ankle, foot).
Work with the book

Say: Open your books at page 16. Now were going to
sing The body song.
Play Track 1.15. Point to the parts of the body as they are
mentioned in the song.
Play Track 1.15 again and encourage the children to sing
the song.
Read each line of the song with the children and tell them
to do the actions with you.
Play Track 1.15 again. The children sing and do the
actions.
See page 79.
Practice
Place the poster (side A) on the board. Play the game
Guess how many bones there are in the body. Tell the
children to work in pairs. Ask them to guess how many
bones they have got. Then, they write their names on a slip
of paper and write the number of bones they think there
are in the human body. Collect the slips of paper and write
the numbers on the board. Ask for volunteers to count the
bones in a particular part of the body. Make lists as the
children count. They will soon see that there are far more
bones than they had originally thought. There are, in fact,
206 bones in an adult body.

Say: Now were going to play The mirror game!
Revise right and left by saying: Lift your right arm! Lift your
left arm! Shake your right leg! Shake your left leg!
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3 The body song. Listen and point to the body parts.
Im bending my ankle, Im moving my foot.

Now Im bending my knee and Im moving my leg.
Im swinging my hips from the right to the left.
Now Im bending my spine from my hips to my head!
Im bending my wrist and Im moving my hand.
Now Im bending my elbow. Im moving my arm.
Im lifting my shoulders up and down.
Now Im moving my neck around and around!
Now sing the song and dance.
4 Play The mirror game.
Im bending my right elbow.

Im bending my left elbow.
Lesson 2
CLIL Objective: Identifying body parts and joints.
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OPTIONS
UNIT 2 LESSON 2
Activity Book
Page 16, Activity 3
Lets play!
Say: Open your Activity Books at page 16. Look

at Activity 3. Tell the children to point to the parts of
their body as they read the words. Say: Look at this
skeleton. Complete the labels. The children write the
parts of the skeleton in their Activity Books.
Bingo!
Page 16, Activity 4

Ask a volunteer to complete the first speech bubble and
to read it out. Correct if necessary. Make sure the
children understand that when we are standing in front
of someone, their left and right are the opposite for us.
Use the key vocabulary cut-outs or the

Teachers Resource Book, page 12, one
copy per child. The children choose three
of their key vocabulary cut-outs and place
them face down on their tables. Name a
key vocabulary cut-out at random and the
children who have this one place it face
up on the table. The first child to turn all of
their three cut-outs over shouts Bingo! and
wins the game.
Project Booklet
Twisting and turning: Make a skeleton
Page 9, The skull
Resources
Materials: sheets of paper, glue, card, pencils, scissors
DVD
Display the skeleton on the poster (side A) and point to

the three parts: head, trunk and limbs.
Say: Open your Project Booklets at page 9. Look at the
skull. Does the skull have joints? Explain that the skull
has a moving joint, the jaw. It also has lots of bones that
are joined, but they do not move.
Ask: Has a skull got eyes, nose, ears and a mouth? No,
its got holes. Has it got teeth? SS: Yes. Explain that the
teeth are bones.
Tell the children to use the words to label the skull in
their Project Booklets.
Read the instructions for making the skull puzzle and
hand out the materials. The children make the puzzles.
Then, they play in pairs. Tell them to exchange puzzle
pieces when you say, Go!
The children try to do their partners skull puzzle. The
first one to do it says Stop! and is the winner.
Hand out the envelopes so they can keep the puzzle
pieces and tell them to write their names on the front of
the envelope. Collect the envelopes and keep them
somewhere safe.
Unit 2, The body song
Multi-ROM
Unit 2, Activity 2
Transcript
Im bending my ankle. Im moving my foot.
Now Im bending my knee and Im moving my leg.
Im swinging my hips from the right to the left.
Now Im bending my spine from my hips to my head!
Im bending my wrist and Im moving my hand.
Now Im bending my elbow. Im moving my arm.
Im lifting my shoulders up and down.
Now Im moving my neck around and around!
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UNIT 2 LESSON 3
CLIL Objective
Describing movement.
Curricular link: PE; Science
Language Objectives
Vocabulary: arm, leg, wrist, elbow, knee, head, spine;
moving, twisting, turning, swinging, bending,
straightening, lifting, lowering, kicking; left, right
Structures: Im (bending) my
Resources: CD; flashcards (twisting, turning,
swinging, bending, straightening, lifting, lowering,
kicking)

Say: Now were going to play a game called Silly walks.
Tell the children that they are going to invent a funny way
of walking (a silly walk). Then, they are going to do the walk
and describe it. Tell them to look at the examples in the
book. Read them with the class: Im (bending) my (right
knee) and my (spine). In pairs, they practise their silly walks
from their desks to the board, describing what they are
doing at the same time.
Transcript
See page 83.
MOVEMENT IN THE HUMAN BODY

Presentation
Revise the language from the previous class and introduce
vocabulary for new movements. Bend your elbows and
ask: What am I doing? Answer for the class: Im bending
my elbows. Im moving my arms. Repeat the procedure to
review joints from the previous lesson.
Present the new movement vocabulary using actions and
flashcards. Ask: Can I move my body in other ways? Of
course!
Demonstrate a movement, for example, kicking. Ask: What
am I doing? as you kick. Answer for the class: Im kicking
my leg.
Repeat with: twisting, turning, swinging, straightening,
lifting, lowering.
Hand out the flashcards to volunteers. Tell them to copy
the action on the card. Ask: What are you doing? If
necessary, prompt the reply by doing the movement and
saying: Im (swinging my arms). Collect the flashcards and
repeat the exercise with other children.
Work with the book

exercises
See page 83.
Practice
Children can describe different types of movement.
Hold a Silly walks competition. Choose a jury (of five
children) to come to the front of the class. Tell them to write
the numbers 1 to 5 on separate pieces of paper. The rest
of the children do their silly walks again and describe them.
The jury hold up their numbers to show the scores (1 for
the least silly walk and 5 for the silliest). Add up the scores
to find the winners of the competition.
ANSWER KEY
Say: Open your books at page 17. Look at Activity 5. Point

to the characters and say: Look at Grace. Can you do the
same movement?
Encourage the children to copy the movements. Then, ask
for volunteers to choose a character and to copy the
movement that they are doing. The rest of the class tries to
guess who it is.
Play Track 1.16. The children point to the characters.
Play Track 1.16 again but this time stop the recording after
each question and ask: Whos that? The children call out
the name of the character.

See Transcript.
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5 Listen and name the character.
kicking
twisting
straightening
turning
lowering
bending
lifting
swinging
6 Invent a walk and describe your movements.

Silly walks
Instructions
1 Work in pairs.
2 Invent a silly walk.
3 Demonstrate and describe the walk.
Im bending my right
knee and my spine.
Im straightening my
right leg and my spine.
Im bending and
twisting my left knee.
Lesson 3
CLIL Objective: Describing movement.
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OPTIONS
UNIT 2 LESSON 3
Activity Book
Page 17, Activity 5
Lets play!

at Activity 5. Look at Jack. Now read the speech
bubbles. Which ones does Jack say?
Repeat the process for the other characters and
speech bubbles. Tell the children to match the speech
bubbles to the characters in their Activity Books.
Charades
Page 17, Activity 6

Say: Now look at Activity 6. Look at the question.
Tell the children to think what their body does while they
are doing the actions from the book. Ask them what
they are doing now. SS: Reading and writing. Then,
ask: When you are reading and writing, are you bending
your elbows? Continue asking all the questions.
Tell the children to read the sentences and to write T or
F according to the actions that they are doing as they
read and write.
Project Booklet
Page 10, The Spine
Display the skeleton from the poster (side A) again and
point to the parts of the body: shoulder blades, collar
bones, spine, ribs, pelvis.
Say: We are going to make the spine. Open your
Project Booklets at page 10.
Tell the children to use the words to label the front and
the back of the skeleton.
Ask for a volunteer to read out the text about the
number of vertebrae in the human spine.
Read the instructions for making the spine.
Tell the children to cut the string according to the length
of their partners spine and to follow the instructions.
Do a few actions. The children have to

guess what you are doing. Use mime, for
example, bending your right arm, swinging
your left leg. Try to do a variety of different
actions using different parts of the body.
Then, ask a volunteer to come to the front
to do another action so the rest of the
class can guess what it is. The first child
to guess correctly can do the following
action, and so on.
Transcript
Jack: Im kicking my left leg.

Narrator: Whos that?
Grace: Im bending my knees.
Ben: Im straightening my elbows.
Lily: Im twisting my wrists.
Jack: Im lifting my arms.
Grace: Im lowering my right arm.
Recursos
Ben: Im turning my head.

Lily: Im swinging my leg.
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The naughty dolls

One Saturday afternoon, the
children are in the playroom.
Granny is going out.
Whats happening in the dolls house?
Bye, Granny!
Look at the dolls!

Theyre moving!
Whats that noise?
Now the dolls are driving a car.
Quick! Catch them!
Oh no! Look at the lamp.

I cant!
3
What a mess!
4 The dolls are escaping!
Now the dolls are in the living room!
Theyre climbing the curtains!

5
Catch them, Lily!
Lesson 4
CLIL Objective: Literacy: recognising parts of a story.
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Hurray! Well done, Lily.

Oh no! Look at
the living room!
The house is in a terrible

mess.
What can we do?
Look at the dolls now!
The dolls are tidying up the mess!
At last the house is tidy.
Hello children.
What are you doing?
Quick! Its Granny!
Nothing special.
8
Its OK. Theyre finishing.
Were playing with the dolls.

climbing
driving
reading
playing
tidying
Lesson 5
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UNIT 2 LESSON 4
CLIL Objective
Literacy skills: recognising parts of a story.
Language Objectives
Story language: afternoon, Saturday, playroom, dolls,
dolls house, noise, lamp, living room, curtains, tidy,
tidying up, driving a car, moving, escaping, climbing,
mess, playing, finishing; Whats happening? What a
mess! Quick! Catch them! What are you doing? Nothing
special.
Transcript
Track 1.17 Story: The naughty dolls
See page 89.

exercises
See page 89.
Practice
STORY: THE NAUGHTY DOLLS
Presentation
Place the story cards on the board. Tell the children to
come to the front to look at the pictures and to make
predictions about the story. Help them by asking: Who can
you see in picture 1? Where are they? Look at picture 2.
What are the dolls doing? What are they doing in picture
3? And what about in picture 5? Who catches the dolls?
What are the dolls doing in picture 7? Is the house a mess
when Granny comes home?
the story.

Track 1.17 again. This time, stop the recording after each
picture frame. Tell the children to point to the corresponding
story card. Remove the story card and place it in a line
below. Tell the children to describe what is happening in the
story. Continue until all the story cards are in the correct
order in the line below. Then, go through the different
sections of the story. Ask: Whats happening at the
(beginning/middle/end) of the story?
Work with the book

Play Track 1.17 again. Tell the children to follow the story in
their books.
Ask comprehension questions: Where are the children? Is
(Ben) going out in picture 1? Whos playing cards? Whats
happening in the dolls house? What are the dolls doing in
picture (3)? Are (Lily and Ben) driving the car? Whos
driving the car? Are (Ben and Lily) making a mess? Whos
tidying the living room?
Tell them to read in silence. When they have finished, tell
them to come to the board to write any words that they do
not understand. Point to the words and explain their
meaning using the story cards where possible, or by giving
examples.
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UNIT 2 LESSON 5
CLIL Objective
Literacy: phonics -ing (climbing, driving, reading,
playing, tidying)

PHONICS
Transcript
Track 1.18 Phonics
See page 91.

exercises
See page 91.
Retell the story

Place the story cards in random order on the board. Tell
the children to come to the front to look at them. Ask:
Which is the first picture? Ask questions about the picture
to check their understanding. Repeat with the other story
cards until all the pictures are in the correct order.
Work with the book

Act out the story

each child. Play Track 1.17 again so the children can join
in with their lines.
Use the recording when necessary.
Tell the children to read the story out loud. Assign a

character to five children and tell the others to read the
parts of the narrator.
Do not interrupt them as they are reading, but make a note
of any words that they do not pronounce correctly. Write
the words that need to be corrected on the board when
they have finished. Point to the words one by one and ask
if anyone can read them out loud. Correct their
proununciation if necessary.

Clap your hands to ensure the children are watching you.
Write the lettters ing several times on the board.
Point to each group of letters as you say: ing ing ing
climbing. Repeat several times. Articulate the ing sound
clearly, making sure that the children understand that the
final g sound is at the back of the throat but it is not a
harsh sound.
The children repeat: ing ing ing climbing.
Repeat with the other words (driving, reading, playing,
tidying).
Play Track 1.18. The children listen to the recording and
repeat the sounds and the words.
Tell them to find the pictures in the story that correspond to
the words. Ask: Can you find (climbing)? SS: Yes! Its in
picture 5. They can use the story cards if necessary.
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7 Match the words and make sentences.
10
At the start of the story...
1
2
3
4
Ben is
Granny is
Lily is
Jack and Grace are
going out.
playing cards.
looking at Granny.
reading.
8 Number the pictures in order.
S
4
The dolls are tidying
the living room.
P
2
The dolls are climbing
the curtains.
Now use the key to label the pictures.
S
3
Lily is catching the
dolls under the net.
Key
P
1
The dolls are driving a
toy car.
P = problem
S = solution
9 Circle the correct option.

At the end of the story the house is tidy / a mess.
Lesson 4
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OPTIONS
UNIT 2 LESSON 4
Activity Book
Page 18, Activity 7
at Activity 7. Look at the drawing. What part of the story
is this? SS: The beginning.
Ask: Whats Ben doing? SS: Hes looking at Granny.
Repeat the process for the other characters.
Tell the children to match the sentences.
Page 18, Activity 8

Tell the children to look at the pictures of the dolls. Ask
What happens first?
Continue asking until they have put the pictures in the
correct order.
Tell them to number the pictures in the correct order.
Then, say: There are two problems and two solutions
here. Which pictures show problems?
Tell them to use the key to identify the problems and the
solutions.
Page 18, Activity 9

Tell the children to read the two options and to circle the
one they think is correct.
Ask a volunteer to read out the correct sentence.
Lets play!
Describe it!
Place the story cards on the board and
write a number above each one. Divide the
class into two teams, A and B. Give a
member of team A a number and tell them
to describe the corresponding story card
so their team can guess which one it is. If
they guess correctly, they win a point. If
not, the other team has a turn. Repeat with
the other team and the other story cards.
Transcript
Track 1.17 Story: The naughty dolls
Picture 1
Narrator: One Saturday afternoon, the children are in the

playroom. Granny is going out.
Ben: Bye, Granny.

Grace: Whats that noise?
Picture 2
Narrator: Whats happening in the dolls house?

Grace: Look at the dolls!
Lily: Theyre moving!
Picture 3
Narrator: Now the dolls are driving a car.

Ben: Oh, no! Look at the lamp.
Lily: What a mess!
Picture 4
Jack: Quick! Catch them.
Grace: I cant.
Narrator: The dolls are escaping!
Picture 5
Narrator: Now the dolls are in the living room!

Jack: Theyre climbing the curtains.
Grace: Catch them, Lily!
Picture 6
Jack and Grace: Hurray! Well done, Lily.

Ben: Oh, no! Look at the living room!
Picture 7
Narrator: The house is in a terrible mess.

Lily: What can we do?
Ben: Look at the dolls now!
Picture 8
Narrator: The dolls are tidying up the mess!

Grace: Quick! Its Granny!
Jack: Its OK. Theyre finishing.
Picture 9
Resources
Multi-ROM
Narrator: At last the house is tidy.

Granny: Hello children. What are you doing?
Jack: Nothing special.
Grace: Were playing with the dolls.
Unit 2, Story
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OPTIONS
UNIT 2 LESSON 5
Activity Book
Activity 10.
Tell the children to find the actions in the word search.
Ask for volunteers to come to the board to write the
words that thay have found. Leave these words on the
board for the following activity.

Underline the following words: dancing, driving, moving,
writing. Tell the children to look at them carefully and to
tell you what is special about these words (all the
infinitives end in e).
Tell the children to classify the words from Activity 10 in
the table. Then, tell them to draw more actions and to
add the words to the table. Ask for volunteers to read
out the words from the different columns and correct
the activity.
Resources
Multi-ROM
Unit 2, Phonics
Transcript
Track 1.18 Phonics
ing ing ing climbing
ing ing ing driving
ing ing ing reading
ing ing ing playing
ing ing ing tidying
Lets play!
Memory chain
Tell the children to form a circle. Start the
game by saying a sentence that has a
word that ends in ing, for example: Im
reading. Then, say the same sentence but
add something else, for example: Im
reading and singing.
The child who is next to you continues by
repeating what you have said and by
adding something else: Im reading and
singing and writing. Continue until the
children are unable to think of any more
words, or until someone forgets a part of
the sentence.
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UNIT 2 LESSON 6
CLIL Objective
Identifying activities which involve exercising.
Curricular link: PE; Social Science
Language Objectives
Vocabulary: exercising, playing football, jumping,
running, walking; drawing, eating, reading, sitting, talking

Read the instructions with the class. Say: Now look at
Activity 10.
Tell the children to follow the instructions and to do a
drawing. When they have finished, divide them into groups
of five and tell them to ask one another: What are you
doing? and to draw their classmates in the pictures. Then,
tell them to describe them. S1: In my picture, (Im)
(jumping) and (David) is (reading)...
Structures: Is (Bob) exercising? Yes, he is. Hes

playing football. No, he isnt. Hes reading. What are you
doing?
Resources: flashcards (twisting, turning, swinging,

bending, straightening, lifting, lowering, kicking)
Materials: white paper and crayons

exercises
See page 95.
ACTIVITIES INVOLVING EXERCISING

Presentation
Practice
Ask a volunteer to come to the front and give them a

flashcard. Tell them to do the movement for the rest of the
class. Ask: Whats he/she doing?
Repeat the process with other children. This time, include
other actions that are not illustrated on the flashcards
(jump, read...). Whisper the instructions to the children. Use
a mixture of actions, some of which are physically exerting,
and others which are not. Ask: Whats he/she doing?
Encourage the rest of the class to answer.
Then, draw two columns on the board with the following
headings: active / inactive. Repeat the activity, but this time
add a new question. P: Is he/she exercising? Write the verb
in the gerund (the form of the verb with -ing) in the
corresponding column.
Tell the children to take out their pictures from Activity 10.
Tell them to write a description under the picture. Collect
the pictures and stick them on the class walls. Encourage
them to look at the pictures and to talk about them. S1: Im
(reading) in (Davids) picture, but Im (running) in (Marias)
picture. What are you doing?
S2: Im (playing football) in (Daniels) picture, but Im
(eating an ice cream) in (Anas) picture.
Work with the book

Say: Open your books at page 20. Look at the two pictures
of the children in the park. Tell the children to look at the
T-shirts and the names of the children under the picture.
Then, tell the children to find each child in the two pictures.
Say: Look at (Tom). Whats he doing in picture 1? SS: Hes
(sitting on the bench). T: And whats (Tom) doing in picture
2? SS: Hes (walking). Continue with the other children in
the pictures.
Then, say: Now were going to play Guess the picture. Ask
two children to read the example. S1: Is Bob exercising?
S2: Yes, he is. Hes playing football. S1: Thats picture 1.
Then, put the children into pairs so that they can play the
game. They should take turns asking and answering
questions.
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9 Play Guess the picture.

1
Bob
Ann
Bill
Lucy
Tom
Kate
Is Bob exercising?
Yes, he is. Hes playing football.
Thats picture 1.
10 Draw and describe a picture.

Instructions
1 Copy the picture of the park.
2 Draw yourself in the park.
3 Ask five friends and draw them
in the park.
4 Describe your picture.
What are you doing?

Lesson 6
CLIL Objective: Identifying activities which involve exercising.
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OPTIONS
UNIT 2 LESSON 6
Activity Book
Lets play!

at Activity 12.
Ask questions about the pictures: Whats Grace doing in
picture 1?
Repeat the process for the other pictures and
characters. Tell the children to read the sentences and to
number the pictures.
Bulls-eye

Read the first sentence from Activity 12 and ask: Is Jack
doing exercise? SS: No, he isnt.
Repeat the process for a couple more sentences.
Tell the children to read the questions and to write the
answers in their Activity Books.
Ask for volunteers to read out the questions and
answers.
Draw the chart on the board and say: In picture 1 Grace
is swinging. Is that active or not? SS: Yes, it is.
Repeat the process for a few more sentences and then
tell the children to classify the activities in their Activity
Books.
Ask for volunteers to come to the board to write the
activities in the chart.
Place the flashcards on the floor a few

metres away from the children. Divide the
class into teams and then give a child from
each team a bean bag or any other object
that they can throw. Name a flashcard and
the child from team A has to throw the
bean bag so that it touches the flashcard
that you have named. Continue until all the
children have had a turn.
Resources
Multi-ROM
Unit 2, Activity 3
Project Booklet
Page 11, The limbs
Say: Now you are going to make the limbs for the
skeleton. Open your Project Booklets at page 11.
Ask a volunteer to read the text for Activity 5. Choose
volunteers to point to the different parts of the body as
they are named.
Put the children into pairs and tell them to measure one
another. They write the measurements on the page in
their Project Booklets. Then, they complete the
sentences about their measurements.
Read the instructions on how to do the arms and the
legs for the skeleton.
The children compare the sizes of these parts of the
body with the rest of the class.
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UNIT 2 LESSON 7
CLIL Objective
Identifying the component movements in an exercise
routine.
Curricular link: PE
Language Objectives
Vocabulary: the bicycle, high kicks, sit-ups, the
windmill, press-ups, star jumps; do, touch, stretch, swing,
lift, toes, arms, round and round
Structures: Do (high kicks). Im doing (high kicks). Shes
doing (the windmill).
Materials: mats

Describe the movements for one of the exercises from the
poster (side B): Hes swinging his leg. Tell the children to
find the picture on the poster and to name the exercise.
SS: Hes doing a high kick! Repeat for the other exercises.
Tell the class to look at the picture in the book. Tell two
children to read out the dialogue. S1: Im swinging my arms
round and round. S2: Shes doing the windmill. Make sure
that S2 addresses the rest of the class whilst describing the
exercise.
Tell the children that they are going to work in groups. One
of them is going to choose one of the exercise movements
and describe how their body is moving. Another member of
the group tells the rest of the children which exercise they
are doing.
EXERCISE ROUTINES
Presentation
If possible, you should do this lesson in the gym or in a
room where mats can be placed on the floor.
Hold up the poster (side B) showing the exercise routine
(Stretch your arms up. Touch your toes. Do the windmill.
Do star jumps. Do high kicks. Do press-ups. Do the bicycle.
Do sit-ups.).
Say: In our last class we talked about general exercise. Now
we are going to talk about getting fit using specific
exercises.
Tell the children to stand up. Point to the pictures and read
the instructions under each one. The children respond by
doing the movements. They should not do the exercises on
the floor unless there are mats.
Transcript
See page 99.

exercises
See page 99.
Practice
Work with the book
Children can give and follow instructions for exercises.

Tell the children to look at the pictures of the exercises.
Play Track 1.19. The children point to the corresponding
exercise.
Play Track 1.19 again. This time, stop after each exercise
and tell them to name the letter next to the corresponding
picture.
Play Track 1.19 again and tell them to write the letter that is
next to each exercise in their books. They write the letters in
the order in which they are mentioned on the recording. Ask
them what the letters spell when they are written in the
correct order.
Then, ask them to work in pairs. One child reads out the
instructions and the other does the exercises. Then, they
change roles and repeat the process.
Tell the children to work in pairs. They invent an exercise

routine.
Ask a child to do the movements while the other child
describes the movements to the rest of the class: Shes
(bending her knees)
ANSWER KEY
See Transcript.
The letters spell the word exercise.
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11 Listen and find the pictures. Then write the letters in order.
Do the bicycle.
Touch your toes.
Do high kicks.
Do sit-ups.
Do the windmill.
Do press-ups.
Stretch your arms up.
Do star jumps.
Read the instructions in order. Listen to your friend and do the exercise routine.
12 Choose an exercise and describe the movements.
Im swinging my arms
round and round.
Shes doing the windmill.
Lesson 7
CLIL Objective: Identifying the component movements in an exercise routine.
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OPTIONS
UNIT 2 LESSON 7
Activity Book
Lets play!

Activity 14.
Read the first speech bubble out loud and ask: What
exercise is this?
Repeat the process for the other speech bubbles. Tell
the children to complete the crossword with the words.
Simon says

Tell the children tol look at the pictures and to read the
sentences. They cross out the sentences which are false.
Tell the children to draw themselves doing an exercise
and to complete the sentence.
Ask for volunteers to show their pictures and to read out
their sentences.
Take the children to the gym or any big

open space where they can place mats
on the floor. Play Simon says using the
actions from the lesson. When you say
Simon says (do the bicycle) they have to
do the action. If you do not say Simon
says, they do not do the action. The
children who do the action when you have
not said Simon says are eliminated.
Project Booklet
Resources

Page 12, The body
Multi-ROM
Say: Now you are going to make the body of your

skeleton.
Tell the children to point to different parts of their own
bodies as you name the parts: shoulders, ribs and hips.
Tell them to put a tick () next to the materials that are
needed to make the body of the skeleton.
Tell them to look at the model of Activity 8 and to
complete the instructions with the parts of the body
(A: shoulders; B: hips; C: ribs).
They should cut out the shape of the shoulders and the
hips.
They can paint the body before they stick the ribs on.
To finish off, the children make a skull with card and stick
it onto the skeleton.
When they have finished the skeletons, they can display
them in the classroom. Ask for volunteers to describe
their skeleton, and to point out the parts of the body and
the joints.
Unit 2, Activity 4
Transcript
Stretch your arms up.
Now touch your toes. One, two, three, four.
Do the windmill. One, two, three, four.
Do star jumps. One, two, three, four.
Do high kicks. Right, left, right, left.
Do sit-ups. One, two, three, four.
Do the bicycle. One, two, three, four.
Do press-ups. One, two, three, four.
And rest!
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UNIT 2 LESSON 8
CLIL Objective
Language awareness: possessive adjectives: my, your,
his, her

exercises
See page 103.
Language Objectives
Vocabulary: shake, touch, lift, my, your, his, her, arm,
hand, toes
Structures: Lift his hand. Shake her arm. Touch your

toes.
Resources: Unit 2 cut-outs (parts of the face),
scissors, crayons
FOCUS ON LANGUAGE
Presentation
Ask a boy and a girl to come to the front and say: Touch
your toes. Point to the boy and say: (Daniel!) Touch her
toes. Touch my toes. Do the same with the girl: (Ana!)
Touch his toes. Touch your toes.
Ask: What words are different in my instructions? Write the
following words on the board: your, my, his and her. Then,
say: Touch the toes! Whose toes? My toes, your toes, his
toes, her toes? Whose toes? We need one of these words
(my, your, his, her).
Repeat the initial activity but this time ask volunteers to call
out the instructions.
Practice
Raise a hand and ask the children: How many fingers have
I got? SS: Five. T: Yes, Ive got five fingers or (show the
class four fingers) four fingers (show them your thumb)
and one thumb.
Then, say: Show me your fingers. Show me your thumbs.
Show me your left thumb. Show me your right thumb.
Ask a boy and a girl to come to the front of the class. They
interlock their own hands and take turns moving one finger
or thumb. Ask the question: Whats (Ana) moving?
SS: (Shes) moving (her left thumb). The first child opens
their hands and shows the class to check the answer.
Change couples until all the children have had a turn.
*Note: This exercise is not easy and the children will not
necessarily guess the correct number of fingers or thumbs.
Work with the book

Say: Open your books at page 22. Look at the words on
the board.
Ask a volunteer to read out the words. Divide the class into
groups of three and make sure there is a mixture of boys
and girls in each group. One child gives instructions to the
other two. S1: (Shake) (his) (hand).
The children exchange roles until they have all given at least
three instructions.

Say: Now were going to make and play a language game!
Tell the children to colour and cut out the cut-outs: (two
sets of eyes, hair, ears, mouth, nose).
They play in pairs. They place the cut-outs face down on
the table and take turns turning over a card and saying
who the body part belongs to: Ive got (her eyes). Then,
they stick it on the corresponding face.
Ask for volunteers to describe the faces.
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13 Give orders to your friends.

Instructions
1 Work in groups of three with a boy and a girl.
2 Take turns and give each other instructions.

Instructions
1 Colour and cut out the parts of the face.
2 Play in pairs. Place the pieces face down.
3 Take turns to turn the pieces over and complete the faces.
Look! Ive got her eyes.
Describe the faces.
Her eyes are blue. His eyes are green.

Lesson 8
CLIL Objective: Language awareness: possessive adjectives: my, your, his, her.
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UNIT 2 LESSON 8
OPTIONS
Activity Book
Activity 16.
Tell the children to draw a picture of a friend and to
complete the sentences to describe them.
Ask for volunteers to show their pictures and to read
out their sentences.

Tell the children to complete the sentences about
themselves and the members of their family. They can
choose different members.
Lets play!
Follow the leader
Put the children into pairs, making sure
that each pair has a boy and a girl. Then,
give instructions using shake, touch and
lift, for example: shake your head, touch
your toes, lift his elbow, touch her nose
The children follow your instructions. After
a minute, invite a child to be the leader and
to give instructions to the rest of the class.
Resources
DVD
Unit 2, Real kids

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UNIT 2 LESSON 9
CLIL Objective
Describing how the body moves.
Curricular link: PE; Science
Language Objectives
Vocabulary: leg, arm, hand, spine, neck, knee, wrist,
elbows, hips, right, left, straight, bending, touching,
moving, turning around
Resources: CD
Materials: CD with dance music

Say: Now we are going to invent a dance. Listen to
this music.
Play the CD that you have brought to class for this activity.
Read the instructions with the children.
Divide the class into groups of four and tell them to design
and rehearse their dance.
The groups perform their dances for the rest of the class.
Transcript
THE WONDERFUL WORLD: RUBBER BODIES!

Presentation
Ask the children to stand up. Tell them to touch their toes
without bending their knees: Touch your toes. Dont bend
your knees!
Then, ask five children to come to the front and say: Do a
high kick with your right leg. Stand straight. Dont bend
your knee and dont bend your spine. Measure the height
of the high kick with your hand. Ask: Who can kick the
highest?
Then, explain that some people are more flexible than
others. Ask how many of the children in the class do
gymnastics. Ask: Are you flexible?
Ask the children if they can think of people who are very
flexible (gymnasts, acrobats and sportspeople in general).
Explain that some people are extremely flexible. Say: Their
bodies are like rubber!
Work with the book

See page 107.

exercises
See page 107.
Practice
The groups rehearse their dances and perform them for the
rest of the class. Hold class votes for the dances with
different categories: the favourite dance / the most
complex / the fastest / the slowest
ANSWER KEY
See Transcript.

Ask questions about the photos: Do you think these people
are very flexible? Can you do these exercises?
photo.
Play Track 1.20 again. This time, stop after each
description and ask: Which picture is that?
Ask questions to correct the activity: Which person is
twisting her spine? Then, tell the children to read the three
descriptions of the photos. In pairs, they should work out
what the missing words are. They are all parts of the body.
Ask for volunteers to read out the texts once they have
finished them.
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Rubber bodies!
15 Listen and find the photos.
2
1
Read and say the missing words.

Picture 1
His right
and his left
his head.
is straight
is touching
Picture 2
Picture 3
Her legs are bending

at the
.
His legs are bending

at the
.
She is twisting her
His arms are bending

at the
.
His arms are bending

at the
.
16 Invent a dance.
Instructions
1
2
3
4
5
Work in groups of four. Listen to the music.

Invent a sequence of four movements.
Repeat the sequence four times.
Describe the movements.
Perform the dance for your class.
Im moving my hips and

Im turning round!
Lesson 9
CLIL Objective: Describing a sequence of movements.
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18 Do the flexible face quiz for you and two friends.
Childs own answers
The face has got more than

50 muscles. We use 14
muscles when we smile.
Can you
Can he
Can she
You
raise one eyebrow?
move your ears?
flare your nostrils?
roll your tongue?
touch your nose with

your tongue?
Lesson 9
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OPTIONS
UNIT 2 LESSON 9
Activity Book
Resources

Activity 18.
Read out the sentence in the speech bubble. Ask the
children if they are surprised about this. Tell them to
smile, to keep the smile and to touch their face to check
the muscles that are being used.
Divide the class into groups of three and make sure
there is a mixture of boys and girls.
The children try to do the facial exercises and complete
the table.
Ask a spokesperson from each group to read out the
results to the rest of the class.
Multi-ROM
Unit 2, The wonderful world
Transcript
Hes balancing on his hands. Hes bending his knees.
Lets play!
Repeat the truth
Hes sitting on the floor. His foot is touching his head.

Shes sitting on the floor. Shes twisting her spine.
Do an action and describe what you are

doing. This description can be true or
false: Im (twisting) my (wrist). The children
should repeat the sentences that they
think are true. If they do not think they are
true, they do not say anything. Repeat the
process. Ask for volunteers to come to the
front to do the actions for the rest of the
class to guess.
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UNIT 2 LESSON 10
CLIL Objective
Assessment.
Curricular link: Literacy; PE; Science
Language Objectives
Materials: CD; poster (sides A and B); flashcards

(twisting, turning, swinging, bending, straightening,
lifting, lowering, kicking)
Transcript
See page 79.

exercises
See page 111.
REVIEW
Lets remember!
done in Unit 2.
Show the children the poster (side A). Say: Look at the
skeletons on the poster. Tell the children to come to the
front to identify the parts of the body and the joints. Ask:
Do you remember The body song?
Play Track 1.15. Tell the children to sing along and to do
the actions.
Hand out the flashcards and name the movements out
loud. The child with the corresponding flashcard gets up
and does the movement. Collect the flashcards, hand them
out to different children and play the game again.
Work with the book
Round up
Display the poster (side B). Read the instructions: Do the
windmill. Do star jumps. Do high kicks. Do press-ups.
Do the bicycle. Do sit-ups.
Choose an exercise and tell the children to do it. Then, ask:
Which parts of your body did you move and what did you
do?
Point to the corresponding picture and say: The (bicycle)!
SS: (Hes) (moving) (his legs) and (hes) (bending) (his
knees).
Ask a volunteer to choose an exercise and to do it. Ask a
volunteer to describe the movements to the rest of the
class.
Repeat several times.

Say: Open your books at page 24. Were going to play a
miming game.
Read the instructions with the children and tell them to look
at the pictures.
Divide the class into groups of three. One child chooses a
movement, does the action and the other two children
have to guess what movement it is: (Hes) (dancing).

Tell the children to read the speech bubbles on the lefthand side of the page: Stand up! Walk! and Open the door!
Then, tell them to read the action verbs: straightening,
bending, moving, twisting, swinging.
Working in pairs, one child chooses an instruction and
reads it out loud. S1: (Walk!) The other child does the
action and describes what they are doing. S2: Im (moving)
(my leg) and Im (bending) (my knee). Repeat the activity in
groups of three. One child tells a second what to do and
the third child describes the actions. S1: (Walk!) S3: (He/
shes) (moving) (his/her leg) and (he/shes) (bending) (his/
her knee).
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17 Play a mime game.

Instructions
1 Play with three friends.
2 Choose and mime an action.
3 Your friends guess the actions.
read
run
dance
write
jump
sit down
Hes dancing!
18 Choose an instruction and describe the movements.
Stand up!
Walk!
Open the door!
straightening
bending
moving
twisting
swinging
Im bending my leg.
Lesson 10
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OPTIONS
UNIT 2 LESSON 10
Activity Book
Activity 19.
Tell the children to name the parts of the body in the
pictures.
Tell the children to write the words in the crossword.

Remind the children that when we add ing to a verb, we
usually take off the final e and also add an extra
consonant.
Tell them to complete the pairs of words in the puzzle
pieces.
Ask for volunteers to write the gerunds in the puzzle
and correct the activity.
Say: Look at the picture. What are they all doing?
Ask for volunteers to describe the actions. Tell the
children to complete the sentences in their Activity
Books.
Lets play!
Miming game
Tell the children to play in teams. One child
mimes an action and their team has one
minute to guess what they are doing, for
example: Hes swinging his right leg. If they
do not guess correctly, the other team has
a turn to try to guess the answer. The team
that guesses correctly gets a point. The
team with the most points at the end of the
game is the winner.
Transcript
Listen and number the pictures.
1 I am swinging my arms.
2 I am straightening my fingers.
3 I am lowering my left leg.
4 I am bending my fingers.
5 I am moving my right ankle.
6 I am lifting my arms.
Assessment criteria
CLIL Objectives
Children can recognise the similarities and differences
in human bodies.
Children can identify body parts and joints.
Children can analyse the component parts of different
movements.
Children can identify movement that constitutes
exercise.
Language Objectives
Children can name the parts of the body and the main
joints.
Children can describe different types of movement.
Children can give and follow instructions for performing
exercise routines.
Resources
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GETTING AROUND
Communications
UNIT 3 LESSON 1
Curricular link: Geography; Maths
each distance and tell them to tell you if the answers are
true or false. Then, they practise in pairs. S1: How far is it
from (London) to (Paris)? S2: Its (three hundred and fortythree kilometres).
Language Objectives
Vocabulary: France, Germany, Italy, Poland, Portugal,
Say: Now were going to play a guessing game.

Tell the children to look at the pictures and to read the
speech bubble: Its 1,261 kilometres to Madrid. Where am
I? Youre in London.
Tell them to work in pairs and to take turns choosing the
distance to a city. S1: Its (1,873) kilometres to (Rome).
Where am I? S2: Youre in (Lisbon).
CLIL Objective
Interpreting a distances chart.
Spain, UK; Berlin, London, Lisbon, Paris, Madrid,

Warsaw
Structures: How far is it from (Madrid) to (Paris)?

Preparation: Make a list of distances from your town/
city to other places in your region.
GETTING AROUND
Presentation
Show the children the map from the poster (side A)
and point to the compass, the scale and the other key
elements.
Say: This is Europe. Ask the children to come to the poster,
to point to a country and to name it. If they say it in L1,
repeat the word in English.
Point to the seven key countries and name them. Place the
pop-outs of the names of the countries on the poster.
Then, hand out the pop-outs of the cities and tell them to
stick each one on the corresponding country.
Point to the scale at the bottom of the map and explain
how it is used. Explain that a map is a representation of real
distances.
Ask a volunteer to come to the poster with a ruler. Ask:
How far is it from (Madrid) to (Paris)? The child finds the
two cities and measures the distance. Write the number
of centimetres on the board and then multiply it by 100 to
calculate the number of kilometres. Summarise the result:
Its 1,000 kilometres from (Madrid) to (Paris).
Repeat with other children.
Work with the book

Say: Open your books at page 25. Look at the chart.
Explain to the children how to calculate the distance
between the chosen cities from the row at the top and a
city from the column on the left-hand side. Slide a finger
along the row at the top and another finger along the
column on the left until you get to the point where they
meet. Ask for volunteers to read out some of the numbers
to check that they say them correctly. Play Track 1.22.
The children listen to the recording.
Transcript
See page 115.

exercises
See page 115.
Practice
Children can say big numbers.
Tell the children to guess the distances between familiar
places. For example: How far is it from your house to your
grannys house? How far is it from (your town/city) to (the
sea)?
Make a small table like the one given in Activity 1 to show
the distances from places in your region. Tell the children
to look at the chart and to take turns asking and answering
questions.
ANSWER KEY
See Transcript.
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3
1 Listen and say true or false.
London
Warsaw 1,452
Paris
Rome
Madrid
Lisbon
Berlin
1,372
1,316
2,293
2,762
523
2,310
Berlin
929
877
1,185
1,434
Lisbon
1,585
1,452
1,873
501
Madrid
1,261
1,052
1,377
Rome
1,554
1,117
Paris
343
How far is it from

London to Paris?
Its three hundred and
forty-three kilometres.
2 Play a guessing game.
Its 1,261 kilometres to

Madrid. Where am I?
Youre in London.
Lesson 1
CLIL Objective: Interpreting a distances chart.
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OPTIONS
UNIT 3 LESSON 1
Activity Book
Page 25, Activity 1
In this unit, the children will have to say big numbers and
translate digital times into analogue forms (13:45 = a
quarter to two).
Large numbers are difficult to say out loud because of the
position of the word and. We place the word and after the
word hundred. So, we say: (2,345) Two thousand, three
hundred and forty five. Also, point out that in the UK the
thousands and hundreds are separated by a comma and
not a full stop.
If the children are still having difficulty translating the digital
times into the analogue form, draw a clock on the board.
Divide it in half from 12 to 6 oclock. Colour the left-hand
side blue and write the word to inside the clock. Then,
colour the right-hand side red and write the word past
inside the clock. Write the numbers around the clock
and explain that each space between them represents 5
minutes. Write some digital times on the board and ask
volunteers to come and show you where the hands should
be on the clock. Then, ask them to say the times.

Activity 1.
Tell the children to look at the map of the city. Say:
There are six different buildings on the map. Look at the
words in the key.
Tell them to use the code to label the buildings. Hold
the book up, point to a building and ask: Whats this?
Correct the activity.
Then, write the scale on the board and explain that
on the map, each centimetre is 10 metres. Tell the
children to measure the distance from one building to
another and to then multiply it by ten to calculate the
real distances. Remind them that the distances are
calculated along the streets and not in straight lines. Tell
them to complete the sentences.
Then, ask for volunteers to read out the questions and
the answers and correct the activity.
Transcript
Lets play!
Bingo!
Play Bingo using numbers. Hand out
sheets of paper. Write several numbers
on the board, making sure that they have
more than two digits. Tell the children to
draw a 3x3 grid with 9 squares and to
choose numbers from the board to put
in each square. Start saying the numbers
out loud. If the children hear a number that
they have on their grid, they cross it out.
The first child to cross out all their numbers
shouts Bingo! and is the winner.
Jack: How far is it from London to Paris?

Grace: Its 343 kilometres.
Jack: How far is it from London to Rome?
Grace: Its 1,454 kilometres.
Jack: How far is it from London to Madrid?
Jack: How far is it from London to Lisbon?
Grace: Its 872 kilometres.
Jack: How far is it from London to Berlin?
Jack: How far is it from London to Warsaw?
Resources
Multi-ROM
Unit 3, Activity 3
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UNIT 3 LESSON 2
CLIL Objective
Recognising the cardinal points.
Language Objectives
Vocabulary: north, south, east, west; flying, pointing,
going; train, plane
Structures: Its flying north.
Resources: CD; poster (side A); flashcards (north,
south, east, west)
Materials: compass, paper to make aeroplanes.

Say: Now we are going to make a paper plane.
Tell the children to take out a piece of paper and to look
at the pictures showing how to fold the paper to make a
plane.
When they have finished, point to the north, south, east
and west flashcards on the walls to remind the children
of the cardinal points and where they are. Then, ask for
a volunteer to fly their plane. Explain which direction the
plane is going in. Say: Your plane is flying (north). Tell the
children to play with their planes and to say which direction
they are going in. When the planes have landed, tell the
children to say which direction they are pointing in. S1: My
plane is pointing (south).
CARDINAL POINTS
Presentation
Show the children the compass on the poster and ask:
Do you know what this is? Its a compass rose. What
information does it give us? It tells us the position of
north, south, east, and west. Point to the cardinal points.
Write N, S, E and W on the board. Point to the initials and
present the words: north south, east and west.
Take out the flashcards of the cardinal points: N (north), S
(south), E (east) and W (west). Show them the compass
that you have brought to class and show them how to find
the north. Put a flashcard of the north on the north wall of
the classroom. Do the same for the south, east and west.
Identify the walls with the flashcards.
Explain to the class that it is easy to remember which east
and west is because when we look at the compass, the
two letters spell we.
Transcript
See page 119.
Optional Activity Book exercises

See page 119.
Practice
Children can name the cardinal points.
Work with the book

listen and identify the train. Tell the children to look at the
compass and to notice which direction north, south, east
and west is. Then, play Track 1.23. The children look at
the picture and follow the train line with their finger.
Play Track 1.23 again. Tell them to tell you the colour of
the train.
Then, in pairs, one child explains the direction of one of
the trains and the other identifies it. S1: The train is going
(east)... S2: Its the (blue) train. Encourage the children to
make the noise of a train as they discover which direction it
is going in.
Play a game. Give the children instructions to walk around

the classroom (like a train) collecting carriages (other
children) and changing direction. T: Go (north). Now go
(west). Stop. Pick up (two) carriages. Go (south). Now go
(west) and stop.
Ask for volunteers to give the instructions to the other
children.
ANSWER KEY
See Transcript.
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3 Listen and follow the railway track.
Which train is it?

4 Make a paper plane.
1
Play with your plane.
Now the plane is

pointing south.
My plane is flying north.
Lesson 2
CLIL Objective: Recognising the cardinal points.
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2 Colour the footprints in the key different colours.
Key
Jack
Lily
Grace
Ben
Read the sentences and use the key to colour the footprints on the map.
1 Jack is walking north.
3 Ben is walking west.
2 Lily is walking east.
4 Grace is walking south.
Childs own answers
3 Draw a floor plan.

Instructions
1 Where are you now?
2 Draw a floor plan of the room.
3 Mark your position with an X.
4 Find and draw north.
I am in the
I am facing
Lesson 2
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OPTIONS
UNIT 3 LESSON 2
Activity Book
Page 26, Activity 2
Lets play!

Activity 2.
Draw a compass on the board and remind the children
about the cardinal points.
Say: Now look at the footprints in the picture. There
are four sets of footprints. Jack is walking north. Lily is
walking east...
Tell them to choose four different colours and to use the
code to colour the footprints.
Simon says
Take the children to the playground or any
other big space. Play Simon says using
actions and cardinal points, for example:
Simon says (run north), Simon says (hop
west), (walk south)
The children who do the action even
though you havent said Simon says are
eliminated.
Page 26, Activity 3

Tell the children to draw a floor plan of the classroom.
They should include structural elements such as
windows, doors and furniture.
Then, they should put a cross to show where they are.
Use the compass to identify the cardinal points in the
classroom and tell the children to mark north on the
floor plan.
Tell them to complete the sentences. Ask for volunteers
to read out their sentences.
Project Booklet
Resources
DVD
Unit 3, Real kids

Getting around: Plan a trip

Page 13, Passport
Materials: paper, scissors, a passport photo
Stick up the poster of the map of the world from unit
1 (side A). Say: I want to go to Costa Rica. Tell the
children to come to the board to say where they want
to go. Say: Lets plan an imaginary trip to our favourite
destinations. I want to go to (Costa Rica and Panama).
Then, say: Open your Project Booklets at page 13.
The children complete the sentence with their
destinations and put a tick () next to the things that
they need for the trip. Ask for volunteers to say what
they need.
Ask them if the place where they are going has the
same money.
Explain that they are going to make a passport.
Read the instructions with them and make sure they
understand the information that they have to write on
the page with their personal details.
Put the children into pairs so they can tell one another
about the information on their passports. Collect the
passports for the following project class.
Transcript
The train is going south.
Now the train is going west.
Now its going north.
Now its going east
And now its going south!
And now its going west.
Which train is it?
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UNIT 3 LESSON 3
CLIL Objective
Contrasting different means of transport.
Language Objectives
Vocabulary: train, plane; airport, car park, gate,
platform, train station
Structures: How are they travelling? They are
travelling by (car).
Resources: CD; poster (side A); flashcards (airport,
bus station, car park, train station)
Materials: slips of paper, bag
MEANS OF TRANSPORT
Presentation
Show the children the poster (side A) and remind them
of the names of the cities from lesson 1. Then, point to
Madrid and then Paris and say: You can travel from Madrid
to Paris by plane, by train, by car or by bus. Point out
which infrastructure is necessary for this.
Ask about the local infrastructure: Have we got an airport
in our city? SS: Yes/No. T: Have we got a train station?
SS: Yes/No. T: Can we travel from here to (Paris)? SS: Yes.
T: Can we travel by plane, by train, by car or by bus? The
children answer according to where they are. Explain that
a journey on a plane is different from one on a train. We do
different things.
Work with the book

Tell the children to look at the six pictures and to read out
the words at the bottom. Play Track 1.24. The children
listen to the recording. Play Track 1.24 again but this time
stop the recording after each question: Which picture is it?
The children say the number of the corresponding picture
out loud.
Ask: What are Jack and Lily doing in (picture 1)? SS: They
are arriving at the airport. T: Are they travelling by plane or
train? SS: They are travelling by plane. Ask questions about
the other pictures. Tell them to read the speech bubble: In
picture three, they are waiting at the platform...
Then, tell them to make two travel sequences using the
three verbs, one to go by plane and another to go by train:
In picture (one), they are arriving at the (airport). In picture
(four), they are waiting at (the gate). In picture (six), they are
sitting on (the plane).

Explain the instructions to the class. Read the first example
and ask: Are they travelling by plane or train? SS: They are
travelling by train.
Tell the children to work in pairs. They read the actions
about their trips out loud. S1: They are opening a window.
They are talking on the phone. They are reading. How are
they travelling? S2: They are travelling by (train).
Transcript
See page 123.

exercises
See page 123.
Practice
Children can name means of transport and the
associated infrastructure.
Use the flashcards to make signs for different parts of the
classroom: airport, train station, bus station, car park.
Make slips of paper with transport words on them: bus,
train, plane, car. The children put a hand into the bag, take
out a slip of paper and read it out. S1: (Train!) Im going to
the (train station). Then, they walk to the corresponding
flashcard. When they are all ready, they leave making
suitable gestures and sound effects.
ANSWER KEY
See Transcript.
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5 Listen and identify the pictures.

1
airport
train station
platform
Find two travel sequences.

sitting on
waiting at
gate
train
plane
In picture three, they

are waiting at the
platform
arriving at
6 Guess the means of transport.

Instructions
1 Work in pairs and choose a means of transport.
2 Choose four pictures and describe Jack and Lilys actions on the journey.
opening a
window
buying a drink
talking on the
phone
putting on
their seat belts
looking at the
clouds
reading
How are they travelling?

Lesson 3
CLIL Objective: Contrasting different means of transport.
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OPTIONS
UNIT 3 LESSON 3
Activity Book
Page 27, Activity 4
Lets play!

Activity 4. Look at Jack and Lily.
Tell the children to look at the pictures and to write
the corresponding numbers in the boxes next to the
words. Ask for volunteers to say the words and the
numbers of the corresponding pictures.
Read a few sentences out loud, using familiar words,
for example: They are sitting on a train.
Tell them to draw lines to connect the words in the
columns to form sentences.
Tell them to write two of the sentences that they
have formed and to do pictures to represent these
sentences.
Ask for volunteers to show their pictures and to read
out their sentences.
Relay race
Divide the class into teams. Make a copy
of the set of flashcards for each team and
place them on the board. The children
form lines in their group in front of their
set of flashcards. Name a flashcard. The
first child in each line has to run to the
board, take the correct flashcard and
return to their line. As soon as the child has
returned, name another flashcard for the
following child and so on. The first team to
collect all the flashcards from the board is
the winner.
Project Booklet
Page 14, Travel itinerary
Say: Do you remember that we made passports?
Hand out the passports and use the poster with the
map of the world.
Say: I live in Spain. My destination is (Costa Rica).
How can I get there? Can I go by car? No! How can I
go? I can go by plane, I can go by boat. I cant go by
car or by train. And I cant go on foot!
Then, add other destinations to the same trip: I can
get from Spain to Costa Rica by plane or by boat. I
can get from Costa Rica to Panama by plane, train,
car or coach. I can get from Costa Rica to Cuba by
plane or by boat.
The children come to the board and do the same with
their destinations.
The children choose the means of transport according
to the destination that they have chosen and complete
the sentences about how they are going to travel.
Ask for volunteers to tell the class what means of
transport they are going to use for their trip.
Then, they make tickets for all the stages of the trip,
depending on the means of transport that they are
going to use.
Display the tickets and ask for volunteers to talk to the
class about their tickets.
Resources
Unit 3, Activity 1
Multi-ROM
Transcript
Jack and Lily are sitting on the train. Which picture is it?
Jack and Lily are waiting at the platform. Which picture is it?
They are arriving at the airport. Which picture is it?
They are waiting at the gate. Which picture is it?
They are sitting on the plane. Which picture is it?
They are arriving at the train station. Which picture is it?
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The maze
Its Saturday afternoon at Grannys house.
Theres a big, old maze in Grannys garden.
Were playing explorers!
Can we play with

this compass?
1
Yes, of course.
The children go into the maze.
Lets explore in there.

Dont get lost.
The maze is dark and scary.
Whats that?
3
Wow! Look at
the chess queen.
A spider! Help!
The children run and run.
Look! Its the chess queen again.

5
Oh no! Were in the same place.
Lesson 4
CLIL Objective: Literacy: inference.
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The children are lost in the maze!
The children are following the compass.
Lets follow
the compass.
Where are we?
Look!
The compass is
pointing that way.
The children run and run.
Finally, they find the way out of the maze.
Hurray!
Come on!
Were nearly there!
This compass is very special.

Then find the words in the story.
where
what
were
there
that
they
Lesson 5
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UNIT 3 LESSON 4
CLIL Objective
Literacy skills: inference.
Language Objectives
Story language: Saturday, afternoon, playing,
explorers, compass, maze, garden, chess, queen, dark,
scary, spider, follow, pointing, way, run, find, way out;
Dont get lost. Were nearly there!
Transcript
Track 1.25 Story: The maze
See page 129.

exercises
See page 129.
STORY: THE MAZE

Presentation
Put the story cards on the board. Tell the children to
come to the board to look at the pictures and to make
predictions about the story. Help them by asking: What is
a maze? What can you see in picture 2? Are the horses
real horses? What are they made of? Are they chess
pieces? Why are the children running in picture 4? What
is the same in pictures 3 and 5? What is Jack looking at in
picture 6? Is the compass pointing north?
Play Track 1.25. Point to the story cards as you listen to
the story.
Practice
picture frame. Tell the children to point to the corresponding
story card. Remove the story card and place it in a line
below. Continue until you have placed all the story cards in
Then, find the different sections of the story. Tell the children
to tell you what happens in these sections. In order to do
this, they can use the descriptions that appear at the start
of each picture frame.
Work with the book

Play Track 1.25 again. Tell the children to follow the story
in their books.
What are they playing? Where is the maze? What do the
children see in the maze? Why are the children frightened?
How do the children know they are in the same place? Are
the children lost? How do they escape from the maze?
Tell them to read the story in silence. When they have
finished, tell them to come to the board to write the words
that they do not understand. Point to the words and
explain them by using the story cards when possible, or by
giving examples.
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UNIT 3 LESSON 5
CLIL Objective
Literacy: phonics w (where, what, were) and th (there,
that, they)
Tell them to look for the words in the story. Ask for
volunteers to read out their completed sentences.
They can use the story cards if necessary.

Transcript
Track 1.26 Phonics
PHONICS
See page 131.
Retell the story

exercises
Place the story cards on the board in random order. Tell

the children to come to the board to look at the story
cards. Ask: Which is the first picture? Ask questions about
the picture in order to check their understanding. Repeat
for the other story cards until all of the pictures are in the
correct order.
Work with the book

Tell the children to read the story out loud. Assign
characters to five children and tell other children to read the
parts of the narrator.
Do not interrupt them while they are speaking, but make a
note of any words that they do not pronounce correctly.
Write the words that need to be corrected on the board
when they have finished. Point to them one by one and ask
if anyone can read them out. Correct their pronunciation
when necessary.
See page 131.
Act out the story

each child. Play Track 1.26 again so they can join in with
their lines.
Use the recording when necessary.

Clap your hands to make sure the children are watching
you. Write the letter w several times on the board.
Point to the letters as you say: w w w where. Repeat
several times. Articulate the w sound clearly by moving
your lips as if you were a fish. Ensure that the children
realise that the sound is not made from the back of the
throat like the g sound.
The children repeat: w w w where.
Repeat with the other words (what, were).
Write the letters th several times on the board.
Point to the letters as you say: th th th there. Repeat
several times. Articulate the th sound clearly by sticking
your tongue out between your teeth.
The children repeat: th th th there.
Repeat with the other words (that, they).
Tell them to look at Activity 8 on page 29.
words.
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OPTIONS
UNIT 3 LESSON 4
Activity Book
Page 28, Activity 5
Activity 5.
Tell the children to look at the map, the compass and
the key. Say: Look at the key. Which picture of the story
is arrow A? A: Picture 3.
Repeat the process with the other arrows.
Then, tell the children to look at the sentences. Read
the first one and ask a volunteer to complete it by using
the code.
Tell them to use the key to complete the other
sentences.
Finally, tell them to answer the question about the
compass and discuss the answer with the rest of the
class.
Page 28, Activity 6

Read out the first sentence with the two options and
ask: Which is correct?
Repeat the process for the other sentences. Tell the
children to circle the correct options in their Activity
Books.
Lets play!
Living story card
Divide the class into two groups. Each
group takes a story card and acts it out
while the other group has to guess which
one it is. If they are correct, they get a
point and then they act out another story
card. When a group guesses correctly, tell
that group that they have to identify the
characters and describe the picture frame,
giving as many details as possible about
what is happening. The more information
they give, the more points they can win.
Transcript
Track 1.25 Story: The maze
Picture 1
Narrator: Its Saturday afternoon at Grannys house.

Lily: Were playing explorers.
Jack: Can we play with this compass?
Granny: Yes, of course.
Picture 2
Narrator: Theres a big, old maze in Grannys garden.

Jack: Lets explore in there.
Granny: Dont get lost.
Picture 3
Narrator: The children go into the maze.

Lily: Wow! Look at the chess queen.
Picture 4
Narrator: The maze is dark and scary.

Jack: Whats that?
Grace: A spider. Help!
Picture 5
Narrator: The children run and run.

Ben: Look. Its the chess queen again.
Lily: Oh, no! Were in the same place.
Picture 6
Narrator: The children are lost in the maze!

Jack: Lets follow the compass.
Picture 7
Narrator: The children are following the compass.

Lily: Where are we?
Jack: Look! The compass is pointing that way.
Picture 8
Narrator: The children run and run.

Jack: Come on!
Grace: Were nearly there!
Picture 9
Resources
Narrator: Finally, they find the way out of the maze.

Lily and Ben: Hurray!
Jack: This compass is very special.
Multi-ROM
Unit 3, Story
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OPTIONS
UNIT 3 LESSON 5
Activity Book
Page 29, Activity 7
Activity 7.
Ask for vounteers to read the words out loud.
Tell them to read the key and to circle the words in
green or blue according to the key.
Ask for volunteers to read the two groups of words out
loud and correct the activity.
Page 29, Activity 8

Tell the children to read the tongue twister in silence and
to use the letters to complete the words.
Ask for volunteers to read out their tongue twisters once
they have finished.
Resources
Multi-ROM
Unit 3, Phonics
Transcript
Track 1.26 Phonics
w w w where
w w w what
w w w were
th th th there
th th th that
th th th they
Lets play!
Sound hunt
Divide the class into two teams and give
each one the w or th sound.
They have to make a list of words that start
with these sounds. Set a time limit, for
example two minutes. The team with the
longest list wins.
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UNIT 3 LESSON 6
CLIL Objective
Reading schematic maps.
Curricular link: Geography; Music

Say: Now were going to play a directions game.
Read the example with the class. Follow the directions on
the map and ask the question: Where are you now?
SS: City Square!
Language Objectives
Vocabulary: metro, tube, subway, underground, line,
station, red, green, blue, yellow, purple, pink, north,
south, east, west, take, get on, get off, go
Structures: How can I get to...? Take the (green) line
north Go (three) stops
SCHEMATIC MAPS
Transcript
Track 1.27 The metro song
See page 135.

exercises
See page 135.
Presentation
*Note: The underground train system in London is known
as the underground or tube and in New York City it is
called the subway, but the most common word is metro.
Show the children the map of the London underground on
the poster (side B). Ask: Do you know what this is? It is a
metro map.
Say: All the capital cities in Europe have got metros. Ask:
How many cities do you know that have metros? Revise the
names of a few capitals by asking: Is there a metro in (Paris)?
Then, say: There are five cities in Spain with metros.
Do you know which ones? (Madrid, Barcelona, Bilbao,
Valencia and Seville).
Point to the map of the London underground again and
say: This is a map of the metro in London. Point to the
stations. Say: These are the stations. Point to the lines.
Say: These are the different lines. Count the number of
lines (twelve; or thirteen if you include the Docklands Light
Railway).
Say: This is a schematic map. This map doesnt tell us
distances, it tells us directions and relative positions.
Practice
Tell the children to choose two stations and to work out a
route. They sing the song again asking for directions.
Use the map of London to give directions. As there are
so many stations, it is easy if you use the first and the last
station on different lines.
ANSWER KEY
City Square
Work with the book

Say: Open your books at page 30. Look at the metro map.
Ask: How many lines are there? SS: Ten.
Play Track 1.27. The children follow the route with their
fingers.
Play Track 1.27 again and this time tell the children to join
in with the song.
Divide the class into pairs. Tell the children to choose two
stations and to sing the question to their partner (as in the
song). The other child sings the answer with the directions.
The children take it in turns to ask and answer questions.
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9 The metro song. Listen and follow the route. Then sing the song.
Im at Castle Street!
How can I get to...?
Top
Street
West Park
North
Hill
East
Way
City
Square
South
Forest
Castle
Street
Lake
Park
10 Follow the directions and answer the question.
Get on the train at South Forest. Take the orange line north.
Go three stops. Then take the red line west.
Go five stops. Get off the train. Where are you now?
Give directions and play with a friend.
Lesson 6
CLIL Objective: Reading schematic maps.
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OPTIONS
UNIT 3 LESSON 6
Activity Book
Page 30, Activity 9
Lets play!

Activity 9.
Tell the children to colour the three metro lines in
different colours.
Then, tell them to invent names for the metro stations.
Suggest different semantic fields for them to choose the
names from such as animals or plants. Alternatively, they
can choose their own semantic field.
Tell them to choose two metro stations for each speech
bubble and to complete the questions.
Then, tell them to use the words from the box to write
the instructions.
instructions.
Top secret
Tell the children to take out their key
vocabulary cut-outs or make photocopies
of the Teachers Resource Book, page 19
(one copy per child). Each child secretly
chooses a key vocabulary cut-out. The
children walk around the classroom
repeating the word in order to find others
who have the same word.
Transcript
Project Booklet
Page 15, My suitcase
Point to a destination on the map of the world. Say: This
is my destination. What do you think the weather is like?
Ask the children: Whats your destination? Whats the
weather like there? Point to the equator, the poles and
the tropics.
Say: My destination is (Panama). I want to visit the rain
forest. I need boots, a hat and a compass.
Tell the children to copy the holiday plan from Activity 5
and to put a tick () in the corresponding boxes and to
add more elements to the list.
Then, they say what the weather is like in their
destination and make a list of the things they need to
take with them. They can add whatever they think is
necessary.
Then, the children tell the class what they are going to
take: In my suitcase Ive got...
Resources
DVD
Unit 3, The metro song
Multi-ROM

Im at Castle Street!
How can I get to West Park, to West Park, to West Park?
How can I get to West Park? Please, can you tell me?
Take the green line north and go two stops,
Go two stops, go two stops.
Then take the blue line north and go five stops.
Thats the way to West Park.
How can I get to North Hill, to North Hill, to North Hill?
How can I get to North Hill? Please, can you tell me?
Take the green line north and go five stops,
Go five stops, go five stops.
Then take the orange line east and go three stops.
Thats the way to North Hill.
How can I get to City Square, to City Square, to City
Square?
How can I get to City Square? Please, can you tell me?
Take the green line north and go one stop,
Go one stop, go one stop.
Then take the red line west and go six stops.
Thats the way to City Square.
Thank you!
Unit 3, Activity 2
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UNIT 3 LESSON 7
CLIL Objective
Interpreting travel information.

Say: Look at these three train tickets. Only one of them is
Bens ticket. The others have mistakes. Find Bens ticket.
The children identify Bens ticket, then they choose their
destination from the list in Activity 11 and make a ticket.
Language Objectives
Vocabulary: arrival, departure, destination, ticket;
oclock, half past, a quarter past, a quarter to, five past,
ten to, twenty past, twenty-five to
Structures: When is the train to ? At (twenty past
ten).
Transcript
See page 139.

exercises
TRAVEL INFORMATION
See page 139.
Presentation
Use the poster (side B).
Point to the timetables one by one. Ask: What type of
transport is this timetable for?
Then, point to one of the timetables and identify the different
types of information: number/departure time/destination/
platform/gate/bay number.
Point to the tickets one by one. Ask: What type of transport
is this ticket for?
Ask the children to come to the poster to look at the tickets.
Point to one of the tickets and identify the information: seat
numbers, single or return, child or adult.
Then, point to the times on the tickets and ask: What time
is this?
Help them to translate the digital times into the way we
say the time, for example: 13:55 = five to two.
Work with the book

Say: Open your books at page 31. Look at the information
about the train times. Tell the children to take turns reading
the times out loud and correct them if necessary.
platform numbers.
Play Track 1.28 again. The children say the corresponding
platform numbers.
Ask questions: What time is the train to (Exeter)? SS: (Ten
past ten). T: What platform is the train to (Exeter)?
SS: Platform (two).
Read the speech bubbles. Say: Choose a destination and
ask your friend the question. S1: Whens the next train
to (Leeds, please? S2: At (twenty-five to eleven). Go to
platform (four).
Practice
Children can tell the time.
Collect the tickets the children made in Activity 12 and
shuffle them. Hand them out again to the children. Call out
times just before the departure times: Its (19 minutes past
10), tick, tock! All passengers come to the front of the class
please! All the children holding the ticket for the 10:20 train
come to the board as quickly as possible.
ANSWER KEY
See Transcript.
Ticket 2
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11 Listen and say the platform.
Whens the next train

to Manchester please?
At twenty past ten.
Go to platform three.
Ask a friend for information.
Thanks!
12 Read and find Bens ticket.
From: Newbury
To: Manchester
Time: 10:10
Seat number: 4A
From: Newbury
To: Manchester
Time: 10:20
Seat number: 4A
From: Newbury
To: London
Time: 10:40
Seat number: 4A
Choose a destination and make a ticket.

Lesson 7
CLIL Objective: Interpreting travel information.
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OPTIONS
UNIT 3 LESSON 7
Activity Book
Lets play!

Activity 10.
Read the words from the box with the children. Say:
Look at the first clock. What time is it?
Repeat for the other clocks.
Tell the children to complete the times in their Activity
Books.
Ask for volunteers to read out the times and correct the
activity.
Pairs

Tell the children to look at the tickets carefully and to
say whether they are train, plane, underground or bus
tickets. Finally, they complete the sentences in their
Activity Books.
Divide the class into pairs. On twelve slips

of paper, draw twelve clock faces that
show different times. On another twelve
slips of paper, write the times with words,
for example, a quarter past three, ten to
five Make a photocopy of all the slips of
paper for each pair and hand them out.
The children place the slips of paper face
down on their desks and turn two of them
over. If the clock and the time match, they
keep them and have another turn. If not,
they turn them over again and put them
back in exactly the same place. The player
with the most pairs of slips of paper is the
winner.
Project Booklet
Page 16, A board game
Ask the children what travel plan they have: where they
are going, what they are going to take in their suitcase...
Tell the class that they are going to play a travel game.
Read the instructions with the children and then divide
the class into groups of four. Tell them that they are
going to play a board game. Make sure that they use all
the childrens destinations in the twelve squares. In the
rest of the squares write: ticket (four times); passport
(four times); and bad weather, miss a go; your suitcase
is lost, miss a go. You can also include You are sick,
miss a go and Your passport is in Timbuktu, miss a go.
The children play in groups.
Each child says their destination from the three that they
have chosen. They take turns throwing the dice and
moving around the board until they have picked up their
passport and their ticket. (They can make a pile with the
tickets and collect these until they get the correct ticket,
or they can choose one). They move around the board
until they get to their destination.
Transcript
The train to Newcastle is at five to ten.
Go to platform 1.
The train to Exeter is at ten past ten.
Go to platform...
The train to London is at ten to eleven.
Go to...
The train to Manchester is at twenty past ten.
Go to...
The train to Preston is at five past eleven.
Go to...
The train to Leeds is at twenty-five to eleven.
Go to...
Resources
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UNIT 3 LESSON 8
CLIL Objective
Language awareness: comparing question words.
Language Objectives
Structures: questions with what, where, when, who
Resources: Unit 3 cut-outs
Materials: dice, slips of paper (1 per child)
Preparation: Prepare a Lingo Ladder to show the
children. Using the slips of paper, write questions on

half the slips and answers to these questions on the
other half of the slips. Ensure you have a selection of
who, what, where and when questions.

Say: Now were going to make and play a language game.
Show the children the Lingo Ladder that you have prepared
and demonstrate how to play the game.
Divide the class into pairs. Explain that they have to make
questions by moving word ladders 1 and 2. Then, they
throw the two dice and add up the numbers to find the
answer (the numbered pictures in the last cut-out). The
children move ladder 3 to get this picture and to see
whether this is the answer to the question that they asked.
If so, they get a point. If not, it is the other players turn.
The child with the most correctly matched answers is the
winner.
FOCUS ON LANGUAGE

exercises
Presentation
See page 143.
On the board, make a chart with four columns with the

following headings: object, place, time, person. Say: table,
London, 3 oclock, Jack. Ask for volunteers to come to the
board to write the words in the corresponding columns.
Guide them by asking questions such as: Is a table an
object, a person, a place, or a time?
Then, tell them to think about other words. Tell them to
come to the board to write them in the corresponding
category. Write the following questions on the board: What
is it? Where is it? Who is it? Whens lunch? Say: Choose
your answers from the chart on the board.
Then, tell two children to ask and answer questions.
Explain that the questions with what, where, when and
who are very important to find out what happens in stories,
the news and events.
Practice
Play Find your partner.
Hand out the slips of paper. Tell the children to read their
questions/answers in silence. Tell all the children who have
questions on their slips of paper to walk around the class
asking the other children their questions. When they find
somebody with a correct answer for their question, they sit
down together.
Work with the book

Say: Open your books at page 32. Look at the questions
on the board. Lets see if we can complete them. Look
at question 1. What is the answer? SS: Jack. T: So what
is the missing question word? SS: Who. T: Now read the
complete question out loud. Answer the question.
Repeat for the rest of the questions and answers.
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13 Look at the pictures and complete the questions orally.
is it?
is it?
is lunch?
is it?

Instructions
1
2
3
4
5
Cut out the game pieces and play with a friend.

Line up the words in ladders 1 and 2, and make a question.
Throw two dice and add up the numbers.
Move ladder 3 to the same number.
Is it the right answer for the question? Yes = 1 point. No = 0 points.
Who is he?
Hes Jack.
Thats right!
Lesson 8
CLIL Objective: Language awareness: comparing question words.
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OPTIONS
UNIT 3 LESSON 8
Activity Book
Activity 12.
Write the following words: place, person, time and
object on the board.
Read the first sentence out loud and ask: Is this about a
place, person, time or object?
Repeat for the other sentences.
Tell the children to match the sentences with the words
Then, say: Look at these question words. Match them
to the category words below.
Finally, ask for volunteers to explain how they matched
the words.
Recursos
Multi-ROM
Unit 3, Activity 4

Tell the children to study the questions and answers
carefully. Explain that the words in bold are clues.
Then, they complete the questions in their Activity
Books.
answers.
Lets play!
Touch
Place all the word and picture flashcards
on the board. Divide the class into two
teams and give each child a number so
that each child has a partner in the other
team with the same number.
Tell them to form a line in numerical order
and to name a flashcard. The children
have to run to the board to touch the
corresponding word or picture. If they
touch the picture, they get two points; if
they touch the word, they get one point.
The team with the most points at the end
of the game is the winner.
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UNIT 3 LESSON 9
CLIL Objective
Learning about working animals.
Language Objectives
Vocabulary: husky, llama, camel, horse, donkey, dog,
elephant, ice, mountain, snow, desert, travel, go up, go
down, need, water, pulling, sledge, hot, sand
Structures: The llama is standing on top of the
mountain. Huskies can travel over snow and ice. Camels
dont need a lot of water.
Materials: sheets of white paper, felt tip pens

Say: Now we are going make a travel poster. Lets read the
instructions.
Read the instructions and explain the activity to the class.
The children choose one of the animals and make a poster
describing how this animal is used for transport.
Transcript
See page 147.
THE WONDERFUL WORLD: BEASTS OF BURDEN

Presentation
Read out the title: Beasts of burden. Explain that this
expression is used to refer to animals that people use for
transport.
Ask the children to name some animals that are used for
transport and make a list on the board, for example: horse,
donkey, camel, dog, elephant.
Ask them where they think the people use these animals:
Where do people use camels? SS: In the desert. T: What
about elephants? SS: In the rainforest.
Then, tell them to think why people use these animals. For
example: Why do people use camels in the desert and not
cars? Help them think of the reasons by asking: Are there
any roads in the desert? Are there any petrol stations?
Explain that animals have been used as transport for
centuries, a long time before we had vehicles.

exercises
See page 147.
Practice
Tell the children to take turns showing their poster to
the rest of the class. Ask questions about the childrens
posters. Encourage the others to ask questions too.
ANSWER KEY
See Transcript.
1 huskies 2 camel 3 camel
4 huskies
5 llama
Work with the book

Read the introductory text out loud. Tell the children to look
at the photos for a few minutes and ask them questions
about them: Where are the huskies/llamas/camels? What
are they doing?
Play Track 1.29. Tell them to name the animals.
Ask for volunteers to read out the sentences beneath the
photos.
Ask questions to correct the activity, for example: Why are
huskies special dogs? Where do they work?
Tell the children to read the sentences with missing words.
Then, tell them to raise a hand when they think they can
complete a sentence with the name of an animal from the
photos.
Finally, ask for volunteers to read out their completed
sentences and correct the activity.
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Beasts of burden
15 Listen and name the animal.
All around the world, people use animals for transport.
1
Huskies can travel over snow

and ice.
Llamas can go up and down

mountain paths.
Camels dont need a lot of

water.
Read and complete the sentences orally.

The
are pulling a sledge.
The
is walking on hot sand.
A woman is walking with the
The
are running in the snow.
The
is standing on top of the mountain.
16 Make a travel poster.

Instructions
1 Choose an animal.
2 Draw a picture of the
animal in its environment:
desert, mountains,
snow
3 Draw pictures of the
animal working.
The camels are
crossing the desert.
Hes riding a camel.
The camels are

drinking at an oasis.
Lesson 9
CLIL Objective: Learning about working animals.
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14 Find and count the animals in the pictures.
4
Now use the words to complete the sentences.
snow and ice
mountains
desert
desert
snow and ice
mountains
There are
camels in the picture of the
There are
huskies in the picture of
There are
llamas in the picture of the
Lesson 9
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OPTIONS
UNIT 3 LESSON 9
Activity Book
Activity 14.
Ask: What animals can you see in the pictures?
SS: Camels, huskies and llamas.
Tell the children to count the animals and to write the
numbers. Then, they complete the sentences.
Resources
Multi-ROM
Transcript
These animals live in the desert.
These animals live in the cold north.
Lets play!
Whats different?
These animals live in the Andes mountains.
Place the flashcards in a row on the board.

Tell the children to look at their position
for a few minutes. Then, they close their
eyes. Remove or change the position of
one of the flashcards and tell the children
to open their eyes again. They have to tell
you which one is missing or has changed
position.
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UNIT 3 LESSON 10
CLIL Objective
Assessment.
Curricular link: Geography; Music; Social Science
Language Objectives

Tell the children to work in pairs. Each child writes three
big numbers on a sheet of paper. Then, they dictate the
numbers to their partners, who write them down. Tell the
children to check the numbers they have written against
their partners original list.
Resources: CD; poster (sides A and B); poster popouts; flashcards (north, south, east, west)
Materials: some sweets
Transcript
REVIEW
See page 135.
Lets remember!

exercises

done in Unit 3.
Show the children the poster (side A). Say: These are all
the countries in the European Union. Name the countries
out loud. Ask for volunteers to come to the front to
point to them on the map. Hand out the pop-outs of the
countries and tell the volunteers to place each one in its
corresponding place. Start with the countries that they will
find easily, so that they have already eliminated many of the
countries before they have to do the less well-known ones.
Once all the countries are identified, ask questions using
the cardinal points, for example: Which country is to the
west of Spain? SS: Portugal.
Ask the children if they can remember the main cities from
lesson 1. Point to the places on the poster that correspond
to these cities and ask: Where is (Paris)? SS: In France.
Hand out the pop-outs of the capitals so they can place
them next to the countries.
Ask for volunteers to ask questions about distances: How
far is it from (Paris) to (London)?
Show the children the other side of the poster (side B) and
ask: Do you remember The metro song?
Play Track 1.27. Divide the class into two groups. Group 1
sings the questions and Group 2 sings the answers.
Work with the book

See page 151.
Round up
Place the flashcards on the classroom walls to show the
positions of north, south, east and west.
Divide the class into two teams.
Choose a child from team 1 and tell them to come to the
front of the class. They close their eyes. Hide a sweet
somewhere in the classroom. Do this in full view of the
other children so they know where it is.
The other children in this childs team have to give
instructions to help the child find the sweet: Walk north!
Stop! Turn to the east. Walk two steps and stop...
They only have one minute to guide the child to the sweet.
If they have not done it in the time allocated, say: Stop!
Change teams and play again.
The team with the most sweets at the end is the winner.
ANSWER KEY
In picture one a man is reading a book, Jack is buying
a ticket, Lily is buying a book, Ben is talking on the
phone and a woman is opening the door.

Can you find five differences? Encourage the children to
raise a hand and describe the differences: In picture 1, Ben
is talking on the phone. In picture 2, he is buying a book.
Tell them to write sentences about each picture on a sheet
of paper. Then, read the example out loud. Tell them to
take turns in pairs reading the sentences to a classmate.
This child then tries to guess what picture it is. The children
should work from memory as far as possible.
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17 Find five differences in the pictures.

1
Write the sentences on a piece of paper.
In picture one, the man is reading
a book.
Play a memory game.
Grace and Jack are buying tickets.
Thats picture one.
18 Play a number game.

Instructions
1 Play in pairs.
2 Write three numbers on a piece of paper.
3 Dictate the numbers to your friend.
Three thousand, five hundred and ten.
Lesson 10
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OPTIONS
UNIT 3 LESSON 10
Activity Book
Activity 15.
Tell the children to describe the pictures.
Then, tell them to use the words in the box to complete
the descriptions from the Activity Book.
Finally, ask for volunteers to read their descriptions out
loud.

Tell the children to read the words out loud and to circle
the ones that rhyme with the same colour.
They will need five different colours.
Ask for volunteers to read out the pairs of words that
rhyme.

Write sequences of numbers on the board.
Ask for volunteers to come to the front to write the
following number to complete each sequence.
Clean the board and tell them to complete the
sequences in their Activity Books.
Resources
Transcript
Track 1.30 Unit 3 Test Activity
Listen and write the numbers.
427
863
1559
3208
6934
2010
Assessment criteria
CLIL Objectives
Lets play!
Memory chain
The children sit in a circle. Start with a
sentence to revise some vocabulary from
the unit, for example, Im arriving at the
airport. The child who is next to you has to
repeat the sentence and add something
else, for example, Im arriving at the airport
and Im buying a ticket. Continue adding
things to the sentence until someone
forgets something or they cant think of
anything else.
Children can understand how to use a compass and

find the cardinal points.
Children can associate different means of transport with
different places and actions. Children can interpret a
schematic map.
Children can give and interpret travel information.
Language Objectives
Children can name some countries in the European
Union and name their capital cities.
Children can say
the distances between two places.
Children can give and follow directions using the
cardinal points.
Chidlren can ask and answer questions using what,
where, who and when.
Children can tell the time.
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FABULOUS FOOD!
Properties of materials
UNIT 4 LESSON 1
CLIL Objective
Combining food to make dishes.
Language Objectives
Vocabulary: soup, salad, sandwich, stew, kebab, pie,
cake, ice cream
Structures: Jacks making tomato soup.

Say: Look at Activity 2. Now were going to invent a menu.
The children work in pairs and create a menu. Then, say:
Look at the poster. Look at Jacks ingredients.
Ask: What has he got? SS: Milk, potatoes, tuna, cheese,
eggs, oil, tomatoes and an onion. T: Where does milk come
from? SS: A cow. T: So does milk come from a plant or an
animal? What about potatoes? And eggs?
Repeat for the other ingredients, for example: sugar,
cream, flour, etc.
Then, say: Lets classify the food weve learnt into food
from plants and food from animals.
The children classify the food into two categories: food
from plants and food from animals.
FABULOUS FOOD
Presentation
Say: Today we are going to learn about food.
Show the children the poster (side A). Say: Who can you
see on the poster? SS: Jack, Grace, Lily and Ben.
T: What are they doing? SS: Theyre cooking.
Hand out the pop-outs and tell the children who have them
to stand up and to read out the list of ingredients.
Play Track 1.31. Place the pop-outs on the poster as they
are mentioned.
Remove the pop-outs and ask volunteers to come to the
poster. Give each one a pop-out. Play Track 1.31 again so
the volunteers can place the pop-outs on the poster.
Work with the book
Transcripts
See page 155.
See page 155.

exercises
See page 155.

Say: Open your books at page 35. Look at the menu.
Go through the different dishes with the class. Say: Now
look at the pictures of the children. What ingredients has
(Grace) got? SS: (Bacon, lettuce...) Repeat for the other
three characters.
Say: Now listen and say true or false.
Play Track 1.32 and stop the recording each time an item
of food is mentioned.
Go through the pictures and say: (Jack) is making
(fish and tomato kebabs). What else is (he) making?
If the children do not recognise the dish, help them by
asking: Is (Jack) making (chicken stew) or (strawberry
cake)? SS: (Hes) making (chicken stew).
Tell them to work in pairs asking and answering questions
about the dishes.
Practice
Divide the class into two groups. Tell each child to choose
a food word or a dish and to write it on a slip of paper.
The children collect their words in their groups and make a
pile. Then, the children take turns turning over a word and
spelling it out to the other group. If the other group guesses
the word correctly, they win a point. The group with the
most points is the winner.
ANSWER KEY
See Transcript.
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4
1 Listen and say true or false.
2 Invent a menu.
Instructions
1 Work with a partner.
2 Choose a first course, a main
course and a pudding.
3 Make your list of ingredients.
Now classify the food into food from plants and food from animals.
Lesson 1
CLIL Objective: Combining food to make dishes.
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OPTIONS
UNIT 4 LESSON 1
Activity Book
Page 35, Activity 1
Activity 1.
Tell the children to put a red circle around the food that
comes from animals and a green circle around the food
that comes from plants.
Ask for volunteers to read out their food groups and
Page 35, Activity 2

Read the sentence out loud and then say: We can
make lots of different kinds of soup, cant we? We can
make spinach soup. We can make carrot soup. Can
you think of other types of soup? The children call out
suggestions using the words from Activity 1 (chicken
soup, bean soup, pea soup, tomato soup).
Repeat for the other dishes.
Tell the children to write examples of different types of
dishes.
Finally, ask for volunteers to read out their dishes and to
compare them with their classmates dishes.
Lets play!
Transcripts
Narrator: What are you making, Jack?

Jack: Im making a tuna fish and tomato pie.
Narrator: What are you making, Grace?
Grace: Im making a chicken and bean stew.
Narrator: And you, Ben? What are you making?
Ben: Im making a strawberry and banana ice cream.
Narrator: And what about you, Lily? What are you making?
Lily: Im making a chocolate and orange cake.
The cousins are cooking.
Jacks making tomato soup. Hes also making a fish and
tomato kebab.
Grace is making a salad sandwich. Shes also making a
strawberry cake.
Lilys making a wonderful salad! Shes also making a
chocolate pie.
Bens making a delicious stew. Hes also making a
chocolate ice cream.
Hidden picture
Place a flashcard behind a sheet of paper
and start showing it bit by bit. Encourage
the children to guess what picture is on the
flashcard.
Resources
Multi-ROM
Unit 4, Activity 1
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UNIT 4 LESSON 2
CLIL Objective
Combining food elements proportionally to make a dish.
Curricular link: Maths; Science
Language Objectives
Vocabulary: milk, rice, tomato, water, butter, orange,
apple, lemon, egg, juice, flour, sugar; litres, grams
Structures: What do you need? How much flour do
you need? How many lemons do you need?
Resources: CD; poster (side A); poster pop-outs;

flashcards (bread, butter, cheese, eggs, flour, milk, oil,
sugar, water)
Materials: water, flour, sugar, apples, oranges,
lemons, sweets and a basin
FOOD QUANTITIES
Then, tell the chidlren to choose a recipe and to ask

questions according to the model in the Students Book.
S1: How much (flour) do you need? S2: (100) grams.
S1: How many (lemons) do you need? S2: (Three).

Say: Now we are going to play a guessing game! Look at
the recipes in Activity 3. The ingredients are for four people.
Look at the apple cake recipe. How much (flour) do we
need for four people? SS: (100 grams). T: So how much do
we need for eight people? A: (200 grams).
Repeat for the other ingredients and the other recipes.
Then, say: Choose one of the recipes and make a
shopping list of the ingredients. Remember you can have
as many people as you like (4, 8, 12 or 16).
Tell them to read the speech bubbles in the Students
Book.
Then, tell them to work in pairs asking and answering
questions about recipes until they can identify the recipe
and the number of people who are going to eat.
Presentation
Place the poster (side A) on the board. Say: Look at Jack.
Hes making a tuna fish and tomato pie. Hold up the
flashcards for the ingredients and ask: How much (cheese)
does he need? How many (eggs) does he need? Repeat
the questions for the other ingredients and dishes.
Place the ingredients and the bowl you have brought to
class on your table. Point to the ingredients one by one
and ask: Whats this? What are these?
Tell the children to come to the board and ask a child to
to hold their open hands over the basin. Let the sweets
drop onto their hands one by one and count them as
they drop. Ask: Can you count the sweets? Yes. They are
countable. Do the same with the fruit. Then, pour the water
in their hands and ask: Can you count the water? No. Its
uncountable. Do the same with the flour and the sugar.
Say: When we can count food, we say: How many? When
we cant count food, we say: How much?
Work with the book

Say: Open your books at page 36. Look at the photos.
Look at the ingredients. Which of the ingredients cant we
count? SS: Flour, butter and sugar. T: So we ask: How
much flour? How much butter? and How much sugar?
Can we count (eggs)? SS: Yes. T: Thats right! So we ask:
How many (eggs)?
Play Track 1.33. The children listen and point to the
recipes.
each ingredient is mentioned so the children can answer
the questions.
Transcript
See page 159.

exercises
See page 159.
Practice
Children can identify countable and uncountable nouns.

Draw a chart on the board with two columns: Food I can
count / Food I cant count.
Ask for volunteers to come to the board to write food in the
corresponding columns. Use the flashcards as prompts if
necessary.
ANSWER KEY
See Transcript.
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3 Listen and answer the questions.

Apple cake
Lemon pie
Lemon cake
Ingredients for 4 people

100 g of flour
100 g of butter
100 g of sugar
2 eggs
2 apples

200 g of flour
100 g of butter
100 g of sugar
3 eggs
2 lemons

100 g of flour
100 g of butter
100 g of sugar
2 eggs
3 lemons
Ask and answer questions about the lemon cake.
How much
flour do you need?
100 grams.
How many
lemons do you need?
Three.
Whats on your
shopping list?
Flour, eggs...
How much flour and how

many eggs do you need?
Youre making lemon

pie for eight people!
400 grams of
flour and six eggs.
Thats right!
Lesson 2
CLIL Objective: Combining food elements proportionally to make a dish.
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OPTIONS
UNIT 4 LESSON 2
Activity Book
Page 36, Activity 3
Activity 3.
Ask: How do we measure milk? Do we use litres, or
kilos and grams? SS: Litres. Then, ask: And how do we
measure rice? Do we use litres, or kilos and grams?
SS: Kilos and grams.
Tell the children to classify the food according to how
we measure it. Then, say: Can we count milk? SS: No!
T: And can we count tomatoes? SS: Yes!
Tell the children to put a red circle around the food that
we can count and a blue circle around the food that we
cannot count. Ask for volunteers to read out their lists
of food and ask: What do you notice? Point out that
the food in the column with litres as a heading is always
uncountable.
Page 36, Activity 4

Explain that these are the ingredients to make a
chocolate biscuit cake for four people. Tell the children
to calculate the quantities and to complete the list of
ingredients for two and eight people. Ask for volunteers
to read out their lists and correct the activity.
Project Booklet
School for chefs: Make some food
Page 17, Pear, cheese and walnut salad
Materials: an apron and a plastic container with a top.
Ingredients: lettuce, blue cheese, nuts, pears, lemons,
oil, salt.
*Important: Find out whether any children have any
form of allergy and what type of allergy it is.
If possible, this cooking project should be done in the
dining room.
The children put a tick next to the ingredients that they
need and cross out any that are not necessary.
Then, they put the instructions in order.
Take the children to the dining room. Ask: Whats this
room called in English? What do you do here? Today
we are going to be chefs. The children take out their
ingredients and put on their aprons. Make sure they
wash their hands in order to prepare the salad. Then,
they complete the tasting sheet and give their opinion.
Take a class vote based on their opinions on the tasting
sheets. Ask: How can you change it to make it better?
Make suggestions if necessary.
Lets play!
Find your partner
Shuffle the flashcards (the picture cards
and the word cards) and hand them out
to the children. Tell the children to walk
around the classroom looking for the
picture or word that corresponds to the
flashcard that they have. When they find
their partner, they sit down.
Resources
Multi-ROM
Unit 4, Activity 2
Transcript
Look at the ingredients for the apple cake.
How much flour do you need?
How much butter do you need?
How much sugar do you need?
How many eggs do you need?
How many apples do you need?
Now look at the ingredients for the lemon pie.
How much flour do you need?
How much butter do you need?
How much sugar do you need?
How many eggs do you need?
How many lemons do you need?
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UNIT 4 LESSON 3
CLIL Objective
Following stages in food preparation.
Curricular link: Music; Science
Language Objectives
Vocabulary: first, after that, then, next, finally; cut,
heat, stir, fry, boil, bake, mash, peel, wash, mix, add;
potatoes, butter, milk, salt, water
Structures: (Cut) the (potatoes).
Resources: CD
FOOD PREPARATION
Presentation
Say: Today were going to talk about recipes. We can find
instructions for recipes in a recipe book. The instructions
have an order.
Write How to make a sandwich on the board and then the
numbers from 1 to 5. Next to each number, write: first,
after that, then, next, finally.
Point to the numbers and the words and say: Were going
to make a ham sandwich. How do we do it? First, cut two
slices of bread. After that, put some butter on the bread.
Then, put the ham on the bread. Next, put one slice of
bread on top of the other. Finally, cut the sandwich in half.
(Use gestures to represent words such as cut, slice, put).
Ask: Is the order important? SS: Yes.
They can repeat the process for the preparation of other
simple recipes.
Work with the book

Say: Open your books at page 37. Look at Activity 5. Look
at the pictures. Go through the pictures one by one to
make sure they understand the meaning of the verbs. Let
them look at the pictures for a while and then ask: Do you
know what they are making? SS: Mashed potatoes.
Ask: Can you guess the order for the pictures? Ask two
or three children to give their suggestions. Then, in their
notebooks, the children write the letters that correspond to
the pictures in the order that they think is correct.
Play Track 1.34. The children point to the pictures.
Play Track 1.34 again and this time stop the recording
after each section. Tell the children to write the letter of the
picture as they hear the instruction on the recording.
Finally, ask: What do the letters spell? SS: Potatoes.
Play Track 1.34 again so they can join in with the
movements.

Tell the children to look at the three photos in their Students
Books. Say: Look at the fruit salad. What ingredients do
we need to make a fruit salad? SS: (bananas, apples,
oranges). Ask: What do we do (first)?
SS: (First) we (wash) the (fruit). Do the same with the other
recipes. Then, tell them to choose a photo and to copy and
complete the card for the recipe. Ask for volunteers to read
out their recipes.
Transcript
Track 1.34 Song: Mashed potatoes
See page 163.

exercises
See page 163.
Practice
Children can name the actions associated with food

preparation.
Play Paella. Brainstorm the ingredients for a paella and
write the words on the board. Provide new words if
necesary. Assign an ingredient to each child. Then, write
the instructions for preparing a paella on the board using
the vocabulary from the unit, for example, Peel the onions,
Heat the oil, Cut the tomatoes, Add the water... The
children stand up and turn around when they hear their
ingredient mentioned.
Also, each time you mention the word Paella (for example,
Stir the paella), all the children have to stand up and turn
around.
ANSWER KEY
See Transcript.
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5 Song: Mashed potatoes. Guess the order of the pictures. Then listen to the
song and check.
Cut the potatoes.
Add the butter.
e
Add the milk.
Peel the potatoes.
Pour away the water.
o
Wash the potatoes.
Boil the potatoes.
s
Mash the potatoes.
What do the letters spell?

Sing the song.
6 Choose a dish and complete the recipe orally.
Fruit
Fruitsalad
salad
Strawberry
milkshake
Fruit salad
Cheese
and
tomato
Fruit
salad
sandwich
Name:
Ingredients:
Method:
Lesson 3
CLIL Objective: Following stages in food preparation.
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OPTIONS
UNIT 4 LESSON 3
Activity Book
Page 37, Activity 5
Lets play!

Activity 5.
Read the words out loud and say: Can you find
pictures for these words? Tell the children to label
each picture using the corresponding word. Say: Tell
me the instruction for picture number (1). SS: Peel the
potatoes.
Repeat for the other words and pictures.
Pictionary
Page 37, Activity 6

Ask: Do you like guacamole? Do you know where its
from? Its a special dish from Mexico.
Tell the children to look at the first picture, and ask:
What do we do with the avocados and onion? SS: Peel
them. Repeat for the other pictures. Tell them to find the
clues for each picture and to complete the instructions
with the corresponding words.
Ask for volunteers to read out the instructions. Then,
ask: What word havent we said? SS: Boil.
Divide the children into groups. Then, tell a

child from each group to come to the board
to draw a word, for example, an item of
food or a cooking verb (they can draw their
own word or you can whisper the word you
want them to draw). This childs team has
one or two minutes to guess the word. If
they say the word, they get a point; if not, it
is the other teams turn. The winning team
is the one with the most points.
Resources
DVD
Unit 4, Song: Mashed potatoes
Project Booklet
Page 18, Yogurt, cucumber and mint
drink
Transcript
Materials: an apron, a plastic container with a top.

Ingredients: cucumber, yogurt, oil, lemons, mint.
Mashed potatoes, mashed potatoes,

We all love mashed potatoes!
Peel the potatoes,
Scrape, scrape.
Wash the potatoes,
Splash, splash.
Cut the potatoes,
Chop, chop.
Boil the potatoes,
Bubble, bubble.
Pour away the water,
Splash, splash.
Add the butter,
Stir, stir.
Add the milk,
Beat, beat.
Mash the potatoes,
Mash, mash.
Mashed potatoes, mashed potatoes,
We all love mashed potatoes!
*Important: Find out whether any children have any

food allergies and what types of allergies they are.
If possible, this project should be done in the school
dining room.
The children classify the ingredients for a yogurt,
cucumber and mint drink according to its proteins,
vitamins and fat.
Then, the children match the sentence halves to create
instructions.
Take the children to the dining room. They take out their
wash their hands before preparing the drink.
Then, they complete the tasting sheet and give their
opinions on the recipe. Ask: How can you change it
to make it better? Suggest things if necessary: Add
apples
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The perfect picnic

The children are going on a picnic.
Heres your
picnic basket.
How much foods
in here, Granny?
1
Just wait and see.
Lilys looking in the picnic basket.
Jacks taking something out of the basket.
Im really hungry. Lets

have our picnic now.
Oh no! The baskets empty!
Theres a roast chicken

in the basket!
Wow! Its enormous!
Now Bens taking something out of the basket.
And now Graces taking something

out of the basket.
And there are some

jam sandwiches.
But the baskets empty!
And there are

some sausage rolls.
5
Yum! I love sausage rolls!
Lesson 4
CLIL Objective: Literacy: anticipating events.
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Lilys looking in the basket again.
Grace is giving Lily the basket.
Now you try, Lily.
And theres a
chocolate cake!
Yum! I love
chocolate cake!
Me too!
Now Lilys taking something out of the basket.
Wow! Theres a jug

of orange juice!
Back at the house...
Hello, children. Are you hungry?
You see! This is a very

special picnic basket.
Wow! There is
something in here!
No, Granny!
Thank you for our perfect picnic!

Then find the pictures or words in the story.
jumper
jam
jug
juice
Jack
yellow
yogurt
you
yum
Lesson 5
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UNIT 4 LESSON 4
CLIL Objective
Literacy: anticipating events.
Language Objectives
Story language: picnic, basket, food, hungry, empty,
roast chicken, enormous, sandwiches, sausage rolls,
chocolate cake, jug, orange juice; Just wait and see. I
love chocolate cake! Me too! Are you hungry?
Transcript
Track 1.35
Story: The perfect picnic
See page 169.

exercises
See page 169.
STORY: THE PERFECT PICNIC

Presentation
Practice

Put the story cards on the board. Tell the children to come
forward to look at the pictures and to make predictions
about the story. Help them by asking: Who can you see in
picture 1? What are the children doing in picture 2? What
are they doing in picture 3? Is the basket empty? What
about in picture 4? Is the basket empty?
the story.
Place the story cards on the board in random order.

after each picture frame. Tell the children to point to the
corresponding story card. Remove the card and place it in
a line below. Tell them to describe the picture. In order to
do this, they could read the text at the top of each picture
frame. Continue until they have placed all the story cards in
Work with the book

in their books.
Ask comprehension questions: Where are the children
going? What does Granny give them? Is the basket
very big? Is it very heavy? Is the basket empty? What does
Jack find in the basket? What about Ben? What about
Grace? What about Lily? Does Ben like sausage rolls? Is it
a normal picnic basket? Do the children like the picnic?
finished, they come to the board and write any words that
they do not understand. Point to the words and explain
them by using the story cards where possible or by giving
examples.
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UNIT 4 LESSON 5
CLIL Objective
Literacy: phonics j (jumper, jam, jug, juice, Jack) and
(yellow, yogurt, you, yum)

Recursos: CD; story cards
PHONICS
Transcript
Track 1.36 Phonics
See page 171.

exercises
See page 171.
Retell the story

Place the story cards on the board in random order. Tell the
story cards until all the pictures are in the correct order.
Work with the book

Tell the children to read the story out loud. Assign
characters to five children and ask others to be the
narrator.
of any words that they do not pronounce correctly.
When they have finished, write the words on the board
that need to be corrected. Point to them one by one
and ask if anyone knows how to say them. Correct their
pronunciation if necessary.
Act out the story

each child. Play Track 1.35 again so they can join in with
their lines.

Clap your hands to make sure that the children are
watching you.
Write the letter j several times on the board.
Point to the letters as you say: j j j jumper. Repeat several
times. Articulate the j sound very clearly by closing your
teeth and pushing the air out of your mouth. Make sure you
make the vibrating sound.
The children repeat: j j j jumper.
Repeat for the other words (jam, jug, juice, Jack).
Write the letter y several times on the board.
Point to the letters as you say: y y y yellow. Repeat several
times. Articulate the y sound, making sure you pronounce it
in the middle of your mouth.
The children repeat: y y y yellow.
Repeat for the other words (yogurt, you, yum).
Tell them to look at Activity 8 on page 39.
words.
the words (or the actual words in the case of yum and you).
Ask: Can you find a (jumper)? SS: Yes! In picture (3). They
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OPTIONS
UNIT 4 LESSON 4
Activity Book
Page 38, Activity 7
Activity 7.
Say: Do you remember the food from the picnic basket?
Are there any sandwiches? Are there any kebabs?
Tell the children to circle the food that appears in the
picnic basket. Then, ask volunteers to read out the
items of food that they have circled. Then, ask: What do
they find first?
SS: The chicken.
Repeat until all the food has been mentioned in the same
order that it appears in the basket. Tell them to number
the food in the corresponding order.
Page 38, Activity 8

Read the sentences out loud leaving the blank space.
Tell the children to find the corresponding word in the
box in order to complete each sentence.
Tell them to complete the sentences in their books. Ask
for volunteers to read out their complete sentences and
Transcript
Track 1.35 Story: The perfect picnic
Picture 1
Narrator: The children are going on a picnic.

Granny: Heres your picnic basket
Jack: How much foods in here, Granny?
Granny: Just wait and see.
Picture 2
Narrator: Lilys looking in the picnic basket.

Ben: Im really hungry. Lets have our picnic now.
Lily: Oh no! The baskets empty!
Picture 3
Narrator: Jacks taking something out of the basket.

Jack: Theres a roast chicken in the basket!
Ben: Wow! Its enormous!
Picture 4
Narrator: Now Bens taking something out of the basket.

Ben: And there are some jam sandwiches.
Lily: But the baskets empty!
Picture 5
Narrator: And now Graces taking something out of the

basket.
Lets play!
Tell the story
Ask some of the children to form a line
at the front of the classroom and give
each one a story card. Make sure the
story cards are not in the correct order.
The rest of the class gives instructions to
these children until they get the story in the
correct order. Then, each child says what
happens in their story card. This way, they
retell the story.
Grace: And there are some sausage rolls.

Ben: Yum! I love sausage rolls!
Picture 6
Narrator: Lilys looking in the basket again.

Jack: And theres a chocolate cake!
Grace: Yum! I love chocolate cake!
Ben: Me too!
Picture 7
Narrator: Grace is giving Lily the basket.

Grace: Now you try, Lily.
Lily: Wow! There is something in here!
Picture 8
Narrator: Now Lilys taking something out of the basket.

Lily: Wow! Theres a jug of orange juice!
Grace: You see! This is a very special picnic basket.
Resources
Multi-ROM
Unit 4, Story
Picture 9
Narrator: Back at the house...

Granny: Hello children. Are you hungry?
Jack: No, Granny!
Grace: Thank you for our perfect picnic!
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9 Say the words out loud. Then use two colours to circle the photos
with the same initial sounds.
yellow
10 Read the tongue twister out loud. Then match the verses with the photos.
A jar of yogurt,
A jug of juice,
Yellow jam.
Yellow jam,
A jar of yogurt,
A jug of juice.
A jug of juice,
Yellow jam,
A jar of yogurt.
.
And here I am!
Lesson 5
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OPTIONS
UNIT 4 LESSON 5
Activity Book
Page 39, Activity 9
Activity 9.
Tell the children to say the words out loud. Make sure
they distinguish the sounds correctly.
Tell them to circle the photos with two different colours,
one for each sound.
Point to a child and ask: What colours did you use?
S: (Red and blue). T: Tell me the words you circled in
(red).
Then, ask: Which words have the same initial sound?
Ask for volunteers to read out their lists.
Transcript
Track 1.36 Phonics
j
j
j
j
j
y
y
y
y
j
j
j
j
j
j
j
j
j
j
y
y
y
y
jumper
jam
jug
juice
Jack
y
y
y
y
yellow
yogurt
you
yum

Read the tongue twister out loud. Ask for volunteers to
read the verses out loud and correct where necessary.
Tell the children to match each verse to the
corresponding set of photos. They have to pay attention
to the order of the words in the verse and the order of
the objects in the photos.
Lets play!
I spy
Play I spy using the j and y sounds.
Say: I spy with my little eye, something
beginning with (y). The children have to
guess the word. If possible, choose things
that are in the classroom .
Resources
Multi-ROM
Unit 4, Phonics
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UNIT 4 LESSON 6
CLIL Objective
Understanding what constitutes a balanced diet.
Then, ask: Is the (breakfast) on tray (1) a healthy meal?

SS: No, it isnt. T: Whats missing? SS: There arent any
(carbohydrates). T: Thats right. Have some bread!
Divide the class into pairs and tell them to take turns asking
and answering questions to create balanced dishes.
Language Objectives
Vocabulary: juice, yogurt, milk, bread, butter, mixed
salad, apple, chicken, rice, green salad, sandwich, cake,
banana, spaghetti; carbohydrates, proteins, fats,
minerals, vitamins
Structures: There is some There is a There arent
any
Resources: poster (side A); poster pop-outs; flashcards (butter, cheese, eggs, milk, yogurt, chicken, fish,
chops, bread, rice, pasta, cereal, beans, salad, orange,
apple, pear)
EATING HEALTHILY
Presentation
Say: Every day we eat different types of food;
carbohydrates, proteins and fats, vitamins and minerals.
We need a combination of these for every meal. Ask: What
food do we get proteins and fats from? Repeat for the
carbohydrates and vitamins. Classify the food using the
flashcards. Then, check that the children have understood
by asking them questions. T: Does (pasta) provide us with
carbohydrates, proteins or vitamins?
Tell the children to come to the poster to place the
flashcards in the sections of the plate in order to create a
balanced diet.
Highlight the way that we refer to countable and
uncountable food by using the words a/an and some.
Explain that we use a/an for singular countable food,
for example, an apple, a sandwich, a yogurt. And we
use some for plural countable food (some apples, some
sandwiches, some yogurts) and uncountable food, for
example, some rice, some milk, some bread, some orange
juice

exercises
See page 175.
Practice
Children can name a variety of food and dishes.

Say: Describe your favourite meal.
Ask for volunteers to choose their favourite food. They
draw it and do a brief description of it. Tell them to place
the pictures on the board and to look at the pictures. Point
to them and ask: Is this a healthy meal? Has it got all the
right elements? Whats missing?
ANSWER KEY
1 There is some juice and there is a yogurt.
2 There is a mixed salad, there is some chicken and
there is an apple.
3 There is a sandwich, there is some milk and there is
some cake.
4 There is some milk, there is some bread (and butter).
5 There is some rice, there is some bread and there is
a green salad.
6 There is some spaghetti, there is a banana and there
is some juice.
Work with the book

Say: Open your books at page 40. Look at the trays.
Which trays are (breakfast) meals?
Say: Describe the meal on tray number (1). SS: There is
(some) (orange juice) There is (a) (yogurt). Continue asking
about the other trays. Make sure the children use There is
a/an or There is some
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9 Describe the meals on the trays.

There is a/an...
There is some...
Whats missing? Make suggestions to complete the healthy meals.

carbohydrates
proteins
vitamins
Look at tray number one.

There arent any carbohydrates.
Have some bread!
Lesson 6
CLIL Objective: Understanding what constitutes a balanced diet.
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OPTIONS
UNIT 4 LESSON 6
Activity Book
Lets play!

Activity 11.
Ask: Can you tell me the name of food that we get
carbohydrates from?
SS: Bread, pasta, biscuits... Repeat for the other food
groups.
Tell the children to complete the tables.
Ask for volunteers to read out their tables and correct
the activity.
In my magic box
Bring a box to class and put all the
flashcards from the unit in it. Take out one
and say: In my magic box, Ive got (some
milk). Pass the box to another child so they
can take one out and say what they have
got: In my magic box, Ive got (a pear).
Continue until there are no more flashcards
in the box.

Remind the children how we use a/an and some. Ask a
volunteer to look at the first picture and to complete the
description orally.
Correct when necessary and explain the childs errors.
Repeat for the other descriptions.
The children complete the descriptions in their books.
Resources
Multi-ROM
Unit 4, Activity 3
Project Booklet
Page 19, Stuffed eggs
Ingredients: boiled eggs, tuna fish, tomatoes,
mayonnaise, olives.
*Important: Find out whether any of the children have
any allergies and what types of allergies these are.
If possible, this project should be done in the school
dining room.
The children complete the diagram with the ingredients
from the box.
Then, they complete the recipe with the food. Take the
children to the dining room. The children take out their
wash their hands before preparing the recipe.
The, they complete the tasting sheet and give their
opinions about the stuffed eggs.
Take a class vote based on the childrens opinions from
the tasting sheet.
Ask: How can you change it to make it better? Make
suggestions if necessary.
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UNIT 4 LESSON 7
CLIL Objective
Distinguising between perishable and non-perishable
food.

exercises
See page 179.
Language Objectives
Vocabulary: rice, pasta, sugar, potatoes, sardines,
lentils, sausages, tomatoes, eggs, chicken, milk, butter
Structures: We keep some food in the (fridge). It goes
off. It doesnt go off.
Resources: poster (side B); flashcards (bread, butter,
cheese, eggs, flour, milk, oil, water, sugar, chicken, fish,
chops, yogurt, rice, pasta, cereal, beans, salad, orange,
apple, pear)
Materials: dice (1 per 2 children)
Practice
Draw two columns on the board and write the following
headings: perishable and non-perishable. Explain that
perishable food goes off very quickly and has to be in the
fridge. However, non-perishable food can be kept in the
cupboard because it does not go off so easily.
Tell the children to come to the board to write the names of
food in the corresponding columns. Discuss any doubt with
the whole class.
PERISHABLE AND NON-PERISHABLE FOOD

Presentation
Show the children the poster (side B). Say: What can you
see on the poster? SS: A fridge and a cupboard. Place the
flashcards on the board and ask: What food do you keep in
the fridge at home? The children call out the names of the
food, then, they come to the board and place the flashcards
in the fridge. Repeat the procedure with the cupboard. Be
aware that the children might disagree. For example, some
things are kept in the fridge just because we like them cold,
such as water and soft drinks. Point to the food in the fridge
and ask: Why do we keep yogurt in the fridge? Because it
goes off (clarify meaning by holding your nose). Point to the
food in the cupboard and ask: Does rice go off? SS: No.
Work with the book

Point to the flashcards and ask: Can we count (rice)?
SS: No! Is there any rice in your cupboard at home? What
about eggs? Can we count eggs? SS: Yes! T: Are there any
eggs in your fridge at home? Repeat the procedure several
times alternating between countable and uncountable
nouns. Say: Open your books at page 41. Now were going
to play The food game.
Put the class into pairs. One child chooses the fridge and
the other chooses the cupboard. They go around the board
and collect food to fill the fridge or the cupboard. The first
child to put away all the food is the winner. When they have
finished the game, ask: Whats in your fridge/cupboard at
home? Let the children give you free answers. S1: There is
some (rice) in my (cupboard). S2: There are some (eggs) in
my (fridge).
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10 Play The food game.

Instructions
1 Play in pairs.
2 Choose the fridge or the cupboard.
3 Throw the dice and collect six things.

4 The first person to finish is the winner.
Rice! It goes
in the cupboard.
Tomatoes! They go
in the fridge.
Whats in your fridge at home? Whats in your cupboard at home?
Lesson 7
CLIL Objective: Distinguishing between perishable and non-perishable food.
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13 Look at the labels and tick ( ) the food that Grace can eat.
14 Look at the food in the cupboard and find six mistakes.
Now complete the sentence.

You cant keep
chicken
sausages
or
eggs
milk
butter
yogurt
in the cupboard because they go off.
Lesson 7
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OPTIONS
UNIT 4 LESSON 7
Activity Book
Activity 13.
Explain that all packaged food that we buy has a sell-by
date. After this date, we cannot eat it because it is not
safe or healthy.
Point to the picture and say: Look at the calendar on the
wall. What day is it in the picture? SS: The 27th of May
2010.
Then, say: Look at the (orange juice). Whats the date
on the (orange juice)? SS: (November 2010). (You may
need to help them interpret these dates.) Then, ask: Can
Grace (drink) the (orange juice)? SS: (Yes).
Repeat for the other food.
Tell the children to tick the food that Grace can drink or
eat.

Ask for volunteers to name the food in the cupboard.
Then, ask: Can we keep all this food in the cupboard?
SS: No. T: Thats right, there are six things we cant keep
in the cupboard. Tell the children to find six mistakes in
the picture. Encourage them to call out the names of
the food that should not be kept in the cupboard and
ask: Why cant you keep butter in the cupboard? SS:
Because it goes off.
Tell them to complete the sentences.
Once they have finished, ask for volunteers to read out
the sentences and correct the activity.
Then, they answer the questions about the menu. Take

the class to the dining room. The children take out the
ingredients and put on their aprons. Make sure they wash
their hands. Divide the children into groups of four and
give them the ingredients. The should cover the cake with
chocolate cream and decorate it with pieces of banana and
little chocolates.
The children complete their tasting sheet and give their
opinions about the cake.
Take a class vote based on the childrens opinions from
the tasting sheet. Ask: How can you change it to make it
better? Make suggestions if necessary.
Lets play!
Odd one out
Place five flashcards on the board. Four of
them should be food flashcards that you
can keep in the cupboard and one of them
should be a perishable item. The children
have to say which flashcard is the odd
one out. Play several times, using different
flashcards.
Resources
DVD
Project Booklet
Page 20, Chocolate and banana cake
Ingredients: pre-prepared cakes (one for every four
children), bananas, chocolate cream, little chocolates
(to decorate the cake).
Unit 4, Real kids
Multi-ROM
Unit 4, Activity 4

*Important: Find out whether any children have an

allergy and what type of allergy it is.
If possible, you should do this project in the school
dining room.
The children classify the ingredients from the menu
according to carbohydrates, vitamins and minerals or
proteins and fat.
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UNIT 4 LESSON 8
CLIL Objective
Language awareness: using a, an and some
Language Objectives

exercises
See page 183.
Structures: a/an
Resources: Unit 4 cut-outs; flashcards
(egg, orange, apple, pear, salad, yogurt)
Materials: scissors
FOCUS ON LANGUAGE
Presentation
Place six flashcards on the board. Point to the egg
flashcard and ask: Whats this? T: An egg. Write an egg
below. Do the same with the other flashcards. Tell the
children to look carefully at the differences and say: an
orange, a pear. Say: Whats the difference? Why do we
make this difference?
Let the children offer suggestions. Help them to identify the
initial sound.
*Note: It is important the the children should focus on the
initial sound and not the letter. There are words such as
European and uniform that start with a vowel, but we use
the article a, and not an, because it is not a vowel sound.
The word hour starts with a consonant but we use the
article an because the consonant is a silent sound and the
initial sound is a vowel sound. It is not necessary to explain
this to the children, but you should ensure that they focus
on the sound.
Practice
Draw a chart on the board with 3 columns and 3 rows.
Write the words Animals, Food, The body as headings for
the columns and the words a, an and some in the rows.
Divide the class into groups. Tell each group to come to
the board to fill in the chart with names of animals, food
or parts of the body. For example, in the square that
corresponds to some and The body they could put the
word hair; and in the square that corresponds to a and
Animals, they could write the word tiger.
ANSWER KEY
1 An arm, an ear, an eye, an ankle, an elbow are all
parts of the body.
2 An elephant, an eagle, an owl are all wild animals.
3 An apple, an egg, an orange are all food.
4 Grannys got an apple, a banana and an egg in her
basket.
5 There is an eagle, a snake and an owl in the forest.
Work with the book

Say: Open your books at page 42. Look at the pictures
in number 1. Lets read this picture sentence out loud.
Repeat the procedure for all the sentences.
Ask for volunteers to read out their sentences and correct if
necessary.

Find your cut-outs for Unit 4. Tell the children to cut out
their cut-outs and to place them face down on the table.
Then, they choose one of the dishes and look for the
ingredients to cook it by turning over the cut-outs. Remind
them to use a / an / some. S1: An (egg). Good! I need (an
egg). / Oh, no! I dont need (an egg).
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11 Read the picture sentences out loud.

Instructions
1
2
3
4
Cut out the cards.

Choose one of the dishes.
Place the food cards face down.
Collect the ingredients you need for the dish.
Fish! Good, I
need some fish.
A carrot! Good,
I need a carrot.
Lesson 8
CLIL Objective: Language awareness: using a, an and some.
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UNIT 4 LESSON 8
OPTIONS
Activity Book
Activity 15.
Tell the children to look at their cut-outs, to choose
one of the recipe cards and to stick it on the first blank
space. Then, they choose the ingredients that they
need to prepare the recipe and stick the ingredients in
the rest of the blank spaces.
Finally, they complete the sentences in their books.

Say: Look at Activity 16.
Tell the children to find 16 items of food in the word
search
Then, say: Now look at the words and classify them.
Ask for volunteers to read out their lists and correct the
activity.
Lets play!
Find your group
Divide the classroom into zones:
Carbohydrates, Proteins and Vitamins.
Then, give each child a slip of paper with
the name of an item of food on it. On the
word Go!, they turn over the slip of paper.
They have 20 seconds to go to the zone
that corresponds to their item of food.
Those who do not get to the correct zone
within the time are eliminated.
Resources
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UNIT 4 LESSON 9
CLIL Objective
Understanding cultural differences regarding foods.
Curricular link: Art; science; Social Science
Language Objectives
Vocabulary: scorpion, noodles, grasshopper, taco,
worm, protein, first/main course, pudding, cheap, tasty,
colourful, clean
Materials: continuous white paper, felt tip pens,
Transcript
See page 187.

exercises
See page 187.
scissors
THE WONDERFUL WORLD: INSECTS FOR LUNCH!

Presentation
Discuss the childrens favourite dishes. Explain that we all
like different things.
Say: Today, were going to look at some strange food.
What kind of strange food can you think of? Give them
examples: Butterfly pie! Elephant soup! Encourage them
to offer suggestions. You should also include real dishes
that may sound unusual to the children: Carrot cake,
cheesecake...
Work with the book
Practice
Ask for volunteers to describe their menus. Then, the
children act out scenes in different restaurants. Divide the
class into groups of five. In each group, four children are
the clients and one of them is the waiter / waitress. The
children choose their food from the funny menus. Supply
any vocabulary and structures that they may need.
ANSWER KEY
See Transcript.

Ask questions about the photos: What can you see in the
photos? Do you think this food looks nice?
photos.
each description and ask: Which photo is that?
Ask questions and correct the activity: Where do they eat
(grasshopper tacos)?

Say: Now read the sentences in Activity 14 and say if you
think they are true or false. The children read the sentences
and try to identify the ones that are true.

Say: Now were going to make a funny menu. First, look at
the model menu in the Students Book and go through it
with the children. Divide the class into pairs and tell them to
choose a name for their restaurant. When they have done
this, tell them to design a funny/original menu like the one
in the Students Book.
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Insects for lunch!

13 Listen and identify the photos.
1
scorpions with noodles
grasshopper tacos
worm stew
14 Read the sentences and say true or false.

Because...
they are full of protein.
they are very small.
they are very cheap.
they are tasty.
Why do people eat insects?
they are easy to eat.

they are easy to find.
they are very colourful.
they are clean.
15 Design and make a funny restaurant menu.

Instructions
1 Choose a funny name for your restaurant.
2 Design a funny menu.
FIRST
ES
COURS
NGS
PUDDI
MAIN
ES
COURS
Lesson 9
CLIL Objective: Understanding cultural differences regarding foods.
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17 Read the sentences and tick ( ) the ones you think are true.
How much do you know about insects?
1 95% of all the animal species

on Earth are insects.
7 25% of all the animals

on Earth are beetles.
2 Insects eat more

plants than all the
other animals on Earth.
8 Insects live in all

environments, including
the desert and Antarctica.
3 Insects dont live

in the oceans.
9 All insects have got

three body parts.

six legs.

two antennae.
5 All insects have got wings.

6 Grasshoppers have got
more muscles than people.
11 Insects in hot countries

are very big.
12 Ants dont sleep.
Lesson 9
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OPTIONS
UNIT 4 LESSON 9
Activity Book
Activity 17.
Read the first sentence out loud and ask: Is that true or
false? What do you think? Tell the children to continue
reading out the sentences and ask if they are true or
false. If they think they are true, they put a tick in the
box
*Note: Not all the sentences are true.
Lets play!
Transcript
Do you know that many people around the world eat
insects? Insects are very good for you. They are full of
protein and they havent got a lot of fat.
In Mexico some people eat grasshoppers. Grasshopper
tacos are very popular.
In the south of China some people eat scorpions. They are
very tasty!
In Africa some people eat worms. Worm stew is popular in
central Africa.
Miming game
Divide the class into pairs. Use the key
vocabulary cut-outs or the Teachers
Resource Book, page 20, one photocopy
per pair (do not use Carbohybrates or
Proteins). Tell the children to place the
cut-outs face up on their tables. In turns,
one child from each pair mimes a verb
from the cut-outs. The other child has to
try to guess which one it is. The children
continue playing until they have each
mimed and named a cut-out.
Resources
Multi-ROM
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UNIT 4 LESSON 10
Assessment.
S1: What food is there on your (breakfast) plate?

S2: (There is) (an egg), (there is) (some bread) and (there is)
(an apple).
Language Objectives
Say: Now were going to play a memory game. Divide the

class into pairs and tell the children that they have got one
minute to look at the picture on page 44. Then, they should
close their books, draw a cupboard and fridge and try to
remember the food that was in each thing. When they have
finished, they can look at the picture in the Students Book
again to check their answers.
activity.
CLIL Objective
Resources: poster (sides A and B); poster pop-outs;

flashcards (bread, butter, cheese, eggs, flour, milk, oil,
sugar, water, chicken, fish, chops, yogurt, rice, pasta,
cereal, beans, salad, orange, apple, pear)
Materials: compass, ruler
REVIEW
Lets remember!
done in Unit 4.
Show the children the poster (side A). Tell them to identify
the food and then ask: Do you remember what (Jack) is
making? Help them by asking questions: Is he making a
cake? Is he making a pie? What kind of pie is he making?
Point to the plate in the middle of the poster and hand out
the flashcards. Tell the children to come to the front and to
place them on the corresponding sections of the plate.
Show the children the other side of the poster (side B).
Ask: Do you remember the difference between perishable
and non-perishable food? Hand out the flashcards and tell
them to come to the front to place them in the fridge or in
the cupboard according to whether the food is perishable
or not.
Write the words countable and uncountable on the board.
Remind the children of the concept by asking questions
such as: Can you count lemons? Can you count water?
Hand out the flashcards and tell the children to classify
them according to the categories on the board. Ask: Do
you remember the song Mashed potatoes?
Play Track 1.34 so they children can sing along and do the
actions.
Transcript
See page 163.

exercises
See page 191.
Round up
Divide the class into two teams.
Place all the flashcards on the board.
Call out the following words and tell a member of each
group to go to the board as quickly as possible to touch
the flashcard associated with the word. The first child
to touch a correct flashcard wins a point for their team.
Words: How much....? How many...? Some... a ... an....
Protein! Carbohydrates! Vitamins!
Work with the book

Say: Open your books at page 44. Say: Were going to
make some healthy meals. Tell the children to draw three
circles and to divide them up like the model plate in the
Students Book. Then, tell them to prepare three healthy
meals: breakfast, lunch and dinner. Divide the class into
pairs and tell them to ask and answer questions about the
meals.
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16 Make healthy meals and tell a friend.
What food is there on

your breakfast plate?
Theres an egg, theres some bread and theres an apple.

17 Play a memory game.
Instructions
1
2
3
4
Work in pairs.
Look at the picture for one minute.
Close your book.
Draw a fridge and a cupboard.
5 Write the food words in the correct place.

6 Check your work.
7 How many correct words have you got?
Lesson 10
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OPTIONS
UNIT 4 LESSON 10
Activity Book
Activity 18.
Ask: Can you tell me the names of some food that you
can count? What about food you cant count? Then, tell
the children to complete the conceptual map. Ask for
volunteers to read out their lists.

Read the first question out loud, leaving the empty
space, and ask: How do we ask this question about
flour? Do we say How much or How many?
Repeat the procedure for the other questions. Tell the
children to complete the questions and to write the
answers after. They can check the quantities in their
Students Books.
Lets play!
Word class
Use the groups of words from the Activity
Book, page 44. Explain to the children that
when you say a word from a group, they
have to do a specific action. For example,
if you say an uncountable item of food
(such as cheese), they have to touch their
nose. If it is a cooking verb (such as pour),
they have to stand up... The children who
do not follow the instructions correctly are
eliminated.
Resources
Transcript
Listen and tick the chart.
Granny: Now, children. What do you want to eat? Jack?

Jack: For my first course, I want a salad. Then chicken
stew, and lemon pie for pudding, please.
Granny: All right. What about you, Lily?
Lily: I want tomato soup. Then for my main course, I want
a kebab and then cake, please.
Granny: And you, Ben?
Ben: Can I have spaghetti for my first course? Then
sausages and then ice cream for my pudding,
please.
Granny: Yes, Ben. And what do you want Grace?
Grace: For my first course, I want a salad. For my main
course, some chicken stew, and for pudding,
cake.
Assessment criteria
CLIL Objectives
Children can associate ingredients with finished dishes.
Children can follow stages in food prepation.
Children can classify food according to its origin (plant
or animal).
Children can understand what constitutes a healthy diet.
Children can distinguish between perishable and nonperishable food.
Language Objectives
Children can name some basic food items and finished
dishes.
Children can name the actions used in food preparation.
Children can distinguish between singular, plural and
countable and uncountable nouns using a, an or some.
Children can ask and answer questions about quantities
of food.

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UNIT 5 LESSON 1
CLIL Objective
Identifying places where cultural events take place.
Language Objectives
OUT AND ABOUT

People and human activities
Say: Now were going to play a miming game.
Tell the children to choose one of the places where cultural
events take place. They prepare a mimed scene to show
where they are. Then, in pairs, one child mimes the actions
and the other has to guess where the cultural event is
taking place.
Vocabulary: museum, theatre, cinema, art gallery,

concert hall
Structures: Wheres (Jack)? (He)s at the...

(Grace, Jack, Lily, Ben)
Transcripts
OUT AND ABOUT

Presentation
Say: Today we are going to learn about some different
places in the city. What places can you remember?
Write the places on the board. If the children do not
mention them, write the following words on the board:
museum, theatre, cinema, art gallery, concert hall. Circle
the places where cultural events take place, and say:
These are special places, they are cultural buildings.
Show the children the poster (side A). Say: Who can you
see in the blank spaces on the poster? Where is he/she?
Help them to identify the places.
Play Track 2.1 as you place the pop-outs on the
corresponding places. Remove the pop-outs from the
poster and ask four volunteers to come forward. Give each
one a pop-out and play Track 2.1 again.
The children put the pop-outs in place. Once the pop-outs
are on the poster, ask: Wheres (Lily)? SS: (Shes) at the
(concert hall).
Work with the book

Look at picture 1. Is it a theatre or a cinema? Repeat for
the other pictures.
Play Track 2.2 and stop the recording after each character
is mentioned. Encourage the children to correct the
sentences. If necessary, repeat the sentence and ask:
Is that right?
Summarise the activity by asking: So where is (Grace)?
SS: At the theatre.
See page 195.

See page 195.

exercises
See page 195.
Practice
Ask questions about the places where cultural events take
place: Do we have these places in our town? Do we have
a (theatre)? Whats it called? Do you like the (cinema)? Do
you like the (cinema) or the (theatre) best?
Encourage the children to ask similar questions to one
another.
ANSWER KEY
See Transcript.
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5
1 Listen and correct the sentences.
1
theatre
cinema
art gallery
concert hall
2 Play a miming game.
Are you at the cinema?
Yes!
Lesson 1
CLIL Objective: Identifying places where cultural events take place.
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OPTIONS
UNIT 5 LESSON 1
Activity Book
Page 45, Activity 1
Activity 1.
Tell the children to look at the pictures in the second
row and ask: What buildings can you see?
Then, tell them to look at the inside of the buildings in
the row at the top and ask: What do you think this is? Is
it a cinema, a theatre...?
Tell them to match the inside of the building with the
corresponding outside.
Page 45, Activity 2

Read the first sentence out loud and stop at the space
at the end. If necessary, ask: Where can Grace watch
a film? Can she watch a film at an art gallery? Ask for
volunteers to complete the sentence.
Then, tell the children to complete the sentences in their
Activity Books.
Transcripts
Lily: Bravo! I love that music.

Wheres Lily?
Jack: Aargh! Thats scary!
Wheres Jack?
Ben: That play is excellent. What do you think, Granny?
Wheres Ben?
Grace: This painting is really interesting. Wow! Its very
big!
Wheres Grace?
Graces at the art gallery.
Lilys at the theatre.
Jacks at the concert hall.
Bens at the cinema.
Lets play!
Find your group
Go around the class whispering the name
of a place to each child, for example:
theatre, art gallery The children have to
draw a picture of the place you have
whispered to them and then find other
children with the same place. They
compare their pictures.
Resources
Multi-ROM
Unit 5, Activity 1
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UNIT 5 LESSON 2
CLIL Objective
Associating cultural events with their venues.
Language Objectives
Vocabulary: show, exhibition, film, concert
Structures: he likes/doesnt like/does he like?
(Grace, Lily, Jack, Ben)
Materials: scissors

Say: Now we are going to read the sentences and say who
it is. Look at Activity 4.
Repeat the first sentence and ask: Who is it? SS: Grace.
Do the same for the other three sentences.
Then, tell the children to make similar sentences and to
read them to a classmate.
S1: She goes to (concerts). She doesnt go to (shows).
Who is she? S2: (Lily).
Transcript
CULTURAL EVENTS AND VENUES
See page 199.
Presentation
Show the children the poster (side A). Point to the places
and tell them to identify them. Write the words concert
hall, art gallery, theatre and cinema in one column, and the
words play, exhibition, film and concert in another column.
Ask: What do we do at the (concert hall)? SS: We go to a
(concert). Repeat for the other places. Ask for volunteers
to come to the board to match the venue with the cultural
event.
Then, ask: Do you like the (cinema)? Which is your favourite
place? Take a class vote on the favourite places in the class
and write the number of votes on the board.
Work with the book

Read the introduction out loud and say: Look at the chart.
Explain the chart.
Say: (Grace) likes (shows). (She) doesnt like (films).
Ask for three volunteers to do the same for the other
characters. Then, ask: Does (Grace) like (films)? SS: (No,
she doesnt). Continue for the other characters. Then, put
the class into pairs and tell them to take turns asking and
answering questions. S1: Does (Jack) like (concerts)?
S2: (No, he doesnt).
Tell the children to cut up eight slips of paper, four with a
tick () and four with a cross (). Say: Now youre going
to guess the other likes and dislikes. I think Grace likes
concerts. What do you think? The children place the slips
of paper on their desks according to what they think.
S1: I think (Lily) likes (films).
Play Track 2.3. The children use the slips of paper to
complete the chart.
each character and ask: Does (Grace) like (exhibitions)?
SS: Yes, (she) does.

exercises
See page 199.
Practice
Children can name cutural events and associate them
with their venues.
Turn the classroom into a cinema. Organise the tables and
chairs into rows. Label the rows and seat numbers. Say:
Now were going to play The Cinema Game. Sit down and
say where you are sitting. S1: Im sitting in (4B).
Choose a child to come to the front. This child memorises
the positions. Then, ask the child to turn their back to
the class. Point to two children and get them to change
places. The child turns back to face the class. Ask: Whats
different? S1: (Javi)s sitting in (4B) and (Maria)s sitting in
(7N).
Repeat with other children.
ANSWER KEY
1 Grace 2 Ben 3 Jack 4 Lily
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3 Talk about the chart.

In Newbury on Wednesday afternoon, all the tickets for cultural events are half price.
The cousins always go out.
shows
exhibitions concerts
films
Does Jack like

concerts?
No, he doesnt.
Work with a friend and complete the chart.

Instructions
1 Draw four ticks ( ) and four crosses ( )
on squares of paper.
2 Use the squares of paper to complete
the chart.
I think Jack likes films.
Now listen and check.
4 Read the sentences and say who it is.

1 She goes to the theatre. She doesnt go to the concert hall.
2 He goes to the concert hall. He doesnt go to the art gallery.
3 He goes to the cinema. He doesnt go to the concert hall.
4 She goes to the cinema. She doesnt go to the theatre.
Lesson 2
CLIL Objective: Associating cultural events with their venues.
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3 Interview your friend and circle the answers.
Childs own answers
1 Do you like films about animals?
Yes, I do. / No, I dont.
2 Do you like films about space?
3 Do you like the theatre?
4 Do you like musicals?
5 Do you like art galleries?
6 Do you like modern art?
7 Do you like concerts?
8 Do you like classical music?
Do you like films

about animals?
Yes, I do.
Circle the correct options and complete the text. Childs own answers
My friend
likes / doesnt like films about animals.
He / She
films about space.

the theatre.
musicals.
art galleries.
modern art.
concerts.
classical music.
Lesson 2
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OPTIONS
UNIT 5 LESSON 2
Activity Book
Page 46, Activity 3
Lets play!

Activity 3.
Tell a child to come forward. Ask the children questions
from the Activity Book and circle the answers. Then,
summarise the information about the child: (Jorge)
(likes) (films about animals)...
Tell the children to work in pairs and to interview one
another.
Once they have finished, tell them to complete the
sentences in the book using the information about their
friends.
Picture memory
Place the poster on the board with the
pop-outs in their correct place. Tell the
children to try to memorise it for a minute.
Then, take it off the board and hide it so
the children cannot see it. Divide the class
into groups and tell them to write what they
can remember from the poster. Then, ask
for volunteers from each group to read
what they have written. The group that can
remember the most things wins.
Project Booklet
Hold an art exhibition: Focus on art
exhibitions
Page 21, Portraits
*Note: The children need a photo of themselves
photocopied on a sheet of A4 paper.
Explain what an exhibition is. Ask: Do you go to art
exhibitions? Where do you go to see them? What
kind of art exhibitions do you like? Are all the exhibits
paintings? What other kinds of art can you see?
Explain that there are different media in art: paintings
and pictures, sculptures, murals, pottery, video and
performance art.
Tell the children that for this project they are going
to create works of art and display them in a school
exhibition. Say: Open your Project Booklets at page 21.
Look at the portraits.
Explain that there are examples of self-portraits and say:
What do you think a self-portrait is? Its a portrait of the
artist who is doing the painting. Why do you think artists
do self-portraits?
Tell the children to look at the portraits for a few
minutes. Then, ask a volunteer to read the first text out
loud. Say: Which picture is that? Tell them to hold up
their books and to point to the corresponding photo.
Say: Write number 1. Do the same with the other texts
and photos.
Say: Now we are going to do self-portraits.
Hand out the materials. Tell the children to get their
photocopied photos and to fold them in half down
the centre. Then, read and explain the rest of the
instructions. The children do a self-portrait.
Display the self-portraits so the rest of the class can see
them.
Tell the children to look at them and discuss the work
with their classmates.
Resources
Transcript
Jack, Lily and Ben: Hi, Grace!

Grace: Hi, everybody! Heres the Whats on magazine.
Lets decide what to do this afternoon. Now... I love shows
and I really like exhibitions. But I dont like concerts or films.
What about you Jack?
Jack: Well, I like exhibitions and I like films. I dont like
shows or concerts.
Grace: Oh, thats interesting. What about you, Lily?
Lily: Oh, I like concerts and I like films. But I dont like
shows or exhibitions.
Grace: And what about you, Ben?
Ben: Well... I like shows and I love concerts. But I dont like
exhibitions or films.
Grace: Oh dear! This is very complicated!
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UNIT 5 LESSON 3
CLIL Objective
Identifying the different jobs in a theatre.
Curricular link: Music; Social Science
Language Objectives
Vocabulary: make up, tickets, costumes, props,
scenery, programmes
Structures: He/She sells the tickets; What does he/
she do?
Recursos: CD; poster (side A)
JOBS IN THE THEATRE

Presentation
Say: Today were going to talk about the theatre.
Point to the theatre on the poster and ask: Do you like
going to the theatre? What can you watch at the theatre?
Talk to the children about what they can see in the theatre,
for example: singing, dancing
Explain the different types of show by using famous
examples or by mime.
Then, say: A lot of people work in a theatre, not only
actors. Point to the lights in the classroom and say: Some
people do the lights. Then, point to your own clothes and
say: Some people do the costumes. What else do people
do?
Encourage the children to name other jobs and supply the
English words they need where necessary.
Work with the book

Look at the pictures. Go through the pictures one by one
to identify the names of the people who work in a theatre.
Give the children time to look at the pictures
Play Track 2.4 and stop the recording after the description
of each job so that the children can identify the person.
Play Track 2.4 again. This time, stop after each character
and ask: What does (Ann) do? SS: (She sells the tickets).
Play Track 2.4 again. The children join in with the song.

Children can name the different jobs in a theatre.
Say: Now look at Activity 6. Remember that this is a difficult
structure for the children. Ensure that they use does and
do: What does (Luke) do?
Tell them to work in pairs and to take turns asking and
answering questions about the people who work in the
theatre.
Transcript
Track 2.4 Song: At the theatre
See page 203.

exercises
See page 203.
Practice
Tell the children to look at the poster again. Ask: Which of
these activities are free? Which do you have to buy a ticket
for? Do you buy a ticket for the cinema? SS: Yes. T: Do you
buy a ticket for the library? SS: No.
Tell them to ask one another questions to practise the
question: Do you buy a ticket for the (library)?
*Note: You can explain that in the UK art museums and
galleries are free for all visitors (regardless of their nationality
or age).
ANSWER KEY
See Transcript.
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5 Song: At the theatre. Listen and identify the people.
The theatre is a busy place.

Everybodys got a job.
Luke
does the make up
Ann
sells the tickets
Clare
Paul
does the music
does the props
Lynn
does the lights
Sam
makes the scenery
Liz
makes the costumes
John
sells the programmes
Sing the song.

6 Ask and answer questions with a friend.
What does Luke do?

He does the make up.
Lesson 3
CLIL Objective: Identifying the different jobs in a theatre.
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4 Read the text and put a tick ( ) or a cross ( ) to solve the logic puzzle.
Everybody likes three things.

Both the boys like plays. Both the girls and granny like the ballet.
Jack and one of the girls like exhibitions, but not Lily. Jack and one
of the girls like films, but not Grace. Grace and Ben like shows. Lily
and one of the boys like concerts, but not Jack. Granny likes one
of the things Jack likes, but not films or plays. She likes one of the
things Ben likes, but not concerts.
plays
Grace
Jack
concerts
films
What do
I like?
the ballet
exhibitions
shows
Lily
Ben
Granny
5 Use the words to complete the sentences.

makes
First he measures
the actress.
draws
Then he draws
the pattern.
cuts
measures
Then he cuts
the cloth.
Then he makes
the dress.
Lesson 3
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OPTIONS
UNIT 5 LESSON 3
Activity Book
Page 47, Activity 4
Lets play!

Activity 4.
Draw a chart on the board. Read the first sentence out
loud and tick () the place on the chart for Ben just
below the word plays.
Ask for volunteers to read out the rest of the text and
explain any vocabuary that they do not understand.
Then, tell the children to read the text again and to tick
their charts.
Ask questions to correct their work: Who likes plays?
What am I doing?
Divide the class into two groups. Tell a child
from one of the teams to come to the front
to do one of the actions they have learned
from the lesson. The other children in this
childs team have one minute to guess
what the child is doing. If they get it right,
they get two points. If not, the other team
has a chance to guess it and win a point.
Page 47, Activity 5

Say: Now look at Activity 5. Talk to the children about
what the man is doing: He does the costumes. Then,
read the first sentence, leaving the space blank.
Tell the children to read the words that appear on top of
the pictures and to complete the sentences orally.
Then, tell them to complete the sentences in their
Activity Books.
Finally, ask for volunteers to read out their sentences.
Project Booklet
exhibitions
Page 22, Stained glass windows
*Note: Find a copy of the stained glass window by
Marcelle Ferron.
Bring images of famous stained glass windows to class.
Say: We call these windows stained glass windows.
They are made of different pieces of coloured glass.
Explain that some stained glass windows are portraits,
stories or abstract designs.
Say: Open your Project Booklets at page 22. Look at
this design. This is a design for a famous stained glass
window in Canada.
Explain that each number corresponds to a different
colour. Then, tell the children to colour the stained glass
window according to the key.
Show them a copy of a stained glass window by
Marcelle Ferron and tell them to compare the colours.
Explain the instructions and hand out the materials.
The children make their own stained glass windows
and stick them on the classroom walls. Tell them to look
at all the stained glass windows and to discuss one
anothers work.
Resources
DVD
Unit 5, Song: At the theatre
Transcript
Oh the theatre is a busy place,
She sells the tickets.
He sells the programmes.
She does the lights.
He does the props.
He makes the scenery.
She makes the costumes.
He does the make up.
She does the music.
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The mystery in the attic

The cousins are organising a play.
I can make the scenery.

And I can do the props.
Everybody does something different for the play.
I can make the costumes.

And I can do the lights.
The children work very hard all day.
Do you like the scenery, Lily?

Oh, yes! Its wonderful!
Pass me the
screwdriver, Ben.
Here you are!
The next day, there is a terrible mess in the attic.
That night, the cousins hide behind the sofa.
Look at the scenery!
My props are
all broken!
Maybe its a ghost.

5
Ghosts dont exist, Ben.
Lesson 4
CLIL Objective: Literacy: associating actions with characters.
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Grace is very angry.
The cousins see a strange figure.
Whos that?
Stop! Stop that!

You bad ghost!
It is a ghost!
Im scared!
The ghost explains his problem.
Im sorry! Please dont

be angry with me.
There is a new star in the play!
Im not really bad.

I just want to play.
Very good! But who is
playing the ghost?
Hmm. Ive got an idea.
I dont know.
But hes very good!

scissors
scenery
science book
script
scarf
school
scared
screwdriver
Lesson 5
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UNIT 5 LESSON 4
CLIL Objective
Associating actions with characters.
Transcript
Track 2.5
Story: The mystery in the attic
Language Objectives
See page 209.
Story language: mystery, play, scenery, props,

exercises
costumes, lights, screwdriver, mess, attic, ghost, star;

Stop! Stop that! You bad ghost! I can make the scenery.
Here you are!
See page 209.
STORY: THE MYSTERY IN THE ATTIC

Presentation
to the front to look at the pictures and to make predictions
about the story. Help them by asking questions: Who can
you see in picture 1? What has Lily got in picture 2? What
is Grace doing in picture 3? What is Jack doing? What are
the cousins doing in picture 5?
Play Track 2.5 and point to the story cards as you listen to
the story.
Practice
corresponding story card. Remove the card and place it
in a row below. Tell them to describe what is happening in
the story. They can use the text at the top of each picture
frame. Continue until all the story cards are in the correct
order in the row below.
Work with the book

Play Track 2.5 again and tell the children to follow the
story in their books.
Ask comprehension questions: Where are the cousins?
What are they doing? What can Grace make? What can
Ben do? What does Jack do? What happens to the props?
What do the cousins do? Where do they hide? What
do they see? Is Grace scared of the ghost? Is the ghost
scared of Grace? What does the ghost want to do? What
is Graces idea? Does Dad know who the ghost is?
finished, tell them to come to the board to write any words
explain them by using the story cards when possible or by
giving examples.
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UNIT 5 LESSON 5
CLIL Objective
Literacy: phonics: s/sc (scissors, scarf)
words.
the words. Ask: Can you find (a screwdriver)? SS: Yes! In
picture (3). They can use the story cards if necessary.
PHONICS
Retell the story
story cards until all the cards are in the correct order.
Work with the book
Transcript
Track 2.6 Phonics
See page 211.

exercises
See page 211.

Tell the children to read the story out loud. Assign the
characters to seven children and ask others to play the
part of the narrator.
Do not interrupt the children as they are reading, but make
a note of any words that they do not pronounce correctly.
corrected on the board. Point to them one by one and ask
if anyone can say them out loud. Correct the pronunciation
if necessary.
Act out the story

Divide the class into groups of seven. Assign a character to
each child. Play Track 2.5 again so the children can join in
with their lines.
Ask for groups to come forward to act out the story. Use
the recording when necessary.

Clap your hands to ensure that the children are watching
you. Write the letters sc several times on the board.
Point to the letters as you say: s s s scissors. Repeat
several times. Articulate the s sound very clearly by pushing
the sound through the front of your mouth to make a
hissing noise.
The children repeat: s s s scissors.
Repeat with the other words (scenery, science book).
Point to the letters sc again as you say: sc sc sc script.
Repeat several times. Articulate the sc sound by blending
the two sounds together.
The children repeat: sc sc sc script.
Repeat for the other words (scarf, school, scared,
screwdriver).
Then, point to the two examples on the board and ask:
Which letter c is silent? SS: The letter c in the word
scissors.
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6 Use the words to complete the sentences.

costumes
props
lights
star
scenery
makes
Grace
Jack
does
Ben
does
Lily
makes
the
the
the
the
does
scenery
lights
props
costumes
star
The ghost is the
makes
7 Use the key to classify the sentences.
Key
J=
G=
L=
B=
1
She cuts the paper.
He switches on the electricity.
She paints the pictures.

She measures the people.
She makes the clothes.
He reads the script.
He climbs up the ladder.
She puts the paper up on the wall.

He collects the things.
He makes a list.
She draws the pictures.
She draws the patterns.
L
J
B
G
She cuts the cloth.
He checks the lights.
He changes the positions.
He puts the things on the table.
Lesson 4
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OPTIONS
UNIT 5 LESSON 4
Activity Book
Page 48, Activity 6
Activity 6. What does Grace do for the play? SS: She
does the scenery. Repeat the question for the other
characters.
Tell the children to complete the sentences.
Then, ask for volunteers to read out their sentences.
Page 48, Activity 7

Read out the first sentence and ask: Whos that? Jack,
Lily, Grace or Ben?
Tell the children to read the sentences and to write the
initial according to the key.
Then, ask volunteers to read out their sentences,
substituting the characters names for the appropriate
pronoun. Make sure they do not use the pronoun when
they say the name.
Transcript
Track 2.5 Story: The mystery in the attic
Picture 1
Narrator: The cousins are organising a play.

Grace: I can make the scenery.
Ben: And I can do the props.
Picture 2
Narrator: Everybody does something different for the play.

Lily: I can make the costumes.
Jack: And I can do the lights.
Picture 3
Narrator: The children work very hard all day.

Grace: Do you like the scenery, Lily?
Lily: Oh, yes! Its wonderful!
Jack: Pass me the screwdriver, Ben.
Ben: Here you are!
Picture 4
Lets play!
Which story card?
Place all the story cards except one on the
board in the correct order. Hand this story
card to a child (without letting the other
children see it) and tell the class to say
which one is missing. They have to
describe what happens in the missing
story card. The child with the card listens
and says whether the description is correct
or not. Repeat with different story cards
and other children.
Narrator: The next day there is a terrible mess in the attic.

Grace: Look at the scenery!
Ben My props are all broken!
Picture 5
Narrator: That night the cousins hide behind the sofa.

Ben: Maybe its a ghost.
Grace: Ghosts dont exist, Ben.
Picture 6
Narrator: The cousins see a strange figure.

Grace: Whos that?
Ben: It is a ghost!
Jack: Im scared!
Picture 7
Narrator: Grace is very angry.

Grace: STOP! Stop that! You bad ghost!
Ghost: Im sorry, please dont be angry with me.
Resources
Multi-ROM
Unit 5, Story
Picture 8
Narrator: The ghost explains his problem.

Ghost: Im not really bad. I just want to play.
Grace: Hmm, Ive got an idea.
Picture 9
Narrator: There is a new star in the play!

Dad: Very good! But who is playing the ghost?
Granny: I dont know. But hes very good!
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8 Circle the silent c.

scissors
scenery
science
script
scarf
school
scared
screwdriver
9 Write and classify the words.
sounds like s
sounds like sc
scissors
science
scenery
scared
school
screwdriver
script
scared
10 Tick ( ) the sentences that are true.

Spelling rules
1 The letters sc before the letter a sound like s.
2 The letters sc before the letter e sound like s.
3 The letters sc before the letter i sound like s.
4 The letters sc before consonants sound like s.

5 The letters sc before the letter a sound like sc.
6 The letters sc before the letter e sound like sc.

7 The letters sc before the letter i sound like sc.
8 The letters sc before consonants sound like sc.
Lesson 5
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OPTIONS
UNIT 5 LESSON 5
Activity Book
Page 49, Activity 8
Lets play!

Activity 8.
Read the first word out loud and ask: Is the letter c
silent? Repeat for the other words. Tell the children to
circle the silent letters.
Sound sorting
*Note: You can also draw their attention to the h in the

word school that is not pronounced.
Page 49, Activity 9

Tell the children to identify the pictures of the objects.
Then, tell them to classify the words by writing them on
the chart.
Ask for volunteers to read out their words and correct
any pronunciation difficulties.
Tell the children to close their books and to

look at the board. Write several words that
start with sc, for example: science, scarf,
school, scissors Tell them to classify the
words according to the initial sound. Set a
time limit. If you prefer, they can play this
game in groups.
*Note: You can also include words that the
children have not seen before, such as
scooter. They should classify them
according to the rule that they have learnt
in this lesson.

Tell the children to look at the words in Activity 8 again.
Ask them if they notice the relationship between the
sound of the letters sc and the letter that follows.
Read the first sentence out loud: The letters sc before
the letter a sounds like s. Is that true or false? SS: False.
Tell the children to find the word that starts with scaand to tell you the sound.
The children complete the exercise by ticking () the
sentences that they think are true. Ask for volunteers to
read out the true sentences and correct the activity.
Transcript
Track 2.6 Phonics
s s s scissors
s s s scenery
s s s science book
sc sc sc script
sc sc sc scarf
sc sc sc school
sc sc sc scared
sc sc sc screwdriver
Resources
Multi-ROM
Unit 5, Phonics
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UNIT 5 LESSON 6
CLIL Objective
Recognising that museums are organised thematically.
Transcript
See page 215.
Language Objectives
Vocabulary: science museum, natural history
museum, costume museum, toy museum, transport
museum, archaeological museum, clean, classify,
check, show, paint, start, repair, work
Structures: She paints dolls houses. She doesnt
paint cars.

exercises
See page 215.
Resources: CD
TYPES OF MUSEUMS
Presentation
Say: Today were going to talk about museums. What
museums do you know? Help them by asking questions
if necessary. Ask: Whats in the museum? Encourage the
children to give examples of the objects displayed in a
museum and then say: Ah! Its a (science) museum.
Work with the book
Practice
Ask general questions about the childrens favourite
museums: Whats your favourite type of museum? Whats
the name of your favourite museum? What can you see in
the museum? What time does it open? How much do the
tickets cost?
*Note: In English, the term art galleries is used instead
of museums to refer to a collection of art, even if it is a
big, national collection of art, such as, for example: The
National Gallery.
ANSWER KEY

Tell the children to name the objects in each picture. Read
the conversation of the model on the page: Look at that old
plane! Yes! Thats the Transport Museum. Tell them to work
in pairs as they talk about the pictures of the exhibitions in
the museums.
Then, ask: What else can you see at a (transport) museum?
Help them by asking questions if necessary. Repeat with the
other types of museum.

Plane The Transport Museum
Telescope The Science Museum
Dress The Costume Museum
Rocking horse The Toy Museum
Mummy The Archaeological Museum
Dinosaur The Natural History Museum
See Transcript.

Play Track 2.7 until the end. Then, play Track 2.7 again,
but this time stop the recording after each question and tell
the children to answer them.
Say: Now describe a job for your friend. Say when he or
she works, what he or she does and something he or she
doesnt do. S1: (Juan) starts work at (eight oclock). (He)
(cleans old hats). (He) doesnt (clean trains). Where does
(he) work? S2: At the Costume Museum.
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Describe what you can see and identify the museums.
Look at that
old plane!
plane
telescope
rocking horse
dress
mummy
The Toy Museum
Yes! Thats the

Transport Museum.
The Transport Museum
dinosaur
The Science Museum
The Natural History Museum

The Costume Museum
The Archaeological Museum
What else can you see at these museums?

10 Listen and say where the people work.
Lily works in the morning.

She cleans the old hats.
She doesnt clean trains.
Where does she work?
Ted
Nita
Jim
Maggie
At the Costume Museum.
Describe a job for your friend.

Instructions
1 Work in pairs.
2 Choose a job for your friend.
3 Tell the rest of the class about their daily routine.
Lesson 6
CLIL Objective: Recognising that museums are organised thematically.
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OPTIONS
UNIT 5 LESSON 6
Activity Book
Activity 11.
Tell the children to look carefully at the words at the top
of the page. Then, ask a volunteer to read the text for
the museum. Ask: What things can you see at the toy
museum? Choose words from the box. Repeat for the
other adverts and the other words.
The children complete the adverts using the words.
Ask for volunteers to read out the completed adverts.

Tell the children to complete the information about
their favourite museum. If they do not know about the
opening times and the entrance fees, they can invent
them.
Lets play!
Join
Place the word and corresponding picture
flashcards on the board. In small groups,
give the children a few minutes to look at
the flashcards. Then, ask for a volunteer to
come to the front of the class to draw a
line that connects a picture with its
corresponding word. Repeat with other
children and other words and pictures.
Resources
Multi-ROM
Unit 5, Activity 2
Project Booklet
exhibitions
Page 23, Sculptures
Bring photos of different types of sculptures to class.
Ask: What kind of art is this? What materials do you
think the artists used? Are they all inside art galleries or
are some sculptures outside? Are all sculptures realistic
figures of people? Are some of them abstract?
the pictures of the three sculptors. They are all making a
sculpture, but they are using a different technique.
Read the text at the start out loud.
Then, ask volunteers to read the other texts out loud
and point to the pictures. Tell them to number the
pictures.
Summarise the information.
Read and explain the instructions.
Hand out the materials and say: What technique are we
going to use?
The children make their sculptures.
When they have finished, display the sculptures on a
table in the classroom. Tell the children to look at the
sculptures and to discuss one anothers work.
Transcript
Ted starts work at 8 oclock every morning. He classifies
animals and cleans bones. He doesnt clean toys.
Where does he work?
Nita works at the weekend. She makes clothes for the dolls
and paints the dolls houses. She doesnt paint old cars.
Jim works in the afternoon. He checks the machines and
shows people the telescopes. He doesnt show people old
clothes.
Where does he work?
Maggie starts work at 10 oclock in the morning. She
repairs the old cars and checks the bicycles. She doesnt
check the dinosaurs.
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UNIT 5 LESSON 7
CLIL Objective
Recognising that museums are places of learning.
Curricular link: Science; Social Science
Language Objectives
Vocabulary: cut, pour, drop, sink, float, fill, turn (upside
down), get (wet), stay (dry), paper, cork, coin, water,
glass, oil, honey, liquids, objects, clip, surface, basin,
balls of paper
Structures: What happens?
Resources: poster (side B); poster pop-outs
(experiments)
Materials: a plastic bottle, honey, oil, water, a coin, a
cork, a grape, a paper clip, a piece of paper, a glass, a
basin, a newspaper, salt, sand, ice, a candle, hot water,
cold water, a mirror and a torch (for the water
experiments)
THE PURPOSE OF MUSEUMS

Presentation
Show the children the poster (side B). Say: Look at these
pictures. They are all from a museum. What kind of
museum do you think it is? SS: Its a science museum.
Explain that normally you cannot touch the objects in a
museum because they are fragile but in some museums
you can touch the exhibits.
Point to the poster again (side B) and say: These
experiments are from a science museum. In a science
museum it is important to touch the exhibits.
Hand out the pop-outs and say: Look at Experiment 1.
Describe the experiment and then ask: What happens?
Whos got the correct pop-out? The child with the
corresponding pop-out comes forward, places it on the
poster and reads out the text.
Do the same for the other experiments.
Work with the book

Say: Now were going to do one of the experiments.
Tell the children to work in pairs, to choose an experiment
and to do it.
You can include the water experiments from the poster, but
you will need other materials for that (see Materials).
Then, they copy and complete the text in their Students
Books. Ask for volunteers to read out their completed texts.

exercises
See page 219.
Practice
Children can describe the stages in an experiment.
Explain to the children that they are going to do another
experiment. Give them the following instructions: Hold one
finger up and close one eye. Then open that eye and close
the other. What happens to your finger?
Close one eye, hold up a finger and try to touch your nose.
Do it with the other eye. What happens?
Discuss the results of the experiment with the children.
ANSWER KEY
1 The objects float in the different liquids.
2 The clip floats and the paper sinks.
3 The paper stays dry.

Say: Open your books at page 51. Now were going to look
at some more experiments.
Point to a child and say: Look at the first experiment. What
do we do first?
Then, ask other children about the following steps for the
experiment. Once they have finished reading them, ask:
What happens? Point to a child and tell the child to choose
an answer that they think is correct.
Repeat for the other experiments.
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11 Look at the experiments and say what happens.

The Science Museum
The three
objects sink.
Cut the top off a

plastic bottle.
Pour in honey,
oil and water.
Drop in a coin, a
grape and a cork.
The objects
float in the
different
liquids.
The paper
floats and the
clip sinks.
Drop a clip in a
glass of water.
The clip sinks.
Put a piece of paper

and clip on the
surface of the water.
The clip
floats and
the paper
sinks.
3
The paper gets wet.
Fill a basin with
water.
Fill a glass with

balls of paper.
Turn the glass

upside down in
the water.
The paper stays dry.
12 Choose one of the experiments and do it with a friend.

Copy the text and write up your experiment.
We need:
First we
Then we
Finally we
Result:
Lesson 7
CLIL Objective: Recognising that museums are places of learning.
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13 Use the words to label the pictures.
drop
sink
drop
pour
turn
pour
get wet
float
stay dry
sink
turn
float
stay dry
get wet
14 Match the sentences to show what happens.
Heat the water.
What happens?
The water vapour cools

and turns into water.
The water vapour

rises and cools.
The ice melts and

turns into water.
Put the water

in the freezer.
The water boils and

turns into water vapour.
Take the ice out

of the freezer.
The water freezes

and turns into ice.
Lesson 7
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OPTIONS
UNIT 5 LESSON 7
Activity Book
Lets play!

Activity 13.
Read the words in the middle of the page and tell the
children to use them to label the pictures.
Ask for volunteers to hold up their Activity Books. They
point to the pictures and name the corresponding
words.
Memory

Say: Now look at Activity 14. Look at the pictures. What
happens when I heat the water? SS: The water boils
and turns into water vapour.
Repeat for the other pictures.
Tell the children to match the pictures to the sentences
in the book.
Ask for volunteers to read out the pairs of sentences.
Divide the class into pairs and make sure

that each pair has two sets of key
vocabulary cut-outs or make copies from
the Teachers Resource Book, page 21,
one copy per child. The children place all
their key vocabulary cut-outs face down on
the floor or on their desks and take turns
turning over two cut-outs at a time. If the
two are the same, they keep them. If not,
they turn them over and put them back in
exactly the same place. Then, it is the
other players turn. The player with the
most pairs at the end is the winner.
Project Booklet
exhibitions
Page 24, Collages
Bring images of collages to class, especially the optical
illusion (positive-negative) one in which the black one
shows two faces and the white one shows a jar.
Say: Collages are made using lots of different materials,
like paper, plastic, wood, metal, pottery, glass, recycled
objects
Show the children the collages that you have brought
and ask: What materials can you see in this collage?
Show them the optical illustion and ask: What can you
see in this collage?
Say: Open your Project Booklets at page 24. Now we
are going to make a positive-negative collage.
Hand out the materials so the children can make a
collage.
Display the collages in the classroom.
Say: Look at activity 8.
Explain that in an art exhibition there is always a small
index card next to the work of art with the following
information on it: the title, the date, the name of the
artist, the materials and a description of the work.
Tell them to make an index card to put next to their
collage. Tell them to look at one anothers work and to
discuss it.
Invite other classes and parents to come in to see the
exhibition.
Resources
Multi-ROM
Unit 5, Activity 3
Extension worksheet 2, page48
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UNIT 5 LESSON 8
CLIL Objective
Linguistic awareness: replacing nouns with pronouns.
Language Objectives
Structures: Jack likes football. He plays football every
afternoon. Lily and Ben like music. They go to concerts
on Wednesday afternoon. They dont go to concerts at
the weekends. She doesnt do art classes at the
weekends.

Find your cut-outs for Unit 5. Tell the children to cut out
the sentences and to choose one or several characters.
There are six sentences for each character. Divide the class
into groups of three. Tell them to place the sentences face
down in front of them and to mix them up. They have to
invent a story using the sentences and substituting the
names for pronouns. S1: Jack likes football. He goes to
football after school.
Resources: Unit 5 cut-outs or Teachers Resource

Book, page 13, (one photocopy per child)
Materials: scissors
FOCUS ON LANGUAGE

exercises
See page 223.
Presentation
Place the cut-outs of the characters on the board. Make
sentences about the characters using he, she and they and
the verb like. T: He likes football. After each sentence, ask:
Who am I talking about? The children suggest names.
Do this several times and then say: We need names.
So we say Jack likes football.
Write three invented sentences under Jack using the verb
like: Jack likes (ice cream). Read out all the sentences and
ask: Do we need to say Jack every time? Is there another
word we can use? Which one? SS: He. T: When do we
need to say Jack? SS: In the first sentence. Repeat for
Grace, and then for Ben and Lily (together to produce the
pronoun they).
Work with the book

Tell the children to read the sentences in silence. Then,
ask for volunteers to complete the sets of sentences orally.
Make sure they use the names at the beginning of the first
sentence in each set and then the pronouns.
Practice
Ask: Whats my name? SS: (Ana). Ask: Do I say, (Ana) lives
in Spain or I live in Spain? SS: I live in Spain.
T: Yes. I use I because we all know who I am talking about.
Explain that when we use the pronouns I or we, we are
referring to the person who is speaking and therefore it is
obvious who we are talking about. However, in the case of
he, she or it it must be clarified as we are not sure who it
could be referring to.
ANSWER KEY
Jack; He; he; he
Grace; She; she; she
Lily and Ben; They; they; they
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13 Complete the sentences orally.

Instructions
1
2
3
4
5
Play in groups of three.

Choose a character or characters: Jack, Grace, or Lily and Ben.
Cut out the sentences and place them face down on the table.
Take turns to collect your six sentences.
Make a story. Change the names for pronouns.
Grace likes art. Thats good!

Grace is my character.
Stop! Ive got

six sentences.
Jack likes football. He goes

to football after school
Lesson 8
CLIL Objective: Language awareness: replacing nouns with pronouns.
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15 Make a comic.
Childs own answers
Instructions
1 Choose a story from your cut-outs.
2 Glue the story in the correct order.
3 Draw pictures to make a comic.
Lesson 8
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UNIT 5 LESSON 8
OPTIONS
Activity Book
Activity 15.
Tell the children to choose a story from the cut-outs.
Then, they stick the text in each frame in the
corresponding order. Then, they do a picture to illustrate
the text.
Ask for volunteers to read out their stories.
Lets play!
Words
Draw a grid on the board with 16 squares.
Tell the children to call out letters. Make
sure they include at least two or three
vowels. Divide the class into small groups
and tell them to make as many words as
they can using the letters in the grid. Set a
time limit. Then, ask for volunteers to come
to the board to write their list of words.
Each groups gets 10 points for a word that
no other group has thought of, and 5
points for the other words.
Resources
Multi-ROM
Unit 5, Activity 4
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UNIT 5 LESSON 9
CLIL Objective
Recognising that special museums exist for children.
Language Objectives
Vocabulary: toy, horse, wood, hair, tail, body, organs,
food, heart, recipe, cook

Say: Now were going to make a museum poster. Tell the
children to look at the model poster in the Students Book
and explain the instructions.
Ask: What time does the museum open? What time does it
close? Is it open on Sunday? How much are the tickets?
Tell the children to design their own poster for a museum
like the one in their Students Books.
Resources: CD
Materials: card, felt tip pens, crayons
Transcript
THE WONDERFUL WORLD: MARVELLOUS

MUSEUMS
Presentation
Say: Today were going to talk about special museums.
Can you think of any special museums? SS: Wax museum,
toy museum... Ask: What can you see in a
(wax museum)? SS: Figures of famous people.
Explain that in many cities there are small museums that
have very special themes. For example, in the USA, there is
a museum with hundreds of different toilets.

See page 227.

exercises
See page 227.
Work with the book
Practice
Ask for volunteers to describe their museum using the

poster: My museum is a (space museum). It opens at
(10 oclock in the morning). It closes at (5 oclock in the
afternoon). The museum is closed on (Sunday). The tickets
are (4) for adults and (2) for children. Encourage the
children to ask questions. S1: What time does the (Space
Museum) open?

Ask questions about the photos: What can you see in the
photos?
Play Track 2.8. Tell the children to point to the
corresponding photo.
Play Track 2.8 again and this time stop the recording after
each description and ask: Which photo is that? Whats the
name of the museum?
Ask questions to correct the activity: Where can you see
(lots of toy horses)? SS: In the (Museum of Childhood).
Ask them if they have ever heard of the writer Roald Dahl or
if they have ever read any of his books. Explain that in the
UK there is a Roald Dahl museum which is a lot of fun.
ANSWER KEY
See Transcript.
Grace is at the Eureka Museum.

Say: Now look at Activity 16. Read the sentence and find
out where Grace is. The children read the speech bubble
and say where Grace is. They choose from the three
museums in Activity 15.
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Marvellous museums
15 Listen and identify the photos.
1
Bethnal Green Museum of

Childhood
Eureka Museum
Roald Dahl Museum and

Story Centre
16 Read the text. Wheres Grace?
I can see a big heart. I can

see lots of blood and the inside
of a stomach! Its fantastic!
17 Make a museum poster.

Instructions
1 Choose a theme for a museum.
2 Make a poster.
3 Include opening times
and ticket prices.
Come and visit the Space Museum.

There are lots of rockets and robots.
Lesson 9
CLIL Objective: Recognising that special museums exist for children.
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OPTIONS
UNIT 5 LESSON 9
Activity Book
Resources

Activity 16.
Tell the children to look at the picture. Explain that
Maurits Escher is a famous Dutch artist. His pictures are
based on geometric shapes and optical illusions.
Tell them to look at the picture very carefully and to
answer the questions.
Ask for volunteers to read out their answers. Then,
discuss them with the class. It may be easier to get a
copy of the picture from the internet and to project it
onto the board.
DVD

Tell the children to look at the picture carefully and to
Ask for volunteers to read out their answers.
Tell the children to draw the animals in order to make
a template. Then, they can use it to make their own
compositions.
Lets play!
Whats different?
Place all the flashcards in a row on the
board and tell the children to tell you what
they are. Then, tell them to close their eyes
while you remove one of the flashcards or
move two of them around. Then, tell the
children to open their eyes and to tell you
what is different. Repeat for the other
flashcards.
Unit 5, Real kids
Multi-ROM

Transcript
In this museum you can see how the body works. You can
visit every part of the body and all the organs. You can find
out what happens to your food and how your heart works.
In this museum there are lots of toy horses. Some of them
are hundreds of years old. They are made of wood and
painted in bright colours and theyve got hair for the tail
and mane.
In this museum you can make your own Revolting Recipe,
like in the stories. You can make Hot Frogs and Blue
Bubblers with the cook from Caf Twit!
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UNIT 5 LESSON 10
CLIL Objective
Assessment.
Language Objectives
Resources: CD; poster (sides A and B); poster popouts; flashcards (cinema, concert hall, theatre, art
gallery, science museum, toy museum, archaeological
museum, costume museum, natural history museum,
transport museum)

Say: Now were going to make and play Bingo! Explain
the instructions. Tell the children to draw six happy faces
and six sad faces on slips of paper. Then, they place these
on a chart to represent what kinds of films they think the
children like and do not like.
Read out invented sentences. The children remove the
smiley or sad face if it coincides with what you have said.
The first one to remove all the faces shouts Bingo!
Sample sentences:
Jack likes films about animals.
Grace doesnt like films about space.
Lily likes films about monsters.
Ben doesnt like films about monsters.
REVIEW
Lets remember!
done in Unit 5.
Ask questions: Is Lily at (the theatre)? SS: No, she isnt.
T: Wheres (Lily)? SS: (Shes) (at the concert hall).
Remind them of the pronouns he and she. Write Granny,
Grace and Lily on one side of the board, and Ben and Jack
on the other. Ask a volunteer to write he or she next to the
corresponding characters.
Show the other side of the poster (side B). Ask: Do you
remember the experiments? Ask for volunteers to explain
the experiments to the rest of the class. Write first, then
and finally on the board to help them.
Ask: Do you remember the song, At the theatre?
Play Track 2.4. The children sing along to the song.
Work with the book

Say: Open your books at page 54. Say: Were going to
describe Janets daily routine. Read the first sentence:
My friend Janet works in the cinema in the town. Tell the
children to look at the pictures and to suggest verbs for
each one. Then, ask questions to help them reconstruct
the routine. T: What time does she start work? SS: She
starts work at 12 oclock. T: What does she do then?
Divide the class into pairs and tell them to ask and answer
questions about Janets daily routine. S1: What time does
she (start work)? S2: She (starts work) (at 12 oclock).
Transcript
See page 203.

exercises
See page 231.
Round up
Place all the flashcards on the board. Tell the children to
come to the front to write their name next to their favourite
cultural place.
Summarise the results of the survey: Six children like
(science museums) best,
Ask: Are places like the cinema, the theatre and museums
important? Why?
Encourage the children to explain their answers in English
and supply vocabulary if they need it.
ANSWER KEY
Janet starts work at 12 oclock. Then she cleans the
window in the ticket office. After that, she makes the
sandwiches. Next, she sells the tickets. Finally, she
goes home at 10 oclock.
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18 Describe Janets daily routine.
My friend Janet works

in the cinema in the
town. She...
19 Make and play a bingo game.

Instructions
1 Draw six happy faces
and six sad faces
on squares of paper.
2 Use the happy and sad faces
to complete your chart.
3 Listen to the teacher and
play Bingo!
animals
space
monsters
Jack
Grace
Lily
Ben
Lesson 10
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18 Match the places with the events.
museum
theatre
exhibition of paintings
film
concert hall
cinema
play
concert
art gallery
exhibition of objects
19 Decide which names you can replace with he, she or they.
Jack lives in Newbury. Jack plays football every day after school. Grace is Jacks cousin.
He
Grace likes art. Grace does art classes after school. Jack and Grace go out on Wednesday
She
She
They
afternoons. Jack and Grace like exhibitions. Jack and Grace go to a museum every
They
They
Wednesday. Jack and Grace go to Grannys house at the weekends. Lily is Jacks sister.
They
Lily goes to Grannys house, too. Ben is Graces brother and Ben goes to Grannys house, too.
She
He
Jack, Grace, Lily and Ben have lots of adventures at Grannys house.
They
Lesson 10
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OPTIONS
UNIT 5 LESSON 10
Activity Book
Activity 18.
Tell the children to match the places with the cultural
events.
Ask for volunteers to read out the pairs of words and
correct the activity. Encourage them to make complete
sentences: We go to the museum to see exhibitions of
objects.

Ask for volunteers to read out the text.
Each child reads two sentences.
Then, say: In this text we can replace some of the
names with the words he/she or they.
Tell them to underline the words that can be replaced
by pronouns and to write the corresponding pronoun
below.
Ask for volunteers to read out the sentences and
correct them if necessary.
Lets play!
Full board
Tell the children to come to the board to fill
it with words from the unit. Then, divide the
class into two teams and tell them to get
into two rows at the other end of the room.
Call out the name of a word and one child
from each team has to run to the board to
touch it. The first child to do so gets a
point for their team.
Transcript
Listen and write the places on the calendar.
Narrator: The children are on holiday and they want to

do lots of things.
Lily: What can we do this week?
Jack: Well, on Friday, theres a new exhibition by a French
artist we can go to.
Grace: Oh yes. And, we can see a play on Saturday.
Ben: I want to see a film. Can we go on Wednesday?
Lily: Yes, Ben. And on Tuesday, theres a concert of
classical music.
Granny: Oh, and on Monday, you can go and do
experiments and see how things work.
Grace: There are lots of things to do this week!
Assessment criteria
CLIL Objectives
Children can associate places of culture with cultural
events.
Children can identify different jobs that take place
within a theatre.
Children can identify different types of museums.
Children understand that cultural venues are places of
entertainment and learning.
Children can sequence the stages of a simple
experiment.
Language Objectives
Children can name the buildings in a town where
cultural events take place and can associate the event
with the venue.
Children can name the different jobs in a theatre.
Children can name some of the exhibits in a museum.
Children can identify where the pronouns can
substitute the nouns in continuous pieces of text.
Resources
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ANIMAL GROUPS
Living things
UNIT 6 LESSON 1
CLIL Objective
Identifying animals by their body parts.

Say: Now were going to play another game. How many
animals can you name with (feathers)? Let the children give
you free answers to this question. Then, say: Choose three
body parts and play the game with a friend.
Language Objectives
Vocabulary: legs, eyes, wings, tail, scales, feathers,
fur, skin, beak, fin; tiger, elephant, peacock, shark, frog,
butterfly, penguin, snake
Structures: Its got (wings).
(animals)
Transcripts
See page 235.
ANIMAL GROUPS
Presentation
about animals.
Show the children the poster (side A). Say: Look at the
picture. Can anyone see any animals in the picture?
Let them guess some of the animals. Then, ask: Can
anyone see an (elephant)? SS: Yes/No. Name the other
animals on the poster.
Play Track 2.10. Stop the recording after each description
and ask a child to come to the front to point to the
corresponding animal on the poster.
Hand out the pop-outs. Play Track 2.10 again. Tell the
children with the pop-outs to place them on the poster as
the animals are mentioned.
Play Track 2.10 again and tell them to repeat the
sentence: There! Its a (peacock).
Make a list of the body parts on the board and then a list of
adjectives. Tell the children to combine the adjectives and
body parts. S1: A (peacock)s got (beautiful feathers).
S2: An (elephant)s got (big ears).
Work with the book
See page 235.

exercises
See page 235.
Practice
Ask: Whos got a pet? The children raise a hand and come
to the front of the classroom. Then, each child describes
their pet without saying what it is. The rest of the class has
to guess what it is. S1: My pet has got (four legs and fur).
Its got (big ears) and its (black and white). SS: Is it a (cat)?
ANSWER KEY
See Transcript.

Say: Open your books at page 55. Look at the pictures of
the animals.
Play Track 2.11. The children point to the animals.
Play Track 2.11 again, but this time stop the recording
after each description and tell the children to name the
animal.
Name the animals again and make sentences:
An (elephant)s got (big ears). Then, say: Now were going
to play Guess the Animal. Choose an animal to describe to
your friend.
S1: Its got (beautiful feathers). S2: Its a (peacock).
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6
1 Listen and say the animal.
frog
peacock
penguin
elephant
snake
tiger
shark
butterfly
Play Guess the animal.
wings
fur
beak
fin
Its got beautiful

feathers.
scales
feathers
skin
tail
Its a peacock.
2 Name the animals.
How many animals

can you name with?
scales
skin
feathers
two legs
wings
six legs
fins
fur
Lesson 1
CLIL Objective: Identifying animals by their body parts.
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6
1 Read the sentences and number the animals.
2
4
1
2
3
4
5
6
7
8
Its got orange and black fur.

It hasnt got legs.
Its got very big ears.
Its got beautiful feathers.
Its got beautiful wings.
Its got a big fin.
Its got an orange beak and orange feet.
Its green and its got big eyes.
6
7
5
8
2 Draw and describe your favourite animal.
1
Childs own answers
The
My favourite animal is the
Its got
It
Lesson 1
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OPTIONS
UNIT 6 LESSON 1
Activity Book
Page 55, Activity 1
Activity 1.
Read the first sentence out loud and ask: What animal
is that? SS: A tiger.
Repeat for the other animals.
Tell the children to read the sentences and to number
the animals in their books.
Page 55, Activity 2

Tell the children to draw their favourite animal and to
complete the description of it.
Ask for volunteers to read out their descriptions and to
show their pictures to the rest of the class.
Lets play!
Guess
Say a sentence out loud or repeat one
from the unit and stop at different points in
the sentence. The children have to say
what the next word could be. If they are
correct, and it makes sense, they get a
point. For example: A shark has got (a fin).
Transcripts
Granny: Look at this picture. Its a treasure from India.
All: Wow!
Granny: Look carefully. What can you see?
Jack: I can see beautiful feathers.
All: Where?
Jack: There! Its a peacock.
Ben: And I can see big ears.
All: Where?
Ben: There! Its an elephant.
Lily: I can see black and orange fur.
All: Where?
Lily: There! Its a tiger.
Grace: And I can a big fin.
All: Where?
Grace: There! Its a shark.
Jack: Now I can see a purple and blue wing.
All: Where?
Jack: There! Its a butterfly.
Lily: And I can see orange and green scales.
All: Where?
Lily: There! Its a snake.
Grace: I can see big eyes.
All: Where?
Grace: There! Its a frog.
Resources
Multi-ROM
Unit 6, Activity 1
Ben: And I can see an orange beak.

All: Where?
Ben: There! Its a penguin.
All: What??!!
Jack: I can see beautiful feathers.
Ben: And I can see big ears.
Lily: I can see black and orange fur.
Grace: And I can see a big fin.
Jack: I can see a purple and blue wing.
Lily: And I can see orange and green scales.
Grace: I can see big eyes.
Ben: And I can see an orange beak.
All: What??!!
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UNIT 6 LESSON 2
CLIL Objective
Classifying animals: mammals, fish, birds, reptiles,
amphibians and insects.

exercises
See page 239.
Language Objectives
Vocabulary: mammal, bird, amphibian, reptile, fish,
insect, elephant, peacock, penguin, snake, shark, frog,
butterfly, salmon, lizard, ladybird, salamander, squirrel
Structures: Does it lay eggs? Has it got a spine?
Yes, it does. / No, it doesnt. Yes, it has. / No, it hasnt.
Resources: poster (side A); poster pop-outs (animals);
flashcards (salmon, lizard, ladybird, salamander, squirrel)
CLASSIFYING ANIMALS
Presentation
Show the children the poster (side A) and point to the
classifciation: vertebrates and invertebrates.
Say: Vertebrates have got a spine. Explain the meaning of
the word spine by running your finger down a childs spine.
Say: Invertebrates havent got a spine. Are we vertebrates
or invertebrates? SS: Vertebrates.
Hand out the pop-outs and the flashcards. Tell the children
to come to the poser one by one to name their animal and
to place it in the corresponding column.
Ask: Has (a peacock) got a spine? SS: Yes.
Once all the animals have been classified, help the children
to draw conclusions.
Point to the insects. Ask: Are they birds? Are they fish?
What are they? Theyre insects. Insects are invertebrates.
Do the same with the other animals. The children may say
the classification words in L1. If they do, supply the words
in English.
Practice
Children can name animals in all six classifications of the
taxonomy.
Read out the sentences which require the children to apply
logical reasoning. Ask the children to say whether they are
true or false.
All birds can fly.
Only birds can fly.
All fish can swim.
Only fish can swim.
All mammals breathe with lungs.
Only mammals breathe with lungs.
All mammals have got fur.
Only mammals have got fur.
All insects lay eggs.
Only insects lay eggs.
Work with the book

play The classifying game. Lets read the instructions. Read
the instructions and explain them to the children. Read the
questions out loud about the taxonomy and clarify the
meaning of any words that they do not understand. Explain
that the first part of the game consists of deciding whether
the animal is a reptile, insect, bird, amphibian, fish or
mammal. Once they know this, they have to try to guess
what animal it is.
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3 Play The classifying game.

Instructions
1 Play in pairs.
2 Choose an animal.
3 Ask questions and guess your friends animal.
elephant
squirrel
peacock
penguin
salmon
shark
lizard
snake
butterfly
ladybird
frog
salamander
Classification of animals
Has it got a spine?
Yes, it has.
No, it hasnt.
Does it lay eggs?

Yes, it does.
Its an insect or another invertebrate.
No, it doesnt.
Does it breathe with lungs?
Does it breathe with gills?
Does the baby animal breathe with gills?
Its a fish.
No, it doesnt.
Yes, it does.
Has it got scales?
Has it got feathers?
Yes, it has.
Yes, it has.
Its a reptile.
Its a bird.
Its a mammal.
Its an amphibian.
Its an amphibian.
Is it the salamander?
Yes, it is!
Lesson 2
CLIL Objective: Classifying animals: mammals, fish, birds, reptiles, amphibians and insects.
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OPTIONS
UNIT 6 LESSON 2
Activity Book
Page 56, Activity 3
Lets play!

Activity 3.
Tell the children to look for the names of 12 animals in
the word search.
Once they have found them, they have to classify them
in the boxes under the corresponding headings.
Ask for volunteers to read out their lists.
Then, tell them to think of two more animals for each
list.
When they have finished, ask for volunteers to read out
their new lists.
Tennis
Project Booklet
Divide the class into two teams and give

each child a number so that each child has
a partner in the other team with the same
number. Tell the children to form two rows
in numerical order facing one another. The
first child in one team has 10 seconds to
name an animal. Then, a child in the other
team has a turn. They get a point for each
animal that they name. When they get to
the end of each row, the game is finished.
The team with the most points is the
winner.
Animal groups: Migrating animals

Page 25, Mammals
Materials: tracing paper, coloured paper.
Present the concept of migration. Ask: Do we see the
same birds in the winter and the summer? Explain:
Some birds migrate. They travel in the winter and
summer to different places.
Extend the concept to other animals: Do other animals
migrate? Do mammals? Do fish?
Explain that the project is about migrating animals: Today
we are going to look at migrating mammals. Open your
Project Booklets at page 25.
Ask a child to read Bens speech bubble.
Explain that deer, whales and elephants are migrating
animals.
Ask for volunteers to read it out loud. Say: Read a
sentence about (whales). Underline the words that are
not pronounced correctly. When the child has finished
reading, correct their pronunciation.
Say: We are going to make a map about migrating
animals.
Tell the children to read the instructions in silence.
Divide the class into groups of three and hand out the
tracing paper and the coloured paper. In groups, the
children copy the map of the world from page 26.
Each child chooses a migrating mammal and a colour.
Then, they trace a migrating path for their animal on the
map of the world using the information from the Project
Booklet.
The children make an information card for their animal
using the model in the book and stick it on the map.
They should use the same colour for the information
card that they used for the migrating path.
Ask them if they can name other migratory animals.
Resources
Multi-ROM
Unit 6, Activity 2
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UNIT 6 LESSON 3
CLIL Objective
Classifying animals according to their diet.
Language Objectives
Vocabulary: herbivore, carnivore, omnivore; leaves,
flies, fish, insects, worms, plants, bugs, flowers, seeds
Structures: What do (elephants) eat? Do (frogs) eat
flies? Yes, they do. / No, they dont. Theyre
(carnivores).
(animals); flashcards (salmon, lizard, ladybird,
salamander, squirrel)
When they have finished identifying all the animals diets,

play Track 2.12.
Tell the children to check their answers as they listen to the
recording.
Play Track 2.12 so they can sing along to the song.
Ask them if they are surprised by any of the diets.

Ask: Can you name some more animals? Write the
following words on the board: herbivore, carnivore and
omnivore. When the children name an animal, tell them to
say which category it belongs in.
Ask: Is a (dog) a (carnivore)? SS: Yes. When they have
three lists of animals, divide the class into pairs and tell
them to take turns asking and answering questions.
S1: Do (frogs) eat (flies)? S2: Yes. Theyre (carnivores).
WHAT DO ANIMALS EAT?

Presentation
Review the animals from the previous lesson and classify
them again into vertebrates and invertebrates using the
pop-outs and the flashcards.
Then, say: Animals eat different things, dont they? What
do they eat? Write the answers on the board and try to
include the words: leaves, flies, fish, insects, worms,
plants, bugs, flowers and seeds. Tell two children to come
to the board and give each one a piece of different
coloured chalk. Say: (Daniel) please circle the plants in
(green). (Ana) please circle the animals in (red).
Then, say: Some animals eat plants. We call them
herbivores. Some animals eat other animals. We call them
carnivores. Some animals eat both! We call them omnivores.
Point to the classification: plants / animals / plants and
animals on the poster (side A). Hand out the pop-outs and
the flashcards and tell them to come to the front to classify
the animals. Discuss any differences of opinion.
Remember, they can use the taxonomy chart on the
previous page.
*Note: For the purpose of the class we are classifying
insectivores as carnivores, but you can add another
column of classification if you wish.
Work with the book

Say: Open your books at page 57. Look at Activity 4. Tell
the children to name the animals and to identify their diets.
T: What do (elephants) eat? SS: (Leaves and plants).
Transcript
Track 2.12
Song: What do they eat?
See page 243.

exercises
See page 243.
Practice
Children can name the main elements in animals diets.
Talk about the human diet. Ask: What do we eat? Let the
children give you free answers. Write the words on the
board and make sure they mention meat, fish, diary
products, cereals, vegetables and fruit. Ask: Are we
carnivores, herbivores or omnivores? We are omnivores
because we eat both plants and other animals.
Some people do not eat meat. However, we do not call
them herbivores because the classification is based on the
natural diet of animals, not their choice. Explain that some
people choose not to eat meat. They are vegetarians.
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4 Look at the animals and guess their diet.
Song: What do they eat? Listen and check your answers. Then sing the song.
5 Ask about more animals.
Do frogs eat flies?
Yes, they do.

Theyre carnivores.
Lesson 3
CLIL Objective: Classifying animals according to their diet.
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OPTIONS
UNIT 6 LESSON 3
Activity Book
Page 57, Activity 4
Lets play!

Activity 4.
Read the first definition out loud and ask: What animal
is that? SS: An elephant!
Repeat for the other animals. Tell the children to read
the definitions and to write the names of the animals.
Ask for volunteers to read their sentences out loud and
to name an animal that fits the definition.
Point out that in some cases, there may be more than
one possibility.
Classify
Divide the class into small groups and write
the names of several animals on the board.
Give the children 3 minutes to classify the
animals according to whether they are
mammals, reptiles, birds, fish or insects.
Then, tell the children to classify the
animals according to their diet.
Page 57, Activity 5

Tell the children to choose three animals from the lefthand column.
Then, tell them to make sentences using the words
from the other columns. They write the sentences in
their Activity Books. Ask for volunteers to read out their
sentences, for example: (Peacocks) are (birds). They are
(omnivores). They live (on land).
Correct the activity.
Resources
DVD
Unit 6, Song: What do they eat?
Project Booklet
Page 26, Birds
Bring photos of a stork, a pengin and a goose to class.
Ask: What kind of animal are these? SS: Birds. Say the
names of the birds in English. T: This is a (stork). Can
you see (storks) in our country? Can you see them all
year?
Explain: All these birds migrate.
Say: Open your Project Booklets at page 26. Can you
see the (penguin)s migration path? Ask questions
about the continents and the countries on the migration
path. T: Can you name the continent? Can you name
any countries on the migration path?
Do the same for the other birds.
The children label the migration paths with the names of
the birds.
Say: Look at Activity 2. Get into groups of three and
take out your world maps.
The children choose a bird and a colour and trace
a migrating path on the map. Then, they write an
information card about their bird according to the model
on page 25. Tell them to change the rectangular shape
of the card for something related to birds: the shape
of an egg or a nest, for example. They should also use
the same colour for the information card that they used
before.
Transcript
Track 2.12 Song: What do they eat?
What do elephants eat? Oh, what do elephants eat?
They eat leaves and plants. They eat leaves and plants.
Oh! They are herbivores.
What do peacocks eat? Oh, what do peacocks eat?
They eat seeds and worms. They eat seeds and worms.
Oh! They are omnivores.
What do butterflies eat? Oh, what do butterflies eat?
They eat nectar from flowers. They eat nectar from flowers.
Oh! They are herbivores.
What do squirrels eat? Oh, what do squirrels eat?
They eat seeds and insects. They eat seeds and insects.
Oh! They are omnivores.
What do ladybirds eat? Oh, what do ladybirds eat?
They eat bugs and flies. They eat bugs and flies.
Oh! They are carnivores.
What do penguins eat? Oh, what do penguins eat?
They eat fish and fish. They eat fish and fish.
Oh! They are carnivores.
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The useful spider

One day, Jack sees something horrible in the
bathroom.
Grace hears Jack scream.
Aargh!
Whats the matter?
Look! Behind the mirror!

1
Aargh! Run!
The children are very scared.
Theres a giant spider in the bathroom!
Lily goes into the bathroom.
Thats impossible!
Jack doesnt like spiders.
Take it away,
Lily! Please!
Look! It isnt a giant spider.
But the spiders scared of you!
Lesson 4
CLIL Objective: Literacy: inference.
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There are flies on the strawberries.
Granny is in the vegetable garden.
Yuck! Look at the flies!
Theres a
horrible spider
in the bathroom!
Where can
I put it?
Bring it here!
The next morning
Strawberries for breakfast!
Spiders eat flies.

This spider can be useful.
The children find the spider in the vegetable

garden.
Look at the
spiders web!
We help the
spider and the
spider helps us!
Hurray!
Look! There arent any flies!
Thank you,
spider!

spider
mirror
motorbike
feather
doctor
brother
Lesson 5
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UNIT 6 LESSON 4
CLIL Objective
Literacy: inference.
Language Objectives
Story language: horrible, bathroom, scream, mirror,
giant, spider, scared, vegetable garden, flies,
strawberries, useful, breakfast, help, spiders web,
Whats the matter? Thats impossible! Take it away,
please! Bring it here.
Transcript
Track 2.13
Story: The useful spider
See page 249.

exercises
See page 249.
Resources: CD, story cards
STORY: THE USEFUL SPIDER

Presentation
to the front to look at the pictures. They make predictions
about the story. Help them by asking questions: Who can
you see in picture 1? Where is he? Whats he doing? What
can Jack see? Is he scared? Is Lily scared? Is the spider
very big? Wheres Granny? What fruit can you see? What
words can you see in the last picture?
Play Track 2.13 and point to the story cards.
Practice
picture frame. Tell the children to point to the
a row below. Tell the children to describe what is
happening in the story. They can use the text that appears
at the top of each picture frame. Continue until all the story
cards are in the correct order.
Then, analyse the different parts of the story. Ask: Whats
happening at the (beginning/middle/end) of the story?
Work with the book

Play Track 2.13 again while the children follow the story in
their books.
Ask comprehension questions: What does Jack see in the
bathroom? Why does the spider look so big? Are Grace
and Jack scared? Is Lily scared? Whats Granny doing?
What does she tell Lily to do with the spider? Why? What
do the children have for breakfast? Are there any flies on
the strawberries? Why not? Where do the children find the
spider? What can they see in the spiders web?
finished, tell them to come to the board to write any words
explain them by using the story cards if possible, or by
giving examples.
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UNIT 6 LESSON 5
CLIL Objective
Literacy: phonics uh as final sound (for all spellings:
spider, feather, brother, mirror, motorbike, doctor)
Transcript
Track 2.14 Phonics
See page 251.
PHONICS
Retell the story
children to come to the board to look at the cards. Ask:
to check their understanding. Repeat for the other story
Work with the book

Tell the children to read the story out loud. Assign each of
the five characters to five children and tell other children to
play the part of the narrator.
corrected on the board. Point to the words one by one and
ask if anyone knows how to say them. Correct the

exercises
See page 251.
Act out the story

Divide the class into groups of five and assign a character
to each child. Play Track 2.13 again. The children join in
with their lines.

you. Write the word spider on the board several times.
Point to the letters er as you say: uh uh uh spider. Repeat
several times. Articulate the uh sound clearly by making
sure that you do not pronounce the final r. The easiest way
to pronounce this final sound correctly is to leave your
mouth open at the end of the word.
The children repeat: uh uh uh spider.
Repeat for the other words (mirror, motorbike, feather,
doctor, brother).
Explain that this sound can be at the end or in the middle
of a word. Write the word motorbike on the board. Circle
the letters or and say motorbike (make sure you do not
pronounce the r).
words.
Tell them to find the pictures from the story that correspond
to the words.
Ask: Can you find the (mirror)? SS: Yes! Its in picture (1).
They can use the story cards if necessary.
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OPTIONS
UNIT 6 LESSON 4
Activity Book
Page 58, Activity 6
Activity 6.
Read the first question out loud. Ask: Whats the correct
answer? SS: Jacks scared because he can see a giant
spider.
Repeat for the other questions.
Tell the children to match the questions to their
corresponding answers.
Ask for some volunteers to read out the questions and
for others to read out the answers.
Page 58, Activity 7

Ask: Whats the title of this story?
Start reading the first sentence and tell the children to
say which words correspond to that sentence. Then, tell
the children to choose the correct option (a or b) to
Ask for volunteers to read out their answers and correct
the activity.
Transcript
Track 2.13 Story: The useful spider
Picture 1
Narrator: One day Jack sees something horrible in the

bathroom.
Jack: Aarrgh!
Picture 2
Narrator: Grace hears Jack scream.

Grace: Whats the matter?
Jack: Look! Behind the mirror!
Grace: Aarrgh!! Run!
Picture 3
Narrator: The children are very scared.

Grace: Theres a giant spider in the bathroom!
Lily: Thats impossible!
Picture 4
Narrator: Lily goes into the bathroom.

Lily: Look! It isnt a giant spider!
Picture 5
Lets play!
Tell the story
Tell some of the children to make a line in
front of the class and give each one a story
card, but make sure the story cards are not
in the correct order. The rest of the class
has to give instructions to these children to
help them put the story cards in the correct
order. Then, each child says what is
happening in their story card. By doing
this, they will retell the story.
Narrator: Jack doesnt like spiders.

Jack: Take it away, Lily! Please!
Lily: But the spiders scared of you!
Picture 6
Narrator: Granny is in the vegetable garden.

Jack: Theres a horrible spider in the bathroom!
Lily: Where can I put it?
Granny: Bring it here!
Picture 7
Narrator: There are flies on the strawberries.

Ben: Yuck! Look at the flies!
Lily: Spiders eat flies. This spider can be useful.
Picture 8
Resources
CD-ROM
Unit 6, Story
Narrator: The next morning....

Granny: Strawberries for breakfast!
Lily, Grace y Jack: Hurray!
Ben: Look! There arent any flies!
Picture 9
Narrator: The children find the spider in the vegetable

garden.
Lily: Look at the spiders web!

Ben: We help the spider and the spider helps us!
Jack: Thank you, spider!
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OPTIONS
UNIT 6 LESSON 5
Activity Book
Page 59, Activity 8
Activity 8.
Explain that we can write this sound in a variety of
different ways: or, er or ar.
Tell the children to look at the pictures and to repeat the
complete words with you.
Then, say: Now write the missing letters. Are they or, er,
or ar?
Tell the children to classify the words.
their lists of words and correct if necessary.
Page 59, Activity 9

Tell the children to read the rhyme carefully and to
complete the blank spaces with the words that are
missing (they choose from the words in the box). They
should do it with a pencil.
Ask for volunteers to read out their versions.
Resources
Multi-ROM
Unit 6, Phonics
Transcript
Track 2.14 Phonics
uh uh uh spider
uh uh uh mirror
uh uh uh motorbike
uh uh uh feather
uh uh uh doctor
uh uh uh brother
Lets play!
In my magic hat
First, remind the children of more words
that have the uh sound, for example:
father, mother, number, computer,
jumper Tell them to form a circle and
give one of them a hat (a magicians hat or
something similar). This child pretends to
take something out of the hat and says: In
my magic hat, Ive got a and then says
something with the uh sound, for example:
feather, spider, doctor Then, this child
passes the hat to another child who
repeats the sentence and adds something
else that has this sound. If someone
forgets a part of the sentence, they have to
start again. The game ends when the
children are unable to remember any more
words.
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UNIT 6 LESSON 6
CLIL Objective
Studying the characteristics of common invertebrates.
Language Objectives
Vocabulary: live, walk, slide, wriggle, eat, swim, water,
land, leaves, soil, under the ground, worm, clam, crab,
snail, centipede, ant, dragonfly, beetle
Structures: It lives on land. It doesnt walk.
Resources: poster (side B)
INVERTEBRATES

Say: Can you think of any other invertebrates? Look at the
poster.
Ask if the children know of any other invertebrates. They
may answer in L1. Supply any new vocabulary in English
that they may need. Tell them to work in pairs. They
choose one of the invertebrates from the photos and take
turns describing and identifying it. S1: It lives in a shell. It
doesnt walk. S2: Its a clam.

exercises
See page 255.
Presentation
Show the children the poster (side B). Say: Today were
going to talk about invertebrates. Remember! Invertebrates
havent got a spine.
Choose one of the invertebrates and describe it: Its got
(eight) legs. Its got a (shell). Its got (two claws). Ask a child
to come to the poster to point to the corresponding animal.
Repeat the process several times. Then, tell the children to
take turns describing an animal while the rest of the class
tries to identify it.
Say: All these animals are invertebrates. They all have
different habitats. The (crab) lives in the (sea) and the (worm)
lives (under the ground). Ask closed questions about the
invertebrates so that the children have to answer Yes or No.
T: Does the (crab) live (near water)?
SS: Yes. T: Does the (worm) live in the (sea)? SS: No. Then,
ask open questions: T: Where does the (crab) live? SS: It
lives in the (sea). Make sure you use the verbs live, walk,
slide, wriggle, eat and swim. Use gestures to clarify the
meaning of the verbs if necessary.
Work with the book

Say: Open your books at page 60. Look at the three
photos of the invertebrates. Ask for volunteers to read the
sentences out loud. Then, use the sentences to ask
questions: Does a worm live on land? Continue asking
questions until the children can match the descriptions to
the invertebrates.
Practice
Children can describe the main characteristics of
invertebrates.
Show the poster to the children (side B). Ask: Do you eat
any invertebrates? (Possible answers: lobsters, crabs,
prawns, crayfish, clams, cockles, mussels, oysters,
scallops, snails,.... ).
Write the names of the following invertebrates on the
board: grasshoppers, worms, ants, beetles, dragonfly,
centipede, beetles and butterflies.
Ask: Do you think that people eat these invertebrates? Do
you remember the insect dishes in Unit 4?
Ask: Can you remember why people eat these
invertebrates? SS: Because they are nutritious and easy to
find.
ANSWER KEY
Worm This invertebrate lives under the ground. It
doesnt walk. It wriggles. It eats leaves and soil.
Crab This invertebrate lives in or near water.
It swims and it walks. It has got a shell.
Snail This invertebrate lives on land and in water.
It doesnt walk, it slides. It has got a shell.
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8 Read and identify the invertebrate.
worm
crab
snail
This invertebrate lives on land and in water.

It doesnt walk, it slides. It has got a shell.
This invertebrate lives under the ground. It doesnt walk.
It wriggles. It eats leaves and soil.
This invertebrate lives in or near water. It swims and it walks. It has got a shell.
9 Choose an invertebrate and describe it.
clam
beetle
centipede
ant
It lives in big groups.

It doesnt live in water.
dragonfly
Its an ant!
Lesson 6
CLIL Objective: Studying the characteristics of common invertebrates.
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OPTIONS
UNIT 6 LESSON 6
Activity Book
Activity 10.
Read the clues out loud and tell the children to identify
the invertebrate being described. They can also use the
pictures as clues. Tell the children to complete the
crossword in their books.
Lets play!
Odd one out
Place four flashcards on the board, three
from one category and one from another,
for example: ants, beetles, worms, squirrel.
The children have to say which one does
not belong to the group. Repeat with other
groups of flashcards and other children.

Tell the children to choose an invertebrate (they can use
the ones that are on the poster or the ones from their
books). They draw a picture of it and complete the
description. Ask for volunteers to read their descriptions
and to show their pictures to the rest of the class.
Resources
Project Booklet
Page 27, Fish
Bring pictures of a salmon, a shark and a tuna fish to

class.
Ask: What kind of animals are these? SS: Fish. Say the
names of the fish in English: This is a (shark). Ask: Do
(sharks) live in the sea or in rivers? Do the same for the
other fish.
Explain: All these fish migrate.
Say: Open your Project Booklets at page 27. Can you
see the (sharks) migration path? Ask questions about
the oceans and the seas that appear in the migration
path: Can you name the oceans? Can you name any
countries near the migration path?
Do the same for the other fish.
The children label the migration paths with the names of
the fish.
Say: Look at Activity 2.Tell them to read the instructions
in silence.
Say: Get into groups of three and take out your world
map.
The children choose a fish and a colour and trace the
migrating path on the map.
The children write an information card about their fish
according to the model on page 25. Tell them to change
the rectangular shape of the card for one related to a
fish. Also, tell them to use the same colour on the card
that they used before.
Draw the shape of a fish on the board and tell the
children to write words related to fish inside the shape.
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UNIT 6 LESSON 7
CLIL Objective
Understanding the role of invertebrates in
decomposition.
Transcript
See page 259.
Language Objectives
Vocabulary: beetles, worms, ants, centipedes, leaves,
vegetables, grass, rose, bush, compost, flowers, kitchen,
organic waste, decompose, help, grow, make tunnels,
mixture, compost box
Structures: Worms and ants make tunnels; Granny
collects grass.

exercises
See page 259.
Practice
INVERTEBRATES AND DECOMPOSITION
Presentation
Show the children the poster (side B). Point to the worm.
Ask: Whats this? SS: A worm. Ask: What do worms eat?
Worms eat leaves and soil. They also eat rubbish or organic
waste. Repeat for the other invertebrates who decompose
rubbish: centipedes, ants, beetles.
Explain that these invertebrates are really important
because they decompose natural rubbish.
Work with the book

Read the introductory line. Ask questions about the
pictures. Play Track 2.15. Tell the children to listen and say
which picture is being described.
Explain that Granny can only use organic waste for her
compost box because organic waste decomposes. Draw
two columns on the board with the following headings:
Organic and Non-organic. Tell the children to think about
rubbish that is produced in the kitchen in their house. Ask
them if the rubbish is organic or non-organic. Write the
words in the corresponding columns. Explain that some
organic waste cannot be put in the box to make compost,
for example: meat, fish and eggs. Ask the children if they
can think of reasons why it is not a good idea to put these
things in the compost box. The reason is that they attract
rats and cockroaches and it is not hygienic.
ANSWER KEY
See Transcript.
C-O-M-P-O-S-T

Say: Every day Granny puts leaves, old vegetables and
grass in her compost box. Can you find a sentence like this
one? The children find the corresponding sentence: Granny
collects grass from the garden and vegetable peel from the
kitchen.
Ask the children to think about the process of
decomposition. Ask: What does Granny do next? Tell them
to find the following sentence. When they have worked out
the correct order of the sentences, tell them to say what
word the letters spell from the capitals that appear in each
box.
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10 Listen and identify the picture.

Every day Granny puts leaves, old vegetables and grass in her compost box.
I put the
compost on
my rose bushes.
11 Put the sentences in order. What do the letters spell?
Granny puts the compost on her flowers.
nny collects grass from

C Gra
the garden and vegetable
peel from the kitchen.
P Slowly the organic waste
She puts all the organic waste

O into
the compost box.
decomposes.
The compost helps the flow
ers grow.
Worms and ants make tunnels

and move the mixture around.
O The organic waste changes into compost.

Lesson 7
CLIL Objective: Understanding the role of invertebrates in decomposition.
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OPTIONS
UNIT 6 LESSON 7
Activity Book
Activity 12.
Ask: Are old vegetables organic waste? Is a plastic
bottle organic waste?
Continue asking questions until the children understand
the difference between organic and non-organic waste.
Ask for volunteers to say which objects they have circled

Read the first sentence out loud, stopping at the blank
spaces. Tell the chldren to complete them with words from
the box above the pictures.
Tell them to complete all the sentences.
Lets play!
Show and tell
Make sure the children have their key
vocabulary cut-outs or make photocopies
of the Teachers Resource Book, page 22,
one copy per child. Ask a volunteer to
choose one of the cards, to show it to the
class and to describe it, for example: a
herbivore is an animal that eats plants
Repeat with the other children.
Resources
Multi-ROM
Unit 6, Activity 3
Project Booklet

Page 27, Insects and reptiles
Bring photos of a Monarch butterfly and a leatherback

turtle to class.
Ask: What kind of animal is this? SS: An (insect). Say the
complete name of the butterfly: This is a butterfly. Its a
Monarch butterfly.
Do the same with the turtle.
Explain: These animals migrate.
Ask a child to read out the first sentence. Ask: Is that the
turtle or the butterfly? SS: The butterfly.
Continue with the other sentences.
The children tick the sentences according to the key.
Say: Look at Activity 2. Tell them to read the instructions
in silence.
Say: Get into groups of three and take out your world
map.
The children divide the activity into parts: plotting the
migration paths (two different colours); writing about the
turtle, and then writing about the butterfly.
For the information card, the children should use the
same colour that they used for the migration path.
Stick the maps on the classroom wall. Let the children
go around the class looking at one anothers work. Tell
them to talk about the maps.
S1: The (blue) line is the (sharks) migration path.
Transcript
Lots of small invertebrates live inside the compost box.
Centipedes, ants, worms and beetles eat the organic
waste. The organic waste decomposes. It changes into
compost.
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UNIT 6 LESSON 8
CLIL Objective
Language awareness: third person singular and plural.
Language Objectives

exercises
See page 263.
Structures: A (frog) lives (Elephants) eat

(Worms) like
Resources: flashcards (beetles, worms, ants,

centipedes, salmon, lizard, ladybird, salamander,
squirrel); Unit 6 cut-outs or Teachers Resource Book,
page 14, (one photocopy per child).
Materials: scissors
FOCUS ON LANGUAGE
Presentation
Hand out the flashcards. Write the following words on the
board: live, lives, eat, eats, fly, flies, swim, swims. Ask a
child to come to the front to show their flashcard. Ask:
What have you got? S1: (Fish). T: Have you got lots of
(fish)? S1: Yes. T: Can you put your flashcard at the
beginning of one of these verbs and then complete the
sentence? The child places the flashcard. Correct if
necessary and read the complete sentence: (Fish) (swim)
(in water).
Repeat for the other flashcards until all the sentences have
been completed. Make sure they understand the difference
between the nouns and the singular verbs and the nouns
and the plural verbs.
Practice
Say: An elephant lives in Africa. Tell me another animal that
lives in Africa. S1: A (giraffe) lives in Africa. T: An elephant
eats grass. Tell me another animal that eats grass. S2: A
(horse) eats grass. T: A worm eats leaves. Tell me another
animal that eats leaves. S3: A (snail) eats leaves.
T: A worm lives under the ground. Tell me another animal
that lives under the ground
Continue with other verbs and other animals.
ANSWER KEY
Elephants live / eat
Salmon live / eat / swim
Ants live / eat / fly
A peacock lives / eats / flies
A butterfly lives / eats / flies
A frog lives / eats / swims
Work with the book

Say: Open your books at page 62. Look at the board. What
animals can you see? Ask a volunteer to name the animals.
Then, say: Look at the words on the board. Ask a volunteer
to read the words out loud. Then, tell the children to make
sentences: S1: (Fish) (swim) in the sea. S2: A (frog) (lives)
near a river.
*Note: Fish is singular and plural. The same is true for
salmon.

Find your cut-outs for Unit 6. Read and explain the
instructions.
The children play in pairs.
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12 Complete the sentences orally.

Instructions
1 Cut out the puzzle pieces and play with a
friend.
2 Keep the pieces with the letter s and
place the other pieces face down.
3 Take eight pieces. How many sentences
can you make?
4 Write the end of the sentences on the
blank pieces.
5 Take turns to turn over more pieces and
make sentences.
Lesson 8
CLIL Objective: Language awareness: third person singular and plural.
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14 Glue the cut-outs and make four sentences.
Childs own answers
15 Choose a word and complete the sentences.

1 Most penguins
live
drink
A penguin finds
A penguin makes
Penguins surf
2 Penguins
3
4
5
6 A penguin mother
near the South Pole. [live / lives]

salt water. [drink / drinks]
food in the sea. [find / finds]
a nest with rocks. [make / makes]
on the waves. [surf / surfs]
sings
to her chicks. [sing / sings]
Lesson 8
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UNIT 6 LESSON 8
OPTIONS
Activity Book
Activity 14.
Tell the children to choose 16 of their cut-outs and to
stick them in their Activity Books to make four
sentences.

Explain to the children that they have to complete the
sentences with one of the words that appears in
brackets.
Ask for volunteers to complete the sentences orally.
Then, tell the children to complete the sentences in their
Activity Books.
their completed sentences and correct the activity.
Lets play!
Pass it on
Divide the class into three groups and tell
them to sit in rows on the floor. Say a
sentence to the first child of each group,
for example: Elephants live in Africa This
child then whispers it to the child behind
them. Each child whispers the sentence to
the child behind them until they reach the
end of the row. If the sentence at the end
is the same as the one at the beginning,
the team gets a point.
Resources
DVD
Unit 6, Real kids
Multi-ROM
Unit 6, Activity 4

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UNIT 6 LESSON 9
CLIL Objective
Learning about a vulnerable animal species.
Language Objectives
Vocabulary: live, eat, weigh, travel, polar bear, adult,
mother bear, cub, temperature, North Pole, mammals,
predators, vulnerable species
Structures: Tigers live in the jungle. They are
carnivores. They hunt other animals.

Read the numbers out loud. Then, read the sentences out
loud and tell the children to identify the missing number.
Accept all their suggestions. Then, tell them to correct the
sentences on the board.

Say: Now were going to make an Animals in danger
poster. Tell the children to choose an animal, to do a
picture of it and to describe the animal according to the
model in the Students Book.
Resources: CD
Materials: continuous paper, scissors, crayons
Transcript
THE WONDERFUL WORLD: POLAR BEARS

Presentation
Say: Today were going to talk about vulnerable species.
Do you know any vulnerable species? Explain that these
animals may disappear in the future if we do not look after
them. Some examples are: Iberian lynx, gorilla, tiger, giant
panda, blue whale. If they have not mentioned the polar
bear, say: The polar bear is a vulnerable species.
Ask: Where do polar bears live? Are they mammals? Are
they carnivores? What do polar bears eat? Are there lots of
polar bears in the world?
Work with the book

Say: Open your books at page 63. Read the text about
polar bears. Give the children time to read the text and
then read it out loud. Ask questions: Where do polar bears
live? Where is the Arctic Circle? What do they eat? Are
polar bears predators?
picture. Play Track 2.16 again. This time, stop the
recording after each description and ask: Which picture is
that?
Correct the activity. Say: Tell me about picture one.
SS: Some people hunt polar bears for sport.
Do the same for the other pictures. Make sure the children
know that polar bears normally do not eat plastic and
rubbish, but seals and fish. They only do this by mistake
because of all the pollution.

See page 267.

exercises
See page 267.
Practice
Ask volunteers to come to the front of the classroom to
show their posters to their classmates. Encourage the
other children to ask questions about the animals and their
habitats.
Ask them if they have heard of the WWF. It is an NGO
dedicated to preserving wildlife. Suggest that they have a
look at the WWF website to find out more about vulnerable
and endangered species. Point out that this includes plants
as well as animals.
ANSWER KEY
See Transcript.
22,000; 500 kg; 15 km; -40C; 25 years; 2; 30 months
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Polar bears
Polar bears live in the Arctic Circle, close to the North Pole. They eat sea mammals like
seals. Polar bears are predators, but they are a vulnerable species in the modern world.

1
15 Read and complete the text orally.

15 km
2
22,000
-40C
30 months
25 years
500 kg
There are about

polar bears in the world.
An adult polar bear can weigh about
.
A polar bear can travel
a day.
Polar bears live in very cold conditions.
In the winter, the temperature is sometimes
Polar bears live for about
.
A mother bear normally has
cubs.
The cubs live with their mother for
.
Polar bears
16 Make an Animals in danger poster.

Instructions
1 Choose an animal.
2 Draw a picture and
describe the animal.
3 Where does it live?
What does it eat?
Tigers are in danger.

Lesson 9
CLIL Objective: Learning about a vulnerable animal species.
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16 Find the animals and use the key to colour the picture.
Key
1 = green
2 = brown
3 = blue
4 = grey
5 = black
6 = red
7 = orange
8 = yellow
9 = purple
1
2
2
2
1
1
1
9
1
1
3
1
5
2
3
7
2
Now answer the question.

What can you see in the picture?
an elephant, a shark, a peacock, a crab, a snail,

a clam, a lizard, a squirrel and a butterfly.
I can see
.
Lesson 9
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OPTIONS
UNIT 6 LESSON 9
Activity Book
Activity 16.
Ask: Can you see the numbers in the drawing? Tell the
children to use the key to colour the picture, for
example, all the things that have a number 1 on them
are green.
Then, ask: What can you see in the picture? How many
different animals can you see?
Tell them to complete the sentence in their Activity
Books. When they have finished, ask for volunteers to
read out their sentences.
Resources
Multi-ROM
Transcript
The ice in the North Pole is melting. Now polar bears
havent got a lot of space.
Lets play!
Repeat the truth
Invent sentences (true or false ones) about
things from the unit, for example:
Elephants are herbivores. If the sentence is
true, the children repeat it. If not, they do
not say anything. Repeat several times with
different sentences. Then, ask for
volunteers to come to the front to invent
sentences for the rest of the class.
The seas and rivers are dirty. Polar bears sometimes eat
plastic and other rubbish.
Some people hunt polar bears for sport.
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UNIT 6 LESSON 10
CLIL Objective
Assessment.
Language Objectives

Say: Now were going to make an animal quiz.
Read and explain the instructions. When each pair has
finished their questions, they play the game with another
pair.
Resources: CD; poster (sides A and B); poster popouts; flashcards (beetles, worms, ants, centipedes,
salmon, lizard, ladybird, salamander, squirrel, mammals,
fish, reptiles, insects, birds, amphibians)
REVIEW
Lets remember!
done in Unit 6.
Show the children the poster (side A). Hand out the popouts and tell them to come to the front to place the animals
in the spaces. As they are doing this, tell them to
summarise the information that they have learnt: This is an
(elephant). (Elephants) live in (Africa). They have got (big
ears). They eat (plants and leaves). They are (mammals),
(herbivores) and (vertebrates).
Ask: Do you remember the song What do they eat?
Play Track 2.12. The children sing along to the song and
do the actions.
Show the children the other side of the poster (side B).
Hand out the pop-outs and the flashcards. Tell the children
to come to the front to place the animals in the correct
places according to whether they are vertebrates or
invertebrates. As they do this, they say: An (elephant) is a
(vertebrate).
Do the same for the classification of diet: An (elephant) eats
(plants). Its a (herbivore).
Work with the book

First, tell the children to identify the animals in the pictures.
Then, ask for volunteers to read the sentences. Finally, ask
other volunteers to match the sentences with the
corresponding animals.
Then, tell the children to think about an animal and to write
a riddle to describe it. The children take turns reading their
riddles out loud while the rest of the class tries to identify
the animal.
Transcript
Track 2.12 Song: What do they eat?
See page 243.

exercises
See page 271.
Round up
Play word assocations.
Write a selection of words on the board that the children
have learned. Divide the class into two teams. Tell the
teams to get into two lines facing the board.
Say one of the words out loud. Tell a member of each team
to go to the board to touch the word. Then, they take turns
talking about this word, using examples. The child who
gives the best explanation gets a point for their team.
ANSWER KEY
This vertebrate doesnt lay eggs. elephant
This invertebrate makes tunnels in the soil, but it
doesnt walk. worm
This vertebrate breathes with gills. salmon
This bird has got feathers, but it doesnt fly. penguin
This reptile lives on land or in water. It doesnt walk or
fly. snake
The baby animal breathes with gills. The adult animal
breathes with lungs. frog
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17 Name the animal.

This vertebrate doesnt lay
eggs.
This invertebrate makes tunnels in

the soil, but it doesnt walk.
This vertebrate breathes with gills.

snt fly.
This bird has got feathers, but it doe
This reptile lives on land or in water.

It doesnt walk or fly.
The baby animal breathes with gills

.
The adult animal breathes with lung
s.
Write your own riddles.
18 Make an animal quiz.

Instructions
1
2
3
4
Work in pairs.
Choose an animal from each category.
Write a question about each animal.
Test your friends.
mammal
Do ants live on land?

Yes, they do.
reptile
fish
bird
invertebrate
amphibian
Lesson 10
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OPTIONS
UNIT 6 LESSON 10
Activity Book
Activity 17.
Tell the children to complete the questions in their
Activity Books.
Ask for volunteers to read out their questions. After
each question, ask: Who can answer that question?
The children answer the questions orally.

Ask for volunteers to complete the definitions orally.
Tell them to complete them in their Activity Books.
Then, tell the children to choose a herbivore and a
carnivore. They complete the sentences to describe the
animals that they have chosen.
their sentences.
Transcript
Listen and number the animals.
1 This animal has got wings, feathers and a beak.
2 This is a mammal with black stripes. Its a carnivore.
3 This animal hasnt got legs. Its a sea mammal and eats
fish.
4 This insect has got black spots on its wings.
5 This amphibian has got legs when its an adult, but hasnt
got legs when its a baby.
6 This animal has got scales and it hasnt got legs. Its a
reptile.
Lets play!
Hangman
Think of a word from the unit and put lines
on the board to represent each letter of the
word you have chosen. Divide the children
into two teams and tell them to take turns
calling out letters. If they say one of the
letters from the word, write this letter in all
the places where it appears in the word. If
not, start drawing a stick man on the
gallows. If they do not guess the word
before the man is hung, they lose.
7 This animal hasnt got scales or legs. It breathes through

gills.
8 This invertebrate has got a shell.
Assessment criteria
CLIL Objectives
Children can classify animals into mammals, fish, birds,
reptiles, amphibians and insects.
Children can classify animals into vertebrates and
invertebrates.
Children can classify animals into carnivores, herbivores
and omnivores.
Children can understand the natural process of
decomposition.
Language Objectives
Resources
Children can identify animals by their body parts.

Children can name vertebrates, invertebrates,
herbivores, carnivores and omnivores.
Children can describe the process of decomposition.
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THE PLANETS
The Universe
UNIT 7 LESSON 1
CLIL Objective
Associating the phases of the moon with the passing of
time.
Language Objectives
Vocabulary: moon, Sun, the Earth, new moon, half
moon, full moon, surface, orbit, shine, behind
Structures: We can see...; There is...; There are...;

The moon orbits around the Earth. It takes 28 days to
complete a full orbit. The moon is getting smaller.
(moon cycles)
T: Is it getting bigger or smaller on the 25th? SS: Bigger. T:

When is the full moon? SS: On the 1st. T: When is the new
moon? SS: On the 18th.

Say: Look at the calendar in Activity 1. The moon on the 8th
is on the left and the moon on the 25th is on the right. Do
you know why that is? Explain that it is light from the sun
shining on the moon.
Say: Now were going to read the text in Activity 2.
Read each sentence out loud and tell the children to find
the picture that corresponds to the description. When they
have all the answers, ask questions: How long does the
moon take to orbit the Earth? Why does the moon look
different? When cant we see the moon? What happens
after we see a full moon?
THE PLANETS
Presentation
about the moon. Look at the poster.
Hold up the pop-out of the full moon and ask: Whats this?
SS: Its the moon. T: Thats right. Its a full moon. Hold up
the two half moons and say: These are half moons. Are
they the same or are they different? SS: Theyre different.
Say: Yes. One is getting bigger and the other is getting
smaller.
Tell the children to hold up both hands to form the letter C
(back to front) with the fingers of their right hand. Explain
that when the moon is getting bigger, it is in the shape that
they have with their right hand. Now tell them to form the
letter C with the fingers of their left hand. Explain that when
the moon is getting smaller, this is the shape that it has.
Play Track 2.18. The children listen to the recording while
they place the pop-outs of the moons. Play Track 2.18
again. This time, stop the recording after each description
of the moon and ask for volunteers to place the pop-outs.
Then, ask: Which moon is getting smaller? Which moon is
getting bigger? Which is the full moon? Which is the half
moon? The children point to the pop-outs.
Work with the book

the calendar.
Play Track 2.19. The children look at the calendar and
point to the moons.
Play Track 2.19 again and stop the recording after each
question so that they can answer. Ask questions: Is the
moon getting bigger or smaller on the 8th? SS: Smaller.
Transcripts
See page 275.
See page 275.

exercises
See page 275.
Practice
Ask: How many days are there in a month? Say: In some
cultures a month is always 28 days. This is called a lunar
calendar.
Ask if there are any children who are familiar with this.
(Muslim children will probably know what a lunar calendar
is.)
ANSWER KEY
See Transcript.
1e 2b 3c 4f 5a 6d
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7
1 Listen and say the dates.
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
2 Read the text and find the pictures.

1 The moon orbits the Earth. It takes about 28 days to complete a full orbit.
2 The Sun shines on the surface of the moon. The moon looks different at different times
of the month because we see different parts of the surface.
3 When the Sun is directly behind the moon we cant see the moon at all.
4 After a while, we can see the new moon and the moon gets bigger.
5 Then, about two weeks after the new moon, we see a full moon.
6 Then the moon starts getting smaller.
e
d
Lesson 1
CLIL Objective: Associating the phases of the moon to the passing of time.
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7
1 Read the text and colour in the moons.
A new moon.
One week later. A full moon.
A few days later.

The moon is getting bigger.
One week later. A half moon.
One week later. A half moon.
A few days later.

The moon is getting smaller.
2 Read the sentences and circle T (true) or F (false).

1
2
3
4
5
6
7
8
The Sun orbits the Earth.

The Earth orbits the Sun.
The Earth orbits the moon.
The moon orbits the Earth.
The moon is between the Sun and the Earth.
There is one week between a new moon and a half moon.
Both the half moons are the same.
The complete cycle of the moon takes 28 days.
T
T
T
T
T
T
T
T
F
F
F
F
F
F
F
F
Lesson 1
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OPTIONS
UNIT 7 LESSON 1
Activity Book
Page 65, Activity 1
Activity 1. Here are six outlines of the moon. But we
cant always see all of the moon, can we?
Read the first label out loud. Ask for a volunteer to
come to the board to draw a new moon. Repeat for the
other labels.
Tell the children to read the labels again and to colour
the part of the moon that they can see in each case.
Page 65, Activity 2

Read the first sentence and ask: Is that true or false?
SS: False.
Tell the children to read the sentences and to circle the
T or F in their Activity Books.
Lets play!
Repeat the truth
Invent sentences (true or false ones) about
topics from this unit, for example: The
Earth orbits the moon If the sentence is
true, the children repeat it. If not, they do
not say anything. Repeat several times with
different sentences. Then, ask for
volunteers to come to the front to invent
sentences for the rest of the class.
Transcripts
Jack: Look, Grace!

Grace: What?
Jack: Theres a full moon tonight.
Grace: Oh wow! Isnt it beautiful.
Narrator: One week later.
Grace: Look, Jack! Look at the moon tonight!

Jack: What?
Grace: Theres a half moon tonight. The moons getting
smaller.
Jack: Oh yes!
Jack: Look, Grace!
Grace: What?
Jack: Theres a very small moon tonight. The moons
getting smaller and smaller.
Grace: Oh yes!
Narrator: A few days later
Grace: Look, Jack!
Jack: What?
Grace: Theres a very small moon tonight but the moons
getting bigger.
Jack: Oh yes!
Jack: Look, Grace!
Grace: What?
Jack: Theres a half moon tonight. The moons getting
bigger and bigger.
Grace: Oh yes!
Narrator: One week later there is a full moon again.
Jack: Look! Theres a full moon tonight.

Narrator: What date is it?
Grace: Look! Theres a half moon tonight. The moons
getting smaller.
Jack: Look! Theres a very small moon tonight. The
moons getting smaller and smaller.
Grace: Look! Theres a very small moon tonight but the
moons getting bigger.
Jack: Look! Theres a half moon tonight. The moons
getting bigger and bigger.
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UNIT 7 LESSON 2
CLIL Objective
Recognising the positions of the planets.
Language Objectives
Vocabulary: first, second, third, fourth, fifth, sixth,
seventh, eighth, bigger, smaller; Mercury, Venus, the
Earth, Mars, Jupiter, Saturn, Uranus, Neptune
Structures: Neptune is bigger than Mars. Which
planet is it?
THE POSITION OF THE PLANETS

Presentation
Show the children the poster (side B). Point to the solar
system and say: These are the planets in our solar system.
Ask: Are there any other things in the solar system? Help
the children to name the following celestial bodies: the Sun,
moons, meteorites and comets.
Ask them if they know the names of the planets: Mercury,
Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.
Explain that up until recently, Pluto was also a planet, but
this has now been changed. Point to the planets and name
them in order. Write the names on the board in the
corresponding order. Ask questions about the size of the
planets: Is Mars bigger than Neptune? Is Venus smaller
than Saturn? The children answer yes or no where it is
obvious on the poster, and I dont know if it is not obvious.
Work with the book

Say: Now we are going to play a guessing game!
Write the following words on the board: bigger and smaller.
Say: Its bigger than (Mars) but smaller than
(the Earth). Which planet is it? SS: (Venus).
The children take turns asking and answering questions.
Transcript
Track 2.20 The Planets song
See page 279.

exercises
See page 279.
Practice
Ask: What can you see in the night sky with the naked eye?
Let the children give you answers and then prompt them
by asking questions: Can you see planets? Can you see
stars? Can you see planes? Can you see UFOs? What
does UFO mean? (Unidentified Flying Object). Ask: Have
you ever seen a UFO?
Ask them if they know when the best display of comets is.
It is in the middle of August. Explain that this is because the
Earths orbit passes through a meteorite shower at that
time of the year.

the planets. Lets say their names.
Name the planets from Mercury to Neptune. Then, say:
Now were going to sing The Planets song.
Play Track 2.20. The children read the text as they listen
to the recording.
Play Track 2.20 again and encourage them to sing the
song and to do the movements with you. Play Track 2.20
again, but this time stop the recording after the first verse. Tell
the children to sing the planets in order without looking at the
text.
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3 The Planets song. Listen and sing.
Planets spinning, spinning round the Sun.

Nearer, further, hotter, colder, bigger, smaller!
Do you know the order of the planets round the Sun?
Mercury and Venus!
The Earth and Mars!
Jupiter and Saturn!
Uranus and Neptune!
That is the order of the planets round the Sun!
Its smaller than Jupiter, but bigger

than Uranus. Which planet is it?
Its Saturn!
Lesson 2
CLIL Objective: Recognising the positions of the planets.
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3 Find ten words from the Solar System.

A
R
T
V
Z
Y
L
M
V
F
B
E
O
C
I
J
H
S
J
G
L
R
A
R
T
K
O
E
K
Z
N
A
K
C
M
V
E
N
U
S
E
T
H
S
E
A
R
T
H
A
P
R
M
U
R
A
N
U
S
T
T
S
T
N
C
M
A
R
S
U
U
W
U
J
U
P
I
T
E
R
N
I
V
B
R
Q
M
O
O
N
E
E
Z
Z
Y
P
L
O
T
R
4 Use the words in Activity 3 to label the Solar System.
URANUS
MARS
VENUS
EARTH
NEPTUNE
SATURN
MERCURY
SUN
JUPITER
Lesson 2
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OPTIONS
UNIT 7 LESSON 2
Activity Book
Page 66, Activity 3
Lets play!

Activity 3.
Tell the children to look for ten words related to the solar
system in the word search.
Ask for volunteers to read out the words that they have
found.
I spy
Page 66, Activity 4

Tell the children to use the words from Activity 3 to label
the solar system. They can refer to the poster to check
the correct order of the planets.
Then, tell them to exchange books with a classmate
and to correct one anothers work.
Play I spy using the names of the

planets: I spy with my little eye, a planet
beginning with (S) The children play in
small groups and write the name of the
planet they think it is on a slip of paper.
When you have mentioned all the planets,
ask for volunteers to read out their lists.
The group that gets the most planets
correct wins the game.
Project Booklet
The solar system: Make a model of the
solar system
Page 29, The planets
Say: For this project we are going to make a model of the
solar system. How many planets are there? Is the sun a
planet? No! Its a star.
Explain that they are going to make a model of the solar
system and that they are going to do the different parts
in each lesson. In this lesson, they are going to make
the planets.
all the planets. Look at page 67 in your Students Book.
Can you label these planets? Which is the biggest
planet? Which is the smallest? Which planet is bigger
than... but smaller than...
Repeat the procedure until the children have named all
the planets.
Say: Now we are going to start making our model.
Divide the class into groups of three and hand out the
materials.
The children make the model according to the
instructions on page 29.
Tell them to write their name on the last strip of paper
before sticking it onto each balloon.
Put the balloons in a place in the class that does not get
much sunlight and leave them to dry.
Write the letters M, V, E, M, J, S, U, N in a column on
the board.
Then, write the following words with these letters: My
very excited monkey jumps straight under Nicholas!
Tell the children to work in pairs to invent a funny
sentence.
Resources
DVD
Unit 7, The planets song
Multi-ROM
Unit 7, Activity 1

Transcript
Do you know the order of the planets round the Sun?
Mercury and Venus!
The Earth and Mars!
Jupiter and Saturn!
Uranus and Neptune!
Planets spinning, spinning round the sun.
That is the order of the planets round the sun!
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UNIT 7 LESSON 3
CLIL Objective
Understanding relative measurements in space.
Curricular link: Maths; Music; Science
Language Objectives
Vocabulary: hundred, thousand, million, kilometres,
diameter, average temperature
Structures: Jupiter is the biggest planet. Mercury is
the nearest to the Sun.
Resources: CD; poster (side B); poster pop-outs
(phases of the moon)
Materials: scissors, orange paper, a roll of toilet
paper, sheets of paper, ruler
For this activity, the relative size of the planets is not

important. Study the distances of the planets from the Sun.
In the chart in the book, we can see the relative distances
measured out in pieces of toilet paper.
Count and cut pieces of toilet paper to mark the distances
between each planet and ask each group of three children
to place their planet at the correct distance from the Sun.
Ask questions using nearer to/nearest to and further from/
furthest from: Which planet is (nearest to) the Sun? Which
planet is (nearer to) the Sun, (the Earth) or (Uranus)?
Transcript
See page 279.
MEASUREMENTS IN SPACE
Presentation
Play Track 2.20 again and sing the planets song so the
children can remember the names of the planets and their
order. Ask: Which is the first planet, the planet nearest the
Sun? SS: Mercury. Continue asking questions and using
ordinal numbers. Then, say: Find a planet thats bigger
than (the Earth). Do the same with smaller.
Point to the biggest planet (Jupiter) and say: Jupiter is the
biggest planet. Repeat with the smallest planet.
Say: Lets find out more information about the planets.
Work with the book

at the chart.
Ask questions about the chart: Which is the (coldest)
planet? Which is the (biggest) planet? Which is the
(nearest) planet to the sun?
Then, tell the children to use the information in the chart to
complete the sentences orally.
Ask questions about the information in the chart: Is Jupiter
the biggest planet? Is it the coldest? Is it the nearest to the
Sun? Continue asking questions about the other planets.

Say: Now were going to make a model to show the
relative distances of the planets. In order to do this activity,
you will need to go out into the corridor or the playground.
First, make the Sun with a circle of orange paper. Divide
the class into eight groups and assign a planet to each
group. Each group colours and cuts out a circle for their
planet, and then writes the name on it.

exercises
See page 283.
Practice
Children can name and sequence the eight planets in
the solar system.
Write the big numbers from the Activity Book on the board.
Point to the commas in the numbers and say: Look! In
English we use a comma here, not a full stop. Explain that
the full stop is used for decimal points as in: 3.5 (three
point five), but not for whole numbers.
ANSWER KEY
Jupiter is the biggest planet.
Mercury is the smallest planet.
Venus is the hottest planet.
Neptune is the coldest planet.
Neptune is the furthest from the Sun.
Mercury is the nearest to the Sun.
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5 Look at the chart and complete the sentences orally.

Distance from
the Sun (km)
Diameter (km)
57,900,000
2,440
179C
Venus
108,200,000
6,052
482C
Earth
150,000,000
12,756
13C
Mars
228,000,000
3,397
-63C
Jupiter
778,400,000
71,492
-121C
Saturn
1,425,600,000
60,268
-125C
Uranus
2,867,000,000
25,559
-214C
Neptune
4,486,000,000
24,746
-225C
Mercury
Average
temperature
Mercury...
is the biggest planet.
is the coldest planet.
is the smallest planet.
is the furthest from the Sun.
is the hottest planet.
is the nearest to the Sun.
6 Make a model to show the relative distances of the planets.

You need:
A circle of orange paper for the Sun.
A roll of toilet paper.
Eight circles for the planets.
A ruler and a pair of scissors.
Instructions
1 Put the Sun at one end of the corridor.
2 Count and cut the pieces of toilet paper.
3 Place the planets in position.
Pieces of toilet
paper
Mercury
Venus
Earth
2.5
Mars
Jupiter
13
Saturn
24
Uranus
48.5
Neptune
76
Lesson 3
CLIL Objective: Understanding the relative measurements in space.
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OPTIONS
UNIT 7 LESSON 3
Activity Book
Page 67, Activity 5
Activity 5.
Write the numbers on the board, big enough so you
can write a word under each of the digits. Read the
numbers out loud and write the words hundred,
thousand and million under each of the corresponding
digits. Write the word and and specify where we place it
in relation to the digit that it corresponds to when we
say the number.
Page 67, Activity 6

Read the first sentences out loud and ask: Is that true
or false? SS: False.
Ask for volunteers to read out their sentences and for
others to say whether they are true or false.
Then, tell the children to read the sentences and to
circle the T or the F.
Project Booklet
Place the balloons somewhere in the classroom that does

not get much sunlight and leave them to dry.
Tell the children to paint the planets that they made from
Lesson 1. They should use the information that appears in
the Project Book to colour them.
Lets play!
Number race
Draw a line on the board and write big
numbers on the board on both sides of the
line (the same numbers should appear on
both sides of the line). Divide the class into
two teams. Give a piece of chalk to one
child in each team. Say a number out loud.
The children have to run to the board to
circle the number that you have said. The
first child to do this gets a point for their
team. The game ends when all the
numbers have been circled.

solar system
Page 30, The Sun, moon and Earth
Tell the children to get into the same groups of three
that they were in before in order to work on the planets
they were making.
Tell them to place the planets in the correct order on
their desks. Remind them of the sentence: My very
excited monkey jumped straight under Nicholas.
Say: But theres something missing in our solar
systems. What else is there in the solar system? The
Sun and the moon. Ask: Is this the only moon? No!
Some children will probably know the answer. (Number
of known moons in our solar system: Mars: 2, Jupiter:
63, Saturn: 61, Uranus: 27, Neptune: 13)
Say: Open your Project Booklets at page 30. What can
you see in the pictures?
Tell the children to put the corresponding name on each
picture.
Ask for volunteers to read the text out loud. Ask
questions about the text: What colour is...? What is ...
made of?
The children make a model according to the
instructions on page 30.
Tell them to write their names on the last strip of paper
before sticking it on each balloon.
Resources
DVD
Unit 7, Activity 2
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The eclipse
Cousin Joey is staying at Grannys house for
the summer.
Grace explains.
Listen! There is going

to be a total eclipse
of the moon tonight.
The moon is
going to be in the
Earths shadow.
Wow! Whats that?
Lily sets the alarm clock.
What time is it
going to happen?
At two oclock
in the morning.
Lets watch!
The alarm is
going to ring
at two oclock.
Good night!
Good night!
3
The children wake up at two, in time for

the eclipse.
When is it going
to start?
In a minute.
The children cant see the moon now.
Is the moon going to

come back again?
Yes, of course. We cant see

the moon, but its still there.
Lesson 4
CLIL Objective: Literacy: recognising the three parts of a story.
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The cousins hide under the bed.
Suddenly, they hear a scary sound.
Just a minute!
Wheres Joey?
Aargh!
Im the moon and

Im in your room!
And Im going to
catch you now!
6
He isnt here.
That isnt funny, Joey.
Granny hears the noise.
Whats happening
in here?
Its the lunar eclipse. Look!
The moons in our room!

moon
sun
Ben
pen
room
arm
drum
mum
alarm
Lesson 5
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UNIT 7 LESSON 4
CLIL Objective
Literacy skills: recognising the three parts of a story.
Tell the children to read the story in silence. When they

have finished, tell them to come to the board to write any
words that they have not understood. Point to the words
and explain them by using the story cards where possible,
or by giving examples.
Language Objectives
Story language: cousin, summer, total eclipse, moon,
tonight, the Earth, shadow, alarm clock, ring, wake up,
start, come back, scary, sound, room, catch, funny,
Whats that? Whats going to happen? Whats
happening in here? Good night!
STORY: THE ECLIPSE
Transcript
Track 2.21 Story: The eclipse
See page 289.

exercises
See page 289.
Presentation
to the board to look at the pictures and to make
predictions about the story. Help them by asking questions:
Who can you see in picture 1? Let the children name the
characters. Then, point to Joey and say: This is Joey. Hes
their cousin. Where are they? What are they doing? Look
at picture 2. What is Grace explaining? Look at picture 3.
What time is it? What has Lily got? What are
the children doing in picture 4? Can you see the moon
in picture 5? Look at picture 7. Are the cousins scared?
Is Joey scared in picture 8? What is he doing? Can you see
the moon in picture 9?
the story.
Practice
picture frame. Tell the children to point to the
a line below. Tell them to describe what is happening in the
story. They can read the text that appears at the top of
each picture frame. Continue until all the story cards are in
the correct order in the line below. Then, analyse the
different parts of the story. Ask: Whats happening at the
(beginning/middle/end) of the story?
Work with the book

in their books.
Ask comprehension questions: What is an eclipse? When
is the eclipse going to happen? How are the cousins going
to wake up? What time does Lily set the alarm clock for? Is
the moon still there? Why cant they see it? Is the moon
really in their room? Is Lily laughing with Joey? Is she
angry?
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UNIT 7 LESSON 5
CLIL Objective
Literacy: phonics n (moon, Sun, Ben, pen) and /m/
(room, arm, drum, mum, alarm)

the words.
Ask: Can you find (moon)? SS: Yes! Its in picture (1). They

PHONICS
Retell the story
children to come to the board to look at them. Ask: Which
is the first picture? Ask questions about the picture to
check their understanding. Repeat for the other story cards
until all of the pictures are in the correct order.
Transcript
Track 2.22 Phonics
See page 291.

exercises
See page 291.
Work with the book

Tell the children to read the story out loud. Assign each of
the characters to six children and ask others to be the
narrator.
corrected on the board. Point to them one by one and ask
if anyone knows how to say them. Correct their
Act out the story

Divide the class into groups of six. Assign a character to
each child. Play Track 2.21 again. The children join in with
their lines.

you. Write the letter n several times on the board.
Point to each letter as you say: n n n moon. Repeat several
times. Articulate the n sound very clearly, making sure that
the children understand that the final n sound is produced
with the teeth closed but the lips open.
The children repeat: n n n moon.
Repeat with the other words (sun, Ben, pen).
Write the letter m several times on the board.
Point to each letter as you say: m m m room. Repeat
several times. Articulate the m sound clearly, making sure
the children understand that the final m sound is produced
with the lips closed.
The children repeat: m m m room.
Repeat for the other words (arm, drum, mum, alarm).
Tell the children to look at Activity 8 of page 69.
words.
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7 Choose and match two pictures for each part of the story.
beginning
middle
end
8 Read and circle T (true) or F (false).

The eclipse
At the beginning...
Ben doesnt know what an eclipse is.
Grace explains what an eclipse is.
There is a new moon that night.
T F
T F
T F
In the middle...
The children wake up at 2 oclock in the morning.
All the children watch the eclipse.
The moon disappears.
T F
T F
T F
At the end...
The moon is in the bedroom.
All the children are scared.
The cousins are angry with Joey.
T F
T F
T F
Lesson 4
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OPTIONS
UNIT 7 LESSON 4
Activity Book
Page 68, Activity 7
Activity 7.
Read out the three words: beginning, middle and end.
Explain that all stories have a beginning, a middle and
an end.
Say: Look at the first picture. Is it from the beginning,
the middle or the end of the story? SS: The end. Repeat
for the other pictures. If possible, they should do this
without looking at the Students Book.
Tell them to match two pictures to each part of the
story.
Page 68, Activity 8

Read out the first sentence and ask: Is that true or
false? SS: True.
Tell the children to read the sentences and to circle
them T or F according to what they think.
Ask for volunteers to read out their sentences and for
others to say whether they are true or not and correct
the activity.
Lets play!
Describe it!
Place the story cards on the board and
write a number above each one. Divide the
class into two teams, A and B. Give one
member of team A a number and tell him
to describe the story card that corresponds
to this number. This childs team has to
guess which card it is. Set a time limit. The
team can only offer one suggestion. If they
are correct, they get a point. If not, the
other team can try to guess which one it is.
Repeat for the other team and with the
other story cards.
Transcript
Track 2.21 Story: The eclipse
Picture 1
Narrator: Cousin Joey is staying at Grannys house for the
summer.
Lily: Listen! There is going to be a total eclipse of the moon
tonight.
Ben: Wow! Whats that?
Picture 2
Narrator: Grace explains.
Grace: The moon is going to be in the Earths shadow.
Jack: What time is it going to happen?
Lily: At two oclock in the morning. Lets watch!
Picture 3
Narrator: Lily sets the alarm clock.
Lily: The alarm is going to ring at two oclock.
Jack: Good night!
Others: Good night!
Picture 4
Narrator: The children wake up at two, in time for the
eclipse.
Ben: When is it going to start?
Lily: In a minute.
Picture 5
Narrator: The children cant see the moon now.
Ben: Is the moon going to come back again?
Lily: Yes, of course. We cant see the moon but its still
there.
Picture 6
Narrator: Suddenly they hear a scary sound.
Ghostly voice: Im the moon and Im in your room! And Im
going to catch you now!
All: Aargh!
Picture 7
Narrator: The cousins hide under the bed.
Grace: Just a minute! Wheres Joey?
Lily: He isnt here.
Picture 8
Lily: That isnt funny, Joey.
Resources
Multi-ROM
Unit 7, Story
Picture 9
Narrator: Granny hears the noise.
Granny: Whats happening in here?
Ben: Its the lunar eclipse. Look! The moons in our room!
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9 Complete the words with m or n and match.

Be n
moo n
cla m
swi m
alar m
salmo n
childre n
Su n
ice crea m
mu m
te n
roo m
ar m
eleve
wor m
trai
ste m
n
pengui n
dru m
pe
10 Find and write rhyming words. Model answer

Find...
drum
arm
Two words that rhyme with Ben: ten
A word that rhymes with mum:
A word that rhymes with alarm:
and
pen
Lesson 5
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OPTIONS
UNIT 7 LESSON 5
Activity Book
Page 69, Activity 9
Activity 9.
Tell the children to complete the words with the letters n
or m. Then, they match them to the photos.
Ask for volunteers to read out the words. Check the
pronunciation of the final sound to make sure they
distinguish between the n and the m.

Ask: Can you tell me a word that rhymes with mum?
SS: Drum.
Repeat for the other words.
Tell the children to complete the sentences in their
Activity Books.
Transcript
Track 2.22 Phonics
n n n moon
n n n sun
n n n Ben
n n n pen
m m m room
m m m arm
m m m drum
m m m mum
m m m alarm
Lets play!
Find your family
Write several words that end in m or n on
slips of paper. Make sure there is one for
every child. Hand out the words. The
children have to walk around the
classroom saying their word until they find
other children who have words with the
same sound. When they are in their
groups, they say their word out loud for the
rest of the class.
Resources
Multi-ROM
Unit 7, Phonics
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UNIT 7 LESSON 6
CLIL Objective
Learning about different physical conditions.
Language Objectives
Vocabulary: run, eat, practise, land on, fly, plan,
breathe, mend, use, controls, pizza, high energy food,
emergency landings, route, robot, oxygen tank, control
room, air, gravity, fresh food, muscles, spaceship, space
Structures: Im going to run 10 kilometres every day.
Im going to practise moving around in the anti-gravity
machine because there isnt any gravity in space.

Tell the children to match the correct pictures from Activity
9 to the reasons in Activity 10. When they have finished, tell
them to work in pairs to check their answers.
Finally, ask questions to correct the activity: Why is Elisa
going to (practise breathing with an oxygen tank)?
SS: Because (there isnt any air in space).
Transcript
See page 295.
PHYSICAL CONDITIONS IN SPACE

exercises
Presentation
See page 295.
Show the children the poster (side B). Ask them questions
about their knowledge of space and astronauts.
Ask: Where do people live in the solar system? SS: On the
Earth. T: Do people live anywhere else? SS: No. T: Why
not?
Then, ask: What do you know about space travel? Have
people ever been to the moon? Have people been to
Mars? Has anything been to Mars? Are there people
anywhere else in space? What about the space station?
The space station orbits the Earth. There are always people
on the space station. Who goes to the space station?
SS: Astronauts.
Work with the book

Say: Open your books at page 70. Elisa Tremlett is an
astronaut. Shes going to go to Mars. Look at the pictures
of Elisa. Lets listen to the recording to hear what she is
going to do in space.
Play Track 2.23 as the children look at the pictures.
Play Track 2.23 again and this time stop after each of
Elisas answers so that the children can make a note of the
number of the corresponding picture.
When they have finished, play Track 2.23 again so they
can check their answers.
Then, ask questions to correct the activity. T: Is Elisa going
to (run 10 kilometres before breakfast)? SS: Yes, she is.
T: Is Elisa going to (eat lots of pizzas)? SS: No, she isnt.
Practice
Say: Imagine youre going to travel to the space station.
What are you going to take with you?
Tell the children to work in pairs and to make a list of the
things that they would take. You can help them by asking
questions such as: Are you going to take anything to read?
Are you going to take anything to eat? And so on.
Ask for volunteers to explain their lists to the rest of the
class.
ANSWER KEY
See Transcript.
1e 3b 4c 6a 7d 9f
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9 Listen and say which pictures are correct.

Elisa Tremlett, Newburys
new astronaut!
Im going to...
run 10 km before
breakfast.
eat lots of pizzas.
eat high
energy food.
practise emergency
landings.
practise breathing
with an oxygen tank.
practise moving
around in the
anti-gravity machine.
plan the route.
mend robots.
use the control room.
10 Match the text from the correct pictures in Activity 9 with the reasons.
Because
a
b
c
there isnt any air in space.

there isnt any fresh food in space.
I am going to land on Mars.
d
e
f
there isnt any gravity in space.

I need to make my muscles strong.
I am going to fly the spaceship.
Lesson 6
CLIL Objective: Learning about different physical conditions.
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11 Look at the pictures and complete the description.
13
Elisa is going to do a space walk.

She is going to wear a special
space suit for the walk.
oxygen tank
underwear
space suit
boots
helmet
underwear.
Then, shes going to put on her space suit.
After that, shes going to put on her boots.
Then, shes going to put on her oxygen tank
Finally, shes going to put on her helmet
First, shes going to put on her
.
.
.
.
.
12 Choose and circle five things. Then complete the text. Model answer
14
computer
teddy bear
family photo
MP3 player
book
On her space mission Elisa is going to take
telephone
sweets
plant
a computer, a family photo, a book, an MP3
player and some sweets.

.
She isnt going to take
a teddy bear, a telephone or a plant.

.
Lesson 6
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OPTIONS
UNIT 7 LESSON 6
Activity Book
Activity 11. Look at the pictures. What is Elisa going to
put on first? SS: Her underwear.
Continue asking questions until the children have put all
the pictures in order.
Tell them to complete the decription in their Activity
Books. Ask for volunteers to read out their sentences

Tell the children to identify the objects in the pictures.
Then, ask: Do you think that Elisa is going to take all
these things with her?
Tell them to circle the objects that they think Elisa is
going to take.
Then, ask for volunteers to name the objects that they
have chosen.
Activity Books and ask for volunteers to read out their
sentences to correct the activity.
Project Booklet
solar system
Page 31, Orbit lines
Bring two children to the front of the class, one to
represent the Sun and another to represent the Earth.
Using the children, explain that the Earth revolves around
the Sun and rotates at the same time Write revolving and
rotating on the board. Then, ask: Do all these bodies
revolve and rotate? No! The Sun stays still.
Tell the children to label the picture.
Then, say: Look at Activity 6. Get into groups of three.
The children make the base for their solar system.
Tell them to paint the Sun, the moon and the Earth that
they made in lesson 2.
Draw the real orbiting line of the Earth (an ellipse) on the
board and ask: Is this a circle? SS: No!
Explain that the real orbiting lines are not circular but
ellipses and that the circular model is used to represent
them. The egg-shaped orbiting lines are important
because they produce seasons
Resources
Multi-ROM
Unit 7, Activity 3
Transcript
Journalist: Good morning, Elisa.

Elisa: Good morning.
Journalist: Now, you are going to go on a very special
space mission next year, arent you?
Elisa: Yes, thats right. Im going to travel to Mars. Im going
to land on Mars to investigate the soil.
Journalist: Wow! How are you going to prepare for
this mission?
Elisa: Well, Im going to train very hard every day. Im going
to run 10 km before breakfast. Then Im going to
practise breathing with an oxygen tank. Im going to
practise moving around in the gravity machine.
Journalist: Are you going to learn how to fly the
space ship?
Elisa: Oh yes. Im going to use the control room, and Im
going to practise emergency landings.
Journalist: Oh dear! That sounds dangerous!
Elisa: Well, Im going to land the space ship on Mars,
you see.
Journalist: Arent you going to have any food during
the day?
Elisa: Yes, of course. But Im going to eat special high
energy dried food.
Journalist: Mmm. Well, I think you are going to be a very
busy astronaut, Elisa. Thanks for coming on
our show.
Elisa: Thank you! See you when I get back from Mars!
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UNIT 7 LESSON 7
CLIL Objective
Learning about space travel.
Language Objectives
Vocabulary: orbit, land, collect, do, take photos,
measure, look for, the planet, rocks, temperature,
Mercury, Venus, the Earth, Mars, Jupiter, Saturn,
Uranus, Neptune
Structures: Are you going to orbit the planet? Yes,
I am. / No, Im not.
Resources: flashcards (orbit the planet, collect rocks,
do an experiment, take photos, measure the
temperature, land on the planet)
Materials: dice
SPACE TRAVEL
Presentation

exercises
See page 299.
Practice
Children can predict future actions using going to.
Ask: What else is Elisa going to do? What do you think? Is
she going to listen to music? SS: Yes. T: How is she going
to listen to music? S1: Shes going to take an MP3 player.
Encouarge the chidlren to ask one another questions. Ask:
Would you like to go with Elisa on the mission? Why? / Why
not?
Place the flashcards on the board. Say: Do you remember

the astronaut, Elisa Tremlett? Wheres she going? SS: Mars.
T: What do you think shes going to do on her space
mission? Hold up the flashcards one by one and ask: Do
you think shes going to (orbit the planet)? SS: Yes/No.
Continue asking about the other flashcards and encourage
the children to give their reasons.
Work with the book

Say: Open your books at page 71. Now were going to play
The space game. Explain the instructions for the game to
the children and make sure they understand the sentences.
Tell them to play the game in groups of four.
When they have finished, ask questions about what they are
going to do: Are you going to (orbit the planet)? S1: (Yes).
T: Are you going to visit (Mars)? S2: (No, Im going to visit
Saturn).

Say: Now find your travel companions. Ask each other
questions.
The children walk around the class asking and answering
questions until they form a group of children who are going
to the same planet. S1: Are you going to visit (Mars)?
S2: No, Im not. S3: Yes, I am.
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11 Play The space game.

Instructions
1
2
3
4
Play in pairs.
Throw the dice. Odd numbers send you left. Even numbers send you right.
Throw the dice and find out where you are going.
What are you going to do?
Im going to...
The Sun
... orbit the planet.
... do an experiment.
Mercury
Venus
... land on the planet.
... take photos.
Earth
Mars
... collect rocks. ... measure the temperature.
Jupiter
Saturn
Uranus
Neptune
12 Find your travel companions.
Are you going

to visit Mars?
Lesson 7
Yes, I am!
No, Im not. Are you

going to visit Saturn?
No, Im not. Are you

going to visit Venus?
CLIL Objective: Learning about space travel.
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OPTIONS
UNIT 7 LESSON 7
Activity Book
Activity 13. Look at the spaceships. There are five
different spaceships and they are all going to different
planets.
Tell the children to follow the routes with a pencil to
check where each spaceship is going.
Activity Books.

Tell the children to look for clues to discover what each
person is going to do. Ask: What is Tom going to do?
SS: Hes going to collect rocks.
Tell the children to complete the sentences that appear
below each astronaut.
Then, ask for volunteers to read out their sentences and
Lets play!
Use the word
Divide the children into groups of four.
Make sure they have their key vocabulary
cut-outs or make photocopies of the
Teachers Resource Book, page 23, one
copy per group. The children shuffle the
cards and place them face down on their
desks. Then, they take turns taking a card
and making a sentence using the word, for
example: Venus is the hottest planet... If
they make a correct sentence, they keep
the card. If not, they return it to the pile.
The winner is the child with the most cards
at the end of the game.
Resources
Project Booklet
solar system
Page 32, Assembling the model
Hand out the components that the children have made

for their model.
Tell them to put the components on their desk in the
correct order with the Sun in the middle and the moon
to one side of the Earth.
Say: Open your Project Booklets at page 32. Lets do
the planet quiz.
Read the first question out loud so the children can
respond orally.
Ask for volunteers to read out their questions for the rest
of the class to answer.
Tell the children to answer the questions in their Project
Books.
Say: Look at activity 8. Lets assemble our models.
The children assemble the model in their groups.
Hang the models on the ceiling with hooks.
Play Guess which planet I am. Say: (Venus) is to my left
and (Mars) is to my right. Which planet am I?
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UNIT 7 LESSON 8
CLIL Objective
Language awareness: using suffixes to build words.
Language Objectives

Say: Now were going to make and play a language game!
Explain the instructions to the children.
Tell them to play the game.
Vocabulary: big, small, near, far, tall, short, old, young

Structures: Mercury is hotter than Jupiter. Mercury is
the hottest planet.
Resources: poster (side B); Unit 7 cut-outs or

Teachers Resource Book, page 15, (one photocopy per
child).
Materials: scissors, glue

exercises
See page 303.
FOCUS ON LANGUAGE
Presentation
Show the children the poster (side B) and say: The Earth is
big. Jupiter is bigger than the Earth. But Neptune is the
biggest. Repeat with small, near and far.
Choose two volunteers (make sure they are both tall but
clearly different heights). Tell them to stand side by side and
say: This is how we compare. (Daniel) is tall. (Mara) is taller
than (Daniel) and Im the tallest. Choose two other
volunteers (make sure they are both short, but clearly
different heights) and do the same with short. Then, ask:
(Daniel), whens your birthday? S1: (30th March). T: (Mara),
whens your birthday? S2: (16th June). Say: (Daniel) is older
than (Mara) but Im the oldest. Do the same with young.
Practice
Children can compare the planets using comparative
and superlative adjectives.
Ask: What other words do we change by adding things to
the end? (Go - going, planet - planets, go - goes). Say:
These are suffixes. We use suffixes to make small changes
to the meanings of words. You can ask the children to
come to the board to write more examples. Discuss the
change in meaning for each case.
Work with the book

Say: Open your books at page 72. Look at the words on
the board. Ask a volunteer to read the words out loud.
Say: Grace is taller than Ben, but Jack is the tallest.
Tell the children to make sentences orally with the words
on the board using the comparatives and superlatives.
Then, tell them to ask one another questions. S1: Is (Jack)
(older) than (Ben)? S2: (Yes, he is). S2: Is (Jack) the
(oldest)? S1: (Yes, he is).
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13 Use the words and letters to make sentences about the characters.
Grace is taller
than Ben. But Jack
is the tallest.

Instructions
1
2
3
4
Play in groups of four.

Cut out the cards.
Place them face down on the table.
Take turns to turn over a card and place it to make a correct sentence.
Thats a true sentence!
Lesson 8
CLIL Objective: Language awareness: using suffixes to build words.
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15 Choose and glue four true sentences using your cut-outs.
Childs own answers
16 Read the sentences and underline the comparative and superlative adjectives.
Grace is older than Jack, and Ben is younger than Grace, but Lily is the oldest and
Ben is the youngest. They are all different heights.
Grace is taller than Ben, but shorter than Jack. Lily is the tallest and Ben is the shortest.
Now complete the table.

adjectives
comparative adjectives
superlative adjectives
old
older
oldest
young
tall
short
younger
taller
shorter
youngest
tallest
shortest
Lesson 8
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OPTIONS
UNIT 7 LESSON 8
Activity Book
Activity 15.
Tell the children to make four true sentences with their
cut-outs and to stick them in the correct place.
Resources
DVD
Unit 8, Real kids
Multi-ROM
Unit 7, Activity 4


Ask for volunteers to read out the text. Each child can
read two sentences.
Then, say: In this piece of text there are some
comparatives like older, and some superlatives like the
oldest. Underline these words.
Ask: How many comparatives and superlatives have
you underlined? There are four comparatives and four
superlatives. Now check again.
Tell the children to complete the chart with the words
that they have underlined. They should only complete
the second and third columns in the table.
Then, say: What words do we write in the first column?
Encourage them to name the adjectives. When they
have finished, tell them to complete the first column in
the table.
Lets play!
Miming game
Divide the class into groups of three or four
and make photocopies of the flashcards
(one copy per group). Hand out the
flashcards to the groups. The children
shuffle the cards and place them face
down in a pile. Then, they take turns taking
a card from the pile. The person who takes
a card has to mime the word for the rest of
the group, who have to guess the word.
Repeat the procedure until all the cards
have been mimed.
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UNIT 7 LESSON 9
Do the dialogue with a volunteer and then tell the children

to work in pairs to calculate the next time we can see these
comets.
Tell them to give you their answers, write these on the
board and decide which ones are correct.
Language Objectives
CLIL Objective
Talking about objects in space.
Vocabulary: comet, constellation, star, equator,

Northern/Southern Hemisphere, Southern Cross,
Cassiopeia, Queen, Taurus, Hydra
Structures: When are we going to see (Halleys Comet)
next? In (67) years time. This constellation is called
(Hydra). It looks like a (snake).
Resources: CD
Materials: construction paper, felt tip pens
Preparation: Draw pictures of the following
Say: Now were going to invent a constellation.

Explain the instructions to the children. When they have
drawn their constellation and they have given it a name, tell
them to describe it.
S1: My constellation is called (Flipper). It looks like a
(dolphin). There are (ten) stars in the constellation. You can
see (Flipper) in the (spring) in the (Northern) Hemisphere.
constellations: Leo, Virgo, Libra, Scorpio, Sagittarius,

Capricorn, Aquarius, Pisces, Aries, Taurus, Gemini and
Cancer.
Transcript
THE WONDERFUL WORLD: THE SKY AT NIGHT

Presentation
Ask: What can you see in the sky during the daytime?
What about at night?
Say: Many years ago people looked at the stars and
imagined they saw pictures. We call these pictures
constellations. Do you know any names of constellations?
The children may know the names of the constellations in
L1. If possible, supply any words in English and make a list
of the words they should find out about.
Work with the book

Make questions about the pictures: Can you see a W
shape? Can you see a cross?
Play Track 2.24. Tell the children to point at the
corresponding picture.
each description and ask: Which picture is that?
Ask questions to correct the activity: What is the first
constellation called? SS: Cassiopeia. T: When can we
see it? SS: All year long.

Say: We can see stars and planets in the night sky.
Can we see anything else? We can see comets.
Tell the children to look at the table and to work out when
we can next see the different comets.

See page 307.

exercises
See page 307.
Practice
Show the children the pictures that you have prepared of the
following constellations: Leo, Virgo, Libra, Scorpio,
Sagittarius, Capricorn, Aquarius, Pisces, Aries, Taurus,
Gemini and Cancer. Under each picture, write information
about where and when we can see them. Explain that each
one corresponds to a part of the year. Tell them to tell you
the date of their birthday and to name their zodiac sign.
ANSWER KEY
See Transcript.
Halley: 2054
Hyakatuke: 41,996
Borrelly: 2015
Temple Tuttle: 2034
Hale-Bopp: 4497
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The sky at night

1
16 Look at the table and calculate when we are going to see the comets next.
Comet
Last date Comes past every...
Halley
1987
67 years
Borrelly
2001
7 years
Hale-Bopp
1997
2,500 years
Hyakutake
1996
40,000 years
Temple Tuttle 2001
When are we going to see

Halleys Comet next?
33 years
17 Invent and describe your own constellation.

Instructions
1 Decide on a shape and a name for your constellation.
2 Draw your constellation. Label and name the stars.
3 Describe your constellation to your classmates.
In 67 years time!
Thats in
My constellation is called Flipper.

It looks like a dolphin. There are
ten stars in the constellation. You can
see Flipper in the spring, in the
Northern Hemisphere.
Lesson 9
CLIL Objective: Talking about objects in space.
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17 Join the dots to make the constellations.
Constellations
Look up at the sky at night and you can see millions of stars. It is very difficult to identify
the stars because there are so many! By connecting the stars to form shapes or
pictures, we recognise where stars are. These pictures are constellations.
1
Orion
The Hunter
9
3
Leo
The Lion
5
4
10
3
4
5
4
4
5
8
6
Lupus
The Wolf
7
9
5
7
9
8
9
8
1
Lesson 9
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OPTIONS
UNIT 7 LESSON 9
Activity Book
Say: Open your Activity Books at page 73. Look at the
stars.
Read out the text about the constellations. Point out
that the stars are not really connected, but this is a way
of helping us to identify and recognise their position in
the sky.
Tell the children to connect the stars in the pictures
according to the numbers that they have, the 1 to the 2,
the 2 to the 3, and so on.
When they have finished, they tell you what shapes or
images they can see. Explain the names of the
constellations if necessary and tell them to give you
their opinion of them: Do you think (Leo) looks like a
(lion)? Why? / Why not?
Lets play!
Transcript
Crux is also called the Southern Cross. It looks like a
simple cross in the sky. We can only see it south of the
equator in the Southern Hemisphere.
Cassiopeia is also called the Queen. It looks like a big W in
the sky. We can see it in the Northern Hemisphere all year
long.
Hydra is the longest constellation in the sky. It looks like a
huge snake. We can see it between January and May in
the Northern Hemisphere.
Taurus is also called the Bull. Look carefully and you can
see the two back legs, the body and the horns of the bull.
We can see it during winter and spring in the Northern
Hemisphere.
Guess the numbers

The children play in pairs. They make four
cards with paper and write a big number
on each one. They place the cards face
down and mix them up. Then, they choose
a card and try to guess which number it is
without looking. The child who guesses the
most wins the game.
Resources
Multi-Rom
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UNIT 7 LESSON 10
CLIL Objective
Assessment.
Language Objectives
Resources: CD; poster (sides A and B); poster popouts (phases of the moon); flashcards (orbit the planet,
collect rocks, do an experiment, take photos, measure
the temperature, land on the planet)
REVIEW

Hand out the flashcards.
Say: Look at the pictures of Elisas space mission. What is
Elisa going to do first? SS: Elisa is going to orbit the planet.
T: Then what is she going to do? The children with the
flashcards stand up as the actions are mentioned.
Continue until all the activities that Elisa is going to do have
been mentioned.
Transcript
See page 279.
Lets remember!
done in Unit 7.
Say: Look at the phases of the moon on the poster. Tell the
children to come to the poster to point to a picture and to
name the corresponding phase of the moon.
Tell them to look at the planets. Point to the planets one by
one and name them.
Then, ask questions about the relative size of the planets
and their corresponding distance from the Sun: Is Neptune
bigger than Venus? Which is the biggest planet? Is Venus
nearer to the Sun than the Earth? Which is the nearest?
Ask: Do you remember how to say big numbers? Write a
few big numbers on the board and ask for volunteers to
read them back to you. Ask: Do you remember The
Planets song?
Play Track 2.20 so they can sing along to it.
Work with the book

Say: Open your books at page 74. Say: Were going to do
The planet quiz.
Divide the class into pairs and tell them to read the
sentences and to note down which planet each one
corresponds to.
When they have finished, read the sentences out loud and
ask for volunteers to give you their ideas.
Then, tell the children to look at the box of words on the
right. Tell them to copy the sentences in their notebooks
and to complete it with the words.
Ask for volunteers to read out their sentences and correct
the activity.

exercises
See page 311.
Round up
Show the children the poster (side B). Describe one of the
planets and tell the children to identify it, for example: This
planet is blue. Its further from the Sun than Venus but
nearer to the Sun than Mars. Its bigger than Venus but
smaller than Neptune. Which planet is it? SS: The Earth.
Tell them to choose a planet and to write a brief description
of it. Ask for volunteers to read out their description and for
the rest of the class to try to identify the planet.
ANSWER KEY
See Transcript.
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18 Do The planet quiz with a classmate.

Find a planet that is...
colder than Earth, but hotter than Jupiter.
hotter than Earth, but colder than Venus.
bigger than Uranus, but smaller than Jupiter.
smaller than Venus, but bigger than Mercury.
nearer to the Sun than Neptune, but further than Saturn.
further from the Sun than Jupiter, but nearer than Uranus.
Now copy and complete six sentences.

Mercury is _____________ planet.
Jupiter is _____________ planet.
Neptune is _____________ planet.
Venus is _____________ planet.
Neptune is _____________ planet from the Sun.
Mercury is _____________ planet to the Sun.
the hottest
the coldest
the biggest
the smallest
the nearest
the furthest
19 Describe the space mission.

First, Elisa is going to
Lesson 10
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OPTIONS
UNIT 7 LESSON 10
Activity Book
Activity 18.
Ask six volunteers to come to the board. Read the
numbers out loud and tell the children to write the
numbers as you read them. Correct any number that is
wrong.
Tell the children to read the numbers in their Activity
Books and to write the numbers with digits and
symbols, for example: minus one hundred and twentyfive degrees centigrade = -125 C.

Explain that all the numbers that they have written in the
previous activity correspond to the sentences in this
activity.
Read the first sentence out loud and say: Can you find
a number to complete this sentence?
Repeat for the other sentences and the other numbers.
Tell them to complete the sentences in their Activity
Books.

Tell the children to use the words in the box to complete
the labels.
Ask for volunteers to read out the labels and correct the
activity.
Resources
Transcript
Listen and write the names of the planets.
Lily: Jack! Grace! Can you help me with my homework,

please?
Jack: Yes, of course.

Grace: What is it?
Lily: I need to write the names of the planets.
Jack: Ok, well, Mercury is the nearest to the sun.
Grace: And Neptune is the furthest from the sun.
Jack: Uranus is next to Neptune.
Grace: Earth is the third planet from the sun.
Jack: Jupiter is the biggest planet.
Grace: Venus is next to Mercury.
Jack: Mars is smaller than the Earth.
Grace: Saturn is the second biggest planet.
Lily: Thats all the planets! Thank you!
Assessment criteria
Lets play!
Tutti frutti
Choose various categories of words that the
children have learned, for example: jobs,
animals, food... Start saying the alphabet
quietly and tell the children to stop you
before you get to the end. The letter that
they stop you at will be the one that they
have to use to write a word for each
category that you have chosen. Set a time
limit. The words that only one person has
written are worth ten points. The other
words that are repeated are worth 5.
CLIL Objectives
Children can associate the phases of the moon with the
passing of time. Children can identify the planets and
their position in the solar system. Children can describe
the size, distance from the sun and average temperature
of the planets in the solar system. Children understand
different physical conditions that apply in space.
Children can identify some constellations.
Language Objectives
Children can say and read big numbers. Children can
name the eight planets of the solar system and other
celestial bodies. Children can compare the planets
using comparative and superlative adjectives.
Children can describe activities related to space travel.
Children understand the concept of suffixes used for
word building.
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SEEING THE WORLD

Culture and civilization
UNIT 8 LESSON 1
CLIL Objective
Associating well-known sights with countries.
Language Objectives

Say: Now were going to write a postcard.
Explain the instructions to the children. Tell them to choose
one of the words from the green box. They do a picture to
illustrate it and write a postcard.
their postcards and to show them to the rest of the class.
Vocabulary: France, Greece, USA, Spain, China,

Peru, Italy, Portugal, England; statue, tower, palace, city,
wall, temple, lake, bridge
Structures: The Eiffel Tower is in France.
(famous places)
Transcripts
See page 315.
SEEING THE WORLD
Presentation
See page 315.

about some well-known sights in different countries.
Show the children the poster (side A) and hand out the
pop-outs. Tell them to come to the board one by one and
ask: What have you got? If the child does not know the
name of the tourist sight, they show you the pop-out. Say:
Oh look, thats the (Statue of Liberty). Where is it? Point to
the places on the poster and ask the children to tell you
where they think it should be placed.
Play Track 2.26 and the children with the pop-outs hold
them up as they hear them mentioned. Play Track 2.26
again and the children place the pop-outs on the poster.
Ask questions about the poster: Is the (Great Wall) in
(China) or (France)? SS: Its in (China). T: Where is the
(Alhambra Palace)? SS: Its in (Spain).

exercises
Work with the book

the postcards.
point to the corresponding postcards.
Play Track 2.27 again and this time stop the recording
after each question: Wheres the postcard from? The
children answer the questions. Say: Look at the words
in the box. Choose one of the postcards and complete
the text. Ask for volunteers to choose a postcard and to
complete the text orally. S1: Dear Eliza, Im in (France) now.
This is the famous (tower). Its amazing. Then, they write
the completed texts in their notebooks.
See page 315.
Practice
Talk about the tourist attractions in your area. Supply any
words that the children may need and present the words
lake and bridge.
Ask the children about any bridges, lakes, palaces, walls,
statues, temples or famous towers in your area or country.
ANSWER KEY
See Transcript.
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8
1 Listen and answer the questions.
Choose a postcard and complete the text orally.

temple
wall
tower
city
statue
palace
2 Write a postcard.
Instructions
1 Choose a type of tourist sight.
2 Think of an example.
3 Draw a picture of the tourist sight
and write your postcard.
Lesson 1
CLIL Objective: Associating well-known sights with countries.
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8
1 Use the words to complete the name of the tourist sights.
Tower
Temple
The Golden Gate
Lake
Bridge
Statue
Bridge
Buckingham
USA
2
The
The
Palace
England
Temple
of Diana
The
Portugal
3
Palace
Tower
of Pisa
Lake
Titicaca
Italy
Statue
of David
Italy
Peru
Now write the country names on the postcards.

Italy
Peru
USA
Italy
England
Portugal
Lesson 1
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OPTIONS
UNIT 8 LESSON 1
Activity Book
Page 75, Activity 1
Activity 1.
Tell the children to look at the first postcard and ask:
Whats this? Read the words and find the one that they
need to complete the name: The Golden Gate Bridge.
Repeat for the other places.
Tell them to complete the labels in their Activity Books.
Then, say: Look at the first postcard again. Ask: Does
anybody know where the Golden Gate Bridge is?
Tell the children to read the countries at the bottom of
the page and to choose the correct one. If they cannot
identify it, tell them to do it by a process of elimination,
for example: Where is Buckingham Palace?
Lets play!
Noughts and Crosses
Draw a 3 x 3 grid on the board. In each
square, stick a simple picture of a
monument or a country, for example: a
statue, a bridge, China, Greece... Divide
the class into two groups: Noughts (O) and
Crosses (X). Tell the first group to name
one of the pictures. If they are correct, take
off the picture and draw a nought or cross
(depending on which team they are from) in
the square. If not, it is the other teams
turn. The idea is to get three noughts or
crosses in a row.
Transcripts
Narrator: Granny gets lots of postcards from all around
the world.
Grace: Look, Granny! Youve got another postcard! Its
from China.
Jack: Wow! Its the Great Wall.
Jack: Look! Youve got another postcard! Its from Peru.
Lily: Wow! Its the city of Machu Picchu.
Lily: Look! Youve got another postcard! Its from the USA.
Ben: Wow! Its the Statue of Liberty.
Ben: Look! Youve got another postcard! Its from France.
Grace: Wow! Its the Eiffel Tower.
Grace: Look! Youve got another postcard! Its from Greece.
Jack: Wow! Its the Parthenon temple.
Lily: Look! Youve got another postcard! Its from Spain.
Ben: Wow! Its the Alhambra Palace.
Narrator: Granny gets lots of postcards from all around
the world.
Grace: Look, Granny! Youve got another postcard!
Jack: Wow! Its the Great Wall.
Narrator: Wheres the postcard from?
Jack: Look! Youve got another postcard!
Lily: Wow! Its the city of Machu Picchu.
Lily: Look! Youve got another postcard!
Ben: Wow! Its the Statue of Liberty.
Resources
Multi-ROM
Ben: Look! Youve got another postcard!

Grace: Wow! Its the Eiffel Tower.
Unit 8, Activity 1
Grace: Look! Youve got another postcard!
Jack: Wow! Its the Parthenon temple.
Lily: Look! Youve got another postcard!
Ben: Wow! Its the Alhambra Palace.
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UNIT 8 LESSON 2
CLIL Objective
Learning about different languages and alphabets.
Curricular link: Geography; Social Science
Language Objectives
Vocabulary: English, Spanish, French, Greek, Arabic,
Russian, Cyrillic, Latin, alphabet
Structures: What language does (Javi) speak? He
speaks (Spanish).

Materials: glue, paper, scissors
LANGUAGES AND COUNTRIES

Presentation
Ask: What language(s) do people speak in our country?
Encourage the children to name the official languages in
their country. Then, ask: Do you think people speak other
languages as well? If there are children in your class whose
home language is different from the majority, encourage
them to say what language(s) they speak. Write the Latin
alphabet on the board, naming the letters and encouraging
the children to join in.
Ask: Do we use the Latin alphabet in our language and
English? Do we use the same number of letters? How
many letters are there in English? SS: Twenty-six. T: How
many letters are there in our language? Explain that not all
languages use the Latin alphabet.
Point to the different alphabets on the poster and identify
them.
T: This is the (Arabic) alphabet.
Explain that a letter is a way of writing a sound. Continue
explaining that the sounds in our alphabet are not always
present in other languages. Point to the Arabic alphabet
and say: Where is the sound e for elephant? It doesnt exist
in this alphabet.
Explain that an alphabet is not the only form of writing. In
Japanese and Chinese they use characters to represent
whole words or ideas instead of using letters to represent
sounds.
Work with the book

children.
Play Track 2.28 again. Stop the recording after each child
and ask: What language does (Mary) speak?
Point out the difference between the country and the
language: Where is (Javi) from? SS: Hes from (Spain).
T: What language does (he) speak? SS: (He) speaks
(Spanish). Repeat for the other children.

Say: Now look at Activity 4. Tell the children to look at the
banners and to identify which alphabet is being used in
each one. Then, they should tell you the language on each
banner.
*Note: Point out the difference between Russian, which
is the name of the language in Russia, and Cyrillic, which
is the name of the alphabet that they use to write this
language.
Hand out the pieces of white paper (four per child).
Say: Now find the initial letter for your name in the other
alphabets.
The children look for the first letters of their names in the
other alphabets and write them. Then, they stick them on a
big piece of paper in order to make a poster.
Transcript
See page 319.

exercises
See page 319.
Practice
Tell the children to write their initials on slips of paper. Collect
the slips of paper, shuffle them and hand them out, making
sure that no child has their own initials. Tell the children to go
to the class poster to find their classmates initials written in
the different alphabets.
ANSWER KEY
See Transcript.
1 Spanish 2 Russian 3 Greek
4 Arabic
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3 Listen and identify the children.
Mary
Javi
Pierre
Fatima
What language
does Javi speak?
Sofia
Igor
He speaks Spanish.
Talk about the children.
English
Spanish
Russian
Greek
Arabic
French
4 Look at the banners and identify the language.

1
Bienvenido
a Ecuador!
Make a class poster.

Instructions
1
2
3
4
Use the alphabets on the poster, side B.

Write your initials on four strips of paper.
Use a different alphabet for each strip.
Glue the paper to the poster.
Lesson 2
CLIL Objective: Learning about different languages and alphabets.
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OPTIONS
UNIT 8 LESSON 2
Activity Book
Page 76, Activity 2
Activity 2.
Tell the children to look at the four alphabets and to
match each one with the corresponding banner and
to write the correct number in each square. Ask for
volunteers to read out their answers.
When they have finished, tell them to write the name
under each alphabet using the words in the box.
Page 76, Activity 3

Tell them to complete the text about themselves. Ask
for volunteers to read out their sentences.
Project Booklet
Seeing the world: The wonderful world
exhibition
Page 33, Countries and continents
*Note: Bring colour photocopies of photos or brochures of

well-known places of interest for the next project lesson. Tell
the children to find photos of places of interest from their
country.
Lets play!
Bingo
Tell the children to choose three words that
they have learnt from the lesson (languages
or alphabets) and to write these on a piece
of paper. Start by callling out the names of
the languages and alphabets from the
lesson. The children listen and cross out
any that they have written on their pieces
of paper. The first child to cross out all
three words shouts Bingo! and is the winner.
*Note: An atlas would be useful for this project.

Use the poster of the map of the world from unit 1.
Ask: Which countries can you find on the map? Tell the
children to come to the map to point at and name the
countries in the world.
Read the following list of countries and tell the children
to go and find them on the map: France, China,
Morocco, Greece, Mozambique, Australia, Russia,
Mexico, Angola, Japan, Spain, Egypt, Canada,
Peru, UK, India, Colombia, Belgium, Algeria, Brazil,
Switzerland, South Africa, USA, Portugal.
Help them by asking: What continent is it in?
Tell them to choose a country from the previous ones
mentioned or any other that they want. Ask several
children: Whats your country?
Say: Open your Project Booklets at page 33. The
children make an index card about their country using
the model from Activity 2. They can use the information
that appears in the Students Book or they can use any
other source of information that there is in the class.
If they cannot answer the questions, give it as
homework. Say: Find out the answers at home.
Once they have finished the index card, they draw the
corresponding flag for their country. If there is no picture
of the flag in the class, they can find out about it for
homework. Prepare an exhibition by dedicating a section
of the classroom walls for each continent. Tell the children
to make banners with the names of the continents. The
children can put the index cards and the flags with the
corresponding banner.
Resources
DVD
Unit 8, Real kids

Transcripts
Hi! Im Mary. I speak English. Do you?
Hi, Im Sofia. I speak Greek. Do you?
Hello, Im Javi. I speak Spanish. Do you?
Hello, Im Fatima. I speak Arabic. Do you?
Hi! Im Pierre. I speak French. Do you?
Hello. Im Igor. I speak Russian. Do you?
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UNIT 8 LESSON 3
CLIL Objective
Identifying countries that share a language.
Curricular link: Geography; Social Science
If a child throws a number and cannot visit any country

where they speak the chosen language, or there are no
more orange circles available, the child has to stay on
the same square. The game finishes once each child has
visited three of their countries.
Language Objectives
Vocabulary: French, English, Spanish, Arabic,
Portuguese; Morocco, Egypt, Algeria, Spain, Ecuador,
Mexico, France, Switzerland, Belgium, Portugal, Brazil,
Angola, USA, Canada, Australia
Structures: What language do they speak in (Brazil)?;
They speak (Portuguese). I can go to the (USA). They
speak (English) there.

exercises
See page 323.
Resources: poster (unit 1, side A)

Materials: dice
LANGUAGES
Presentation
Show the children the poster of the map of the world from
unit 1.
Ask: Where do they speak (Spanish)? Ask for volunteers to
come to the map to point to a country and to answer: They
speak (Spanish) in (Venezuela).
Repeat with English, Arabic, French and Portuguese. Give the
children clues if necessary. The children may not know, for
example, that in Brazil and Angola, they speak Portuguese.
Work with the book

Ask for volunteers to read out the text in the columns with
the countries and to point to them on the map of the world
as they are mentioned. Then, ask: What language do they
speak in (Brazil)? SS: (Portuguese).
Repeat until they realise that each column on the chart
represents a different language.
Tell them to work in pairs asking and answering questions
about the countries and languages.
Practice
Children can name some countries and languages.
Say: Lets do a quiz to see how much you know.
Write general knowledge questions on the board.
Divide the class into pairs to answer the questions:
What languages do they speak in Switzerland?
Do they speak French in Belgium?
How many languages do they speak in Canada?
Name three countries where they speak Portuguese.
Name a language that uses characters instead of an
alphabet.
Which language do you write from right to left?
How many letters are there in the English alphabet?
What language do they speak in Australia?
Do they speak Spanish in Egypt?
What alphabet do they use in Russia?
Check the answers with all the class. The pair with the
most correct answers is the winner.

Say: Now were going to play a board game.
Divide the class into groups of five and explain that
they have to choose a language first (English, French,
Portuguese, Spanish or Arabic). They start in the green
circle and take turns throwing the dice to see which
countries they can visit. This must be one where they
speak the language they have chosen. On each childs
turn, they visit a country and identify the language. S1: A
(six). I can go to the (USA). They speak (English) there.
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5 Talk about the chart.

Morocco
Spain
France
Portugal
USA
Egypt
Ecuador
Switzerland
Brazil
Canada
Algeria
Mexico
Belgium
Angola
Australia
French
English
Spanish
Arabic
Portuguese
What language do they

speak in Brazil?
Portuguese.
6 Play a board game.

Instructions
3 Where do they speak your language?

4 Throw the dice and visit three countries.
1 Play in groups of five.

2 Choose a language each.
Canada
A six! I can
go to the USA.
They speak
English there.
Belgium
Australia
Mexico
France
Ecuador
Switzerland
Egypt
Angola
USA
Morocco
Spain
Portugal
Algeria
Brazil
Lesson 3
CLIL Objective: Identifying countries that share a language.
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OPTIONS
UNIT 8 LESSON 3
Activity Book
Page 77, Activity 4
Activity 4.
Tell the children to look for the names of the twelve
countries in the word search.
If they are having difficulties, you can put stickers on the
map of the world to help guide them.
Once they have found the twelve countries, tell them
to classify the country in the chart according to the
language that they speak.
activity.
Page 77, Activity 5

Read the questions out loud and tell the children
to answer them. Then, tell them to look at the map
of the world and to see which countries are next to
their country (there may be a country that they have
forgotten about). Tell them to complete the sentences in
their Activity Books. Ask for volunteers to read out their
sentences.
Project Booklet
exhibition
Page 34, Famous sights
Ask the children questions about the countries that they
chose in the previous project class. Ask: Are there any
famous buildings in your country?
Show the children the brochures that have been
brought to class.
Say: Open your Project Booklets at page 34. Ask
a volunteer to read out what Lily says. Ask several
children: Do you like going sightseeing?
Read out the name of the first monument. Ask: Wheres
the (Eiffel tower)?
The children match the monument to the country. Go to
the next monument if nobody knows the answer.
Finally, help them name the remaining monuments by a
process of elimination. Help the ones who are not sure
by using the brochures.
Say: Lets make an advertisement. Say: Read the
instructions in your Project Booklets.
The children cut out or draw a famous monument from
their country using the brochures, the photos or any
other reference material.
Go around the class asking: What monument is that?
Where is it?
The children stick their picture on a piece of card and
write the name of the monument and the country on it.
Say: Lets add the advertisements to the exhibition.

The children stick the tourist advertisements next to the
information about the country.
Tell the children to go around the class reading the
information about the tourist sights.
*Note: For the next class, bring some coloured
photocopies of photos or photos from brochures of
geographical features from the key countries. The
children can help by bringing photos of well-known
geographical features from their country.
Lets play!
Classify
Divide the class into small teams or
groups. Write the names of several
countries on the board and tell the children
to classify them according to the
languages that they speak. Make sure that
you only include countries where French,
English, Spanish, Portuguese or Arabic is
spoken. Set a time limit. Then, name a
language and ask for volunteers to read
out their lists. The group with the most
countries on their list is the winner.
Resources
Multi-ROM
Unit 8, Activity 2
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The tropical paradise

Its the summer holidays and its raining again.
Im bored.
I want to go there.
I want to go swimming.
Or diving.
All right. Lets play a game.
The children get the beach bag and take off their shoes.
Now, walk straight ahead.
There are lots of big plants in

the conservatory.
The children walk and walk. Then suddenly
I can feel sand!
Its hot.
Where are we?

4
Follow the parrot!
Look! A sand dune!

5
Lesson 4
CLIL Objective: Literacy: relating events to locations.
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The children play and play in the water.

Then
Wow! Its a beach!
Look at the parrot!

Hurray! Lets go!
The children run back into the living room.
Surprise!
Jack and Lilys dad has got some news.
Were all going to the beach!
Mum! Dad!
Come on! Lets go back!
Hurray!
Again!

newspaper
dune
computer
shoe
glue
fruit
Lesson 5
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UNIT 8 LESSON 4
CLIL Objective
Literacy: relating events to locations.
Language Objectives
Story language: summer holidays, bored, swimming,
diving, beach bag, shoes, straight ahead, plants,
conservatory, parrot, sand, sand dune, beach, water,
living room, news; Where are we? Lets go!
Lets go back! Surprise! Hurray!
Transcript
Track 2.29 Story: The tropical paradise
See page 329.

exercises
See page 329.
STORY: THE TROPICAL PARADISE

Presentation
Put the story cards on the board. Tell the children to
come to the board, to look at the pictures and to make
predictions about the story. Help them by asking: Who can
you see in picture 1? Where are they? Look at picture 2.
Who can you see? What is Ben looking at? What can you
see in picture 3? Where are they? Can you see a bird in
picture 4? What kind of bird is it? Can you see the sea in
picture 6? What are they doing in picture 7? Who can you
see in picture 8?
the story.
Practice
Play Track 2.29 again. This time stop the recording
corresponding story card. Remove the card and place it
in a line below. Tell them to describe what is happening in
the story. They can use the text that appears at the top of
each picture frame. Continue until all the cards have been
placed in the line below. Then, analyse the different places
in the story. Ask: Whats happening (in the living room/in
the conservatory/on the beach)?
Work with the book

in their books.
Why is Jack bored? What does Grace want to do? What
does Lily want to do? What does Ben want to do? Where
do the children go? Is it hot or cold? What do they follow?
Where do they play? Why do they go back? Who is waiting
for them? What does Jack and Lilys Dad say?
Tell them to read the story in silence.
When they have finished, tell them to come to the board
to write any words that they have not understood. Point to
the words and explain them by using the story cards where
possible, or by giving examples.
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UNIT 8 LESSON 5
CLIL Objective
Literacy: phonics: eu (newspaper, dune, computer) and
/uu/ (shoe, glue, fruit)
Curricular link: Literacy (Phonics)
words.
the words.
Ask: Can you find a (dune)? SS: Yes! Its in picture (5). They
PHONICS
Retell the story
Place the story cards on the board in random order. Tell
the children to come to the board to look at the cards. Ask:
to check their understanding. Repeat for the other story
Work with the book

Tell the children to read the story out loud. Assign the
characters to six children and ask the others to be the
narrator.
When they have finished, write the words that need
correcting on the board. Point to the words one by
one and ask if anyone can read them out. Correct their
Transcript
Track 2.30 Phonics
See page 331.

exercises
See page 331.
Act out the story

Divide the class into groups of seven. Assign a character to
each child. Play Track 2.29 again so the children can join
in with their lines. Ask for groups to come forward to act
out the story. Use the recording if necessary.

you. Write the word newspaper on the board.
Point to the word as you say: eu eu eu newspaper. Repeat
several times. Articulate the eu sound clearly (which is
similar to the pronunciation of the word you) making sure
that you slide from one sound into another to produce
what is called the liquid u.
The children repeat: eu eu eu newspaper.
Repeat for the other words (dune, computer).
Write the word shoe on the board.
Point to the word as you say: uu uu uu shoe. Repeat
several times. Articulate the uu sound by making sure that
you only produce one sound and not the sliding sound as
above.
Children repeat: uu uu uu shoe.
Repeat for the other words (glue, fruit).
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6 Match the places with the definitions.
beach
A room with glass walls and lots of plants.
conservatory
A room with armchairs and sofas.
sitting room
A place by the sea with sand or rocks.
7 Think of the story and use the key to classify the sentences.
Key
Where are
the children?
1 The children are bored.
2 The children are swimming.

3 The children can feel plants.
S = sitting room
C = conservatory
B = beach
4 The children can feel sand.
B
C
5 The children are hot.
6 The children see Jack and Lilys dad.
8 Tick ( ) the options for the story summary.
Title of the story: The Tropical Paradise

At the start of the story...
Whats the problem?
the children are tired.
Its raining.
the children are happy.
Its time for school.
the children are bored.
Its time for bed.
What happens?
The children play in the conservatory.
The conservatory changes into a beach.
The children imagine they are at a beach.
Lesson 4
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OPTIONS
UNIT 8 LESSON 4
Activity Book
Page 78, Activity 6
Activity 6.
Read out the three words in the left-hand column. Tell
the children to read the definitions from the right-hand
column in silence and to raise a hand when they know
which word corresponds to each definition. Tell them to
read out the words with their definitions: A beach is a
place by the sea with sand or rocks.
*Note: Explain that sitting room is another way of
saying living room.
Page 78, Activity 7

Remind the children that the story takes place in three
different places: the sitting room, the conservatory and
the beach.
Read the first sentence out loud and ask: Where are the
children when that happens? SS: In the sitting room.
Tell the children to classify the sentences in their Activity
Books.
Page 78, Activity 8

Tell the children to read the summary of the story in
silence and to tick () the corresponding sentences for
each section. They should do this with a pencil.
Ask for volunteers to read out their summary and
Lets play!
Which story card?
Place all the story cards except one on the
board. Hand the missing story card to a
child without letting the rest of the class
see it. Tell the class to describe the missing
card. The child who has the card listens
and checks whether the definition is
correct or not.
Resources
Multi-ROM
Unit 8, Story
Transcript
Track 2.29 Story: The tropical paradise
Picture 1
Narrator: Its the summer holidays and its raining again.
Jack: Im bored.
Grace: I want to go swimming.
Lily: Or diving.
Picture 2
Ben: I want to go there.
Granny: All right. Lets play a game.
Picture 3
Narrator: The children get their beach bags and take off
their shoes.
Granny: Now, walk straight ahead.
Picture 4
Narrator: There are a lot of big plants in the conservatory.
Grace: Its hot.
Lily: Where are we?
Ben: Follow the parrot!
Picture 5
Narrator: The children walk and walk. Then suddenly
Jack: I can feel sand!
Grace: Look! A sand dune!
Picture 6
Grace: Wow! Its a beach!
Others: Hurray! Lets go!
Picture 7
Narrator: The children play and play in the water. Then
Ben: Look at the parrot!
Lily: Come on! Lets go back!
Picture 8
Narrator: The children run back into the living room.
Jack & Lilys Dad: Surprise!
Jack & Lily: Mum! Dad!
Picture 9
Narrator: Jack and Lilys Dad has got some news.
Jack & Lilys Dad: Were all going to the beach!
Jack & Lily: Hurray!
Ben: Again!
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OPTIONS
UNIT 8 LESSON 5
Activity Book
Page 79, Activity 9
Activity 9.
Tell the children to read the words out loud. Correct
them if necessary, making sure they distinguish
between the sounds.
Then, tell them to classify the words in the chart in their
Activity Books.
activity.
Transcripts
Track 2.30 Phonics
eu eu eu newspaper
eu eu eu dune
eu eu eu computer
uu uu uu shoe
uu uu uu glue
uu uu uu fruit

Tell the children to read the words out loud and to
match the ones that rhyme.
Ask for volunteers to read out the words that rhyme.
Tell them to to colour the letters of each pair of words
that form the rhyme, for example: blue
and shoe, moon and spoon
Lets play!
Sound pairs
Write several words on the board that have
the eu and uu sounds. The children have
two minutes to classify the words into the
two categories. Alternatively, this can be
done as a team game.
Resources
Multi-ROM
Unit 8, Phonics
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UNIT 8 LESSON 6
CLIL Objective
Identifying equipment for holiday activities.
Curricular link: Geography; Music
Langauge Objectives
Vocabulary: diving, surfing, hiking, climbing, cycling,
sightseeing, riding, surfboard, mask, boots, compass,
camera, backpack, tent, helmet
Structures: Im going to take a (mask). Are you going
(diving)?
Transcript
Track 2.31 The holiday song
See page 335.

exercises
See page 335.
Resources: CD; flashcards (camping, hiking, diving,

surfing, sightseeing, riding, cycling, climbing)
Practice
HOLIDAY ACTIVITIES
Presentation
Say: In the summer lots of children go to summer camp.
Whos going to summer camp? The children who are going
to a summer camp raise their hands.
Place the flashcards on the board. Point to them one by
one and ask: In the summer some children go (camping).
Whos going (camping)?
Repeat for the other actvities and the other flashcards.
Work with the book
Children can name holiday activities and the equipment
used.
Play a chain game.
Start the game by saying: Im going (diving) and Im going
to take a (mask). The children have to repeat the sentence
and add one more thing. S1: Im going (diving) and Im
going to take a (mask). Then Im going (camping) and Im
going to take a (tent). S2: Im going (diving) and Im going
to take a (mask). Then Im going (camping) and Im going
to take a (tent). Then Im going... and Im going to take...

Say: Open your books at page 80. Lets listen to
The holiday song.
Play Track 2.31. The children do the actions.
Play Track 2.31 again. The children sing along to the song
and do the actions.
Read the speech bubbles out loud.
Tell the children to choose two activities. Ask for volunteers
to sing the song to their classmates.

Tell the children to look at the pictures. Read the list of
objects. You can stop after each object and ask: Whos got
a (surfboard) at home?
Then, ask: Do we use a (surfboard) for (hiking)? SS: No!
For (surfing).
Read the example, and in pairs the children play the
guessing game. S1: Im going to take a (mask). S2: Are
you going (diving)?
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9 The holiday song. Listen and do the actions.
Im going diving.
And Im going surfing.
Im going cycling.
And Im going sightseeing.
Im going climbing.
And Im going hiking.
Im going riding.
And Im going camping.
Oh, its time for the summer holidays.
The summer holidays start today.
Oh, its time for the summer holidays,
The summer holidays. Hip, hip hurray!
Choose two activities and sing the song.
10 Guess the holiday activity.

Holiday list
surfboard
mask
boots
compass
camera
rucksack
tent
helmet
Im going to take
a mask.
Are you
going diving?
Yes, I am.
Lesson 6
CLIL Objective: Identifying equipment for holiday activities.
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11 Find the activities in the word snake.
campin
ngd
ghiki
ivingsu
13
rfingsights
eeing
ridingc
yclingclimbin
Match the activities with the characters.
14
12 Read the clues and do the crossword.

5
C
1
B O O T
M
1
2
3
4
5
6
7
8
You wear these for riding or hiking.

You use this for surfing.
You wear this for riding or cycling.
You carry this on your back.
It points to the north.
You can take pictures with this.
You wear this for diving.
You sleep inside this.
S U R F B
M
3
A R D
R U C K
H E L
7
M
C K
Lesson 6
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OPTIONS
UNIT 8 LESSON 6
Activity Book
Activity 11.
Tell the children to find the activities in the word snake
and to circle them. Then, say: Now match these
activities to the children. Each child has got two things
for two different activities.
Ask: Whats (Ben) got? SS: (He)s got (boots) and (a
mask). T: Whats (he) going to do? SS: Hes going
(diving) and (climbing).
Resources
DVD
Unit 8, The holiday song
Multi-ROM
Unit 8, Activity 3

Read the clues out loud and tell the children to tell you
the answers.
Then, tell the children to complete the crossword in their
Activity Books.
Project Booklet
exhibition
Page 35, Famous landmarks
Use the poster of the map of the world from Unit 1.
Tell the children to find their country on the map. Ask
questions about the geographical features. T: Are there
any mountains in your country? Are there any famous
beaches? Is there a big river/lake?
Ask: Can anyone think of a country with (big
mountains)? Help them if necessary.
Continue with other types of landscapes.
The children write the names of the countries in their
books.
Then, ask several children what they want to do for their
holidays (camping, surfing...) Talk to them about the
countries where you can do these things.
Then, tell them to complete the chart with the names of
the countries. Say: Lets make an advertisement for a
tourist activity in our country.
The children think about an activity and find or draw the
place in their country where you can do it.
They stick the picture on a piece of card and complete
the advertisement with the name of the place and
a slogan about this activity. Then, they stick the
advertisements together with the information about their
country.
*Note: For the next class, bring colour photocopies of
wild animals from all the different continents.
Transcript
All: Oh! Its time for the summer holidays.

Oh! Its time for the summer holidays.
Grace: Im going diving on my summer holidays.
My summer holidays start today!
And Im going surfing on my summer holidays.
My summer holidays. Hip, hip hurray!
Ben: Im going climbing on my summer holidays.

And Im going hiking on my summer holidays.
Jack: Im going riding on my summer holidays.
And Im going camping on my summer holidays.
Lily: Im going cycling on my summer holidays.

And Im going sightseeing on my summer holidays.
All: Oh! Its time for the summer holidays.
Oh! Its time for the summer holidays.
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UNIT 8 LESSON 7
CLIL Objective
Associating types of tourism with specific countries.
Language Objectives
Vocabulary: Scotland, China, Morocco, Australia,
South Africa, India, hiking, climbing, sightseeing,
camping, diving, surfing, at the beach, in the mountains,
in a city
Structures: First, Im going (sightseeing) in (Russia).
Theyre going to (Scotland). Theyre going to take a
(surfboard).
Resources: CD; poster (unit 1, side A); flashcards
(camping, hiking, diving, surfing, sightseeing, riding,
cycling, climbing)
TYPES OF TOURISM
Presentation
Place the flashcards on the board and point to them one
by one. Ask: Where in our country can you go (diving)? The
children identify the geographical areas where they can do
these activities.
Ask questions about different activities in different countries
around the world. T: Can you go (diving) in (Switzerland)?
The children identify the countries where they can do
these activities. It is important that they understand that
some countries are limited because of their geographical
conditions. For example, you cannot go surfing in Austria
because there is no sea. However, you can go sightseeing
just about anywhere.

Say: Look at the photos.
point to the corresponding photo.
Play Track 2.32 again and this time the children make a
note of the letter of the corresponding photo.
When they have listened to all the track, ask: What word do
the letters spell? SS: Travel.

Say: Now were going to plan a journey round the world.
Explain the instructions to the children. When they have
finished, ask for volunteers to describe their journey to the
rest of the class: First, Im going (sightseeing) in (Russia). Im
going to take a (camera).
Transcript
See page 339.

exercises
See page 339.
Practice
Work with the book
Children can describe future plans.
Say: Open your books at page 81. Tell the children to look
at the map.
Explain that some families go on trips for a long period of
time and their children do not go to school. Read the text
out loud and ask questions. Ask: Why is next year going
to be exciting for Lucy and Simon? SS: Because they
are going to travel round the world. Ask: Where are they
going first? SS: Scotland. T: What are they going to do in
Scotland? SS: Theyre going hiking. The children use the
map and the pairs of words to describe their route. SS:
(First), theyre going to (Scotland). Theyre going (hiking).
Place the poster of the map of the world and the flashcards
on the board.
Say: Lets play imaginary holiday plans!
Point to a place on the map of the world and a flashcard
and repeat the sentence: Im going to (the USA). Im going
(sightseeing). Im going to take a (camera).
Ask for volunteers to come to the board to do the same.
Encourage them to add more information by asking them
questions.
ANSWER KEY
See Transcript.
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11 Talk about the route.

Next year is go
ing to be very
exciting for Lu
cy and Simon
Jones. They ar
e going to
travel around
the world with
their mum and
dad!
First, theyre
going to
China sightseeing
Scotland hiking
Morocco climbing
South Africa camping

India diving
Australia surfing
12 Listen and find the photos.
Put the letters in order. What do they spell?
13 Plan a journey around the world.

Instructions
Trace over the map in Activity 11.
Choose four countries and draw your route.
Think of an activity for each country.
First, Im going
What are you going to take?
sightseeing in Russia.
Make a list.
Im going to take a camera.
5 Tell your classmate about your plans.
1
2
3
4
Lesson 7
CLIL Objective: Associating types of tourism with specific countries.
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OPTIONS
UNIT 8 LESSON 7
Activity Book
Activity 13.
Ask a child to read the words in the box out loud. Tell
the children to look at the three boxes with the headings,
the beach, the mountains and a city.
Then, ask: Do we go surfing in the mountains? SS: No!
T: Thats right! We cant go surfing in the mountains
because there isnt any sea. Do we go cycling in the
mountains? SS: Yes/No.The children may not be in
agreement. Clarify that we can ride a bicyle on some
mountains. Then, ask: Do we go cycling in a city?
Make sure they understand that some words can be
included in more than one category.
Tell them to classify all the words in their Activity Books.

Tell the children to choose a place and two activities
from Activity 13 and to complete the sentences. Tell
them to draw a picture to illustrate their holiday plans.
Ask for volunteers to read out their sentences and to
show their pictures to the rest of the class.
them to write about the animals using the model in

Activity 13.
The children stick their posters next to the information
about their country.
Lets play!
Use the word
Divide the class into groups of four. Make
sure they have their key vocabulary cutouts or make photocopies of the Teachers
Resource Book, page 24, one copy per
group. The children shuffle the cards and
place them face down on the table. Then,
they take turns taking a card and making a
sentence using the word, for example: You
can go diving in Australia... If they make a
correct sentence, they keep the card. If
not, they put it back on the pile. The winner
is the player with the most cards at the end
of the game.
Project Booklet
exhibition
Page 36, Wildlife
Ask general questions about animals from different
continents. T: Are there any eagles in Europe? Are there
any tigers? Make it clear that you are referring to wild
animals.
In groups of four or five, the children make a list of the
animals that live in their countries and continents. Point
out that there are some animals that only live in one
continent but that there are other animals that can be
found in several continents.
Say: Open your Project Booklets at page 36. The
children classify the animals in each continent. Some
animals will appear in several continents.
Ask: Are there any (elephants) in (Africa)? Continue
correcting the activity with all the animals.
Tell the children to put more animals in each list. Ask
questions about the habitats of several animals. T: Do
(elephants) live in (high mountains)?
The children use the words in the columns to make true
sentences.
Then, say: Lets make a wildlife poster for the exhibition.
Hand out the photos of the wild animals and tell the
children to choose one of the animals.
The children follow the instructions to make a poster. Tell
Resources
Transcript
First, were going hiking in Scotland.
Then were going diving in India.
Then were going sightseeing in China.
Then were going surfing in Australia.
Then were going camping in south Africa.
And finally, were going climbing in Morocco.
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UNIT 8 LESSON 8
CLIL Objective
Language awareness: analysing the contracted forms of
the verb to be.
Transcript
See page 343.
Language Objectives
Vocabulary: China, on holiday, at home, in France,
at school, in Portugal
Structures: he is, hes, she is, shes, it is, its, I am,
Im, we are, were, they are, theyre

exercises
See page 343.
Resources: CD; Unit 8 cut-outs or Teachers

Resource Book, page 16, (one photocopy per child).
Materials: scissors, crayons
Practice
FOCUS ON LANGUAGE
Presentation
Write sentences on the board using the full forms of the
verb to be: It is a board. He is a boy. She is a girl. I am a
teacher. We are in the classroom. They are at school. Make
sure you point to people and objects as you write and say
these sentences to give them a context.
When you have written all the sentences, say: Look! Rub
out the pronoun and the verb and write the contracted
form (Its a board, Hes a boy, Im a teacher...).
Then, rub out the contracted forms and write the full forms
again. Ask for volunteers to come to the board to rub out
the pronoun and the verb and to write the contracted form
again.
Explain that these sentences mean the same. Normally, we
say hes or shes, but when we write, we sometimes use the
full forms: he is or she is.
Ask: What other words can we do this to?

Write the following expressions on the board:
I am not
He is not
She has got
We have got
Ask for volunteers to come to the board, to rub off the full
forms and to write them again using the contractions.
Work with the book

Say: Open your books at page 82. Look at the sentences
and listen to the recording.
Play Track 2.33. The children listen to the recording. Play
Track 2.33 again. This time stop the recording after each
sentence. The children listen to each sentence, count the
words and say the sentence.

Say: Now were going to make and play Snap! Find your
cut-outs for Unit 8.
Read the instructions and explain to the children how to
play.
Tell them to prepare and play the game.
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14 Listen, count the words and say the sentence.
A
Its in China.
Hes on holiday.
Shes at home.
Theyre in France.
Im at school.
Were in Portugal.
B
It is in China.
He is on holiday.
She is at home.
They are in France.
I am at school.
We are in Portugal.
15 Make and play Snap.

Instructions
1
2
3
4
5
6
Draw yourself in the empty faces.

Write a country to complete the sentences.
Cut out the sentences and the word cards.
Play with a friend. Put the word cards face down in the middle.
Throw a dice and take a sentence.
Turn over a word card. Can you use it for the first two words of your sentence?
He is and Hes. Snap!
Lesson 8
CLIL Objective: Language awareness: analysing the contracted forms of the verb to be.
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OPTIONS
UNIT 8 LESSON 8
Activity Book
Activity 15.
Tell the children to draw themselves in the empty faces
of the pictures numbered 4 and 6.
Then, tell them to stick the cut-outs of the contracted
forms onto the full forms of the verbs.
Then, tell them to complete the sentences with the
names of countries, for example: Hes in France.
Ask for volunteers to read out their sentences. Make
sure they read the contracted forms correctly.

Ask for volunteers to read out the text on the postcard.
Make sure they read the full forms of the pronouns and
verbs. Read the first sentence out loud and ask: Can
we change anything in that sentence? SS: I am.
Tell them to read the text again and to circle all the
combinations of words that can be contracted.
When they have finished, tell them to write the
contracted forms on the right-hand side of the sheet of
paper.
Resources
Multi-ROM
Unit 8, Activity 4
Transcript
1 Its in China.
2 He is on holiday.
3 Shes at home.
4 They are in France.
5 Im at school.
6 Were in Portugal.
Lets play!
Hot hands
Draw four big hands on the board and
label each one with a word group, for
example: members of the family, items of
clothing, etc. Divide the class into two
teams and give each one a number so that
each child has a partner in the other team
with the same number. Then, call out a
word and a number. The children who have
this number must run to the board and
touch the hand that corresponds to the
word. The first child to do this gets a point
for their team.
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UNIT 8 LESSON 9
CLIL Objective
Learning about the seven wonders of the world.
Language Objectives
Vocabulary: buildings, monuments, seven wonders of
the world, Machu Picchu, The Great Wall, Chichen Itza,
The Coliseum, The Kiyomizu Temple, The Great
Pyramid, Petra
Structures: Where is Petra? The buildings are made
of... The pyramid is made of...

Say: Now we are going to read the sentences.
What monuments are they describing?
Ask for volunteers to read out their sentences. Explain the
vocabulary that they do not know.
Ask questions: Which monument is (a model for modern
sports stadiums)? SS: (The Coliseum).

Say: Now were going to choose a monument and make
a poster. Read the instructions and explain them to the
children. Hand out the materials. Tell the children to make
their posters.
(famous places)
Materials: card, felt tip pens, glue, white paper
Transcript
THE WONDERFUL WORLD: THE WONDERS OF

THE WORLD
Presentation
Explain that in ancient times there were seven wonders of
the world. Recently, people have voted on the wonders of
the modern world. People disagree as to what they should
be.
Show the children the poster (side A) and ask for
volunteers to come to the poster and place the pop-outs.
Name the monuments or the bulidings as they place them
on the poster.
Point to the monuments one by one and ask: Do you think
that the (Eiffel Tower) is a wonder of the world? Let them
discuss these monuments and buildings and others that
they probably know about.
Work with the book

See page 347.

exercises
See page 347.
Practice
Ask for volunteers to show their posters to the rest of
the class and to talk about the building or monument.
Encourage the rest of the class to ask them questions.
Take a class vote on the seven best posters and place
them on a big poster on the wall.
ANSWER KEY
Say: Open your books at page 83. Read the text.

Ask for a volunteer to read the text out loud and then say:
Look at the photos. Listen and say where the monuments
are.
Play Track 2.34. Tell the children to point to the
corresponding picture.
each description and ask: Where is (Machu Picchu)?
SS: (Machu Picchu) is in (Peru).

See Transcript.
The Coliseum is a model for modern sports stadiums.
The Great Wall is 6,400 km long.
Machu Picchu is high in the Andes mountains.
The Great Pyramid is made of 2 million blocks of
limestone.
The buildings in Petra are made of red rock.
The pyramid at Chichen Itza has got 365 steps.
There is a famous waterfall in the Kiyomizu Temple.
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The wonders of the world

The wonders of the world are amazing buildings or monuments around the world.
What are the seven wonders of the world? People cannot agree, but these are
some of the most popular candidates.
16 Look at the photos and answer the question.

Where is?
1
Machu
Picchu
The Great
Wall
Chichen Itza
The Great
Pyramid
The
Coliseum
The Kiyomizu
Temple
Petra
Listen and check.
17 Read and name the place.

The
is a model for modern sports stadiums.

The
is 6,400 kilometres long.
is high in the Andes mountains.

The
The buildings in
The pyramid at
are made of red rock.
has got 365 steps.
There is a famous waterfall in the
is made of 2 million blocks of limestone.
18 Make a poster for a monument.

Instructions
1 Work in pairs. Think of a local monument.
2 Draw a picture of the monument.
3 Write about the monument.
This is the castle

at Oropesa. Its
near Toledo
in Spain.
Vote for your seven favourite

monuments and make a class poster.
Lesson 9
CLIL Objective: Learning about seven wonders of the world.
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OPTIONS
UNIT 8 LESSON 9
Activity Book
Activity 17.
Tell the children to use the key to colour the flags.
Read the names of the countries and then point to the
flags.
Ask: Which country is that?
Tell them to write the names of the countries under the
flags.
Go around the class correcting their work.
Transcript
Machu Picchu, in Peru, is an old Inca city.
The Great Wall is in the north of China.
The pyramid at Chichen Itza is in the south of Mexico.
The Great Pyramid is at Giza in Egypt.
The Coliseum is in Rome, in Italy.
The Kiyomizu temple is in Japan.
Lets play!
Petra is an ancient city in Jordan on the edge of the

Arabian desert.
Words
Draw a grid on the board with 16 squares
and tell the children to call out letters,
making sure that they include at least two
or three vowels. Write the letters in the
squares. Divide the class into small groups
and tell them to make as many words as
they can with the letters on the grid. Set a
time limit. Then, tell the children to come to
the board to write their lists of words. Each
group gets 10 points for a word that no
other group has, and 5 points for the other
words.
Resources
Multi-ROM

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UNIT 8 LESSON 10
CLIL Objective
Assessment.
Language Objectives

Say: Look at the pictures and the chart.
Divide the class into pairs. The children read the
information in the chart and then identify the pace by using
the pictures. S1: (Jack) is going (diving) and (cycling).
S2: Hes going to (Australia).
Ask: Where is Jack going? Whats he going to do?
Repeat for the other characters.
Resources: CD; poster (sides A and B); poster popouts (famous places); flashcards (camping, hiking,
diving, surfing, sightseeing, riding, cycling, climbing)
Transcript
Review
Lets remember!
done in Unit 8.
Show the children the poster (side A). Hand out the popouts and ask for volunteers to come to place them on the
poster.
Tell the children to identify the places and the monuments.
Then, ask: What language do they speak in (France)?
Continue asking questions about other countries and
languages.
Show them the other side of the poster (side B). Point to
the alphabets and ask volunteers to name them. Then, ask
questions about the languages that use these alphabets.
Hand out the flashcards to some children. Name a
flashcard and tell the child who has this flashcard to come
forward to place it on the board.
Ask: Do you remember The holiday song?
Play Track 2.31. The children sing along to the song and
do the actions.
Work with the book

Say: Open your books at page 84. Were going to play a
guessing game.
Read the instructions and explain them to the children.
The children choose a language (French, English,
Portuguese or Arabic) and a country where this langauge
is spoken. They work in pairs and take turns asking and
answering questions until they can identify the country.

See page 335.

exercises
See page 351.
Round up
Tell them to work in pairs. They choose an alphabet and
use that alphabet to write the name of a country on a slip
of paper that they have learned about in this unit.
Collect all the slips of paper, shuffle them and hand them
out again to the pairs. Each pair tries to work out the name
of the country on the slip of paper as quickly as possible.
The first pair to do this is the winner.
ANSWER KEY
Jack is going to Australia.
Grace is going to Morocco.
Lily is going to France.
Ben is going to Scotland.
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Instructions
1 Choose a language.
2 Ask questions and guess the country.
French
English
Portuguese
Arabic
Do you speak French?
Yes, I do.
Are you from France?
No, Im not.
20 Talk about holiday plans.
Australia
France
Morocco
Scotland
Jack is going diving and

Hes going to
climbing
hiking
diving
sightseeing
cycling
camping
riding
surfing
Jack
Grace
Lily
Ben
Lesson 10
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OPTIONS
UNIT 8 LESSON 10
Activity Book
Activity 18.
The children read the speech bubbles and find the
objects that the children are going to take.
Ask: Whats Meg going to take? Repeat for the other
characters. Tell the children to complete the sentences

Tell the children to look at each picture and to name
the corresponding word. Make sure you correct the
pronunciation of the key sounds.
Tell them to complete the words and to match them to
other words with the same sound.
Transcripts
Narrator: What are you going to do this summer, Lily?

Lily: Im going cycling in France and then camping with
my family.
Narrator: What about you, Jack?

Jack: Im going camping with Lily and Im going
sightseeing and horse riding.
Narrator: And you, Grace?

Grace: We are going to Spain. Im going diving and hiking.
Narrator: Ben, what are you going to do?
Ben: I am going diving, surfing and climbing.
Track 2.40 End of Year Test. Activity 1
Listen and label the places in the city.
Lets play!
Categories
Write a category on the board, for
example: languages, animals, places in the
city... The children have two minutes to
make a list of words from this category.
Then, they tell you how many words they
have got. The team with the most words
wins. You can continue playing with other
categories to practise vocabulary that they
have learnt over the course of the year.
The hospital is to the east, next to the Town Hall.

The airport is in the north and it is the furthest place from
the Town Hall.
You can see a film in the east of the city.
You can see old cars, planes and trains in the west. It is the
nearest place to the Town Hall.
There are lots of shops in the west of the city.
The theatre and the train station are in the south of the city.
The theatre is nearer to the Town Hall than the train station.
Jack goes to exhibitions in the north of the city.
Assessment criteria
CLIL Objectives
Resources
End of Year Test, pages 101-104
Children can recognise different languages and

alphabets.
Children can identify countries that share a language.
Children can identify equipment for holiday activities.
Children can associate types of tourism with specific
countries.
Language Objectives
Children can name some countries.
Children can name some languages.
Children can name holiday activities.
Children can name equipment associated with specific
activities.
Children can talk about future plans.
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HALLOWEEN
LESSON 1
Learning about Halloween.
Play Track 2.36 again and and tell the children to perform
their actions in groups. Choose the best group and tell the
rest of the children to copy the actions.
Curricular link: Art; Music; Social Science
Language Objectives
Say: Now look at Activity 2. Lets make a Halloween game.

Hand out the materials and tell the children to work in
pairs. The children make a haunted house like the one in
the picture.
Then, they choose pumpkins or ghosts and make five
shapes each.
The children take turns placing their shapes and trying to
make a row of three as in the game noughts and crosses.
CLIL Objective
Vocabulary: Halloween, street, cat, bat, witch, ghost,

scream, pumpkin, spider, monster, skeleton, sweets,
sheet
Resources: CD
Materials: black, orange and white card, white
crayons, scissors
Halloween is celebrated on 31st October. It is not a

public holiday and festivities take place after the school
day. Children dress up in fancy dress. The costumes
are often related to the festival, with children dressed
as ghosts, witches, pumpkins, cats, bats or spiders. In
the USA, there is a tradition called Trick or Treat? The
children walk around their neighbourhoods in their
fancy dress costumes, knocking on the doors of their
neighbours and shouting Trick or treat? People open
their doors and hand the children sweets.
The tradition of hanging pumpkin lanterns in windows
is also popular during Halloween.
Presentation
Ask: Do you know what festival we celebrate at the end of
this month? SS: Halloween. T: What day do we celebrate
Halloween? SS: 31st October.
Explain that Halloween is a tradition in many Englishspeaking countries and that these days it is celebrated all
over the world.
Make sure the children know the correct pronunciation:
Halloween.
Work with the book

Say: Open your books at page 85. Lets listen to
The Halloween song.
Play Track 2.36. The children point to the pictures.
Play Track 2.36 again. Encourage them to join in.
Ask: So who is the ghost?
Divide the class into groups. Tell the children that they
have a few minutes to discuss what actions they are going
to perform for the song. They are going to perform the
actions for the rest of the class. Give them a few minutes to
rehearse this.
Transcript
Track 2.36 The Halloween song
See page 355.

exercises
See page 355.
Practice
Collect and count all the card shapes (pumpkins and
ghosts) that the children made for Activity 2.
Tell the children to close their eyes. Hide the shapes in the
classroom as quickly as you can.
Then, clap your hands and say out loud: Go! The children
have to find as many shapes as they can before you clap
your hands again.
Tell them to count their shapes. Write the numbers on the
board and tell them to help you add them up. Then, write
the total number of shapes on the board and ask: How
many shapes are missing?
Tell them to find the missing shapes.
ANSWER KEY
The ghost is Ben.
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1 The Halloween song. Listen and sing.
The little ghost goes out on Halloween.

He walks down the street and all the children scream.
They run to the left and they run to the right.
The little ghost gives everyone a fright.
Oh dear, says the ghost. Please dont run away!
Im not really scary and I only want to play.
So the little ghost shouts out, Cant you see?
He takes off his sheet. Look! Its only me!
Who is the ghost?
2 Make and play a Halloween game.

You need:
A sheet of black card.
Orange and white card.
A white crayon.
Instructions
1 Draw and cut out a haunted house.
2 Draw and cut out 5 pumpkins and 5 ghosts.
3 Play Three in a row.
Lesson 1
85
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1 Use the picture clues to do the crossword.
S
4
G H O S
B A
8
9
S P
T O N
O W L
M O N S
6
K E L E
5
S W E E
I
P U M P K
E R
T C H
T
D E R
I
Whats the secret word?
Halloween
2 Draw a monster and complete the information.

My monster
Childs own answers
My monsters name is
My monster has got

.
My monsters favourite food is
.
Lesson 1
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HALLOWEEN
LESSON 1
Activity Book
Page 85, Activity 1
Activity 1.
The children use the eight clues to complete the
crossword.
Ask: Whats the secret word? SS: Halloween!
Page 85, Activity 2

Tell the children to draw a monster and to write a
description of it.
Ask for volunteers to show their pictures to the class
and to read out their descriptions.
OPTIONS
Transcript
Track 2.36 The Halloween song
They run to the left and they run to the right.
The little ghost gives everyone a fright.
Oh dear, says the ghost. Please dont run away!
Im not really scary and I only want to play.
So the little ghost shouts out, Cant you see?
He takes off his sheet. Look! Its only me!
355
13/11/12 12:14
CHRISTMAS
LESSON 1
CLIL Objective
Learning about Christmas.
Language Objectives
Vocabulary: Santa, reindeer, hooves, roof, house,
bed, fly, presents, Christmas tree, Christmas card
Resources: CD
Materials: coloured paper, white paper, scissors, glue
Preparation: make a pop-up card to show the
children.
During the Christmas holiday period there are several

important dates: 24th December is Christmas Eve,
25th December is Christmas Day and 26th December
is Boxing Day. The 6th January is not a holiday in
English-speaking countries.
On Christmas Eve, children often go to bed quite early
in preparation for the arrival of their presents, which
they open on Christmas Day.
The presents are generally left under the Christmas
tree, although this may vary from family to family. Many
children also put out a stocking for Father Christmas to
fill with little presents.
Presentation
Ask: Is everybody ready for Christmas? Do you like
Christmas? Why? Explain that on Christmas Eve, all the
children in the UK are really looking forward to Santa, who
brings them presents. They go to bed early so they are ready
for their presents the following day.
Ask: Do you know how Santa travels? He travels by sleigh
with his reindeer. Do you know how many reindeer hes
got? Nine! And they all have special names.
Then, ask: Do you know what an advent calendar is? Draw
an advent calendar on the board (use the one on page 86
of the Activity Book as a model). Explain that the children
open one of the little windows each day from the 1st to
the 25th December. There is usually a little picture (and
sometimes a chocolate) behind each little window.
Work with the book

Play Track 2.37 again and tell the children to join in with
the song. They can read the lyrics in their books.
Divide the class into four groups and assign a verse
to each group. Tell the children to think of a few actions for
their verse and to practise these actions for a few minutes.
Play Track 2.37 again so they can sing their verses in
their groups.
Finally, tell the children to match the pictures to the verses.

Say: Now look at Activity 2. Lets make a Christmas card.
Explain that at Christmas, many people send Christmas
cards to their family and friends.
Explain the instructions and hand out the materials.
The children make their Christmas cards.
Tell them to decide who they are going to send it to. They
write a little message inside it.
Transcript
Track 2.37 The Christmas song
See page 359.

exercises
See page 359.
Practice
Divide the class into groups.
Tell the children to sing their verses of The Christmas song
in their groups.
ANSWER KEY
Verse 1 = Picture 3
Verse 2 = Picture 4
Verse 3 = Picture 1
Verse 4 = Picture 2
Say: Open your books at page 86. Lets sing The

Christmas song.
Play Track 2.37. The children point to the pictures that
correspond to the different verses.
356
13/11/12 12:14
1 The Christmas song. Listen and sing.

1
Listen very carefully.

Can you hear that sound?
Its Santa and his reindeer,
Flying round and round.
Can you hear the reindeer?
And clip-clop of their hooves.
Santas going from house to house,
Landing on the roofs.
Can you hear Santa, now?

Hes almost in the house.
Hurry up and go to bed,
Quiet as a mouse.

Can you hear him fly away?
The presents are under the Christmas tree,
For you on Christmas Day!
Find the pictures for each verse of the song.
2 Make a pop-up Christmas card.
Fold a sheet of
paper in half.
Draw four lines
from the fold to
the edge. Cut
along the lines.
Open the paper.

Push the strips
of paper forward
and fold the
paper again.
Draw and cut out

two stars.
Glue the stars to

the front of the
strips of paper.
Lesson 1
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2 Match the words with the picture. Trace over the words.
1 Read the text and write the holidays on the calendar.
The day before Christmas Day is Christmas Eve. The day after Christmas Day is Boxing Day.
The first day of the year is New Years Day and the day before is New Years Eve.
DECEMBER
25th
24
th
Christmas Eve
Christmas Day
28
th
26th
27th
30th
31st
Boxing Day
29
th
New Years Eve

JANUARY
1st
2nd
3rd
4th
New Years Day

2 Make an advent calendar.
Instructions
1 Cut out 25 small pieces of paper to cover
the windows.
2 Glue the paper to the tops of the windows.
3 Write the numbers from 1-25 in any order

you like.
4 Open your advent calendar each day.
Lesson 1
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CHRISTMAS
LESSON 1
Activity Book
Page 86, Activity 1
Activity 1.
Read the text out loud. Explain that during this time of
the year all the days are important for the Christmas
holidays.
Tell the children to write the days in the calendar.
Ask questions: What do we call 24th December?
SS: Christmas Eve.
Page 86, Activity 2

Say: Now look at Activity 2. Lets make an advent
calendar.
Tell the children to cut out 25 pieces of paper to cover
the little windows.
Show them how to stick the little bits of paper on top of
the windows so they can be opened easily.
Tell them to write the numbers from 1 to 25 in any order.
In pairs, they can choose dates and compare the
pictures that they have for this date.
OPTIONS
Transcript
Track 2.37 The Christmas song
Can you hear that sound?
Its Santa and his reindeer,
Flying round and round.
Can you hear the reindeer?
And clip-clop of their hooves.
Santas going from house to house,
Landing on the roofs.
Can you hear Santa now?
Hes almost in the house.
Hurry up and go to bed,
Quiet as a mouse.
Listen very carefully,
Can you hear him fly away?
The presents are under the Christmas Tree,
For you on Christmas Day!
359
13/11/12 12:14
CHRISTMAS
LESSON 2
CLIL Objective
Learning about reindeer.
Curricular link: Art; Social Science
Language Objectives

exercises
See page 363.
Vocabulary: summer, spring, autumn, winter, north,

fur, long antlers, grass, tundra, lichen, snow, south,
mushrooms, dark, thick, light coloured, grow, live, eat,
move, lose
Structures: In the summer/spring/autumn/winter,
They have, They eat, Their antlers begin to grow.
Resources: CD
ANSWER KEY
1c 2a 3d 4b
Presentation
Say: Do you remember Santas reindeer?
Tell the children that for this lesson they are going to learn
about reindeer. Tell the children that reindeer live in the far
north of Europe and North America. During the year, their
fur and antlers change.
Work with the book

at the pictures of the reindeer. These are real reindeer, not
like Santas reindeer. Can they fly? SS: No!
Read the text out loud and ask: Which picture is that?
Ask for volunteers to read out the other texts and for the
rest of the class to identify the corresponding pictures.

Tell the children to work in pairs.
They write the words Happy Christmas and then they try
to name an animal for each letter of the words as in the
model.
The pair that finishes first says: Stop!
Tell them to read out their words.
360
13/11/12 12:14
3 Read the texts and find the correct picture.

2
a In the summer, the reindeer live in the far
north. They have dark fur and long antlers.

They eat dry grass on the tundra.
b In the autumn, the reindeer start to move south.

They lose their summer fur and grow thick, light
coloured fur. They eat mushrooms and grass.
c In the
winter, the reindeer have no antle
rs.
They have thick, light coloured fur.

They eat lichen growing under the
sno
w.
d In the spring, they move north again. Their antlers

begin to grow and they lose their
winter fur.
4 Find words that begin with the letters.
H A P P Y
armadillo
C H R I S T M A S
yak
iguana
Instructions
1 Work with a friend.
2 Race the rest of the class to find
names of animals.
Lesson 2
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13/11/12 12:14
CHRISTMAS
LESSON 2
OPTIONS
Activity Book
Page 87, Activity 3
Activity 3.
Say: Look! These are all Santas reindeer. How many
has he got? SS: Nine.
Then, say: I wonder what their names are?
Read the text out loud.
Tell the children to read the text and to write the names
of the reindeers.
Ask for volunteers to read out the names in the correct
order and correct the activity.
Page 87, Activity 4

Say: Now look at Activity 4. Oh dear! The reindeer have
to get through the maze to the house. Can you help
them?
Tell the children to use their fingers first to find the route,
and then to draw it with a pencil.
363
13/11/12 12:14
EARTH DAY
LESSON 1
CLIL Objective
Learning about Earth Day.
Language Objectives
Vocabulary: world, forests, mountains, rivers, lakes,
oceans, flower, animals, trees, plants, air, valley, seas,
belongs, take care
Resources: CD
Materials: coloured card, felt tip pens
Earth Day is celebrated all over the world on 22nd

April. Children and adults participate in activities
to celebrate our wonderful world. People celebrate
at school by planting gardens, organising recycling
centres, cleaning up an area in the city or the
countryside and so on.
Presentation
Write the date 22nd April on the board and ask: Does
anybody know what we celebrate on this day? Explain
that this is known as Earth Day and that we celebrate the
wonders of our world on this date.
Ask: Do you think our world is wonderful? What are the
most wonderful things? Encourage the children to think
about the natural elements in our world such as the
rainforests, the oceans, the rivers and any other natural
features. Ask: Do we always take good care of our world?
What kind of problems do we cause?
Take a few minutes to discuss the impact of human activity
on the environment.

Say: Now look at Activity 2. Lets make an Earth Day
poster.
Tell the children to work in pairs to make a poster to
celebrate Earth Day. They can use the text in the song as a
guide or they can think of their own ideas.
Transcript
Track 2.38
The Wonderful world song
See page 367.

exercises
See page 367.
Practice
Tell the children to show and describe their Earth Day
posters to the rest of the class.
Work with the book

Play Track 2.38. The children listen to the song and hum
along in time to the music.
Play Track 2.38 again. Encourage the children to sing
along to the song. They can read the lyrics in their books.
Divide the class into groups of five or six children. Tell them
to work together to prepare a performance of the Earth
Day song with actions or a dance.
Play Track 2.38 again. The children perform the song
in their groups. Choose the best group and tell them to
perform it for the rest of the class.
364
13/11/12 12:14
Earth Day is celebrated all around the world on 22nd April.
1 The Wonderful world song. Listen and sing.
Our world is truly a wonderful place,

With forests, mountains, rivers and lakes.
All the animals and all the trees.
All the plants and all the seas.
So take good care of this wonderful place,
Look around at all you see,
This wonderful world belongs...
To you and me!
Can you think of other natural wonders in the world?
2 Make an Earth Day poster.
Lesson 1
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15 Use the words to complete the word map.
1 Circle the bad things in the picture.

Whats wrong in the picture?
2 Use the picture clues to do the crossword and find the secret word.
1
2
4
A N
M A L
4 A
5
10
L E
V E R
F O R E
P L A N T
8
L A K E
M O U N T
L O W E R
10
E A N
11
11
T R E E
Lesson 1
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EARTH DAY LESSON 1

Activity Book
Page 88, Activity 1
Activity 1.
The children circle the things in the picture that show
that energy or water is being wasted.
Ask: Whats wrong in the kitchen? Help them to explain
the following: The gas is on too high, the water is still
on, the fridge door is open and they are not recycling
their rubbish. Then, ask: So what do we need to do?
SS: Close the fridge door. Switch off the water and
turn down the gas. Separate the rubbish into different
recycling bins.
Repeat for the other rooms in the house.
OPTIONS
Transcript
Track 2.38 The Wonderful world song
Our world is truly a wonderful place,
With forests, mountains, river and lakes.
All the animals and all the trees.
All the plants and all the seas.
So take good care of this wonderful place,
Look around at all you see,
This wonderful world belongs...
To you and me!
Page 88, Activity 2

Tell the children to use the pictures as clues to complete
the crossword.
Ask: Whats number (1)? Repeat for the other pictures.
When they have finished, ask: Can you see the secret
word? (Environment) Correct the activity.
367
13/11/12 12:14
PRIM ARY READ ERS
C.C. goes to India

Colin Stobbart
COLEC CIN
9 78846 6 81016 6
ISBN: 978-84-668-1016-6
urious cow who

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o go to there. On
he meets Kanga
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ia. They travel
and then C.C. goes
a.
FREE CD INSIDE
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58 St Aldates

Oxford OX1 1ST

Susan House and Katharine Scott 2009

Legales Sparks 4 TB.indd 1

Present simple 3rd person:

Pronouns: he, she, they

Tigers live in the jungle.

Comparative and superlative

Animal body parts

Activities associated with

Jupiter is the biggest planet.

Time clauses: then, after that

Christmas Page 356

Earth Day Page 364

Curricular link: Social Science

Optional Activity Book

Work with the book

1 Song: Ready to learn. Listen and sing.

How many planets

Where do tigers live?

Whats the capital

Which books do the characters need?

See Transcript Track 2.39

Jack: Hey, Grace?

Ben: Hey, Lily?

Ben: Im bored. Lets play What am I? Grace, you go first.

Ben: I know! Youre a Now you, Jack.

Curricular link: Literacy; Maths

Optional Activity Book

Work with the book

2 Say The alphabet chant.

Twenty letters left to say.

Curricular link: Literacy

Mention that these questions are very useful when we

Optional Activity Book

Work with the book

3 Say The questions and answers chant.

We ask questions all the time.

Read the questions and find the answers.

5 Circle the questions in red and the answers in blue.

How do you spell encyclopaedia?

You say dictionary.

Yes. Listen and circle the correct words.

Can you explain the activity, please?

What does this word mean?

Yes, listen carefully this time.

How do you say it in English?

Now match the questions with the answers.

The human body

Cities and countries

People around the world

Travelling and transport

The theatre, cinema and museums

Curricular link: Geography

Resources: CD; poster (side A); poster pop-outs

WHERE DO PEOPLE LIVE?

WHERE DO PEOPLE LIVE?

See page 35.

Optional Activity Book

Work with the book