Young Explorers 1 Teachers Book

EXPL O RERS
Teacher’s Book 1
OXFORD
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EXPL O RERS Teacher’s Book
Hi, I’m Mike.
Hello, I’m Sam.
Hi, I’m Carla.
Hi, I’m Sophie.
Hello, I’m Nick.

Hello, I’m Lucy.
OXFORD
1
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1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
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isbn: 978 0 19 402769 4
Printed in China
This book is printed on paper from certified and well-managed sources
acknowledgements
Author: Mary Charrington.
Cover illustrations by: Gary Swift.
OXFORD
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Contents Page
Letter to parents 4
About Explorers 5
Components 6
Introduction 8
Tour of a unit 12
Come and explore! 22
Hello! 24
Unit 1 32
The ant and the grasshopper 50
Unit 1 Read more! 54
2 Unit 2 56
Space Explorers 1 74
3 Unit 3 80
The emperor’s new clothes 98
4 Unit 4 104
5 Unit 5 128
The magic tree 146
6 Unit 6 152
Cambridge Young Learners English test practice 176
Christmas Eve 180
Ideas bank 183
Syllabus OXFORD
Flashcards and wordcards
186
195
Classroom language 196
Wordlist 197

EXPL O RERS
Dear Parents,
This year your son/daughter will continue to learn English with the coursebook Young
Explorers 1. As the title suggests, this will involve exploring and discovering new things in
each lesson that will help develop their English language learning. Through stories, songs,
motivating topics and texts, your child will not only develop their knowledge of English,
but also their knowledge of British culture and the wider world.
Parental support and encouragement are invaluable to every child, helping to inspire
and motivate them in their school life. Please do encourage your child to share what
they have learnt each day in their English lesson with you, whether that is showing
you their completed work in the Class Book and Activity Book, or telling you about the
stories or songs they have learnt. There is also the new Oxford Parents website, where
you can find more information on helping your child with their English language
learning (www.oup.com/elt/oxfordparents).
During the course this year, your child will cover topics that include the outdoors, sports,
clothes, rooms in a house, animals, camping and many more. They will learn new grammar
and vocabulary related to these topics, and will also expand their learning through
motivational cross-curricular subjects, such as science, music and geography.
At home or on trips, encourage your child to look for English in the world around them,
and collect objects that are English or have English on them, for example stamps or food
labels. These will help motivate them to see English as a real means of communication.
Please do not hesitate to contact me if you have any queries or questions about your
child’s progress this year.
With thanks in advance for your collaboration and all good wishes,
English teacher
OXFORD
5
Photocopiable © Oxford University Press

EXPL O RERS
About Explorers
First Explorers, Young Explorers and World Explorers is a six-level
course for students from first to sixth level of Primary.
The theme of the course is ‘exploring’ and this is exactly what
the pupils will be doing as they follow the adventures of the
main characters for each level. In turn, the pupils themselves
will be encouraged to explore language and learn to express
themselves in English. Explorers has the perfect balance
of controlled, solid presentation and practice, as well as
innovative and motivating content, and opportunities for
personal expression and development. Every page is an
opportunity to explore and learn something new or review
language the pupils already know.
A key feature of Explorers is the amalgamation of imaginative
and real-world features within one central theme per unit.
The theme is explored in many different ways, enabling the
pupils to gain confidence in their ability to understand and
communicate about the topic. Stories, cross-curricular pages,
DVD lessons, dialogues, games, vocabulary and grammar
presentations and more provide a wealth of information,
stimulation and opportunity.
The DVD material draws the pupils into the worlds of real
English children via an innovative Class Book–DVD link, and
provides pupils with the opportunity to use relevant and
attractive material that enhances their language learning.
It is the aim of Explorers that you will be able to use the
experiences shown in the series to develop the pupils’
all-round globalized skills and to work on values and attitudes.
Real-world contexts provide the pupils with realistic scenarios
and age-appropriate issues to explore, and photocopiable
material is provided on the course website to further explore
these issues with the class. There is a strong sense of British
culture, as well as information about the whole world.
There is also an appropriate and creative approach to
learning content across the curriculum. Each unit includes a
cross-curricular focus that is supported by extra presentation
and support material, including a DVD episode. These
cross-curricular lessons focus on topics that appeal to
the pupils, and connect with content they are learning in
their own language. Attractive and stimulating flashcards
allow teachers and pupils to anticipate and discuss the
topic before the Class Book presentation. There are also a
multitude of worksheets to support the pupils and enable
extensive further exploration of the topic.
The children will also be able to practise for the Cambridge
Young Learners English test with Young Explorers. The
activities are intended to help the children start to familiarize
themselves with the test in a non-intimidating way, enhancing
their confidence.
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Explorers gives you all the support a teacher could possibly
need with tests, evaluation grids and self-evaluation material
for the pupils also available in the Evaluation booklet, and
with further materials available to download from the course
website. This includes extra worksheets for reinforcement,
extension, DVD and cross-curricular lessons … for much
more language exploration!
About Explorers 5

Components
Class Book
• a starter unit introducing the course characters
• 6 teaching units providing the core material
• 3 extension stories
• 3 episodes of the revision story Space Explorers
• 6 sections of Read more! material
• 8 pages of Cambridge Young Learners English
test practice
• 1 festival unit (Christmas Eve)
Activity Book
• 8 pages of activities per core unit
• follow-up to the cross-curricular lessons
• follow-up to the extension stories
• follow-up to the Space Explorers revision
story episodes
• follow-up to the festival unit
• 7 Picture Dictionary pages with stickers
• 6 pages of cut-outs for pairwork activities
• self-evaluation sections
• fast finisher activities
Teacher’s Book
• an introductory section including descriptions of the
methodology and concept behind the course
• an annotated Tour of a unit
• clear, succinct teaching notes for each lesson
• reinforcement and extension ideas
• teaching tips
• culture notes
• full answer keys for Activity Book, reinforcement and
extension worksheets
• tapescript for each lesson
• teaching notes for the DVD lessons
• teaching notes and tapescripts for the Cambridge
Young Learners practice tests
• an Ideas bank with games, activities and ideas for
how to further exploit the extra resources (flashcards,
posters, etc.)
• a full description of the syllabus, including objectives
• a list of the unit flashcards and wordcards
• useful classroom language and a wordlist
Audio CDs
• recording of all the songs, stories and listening activities,
as well as the Cambridge Young Learners and course
tests listening tracks
Teacher’s Resource Pack

Flashcards
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• 99 flashcards for presenting the key unit vocabulary (see
the end of this Teacher’s Book for the list of flashcards)
• Flashcards Set 1 – photographic flashcards f
set of unit vocabulary
• Flashcards Set 2 – illustrated flashcards for the second
set of unit vocabulary
6 Components

Components
Cross-curricular cards
• A set of cards with pictures, accompanied by questions and
answers, which introduce the cross-curricular content
Posters
• Quest poster – a poster used as part of the Explorer’s Quest routine
• Classroom language poster – useful language for the classroom
• Vocabulary poster – a poster covering the vocabulary from Units 1–3
on one side, and the vocabulary from Units 4–6 on the other
Explorer figure with rucksack

• a unique way of presenting vocabulary flashcards
Evaluation booklet
• introduction to evaluation
• evaluation grids
• 6 Unit tests, 3 Term tests and 1 End of year test
• full transcripts and answers for tests
• self-evaluation material for the pupils, including
a course certificate
DVD
• Let’s explore! clips that support the Class Book lessons
• cross-curricular clips that extend the cross-curricular topic
Website
A wide range of teacher resources and interactive content
is available from the Explorers website:
www.oup.com/elt/teacher/explorers
Wordcards
• 99 wordcards for the key unit vocabulary (see the end of this
Teacher’s Book for the list of wordcards)
Worksheets
• 3 reinforcement worksheets per unit
• 3 extension worksheets per unit
• 1 support worksheet per unit
• 8 catch-up worksheets for support in key grammar areas
• festival worksheets
• story worksheets
• 6 cross-curricular worksheets
• 12 DVD worksheets (2 per episode)
• 6 DVD cross-curricular worksheets
Classroom Presentation Tool

Presentation and practice material for interactive whiteboards
and data projectors. Including:
• stories
• songs and chants
• audio
• posters, flashcards and cross-curricular presentation material
• Activity Book exercises
OXFORD
Components 7
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Introduction
The third set of characters is the two cartoon Explorers

figures. They provide a model for good explorers and also
add a fun dimension through the Explorer’s Quest.
The fourth set of characters appears in the humorous
revision stories, Space Explorers.
Explorer’s Quest
The Explorer’s Quest adds an extra revision strand to the
course in a fun context.
In each unit, at the bottom of the Class Book pages, the two
Explorers give the pupils a grid reference for the Come and
explore! pages at the start of the Class Book or for the Quest
poster. The pupils use the grid reference to find an object,
and write the first letter of that object in a Quest puzzle
at the back of their Activity Book. By the end of the unit, a
Course concept secret word is revealed. Finally, at the end of the course, the
Explorers is a six-level Primary English course with a strong pupils can work out the Young Explorers 1 secret message.
emphasis on learning language through stories, dialogues,
songs, values and content from across the curriculum. As Stories
the course progresses from First Explorers to Young Explorers As in the earlier levels, stories are an important feature.
and finally World Explorers, the pupils are continually offered The unit stories in Young Explorers 1 involve the main
the opportunity to learn and use language in real‑world course characters and are an opportunity to practise new
situations. As the title highlights, the concept driving the vocabulary and structures further, through situations and
course is exploring and making discoveries. The pupils experiences that will be familiar to the pupils.
themselves become explorers as they learn a new language The three extension stories (The ant and the grasshopper,
and discover more about the world around them. The emperor’s new clothes and The magic tree) extend
language and give the pupils the opportunity to discuss
A flexible approach their reaction to the stories.
Explorers is designed to be flexible in order to meet the The three-part comic story Space Explorers, which appears
individual needs of pupils of all abilities. The Class Book after every two units, revises language in a fun context.
is supported by an Activity Book and a DVD, which is
fully integrated with the main teaching content, as well Exploration of the real world
as a wide range of differentiated worksheets available to Young Explorers 1 continues the strong real-world focus
download from the course website (covering support, of the series. This is reflected in the DVD content, which
catch-up, reinforcement and extension levels and extending is integrated with the Class Book material.
DVD, festival and cross-curricular core content). The notes The topic of the unit is further explored in Lesson 7, where
throughout this Teacher’s Book also contain ideas for quick the pupils follow the experiences of a group of British
reinforcement and extension activities, as well as tasks for children as they explore their world, visiting locations
fast finishers and an Ideas bank to dip in to at any time. and interacting with people around them. The pupils are
Characters and context provided with opportunities to make comparisons with
their own experiences, practise functional expressions and
In Young Explorers 1 the pupils meet four sets of characters.
dialogues and explore social values and cultural issues.
The first set is the main course characters: Sophie and her
brothers Mike and Nick, and Sam and his sisters Carla and In addition, the DVD provides real-world material to support
Lucy. Sam and Sophie are friends, and their experiences in the the cross‑curricular topic in Lesson 6. Attractive and relevant
unit stories reflect the lives and interests of pupils of this age. episodes support the pupils’ understanding of the topic
and provide opportunities for teachers to further exploit
The second set of characters are real British children (Oscar,
the subject matter.
Jack, Holly, Sanjay, Keisha and Grace), shown in real‑world
settings in the Class Book and the accompanying DVD Furthermore, the Read more! pages after each unit enable
episodes. The children take part in excursions and activities, the pupils to hear from their peers from around the world.
showing aspects of British culture that invite comparison Children from a wide variety of countries talk about topics
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with the pupils’ own country. relevant to the units and to the pupils themselves.
8 Introduction

Introduction
Cross-curricular focus Approach to listening and speaking

A core lesson in each unit of Young Explorers 1 focuses on New language in Lessons 1–4 is presented for aural
content from another subject in the curriculum. These recognition before the pupils are required to use it. They
lessons evolve from the unit topic and use carefully staged listen first, then progress to simple activities demonstrating
cross‑curricular cards to introduce and engage the pupils active recognition of the language. They go on to use
with the topic. At this level, these lessons cover the subjects the language orally: first in short, controlled dialogues or
of science, music and geography. The pupils learn about pairwork activities and, later, in more open situations.
concepts such as camouflage and the process of producing In Lesson 5, pronunciation activities offer the opportunity to
flour from wheat. focus on sounds from the core vocabulary that are difficult
The concepts are consolidated with clear illustrations for most learners at this level, and for example, help the
and activities in the Class Book, with further practice in pupils to focus on the distinction between pairs of sounds.
the Activity Book and extension worksheets available on Lessons 6, 7 and 8 expose the pupils to a broader range of
the course website. There are also episodes on the DVD language. They are not expected to retain every word they
that further develop the topics with their own follow-up hear, but the listening passages will help them learn to
worksheets. listen for overall understanding. There are opportunities to
The pupils will encounter new vocabulary specific to each focus on specific phrases and useful everyday expressions
topic, but the focus is on understanding the concept rather that will increase their effectiveness as speakers of English.
than retaining new language. The dialogues in Lesson 8, in particular, give the pupils
the chance to manipulate the language and develop their
Systematic approach to language learning fluency, as they substitute previously learned words and
Young Explorers 1 presents a balanced and systematic phrases to change the meaning.
approach to language learning, with every competence and The unit provides plenty of guided opportunity to develop
learning style taken into account. listening skills themselves. The listening texts throughout the
• Lesson 1 The first set of new vocabulary is presented, unit vary in length and type, expose the pupils to different
setting the scene for a comprehension activity. A revised voices and styles and encourage the pupils to listen for
grammar structure is used as a means of practising the different things and use different approaches to listening.
new vocabulary in a speaking activity.
• Lesson 2 The new grammar structure is presented through Approach to reading and writing
a listening activity, then practised in a pairwork game. The reading activities in the Class Book help develop two
• Lesson 3 The Lesson 2 structure and Lesson 1 vocabulary reading skills in particular: reading for gist and reading
are consolidated in a story. for detail. For the longer reading texts, such as the unit
stories, the extension stories, the cross-curricular topics
• Lesson 4 The second set of new vocabulary and a second
and the Lesson 7 real-world experiences, the pupils are first
revised grammar structure is presented in a song. The
encouraged to answer one or two simple gist questions,
grammar structure is practised in a cut-out pairwork activity.
which help them to focus on the broad meaning of the
• Lesson 5 Key language from Lessons 1–4 is consolidated. text. This is followed, either on the page or by suggestions
There is also a pronunciation focus. in the Teacher’s Book, by more detailed questions, which
• Lesson 6 The cross-curricular topic is presented through encourage them to read specific parts of the text more
cross-curricular cards, and then explored further with a closely. The pupils are actively encouraged to notice and
reading text in the Class Book and follow-up activities in use the two different skills.
the Activity Book. There are a range of different texts throughout the unit, and
• Lesson 7 A ‘real-world’ situation is presented through a these vary in type, length, purpose and narrative style. The
listening and reading text with photos, with an opportunity pupils are exposed, for example, to dialogues, postcards,
to focus on a particular value. The main writing task for the e-mails, stories, factual accounts, personal experiences
unit is then presented in the Activity Book. and many more text types. These texts are carefully
• Lesson 8 A functional dialogue from the Lesson 7 photo- structured through the course to provide students with the
story is practised. The pupils review what they have learnt opportunity to develop a range of reading skills, to provide
in the whole unit by recording vocabulary in their Picture guided support, to build confidence and to motivate and
Dictionary, practising the main grammar point, and inspire the pupils as they explore the theme of the unit.
carrying out a self-evaluation activity.
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• DVD lesson First-hand experience of British culture
through the course DVD with optional worksheets.
Introduction 9

Introduction
The Class Book and Activity Book contain writing tasks at Classroom management
word and sentence level, building up to short paragraphs The pupils learn best in an ordered, relaxed and happy
and summaries. The main writing task in Lesson 7 provides environment. They can be encouraged to lose inhibitions
a model for the pupils, so they are guided to produce their about speaking another language through a positive and
own text, and encouraged to edit and check their own work. encouraging atmosphere. This can be achieved in various ways.
Learning to learn • Clear rules The pupils need to know what is expected of
them and how they should behave towards one another.
Young Explorers also focuses on introducing the pupils to
Set clear rules of behaviour and establish routines, such as
strategies that will help them become better learners, and
sitting quietly while others are talking, putting up hands
this happens in a variety of ways throughout the course.
to answer questions.
A ‘Learn to learn’ icon in each unit of the Activity Book draws
the pupils’ attention to a learning strategy, which is fully • Positive feedback Ensure that the pupils are not
explained in the teaching notes for that activity. afraid of making mistakes by praising their efforts and
demonstrating how we all learn from mistakes. Always
In addition, numerous Learn to learn tips throughout this
focus on the positive when correcting errors, using
Teacher’s Book highlight additional means of developing
expressions such as Very good try or Not quite, try again.
the pupils’ learning strategies.
• Classroom language From the beginning, encourage
Evaluation the pupils to use as much classroom English as possible,
Young Explorers 1 Evaluation booklet contains a range of enthusiastically praising their efforts when they do.
course tests. These tests cover all the target language and • Good preparation The teaching notes will help you
are divided into six Unit, three Term and one End of year test. prepare for each lesson in advance, guiding you through
The evaluation grids and self-evaluation material in the the lesson content and giving plenty of ideas for extra
Evaluation booklet also allow you to continuously assess activities. The notes also outline which materials you’ll
your pupils’ progress and feed back to them and their need to prepare before the activity.
parents, as well as gradually introducing the pupils to the
concept of self-evaluation. There is further information on
Mixed-ability classes
how to use these in the Introduction section in the booklet. The pupils have different needs, reflecting different interests,
like/dislikes, speeds and styles of learning, and in some
There is also an eight-page section at the end of the Class
classrooms, different cultural backgrounds. Some will require
Book that contains material based on the Cambridge
extra support, while the more-able will benefit from extra
Young Learners English test (Starters level). The four tests are
activities to extend their skills.
presented in two stages: practice and test preparation, and are
intended to be used after Units 2, 4 and 6, and at the end of This can present a challenge for the teacher. For this
the year. You will find more notes on how to use these pages reason, Young Explorers offers strategies and materials to
in the introduction to the Cambridge Young Learners English help teachers adapt their lessons to meet the needs of the
test practice section on page 176 of this Teacher's Book. pupils as individuals.
Reinforcement activities to consolidate learning and
Values extension activities for more-able pupils are suggested in
Young Explorers provides an opportunity to work on values every lesson. The Activity Book also provides additional
and to encourage the pupils to become responsible for their tasks for fast finishers. As more-able pupils work on these,
social behaviour and attitude to learning. In this level, the the teacher has the flexibility to devote time to the pupils
pupils will encounter the following themes: needing help. Speaking and pairwork tasks in the Class
• learning about and respecting nature Book provide the teacher with the opportunity to monitor
• behaving in a way that does not upset other people learning and offer assistance where it is most needed.
• being a good friend The pupils should be grouped together with others of a
• being polite similar ability to work on activities, worksheets or games that
suit their level. It is also important, however, to help all of the
• protecting animals
pupils feel part of the group during the lesson. The teaching
• being aware of a healthy diet. notes contain ideas for group games that are very useful in
achieving this. Singing along and/or doing actions to songs
and chants and story-telling allow even those pupils with
the lowest level of English to participate without feeling
OXFORD under pressure.
10 Introduction

Introduction
The festival topic also allows those pupils from other

backgrounds to feel more integrated. They can join in by
talking about the festivals they celebrate. Make sure the
pupils understand that, while traditions differ from country
to country, they are all equally important and interesting.
New media in the classroom

Young Explorers 1 has a fully integrated and innovative approach
to new media in the classroom, which allows teachers to use
what suits them and get the best out of their facilities.
Classroom Presentation Tool The Classroom Presentation
Tool, for use on an interactive whiteboard, supports Young
Explorers 1 with all the materials needed for language
presentation and practice.
Website The course website offers a wide variety of extra
materials to support your teaching, including wordcards and
worksheets available for download.
Visit www.oup.com/elt/teacher/explorers to find out more.
Parental involvement
The support of parents and family members is a key
motivating factor for learners of all subjects. The pupils will
enjoy sharing what they have learnt with their parents.
Encourage them to take home and share songs, stories and
the work they have completed in their course books. At the
beginning of this Teacher’s Book there is a photocopiable
letter for parents with ideas on how they can help their
child’s English language learning through the year.
Oxford Parents is a new website where your pupils’

parents can find out how they can help their child
with English. They can find lots of activities to do in the
home or in everyday life. Even if the parent has little or
no English, they can still find ways to help. We have lots
of activities and videos to show parents how to do this.
Studies have shown that practising English outside the
classroom can really help children become more confident
using the language. If they speak English with their
parents, they will see how English can be used in real-life
situations and this can increase the pupils’ motivation.
Parents can help by practising stories, songs and
vocabulary that the students have already learnt in
the classroom. Tell your students’ parents to visit
www.oup.com/elt/oxfordparents and have fun helping
their children with English!
OXFORD
Introduction 11
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Tour of a unit
Young Explorers 1 is organized into six core units, an introductory Unit 1 Lesson 1
unit, three extension stories, three episodes of a revision story
(Space Explorers), six Read more! sections and one festival section Lesson 1 introduces the topic of the unit, presents and
(Christmas Eve). Each main unit is comprised of eight lessons practises eight new items of vocabulary and combines the
and an optional DVD lesson. The Activity Book contains new vocabulary with a revised structure. It always features
follow-up practice activities for all the target language. the main characters in the context of the unit: Sophie and
Each lesson also comes with reinforcement or extension her brothers Mike and Nick, and Sam and his sisters Carla
ideas to further practise the language, ideas for activities to and Lucy.
start and finish the lesson and references to other resources
for the teacher.
Class Book presentation of

new vocabulary via a chant
Unit 1 flashcards Set 1
Listening activity
providing practice
of new vocabulary
and a revised
structure in context
New language
contextualized in a
setting with the main
characters
Activity Book
Class Book
An activity for fast finishers
Pairwork game providing keeps all pupils involved
speaking practice
Class Book • The revised structure and new vocabulary are then
• The topic of the unit is introduced via the Explorer actively practised through a pairwork game.
figure and rucksack, which can then be used as a
Activity Book
device to present the first set of vocabulary flashcards
for the unit. Each card is drawn out of the rucksack one • This provides written practice at word level of the new
by one, engaging the pupils and maintaining their vocabulary. The first activity requires the pupils to read
attention. The pupils listen to the words on the audio and recognize the new words, and the second activity
CD as each flashcard appears. requires the pupils to write them.
• With books open, the pupils then listen and repeat a Optional
vocabulary chant, guided by the photographic images
• Fast finishers: Lesson 1 has an extra activity at the
•
on the page.
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The new vocabulary and a revised structure are
contextualized in short dialogues between the course
bottom of the Activity Book page.
A reinforcement and extension activity is pro
in the lesson notes.
characters. The pupils identify which character is speaking.
12 Tour of a unit

Tour of a unit
Unit 1 Lesson 2
Reinforcement worksheet 1
Lesson 2 introduces a new grammar structure through a
listening activity. The new structure is then actively practised
through a pairwork game.
Presentation of new grammar structure in a cartoon sketch
Controlled
practice of the
new structure
through a
pairwork game
Extension worksheet 1
Class Book
At-a-glance reminder of the new
grammar structure
The Remember! box,

with its clear use of
colour, provides extra Activity Book
support
Class Book This activity can be done at the end of every lesson,
• The new grammar structure of the unit is introduced or it can be done all in one go at the end of the unit.
through a cartoon sketch featuring the main
Activity Book
characters. The pupils listen the first time to focus on
the meaning, then listen and repeat. • The pupils become more familiar with the new
structure in a listening activity.
• The pupils then practise the structure in a pairwork
elimination game. • Finally, the pupils have the opportunity to write the
new structure with new vocabulary from Lesson 1.
• At the end of the lesson, the Explorer’s Quest recycles
A Remember! box at the foot of the page focuses
known vocabulary in a fun way. The pupils go to the
attention on how the new structure is formed,
Come and explore! pages at the front of their Class
providing extra support for those who need it.
Books, and locate the item in the given grid reference.
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They write the first letter of the item in the Quest puzzle
at the back of their Activity Books. By the end of the
unit, the secret word for the unit is revealed. The pupils
Optional
• Reinforcement worksheet 1: an optional wor
is available to download from the Explorers website.
can carry out the Explorer’s Quest individually, using
their Class Book, or as a group using the Quest poster. • Extension worksheet 1: an optional worksheet is
available to download from the Explorers website.
Tour of a unit 13

Tour of a unit
Unit 1 Lesson 3
Lesson 3 is the story lesson. The story allows the pupils to
focus on vocabulary and grammar structures in context,
as well as providing an enjoyable and memorable way
to reinforce language. The pupils have the opportunity
to act out part of the story, which is an important way of
internalizing new language.
Story contextualizes
vocabulary and grammar
Acting out the story gives the pupils the
from the unit
chance to internalize language
Story worksheet
Activity Book
A Remember? feature
recycles previously
Class Book
learned vocabulary
Class Book Activity Book

• A gist question in the Teacher’s Book focuses the pupils’ • This provides a further story comprehension activity.
attention on what to listen out for in the story to aid • A Remember? focus re-activates previously learned
comprehension. vocabulary. The new structure of the unit is then practised in
• The story is presented on the audio CD. Questions to a written activity with a mixture of new/recycled vocabulary.
check more detailed understanding are provided in the
Optional
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teaching notes.
• The pupils are encouraged to listen to the story several • Fast finishers: Lesson 3 has an extra activity at the bottom
times to become fully familiar with the language. They of the Activity Book page.
then act out the story in groups. • Reinforcement: an optional Story worksheet is available t
• At the end of the lesson, or at the end of the unit, the download from the Explorers website.
pupils complete the Explorer’s Quest activity. • An extension activity is provided in the lesson notes.
14 Tour of a unit

Tour of a unit
Unit 1 Lesson 4
Lesson 4 presents and practises a second set of new
vocabulary items in a song. A second grammar structure
from a previous level is also revised. The pupils practise both
the new vocabulary and revised structure in a speaking
cut-out activity.
Presentation of second
vocabulary set
Unit 1 cut-out
Presentation of a revised
grammar structure
through a song
Activity Book
Practice of new vocabulary
Class Book and revised structure in a
pairwork game
Class Book and use it to practise the new vocabulary and revised
• The second vocabulary set of the unit is presented structure in a pairwork game.
by taking the flashcards out of the Explorer figure’s • At the end of the lesson, or at the end of the unit, the
rucksack one by one, while the pupils listen to the pupils complete the Explorer’s Quest activity.
words on the audio CD.
• With books open, the pupils point to the new words
Activity Book
and repeat them. • This provides a further activity to practise the
OXFORD
language in the song, and written practice at word
• The pupils sing the song, which contextualizes the
level of the second vocabulary set.
new vocabulary and revised structure. Suggestions
for actions in the teaching notes make the song more Optional
memorable and fun.
• Reinforcement and extension activities are provided
• The pupils make the cut-out in their Activity Book, in the lesson notes.
Tour of a unit 15

Tour of a unit
Unit 1 Lesson 5
Lesson 5 offers the pupils an opportunity to consolidate the
key language and structures from Lessons 1–4 through a
variety of activities that practise all four language skills.
Further consolidation of key

language from Lessons 1–4
Class Book
Pronunciation focus
Activity Book

• A listening activity and a reading activity practise key • This provides a reading activity and a writing activity.
vocabulary and the new structure from the unit. Together with the Class Book activities for this lesson, it
• A pronunciation feature focuses on sounds that the ensures that all the key language of the unit is practised.
pupils find difficult at this level, usually by contrasting
Optional
OXFORD
pairs of sounds.
• At the end of the lesson, or at the end of the unit, the • Reinforcement worksheet 2: an optional worksheet
pupils complete the Explorer’s Quest activity. is available to download from the Explorers website.
• Extension worksheet 2: an optional worksheet is
available to download from the Explorers website.
16 Tour of a unit

Tour of a unit
Unit 1 Lesson 6
Lesson 6 is the cross-curricular lesson. A range of subjects
is represented across the course as a whole. The focus is Presentation of
on understanding a concept from another subject, rather the topic through a
than the active use of new vocabulary. A wealth of optional cross-curricular card
materials is provided for further exploration of the topic.
Cross-curricular topic links to the unit theme

Cross-curricular cards
Further exploration of the

topic is available in the DVD
cross-curricular footage and
accompanying worksheets
DVD cross-curricular footage
Photos and
pictures with
labels help to
support meaning
Class Book
Activity Book

• The concept is introduced through the double-sided • This provides activities in which the pupils can
cross-curricular cards, with a series of questions to demonstrate that they have understood the concept
encourage the pupils to think about the topic and presented in the lesson.
draw on what they already know.
• The reading activity further explores the topic and is Optional
fully supported by illustrations. The pupils first answer a • Explore the Internet with your teacher: the option to
gist question, which encourages them to focus on the carry out further research on an aspect of the topic.
general meaning of the text. The pupils then carry out • Fast finishers: Lesson 6 has an extra activity at the
a second activity, which requires a closer, more detailed bottom of the Activity Book page.
reading of the text. • Cross-curricular worksheet: an optional cross-curricular
• At the end of the lesson, the pupils complete the worksheet is available to download from the Explorers
Explorer’s Quest activity. This means that they can website.
identify the secret word from the unit. At the very end • DVD cross-curricular sequence: further DVD cross-
of the course, the pupils use all the secret words to curricular footage is available on the DVD. There is also
decipher a secret message. an optional DVD cross-curricular worksheet to exploit
the DVD footage available to download from the
Explorers website.
Tour of a unit 17

Tour of a unit
Unit 1 Lesson 7
Activity Book
Lesson 7 brings the exploring into the ‘real world’ so that
the pupils can discover aspects of life in the UK and make
comparisons with their own life. It also gives the pupils the
opportunity to discuss broader educational values.
The content invites comparisons

with the pupils’ own experiences
The setting
for the lesson
provides some
real-world
exploring
Class Book
The lesson links directly to the DVD, showing

the same characters in the same setting
Class Book DVD can be further exploited and used as the basis of
• The pupils read and listen to the text, focusing first on a complete lesson at the end of the unit.
answering general gist questions, followed by more
Activity Book
detailed questions that require a closer reading of
the text. • The Activity Book provides a further activity to check
comprehension of the text.
• The pupils are encouraged to talk about their own
experiences in relation to the experiences of the • The main writing activity of the unit takes place in this
children in the Class Book, and also to explore cultural lesson. The pupils are given a model text to read and
similarities and differences between their lives and the follow, drawing together the key language of the unit.
lives of children in the UK. The pupils then produce their own personalized piece
of writing based on the model.
• The ‘good explorer’ feature encourages the pupils to
discuss a particular value related to the topic, helping Optional
them to become better citizens.
• Fast finishers: Lesson 7 has an extra activity at the
• This is the ideal moment to let the pupils watch the bottom of the Activity Book page.
corresponding DVD episode – an extended version
of the photo-story in the Class Book. Alternatively, the
18 Tour of a unit

Tour of a unit
Unit 1 Lesson 8
After a quick review of the Lesson 7 photos, Lesson 8 starts
with a speaking activity. The pupils work in pairs and practise
and then manipulate useful everyday expressions from
the DVD. The next stage of the lesson is a review of the
key language the pupils have learnt in the unit. Finally, the
pupils are encouraged to reflect upon and assess their own
learning and performance.
Activity Book
The pupils
review learning
from the unit
Class Book
Functional dialogue focusing on a

useful exchange from the DVD
Self-assessment
activity promotes
awareness of own
learning
Activity Book
Class Book activities check that the pupils have remembered and
• The pairwork speaking activity, with a substitution can use the grammar structures from the unit. Finally,
element, gives the pupils confidence in practising and there is a self-evaluation activity in which the pupils
manipulating useful everyday expressions. assess their effort and achievements. This helps them
to identify areas they need to work on in the next unit.
Activity Book
• The Activity Book provides a review of the language Optional
the pupils have learnt in the unit. The pupils first • Reinforcement worksheet 3: an optional worksheet
complete their Picture Dictionary with the stickers is available to download from the Explorers website.
provided. This allows them to build up their own useful • Extension worksheet 3: an optional worksheet is
reference of the key vocabulary in the course. Further available to download from the Explorers website.
Tour of a unit 19

Tour of a unit
Unit 1 DVD lesson (optional)

The DVD lesson is optional, but it presents a great
opportunity for the pupils to see the language they have
studied throughout the unit come to life. It consists of an
extended version of the Lesson 7 photo-story in the Class
Book, and provides a direct, memorable experience of British
life and culture. It also offers the pupils the chance to talk
about broader educational values. While-you-watch
and follow-up
activities encourage
concentration and
allow the pupils
to manipulate and
further practise
the language
DVD worksheet 1
DVD Unit 1 Let’s explore!
DVD worksheet 2
A focus on a particular value encourages the

pupils to think more about their behaviour
• This lesson exploits the DVD content in more detail • On-screen comprehension questions check general
than is possible within Lesson 7, with a variety of understanding. Worksheet 1 and worksheet 2 practise
activities and worksheets. the language further, and develop observational skills.
Worksheet 2 also focuses on a particular value relevant
to the episode.
20 Tour of a unit

Tour of a unit
Stories, Read more! and festival pages The revision story (Space Explorers) features the entertaining
exploits of a team of explorers who roam the galaxy.
In addition to the main units, there are further materials The Read more! pages feature children from around
that can be used as the basis for separate lessons or the world. They help develop reading skills and offer
supplementary tasks: three extension stories (after Units 1, opportunities for supported writing.
3 and 5), three revision stories (after Units 2, 4 and 6), six
The festival pages (for Christmas Eve) offer a detailed look
Read more! sections (after each unit) and festival pages
at an aspect of culture. These are supported by optional
(Class Book page 88 and Activity Book page 85).
worksheets available to download from the Explorers website,
The extension stories (The ant and the grasshopper, The which contain creative ideas for developing the topic.
emperor’s new clothes and The magic tree) are both enjoyable
in their own right and offer rich opportunities for discussion.
Key language
Further language
consolidated and
practice and reactions
extended through
to the story in the
a story context
Activity Book
Activity Book
Class Book
Amusing and memorable

New set of
characters to Revision of grammar and
refresh the pupils vocabulary through a
and appeal to their story context
imagination
Further language
practice activities
in the Activity Book
Activity Book
Class Book
Expands the
Class Book
pupils’ horizons
presentation of new
by focusing on
words, supported by
children in other
photos
parts of the world
Develops and Scope for cultural

extends unit topic comparisons
Develops reading
skills
Activity Book
Class Book Book
Class Tour of a unit 21

Come and explore!
Class Book
Objectives Class Book
Welcome the pupils into the world of Young Explorers.
Learn the Young Explorers 1 Explorers song.
1 Listen and sing. $ 1•1
Come and explore! pages, CD1 track 1
Review vocabulary from First Explorers 1 and 2.
Use the English alphabet in a grid review activity.
• Explain to the pupils that they are going to listen to and
sing a song about explorers. Play the Explorers song while
Language the pupils follow in their books.
Active: The alphabet • Ask the pupils to read the lines of the song and ensure
Revised: explorers, plane, tent, ball, chicken, bananas, fox, everyone understands any new words and expressions,
T-shirt, Numbers 1–12 such as have fun, come with us, lots we can do, learn English.
Passive: Let’s explore / learn English. Come with us. There’s • Play the song again and encourage everyone to sing along.
lots we can do!
2 Listen. What’s missing? $ 1•2
Come and explore! pages, CD1 track 2
Starting the lesson • Count around the class from 1 to 12. When you reach 12,
Come and explore! pages
the next pupil starts again with 1.
• Say Hello! to the class and to individuals. They reply Hello! • Point to the numbers on the page and play the recording.
Pause at the end of each line for the class to say the
• Gesture to yourself and say I’m (your name). Encourage missing number.
the pupils to do the same.
• Play the track again. This time, pause for the pupils
• Work around the class with the pupils saying Hello, I’m (Ana). to repeat.
• Say Open your books. Show the first double page and
read Come and explore! Explain that the characters in the Answers
picture are a team of Explorers who will help the pupils 5, 11, 8
with their exploration of the English language during
$ 1•2
the course.
Listen. What’s missing?
• Ask What can you see? Say Hands up! and encourage the 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12
pupils to put up their hands and say the English words
for items in the picture. The rest of the class points to Listen again. What’s missing now?
the pictures. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12
• Alternatively, ask Can you see (a scooter)? The pupils reply Listen again. What’s missing now?
Yes and point to the scooter. 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12
22 Come and explore!

3 Listen and repeat. $ 1•3 More activities
Come and explore! pages, CD1 track 3, soft ball (optional)
• Draw attention to the letters A–I on the page and ask the Reinforcement
pupils to point to them as they listen to the recording. Come and explore! pages
• Play the recording again. The class repeats the letters. • Play Hangman (see the Ideas bank), using familiar words
• Work around the class with each pupil saying a letter, or from the Come and explore! pages.
vary the order by asking one pupil to say a letter and then
gesturing to another pupil to say the next letter. You can Extension
pass a soft ball to the pupil you would like to speak next. Come and explore! pages
• If you wish, help the class to complete the alphabet. • Ask the pupils to say sentences about the big picture
using structures learned in First Explorers, such as There’s
4 Look and find. (a dog). It’s got (a tail). I can see (a plane). It’s a (red) plane.
Come and explore! pages
• Ask a volunteer to read the first word (plane) and see if the
class can find the plane in the main picture. Explain that
we can give a grid reference to show where the plane is.
Demonstrate reading the reference A5, and explain that
this means row A and column 5, which is the box or grid
reference where they will find the plane.
• Work through the other items with the class. The pupils
look for the pictures and work out the grid references.
Remind them that the letter, which is the row, always
comes first.
• Ask individuals to look at the picture and name items
in English. The rest of the class gives the grid reference.
(Note that there are some items with more than one grid
reference, such as apple, tree, flower, orange, girl, boy.)
• The pupils continue in pairs. Keeping to familiar words at
this stage, give pairs grid references for them to find. Then
ask them to name the picture.
answers
plane A5 / tent B1 / chicken E4 / fox E5 / ball I4 /
bananas C2 / T-shirt E8
learn to learn: Learners can use a number of different

strategies to complete a given task. For example, ask
them to find an item, e.g. the plane, in the picture without
giving them the grid reference. Some strategies are
more effective than others. Listening to their classmates’
strategies can help the pupils to refine their own. Ask the
pupils to find the first item and then discuss their strategy
in L1. Did you start in one corner and work down, or across?
Did you look for the colour? Did you look for the shape? Did
you think of a logical place to find the plane? Encourage the
pupils to try out a new strategy.
Goodbye
• Pretend to leave the class, wave and elicit the word
Goodbye from the pupils.
• Ask a few individuals to pretend to leave, to wave, and say
Goodbye!
• Finally say Goodbye! to everyone. They all reply Goodbye!
Come and explore! 23

Hello!
Lesson 1
Objectives
Introduce the course characters.
Review greetings, numbers and colours.
Language
Revised: Hello!, Hi!, tree, apple, cat, bird, ball, pencil case,
bag, book, orange, flower, How are you? I’m fine, thanks.
Colours, Numbers 1–10
Activity Book
Starting the lesson
CD1 track 1
• Say Hello! to the class and to individuals. They reply Hello!
• Play the Explorers song and encourage everyone to sing along.
Class Book
Class Book
1 Listen to Sam and Sophie. $ 1•4

Class Book pages 4 and 5, CD1 track 4
• Say Open your books. Ask What can you see? Elicit familiar
words, such as house, trees, flowers, ball, girl, boy, book, bag,
cars, cat, birds, shoes, jeans, T-shirt, shorts, plus the numbers
1–10. The pupils point to the items.
• Alternatively, ask Can you see (a car)? The pupils reply Yes
and point to the car.
• Play the recording. The pupils listen and look at the picture.
• Play the track again. The pupils repeat each line.
• Play the track once more. This time, the boys repeat Sam’s
line and the girls repeat Sophie’s line.
2 Listen, point and repeat. $ 1•5

• Play the recording. The pupils listen, point to the items in
the picture and repeat the words.
• Repeat the procedure until the pupils can confidently
name the items.
Class Book
• Say the numbers. The pupils say the corresponding words.

Do this again, but vary the order.
• The pupils repeat the activity in pairs.
$ 1•5
1 tree 2 apple 3 cat 4 bird 5 ball
6 pencil case 7 bag 8 book 9 orange 10 flower
24 Hello! • Lesson 1

3 Listen and repeat the colour. $ 1•6 Goodbye
Class Book page 4, CD1 track 6, Hello! wordcards Set 1
• Go around the class and ask everyone to say a colour
• The wordcards for Young Explorers 1 are available to (there will be some repetition).
download from the Explorers website (see page 11
for details). • Finally say Goodbye! The class replies Goodbye!
• Point to the colour words. Play the recording. The pupils
listen, point to the word and repeat each time.
More activities
• Divide the class into eleven groups and give each group
a colour wordcard. Reinforcement
Units 1–3 Vocabulary poster
• Play the recording. The class listens and repeats. When
they hear their word, each group stands up, holding up • Display the poster. Ask the class to look carefully and
their card. name as many things as they can on the poster, such as
boys, girls, ball, trees, flowers.
4 Listen and repeat. $ 1•7 • Point to different items and ask What colour’s (the ball)?
Class Book page 4, CD1 track 7 The class answers (Orange.)
• Explain that the pupils are going to play an identification
game. One pupil chooses an item on the page and Extension
describes it by colour. The other pupil tries to identify Class Book pages 4 and 5
what it is. • Ask the pupils to choose four items from the picture on
• Play the recording. The pupils listen, repeat and point to the Class Book pages and write sentences. Demonstrate
the red flower. by writing an example on the board, such as The bag is
brown. or The car is red.
5 Play I see.
Class Book page 4
Fast finishers
Activity Book page 2, sheets of paper
• Play the game in Activity 4, with one pupil choosing an
item and the class guessing, using the model. • Help the pupils to read the task at the bottom of the page,
• Do this a few times, then let the pupils work in pairs. then ask the pupils to complete the task.
teaching tip: Learning a language can seem a long

Activity Book and challenging process. Help the pupils to become
aware of how much English they already know and the
1 Write. progress they are making. Ask them to look back at this
Activity Book page 2 lesson and the previous one and ask them how many
• With books closed, count to 10. Encourage the class to words they already knew. Ask them if they had difficulty
count with you. understanding the song and the recording. Point out that
they already have a good basic knowledge of English.
• Write the numbers 1–10 on the board. The pupils say the
numbers. Repeat the activity.
• Ask the class to open their books and write the number
words under the figures.
2 Follow and colour. Then write.

Activity Book page 2, coloured pens/pencils
• Ask volunteers to read the colour words.
• Demonstrate following the line from red to the apple.
Ask What colour is the apple? (Red.) The pupils colour the
apple in red.
• The pupils continue following the lines and colouring
the pictures.
• Read sentence 1, pausing for everyone to chorus the word
blue. The pupils read the remaining sentences and write
the colour words by referring to the coloured pictures.
ANSWERS
1 blue 2 yellow 3 red 4 green 5 orange 6 black
Hello! • Lesson 1 25

Hello! Lesson 2 Starting the lesson
Objectives • Say Hello! to the class and to individuals.
Learn the Hello! song. • Ask the class How are you? They reply I’m fine, thanks.
Practise and extend greetings and introductions. • Ask one pupil to greet another pupil. The first pupil says
Hello, (James)! How are you? The other pupil replies Hi,
Review family members language.
(Louise)! I’m fine, thanks.
Practise numbers 11–20.
• Continue, involving as many pupils as possible.
Language
Revised: Hello!, brother, sister, How are you? I’m fine, Class Book
thanks. What’s your name? How old are you? I’m (eight).
Numbers 1–20 1 Listen and sing. Then sing about you. $ 1•8
Class Book page 5, CD1 track 8
• With books open, ask the class to read the lines of
the song.
• Play the first version. The pupils listen and follow in
their books.
• Play the song again. This time, the pupils join in.
• Explain that you are going to play the second version of
the song, which is the same except that there is a gap for
the answers to the questions. The pupils sing their own
answers in the gaps.
• Play the second version again. Ask one pupil to sing the
answer to each question. Repeat with other pupils.
2 Listen and read. $ 1•9

• Play the recording. The pupils listen and follow in
their books.
Class Book
3 Listen and answer. $ 1•10

• Explain to the pupils that they are going to listen to
someone describing the characters. When they hear the
question Who is he/she? they must say the corresponding
name. Play the recording and pause as necessary.
• Give further descriptions for the class to identify, such as
She’s five. Who is she?
ANSWERS
Carla, Mike, Nick, Lucy, Mike
$ 1•10
She’s thirteen. Who is she?
Sophie is his little sister. Who is he?
He’s six. Who is he?
Sam is her big brother. Who is she?
He’s twelve. Who is he?
4 Listen and repeat. $ 1•11

Activity Book
• Play the recording. The pupils listen and repeat.

• Count from 1 to 20 as a class.
• Count around the class with each pupil saying a number.
When they reach 20, start again at 1.
5 Find the numbers in the big picture.

Class Book pages 4 and 5
• Ask a pupil to read the first number in the wordpool
(eleven). Now ask the class to find number 11 in the main
picture. (It’s on Nick’s T-shirt.)
• The pupils continue with the other numbers.

answers 2 Read. Draw yourself and write.
eleven: on Nick’s T-shirt Activity Book page 3
twelve: on the sign on the lamp post
• Ask a volunteer to read the first two speech bubbles.
thirteen: on the bus stop sign
fourteen: on Lucy’s T-shirt • Ask another volunteer to read out loud and complete the
fifteen: on the sign above the flats’ front door empty speech bubble.
sixteen: on the bus stop sign • The pupils draw themselves and write in the speech bubble.
seventeen: on Carla’s bag
eighteen: on the bus stop sign
3 Write and colour. Then answer.
nineteen: in the number plate on the black car Activity Book page 3, coloured pens/pencils
twenty: on the sign above the flats’ front door • The pupils read the sentences and write the numbers in
full next to the figures.
teaching tip: Mathematics is not confined to the • They then follow the instructions to colour the numbered
classroom: numbers are all around us. Ask the pupils boxes on the grid. The squares that are coloured in blue
where they saw the numbers in the picture. Ask them form the shape of the secret letter.
where else they see numbers: phones, on the TV remote answers
control, in shops, on buses, in recipe books, on the microwave, eighteen, thirteen, ten, twelve, sixteen, one, fifteen, seventeen,
etc. You may like to ask them to make a note of all the eight, nineteen, five, fourteen, twenty, three, eleven
numbers they see and where they see them in a day. Secret letter: F
Colour: blue
Activity Book Goodbye

1 Listen, find and write the age. $ 1•12 • Say a number between 1 and 20. The class counts to that
Activity Book page 3, CD1 track 12
number, then everyone says Goodbye!
• With books open, explain to the pupils that they are going to
listen to the recording and write the age next to each child. More activities
• Demonstrate by playing the first exchange on the track.
Show them where to write 5. Reinforcement
Quest poster
ANSWERS
a 8 b 13 c 6 d 12 e 8 f 5
• Display the poster.
• Say a grid reference, such as E8, and ask a pupil to find and
$ 1•12 name the item (T-shirt).
Teacher Hello! What’s your name? • Repeat the procedure, focusing on items that the class
Lucy I’m Lucy. knows from First Explorers.
Teacher How old are you, Lucy?
Lucy I’m five. Extension
Teacher Hello! What’s your name? sheets of paper
Sam My name is Sam. • Ask the class to write the figures 11–20 in a random order
Teacher How old are you, Sam? on their sheet of paper.
Sam I’m eight. • Now ask them to write the number words on the page,
Teacher Hi! What’s your name? again in a random order.
Sophie My name is Sophie. • The pupils swap sheets with a partner and match the
Teacher How old are you, Sophie? numbers and words.
Sophie I’m eight.
Teacher Hi! What’s your name?
Carla I’m Carla.
Teacher How old are you, Carla?
Carla I’m thirteen.
Teacher Hello! What’s your name?
Mike My name is Mike.
Teacher How old are you, Mike?
Mike I’m twelve.
Teacher Hello! What’s your name?
Nick My name is Nick.
Teacher How old are you, Nick?
Nick I’m six.

Hello! Lesson 3 Starting the lesson
CD1 track 8
Objectives
Listen to and act out a story. • Say Hello! to the class and to individuals. They reply Hello!
Sequence the events of a story. • Ask individuals How are you? They reply I’m fine, thanks.
Ask and answer questions using Is it (a pen)? • Sing the Hello! song. Then play the second version of the
song. Ask one of the pupils to sing the answer to each
Language question. Repeat with different pupils.
Active: My birthday is in (May). What’s (in the box)?
Revised: big, box, name, present, bike, dog, pen, cat, ball, Class Book
flower, apple, Is it (a bike)? Yes, it is. / No, it isn’t. It’s (big).
Passive: noise, Surprise!, I don’t know. 1 Listen and read. $ 1•13
• With books open, ask a volunteer to read the title of the
story. Ask Who can you see? (Mike, Sophie and Sam.) Then
ask What can you see? (A box.)
• Ask the class who they think is in the box. Tell them that
they can find the answer by listening and reading.
• Play the story recording. The pupils listen and follow in
their books.
• Elicit the answer to the question.
answer
Nick and Lucy
• Ask questions to check comprehension, such as Is the box
big or small? (Big.) What’s the name on the box? (Mike.) Is it
Mike’s birthday? (No.)
• Play the story again, pausing after each line for the class
to repeat.
• Play the recording once more with the boys repeating
Class Book
Sam’s and Mike’s lines and the girls repeating Sophie’s

lines. Everyone shouts Surprise! at the end.
2 Act.
Class Book page 6, CD1 track 13, props: a very large box / a table and sheet
• Ask five pupils to take the roles of Sam, Sophie, Mike, Nick
and Lucy.
• Play the recording. The five pupils at the front act out the
lines, joining in with the words as much as possible. If
possible, Nick and Lucy should hide in a very large box, or
hide under a table covered by a sheet.
• Divide the class into groups of five. Each group acts out
the story. Nick and Lucy can rustle in the ‘box’ before
Mike asks What’s that noise? Encourage the pupils to use
gestures and expressions.
• If time allows, each group acts out the story with the CD
for the rest of the class.
teaching tip: Acting out adds a kinaesthetic element to

the story that helps the pupils understand and internalize
Activity Book
the language. Encourage them to make appropriate

gestures when they are acting out while listening to the
CD. You can demonstrate the gestures or ask the class
what they think is appropriate for each frame. Practise
them as a whole class before asking the pupils to do the
acting-out activity in small groups.

Activity Book Hello! Lesson 4
1 Listen and order. $ 1•14 Objectives
Activity Book page 4, CD1 track 14 Present and practise the months of the year.
• With books open, focus on the story pictures. Explain Ask and answer questions about birthdays.
that you are going to play the recording. The class must Language
listen, look at the pictures and write the number for each
Active: My birthday is in (May). When’s your birthday?
exchange next to the correct picture.
In (October). Months
• Demonstrate by playing the first exchange. Pause and ask
Revised: What’s your name? How old are you?
the class to point to the correct picture (f). Write number 1
in the circle, over the example.
• Continue, pausing the recording as necessary.
ANSWERS
a 5 b 2 c 6 d 3 e 4 f 1
2 Write.
Activity Book page 4
• The pupils look carefully at the jigsaw pieces.
• Ask a volunteer to read the questions. The class answers
Yes, it is. / No, it isn’t. It’s (a dog).
ANSWERS
1 Yes, it is. 2 No, it isn’t. It’s a dog. 3 Yes, it is.
4 Yes, it is. 5 No, it isn’t. It’s a cat. 6 No, it isn’t. It’s a flower.
Goodbye
• Review numbers 1–20 by counting around the class with
each pupil saying a number. When they reach 20, start
Class Book
again at 1. Then say Goodbye!
More activities
Reinforcement
Classroom language poster
• Focus on the poster. Read the instructions listen, sing,
write, point, read and draw. Ask the class to point to the
corresponding photos on the poster. Continue with
Stand up! Sit down! Open your book! Close your book!
and Quiet, please!
• Say the instructions again. The pupils now do the actions
or mime each one.
• Clap three times and then give an instruction. The class
does the action or mime. Continue, with everyone
clapping and doing the actions or miming. Gather speed
and vary the order as the pupils become more confident.
Extension
Activity Book
sheets of paper
• Ask the class to look carefully around the classroom and
write a list on their sheets of paper of all the things they
can see and say in English.
• Go around the class and ask some pupils to read out
their lists.
Fast finishers
• Help the pupils to read the task at the bottom of the page,
then ask the pupils to complete the task.
Hello! • Lesson 3 / Lesson 4 29

Starting the lesson 3 Listen and say Yes or No. $ 1•17
CD1 track 8
• Explain to the class that they are going to listen to
• Say Hello! to the class and to individuals. They reply Hello! some sentences about birthdays. They must look at the
• Ask individuals How are you? They reply I’m fine, thanks. calendar and say Yes if the sentence is correct and No if it
• Sing the Hello! song. Then play the second version of the is incorrect.
song. Ask one of the pupils to sing the answer to each • Play the first line of the recording. Say Hands up for ‘Yes’.
question. Repeat with different pupils. Hands up for ‘No’. Point out Mike’s name on the calendar.
• Continue playing the recording. After the first No answer,
Class Book ask When’s (Lucy’s) birthday? The class gives the correct
answer. (In September.)
1 Listen, point and clap. Then listen and repeat.
ANSWERS
$ 1•15 Yes, No, Yes, Yes, No, No
• With books open, point to the words January, February, etc. $ 1•17
See if anyone can identify them. Ask What are they? (Months.) Mike’s birthday is in May.
• Remind the pupils that one of the months was mentioned Lucy’s birthday is in July.
in the story last lesson. Can they remember? (May.) Sam’s birthday is in March.
Carla’s birthday is in December.
• Play the chant. The pupils listen and point to the words.
Sophie’s birthday is in September.
• Play the chant again, pausing after each month for the Nick’s birthday is in November.
class to repeat and clap.
4 How about you? Ask a friend.
$ 1•15
Class Book page 7
When’s your birthday? When’s your birthday?
January • Ask volunteers to read the speech bubbles.
February • Ask different pupils When’s your birthday? They answer
March In (October). Encourage the pupils to ask each other
When’s your birthday? When’s your birthday? the question.
April • If possible, arrange the class in a circle. Each pupil asks the
May next one When’s your birthday? He or she answers, then
June asks another pupil.
July Activity Book
August
September 1 Complete the months. Then write.
October
November • With books open, write the months of the year on the
December board. The pupils read them out loud.
• Focus attention on the first activity. The pupils complete
teaching tip: Rhythm is a key feature of music, and it also the words in the grid, referring to the words on the board
helps us to remember and internalize language. If you for support, if necessary.
have percussion instruments in the classroom, distribute • They use the number references to find the letters for the
them, or ask the pupils to use different types of body mystery word and write the letters in the boxes.
percussion – stamping, clicking their fingers, slapping
their leg to accompany the chant. When the pupils are answer
confident, you can divide them into groups and give each Mystery word: birthday
group a different set of months to accompany. 2 Answer and draw a birthday picture.
2 Listen to Mike and Sam. $ 1•16 • Focus on the boy on the left in Activity 2. The class reads
Class Book page 7, CD1 track 16 his speech bubble and looks at his birthday picture.
• Play the recording. The pupils listen to the exchange. • Focus on the silhouette and explain that this is where the
• Play the track again, pausing after Mike’s question. children write about themselves.
The class gives Sam’s reply. (In March.) • Ask the class to complete their own speech bubble with
the month of their birthday. They then draw a birthday
picture in the thought bubble.

3 Ask your friends. Write the answers.
• Point to the table and ask different pupils the questions in
the table. They answer accordingly.
• The pupils now ask the same questions for two friends
and complete the table with the information.
Goodbye
• Chant from January to December and then say Goodbye!
More activities
Reinforcement
Quest poster
• Display the poster.
• Say a grid reference, such as G5 and ask an individual to
find and name the item. (Scooter.)
• Repeat the procedure, focusing on items that the class
knows from First Explorers.
Extension
sheets of paper
• Ask the pupils to think about their own birthday and the
birthdays of members of their family and their friends.
Ask them to write a list of these birthdays, for example My
birthday is in (July). (Hector’s) birthday is in (October). (You
may need to help with the possessive ’s.)
Picture Dictionary
Activity Book page 66, Hello! wordcards Set 1
• Display the wordcards and write the words for numbers
one to twenty and the months of the year on the board.
• Show the Picture Dictionary to the class. Remind the pupils
to use the wordcards for support while they are working.
• Draw attention to the first items, completed as examples in
each task. The pupils complete the activity.

1 In the country
Starting the lesson
Lesson 1
CD1 track 8, weather flashcards (First Explorers)
Objectives • Greet the class and sing the Hello! song.
Present and practise the first new set of vocabulary. • Look out of the window and ask What’s the weather like
Practise the new vocabulary in the context of a chant. today? Answer the question saying It’s (sunny). Display the
Revise the structure I’ve got (a rucksack). / I haven’t got weather flashcards. Point to each one and encourage the
(a watch). pupils to say It’s sunny/raining/windy, etc.
Practise the new vocabulary and revised structure in • Now ask What day is it today? Elicit It’s (Tuesday). Revise
a pairwork activity. the days of the week with the class.
Language
Vocabulary presentation
Active: rucksack, watch, compass, torch, camera, notebook,
binoculars, map Explorer figure, Rucksack: Unit 1 flashcards Set 1, CD1 track 18
Revised: I’ve got (a rucksack). / I haven’t got (a watch). • Show the Explorer figure and say Our Explorer is in the
countryside. Let’s look at the pictures in his/her rucksack.
• In L1, ask what the pupils might take with them if they
were going exploring in the countryside.
• Ask a pupil to hold up the Explorer figure. Play the
recording, pulling the relevant flashcard out of the
rucksack each time. The pupils look, listen and repeat.
• Display the flashcards. Play the recording again. The
pupils point to the flashcards and repeat the words.
learn to learn: Predicting content from context and

linking to previous knowledge are two fundamental
language learning skills. At the beginning of each unit, use
the Explorer figure to focus the pupils’ attention on the
context and encourage them to speculate on what the
content will be. Encourage them to use the English they
know, and if they need to use their first language, recast if
possible into English.
Class Book
Class Book
1 Chant. $ 1•19
Class Book page 8, CD1 track 19, Unit 1 flashcards Set 1
• With books open, play the vocabulary chant.
• The pupils look at the items in the left-hand column and
point to each one as they hear it.
• Play the chant again and encourage the class to join in.
• Check everyone understands I’m ready. and encourage
everyone to jump up and answer Yes! to the question at
the end of the chant.
• Distribute the flashcards to small groups or individuals.
The pupils join in again with the chant. The pupils with
flashcards stand up when their word is mentioned.
Activity Book
32 Unit 1 • Lesson 1

$ 1•19 2 Find, circle and write.
Rucksack, watch, Activity Book page 6, Unit 1 wordcards Set 1
Compass, torch,
Camera and notebook too. • Say the numbers for items 1–8. Ask a volunteer to name
I’ve got my binoculars, the pictures and another to identify and hold up the
And my map. correct wordcard.
I’m ready now. • The pupils circle the words in the grid and label
Are you? each picture.
2 Listen and choose Sam or Sophie. $ 1•20 answers

m a p
v p t v e j n
• Ask the pupils to look at the big picture and describe it.
z b c o m p a s s
Ask questions, such as Who is this? Where are they? What
has (Sophie) got? Is (she) an explorer? e i y r h g t m c
b i n o c u l a r s r
• Play the first line of the recording. Ask Can you see the
camera? Who’s speaking, Sam or Sophie? (Sam.) x q e l h g r i z w e
r u c k s a c k g d a
• Continue, with the pupils pointing to the item and saying
h b n c a m e r a
Sam or Sophie after each line.
b n o t e b o o k
$ 1•20 w a t c h j
Sam I’ve got a camera. e r g
Sophie I’ve got a torch.
Sam I’ve got a notebook. 1 camera 2 notebook 3 binoculars 4 torch
Sophie I’ve got a watch. 5 compass 6 map 7 rucksack 8 watch
Sophie I’ve got a rucksack.
Sam I’ve got a map. Goodbye
3 Listen and repeat. $ 1•21 • Say each of the eight new words. The pupils mime using
Class Book page 8, CD1 track 21 the item each time.
• Focus on the photos at the bottom of the page. Play the • Continue until it is time to say Goodbye!
recording. The class repeats the exchange.
• Repeat the procedure. This time, the pupils mime pointing More activities
to their watch (or an imaginary one) and holding out their
arms to indicate not having binoculars. Reinforcement
Unit 1 flashcards Set 1, Unit 1 wordcards Set 1
4 Talk to your friend.
• Distribute the flashcards and wordcards to pairs
Class Book page 8, Unit 1 flashcards Set 1 or individuals.
• Hold up the flashcards. Say, for example, I’ve got (a watch). • Play Pairs (see the Ideas bank). Encourage the pupils to
(and point to it) or I haven’t got (a torch). (shake your head use the structure I’ve got a …
and open out your arms).
• Invite two pupils to the front of the class to demonstrate Extension
the activity. Hold up the flashcards and encourage the Unit 1 flashcards Set 1, Unit 1 wordcards Set 1
pupils to talk about each item. For example, Pupil 1: I’ve • Play Letter by letter (see the Ideas bank).
got (a rucksack). Pupil 2: I haven’t got (a map).
• The pupils continue the activity in pairs. Fast finishers
Activity Book • Help the pupils to read the task at the bottom of the page,
1 Write the number.
Activity Book page 6, Unit 1 wordcards Set 1
• With books open, display the wordcards on the board.
Ask volunteers to read each word on the page and others
to select the corresponding wordcard.
• Ask the pupils to look at Activity 1. Read the word and
pause for the class to find the item and write the number
next to the word. The pupils then work on their own to
complete the activity.
• To check the activity, individuals read the words and the
rest of the class calls out the number.
Answers
rucksack, 7 / map, 6 / compass, 1 / torch, 3 / binoculars, 8 /
notebook, 4 / camera, 2 / watch, 5
Unit 1 • Lesson 1 33

Unit 1 Lesson 2 Starting the lesson
CD1 track 19, Unit 1 flashcards Set 1, Unit 1 wordcards Set 1
Objectives
Present and practise the first new grammar structure: • Greet the class and distribute the flashcards and
questions and short answers with Have you got (a compass)? wordcards. Play the vocabulary chant. The pupils with
cards hold them up and everyone chants and mimes.
Practise the new structure through repeating a dialogue.
Practise the structure in an elimination game. Class Book
Use a grid reference to complete the Quest puzzle.
Language 1 Listen and read. Then listen and repeat. $ 1•22
Active: compass, map, torch, notebook, rucksack, Class Book page 9, CD1 track 22, a map (or a piece of paper to represent a map)
binoculars, camera, Have you got (a compass)? Yes, I have. / • With books open, play the recording. The pupils listen
No, I haven’t. and follow.
• Play the second version of the recording, pausing
after each line for the class to repeat. Check that they
understand why Sam hasn’t got the map in picture 3.
Ask What’s the weather like? (It’s windy.)
• Play the second version of the recording again. This time, the
girls repeat Sophie’s lines and the boys repeat Sam’s lines.
• Ask two pupils to come to the front to act out the
dialogue. They bring a map or use a piece of paper to
represent a map. The pupils act out the lines, looking
at the compass then racing after the map.
• Repeat with different pupils.
2 Play the game.

Class Book page 9
• Ask two volunteers to read the speech bubbles.
• Demonstrate the game by asking a pupil to pretend to
be one of the characters in the picture. Ask Have you got
(a torch)? The pupil answers Yes, I have. / No, I haven’t. until
Class Book
the class can identify who they are. (You’re Nick!)

• Continue, as a whole class game, with one pupil choosing
to be a character and the class asking questions.
• The pupils now continue the game in pairs.
teaching tip: Pairwork gives the pupils the opportunity

to practise their oral skills. For a pairwork activity to be
effective, the pupils need to acquire the necessary skills.
Discuss the attributes of a good pairwork partner with
them and make a poster of their ideas. This could be
displayed alongside the Classroom language poster
in the classroom. The ideas could include: use English,
concentrate on the activity, speak clearly, listen carefully.
Refer to the poster in subsequent pairwork activities.
Activity Book
1 Listen and number. $ 1•23

Activity Book
• With books open, point to picture a, b or c and ask What

has he/she got? The pupils identify the items.
• Play the recording. The pupils listen and number the
pictures. Play the recording again to check the answers.
Answers
a 3 b 1 c 2

$ 1•23 • At the end of the unit they can find the secret word
1 Adult 1 Have you got a notebook? for the unit. At the end of the year, when the puzzle is
Adult 2 Yes, I have. completed, the pupils will be able to decipher the secret
Adult 1 Have you got binoculars? message using the symbols in the puzzle.
Adult 2 No, I haven’t. ANSWER
Adult 1 Have you got a camera? g (guitar)
Adult 2 Yes, I have.
2 Adult 1 Have you got binoculars?
Goodbye
Adult 1 Have you got a notebook? • Say a sentence, for example, I’ve got a watch. Choose
Adult 2 No, I haven’t. a volunteer to add another sentence, such as I’ve got a
Adult 1 Have you got a compass and a map? watch. I’ve got (a compass). The pupils continue adding
Adult 2 Yes, I have. sentences and seeing if they can remember all of the
3 Adult 1 Have you got a notebook? items in the correct order.
Adult 2 Yes, I have. • Then say Goodbye!
Adult 1 Have you got a camera?
Adult 2 No, I haven’t. More activities
Adult 1 Have you got binoculars?
Reinforcement
2 Write. Then tick ✓or cross ✗. Ask a friend and Unit 1 reinforcement worksheet 1
tick ✓ or cross ✗. • The reinforcement worksheets 1, 2 and 3 can be accessed
Activity Book page 7 via the Explorers website (see page 11 for details).
• The pupils complete the questions, then tick or cross as Activity 1 Answers
appropriate in the Me column. 1 compass 2 torch 3 watch 4 binoculars 5 rucksack
• They ask and answer the questions in pairs, using Yes, I 6 camera 7 map 8 notebook
have. / No, I haven’t. Each pupil puts a tick or cross in the
Activity 2 Answers
My friend column for their partner’s answers.
1 Have you got a map? Yes, I have. / e
answers 2 Have you got a rucksack? No, I haven’t. / a
1 Have you got a torch? (Pupils’ own answers) 3 Have you got a compass? No, I haven’t. / d
2 Have you got a notebook? (Pupils’ own answers) 4 Have you got a watch? Yes, I have. / b
3 Have you got a compass? (Pupils’ own answers) 5 Have you got binoculars? No, I haven’t. / f
4 Have you got a rucksack? (Pupils’ own answers) 6 Have you got a notebook? Yes, I have. / c
5 Have you got a map? (Pupils’ own answers)
Extension
Remember! Unit 1 extension worksheet 1
Activity Book page 7 • The extension worksheets 1, 2 and 3 can be accessed via
• Draw attention to the Remember! box. The pupils can use it the Explorers website (see page 11 for details).
as a reference for Activity 2. Explain that both have not and
Activity 1 Answers
haven’t are correct, but haven’t is more commonly used as it
1 I’ve got a rucksack. 2 I haven’t got a camera.
is quicker and shorter.
3 I’ve got a watch. 4 I haven’t got binoculars.
5 I’ve got a notebook. 6 I haven’t got a map.
Explorer’s Quest 7 I’ve got a torch. 8 I haven’t got a compass.
Class Book page 9, Come and explore! pages / Quest poster, Quest puzzle Activity 2 Answers
• Point to the cartoon Explorer at the bottom of the Class 1 Have you got a torch? Yes, I have.
Book page. Explain that the letter and number (E1) are 2 Have you got a camera? No, I haven’t.
grid references. They use these with the Come and explore! 3 Have you got binoculars? No, I haven’t.
pages at the beginning of the Class Book or the Quest 4 Have you got a notebook? Yes, I have.
poster. In each lesson they will use the grid reference to 5 Have you got a watch? Yes, I have.
find a secret word for the unit. 6 Have you got a compass? No, I haven’t.
• Complete this example, using the Come and explore! pages
(or the Quest poster) and the Quest puzzle in the Activity
Book. Find row E and then column 1 in the grid. The
picture in this box (guitar) is the secret word. Explain that
the pupils should write the first letter of the secret word
in the correct place in the Quest puzzle. For this example,
they write g in the Unit 1 Lesson 2 square.

Objectives
Consolidate the new language in the context of a story. • Greet the class and distribute the flashcards and
wordcards. Play the vocabulary chant. The pupils with
Give further practice by acting out a story in groups.
cards hold them up when they hear their words and
Language everyone chants and mimes.
Active: camera, notebook, Have you got (the binoculars)? • Ask individuals Have you got …? questions, using the
Yes, I have. / No, I haven’t. unit vocabulary. Ask Have you got (a watch)? The pupils
Revised: trees, pencil, big, T-shirt, frog, small, jumper, pencil answer Yes, I have. / No, I haven’t.
case, book, What can you see? I can see (a bird). What is it?
This is (fantastic). It’s (a beautiful bird). Class Book
Passive: beautiful, Wow! Look! Over there! I don’t know.
Here you are. 1 Listen and read. $ 1•24
• With books open, ask a volunteer to read the title of
the story. Point to the page and tell the pupils to look
at the pictures. Ask Who’s this? (Sam, Sophie, Nick and
Lucy.) Remind the class where the characters were in the
previous lesson. (In the country.) What are they doing now?
(Exploring.) What are they looking for? (Birds.)
• Ask the pupils Is the bird big? Tell them that they can
find the answer by listening and reading. Play the story
recording. The pupils listen and follow in their books.
Answer
Yes, the bird is big!
• Ask questions to check comprehension. Ask Has Sam got
binoculars? (No.) Has Sophie got binoculars? (Yes.) Has
Sophie got a camera? (No.) Has she got a notebook?
(Yes.) What can Sam see? (A bird.) Where’s the bird? (On
the T-shirt.)
Class Book
• Play the recording again, pausing after each line for the
class to repeat.
• Play the story once more, with the boys repeating Sam’s
lines and the girls repeating Sophie’s lines.
2 Act.
Class Book page 10, CD1 track 24, optional props: notebook, pencil, camera, binoculars
• Ask three pupils to take the roles of Sam, Sophie and Nick.
Invite them to the front to demonstrate acting out the
story. They can use a notebook and pencil as props and
can mime using a camera and binoculars, if no props
are available.
• Play the recording. The three pupils at the front act out
the lines, joining in with the words as much as possible.
• Divide the class into groups of three, to represent Sam,
Sophie and Nick. Each group acts out the story. Encourage
the pupils to use gestures and expressions.
Activity Book
teaching tip: Build on the pupils’ awareness of what makes

a good acting-out activity. Suggest that they use props to
help show what is happening. Ask what they could use for
binoculars, notebook, pencil and the T shirt. Make sure that
each child is responsible for their own props.

Activity Book More activities
1 Read and circle. Reinforcement

Activity Book page 8, Class Book page 10 Unit 1 story worksheet
• With books open, ask volunteers to read the sentences. • The story worksheets can be accessed via the Explorers
• Ask the pupils to check the story in their Class Books website (see page 11 for details).
and then circle the correct words. Do the first sentence activity 1 ANSWERS
together as an example. Left column: 1d / 3a / 4e
• Check the activity by asking the pupils to read the Right column: 2b / 6f / 5c
correct sentences.
activity 2 answer
Answers (Pupil’s own answer and drawing)
1 Sophie 2 binoculars 3 bird 4 big 5 T-shirt
Extension
2 Write. • Play Hangman (see the Ideas bank), using words from the
Activity Book page 8 story.
• The pupils complete Nick’s and Lucy’s answers for
numbers 1–4 and write the questions for 5 and 6. Point Fast finishers
out the Remember? items on the right. Activity Book page 8, sheets of paper
• To check answers, divide the class into three groups. • Help the pupils to read the task at the bottom of the page,
One asks the questions, one answers for Nick and one then ask the pupils to complete the task.
answers for Lucy.
answers
1 Yes, I have. / No, I haven’t.
2 Yes, I have. / No, I haven’t.
3 No, I haven’t. / Yes, I have.
4 No, I haven’t. / Yes, I have.
5 Have you got a pencil?
6 Have you got a rucksack?
Explorer’s Quest
Class Book page 10, Come and explore! pages / Quest poster, Quest puzzle
• The pupils find the item in the grid reference and write
the first letter in the Unit 1 Lesson 3 Quest puzzle at the
back of their Activity Books.
Answer
a (apple)
Goodbye
• Play Guess (see the Ideas bank) with the class, using the
flashcards.
• Then say Goodbye!

CD1 track 6, Hello! flashcards Set 1, Hello! wordcards Set 1
Objectives
Present and practise the second new set of vocabulary. • Greet the class and hand out the colour flashcards and
wordcards. Play the recording. The pupils with cards
Revise the structure I can see (a bee).
hold them up when they hear their colours.
Practise the vocabulary and revised structure in a song.
• Redistribute the cards to individuals or pairs. When
Practise the vocabulary and structure in a game with you say Go! the pupils find the pupil or pair with the
a cut-out. corresponding word or colour. Encourage the pupils
Language to say I’ve got …
Active: insects, grasshopper, bee(s), butterfly, beetle(s), ant(s), • Ask the class What can you see in the country? Elicit
watch, map, notebook some of the vocabulary they know, such as trees, lake,
Revised: park, flowers, goodbye, I can see (the trees). I’ve got river, mountain. Ask What else can you see? Mime insects
(a watch). Colours buzzing. The class suggests some insects, in English if
they can, or in L1.
Passive: lovely
Vocabulary presentation
Explorer figure, Rucksack: Unit 1 flashcards Set 2, CD1 track 25
Class Book

• With books open, play the recording again. The pupils find
and point to the items on the page and repeat the words.
• They can add actions or noises, for example, hop with
their hands for grasshopper, make buzzing sounds for bee,
flap their fingers for butterfly, crawl their fingers slowly for
Class Book
beetle, or do the same but just using finger tips for ants.
For insects they hold their hands high making lots of
finger movements.
teaching tip: Adding a kinaesthetic element to a new

word makes it more memorable. Ask the pupils for
gestures or sounds to represent the new words. Play the
song and encourage them to add the gestures.

• Play the song I’m a great explorer! The pupils listen and
point to the insects as they are mentioned.
• Hand out the flashcards. Play the song again. The pupils
with flashcards hold them up and everyone mimes the
insects. They can also mime having a watch, map
and notebook.
• Play the song again and the pupils sing along.
Activity Book

3 Listen and repeat. $ 1•27 Explorer’s Quest
• Focus on Activity 3. Ask the class what they think the
children are doing. Explain that they are playing a game • The pupils find the item in the grid reference and write
in pairs. the first letter in the Unit 1 Lesson 4 Quest puzzle at the
• Play the recording and ask the pupils to listen and repeat.
Clarify the meaning of They’re the same! by showing two Answer
identical items. r (rabbit)
• Play the recording again. The boys repeat the boy’s lines
and the girls repeat the girl’s lines. Everyone repeats Goodbye
They’re the same! • Say I can see (a butterfly). The pupils mime a butterfly.
4 Cut out and play the game. Do the same for the rest of the insects.
Class Book page 11, Activity Book page 73, scissors, coloured pens/pencils, tack adhesive
• Continue the activity until the pupils have mimed all the
insects from the lesson. Then say Goodbye!
• Show Activity Book page 73 and demonstrate how to
cut out the main picture and the individual insects.
More activities
• The pupils colour the flowers.
• They choose where to position their insects, fixing them
Reinforcement
with tack adhesive, if available.
• Pupil 1 describes to pupil 2 the position of one of the
insects, for example, I can see a bee. It’s on the red flower. • Distribute the flashcards and wordcards to pairs
Pupil 2 looks at their cut-out. They select the correct insect or individuals.
and position it in the correct place to match pupil 1’s • Play Pairs (see the Ideas bank). Encourage the pupils to
instructions. They show each other their cut-outs – they use the structure I’ve got a …
should be the same. Encourage the pupils to use the
phrase They’re the same!
Extension
• The pupils play the game in pairs.
• Place the insect flashcards around the room in places the
Activity Book pupils can describe (on the chair/table/book, in the box/
bag, etc.).
1 Circle. Listen and check. $ 1•26 • Ask individuals to say what they can see, using I can see
(a grasshopper). It’s (on the book).
Activity Book page 9, Class Book page 11, CD1 track 26
• With books open, ask volunteers to read the sentences.
The pupils circle the correct words for the song.
• Play the song to check the answers. The pupils can refer
to the song text in the Class Book, if necessary.
Answers
park, trees, insects, beetles, bees, goodbye, grasshopper,
butterfly
2 Write.
• Say numbers 1–6. The pupils say the corresponding
words for each picture.
• Hand out the wordcards and say numbers 1–6 again.
The class says the words and individuals hold up the
corresponding wordcard each time.
• The pupils now write the words under the pictures.
Display the wordcards as support.
answers
1 grasshopper 2 butterfly 3 ant 4 beetle
5 bee 6 insects

Unit 1 flashcards Set 2, Class Book page 11, CD1 track 26
Objectives
Consolidate the new language while developing • Greet the class and hand out the flashcards. Play the
listening and reading skills. song I’m a great explorer! The pupils join in and point to
the flashcards as they sing.
Identify and pronounce /s/ and /k/.
• The pupils refer to the Class Book for the words of the
Language song, if necessary.
Active: map, notebook, rucksack, binoculars, butterfly,
insects, ants, beetles, bee, grasshopper, Have you got Class Book
(a camera)? No, I haven’t. / Yes, I have.
Revised: grandad, pen, granny, Hello!, mum, What can 1 Listen and choose A or B. $ 1•28
you see? I can see (a butterfly). I’ve got (a map). I haven’t Class Book page 12, CD1 track 28
got (a notebook).
• With books open, ask the class What can you see in
Passive: beautiful, Look!, friend, Here’s (a picture). picture A? Elicit camera, flowers, bee, beetle, ants. Repeat
for picture B.
• Focus on picture A and ask Where’s the beetle? (On the
yellow flower.) What has Sophie got? (A camera.)
• Focus on picture B and ask What has Sophie got now?
(A rucksack, a notebook and binoculars.)
• Play the recording. Pause after binoculars and ask Is it
picture A or picture B? (Picture B.)
• Play the rest of the recording, pausing for the class to
identify the picture.
Answers
1 B 2 A 3 A 4 B 5 B
$ 1•28
1 Sophie I’ve got a rucksack and binoculars.
2 Sophie I haven’t got a notebook.
3 Sophie Look, Mum! I can see ants, a beetle and a bee.
4 Mum Have you got a camera, Sophie?
Sophie No, I haven’t.
Class Book
5 Mum What can you see?

Sophie I can see a butterfly!
teAching tip: Listening is a challenging skill because

you can’t ‘see’ the language. Pictures support listening
comprehension as they prepare the pupils for what they
are going to hear. Before playing the CD, ask the pupils for
five or six words related to each picture that they think will
be in the recording. Make this part of your routine when
doing listening activities.
2 Read and listen. Say the number. $ 1•29

• Ask the class to read the messages and look at pictures 1–4.
Play the recording, pausing after each message. The pupils
say which picture matches the message.
• The pupils work in pairs. One pupil reads a message and
the other pupil says which is the matching picture.
answers
Activity Book
Dear Grandad … 4
Dear Granny … 1
Hello Sarah! … 3

3 Listen and repeat. $ 1•30 Goodbye
Class Book page 12, CD1 track 30, red and blue chalk / board pens
• Ask the pupils to say the items an explorer needs in the
• Focus on Activity 3. Ask What can you see? Elicit pencils, country. (Compass, torch, camera, rucksack, etc.) Write the
compass, camera.
words on the board.
• The class reads the list of words together, then says
• Write pencil and camera on the board. Write the c of pencil Goodbye!
in red and the c of camera in blue. Point to each c and
ask the class to pronounce it. Point out that c in English is More activities
sometimes a soft /s/ and sometimes a hard /k/.
• Write other familiar words containing hard or soft c
Reinforcement
sounds on the board, such as cat, car, pencil case. Ask
Unit 1 reinforcement worksheet 2
volunteers to trace over each soft c in red and each hard
c in blue. activity 1 ANSWERS
1 insects 2 beetle 3 ant 4 butterfly 5 bee
Activity Book 6 grasshopper
e r f
1 Read and write A, B or C. n s m c t s r
Activity Book page 10 g v b e e t l e b
• With books open, ask volunteers to read the questions y u r o i f a s j
and answers. Then ask Is it picture A, B or C? e o a n t t u n m v q
• Go through the activity step by step with the pupils. Ask d i f p p o k s t r i
Has she got a camera? (No.) Has she got a rucksack? (Yes.) g r a s s h o p p e r
So it’s picture B or C. Has she got binoculars? (No.) So it’s l p u t b k d e t
picture C. b u t t e r f l y
Answer i n s e c t s
C r y v
2 Colour and write. activity 2 ANSWERS

Activity Book page 10, coloured pens/pencils 1 I can see an ant. / c
2 I can see a bee. / b
• Ask a volunteer to read the sentences about picture 1.
3 I can see a butterfly. / e
The pupils colour the rucksack and butterfly accordingly.
4 I can see a beetle. / d
• They now choose which colours to colour the watch and 5 I can see a grasshopper. / a
the beetle and complete the sentences.
• Ask the pupils to colour picture 2 and write sentences to Extension
describe it. Unit 1 extension worksheet 2
answers activity 1 ANSWERS
1 I’ve got a green rucksack and a (blue) watch. I can see a red 1 I can see an ant and a butterfly.
butterfly and a (brown) beetle. 2 I can see a beetle and a bee.
2 I’ve got a (purple) notebook and a (green) pencil. I can see a 3 I can see a grasshopper and a beetle.
(blue) butterfly and a (yellow) bee. 4 I can see a butterfly and a grasshopper.
5 I can see a (pupil’s own answer).
Remember!
activity 2 ANSWERS
1 pencil case? Yes, I have.
• Draw attention to the Remember! box. Remind the pupils 2 notebook? No, I haven’t.
that they can use it as a reference for Activity 2. Explain 3 bike? No, I haven’t.
that both I’ve and I have are correct, but I’ve is more 4 Have you got a scooter? Yes, I have.
commonly used as it is quicker and shorter. 5 Have you got a pen? Yes, I have.
6 Have you got a pencil? No, I haven’t.
Explorer’s Quest
Answer
d (duck)

Unit 1 cross-curricular cards, Unit 1 flashcard Set 1: grasshopper
Objectives
Understand a cross-curricular text. • Greet the class and tell the pupils that they are going to
learn about insect colours. Hold up the two cross-curricular
Learn about insect colours.
cards. Read the text and questions on the cards, pausing for
Language the pupils to answer.
Cross-curricular: grasshopper, butterfly, beetle, insects, • Hold up the grasshopper flashcard, look at it and ask
grass, leaf, warning, poisonous, important, camouflage, hide Why is it green? Allow the pupils to answer in L1 and
Revised: flowers, What colour are they? Colours discuss how some animals use camouflage to hide from
other animals.
Class Book
1 Answer the question. Then listen, read and

check. $ 1•31
• With books open, read the first sentence, pausing after
grasshopper, butterfly and beetle. The pupils point to the
insects. Read the question and ask What colour is the
grasshopper/butterfly/beetle?
answer
grasshopper: green
butterfly: brown
beetle: red and black
• Play the recording. The pupils follow in their books,
pointing to the insects.
• Say Point to the grass. Point to a leaf. Point to the warning
Class Book
sign. Point to the poisonous sign. Check the pupils’

understanding of these words and concepts.
• Ask questions about the text, allowing the pupils to use
L1 where necessary. Ask Where’s the grasshopper? (In the
grass.) What colour is the grass? (Green.) What does the
butterfly look like? (A leaf.) Can the other animals see it?
(No.) Is the beetle good to eat? (No.)
2 Read and listen again. Say Grasshopper, Butterfly

or Beetle. $ 1•31
• Read the four sentences and check comprehension.
Explain that the pupils need to listen to work out which
insect the sentences refer to.
• Play the recording again.
• Ask volunteers to read the sentences. The pupils say the
corresponding insect.
Answers
1 Butterfly 2 Grasshopper 3 Grasshopper 4 Beetle
Activity Book
Explore the Internet with your teacher.

Class Book page 13
• You may wish to retrieve some websites that would be
suitable for this activity and suggest these to the pupils.
• Ask a volunteer to read the question What colour is a
Brimstone butterfly? Set the pupils to work to find the
answer, referring to the websites you’ve suggested.
answer
Yellow–green

1 Write the words in order. Match. Reinforcement

Activity Book page 11, Class Book page 13 large sheet of paper
• With books open, do the first question together with • Do a class project with the title Exploring the country.
the class. The pupils take photos, draw pictures and write a short
• The pupils order the rest of the sentences and match description of insects they see in the country. Display
them to the pictures, referring to their Class Books, their work on a large class poster.
if needed.
Extension
Answers Unit 1 cross-curricular worksheet
1 Some mantids look like flowers. d
2 Some grasshoppers can hide in grass. c
• The cross-curricular worksheets can be accessed via the
Explorers website (see page 11 for details).
3 Some butterflies look like a leaf. b
4 Some beetles have got warning colours. a Activity 2 Answers
1 S, polar bear 2 T, emerald tree boa
2 Find and colour the insects. Count and write. 3 S, arctic fox 4 T, tree frog
• Ask How many mantids can you see? How many DVD cross-curricular
butterflies can you see? The pupils count. They then Unit 1 DVD cross-curricular worksheet, DVD Unit 1 cross-curricular
colour the mantids and butterflies. • There are cross-curricular clips on the DVD, supported
• Ask What other insects can you see? Ask the pupils to by a worksheet available to download from the Explorers
colour the other insects. Finally, they count and write website (see page 11), that you may now wish to use with
the numbers and names of the insects. your pupils.
Answers Fast finishers
eight mantids, eleven butterflies, four ants, seven beetles, Activity Book page 11, sheets of paper
five grasshoppers, fourteen bees
teaching tip: Personalizing new knowledge by applying then ask the pupils to complete the task.
it to the pupils’ own world helps them to assimilate the
concepts. Ask the pupils if they know of any insects that
use camouflage to protect themselves. Ask them if they
know of any insects that have warning colours.
Explorer’s Quest
Answers
e (eight)
Unit 1 secret word: garden
Goodbye
CD1 track 26, Class Book page 11
• Sing the song I’m a great explorer! The pupils refer to
the Class Book for the words of the song, if necessary.

Unit 1 Lesson 7
Objectives
Consolidate the language of the unit in a real-world context.
Read for specific information.
Consider the importance of respecting insects.
Complete a writing task, using a model for guidance.
Language
Active: binoculars, camera, notebook, insect, beetle, ants,
rucksack, torch, map, butterflies
Revised: mum, favourite, small, legs, I’ve got (a camera).
I haven’t got (binoculars). Can I have (the camera)? Can you
see (the ants)? I can see (two butterflies). Colours, Numbers
Passive: explorers, leaf insect, antennae, leafcutter ants,
Here you are.
Activity Book
Starting the lesson
CD1 track 1, Unit 1 cross-curricular cards
• Greet the class and start the lesson with the Hello routine
(see the Ideas bank).
• Hold up cross-curricular card 1 and ask the class if they
can remember the name of the insect. (Mantid.) Go
through the questions on both cards and see how much
the class can remember.
• Explain that, in today’s lesson, the class is going to visit a
place called Tropical World with British children, Holly and
Oscar. What do the pupils think they will see there? Elicit
some insect names, and other vocabulary, such as grass,
leaf, tree.
Class Book
Class Book
1 Read and listen. $ 1•32

• With books open, play the recording. The pupils listen
and follow in their books, pointing to the different items
as they are mentioned.
• Play the recording again. Pause before the key words
binoculars, camera, notebook, leaf insect, leaf, beetle, ants.
Elicit the words from the class, then continue the CD so
they can check.
Culture point: Tropical animals and insects

Most zoos in Britain have an area where children can see
animals and insects from tropical countries.
Class Book

2 Answer the questions. 2 Read. Draw and write.
Class Book pages 14 and 15 Activity Book page 12
• Ask two volunteers to read the questions. Ask the whole • The pupils work in pairs with one pupil reading the text
class or individuals to answer. and the other pupil pointing to the items in the picture.
answers • They draw their own collection of insects and useful
Tropical World equipment for exploring in the country.
Leaf insects, beetles, ants • Tell the pupils that they are going to learn to use an
• Encourage the pupils to study the photos and ask more existing text to help them write their own version.
questions, for example What has Oscar got? (A camera, • The pupils write their own version under their picture.
binoculars, a rucksack.) What has Holly got? (A rucksack, a
learn to learn: Adapting sentences
notebook.) What has Mum got? (A bag.) How many legs
has the leaf insect got? (Six.) How many antennae has Write the model text on the board and talk about the
the beetle got? (Two.) What have the leafcutter ants got? words the pupils might change in their own texts and
(Green leaves.) underline these words in colour. Then collect a list of new
words from the pupils about themselves that can be used
A good explorer to replace the old words. The pupils then write a new
Class Book page 14 paragraph in the empty box in their Activity Books.
• Focus on the A good explorer section. Ask individuals to
read the sentences. Goodbye
• What does the class understand by the word respects?
Ask Why are insects important? Elicit ideas in L1, for example: • Ask the pupils to stand up and secretly choose an insect.
bees make honey, insects pollinate flowers, they improve the Say Goodbye, ants! Everyone who has chosen ant says
quality of the soil, they help control other insects and plant pests, Goodbye! and sits down.
plus they are a source of food for other animals. • Continue until everyone has said Goodbye!
teaching tip: All animals have a part to play in their

More activities
ecosystems and, as such, should be treated with respect.
Talk to the pupils about their concept of insects and point
Reinforcement
out that very few are actively harmful and many are helpful.
• Display the poster. Ask two pupils to come to the front.
Activity Book Ask them to find various items by saying Point to a tree.
Point to a grasshopper. Repeat with other words with
1 Look at Class Book pages 14 and 15. Tick ✓ Yes different pupils.
or No. • Write various words from the poster on the board, such
Activity Book page 12, Class Book pages 14 and 15 as ants, butterfly, beetle, flowers. Ask another pair to come
• With books open, ask a volunteer to read the first sentence to the front, then say Count the ants. Ask the class to help
Oscar has got binoculars. Then say Hands up for ‘Yes’. them count the insects/flowers and invite a volunteer to
Hands up for ‘No’. Ask a pupil to say the Class Book picture write the numbers under each word.
number where we see Oscar with his binoculars. (1.)
Extension
• The pupils complete the activity, checking the Class Book
sheets of paper
pictures and ticking Yes or No.
• The pupils draw their favourite insect. They write a
• Check the activity by reading each sentence and saying
description and read it out, such as It’s a beetle. It’s got
Hands up for ‘Yes’. Hands up for ‘No’.
six legs. It’s red and black.
Answers
1 Yes 2 No 3 No 4 Yes 5 Yes 6 No Fast finishers

Unit 1 flashcards Sets 1 and 2, Unit 1 wordcards Set 1, CD1 track 19
Objectives
Practise a useful everyday dialogue. • Greet the class and hold up the Set 1 flashcards and
wordcards for the pupils to say the words.
Complete the Picture Dictionary page.
• Hand out the flashcards and Set 1 wordcards. Play the
Review the unit language.
vocabulary chant. The pupils chant, and those with cards
Reflect on own learning and performance in this unit. hold them up.
Language • Display all the flashcards (Sets 1 and 2). Describe one of
Let’s talk!: camera, binoculars, torch, notebook, Can I have them, for example It’s an insect. It’s green. It’s got six legs.
(the camera), please? Yes, here you are! It hides in the grass. (Grasshopper.)
Revised: Review of Unit 1 language • The pupils put up their hands when they can identify the
item. Ask a pupil to bring you the correct flashcard.
Class Book
1 Look at Oscar’s page again and find.

Say the number.
• With books open, point to the Lesson 8 section on
page 15. Ask the pupils to look at Activity 1 and read the
first item: a green insect. Ask the class to look at the photos
or read the text and find the green insect. (Photo 2.)
• Continue with b, c and d.
Answers
a 2 b 1 c 4 d 3
2 Listen and repeat. Then practise. $ 1•33

• Focus on Activity 2 and play the recording. The pupils
listen and repeat the dialogue.
Class Book
• Point to the picture of the binoculars. Ask an individual

Can I have the binoculars, please? The pupil pretends to
hand over the binoculars, saying Yes, here you are!
• Ask a pair of pupils to carry out the exchange in front of
the class.
• The pupils now practise the exchange in pairs, using the
pictured items.
3 Now do the Explorer’s review.

Class Book page 15, Activity Book page 13
• Tell the pupils to open their Activity Books and complete
the Explorer’s review for Unit 1.
Activity Book
1 Complete.
Activity Book pages 13 and 67, Unit 1 wordcards Sets 1 and 2
• Display the wordcards.
• Show the Picture Dictionary (Activity Book page 67)
and the stickers. Demonstrate sticking the first picture
Activity Book
(binoculars) and writing the word underneath. Remind

the class to use the wordcards for support while they
are working.
• Now demonstrate sticking the first word sticker (ant) in
the correct place. The pupils complete the rest.

• On the same Picture Dictionary page, ask a pupil to read 5 Colour a face.
the heading next to the Explorer picture (More new Activity Book page 13, coloured pens/pencils
words …). Elicit other words learned in this unit, such as • Explain the meaning of My effort and read the three
grass, leaf, poisonous. The pupils write these. descriptions: OK, Good, Fantastic. Use gestures and facial
teaching tip: Keeping a vocabulary record is a key part of expressions to explain the difference between the terms.
language learning. When the pupils have placed the stickers • The pupils colour the Explorer face that they feel reflects
of the vocabulary of the unit, focus their attention on the their effort during Unit 1.
More new words … section. Ask them to look back through
teaching tip: Reflecting on the work of a unit gives the
the unit and to find three or four more new words that
pupils a sense of progress and helps them identify where
they think are important to remember. Talk about how to
they need to revise or put in more effort. Encourage the
represent the meaning of these new words: encourage them
pupils to take time to think about each point. Initially,
to draw a picture. They may like to add a translation as well.
you may like to discuss their evaluations with them,
asking them to explain their choices. You can also give
2 Listen and number. $ 1•34 them the option of awarding themselves ‘a small tick’
Activity Book page 13, CD1 track 34 and upgrading this to ‘a full tick’ when they feel confident
• Go back to page 13 and look at Activity 2. about the point.
• Point to the pictures and play the recording. The pupils
number the pictures.
Goodbye
Answers
a 2 b 4 c 3 d 1 e 5 CD1 track 26, Class Book page 11
• Play the song I’m a great explorer! Encourage everyone to
$ 1•34 join in and do suitable actions. The pupils refer to the Class
1 Girl Look, there’s a bee! Book for the words of the song, if necessary.
2 Boy Can you see the insect over there? • Then say Goodbye!
Girl Yes, I can. I can see a butterfly.
3 Girl Look at the insects on the flower! More activities
Boy How many insects can you see?
Girl Five.
4 Boy I can see a beetle. Can you see it? Reinforcement
Girl Yes! It’s on the tree. Unit 1 reinforcement worksheet 3
5 Boy Can you see the ant? Activity 1 Answers
Girl Yes, I can see the ant. It’s big! 1 Have you got a torch? Yes, I have.
2 Have you got a notebook? Yes, I have.
3 Write the questions. Answer Yes, I have or 3 Have you got a camera? No, I haven’t.
No, I haven’t. 4 Have you got a compass? No, I haven’t.
Activity Book page 13 5 Have you got a pencil case? No, I haven’t.
• The pupils complete the questions and write the answers Activity 2 Answers
according to the tick or cross on the right.
1 Ben 2 Toby 3 Angela
answers 4 Sally / I’ve got a rucksack and a compass. I can see a beetle
Have you got a watch? No, I haven’t. and a bee.
Have you got a camera? Yes, I have.
Extension
4 Read and tick ✓. Unit 1 extension worksheet 3
Activity 2 Answers
• Explain to the pupils that they are going to think about 1 True 2 False 3 False 4 False 5 True
what they have learnt in Unit 1. Point to the Learn to learn
sign and talk about how useful it is to check your learning, Activity 3 Answers
think about what you enjoy, what you can now do and 1 Insect World. 2 insects. 3 a torch?
what you still find challenging. 4 my notebook. 5 beetles 6 a butterfly.
• Read the sentences and clarify their meanings, if necessary. Unit test
• The pupils tick the things that they feel they can do. • The pupils are now ready to do the Unit 1 test. You will
Congratulate the pupils and talk to them about their work. find the test in the Evaluation booklet.
learn to learn: Reflecting on your work
The pupils reflect on the things they can do in order to
begin a gradual process of assessing where they need
to improve.

Unit 1 DVD lesson About the DVD
Objectives The DVD episode for each unit expands on the real-world
photo content from Lesson 7.
Find information through viewing a DVD episode.
You may wish to watch the DVD at the end of Lesson 7. The
Write about an insect. pupils will enjoy following the characters and their activities,
Consider the importance of respecting animals/insects. and there is a series of questions at the end of the clip for
Language the pupils to answer.
If you wish to further exploit the DVD content, the following
Active: insect(s), binoculars, camera, notebook, beetle,
notes and optional worksheets give you the opportunity to
ant, butterfly
do so.
Revised: small, leaf, I’ve got (binoculars). Holly’s got The words to the DVD are transcribed as subtitles that you
(a notebook). Can I have (the camera), please? Can you can turn on or off. You may want to leave these on the
see (the ant)? This is (a millipede). How many (legs)? screen throughout the viewing, or use them to focus on
Colours, Numbers particular words or sections, such as new language and
Passive: antennae, millipede, centipede, sting, interesting, dialogue. Worksheets 1 and 2, available to download from
Be careful! the Explorers website, contain language and observation
activities based on the DVD.
Starting the lesson

• Greet the class and explain that in this lesson they are going
to watch a DVD about Oscar and Holly’s trip to Tropical World.
Ask What do they see at Tropical World? (Insects.)
• Write insects in the centre of the board. Invite a volunteer
to come to the front of the class and draw a type of insect
for the class to guess.
• Repeat with other pupils.
First viewing
• Play the DVD. Ask the pupils to put up their hands each
time they see a new insect or animal. Pause the DVD and
say the name of the animal or insect. The pupils repeat. If
DVD worksheet 1
you wish, use the subtitles function so that the pupils can
read the words.
• Read the statements at the end of the DVD for the class to
respond True or False.
Answers
1 True 2 False 3 True 4 False 5 True 6 True
DVD worksheet 1
1 Watch and tick ✓. Then write.

Unit 1 DVD worksheet 1, DVD Unit 1 Let’s explore!
• Focus attention on the pictures and the words in the
wordpool. Say each word, pausing for the pupils to repeat.
• Explain to the class that they are going to watch the
DVD again. They should tick the animals and insects that
they see.
• Play the relevant section of the DVD. Pause when you see
the first insect. Ask What is it? (A leaf insect.) The pupils tick
the picture of the leaf insect.
DVD worksheet 2
• Play the rest of this section of the DVD, pausing as

necessary for the pupils to tick the animals and insects
that they see.
• They write the correct words below each picture.
Answers
a beetle ✓ b frog c bee d leaf insect ✓
e leafcutter ant ✓ f snake g grasshopper
h butterfly ✓
48 Unit 1 • DVD lesson

2 Read and match. Colour. $ DVD Unit 1 Let’s explore!
Unit 1 DVD worksheet 1, coloured pens/pencils Oscar Holly and I are explorers. Today we’re at Tropical World.
• Read text 1 with the class. Ask What is it? (A leafcutter ant.) I’ve got binoculars and a camera. Holly’s got a notebook.
Demonstrate drawing a line to join the text with picture b. Mum Can I have the camera, please?
Oscar Yes, here you are.
• The pupils read the descriptions and match them to the
Mum Smile!
correct insects. They colour the pictures accordingly.
Holly Great! Let’s go and see the insects!
answers Oscar Here’s a leaf insect. It’s green.
1 b 2 c 3 d 4 a Oscar How many legs has it got? One, two, three, four, five, six …
It’s got six legs and it looks like a leaf!
DVD worksheet 2 Oscar It’s my favourite insect!
Oscar And here’s a stick insect. It looks like a stick!
1 Choose your favourite insect. Draw and colour. Oscar Look at the beetle! It’s brown. It’s got two antennae and
Write. six legs. It’s an insect too.
Oscar Here are lots of beetles!
Unit 1 DVD worksheet 2, coloured pens/pencils
Oscar Can you see the ant? It’s a leafcutter ant. It’s an insect too.
• Focus attention on the pictures and ask What can you see? It’s got six legs. It’s small and it’s brown. Look! It’s got a green leaf!
Ask individual pupils What’s your favourite insect? Oscar But look over here!
• Ask the pupils to choose their favourite insect. They draw Holly Here are lots of ants.
and colour the insect, then write about it. Mum How many ants can you see?
• Ask different pupils to read their descriptions to the class. Oscar and Holly One, two, three, four, five, six, seven, eight …
Answers Mum Lots of ants!
(Pupil’s own answers and drawing) Oscar Here’s a butterfly! It’s red, black and yellow. It’s got two
antennae, six legs and four wings. It’s an insect too.
2 Tick ✓ the correct picture. Mum Hey guys, come and look at this lizard.
Unit 1 DVD worksheet 2 Oscar This is a lizard. It’s brown and yellow. It’s got four legs.
Its favourite food is insects.
• Focus attention on the pictures. Ask What can you see? Point
Holly I love insects! They’re interesting animals.
to different pictures and ask Does he/she respect insects?
Mum Yes, they are. But remember: be careful! Some insects
• The pupils tick the pictures that show the good explorer. can sting!
• Go through the answers with the class. Mum What are you drawing?
Answers Oscar A beetle!
1 b 2 a 3 a 4 b Holly I’m drawing a butterfly.
Mum Great! Well done!
3 Draw two more pictures.
Unit 1 DVD worksheet 2 Goodbye
• Ask the pupils to draw two more pictures: one showing
a good explorer respecting insects and one showing a
• Ask the pupils to stand up and secretly choose their
favourite insect, either from this lesson or from the unit.
bad explorer.
• Say Goodbye, beetles! Everyone who has chosen beetle
4 Write. says Goodbye! and sits down. Continue until everyone is
Unit 1 DVD worksheet 2 sitting down, then say Goodbye!
• Read the text in the speech bubble with the class.
• The pupils order the words in the wordpool and write
the sentence.
answer
A good explorer respects insects.
Unit 1 • DVD lesson 49

Lesson 1
Objectives
Practise and extend the language of Unit 1 in the context
of a story.
Recognize language and locate it within a story.
Engage personally with a story.
Language
Active: ant(s), grasshopper, What have you got? Have you
got (food)? Yes, I have.
Revised: happy, jumps, sings, Goodbye!, hungry, tired, food,
It’s a (sunny day). I’ve got (a leaf ). Numbers 1–4
Passive: rainforest, busy, laughs, fungus, funny, sad, scary
Activity Book
Starting the lesson
CD1 track 26, Class Book page 11, Unit 1 flashcards Set 2
• Greet the class and play the song I’m a great explorer!
Encourage the pupils to sing and mime. The pupils refer
to the Class Book for the words of the song, if necessary.
• Explain to the class that they are going to listen to a
story about some insects. Ask the pupils to name the
insects that they think will be in the story (for example
grasshopper, bee, butterfly, beetle, ant). Prompt with the
flashcards, if necessary.
Class Book
Class Book

• With books open, tell the class that they are going to
listen to the story, but also follow it in their books.
Play the recording while the pupils follow in their books.
• Name some items in the story pictures and write them on
the board. The pupils find the items and say the picture
number(s). For example, say frog (Picture 1.), butterfly
(Pictures 1, 2 and 5.), leaves (All pictures.)
• Ask questions, such as What colour is the grasshopper?
(Green.) What colour are the ants? (Purple.) What have the
ants got? (Leaves.)
• Check comprehension with further questions, such
as Why is the grasshopper happy? (It’s sunny.) Does the
grasshopper work? (No.) Do the ants work? (Yes.) Is the
grasshopper hungry? (Yes.) Are the ants hungry? (No.)
What can they eat? (Leaves./Fungus.)
Class Book
50 The ant and the grasshopper • Lesson 1

1 Read and write A for Ant or G for Grasshopper. Reinforcement

Activity Book page 14, Class Book pages 16 and 17 Quest poster
• With books open, ask a pupil to read the first speech • Focus attention on the poster.
bubble: I’m happy! Ask the class to find the sentence in • Say a grid reference, for example D3, and ask a pupil to
the story in their Class Books. Ask Is the ant speaking? (No.) find and name the item. (Binoculars.)
Is the grasshopper speaking? (Yes.) Demonstrate writing • Repeat the procedure with other items from Unit 1,
G for Grasshopper in the circle on the Activity Book page. involving as many pupils as possible.
• Work through the activity as a class or allow the pupils
to continue independently. Extension
ANSWERS CD1 track 35
G, A, A, G, A, A, G, G • Concentrate on the new expressions from the story:
I’m very busy! Come and play with me! You can come in. Say
2 Choose and circle. each one, using an appropriate tone of voice, plus a mime
Activity Book page 14 or action to clarify meaning.
• Help the class to read the first sentence aloud. Ask them • Repeat the expressions, varying the order. The pupils
to think about their favourite part of the story and to do the actions. Encourage them to say the expressions
circle the picture number. Ask individuals Which is your with you.
favourite part of the story? They answer Picture (6). • Play the story again. The pupils listen out for the
• Help the class to read the next sentence. Encourage them expressions and do the appropriate actions as they
to make funny, happy, sad and scary faces as they say the are mentioned.
words. They circle the face that describes their favourite
part of the story.
• Read the last line with the class and ask individuals Which
is your favourite character? They circle Grasshopper or Ant.
3 What do you think happens the next day? Read,

tick ✓ and draw.
• Help individuals to read the sentences. Say Hands up for
‘Yes’. Hands up for ‘No’.
• The pupils tick the sentences according to what they think
will happen the next day.
• They draw a picture of their version of events.
teaching tip: Fables carry messages about good

citizenship. Planning how to use our time is important.
Discuss the message in the story with the pupils in
L1. Ask questions, such as Who had a good time in the
summer? Who worked hard in the summer? Who was
hungry in the winter? Who had food in the winter? Who was
a good friend? Which is more important, to have a good
time or to have enough food? Talk about the importance
of balancing work and pleasure and how planning can
enable us to do both.
Goodbye
• Review the adjectives happy, sad, hungry, tired, funny, scary
and busy. Say the words and ask the class to mime or do
expressions for each one.
• Do this a few times, then say Goodbye!
The ant and the grasshopper • Lesson 1 51

The ant and the grasshopper
Lesson 2
Objectives
Demonstrate comprehension by matching pictures and
sentences from a story.
Use cognitive skills to decode words from a story.
Language
Active: ant(s), grasshopper, What have you got? Have you
got (food)? Yes, I have.
Revised: happy, jumps, sings, Goodbye!, hungry, tired, food,
It’s a (sunny day). I’ve got (a leaf ). Numbers 1–4
Passive: rainforest, busy, laughs, fungus
Activity Book
Starting the lesson
• Greet the class and remind the pupils of the story from
the previous lesson and where the ant and grasshopper
were. (In the rainforest.) Using the Class Book pages, ask
What’s the weather like? (It’s sunny.) Is the grasshopper
happy? (Yes.) What has the ant got on its back? (A leaf.)
Can the ant play? (No.) Has the grasshopper got food? (No.)
Have the ants got food? (Yes.) Play the recording and the
pupils listen.
• With books open, say lines from the story. The pupils say
Class Book
the picture number. For example It’s sunny and I’m happy!
(Picture 1.) I’ve got a leaf. (Picture 3.)1, 2, 3, 4! (Picture 6.)
Activity Book
1 Write the number.

• With books open, read through the six sentences with
the class.
• Point to picture 1. The pupils find the sentence that
describes it. Demonstrate writing number 1 in the circle,
over the example.
• Work through the rest of the activity with the class or
allow the pupils to work independently.
ANSWERS
3 The grasshopper jumps. / 4 The ant works.
6 The grasshopper sings. / 2 Fungus grows.
1 The grasshopper laughs. / 5 The grasshopper visits the ant.
Class Book
52 The ant and the grasshopper • Lesson 2

2 Look and write. Listen and check. $ 1•36
• Point to the code and explain that each symbol represents
a letter. Start to read the text and demonstrate how to
work out the first code word (jumps).
• The pupils continue with the rest of the words.
• Play the recording for the pupils to check their answers.
ANSWERS
jumps, sings, laughs, works, grows, visits
Goodbye
• Ask everyone to stand up and choose either Grasshopper
or Ant.
• Say Goodbye, Grasshopper, and the pupils who choose
Grasshopper say Goodbye and sit down. Repeat with Ant
so everyone has said Goodbye and is sat down.
More activities
Reinforcement
Unit 1 wordcards Set 2
• Display the wordcards. Write one of the insect names on
the board with the letters mixed up.
• The pupils put up their hands if they can identify the
word. Invite a pupil to mime the insect. The class names
the insect and the pupil writes the word correctly on
the board.
Extension
• Display the poster. Ask the pupils to find and name items
that they have learnt in Unit 1 (rucksack, map, compass,
bee, ants, beetle, etc.) plus other revised vocabulary (pencil,
pencil case, ruler, book, rubber, flowers, rabbit, etc.).
• Ask the pupils to choose a character in the poster and say
sentences for them, such as I’ve got a book. The rest of the
class finds and points to the character.
The ant and the grasshopper • Lesson 2 53

1 Read more!
Australia Starting the lesson
Hello! flashcards Set 1, CD1 track 6, Class Book page 18
Objectives
Use the language of Unit 1 to discover more about the • Greet the class and hand out the colour flashcards. Play
real world. the recording. The pupils with flashcards hold them up
when they hear their colour. The rest of the class touches
Read and understand a text about wildlife in Australia.
or points to something in that colour as they listen
Further develop reading, writing and vocabulary skills. and repeat.
Find out more about children’s lives in other countries. • With books open, explain to the class that in this lesson
Language they are going to learn about a country. Ask What country
Active: map, compass, torch, rucksack, insects, butterfly, is it? (Australia.)
camera • Point to the world map on the top, left-hand corner of the
Revised: climb, jump, tail, lake, trees, house, fish, legs, page. Ask the pupils to point to Australia (highlighted in
I’m (Tyler). I’ve/It’s got (a map). It can/can’t (climb). Colours orange). If you have other world maps in the classroom,
ask volunteers to find Australia on those too.
Passive: rainforest, waterfall, kangaroo, wings, live
• Ask What can you see in the photos? The pupils name the
items that they know in English.
Class Book

• Play the recording. The pupils listen and follow in their books.
• Play the recording again. Pause the CD before the key
words or phrases and elicit these from the class.
• Ask individuals to read sections with, and then without,
the support of the CD.
• Ask questions about the text, such as What has Tyler got
in his rucksack? (A map, a compass and a torch.) Where is
the waterfall? (It’s near a lake.) What can the tree kangaroo
do? (It can climb trees and jump.) What colour is the
butterfly? (It’s black, yellow, red and blue.)
Class Book
2 Read and circle.

• Ask a pupil to read the first sentence twice, with both
possible sentence endings. The class says the correct
option. (A rainforest.)
• The pupils continue the activity independently.
• Note that some pupils may choose lakes for number 3.
Explain that trees is the correct version because Tyler can
see lots of trees, but only one lake.
Answers
1 a rainforest 2 camera 3 trees 4 can climb
5 has got very big wings
3 Write.
Class Book page 19
• Read through the words in the wordpool with the class.
Ask the pupils to look at the pictures and name them.
• They complete the crossword.
Class Book
Answers
1 kangaroo 2 waterfall 3 tail 4 tree 5 fish
6 rainforest 7 lake
54 Unit 1 Read more! • Australia

4 Write.
Class Book page 19
• Ask the class some questions about their own country.
Say Tell me about a (forest/lake) in this country. Tell me
about an (animal/insect). Give an example of describing
an animal using It’s (colour). and It’s got four legs, a long
tail., etc.
• Demonstrate the activity by asking individuals to read out
the sentences and suggest how to complete them.
• The pupils then write their own versions.
teaching tip: Australia has a unique fauna due to its

geographical position. Ask the pupils if they know the
names of any other Australian animals. Explain that the
native animals in Australia are not found in any other part
of the world, and often have unusual characteristics, such
as pouches for their young, or egg-laying mammals. Ask
the pupils why they think this is. If necessary, refer to the
map and point out that it is an enormous island on which
the animals have developed along their own route.
Goodbye
• Ask the class to think about what they would take if they
went to Australia.
• Elicit a list of useful items, then say Goodbye!
Unit 1 Read more! • Australia 55

2 Let’s play!
Lesson 1 Starting the lesson
CD1 tracks 1 and 8
Objectives
Present and practise the first new set of vocabulary. • Greet the class and start the lesson with the Hello routine
Practise the new vocabulary in the context of a chant.
• Write a number in words on the board, for example,
Revise the structure I can (play computer games). /
fifteen. The pupils read the word, then count around the
I can’t (play football).
class until they reach the number. Continue with
Practise the new vocabulary and revised structure in different numbers.
a pairwork activity.
Language Vocabulary presentation
Active: play computer games, play football, play basketball, Explorer figure, Rucksack: Unit 2 flashcards Set 1, CD1 track 38
play tennis, play the piano, play the violin, play the drums,
play the recorder
• Explain to the pupils that they are going to start a
new topic.
Revised: I can (play the recorder). I can’t (play the violin).
• Show the Explorer figure and say Our Explorer is in a
park. Let’s look at the pictures in his/her rucksack.
• Ask the pupils to discuss in L1 the kind of activities they
like to do in the park.
Class Book
1 Chant. $ 1•39
•
Class Book
Play the chant again and encourage the class to join in.
$ 1•39
I can play computer games.
Zap, zap!
I can play football too.
I can play basketball.
Bounce, bounce!
I can play tennis, with you.
I can play the piano.
Plink, plink!
I can play the violin too.
I can play the drums.
Bang, bang!
And the recorder, with you.
Activity Book

2 Listen and say the name. $ 1•40 learn to learn: Checking your work is correct
Class Book page 20, CD1 track 40 The pupils check that they’ve matched the pictures and
• Ask the pupils to look at the big picture. Point to the six words correctly by referring to the Class Book Lesson 1
course characters and ask What’s his/her name? Elicit the photo glossary.
sports/activities being played.
• Play the first line of the recording. Ask Who’s speaking? 2 Write.
(Carla.) Everyone points to the picture of Carla playing Activity Book page 16, Unit 2 wordcards Set 1
basketball.
• Say the numbers for items 1–8. Ask a volunteer to name
• Continue, with the pupils pointing to the speaker and the pictures and another to identify and hold up the
saying the name after each line. correct wordcard.
$ 1•40 • The pupils then complete the phrases.
Carla I can play basketball. ANSWERs
Sam I can play the violin. 1 violin 2 recorder 3 piano 4 drums 5 tennis
Sophie I can play the drums. 6 basketball 7 football 8 computer games
Nick I can play computer games.
Lucy I can play football. Goodbye
Mike I can play tennis.
• Say each of the eight new words. The pupils mime the
3 Listen and repeat. $ 1•41 activity each time. Then they say them using I can … /
Class Book page 20, CD1 track 41 I can’t … The pupils mime the activity with I can … , and
• Focus on the photos at the bottom of the page. Play the open out both arms to indicate not being able to do the
recording. The class repeats the exchange. activity for I can’t …
• Repeat the procedure. This time, the pupils pretend to • Continue until it is time to say Goodbye!
play the recorder, then hold out their arms to indicate not
being able to play the violin. More activities
4 Play the mime game. Reinforcement
Class Book page 20
• Say I can … , then mime an activity, for example, play • Distribute the flashcards and wordcards to pairs or individuals.
tennis. Encourage the class or individuals to call out
play tennis. • Play Pairs (see the Ideas bank). Encourage the pupils to use
the structure I can …
• Invite volunteers to do the same, choosing different activities.
• Draw attention to the fact that we use the with the musical Extension
instruments, but not with the sports or computer games. Unit 2 wordcards Set 1
• The pupils play in pairs, miming and naming the activities. • Distribute the wordcards to individuals. Start writing the
key word for one of the activities (piano, football, etc.) on
teaching tip: Good language learners have strategies
the board, letter by letter.
that enable them to overcome communication
breakdown: mime is a very useful strategy. Discuss what • Anyone who can identify the word and the activity puts
makes a good mime with the pupils. Get them to think up their hand to name it. If they are correct, the pupil with
about finding a gesture that illustrates the word, and the wordcard then brings it to the front.
encourage them to make it clearly. Fast finishers
Activity Book • Help the pupils to read the task at the bottom of the page,
1 Match.
Activity Book page 16, Unit 2 flashcards Set 1, Unit 2 wordcards Set 1
• Distribute the flashcards to individuals and display the
wordcards. Point to and read each wordcard. The pupil
with the corresponding flashcard stands up and places it
next to the wordcard.
• With books open, point to the Learn to learn sign and tell
the pupils that checking their work is important.
• Ask volunteers to read the words for each activity in
Activity 1. The class calls out the picture number.
• The pupils draw lines to join the words to the pictures.
answers
play the violin, 3 / play the recorder, 7 / play the piano, 2 /
play tennis, 6 / play the drums, 1 / play basketball, 8 /
play football, 4 / play computer games, 5

Objectives
questions and short answers with Can you (play the piano)? wordcards. Play the vocabulary chant. The pupils with
Active: play the violin, play tennis, play the drums, play Class Book page 21, CD1 track 42
basketball, play football, play the recorder, play computer • With books open, play the recording. The pupils listen
games, play the piano, Can you (play the piano)? Yes, I can. / and follow.
No, I can’t. • Play the second version of the recording, pausing
Revised: Hello! after each line for the class to repeat. Check that they
Passive: Sorry! Listen! understand what has happened in picture 3. Ask Can
Carla play tennis? (No, she can’t.)
• Play the second version of the recording again. This time,
the boys repeat Mike’s lines and the girls repeat Carla’s
lines. Everyone repeats Sorry!
• Ask four pupils to come to the front to act out the
dialogue. The pupils act out the lines, with Sam and
Sophie throwing an imaginary ball, and the actors
making the sound of breaking glass.
2 Play the game.

Class Book page 21
• Demonstrate the game by asking a pupil to pretend to
be one of the characters in the table (Nick, Lucy, Carla or
Mike). Ask Can you play the drums? The pupil answers Yes,
I can. / No, I can’t. Continue asking questions until the class
can identify who the pupil is. (You’re …)
Class Book

to be a character and the class asking questions.
Activity Book
1 Listen and tick ✓ or cross ✗. $ 1•43

• With books open, point to the pictures and ask the class to
name the activities.
• Explain that they are now going to listen to see whether
the girl and boy, Amy and Paul, can do these activities.
Play the recording. The pupils tick or cross. Play the
recording again to check the answers.
Answers
Amy: ✓ ✗ ✗ ✓
Paul: ✗ ✗ ✓ ✓
Activity Book

$ 1•43 Goodbye
Narrator Hello, Amy. Can you play football?
Amy Yes, I can. Unit 2 flashcards Set 1
Narrator Can you play tennis? • Hand out the flashcards to individuals. Ask each one to
Amy No, I can’t. stand up in turn and ask their partner the question Can
Narrator Can you play the recorder? you (play the recorder)?
Amy No, I can’t. • Continue until everyone has had a turn to ask or answer,
Narrator Can you play the drums? then say Goodbye!
Amy Yes, I can!
Narrator Hello, Paul. Can you play basketball? More activities
Paul No, I can’t.
Narrator Can you play the violin? Reinforcement
Paul No, I can’t. Unit 2 reinforcement worksheet 1
Narrator Can you play computer games?
Activity 1 Answers
Paul Yes, I can!
1 play the drums 2 play football 3 play the recorder
Narrator Can you play the piano?
4 play the violin 5 play basketball 6 play the piano
Paul Yes, I can!
7 play tennis 8 play computer games
2 Write. Then tick ✓ or cross ✗. Ask a friend and activity 2 answers
tick ✓ or cross ✗. 1 Can you play tennis? Yes, I can.
Activity Book page 17 2 Can you play the drums? No, I can’t.
• The pupils complete the questions, then tick or cross as 3 Can you play computer games? Yes, I can.
appropriate in the Me column. 4 Can you play the violin? No, I can’t.
• They ask and answer the questions in pairs, using Yes, 5 Can you play the piano? No, I can’t.
I can. / No, I can’t. Each pupil puts a tick or cross in the 6 Can you play football? Yes, I can.
My friend column for their partner’s answers. Extension
answers Unit 2 extension worksheet 1
1 Can you play the piano? (Pupils’ own answers)
activity 1 answers
2 Can you play basketball? (Pupils’ own answers)
1 I can play football and I can play the violin, but I can’t play
3 Can you play the drums? (Pupils’ own answers)
the drums.
4 Can you play football? (Pupils’ own answers)
2 I can play the piano and I can play computer games, but I
5 Can you play computer games? (Pupils’ own answers)
can’t play tennis.
teaCHING tip: Independent learners are able to use 3 I can play the recorder and I can play basketball, but I can’t
reference material when they need help. Encourage the play the violin.
pupils to look back at the photo glossary in the Class Book activity 2 answers
if they can’t remember the words they need to complete 1 Can you play the violin? Yes, I can. (Pupil’s own answer)
the activity. As a general rule, insist that the pupils use 2 Can you play football? No, I can’t. (Pupil’s own answer)
their Class Books or Picture Dictionary before turning to 3 Can you play tennis? Yes, I can. (Pupil’s own answer)
you for help. 4 Can you play the drums? Yes, I can. (Pupil’s own answer)
5 Can you play basketball? No, I can’t. (Pupil’s own answer)
Remember! 6 Can you play computer games? Yes, I can. (Pupil’s own answer)
• Draw attention to the Remember! box. The pupils can use
it as a reference for Activity 2. Explain that both cannot
and can’t are correct, but can’t is more commonly used as
it is quicker and shorter.
Explorer’s Quest
AnsweR
s (sausages)

Unit 2 flashcards Set 1, Unit 2 wordcards Set 1, CD1 track 39
Objectives
Language everyone chants and mimes.
Active: Can you (skateboard)? Yes, I can. / No, I can’t. • Ask individuals Can you …? questions, using the unit
Revised: Hi!, sing, run, pink, ride a bike, rollerblade, vocabulary and other actions, such as sing, fly, run, play
guitar, bird, What’s this? It’s (my new skateboard). I can (fly). the guitar, skateboard, rollerblade. The pupils answer Yes,
I can’t (stop)! I can. / No, I can’t.
Passive: Watch this! Oh no! Slow down! Listen. Wow! Wait!
Class Book

story. Ask the pupils to remind you where the characters
were in Lesson 1. (In the park.) Can anyone remember
what they were doing? (Playing.)
• Tell the pupils to look at the pictures. Ask What has Mike
got? (A guitar.) Explain the meaning of skateboard and ask
What has Lucy got? (A skateboard.)
• Write the following words on the board: skateboard, jump,
run, sing, fly. Ask the pupils to guess which word is not
in the story. Tell them that they can find the answer by
listening and reading. Play the story recording. The pupils
listen and follow in their books.
answer
Class Book
jump
• Ask questions to check comprehension. Ask Can Sophie
skateboard? (No.) Can Lucy stop? (No.) Can Mike play the
guitar? (Yes.) Can he sing? (No.) Can Lucy run? (Yes.)
to repeat.
• Divide the class into groups of six, one for each speaking
character, plus the narrator. Play the recording once more,
with each group repeating their character’s lines.
learn to learn: Scanning a picture story in order to get

the gist of the content is a useful skill. Use the question
in the notes above or write some other basic questions
on the board, for example Where are the pupils? What has
Lucy got? What has Mike got? What happens? Is Mike happy?
Give the pupils two or three minutes to scan the pictures
to find the answers. Use this technique with subsequent
stories to get the pupils used to interpreting the pictures.
2 Act.
Activity Book

• Ask five pupils to take the roles of Sam, Sophie, Carla, Mike
and Lucy. Invite them to the front to demonstrate acting
out the story. They use an imaginary skateboard and
guitar. The rest of the class can say the narrator’s lines.
lines, joining in with the words as much as possible.

• Divide the class into groups of five or six (the sixth pupil More activities
can take the role of the narrator or the line can be said
by the whole group). Each group acts out the story. Reinforcement
Encourage the pupils to use gestures and expressions.
Unit 2 story worksheet
for the rest of the class. activity 2 ANSWERS
4, 3, 2, 3
Activity Book activity 3 ANSWER
(Pupil’s own answer and drawing)
1 Read and circle True or False. activity 4 ANSWERS
Activity Book page 18, Class Book page 22 1 Wow! You CAN fly, Mike. 2 Can you run, Lucy?
• With books open, ask volunteers to read the sentences. 3 Yes, I can. 4 Good … RUN!
• Ask the pupils to check the story in their Class Books and 5 Wait! I want to talk to you!
then circle True or False for each sentence.
Extension
Answers • Write the text for one of the activities on the board, but
1 True 2 False 3 False 4 True 5 True with the letters mixed up.
2 Write. • The pupils guess what it is. When they guess correctly,
ask a volunteer to write out the activity on the board.
Everyone mimes the activity.
• The pupils complete the short answers for 1–3 and the
questions for 4–6. Point out the Remember? items on Fast finishers
the right. Activity Book page 18, sheets of paper
• Ask a pair of pupils to demonstrate asking and answering • Help the pupils to read the task at the bottom of the page,
the questions in front of the class. then ask the pupils to complete the task.
• The pupils do the same in pairs.
answers
1 Yes, I can. 2 Yes, I can. 3 No, I can’t.
4 Can you sing?
5 Can you rollerblade / ride a bike?
6 Can you rollerblade / ride a bike?
Explorer’s Quest
Answer
c (cat)
Goodbye
• Tell the class that you are thinking about an activity
and write the first letter of one of the key words for
that activity on the board (v for play the violin or s for
skateboard, etc.). The pupils name the activities. When
they guess correctly, choose a few more.

Objectives
Present and practise the second new set of vocabulary. • Greet the class and ask individual pupils questions using
Can you …? Review the activities learned so far, using the
Revise questions and short answers with Can he/she (skate)?
flashcards or wordcards for support.
Practise the vocabulary and structure in a game with Vocabulary presentation
a cut-out.
Language
• Ask the class What else can you do? Encourage the pupils
Active: skate, dive, ride a horse, skateboard, paint, draw, to mime the actions they can remember from last year
play the drums, play the violin, Can she (skate)? Yes, she can. (swim, ride a bike, climb, rollerblade, etc.).
Can he dive? No, he can’t.
Revised: sister, run, swim, read, write, rollerblade, She can recording, pulling the relevant flashcard out of the
(skate). She’s my (sister). rucksack each time. The pupils look, listen and repeat.
Passive: super, sporty, clever, Wow!, How about you? • Display the flashcards. Play the recording again. The pupils
point to the flashcards and repeat the words.
Class Book

• Say numbers 1–6. The pupils point, say the word and
mime the action.

• Play the song My super sister. The pupils listen and point to
the activities as they are mentioned.
• Hand out the flashcards. Play the song again. The pupils with
flashcards hold them up and everyone mimes the actions.
• Play the song again and the pupils sing along.
Class Book

children are doing. Explain that they are playing a game
in pairs.
• Play the recording again. The girls repeat the girl’s lines
and the boys repeat the boy’s lines.
4 Cut out and play the game.

Class Book page 23, Activity Book page 75, scissors, coloured pens/pencils
• Show Activity Book page 75 and demonstrate how to cut
along the dotted lines to make eight cards.
• The pupils colour the action pictures on one side and
draw four sad and happy faces on the reverse. Explain that
a happy face means he/she can do the activity and a sad
face means he/she can’t.
Activity Book

• Demonstrate playing the game with a pupil. Place the Explorer’s Quest
cards picture side up. Pick up one and ask Can (he ride a
horse)? The pupil guesses, saying Yes, he can. / No, he can’t. Class Book page 23, Come and explore! pages / Quest poster, Quest puzzle
Turn over the card. If the pupil has guessed correctly he/ • The pupils find the item in the grid reference and write
she keeps the card. If the pupil is wrong, he/she gives the the first letter in the Unit 2 Lesson 4 Quest puzzle at the
card to the other pupil. Point out the phrases I’m right. It’s back of their Activity Books.
my card. / I’m wrong. It’s your card. Encourage the pupils to Answer
use them as they play. o (one)
• The pupils play the game in pairs.
teaching tip: Working in pairs requires the pupils to take

Goodbye
responsibility for their own work. Remind the pupils of the • Say the six new words in a random order. The pupils mime
discussion on pairwork you had in Unit 1. Focus on the the activity each time.
phrases that they need to know in order to make the activity • Continue until it is time to say Goodbye!
run smoothly: I’m right. It’s my card. I’m wrong. It’s your card.
Introduce other phrases, such as: It’s your turn. It’s my turn.
Make a poster of this pairwork classroom language and
More activities
display it alongside the other classroom language and add
to it in subsequent activities. Reinforcement
• Hand out the flashcards face down and ask the class to
Activity Book pass them around. When you say Stop! the pupils with the
cards turn them over. Each pupil says a sentence about
1 Write the number. their cards using I can … or I can’t …
• With books open, read through the words in the Extension
wordpool with the class. sheets of paper
• Demonstrate writing number 1 in the circle next to the • Ask the pupils to draw their favourite activity and write a
skate picture. The pupils complete the activity. short sentence, such as I can play the piano.
• The pupils show their picture and read their sentence to
Answers
the rest of the class.
a 7 b 4 c 1 d 8 e 6 f 5 g 3 h 11 i 12
j 9 k 2 l 10
2 Which activity is not in the song? Circle above.

Listen and check. $ 1•46
• Tell the class that one of the activities illustrated in Activity 1
is not in the song. Ask them to circle which they think it is.
• Play the song. The pupils listen and check. Suggest that
they tick the activities that do feature as they hear them.
Answer
rollerblade
3 Write.
• Display the wordcards as support. The pupils look at the
pictures and complete the crossword.
answers
1 ride a horse 2 skate 3 draw 4 dive 5 paint
6 skateboard

Objectives
Consolidate the new language while developing • Greet the class and play the song My super sister.
listening and reading skills. The pupils join in and mime the actions.
Identify and pronounce /v/ and /b/. • The pupils refer to the Class Book for the words of the
song, if necessary.
Language
Active: dive, skateboard, skate, draw, ride a horse, paint, play Class Book
the violin, play basketball, play the piano, play the recorder,
play football, play tennis, play the drums, Can you (skate)? 1 Listen and say the number. $ 1•48
Yes, I can. / No, I can’t.
Revised: guitar, swim, sing, Can Sam (dive)? Yes, he can. /
• With books open, say a picture number and elicit
No, he can’t. She can (ride a bike). He can’t (play the drums).
comments about that picture, for example, 1. (He can play
Passive: Listen!, picture(s), I love (football). the guitar.) 2. (He can’t skate.)
• Play the recording. Pause after I can’t! and ask Is it picture 1,
2, 3 or 4? (Picture 2.)
• Continue, pausing after each exchange for the class to
identify the picture. Explain that some pictures might
occur more than once.
Answers
2, 4, 2, 1, 3, 4, 1
$ 1•48
Nick Can you skate, Lucy?
Lucy Yes, I can.
Nick I can’t!
Carla Here’s Sophie! She can ride a horse.
Carla He can’t skate.
Adult Listen! He can play the guitar. It’s nice.
Mike Can Sam dive?
Carla Yes, he can.
Class Book
Mike Can Nick ride a horse?

Carla No, he can’t.
Adult Look at this picture. Carla can paint very nice pictures.
2 Read and listen. Say the name. $ 1•49

• Ask the class to read the sentences to themselves. Play
the recording, pausing so that the class can say the name.
• The pupils work in pairs. One says a sentence, the other
pupil says the name.
Answers
1 Sophie 2 Lucy 3 Carla 4 Lucy
learn to learn: Logical puzzles can be challenging for

some pupils. Help them by discussing possible strategies
for approaching these kinds of activities. Suggest this
strategy: they read the first piece of information and use
their finger to find the characters that it could be. Then they
read the next part and do the same. And finally, they read
Activity Book
the last part. When they have finished the activity, ask them
if the strategy was useful and how it could be modified.

• Play the Chain game (see the Ideas bank), starting with the
• Focus on Activity 3. Ask What can you see? Elicit violins sentence I can play football. Then say Goodbye!
and basketball.
• Play the recording. The pupils listen and repeat. More activities
• Write violin and basketball on the board. Write the v of
violin in red and the bs in basketball in blue. Point to
Reinforcement
the two letters and ask the class to pronounce them.
Encourage them to emphasize the difference between
the sounds: for /b/ they squeeze their lips together, for /v/ Activity 1 Answers
they bite their bottom lip gently with their top teeth and 1 ride a horse 2 dive 3 paint
then push out the sound. 4 skate 5 draw 6 skateboard
• Ask the class to say other English words containing /v/ Activity 2 Answers
and /b/. Write these on the board and ask individuals to 1 She can play the piano. 2 She can’t draw.
read them. 3 She can’t skate. 4 She can dive.
5 He can’t play the drums. 6 He can skateboard.
Activity Book 7 He can’t ride a horse. 8 He can paint.
1 Read and tick ✓ or cross ✗. Extension

Unit 2 extension worksheet 2
• With books open, ask volunteers to read the questions Activity 1 Answers
and answers. Then ask Can he play the piano? (No.) 1 He can skateboard. 2 She can’t ride a horse.
Demonstrate placing a cross in the circle next to the 3 He can’t paint. 4 She can draw.
piano picture. 5 She can’t skate. 6 He can dive.
• The pupils complete the activity. Activity 2 Answers
Answers 1 Can Julia climb? Yes, she can.
✓, ✗, ✓, ✓, ✗ 2 Can Hugo rollerblade? No, he can’t.
3 Can Ben skateboard? No, he can’t.
2 Write. 4 Can Sandra ride a bike? Yes, she can.
Activity Book page 20 5 Can Rob sing? Yes, he can.
• To demonstrate how to complete the activity, point to the 6 Can Emma play the guitar? No, she can’t.
pictures in the first thought bubble and ask a volunteer to 7 Can Tim play the drums? Yes, he can.
use these to say sentences. 8 Can Rosa dance? Yes, she can.
• The pupils write sentences for both thought bubbles.
answers
1 She can ride a horse and she can ride a bike, but she
can’t play the piano.
2 He can skate and he can play basketball, but he can’t
play tennis.
Remember!
• Draw attention to the Remember! box. Remind the pupils
that they can use it as a reference for Activity 2. Can
anyone remember what can’t is short for? (Cannot.)
Explorer’s Quest
Answer
o (olives)

Unit 2 cross-curricular cards, CD1 track 51, Unit 2 flashcards Set 1: play the piano, play the violin,
Objectives
play the drums, play the recorder
Understand a cross-curricular text.
• Show the cross-curricular cards and ask the questions on
Learn about world music.
each. Play the recording on cross-curricular card 2. Ask if
Language any of the pupils can dance Flamenco or play the guitar.
Cross-curricular: India, sitar, Nigeria, shaker, animal skin, • Now ask Do you like music? Say Can you name some
armadillo, sea shells, South America musical instruments? Show the Unit 2 flashcards that
Revised: music, instrument, guitar, drums, wood, plant, show musical instruments and mime others, such as
flute, big, small guitar, trumpet, flute.
Passive: traditional, special • Explain that the pupils are going to listen to and learn
about music from different countries, played on
traditional instruments.
Class Book
1 Answer the question. Then listen, read and check.

$ 1•52

• With books open, read the question. Ask the pupils to look
at the photos and make suggestions for the answer. Write
them on the board.
• Play the recording. The pupils follow in their books,
pointing to the instruments.
• Elicit the answer and check the suggestions on the board
to see if any of the guesses coincide.
answer
India, South America, Nigeria
• Say Point to the wood / the animal skin / the plant / the
Class Book
sea shells / the shaker. Check the pupils’ understanding of

these words and concepts.
• Ask questions about the text, allowing the pupils to
use L1 where necessary. Ask What are the traditional
drums made from? (Wood and animal skin.) What are the
traditional guitars made from? (Armadillo shells.) What are
the shakers made from? (A plant and sea shells.)
2 Read and listen again. Say India, South America

or Nigeria. $ 1•52
Explain that the pupils need to listen carefully to work
out which country/continent the sentences refer to.
• Ask volunteers to read the sentences. The pupils say the
corresponding country/continent.
Answers
1 South America 2 Nigeria 3 India 4 Nigeria
Activity Book

Explore the Internet with your teacher. Goodbye
Class Book page 25
CD1 track 51
suitable for this activity and suggest these to the pupils. • Play the recording and pause after each section of music
for the pupils to name the countries and the instruments.
• Ask a volunteer to read the question Which instruments do
people use to play reggae music? Set the pupils to work to • Then say Goodbye!
find the answer, referring to the websites you’ve suggested.
More activities
possible answer
drums, guitars, keyboards
Reinforcement
teaching tip: The pupils are a knowledge resource: • Tell the class that you are thinking about the different
sharing their knowledge makes them feel valued and instruments from today’s lesson. Write one on the board
respected. Ask the pupils if they have any musical in jumbled letters, such as tarsi (sitar). The class works out
instruments from different countries at home. Encourage which instrument it is. Ask a volunteer to come to the
them to talk about the instrument. Whose is it? What’s front and write out the word.
it made of? Who plays it? You may like to invite them to • The pupils now make jumbled instrument words for
bring in the instruments or to find a picture of them on their partner.
the Internet.
Extension
Unit 2 cross-curricular worksheet
Activity Book
activity 2 Answers
(Pupil’s own answers)
1 Match the instruments with the countries.
Activity Book page 21, Class Book page 25 DVD cross-curricular
• With books open, ask volunteers to read the country/ Unit 2 DVD cross-curricular worksheet, DVD Unit 2 cross-curricular
continent names on the map and the instruments in • There are cross-curricular clips on the DVD, supported
the boxes. by a worksheet available to download from the Explorers
• The pupils draw a line linking the instruments to the website (see page 11), that you may now wish to use with
appropriate country/continent, referring to their Class your pupils.
Books, if needed.
Fast finishers
Answers
1 India 2 South America 3 Nigeria
2 Find and write the black and the orange words. then ask the pupils to complete the task.
Complete the sentences.
• Look at example 1. Explain that they must write the word
with the black letters and then the word with the orange
letters (animal skin and India) first. They use these to
complete the sentences.
• The pupils continue independently.
Answers
1 India / animal skin 2 drums / wood 3 shakers / plant
4 guitars / armadillos
Explorer’s Quest
Answers
t (train)
Unit 2 secret word: scooter

Unit 2 Lesson 7
Objectives
Consider the importance of being a good neighbour.
Language
Active: play the drums, play the recorder, play tennis, play
computer games, play the piano, skateboard, paint
Revised: guitar, sing, dance, rollerblade, sister, I’ve got
(a new guitar). I can (play the guitar). I can’t (skateboard).
Passive: practise, singer, band, friends, neighbour, keyboard,
concert, fantastic
Activity Book
Starting the lesson
CD1 track 1
• Ask the class if they can remember the instruments from
the previous lesson. (Drum, sitar, shaker, etc.) Write them
on the board and read through the list together.
• Explain that, in today’s lesson, the class is going to explore
a musical theme with British children, Jack and Hannah,
and Hannah’s band. What instruments do the pupils think
they will see in the band? Elicit some instrument names.
Class Book
Class Book

• With books open, play the recording. The pupils listen and
follow in their books, pointing to the different items as
they are mentioned.
• Play the recording again. Pause before the key words, such
as guitar and band. Elicit the words from the class, then
continue the CD so they can check.
Culture point: Music and young people

Pupils have music lessons in Primary and Secondary schools
in Britain. Many schools also have school orchestras. Pupils
often learn to play an instrument through private lessons
outside of school time. Popular instruments include the
violin, guitar and flute.
Many schools hold concerts at the end of the school term
or year, where parents come to watch their children perform
solo or as part of the school orchestra. There may also be a
Class Book
chance for bands formed by school friends to perform.

2 Answer the questions. 2 Read. Draw and write.
Class Book pages 26 and 27 Activity Book page 22
• Ask two volunteers to read the questions. Ask the whole • The pupils work in pairs, with one pupil reading the text
class or individuals to answer. and the other pupil pointing to the items in the picture.
answers • They draw themselves and a friend, with small pictures to
Four represent the activities that they can or can’t do.
Hannah, Harry, Lisa and Dan • Write the text from the example on the board and discuss
• Encourage the pupils to study the photos and ask more which words the pupils might change in their own
questions, for example What has Jack got? (A new guitar.) versions. Underline these in colour.
Can Hannah sing/dance? (Yes, she can.) What can Harry/ • Elicit a list of words that the pupils might use.
Lisa/Dan play? (The guitar. / The keyboard. / The drums.) • The pupils write their own version under their picture.
What is the band’s name? (Hannah and the Heroes.) Where
does it play? (At school concerts.) Goodbye
A good explorer • Ask everyone to stand up and choose an activity to mime.
Class Book page 26 Call out an activity, such as Play the recorder. Everyone
• Focus on the A good explorer section. Ask individuals to who is miming playing the recorder says Goodbye! and
read the sentences. sits down.
• Ask the class why they should not play their music too • Continue until you have guessed all of the instruments and
loudly. Encourage discussion about being considerate everyone has said Goodbye!
towards neighbours.
More activities
teaCHING TIP: Living in a community requires neighbours
to be aware of each other and to treat each other with Reinforcement
respect. Discuss being a good neighbour with the pupils.
Can they add other suggestions? It may be easier to
identify what bad neighbours do and build the concept • Display the poster. Ask the pupils to name as many
of a good neighbour from there. activities as they can. (Play the recorder, ride a horse, paint,
draw, skateboard, etc.) Point out the posters on the tree.
(Play the drums, dive, etc.)
Activity Book • Ask the pupils to describe characters in the poster and say
sentences, such as She can play the recorder. Other pupils
1 Look at Class Book pages 26 and 27. Tick ✓ Yes point to the characters on the poster.
or No.
Extension
Activity Book page 22, Class Book pages 26 and 27
Come and explore! pages / Quest poster
• With books open, point to the Learn to learn sign and
tell the pupils that they are going to learn how to help • Ask the pupils to look at the Come and explore! pages or
themselves with their reading. the Quest poster and focus on the activities that they can
see. (Play tennis, ride a horse, run, etc.)
• Ask a volunteer to read the first sentence: Jack has got
an electric guitar. Then say Hands up for ‘Yes’. Hands up • Ask the pupils to work in pairs and write a list of these activities.
for ‘No’. Ask a pupil to say the Class Book picture number • When everyone has finished, elicit the activities and write
where we see Jack with his guitar. (1.) them on the board.
• The pupils complete the activity, checking the Class Book Fast finishers
Answers
1 No 2 No 3 Yes 4 No 5 Yes 6 Yes
LEARN TO LEARN: Scanning a text for information

Tell the pupils to look quickly at the Class Book text to find
the information they need to answer the Yes/No questions
in the Activity Book. As the pupils become familiar with
the concept of scanning text, gradually encourage them
to scan for specific words before reading full sentences.

Unit 2 flashcards Sets 1 and 2, Unit 2 wordcards Set 1, CD1 track 39
Objectives
Practise a useful everyday dialogue. • Greet the class and hold up the Set 1 flashcards and
wordcards for the pupils to say the words.
• Hand out the flashcards and Set 1 wordcards. Play the
vocabulary chant. The pupils chant, and those with cards
Reflect on own learning and performance in this unit. hold them up.
Language • Display all the flashcards. Ask the class or individuals
Let’s talk!: play the guitar, play the recorder, play tennis, questions using Can you …? They reply Yes, I can. /
play computer games, sing, I can (play the guitar). I can’t No, I can’t.
(skateboard). • Ask individuals to take over your role. They can ask the
Revised: Review of Unit 2 language question to you or to other pupils.
Class Book
1 Look at Jack’s page again and find.

Say the number.
first item: band practice. Ask the class to look at the photos
or read the text and find the photo with a band practice.
• Ensure the class understands the difference between
practice, concert and lesson.
Answers
a 3 b 4 c 1 d 2

Class Book

• Point to the picture of the guitar and say to a pupil I can
play the guitar. The pupil replies I can too! or I can’t!
• Ask a pair of pupils to carry out the exchange in front of
the class.
• The pupils now practise the exchange in pairs, choosing
activities from the four pictures.
TEACHING TIP: Repetition of chunks of language is a useful

way of acquiring oral fluency. A good language learner
looks for opportunities to use the language they know.
Discuss the aims of the activity with the pupils. Raise
their awareness of the importance of practising speaking.
Encourage them to extend the activity by using other
activities they know.

Activity Book


1 Complete.
• Play the song My super sister. Encourage everyone to join
in and do suitable actions. The pupils refer to the Class
• Display the wordcards. Book for the words of the song, if necessary.
• Show the Picture Dictionary (Activity Book page 68) and • Then say Goodbye!
the stickers. Demonstrate sticking the first picture (play
basketball) and writing the phrase underneath. Remind More activities
are working.
Reinforcement
• Now demonstrate sticking the first word sticker (dive) in
• Elicit other words learned in this unit, such as band, activity 1 ANSWERS
keyboard, practice. The pupils write them in the More new 1 Helen 2 Leo 3 Eva
words … section. 4 I can dive, but I can’t play the recorder.
5 I can skateboard, but I can’t sing.
activity 2 ANSWERS
Activity Book page 23, CD1 track 55 1 b / No, she can’t. 2 a / Yes, he can. 3 c / Yes, she can.
• Go back to page 23 and look at Activity 2. 4 f / No, he can’t. 5 d / Can she paint? No, she can’t.
• Point to the pictures and play the recording. The pupils 6 e / Can he ride a horse? Yes, he can.
number the pictures.
Extension
Answers
a 4 b 2 c 1 d 5 e 3 f 6
activity 2 ANSWERS
$ 1•55 Music Centre: play the drums / play the piano /
1 Adult 1 He can skateboard. play the recorder
2 Adult 1 She can draw. Water Centre: swim / dive
3 Adult 1 He can’t skate. Sports Centre: play football / play basketball / rollerblade
4 Adult 1 She can’t skateboard.
activity 3 ANSWERS
5 Adult 1 Can she play computer games?
1 Friday 2 Wednesday 3 Thursday
Adult 2 Yes, she can.
6 Adult 1 Can she skate? activity 4 ANSWERS
Adult 2 Yes, she can. Sports Centre: ride a bike. / play tennis / tennis classes
every Tuesday.
3 Write the questions. Answer Yes, I can or Arts Centre: you can paint and draw. Can you sing? We have
No, I can’t. singing classes every Monday.
• The pupils complete the questions and write the answers Unit test
according to the tick or cross on the right. • The pupils are now ready to do the Unit 2 test. You will
find the test in the Evaluation booklet.
ANSwers
Can you play basketball? Yes, I can. Term test
Can you play the violin? No, I can’t. • The pupils are now ready to do Term test 1. You will find
the test in the Evaluation booklet.
4 Read and tick ✓.
• Explain to the pupils that they are going to think about
what they have learnt in Unit 2.
• Read the sentences and clarify their meanings, if necessary.
• The pupils tick the things that they feel they can do.
Congratulate the pupils and talk to them about their work.

The pupils reflect on the things they can do in order to begin
a gradual process of assessing where they need to improve.
5 Colour a face.
• The pupils colour the Explorer face that they feel reflects
their effort during Unit 2.

Unit 2 DVD lesson Starting the lesson
Objectives • Explain to the class that in this lesson they are going to
watch a DVD about Jack and Hannah. Ask Who can play
the guitar? (Jack.) Who can sing? (Hannah.) Who is in a
Write about which musical instruments you can/can’t play. band? (Hannah.)
Consider the importance of being a good neighbour. • Play a miming game with the class. Invite a pupil to the
Language front to mime playing a musical instrument for the class
Active: play the drums to guess.
Revised: guitar, dance, sing, sister, school, I’ve got (a new • Repeat with other pupils.
guitar). I can (play the guitar). I can’t. George (plays the First viewing
keyboard). Numbers, Colours
Passive: That’s good!, singer, band, friends, pop music,
concerts, fantastic
time they see a musical instrument. Pause the DVD for the
pupils to name the instruments.
Answers
1 True 2 True 3 False 4 True 5 False 6 True
DVD worksheet 1
1 Watch and order. Then circle.

• Focus attention on the photos. Ask What can you see?
• Explain to the class that they are going to watch the DVD
again. They must number the photo scenes in the order
they appear on the DVD.
• Play the relevant section of the DVD, pausing if necessary
DVD worksheet 1
for the pupils to number the photos.

• The pupils read the phrases below each picture and circle
the correct one.
• Go through the answers with the class.
Answers
a 3 / play the guitar b 2 / sing
c 4 / play the keyboard d 5 / play the drums
e 6 / school concert f 1 / guitar lesson
2 Read and circle. Match.

Unit 2 DVD worksheet 1
• Focus attention on the pictures. Point to each one and ask
Who can you see?
• Read the first sentence with the class. Ask When does Jack
have guitar lessons? (On Saturdays.)
• The pupils read the rest of the sentences and circle the
correct words.
• They match the sentences with the correct pictures.
answers
DVD worksheet 2
1 Saturdays / e 2 can / d 3 blue / a 4 keyboard / b

5 can / c

DVD worksheet 2 $ DVD Unit 2 Let’s explore!
Jack I’ve got a new guitar. I have guitar lessons on Saturdays.
1 What can you do? Tick ✓ or cross ✗. Then write. This is me with my guitar teacher.
Teacher That’s good, Jack. Well done!
Jack I can play the guitar!
• Read through the wordpools and then point to each Teacher I can too!
picture for the pupils to name the activity. Jack My sister Hannah’s a singer. She can sing well. She can dance
• Ask the pupils to put a tick or cross in each column to well too.
show what they can/can’t do. Jack Hannah’s in a band with three friends. Listen to Hannah sing!
• The pupils use the table to make sentences with I can … Hannah (singing) Friends will always find a way …
and I can’t … Jack Great!
• Go through the activity with the class. Ask individual Hannah I can sing!
pupils to read their sentences aloud. Jack I can’t!
Jack Here are Hannah’s friends: Lisa, Harry and Dan.
Answers
Jack Lisa plays the keyboard.
Jack Harry can play the guitar. He’s got a blue electric guitar.
2 Tick ✓ the correct picture. Jack Cool!
Jack And Dan plays the drums. They practise every day.
Jack The band’s name is Hannah and The Heroes. They play pop
• Focus attention on the pictures. Ask What can you see? music. Hannah and The Heroes play at school concerts. They’re
Elicit the word neighbour. Point to each picture and ask fantastic!
Is he a good neighbour? Teacher Please give a very warm welcome, boys and girls, to the
• The pupils tick the picture that shows the good neighbour. one and only … the fantastic … Hannah and The Heroes!
• Go through the answer with the class.
answer Goodbye
2 • Write the words guitar, electric guitar, keyboard and drums
3 Draw two more pictures. on the board. Read through the list with the class. Ask the
pupils to choose an instrument, perhaps one that they
would like to play.
• Ask the pupils to draw two more pictures: one showing a • Say Stand up (keyboards)! The pupils who chose keyboard
good explorer being a good neighbour and one showing
stand up. Continue until everyone is standing, then say
a bad explorer.
Goodbye!
4 Write.
• Read the text in the speech bubble with the class.
the sentence.
answer
A good explorer is a good neighbour.

Lesson 1
Objectives
Revise the language of Units 1 and 2 in the context
of a story.
Language
Active/Revised: twenty, football, thank you, Can you (see
the planet)? No, I can’t. Have you got (a map)? Yes, I have.
It’s/I’ve got (the camera). I haven’t got (my football).
Passive: space, explorer(s), minutes, alien, Quick!,
information, Wait! Look! Come here! Let’s go!
Activity Book
Starting the lesson
CD1 track 46, Class Book pages 23, 28 and 29
• Greet the class and play the song My super sister.
Encourage the pupils to sing along and mime. The pupils
refer to the Class Book for the words of the song,
if necessary.
• Explain to the class that they are going to listen to a story
about space explorers who land on another planet and
encounter some aliens. Ask the pupils what they think the
aliens will be able to do.
Class Book
• With books open, focus on the characters at the top of the

page in the title strip and ask Who’s this? Help the class to
read the names. Ask What’s the name of the spaceship?
(The Explorer.)
• Name some items from the story pictures and write
them on the board. The pupils find the items and say the
picture numbers. For example, say football (Pictures 2, 9,
10 and 12.), binoculars (Picture 3.), map (Picture 4.), camera
(Pictures 7 and 10.), pen and notebook (Pictures 5 and 11.)
Class Book

• Explain to the class that they are now going to listen to the
first story about the space explorers (there are three stories
in all). Tell them not to worry if they don’t understand every
word – they will listen to the story again.
• Ask the pupils Can the aliens play football? Tell the class
that they can find out by listening and reading.
Class Book
74 Space Explorers 1 • Lesson 1

• Play the recording while the pupils listen and follow in More activities
their books.
• Elicit the answer to the question. Reinforcement
Answer Class Book pages 28 and 29
Yes • Focus on the story pictures. Say a letter, such as c and ask
• Play the story again and ask questions to check the pupils to name words from the story beginning with
comprehension. Ask What can Kitty see in picture 1? (The this letter. (Camera, cat.)
planet.) Has Kitty got a map? (Yes.) What has Jim got? (A • Continue with different letters.
pen and notebook.) Has Mac got a camera? (No.) What has
the alien got? (The camera.) Has Jim got the football now? Extension
(No.) Who has got the football? (The aliens.) Can the aliens Class Book pages 28 and 29, sheets of paper, scissors
play football? (Yes.) • Ask the pupils to choose a sentence from the story
without showing their partner. They write the sentence
Activity Book on their sheet of paper, with enough space around each
word to cut it out.
1 Match. • They cut out the words and mix them up. Their partner
Activity Book page 24, Class Book pages 28 and 29 must order the words to make the sentence.
• With books open, ask volunteers to name the characters
in the pictures. Then ask others to read the names below.
• Demonstrate matching the first picture to the corresponding
name. (Mac.) The pupils continue the activity.
ANSWERS
1 Mac 2 Kitty 3 Jim 4 Sally 5 The Explorer
2 Who’s speaking? Write the names.

• Ask the class or individuals to read the speech bubbles.
Ask Who’s speaking? The pupils find the same sentences
in the story in the Class Book. They write the speaker’s
name under the speech bubble.
ANSWERS
1 Jim 2 Sally 3 Mac 4 Kitty
3 What’s missing? Write the number.

• Demonstrate looking carefully at the first picture and
explain that an item is missing. Tell the pupils to find
the equivalent picture in the story in the Class Book and
identify the item.
• Demonstrate writing the picture number next to the word
for the missing item.
ANSWERS
alien, 4 /
map, 2 /
football, 1 /
planet, 5 /
notebook, 6 /
camera, 3
Goodbye
• Ask everyone to choose a character from the story.
• Say Goodbye, Mac! The pupils who chose Mac all stand up
and say Goodbye! Continue naming all of the characters
until everyone has said Goodbye!
Space Explorers 1 • Lesson 1 75

Space Explorers 1 Lesson 2
Objectives
Extend comprehension by acting out a story.
Sequence pictures from a story.
Order sentences about a story.
Language
Active/Revised: explorers, twenty, football, thank you,
rucksack, skateboard, binoculars, rollerblades, tennis (ball),
pencil, Can you (see the planet)? No, I can’t. Have you got (a
map)? Yes, I have. It’s/I’ve got (the camera). I haven’t got (my
football). I can’t (play football). I can (run).
Passive: space, minutes, alien, Quick!, information, Wait!
Look! Help! Come here! Let’s go!
Activity Book
Starting the lesson
Units 1–3 Vocabulary poster, CD1 track 56
• Greet the class and display the poster. Ask volunteers
to name items that they can see in the classroom or on
posters around the room. The rest of the class points to
the items or pictures.
• Remind the class of the Space Explorers story and elicit the
characters’ names.
• Ask the pupils if they can remember what the characters
took with them to the planet. (A football, a map, binoculars,
a pen, a notebook, a camera.)
Class Book
• Play the story recording from the last lesson.

• Ask further questions about the story, such as Where is the
spaceship The Explorer? (On a planet.) Are there aliens on
the planet? (Yes.) Do the aliens like football? (Yes.)
Activity Book

• With books open, the pupils look at the pictures of the
story characters.
• Play the recording. The pupils listen and number the
pictures in the correct order.
ANSWERS
(from left to right) 2, 1, 4, 3, 6, 5
$ 1•57
1 Kitty Hurrah! Let’s explore! I’ve got a camera, a rucksack and a
skateboard.
2 Jim I’ve got binoculars and rollerblades. Oh, no! Help!
Class Book
3 Alien 1 There’s a tennis ball, but I can’t play tennis.

4 Mac I’ve got a notebook, but I haven’t got a pencil!
Wait, alien!
5 Sally Look here, alien! I’ve got a camera.
6 Alien 2 Ha ha! I’ve got the pencil and I can run. Bye bye!

2 Look at the picture in Activity 1. Write
the answers.
• Ask a volunteer to read the answers in the wordpool.
• Ask the whole class or individuals to ask and answer the
four questions.
• The pupils write the answers in the speech bubbles.
ANSWERS
1 Yes, I have. 2 No, I haven’t. 3 Yes, I can.
4 No, I can’t.
3 Write and number.

• Ask the class to work out the correct order of the words,
then write the first sentence.
• They then write the sentence number next to the
corresponding picture below.
• The pupils continue with the rest of the sentences.
ANSWERS
1 I’ve got a camera. 2 I can skateboard.
3 I haven’t got binoculars. 4 I can’t play tennis.
a 4 b 2 c 1 d 3
Goodbye
• Ask the class if they can remember what Sally says when
it’s time to go, as they are about to enter the spaceship.
(Let’s go!)
• Say Let’s go! The pupils repeat, then say Goodbye!
More activities
Reinforcement
Quest poster
• Focus attention on the poster.
• Say a grid reference, for example G12, and ask a pupil to
find and say the phrase. (Play tennis.)
• Repeat the procedure, focusing on language from Units 1
and 2 and involving as many pupils as possible.
Extension
• Ask the pupils to choose two characters from the story and
write sentences for them. For example, Kitty: I’ve got a map.
• The pupils swap sheets with their partners, who read the
sentences and find the characters.

2 Read more!
The United States Starting the lesson
Unit 2 flashcards Set 1, Class Book page 30
Objectives
Use the language of Unit 2 to discover more about the • Greet the class and ask the pupils to name sports that
real world. they know in English and use the flashcards to prompt
play football/basketball/tennis, etc.
Read and understand a text about sport in the United States.
• With books open, explain to the class that in this lesson
Further develop reading, writing and vocabulary skills.
they are going to learn about a country. Ask What country
Find out more about children’s lives in other countries. is it? (The United States.)
Language • Point to the world map on the top, right-hand corner
Active: play basketball, play (American) football of the page. Ask the pupils to point to the United States
Revised: ball, big, trousers, T-shirt, small, I’m (Sammy). (highlighted in orange). If you have other world maps in
I like / don’t like (sport). I can / He can’t (play baseball). the classroom, ask volunteers to find it on those too.
I’ve got (a bat). This is (my brother). • Ask What can you see in the photos? The pupils name the
Passive: sport, special helmets, watch, television, stadium, items that they know in English.
family, south, I live (in the United States). We play (lots of sport).
Class Book

• Ask questions about the text, such as What is Sammy’s
favourite sport? (Baseball.) Can Aaron play basketball?
(Yes, he can.) What do American football players wear?
(Trousers, T-shirts and special helmets.)
2 Read and circle.

Class Book
possible sentence endings. Point to the map on page 30

and the class says the correct option. (North America.)
Answers
1 North America 2 baseball 3 a baseball bat
4 can play basketball 5 have got helmets
6 watch American football
3 Find and write the black and orange words.

Complete the sentences.
Class Book page 31
• Focus on the first example and demonstrate identifying
the words formed by the black letters and the orange
letters (people and sport).
• Ask a pupil to read the completed example sentence.
• The pupils continue the activity, working out the words
and completing the sentences.
Answers
Class Book
1 people, sport 2 baseball, bat 3 basketball, school

4 football, helmets
78 Unit 2 Read more! • The United States

4 Write.
Class Book page 31
• Ask the class some questions about their own country.
Say What sports do people play in this country? What
sports do people watch on television in this country?
What can you play? What can’t you play? What is your
favourite sport?
TEACHING TIP: Certain sports form part of a culture’s

identity. Ask the pupils if they know of any other sports
that are played in different parts of the world, but are not
(or are a minority sport) in their own country. For example,
cricket and rugby are played in England and its ex-colonies,
ice hockey is played in Russia and the United States, certain
martial arts are connected to different Asian countries.
Goodbye
• Ask the class to think about what they would do if they
went to the United States.
• Elicit a list of activities, then say Goodbye!
Unit 2 Read more! • The United States 79

3 Clothes
CD1 tracks 1 and 8
Objectives
• Review the alphabet. Encourage each pupil to say a letter,
Revise the structure I’m wearing (sunglasses).
and write each one on the board.
Practise the new vocabulary and revised structure in
• Repeat the activity, but this time ask the pupils if they can
also say a word in English for each letter.
Language
Active: sunglasses, sandals, swimsuit, jeans, scarf, raincoat, Vocabulary presentation
woolly hat, gloves
Revised: new, shorts, I’m wearing (sunglasses). Colours
new topic.
• Show the female Explorer figure and say Our Explorer is
playing with clothes. Look at the pictures in her rucksack.
• Ask the class what clothes they already know in English,
and elicit a list of words on the board.
• Display the flashcards. Play the recording again. The pupils
point to the flashcards and repeat the words. Are any of
the words listed on the board?
Class Book
1 Chant. $ 1•60
Class Book
• The pupils look at the items in the left-hand column

and point to each one as they hear it.
$ 1•60
I’m wearing sunglasses.
I’m wearing sandals too.
I’m wearing a swimsuit.
I’m wearing jeans. They’re blue.
I’m wearing a scarf.
I’m wearing a raincoat too.
I’m wearing a woolly hat.
I’m wearing gloves. They’re new.
Activity Book

2 Listen and say the name. $ 1•61 2 Complete. Then write the mystery word
Class Book page 32, CD1 track 61 and draw.
• Ask the pupils to look at the big picture. Ask What can Activity Book page 26, Unit 3 wordcards Set 1
you see? Elicit the items of clothing and the characters. • Distribute the wordcards to different pupils. Say each
• Play the first line of the recording. Ask Who’s speaking? number. Volunteers name the picture and hold up the
(Sophie.) Everyone points to the picture of Sophie in the correct wordcard.
yellow raincoat. • The pupils write the words in the grid.
• Continue, with the pupils pointing to the speaker and • The pupils find the mystery word by writing the
saying the name after each line. letters from the shaded and numbered boxes on the
dashes below.
$ 1•61 • They draw a picture of the mystery word (sunglasses)
Sophie I’m wearing a yellow raincoat.
in the box.
Sam I’m wearing red gloves.
Nick I’m wearing blue shorts. ANSWERS
Lucy I’m wearing a pink swimsuit. 1 jeans 2 sandals 3 raincoat 4 scarf 5 woolly hat
Carla I’m wearing a green scarf. 6 swimsuit 7 gloves
Mike I’m wearing blue jeans. Mystery word: sunglasses

• Focus on the photos at the bottom of the page. Play the • Say each of the eight new items of clothing. The pupils
mime putting on or wearing the item each time. Then
they say them using I’m wearing …
• Repeat the procedure. This time, the pupils mime wearing
sunglasses when the boy speaks.
• Continue until it is time to say Goodbye!
teaching tip: Making sentences that are relevant to

4 Play the mime game.
themselves and their lives helps the pupils to acquire the
Class Book page 32
target language. Encourage the pupils to tell you what
• Say I’m wearing …, then mime putting on or wearing they are wearing. You may like to make it into a game by
gloves. Encourage the class or individuals to call out gloves. telling them to give one piece of false information that
• Invite volunteers to do the same, choosing different clothes. the rest of the pupils have to discover.
• The pupils play in pairs, miming and naming the clothes.
More activities
Activity Book
Reinforcement
1 Write the number.
• Distribute the flashcards and wordcards to pairs or individuals.
wordcards. Point to and read each wordcard. The pupil • The pupils find the pair or individual with the
with the corresponding flashcard stands up and places it corresponding wordcard or flashcard.
next to the wordcard. Extension
• With books open, ask volunteers to read the clothes words Unit 3 flashcards Set 1
in Activity 1. The class calls out the number for each item.
• Hand out the flashcards and ask the pupils to pass them
• The pupils write the numbers in the circles next to around quickly.
the words.
• Say Stop! Then say Sunglasses. The pupil with the
answers sunglasses card holds it up and says I’m wearing sunglasses.
gloves, 6 / scarf, 5 / woolly hat, 3 / swimsuit, 1 / sandals, 8 /
raincoat, 2 / sunglasses, 4 / jeans, 7 Fast finishers

Objectives
What’s he/she (doing/wearing)? He’s/She’s (skating / wearing wordcards. Play the vocabulary chant. The pupils with
a scarf ). cards hold them up and everyone chants and mimes.
Class Book
Practise the structure in an elimination game.
1 Listen and read. Then listen and repeat. $ 1•63
Language Class Book page 33, CD1 track 63
Active: scarf, woolly hat, gloves, jeans, swimsuit, sandals, • With books open, play the recording. The pupils listen
sunglasses, raincoat, Lucy is wearing (trousers). What’s he/she and follow.
doing/wearing? He’s/She’s (skating). He’s wearing (a scarf ). • Play the second version of the recording, pausing
Revised: trousers, big, shoes, coat, jumper, umbrella, boots, after each line for the class to repeat. Check that they
skate (skating), play(ing) football, play(ing) the recorder, understand that Sam and Sophie are looking out of the
jump(ing), Is it (a boy or a girl)? It’s (Mike)! Colours window at Lucy.
• Play the second version of the recording again. This time, the
boys repeat Sam’s lines and the girls repeat Sophie’s lines.
• Ask three pupils to come to the front to act out the
dialogue. The pupils act out the lines, with Lucy
pretending to show off her funny trousers and trying
to skate.
2 Play the game.

Class Book page 33
• Demonstrate the game by asking a pupil to choose one
of the characters in the four pictures. Ask Is it a boy or a
girl? The pupil answers. Continue asking What’s he/she
wearing?, and then What’s he/she doing? until the class
can identify who it is.
a character and the class asking questions.
Class Book
teaching tip: Accuracy can be essential to avoid

communication breakdown: this is the case with the
correct use of the subject pronouns he and she. Ensure
that the pupils are clear about the use of the pronouns
before they start the activity. Ask them what would
happen if they used the wrong pronoun. You may like to
add careful use of language to the pairwork poster.
Activity Book
1 Listen and tick ✓ A or B. $ 1•64

Activity Book page 27, CD1 track 64, weather flashcards (First Explorers 1)
• Review the weather with the flashcards. For each one ask
What’s the weather like?
• With books open, point to the pictures and ask What’s the
weather like? What’s he/she wearing? What’s he/she doing?
• Point to the Learn to learn sign and tell the pupils that they
Activity Book
can help themselves improve their listening.

• Explain that they are now going to listen to a description, Goodbye
which will be of either picture A or picture B. Play the
recording. The pupils tick A or B. Play the recording again Class Book page 33
to check answers. • Ask the pupils to look at the pictures in Activity 2 on
Answers
page 33. Encourage them to pick one of the actions
1 A 2 B 3 B 4 A and mime doing it.
• Explain that you have chosen a boy or a girl in the class
$ 1•64 and the pupils must find out who it is by asking What’s
1 Girl What’s he wearing? he/she doing? (Tell them first whether it’s a boy or a girl.)
Boy He’s wearing a raincoat and a woolly hat. • Encourage individuals to ask What’s he/she doing?
2 Boy What’s he wearing? Answer with an action each time until they can identify
Girl He’s wearing jeans and a scarf. the boy or girl.
Boy What’s he doing? • Continue until it is time to say Goodbye!
Girl He’s skating.
3 Girl What’s she wearing?
Boy She’s wearing a swimsuit and sunglasses.
More activities
4 Boy What’s she wearing?
Girl She’s wearing jeans and a T-shirt. Reinforcement
Boy What’s she doing? Unit 3 reinforcement worksheet 1
Girl She’s playing football. Activity 1 Answers
1 woolly hat 2 raincoat 3 swimsuit 4 sandals
learn to learn: Improve your listening
5 sunglasses 6 scarf 7 jeans 8 gloves
Ask the pupils to predict the sorts of things that they might
hear in the listening task by looking at the illustrations. o
s r f
2 Follow and write. n j a a n t r
r a i n c o a t d
i t z d c u p t j
• Ask a volunteer to read the first example question.
Demonstrate following the lines, saying the answer as you e i f p a g l o v e s
do so. The pupils complete the answer. s u n g l a s s e s i
s w i m s u i t j e r
• The pupils complete the other questions using What’s
he/she wearing? They follow the lines to find and write l p j e a n s e t
the answer. w o o l l y h a t
• The pupils then ask and answer the questions in pairs. i s c a r f s
r y v
answers j
1 What’s he wearing? He’s wearing a woolly hat, gloves
and a scarf. Activity 2 Answers
2 What’s she wearing? She’s wearing a swimsuit, sandals 1 What’s she wearing? She’s wearing jeans and a scarf.
and sunglasses. 2 What’s he wearing? He’s wearing sunglasses and a
3 What’s he wearing? He’s wearing a scarf, jeans and woolly hat.
a raincoat. 3 What’s he wearing? He’s wearing a raincoat and sandals.
4 What’s she wearing? She’s wearing a swimsuit and gloves.
Remember!
Activity Book page 27 Extension
• Draw attention to the Remember! box. The pupils can use Unit 3 extension worksheet 1
it as a reference for Activity 2. Explain that He is and She is, Activity 1 Answers
and He’s and She’s, are correct, but He’s and She’s are more 1 orange sandals / blue jeans.
commonly used as they are quicker and shorter. 2 a (red) swimsuit / (yellow) sunglasses / (pink) sandals
playing tennis
Explorer’s Quest 3 (Pupil’s own answer)
4 (Pupil’s own answer)
• The pupils find the item in the grid reference and write Activity 2 Answers
the first letter in the Unit 3 Lesson 2 Quest puzzle at the 1 wearing? / a raincoat.
back of their Activity Books. 2 wearing? / jeans / a scarf
3 What’s she wearing? She’s wearing sandals and a swimsuit.
Answer 4 What’s he wearing? He’s wearing jeans and sunglasses.
d (dog)

Objectives
Language everyone chants and mimes putting on the clothing item.
Active: swimsuit, sandals, scarf, sunglasses, jeans, gloves, • Invite a volunteer to the front. Ask What’s (Carl) wearing?
woolly hat, What’s (Nick) wearing? He’s/She’s wearing (a Elicit answers using He’s wearing …
raincoat). What are you doing? He’s/She’s (skating).
Revised: hat, hot, cold, rainy, boots, shoes, shorts, jumper, Class Book
T-shirt, play(ing) football, What’s the weather like today?
It’s (sunny). No, he isn’t. He’s got (an umbrella). Colours 1 Listen and read. $ 1•65
Passive: water fight, concert, birthday party, Wait a minute! I Class Book page 34, CD1 track 65
don’t understand. Oh no! Now I understand! • With books open, ask a volunteer to read the title of the
story. Ask the pupils to remind you what the characters
were doing in Lessons 1 and 2. (Dressing up.)
• Tell the pupils to look at the pictures. Ask What’s Nick
wearing? (He’s wearing a raincoat and a hat.) What’s Lucy
wearing? (She’s wearing a raincoat and boots.) What are
Nick and Lucy doing? (Playing with water.) Explain the
meaning of umbrella and, if necessary, clarify the meaning
of water fight.
• Ask the class what weather conditions they think will be
in the story and write their suggestions on the board.
Tell them that they can find the answer by listening and
reading. Play the story recording. The pupils listen and
follow in their books.
• Elicit the answer to the question and compare them
with the words and phrases on the board to see if
they coincide.
answer
It’s sunny. / It’s hot.
Class Book
• Ask questions to check comprehension. What has Sam

got? (An umbrella.) What are they doing? (Having a
water fight.)
to repeat.
• Divide the class into groups of three, one for each
speaking character. Play the recording once more, with
each group repeating their character’s lines.
2 Act.
• Ask five pupils to take the roles of Sam, Sophie, Mike, Lucy
and Nick. Invite them to the front to demonstrate acting
out the story.
lines, joining in with the words as much as possible. They
pretend to wear the clothes mentioned in the recording.
• Divide the class into groups of five. Each group acts
out the story. (Lucy and Sam don’t speak, but Lucy can
Activity Book
pretend to be wearing a raincoat and boots, and Sam

can demonstrate an imaginary umbrella. They also mime
the water fight with Nick.) Encourage the pupils to use
gestures and expressions.

1 Read and circle A, B or C.
• Play Can I have the …, please. (see the Ideas bank). Then
Activity Book page 28, Class Book page 34
say Goodbye!
• With books open, ask a volunteer to read the beginning
of sentence 1 and the three options. The class decides More activities
whether they should circle A, B or C.
• Ask the pupils to check the story in their Class Books and
Reinforcement
then circle A, B or C for each sentence.
• Check the activity by asking the pupils to read the
correct sentences. Activity 2 Answers
1 What’s Nick wearing? 2 He’s wearing a raincoat.
answers
3 And he’s wearing a hat.
1 B 2 A 3 A 4 B 5 C
Activity 3 Answers
learn to learn: Multiple-choice questions can be (Pupil’s own answers and drawing)
challenging for some pupils, as they are sometimes
activity 4 answers
confused by the options. Suggest the following strategy:
1 He’s got an umbrella.
read the three choices and select the one that they think is
2 An umbrella? What are you doing?
correct without looking back at the Class Book. When they
3 It’s hot and sunny today.
have completed them all, tell them to check their answers
against the story. After the activity, discuss the strategy with Extension
the pupils and ask them how they could modify it. • Write one of the clothes items on the board, but with the
letters mixed up.
2 Read and draw. Then write. • The pupils guess what it is. When they guess correctly, ask
Activity Book page 28 a volunteer to write out the word on the board. Everyone
• Ask volunteers to read the questions and answers. The mimes putting on the clothes item.
pupils draw clothes on to the appropriate characters,
according to the answers given. Fast finishers
• Ask individuals to say an extra He’s/She’s wearing … Activity Book page 28, sheets of paper
sentence about each character. Give everyone time to • Help the pupils to read the task at the bottom of the page,
write an extra sentence in the three bubbles. Point out then ask the pupils to complete the task.
the Remember? items on the right.
• Then ask the pupils to identify what activities Lucy and
Nick are doing by asking What’s he/she doing? The pupils
write their answers in each bubble.
• Ask a pair of pupils to ask and answer the questions in
front of the class.
• The pupils do the same in pairs.
possible answers
Sam: He’s wearing boots. He’s wearing a scarf.
Sophie: She’s wearing sunglasses. She’s wearing (a hat /
a jumper / shorts / sandals).
Lucy: She’s wearing jeans. She’s wearing (sunglasses /
a T-shirt / gloves / a woolly hat). She’s skating.
Nick: He’s wearing a woolly hat. He’s wearing (a T-shirt / shorts /
shoes). He’s playing football.
Explorer’s Quest
Answer
r (rucksack)

Objectives • Greet the class and draw a sun on the board. Say It’s a …
day. and elicit sunny. Continue saying I’m wearing …
Present and practise the second new set of vocabulary.
and encourage the class to suggest clothes suitable for a
Revise the structure Is it (autumn)? sunny day.
Practise the vocabulary and revised structure in a song. • Repeat for It’s a rainy/snowy/windy day.
Practise the vocabulary in a game with a cut-out.
Active: summer, autumn, winter, spring, sandals, gloves, Explorer figure, Rucksack: Unit 3 flashcards Set 2, CD1 track 66
jeans, I’m (playing). He’s wearing (a scarf ). • Ask a pupil to hold up the Explorer figure. Play the
Revised: in, park, hot, sunny, leaves, windy, snow(y), cold, recording, pulling the relevant flashcard out of the
jump(ing), rain(y), warm, boots, I’m wearing (sandals). Is it rucksack each time. The pupils look, listen and repeat.
(autumn)? It’s (summer). Yes, it is. • Display the flashcards. Play the recording again. The
Passive: all day, puddles, The clothes are the same. pupils point to the flashcards and repeat the words.
• Explain the meaning of the word seasons. Ask Which
season is it now? What’s the weather like in (winter)?
Class Book
1 Look, listen and point. $ 1•66

• Say numbers 1–4. The pupils point to the picture and say
the corresponding season.

• Play the song The seasons. The pupils listen and point to
the season pictures as they are mentioned.
with flashcards hold them up. Encourage the class to join
Class Book
in with the song and to mime an action for each season.

• Play the song again, pausing after each question Is it
(autumn)? The class sings the answer No, it’s (summer).
teaching tip: Choosing the right clothes requires the

pupils to be aware of the weather in the different seasons.
Write the names of the seasons on the board and invite
the pupils to suggest suitable clothes and actions for each.

in pairs.
and the girls repeat the girl’s lines.

Activity Book
Class Book page 35, Activity Book page 77, scissors, coloured pens/pencils, books
• Show Activity Book page 77 and demonstrate how to cut
along the dotted lines to make a selection of cards with
faces, clothes and footwear. The pupils also cut out the
season cards.
• Ask the pupils to colour the cards. As they are working, ask
Is it a boy or girl? What’s he/she wearing? Is it (winter)?

• The pupils play in pairs. They place a barrier, such as a book, Goodbye
between them so they cannot see each other’s sheets.
• Pupil 1 forms a character from the cut-outs, by selecting • Say each of the four seasons, in a random order. The pupils
the head, body and feet, as well as a season card. mime a suitable action each time.
• Pupil 2 first establishes whether pupil 1 has formed a • Continue until it is time to say Goodbye!
boy or girl character and then asks questions to identify
how pupil 1 has formed the cut-outs and which season More activities
he/she has chosen. Pupil 2 forms his/her cut-outs
according to pupil 1’s description and shows them to Reinforcement
pupil 1. They compare the two cut-out characters. They Unit 3 flashcards Set 2, Unit 3 wordcards Set 2
should be the same. Encourage the pupils to use the • Distribute the flashcards and wordcards to pairs
phrase The clothes are the same. Then it is pupil 2’s turn or individuals.
to form a character, and pupil 1 asks the questions.
• Play Pairs (see the Ideas bank). Encourage the pupils
to use the structure It’s …
Activity Book
Extension
1 Write. Listen and check. $ 1•67 Unit 3 wordcards Set 2
Activity Book page 29, CD1 track 67, Unit 3 wordcards Set 2 • Hold up one of the seasons wordcards, such as autumn.
• Display the season wordcards and ask volunteers to The class names the season and suggests suitable
read them. clothes and actions. Write the clothes items on the board.
• Distribute the wordcards to groups of pupils. With books Then ask the class to say sentences using It’s (autumn). I’m
open, play the song The seasons again. The groups with wearing (jeans and a jumper). I’m (playing in the park).
wordcards stand up and hold up their card when they • Do the same for the rest of the seasons.
hear their season.
• Now ask the pupils to complete the song text using the
words in the wordpool. When they are ready, play the
song for them to check.
Answers
1 sandals, summer 2 playing, windy 3 gloves, snowy
4 jumping, rainy
2 Write the seasons.

• Ask the class to write the correct season under each
picture. Point out that there are letter clues within
the pictures.
answers
1 summer 2 autumn 3 spring 4 winter
Explorer’s Quest
Answer
e (eleven)

Objectives
Consolidate the new language while developing • Greet the class and play the song The seasons. The pupils
listening and reading skills. join in and mime suitable actions.
Identify and pronounce /s/ and /ʃ/. • The pupils refer to the Class Book for the words of the
song, if necessary.
Language
Active: summer, scarf, sunglasses, winter, swimsuit, woolly hat, Class Book
sandals, gloves, jeans, raincoat, He’s (skating). What’s he doing?
Revised: hot, sunny, coat, dress, cold, snowy, skating, playing 1 Listen and choose A or B. $ 1•69
football, jumper, boots, guitar, T-shirt, shorts, sheep, shoes, Class Book page 36, CD1 track 69
It’s (summer). I’m wearing (a green scarf ). Where’s (Nick)? Is it
• With books open, say a picture letter and elicit comments
(summer)? No, it isn’t. / Yes, it is. Colours
about that picture, for example: A (It’s winter/snowy/cold.)
Passive: silly, He’s over there! B (It’s summer/sunny/hot.)
• Play the recording. Pause after It’s hot and sunny. and ask
Is it picture A or B? (Picture B.)
• Continue, pausing after each sentence or exchange for
the class to identify the picture.
Answers
1 B 2 A 3 B 4 A 5 B 6 A 7 B
$ 1•69
1 Adult It’s summer. It’s hot and sunny.
2 Sam I’m wearing a green scarf and a yellow coat.
3 Sophie I’m wearing sunglasses and a white dress.
4 Adult It’s winter. It’s cold and snowy. He’s skating.
5 Adult She’s wearing a pink swimsuit. She’s playing football.
6 Adult He’s wearing a red jumper, boots and a woolly hat.
7 Mike Where’s Nick?
Adult He’s over there!
Mike What’s he doing?
Adult He’s playing the guitar.
Class Book
2 Read and listen. Say the season. $ 1•70

• Ask the class to read the sentences to themselves.
Play the recording, pausing so that the class can say
the season.
• The pupils work in pairs. One says a sentence, the other
pupil says the season.
Answers
1 summer 2 autumn 3 winter 4 spring
learn to learn: Good learners use their knowledge of

the world to help them understand texts. Encourage the
pupils to draw on their knowledge by inviting them to
cover the pictures and then to read the sentences and
decide which season each one represents. Then they can
uncover the pictures and check their answers.
Activity Book

• Ask everyone in the class to describe something they are
• Focus on Activity 3. Ask What can you see? Elicit sun, wearing, including the colour, for example I’m wearing (a
swimsuit, scarf and sheep, shorts, shoes.
red skirt).
• Continue until everyone has had a chance to say a
• Write sun and sheep on the board. Write the s of sun in sentence, then say Goodbye!
red and the sh of sheep in blue. Point to the two sounds
and ask the class to pronounce them. Encourage them to More activities
emphasize the difference between the sounds: for /s/ they
hiss, for /ʃ/ they place their tongue further back with their
lips slightly pursed. Reinforcement
• Ask the class to say other English words containing /s/
and /ʃ/. Write these on the board and ask individuals to Activity 1 Answers
read them. 1 windy, rainy, autumn 2 hot, sunny, summer
3 cold, snowy, winter 4 warm, rainy, spring
Activity Book Activity 2 Answers
1 Is it spring? No, it’s winter.
1 Read and write the number. 2 Is it winter? No, it’s autumn.
Activity Book page 30 3 Is it autumn? No, it’s summer.
• With books open, ask volunteers to read the dialogues. 4 Is it summer? No, it’s spring.
• The pupils write the dialogue numbers in the circles on Extension
the corresponding pictures.
Answers
2, 1 Activity 1 Answers
4, 3 1 It’s cold and snowy. It’s winter.
2 It’s warm and rainy. It’s spring.
2 Colour. Then write. 3 It’s hot and sunny. It’s summer.
Activity Book page 30, coloured pens/pencils 4 It’s windy and rainy. It’s autumn.
• Ask volunteers to read the numbers and colours. Explain Activity 2 Answers
that this is the colour key. The pupils colour the pictures 1 He’s wearing shorts and a T-shirt.
according to the key. 2 She’s wearing a skirt and sandals.
• They complete the sentences for both pictures. Go 3 wearing? / He’s wearing a jumper and boots.
through the answers as a class. 4 wearing? / She’s wearing a dress and sunglasses.
answers
a She’s wearing black sunglasses, a blue T-shirt, pink shorts
and orange sandals. She’s playing the guitar. It’s summer.
b He’s wearing (a yellow woolly hat / a red scarf / a green coat /
blue jeans / a red jumper). He’s skating. It’s winter.
Remember!
• Draw attention to the Remember! box. Remind the
pupils that they can use it as a reference for Activity 2.
Explain that both It’s and It is are correct, but It’s is more
commonly used as it is quicker and shorter.
Explorer’s Quest
Answer
s (sheep)

Unit 3 cross-curricular cards, Unit 3 flashcards Set 2, Unit 3 wordcards Set 2
Objectives
Understand a cross-curricular text. • Show the cross-curricular cards and ask the questions
on each.
Learn about festivals.
• Ask the class about festivals they celebrate. What do they
Language do and what do they wear for these festivals?
Cross-curricular: festival, sweets, Diwali, candles, China, • Ask the class in which seasons do the festivals occur. Show
drums, New Year, fireworks, Japan, Cherry Blossom, spring, the season flashcards and wordcards to prompt answers.
picnics, tea, summer, autumn • Explain that the pupils are going to listen and learn about
Revised: clothes, fish, Months, Colours more festivals in different countries.
Class Book

$ 1•72

• With books open, read the questions. Ask the pupils to
look at the photos and make suggestions for the answers.
Write them on the board.
• Elicit the answers and check the suggestions on the board
answer
India, China, Japan
India: They’re eating sweets.
China: They’re playing drums.
Japan: She’s looking at the cherry blossom.
• Point to the labelled pictures. Read the words as the
Class Book
pupils look and point.

L1 where necessary. Ask What do people light at Diwali?
(Candles.) What do they eat? (Sweets.) What do people
watch at Chinese New Year? (Fireworks.) What do they eat?
(Fish.) What do people drink at Cherry Blossom festivals?
(Tea.) What do women wear? (Dresses.)
2 Read and listen again. Say True or False. $ 1•72

Explain that the pupils need to listen carefully to work out
whether each sentence is True or False.
• Ask volunteers to read the sentences. The pupils say True
or False. For each false sentence, ask for the true version.
Answers
1 False 2 False 3 True 4 False
Activity Book

Class Book page 37
• Ask a volunteer to read the question When is the Hanukkah
festival? Set the pupils to work to find the answer, referring
to the websites you’ve suggested.
answer
November/December every year (on the 25th day of the Jewish
calendar month Kislev)

1 Tick ✓ and follow. Write the word. Reinforcement

Activity Book page 31, Class Book page 37 • Write the festival names Diwali, Chinese New Year and
• With books open, ask volunteers to read each sentence Cherry Blossom festival on the board.
with both options. The class calls out the correct option. • Ask the pupils to write a sentence about each one,
• The pupils tick the correct option in each box, referring to without referring back to their books. Remind them that
their Class Books, if needed. they can say when it is and what people do at this festival.
• For each of their answers there is an associated letter. They • Once they have finished, write as many sentences as
write the letters in the correct order to find the secret word. possible on the board.
Answers Extension
W, I, N, T, E, R Unit 3 cross-curricular worksheet
Secret word: WINTER
activity 1 Answers
2 Write. (Pupil’s own answers)
Activity Book page 31 activity 2 Answers
• Ask volunteers to read the words in the wordpool and the (Pupil’s own answers)
headings in the table.
• The pupils look at the pictures and label them using the DVD cross-curricular
words in the wordpool. Unit 3 DVD cross-curricular worksheet, DVD Unit 3 cross-curricular
Answers
• There are cross-curricular clips on the DVD, supported
Diwali: candles, sweets by a worksheet available to download from the Explorers
Chinese New Year: fireworks, red clothes website (see page 11), that you may now wish to use with
Cherry Blossom festival: tea, picnic your pupils.
teaching tip: Festivals form a part of cultural identity and

Fast finishers
are often associated with different seasons. Ask the pupils Activity Book page 31, sheets of paper
about the festivals in their country. What festivals do we • Help the pupils to read the task at the bottom of the page,
celebrate here? Which month are they in? Which season then ask the pupils to complete the task.
are they in? Ask them what happens in the festivals.
Explorer’s Quest
Answers
s (skirt)
Unit 3 secret word: dress
Goodbye
• Name one of the festivals, such as Diwali. The class mimes
a suitable action.
• Do the same with the other two festivals in this lesson,
then say Goodbye!

Unit 3 Lesson 7
Objectives
Consider the importance of being a good friend.
Language
Active: jeans, sandals, swimsuit, sunglasses, summer,
We’re wearing (costumes). He’s/She’s wearing (a headscarf ).
I’m singing.
Revised: birthday, cold, big, boots, shoes, hat, skate (skating),
shorts, Oscar has got (an invitation). This is (Oscar). It’s (hot).
He’s (a pirate). I’m (a pop singer). I’m wearing (red trousers).
Days of the week, Colours
Passive: party invitation, Dear (Holly), fancy dress,
Activity Book
afternoon, shop, costumes, pirate, headscarf, favourite, song,
cowboy, Happy Birthday!
Starting the lesson

CD1 track 1
• Ask the class if they can remember the three festivals
from the previous lesson and when they are. Ask When is
(Diwali)? (It’s in October/autumn.)
• Explain that, in today’s lesson, the class is going to read
about Holly and Oscar going to a fancy dress party. What
clothes or costumes do the pupils think they might see?
Elicit some ideas, such as hat, scarf, dress.
Class Book
Class Book

• With books open, play the recording. The pupils listen
and follow in their books, pointing to the people and the
clothes items as they are mentioned.
as costumes, boots, trousers, shoes and hat. Elicit the words
from the class, then continue the CD so they can check.
• Turn down the volume just before Happy Birthday, Jack!
Encourage the class to call out Happy Birthday, Jack!
Culture point: Fancy dress parties

Children often have parties for their birthdays, and fancy
dress parties are popular in Britain. Children can make
their own costumes or they can hire or buy one from
a fancy dress shop. Fancy dress shops usually also sell
accessories such as jewellery, glasses, wigs and face paints.
Class Book

2 Answer the questions. Goodbye
• Play Stand up, sit down. Everyone stands up. Say an article
• Ask two volunteers to read the questions. Ask the whole of clothing, such as blue jumper. Anyone wearing a blue
class or individuals to answer.
jumper says Goodbye! and sits down.
answers • Continue until everyone is sitting down and has said Goodbye!
In a fancy dress shop
Costumes More activities
• Encourage the pupils to study the photos and ask more
questions, for example, When is Jack’s birthday? (Saturday.) Reinforcement
What’s Oscar wearing in picture 3? (A red headscarf and
big, brown boots.) How much is the costume? (£10.) What’s
Holly doing in picture 4? (She’s singing.) What colour is her • Show the poster and elicit vocabulary from this unit such
hair? (Purple.) What’s Jack wearing? (A brown hat, jeans and as sunglasses, swimsuit, sandals, jeans plus clothes from
black cowboy boots.) First Explorers 1 and 2 (trousers, shoes, hat, jacket, T-shirt,
jumper, socks).
A good explorer • Ask the pupils to describe characters in the poster and
Class Book page 38 say sentences, such as She’s wearing a T-shirt and a skirt.
• Focus on the A good explorer section. Ask individuals to He’s playing tennis. Other pupils point to the characters
read the sentences. on the poster.
• Ask the class for examples of how to help a friend. Extension
teaching tip: Establishing and retaining friendships is Come and explore! pages / Quest poster, sheets of paper
a valuable social skill. Discuss what makes a good friend • Ask the pupils to look at the Come and explore! pages in
with the pupils. Make a list of their ideas, then divide their Class Books or the Quest poster and find the different
them into small groups and ask them to choose their top clothes (clothes that the characters are wearing, or clothes
five ideas. Write their lists on the board and discuss the hanging on the line or on the grass).
differences and similarities. • Ask them to write a list of grid references for their
partner on a sheet of paper. Give an example, such as
E8. (Yellow T-shirt.)
Activity Book
• The pupils swap papers and find the clothes using the
grid references, writing next to each one what they are.
1 Look at Class Book pages 38 and 39. Tick ✓ Yes
or No. Fast finishers
Activity Book page 32, Class Book pages 38 and 39 Activity Book page 32, sheets of paper
• With books open, ask a volunteer to read the sentences. • Help the pupils to read the task at the bottom of the page,
Then say Hands up for ‘Yes’. Hands up for ‘No’. Ask a pupil then ask the pupils to complete the task.
to say the Class Book picture number where we see the
party invitation. (1.)
Answers
1 Yes 2 Yes 3 No 4 No 5 No 6 Yes
2 Read. Draw and write.

• The pupils work in pairs, with one pupil reading the text
and the other pupil pointing to the items in the picture.
• They draw themselves and a friend.
• Write the text from the example on the board and discuss
which words the pupils might change in their own
versions, including choosing a different season. Underline
these in colour.
• Elicit a list of words that the pupils might use.
• The pupils write their own version under their picture.

Objectives
Practise a useful everyday dialogue. • Greet the class and distribute the flashcards and
wordcards. Play the vocabulary chant. The pupils chant,
and those with cards hold them up.
• Hold up the flashcards one by one. Ask the class What’s
Reflect on own learning and performance in this unit. he/she wearing? They reply He’s wearing (sunglasses). or
Language She’s wearing (sandals).
Let’s talk!: raincoat, jumper, woolly hat, swimsuit, How • Ask individuals to take over your role. They can ask the
much is this raincoat? It’s (twenty pounds). question to you or to other pupils.
Revised: Review of Unit 3 language
Class Book
1 Look at Holly’s page again and find. Say

the number.
first item: black boots. Ask the class to look at the photos or
read the text and find the photo with black boots.
Answers
a 5 b 4 c 2 d 1

• Point to the picture of the raincoat on the left and say to
Class Book
a pupil How much is this raincoat? The pupil replies It’s

twenty pounds.
• Point to the woolly hat. Ask a pair of pupils to carry out the
exchange in front of the class, choosing a price from the
boxes on the right.
• The pupils now practise the exchange in pairs, choosing
clothes items and prices from the eight pictures.
teaching tip: The currency of a culture can form part of

its identity. Many people in the UK are very resistant to
changing from the pound to the euro, both for economic
and emotional reasons. Discuss currencies with the pupils.
Establish that the euro is the currency for many, but not
all, of the countries in the European Union. Ask what the
currency is in their country and if they know any other
currencies. You may like to invite the pupils to bring in
notes or coins from other countries, if you have a safe
place to keep them.

Activity Book


Activity Book learn to learn: Reflecting on your work
1 Complete. a gradual process of assessing where they need to improve.
• Display the wordcards. 5 Colour a face.
• Show the Picture Dictionary (Activity Book page 69) and Activity Book page 33, coloured pens/pencils
the stickers. Demonstrate sticking the first picture (gloves) • The pupils colour the Explorer face that they feel reflects
and writing the word underneath. Remind the class to use their effort during Unit 3.
the wordcards for support while they are working.
• Now demonstrate sticking the first word sticker (autumn) Goodbye
in the correct place. The pupils complete the rest.
• Elicit other words learned in this unit, such as costume,
invitation, festival. The pupils write them in the More new • Play the song The seasons. Encourage everyone to join in
words … section. and do suitable actions. The pupils refer to the Class Book
for the words of the song, if necessary.
2 Listen and number. $ 1•75 • Then say Goodbye!
• Go back to page 33 and look at Activity 2. More activities
• Point to the pictures and play the recording. The pupils
number the pictures. Reinforcement
Answers Unit 3 reinforcement worksheet 3
a 3 b 1 c 4 d 2 Activity 1 Answers
1 He’s wearing trousers, a jumper and shoes. It’s autumn.
$ 1•75 2 She’s wearing a raincoat, jeans and boots. It’s spring.
1 Girl Is it autumn?
3 wearing? / He’s wearing a woolly hat, a scarf and gloves.
Boy No, it isn’t. It’s warm and rainy.
It’s winter.
Girl Is it spring?
4 Emma wearing? She’s wearing a T-shirt, shorts and sandals.
Boy Yes, it is.
It’s summer.
2 Girl Is it winter?
Boy No, it isn’t. It’s hot and sunny. Activity 2 Answers
Girl Is it summer? 1 C 2 A 3 B
Boy Yes, it is. I’ve got an ice-cream. 4 I’m wearing a jumper, shorts and shoes. It’s autumn.
3 Girl Is it summer?
Boy No, it isn’t. Look, it’s snowy. Extension
Girl Is it winter? Unit 3 extension worksheet 3
Boy Yes, it is. Activity 2 Answers
4 Girl Is it winter? 1 False 2 True 3 True 4 False 5 False 6 False
Boy No, it isn’t. It’s windy.
Activity 3 Answers
Girl Is it autumn?
This is Suzy. She’s nine years old. She’s wearing (a red T-shirt,
Boy Yes, it is.
a grey skirt and black shoes).
3 Read and answer.
Unit test
• The pupils are now ready to do the Unit 3 test. You will
• The pupils write the answers according to the images on find the test in the Evaluation booklet.
the left and right.
ANSwers
He’s wearing jeans, a jumper and boots.
She’s wearing a swimsuit, sunglasses and sandals. She’s playing
football.


watch a DVD about Oscar and Holly’s trip to the fancy
dress shop. Ask Who gets an invitation to Jack’s party?
Write about a fancy dress costume. (Holly and Oscar.) Who is a pirate at the party? (Oscar.)
Consider the importance of being a good friend. Who is a pop singer? (Holly.) Who is a cowboy? (Jack.)
Language • Tell the class you are going to a party. Say I’m wearing a
Active: What are you wearing? T-shirt and some shorts. I’ve got binoculars. What am I?
(An explorer.)
Revised: boots, Thank you!, It’s (his birthday). I’m wearing
(black trousers and a white shirt). Can you (help me, please)? First viewing
This is my favourite. Colours DVD Unit 3 Let’s explore!
Passive: invitation, fancy dress, costume, pirate, pop singer, • Play the DVD. Pause the DVD each time Oscar or Holly tries
Happy Birthday! on a new costume. Ask What’s he/she wearing? Clarify the
meaning of magician.
Answers
1 False 2 True 3 False 4 False 5 True 6 False
DVD worksheet 1
1 Watch and write the number.

• Read the sentences in the speech bubbles to the class.
• Tell the pupils that they are going to watch the DVD again.
They must match the pictures to the speech bubbles.
• Play the relevant section of the DVD. Ask the pupils to
DVD worksheet 1
put up their hands when they hear one of the sentences.

Pause for the pupils to write the number of each sentence.
Answers
a 6 b 3 c 2 d 5 e 4 f 1
2 Write and match.

• Focus attention on the photos. Point to each one and ask
Who can you see?
• Look at the first sentence with the class. Ask What is
Jack wearing?
• The pupils complete the sentences with the correct words.
• Ask the pupils to match their completed sentences with
the sentences on the right.
answers
1 Jack’s wearing a brown hat, jeans and boots. /
He’s a cowboy.
DVD worksheet 2
2 Holly’s wearing red trousers and silver shoes. /

She’s a pop singer.
3 Oscar’s wearing a red headscarf and brown boots. /
He’s a pirate.

Holly Here’s my party invitation from Jack. It’s his birthday
1 Draw you and a friend wearing costumes. Write. on Saturday.
Holly Dear Holly, Please come to a fancy dress party at my
house on Saturday afternoon at 4.00, from Jack.
• Ask the pupils to imagine that they are going to Jack’s Holly Great! I love fancy dress parties!
party with a friend. They draw a picture of themselves Holly Oscar and I need costumes for the party.
and a friend wearing costumes. Holly Look, here’s a fancy dress shop! Come on, then!
• Ask the pupils to complete the sentences about what Holly Wow!
they and their friend are wearing. Shopkeeper Hello! Can I help you?
• Go through the activity with the class. Ask some of the Oscar I’d like a costume, please.
pupils to hold up their pictures and tell the class what Holly Me too.
they and their friend are wearing. Shopkeeper This way!
Answers
Holly Are you ready?
(Pupil’s own answers) Oscar Just a minute!
Holly What are you wearing?
2 Look and tick ✓ or cross ✗. Oscar Erm … I’m wearing black trousers and a white
Unit 3 DVD worksheet 2 shirt and …
Oscar … I’m a magician!
• Focus attention on the pictures. Ask What can you see?
Oscar Or … wait a minute …
• Point to the first picture. Ask Is she a good explorer? (Yes, Holly Hurry up!
she is.) The pupils tick the picture. Oscar Or … what about this?
• The pupils look at the rest of the pictures and mark each Holly No, Oscar! It’s cold!
one with a tick or a cross. Oscar I know!
• Go through the answers with the class. Oscar Holly, can you help me, please?
answers
Holly Yes, of course!
a ✓ b ✓ c ✓ d ✗ e ✗ f ✓ Oscar Thank you!
Holly You’re welcome.
3 Draw two more pictures. Mum What’s he wearing now? Hmmm … brown boots!
Unit 3 DVD worksheet 2 Oscar Look! I’m a pirate!
Holly Yes! That’s brilliant, Oscar!
• Ask the pupils to draw two more pictures: one showing a
Shopkeeper That looks great!
good explorer helping someone and being a good friend
Oscar How much is this costume?
and one showing a bad explorer.
Shopkeeper It’s … £10.
4 Write. Oscar OK. Can I have this one, please?
Holly Now it’s my turn!
Holly Ta-da! I’m a pop singer! This is my favourite!
• Read the text in the speech bubble to the class. Oscar Great! Can we go now, please?!
• The pupils order the words in the wordpool and write Jack Hi, Holly! Hi, Oscar! Come in!
the sentence. Holly and Oscar Happy Birthday, Jack!
answer
A good explorer is a good friend. Goodbye
• On the board, start drawing an item of clothing from one
of the costumes on the DVD (such as a pirate’s headscarf,
a pop singer’s sunglasses). The pupils identify the costume
as quickly as possible and shout out Pirate! Pop singer!, etc.
• Repeat the activity, then say Goodbye!

Lesson 1
Objectives
of a story.
Sequence the events of a story.
Language
Active: gloves, sandals, coats, sunglasses, They’re making
(my new clothes). What’s the emperor doing? He isn’t
wearing any clothes.
Revised: hats, boots, trousers, jacket, happy, shorts, We can
(make clothes)! We’ve got (cloth). (People) can/can’t see (the
cloth). Can you see (the clothes)? Numbers
Passive: emperor, yuan, tailors, palace, cloth, prime minister
Activity Book
Starting the lesson
• Greet the class and play the song The seasons. Encourage
the pupils to sing and mime. The pupils refer to the Class
Book for the words of the song, if necessary.
about clothes. Ask the pupils to name some clothes that
they think will be in the story (for example jeans, scarf,
raincoat). Prompt with the flashcards, if necessary.
Class Book
Class Book

listen to the story, but also follow it in their books. Explain
that the story is set in China and write the word yuan on
the board. Explain that this is the currency used in China.
• Name some clothes items in the story pictures and write
them on the board. The pupils find the items and say
the picture number(s). For example, say green trousers
(Pictures 5 and 6.), a red jacket (Picture 1.)
• Ask questions, such as What numbers can you see? The
pupils look and say the numbers in pictures 1 and 3 (on
the price tags).
• Check comprehension with further questions, such as
Does the emperor like clothes? (Yes.) How much is the
coat? (32 yuan.) Can the prime minister / emperor see the
new clothes? (No.) Has the emperor got new clothes? (No.).
Class Book
98 The emperor’s new clothes • Lesson 1

teaching tip: Self-awareness and self-confidence are Goodbye
characteristics of emotional intelligence. Talk to the pupils • Name some clothes words in quick succession. The pupils
about the story in L1. Ask questions, such as Was the point to or pretend to wear each item.
emperor an important person? Did he have a lot of money?
Did he have a lot of power? Was he intelligent? Did he think
he was intelligent? How did the tailors trick him? What does
a really intelligent person do? More activities
Reinforcement
Activity Book Quest poster
1 Order. Then circle the clothes you can see.
• Say a grid reference, for example D6, and ask a pupil to
Activity Book page 34, Class Book pages 40 and 41 find and name the item. (Scarf.)
• With books open, ask the class to look carefully at the • Repeat the procedure with other items from Units 1–3,
pictures and work out the order in which they appear in involving as many pupils as possible.
the story. They number the pictures.
• Ask volunteers to read the words below the pictures. The Extension
pupils circle the clothes that they can see in the pictures. Come and explore! pages, sheets of paper, coloured pens/pencils
Answers • Tell the pupils that they are going to write coded
a 3 b 2 c 4 d 1 sentences for their partners. On the board write:
trousers, coat, hat I’m wearing a [E8] _______ and a [D7] _______ .
• Demonstrate that to complete the sentence they must
2 Choose, circle and write. find the pictures in the grid using the references. (T-shirt,
Activity Book page 34 woolly hat.)
• Help the class to read the first sentence aloud. Ask them • Ask them to write a coded sentence for their partner
to think about their favourite part of the story and to using different clothes from the picture. They then swap
circle the picture number. Ask individuals Which is your sheets and complete the sentences.
favourite part of the story? They answer Picture (6).
• Help the class to read the next sentence. Encourage them
to make funny, happy, sad and scary faces as they say the
part of the story.
is your favourite character? They complete the sentence
by writing the name.
3 What do you think happens the next day?

Read, tick ✓ and draw.
‘Yes’. Hands up for ‘No’.
The emperor’s new clothes • Lesson 1 99

The emperor’s new clothes
Lesson 2
Objectives
Present and practise numbers 20–50.
Combine language and numeracy skills to find the cost
of different outfits.
Language
Active: gloves, sandals, coats, sunglasses, scarf, They’re
making (my new clothes). What’s the emperor doing?
He isn’t wearing any clothes. Numbers 20–50
Revised: hats, boots, trousers, jacket, happy, We can (make
clothes)! We’ve got (cloth). (People) can/can’t see (the cloth).
Can you see (the clothes)? Numbers 1–20
Passive: emperor, yuan, tailors, palace, cloth, prime minister
Activity Book
Starting the lesson
the previous lesson.
• Using the Class Book pages, ask What does the emperor love?
(Clothes.) How much is the coat? (32 yuan.) Can the prime
minister / emperor see the clothes? (No.) Are the clothes in
the box? (No.) What does the boy shout? (‘He isn’t wearing
any clothes!’) Play the recording and the pupils listen.
• With books open, say lines from the story. The pupils say
the picture number. For example We can make fantastic
clothes! (Picture 2.) Please make me a coat and trousers!
(Picture 3.)
Class Book
Activity Book

• With books open, play the recording. The pupils point to
the numbers and repeat the words. Repeat the procedure.
• Count around the class, with each pupil saying a number.
• Write different numbers between 20 and 50 on the board
for the class to say.
2 Listen, circle and say the number you don’t hear.

$ 2•3

• Play each sequence of numbers on the CD and pause to
allow the class to identify the missing number.
• They circle and say the number.
ANSWERS
a 32 b 30 c 31 d 48 e 43 f 45
Class Book
100 The emperor’s new clothes • Lesson 2

$ 2•3
a 22 27 39
b 20 40 50
c 33 35 37
d 42 44 46
e 23 33 53
f 29 33 50
3 Read, calculate and write the price.

• Practise writing out some numbers with the class. Point
out that there is a hyphen to join the number words and
give some examples: twenty-one, thirty-two, forty-five, etc.
Remind the pupils to refer to Activity 1 for support.
• Ask the class How much is the coat? They reply (It’s) 32 yuan.
• Do the first calculation as an example. Ask How much is
the dress? (28 yuan.) How much are the boots? (21 yuan.)
What’s the total? (49 yuan.) Point to the total amount in
figures and in words in the example.
• The pupils continue with the activity.
ANSWERS
1 28, 21, 49, forty-nine 2 32, 14, 46, forty-six
3 30, 8, 38, thirty-eight 4 22, 5, 27, twenty-seven
5 8, 21, 29, twenty-nine 6 28, 22, 50, fifty
Goodbye
• Ask the pupils if they can remember all the clothes words
they have learnt. Encourage them to mime putting on all
the clothes.
More activities
Reinforcement
• Display the wordcards. Write one of the words on the
board with the letters mixed up.
word. Invite a pupil to mime putting on the item of
clothing and write the word correctly on the board.
Extension
sheets of paper
• Draw a pound sign on the board (£), and explain that this
is the currency used in Britain. Practise drawing the sign in
the air with the pupils.
• Ask each pupil to write a sum of money between £10 and
£50 on their sheet of paper.
• Now draw a coat in the air. Ask a pupil How much is this
coat? The pupil replies, saying the amount that they have
written on their sheet of paper.
• Repeat with different ‘invisible’ clothes.
The emperor’s new clothes • Lesson 2 101

3 Read more!
India Starting the lesson
Objectives
Use the language of Unit 3 to discover more about the • Greet the class and ask a few pupils What are you
real world. wearing?
Read and understand a text about a wedding in India. • Play the Unit 3 vocabulary chant. The pupils join in and
mime putting on the clothes mentioned.
Find out more about children’s lives in other countries.
they are going to learn about a country. Ask What country
Language is it? (India.)
Active: scarf, She’s wearing (a red shawl). • Point to the world map on the top, left-hand corner of
Revised: sister, dress, red, white, trousers, paint, dance, the page. Ask the pupils to point to India (highlighted in
I’m wearing (special clothes). orange). If you have other world maps in the classroom,
Passive: wedding, coat, husband, shawl, hands, women, ask volunteers to find India on those too.
gold, rings, bracelets, ceremony, people, mother, father, • Ask What can you see in the photos? The pupils name the
happy, sad, men, party, My name’s (Raj). items that they know in English.
Class Book

• Ask questions about the text, such as What is Raj wearing?
(A gold coat and a long scarf.) What is his sister wearing?
(A red dress and a red shawl.) What is her new husband
wearing? (A white coat and white trousers.) What do people
do after the wedding ceremony? (They dance.)
2 Read and circle.

Class Book

option. (a gold coat.)
• If necessary, explain the structure in question 5. Say the
full version of aren’t (are not). Clarify that aren’t sad is similar
to happy, and aren’t happy is similar to sad.
Answers
1 a gold coat 2 a red dress 3 white trousers
4 red paint on her hands 5 aren’t sad
3 Write. Then write the mystery word.

Class Book page 43
• Read through the words in the wordpool with the class.
Ask the pupils to look at the pictures and name them.
• They complete the crossword. (Make sure the pupils have
shawl and not scarf for number 5.)
Class Book
• The pupils find the mystery word by reading the letters in

the shaded column. (Clothes.)
102 Unit 3 Read more! • India

Answers
1 scarf 2 bracelet 3 coat 4 trousers 5 shawl
6 dress 7 rings
Mystery word: clothes
4 Write.
Class Book page 43
• Ask the class some questions about their own country. Say
What do women/men/children wear for weddings in this
country? What do they do after the wedding ceremony?
What are your favourite party clothes?
teaching tip: Wedding ceremonies are common to

nearly all cultures, but differ greatly. Ask the pupils if
they have ever been to a wedding in their own country.
Brainstorm a list of features of weddings in their culture.
Ask how they are the same as, or perhaps how they are
different from, weddings in India.
Goodbye
• Ask the class to think about what they would wear if they
went to a wedding.
• Elicit a list of clothes, then say Goodbye!
Unit 3 Read more! • India 103

4 My bedroom
CD1 tracks 1 and 8
Objectives
• Ask the class to count together to twenty. Then ask them
Revise the structure There’s (a mirror).
to count to twenty in twos. (2, 4, 6, etc.) Write the numbers
Practise the new vocabulary and revised structure in on the board for support, if necessary.
Active: mirror, radio, plant, bin, wardrobe, bookcase, Explorer figure, Rucksack: Unit 4 flashcards Set 1, CD2 track 5
picture, lamp
• Explain to the pupils that they are going to start a new
Revised: in, on, table, woolly hat, book, bed, There’s (a mirror). topic. Ask the pupils what they have in their bedrooms.
They may remember some First Explorers 2 vocabulary
(bed, table, box, cupboard, window).
• Show the Explorer figure and say Our Explorer is in his/her
bedroom. Let’s look at the pictures in his/her rucksack.
Class Book
1 Chant. $ 2•6
Class Book

$ 2•6
In my room,
There’s a mirror.
There’s a radio,
A plant and a bin.
There’s a wardrobe,
A bookcase,
A picture
And a lamp,
In the room I’m in.
Activity Book

2 Listen and say True or False. $ 2•7 2 Find, circle and write.
Class Book page 44, CD2 track 7 Activity Book page 36, Unit 4 wordcards Set 1
• Ask the pupils to look at the big picture. Ask What can • Say the numbers for items 1–8. Ask a volunteer to name
you see? Elicit the items of furniture and the names of the pictures and another to identify and hold up the
the characters. correct wordcard.
• Play the first line of the recording and ask True or False? • The pupils circle the words in the grid and label each picture.
(True.) Everyone points to the picture of the lamp on answers
the table.
z s r
• Continue, with the pupils pointing to the furniture items
p g y y t p y
and saying True or False after each line.
b i l a m p o e t
Answers i c x l i o d f o
True, False, True, True, False, False v n t w a r d r o b e
$ 2•7 e c u f m r a d i o u
There’s a lamp on the table. m o r a s o m s i n w
There’s a picture on the bookcase. s e b e r p t c i
There’s a woolly hat in the wardrobe. d b o o k c a s e
There’s a book in the bookcase. l o p l a n t
There’s a picture on the table. k r h
There’s a radio on the bed.
1 picture 2 bin 3 wardrobe 4 radio 5 bookcase
3 Listen and repeat. $ 2•8 6 mirror 7 lamp 8 plant
• Focus on the photos at the bottom of the page. Play the Goodbye
• Say each of the eight new items. The pupils mime a
• Repeat the procedure, this time with everyone counting suitable action for each one.
on their fingers as they say each item.
4 Play the game.
Class Book page 44 More activities
• Ask a pupil to say a new list of items about the bedroom
picture, using There’s a … Reinforcement
• Invite other pupils to name a list of items in their Unit 4 flashcards Set 1, Unit 4 wordcards Set 1
own bedrooms. • Play Pelmanism (see the Ideas bank).
• The pupils play in pairs, talking about their bedrooms.
Extension
learn to learn: A good memory is helpful when learning Unit 4 flashcards Set 1
a language: visualization is a useful memory aid. Before • Hand out the flashcards and ask the pupils to pass them
the pupils play the game, give them a little time to look around quickly.
at the picture and ‘take a photo’ of it in their heads. Tell • Say Stop! Then say one of the words, such as Picture. The
them to refer to the photo when they are playing the pupil with the picture flashcard holds it up and says There’s
game. Explain that this is a useful technique to help them a picture.
remember words and numbers too. • Continue with the rest of the flashcards.
Fast finishers
Activity Book
1 Match. • Help the pupils to read the task at the bottom of the page,
with the corresponding flashcard stands up and places
it next to the wordcard.
• With books open, ask volunteers to read the words in
Activity 1. The class calls out the corresponding
picture number.
• The pupils draw lines to match the words and pictures.
answers
mirror, 1 / lamp, 6 / bin, 5 / picture, 7 / bookcase, 4 /
radio, 2 / plant, 3 / wardrobe, 8

Objectives
Where’s (the bin)? It’s (under the table). wordcards. Play the vocabulary chant. The pupils with
Active: lamp, bin, under, radio, bookcase, picture, plant, Class Book page 45, CD2 track 9
mirror, Where’s (the lamp)? It’s (on the table). • With books open, play the recording. The pupils listen
Revised: book, table, in, T-shirt and follow.
• Play the second version of the recording, pausing after
each line for the class to repeat.
the girls repeat Carla’s lines and the boys repeat Sam’s lines.
dialogue. The pupils act out the lines, with Lucy
pretending to hide under the table.
2 Play the game. Ask about the bin, lamp or radio.

Class Book page 45
• Demonstrate the game by asking a pupil to secretly
choose one of the four pictures. The class asks Where’s
the bin/lamp/radio? until they can identify the picture:
It’s picture (3)!
• Continue as a whole class game, with one pupil choosing
a picture and the class asking questions.
Class Book
teaching tip: Some pupils find elimination games

challenging. We can help them by introducing them to
strategies to use when doing this kind of activity. Before
they start playing, look at the example together. Read
the first question and answer, and then ask them to put
their fingers on the two possible pictures (2 and 4). Then
read the second question and answer to find the solution.
Suggest that they do the same when playing in pairs.
Activity Book
1 Listen and tick ✓ or cross ✗. $ 2•10

• With books open, explain to the class that they are now
going to listen to questions and answers about the pictures.
• Play the recording. The pupils tick the circle if the answer
is correct and cross it if it is not.
Activity Book
• Play the recording again to check answers.

Answers
1 ✓ 2 ✗ 3 ✓ 4 ✓ 5 ✗ 6 ✗

$ 2•10 More activities
1 Boy Where’s the radio?
Girl It’s on the bookcase. Reinforcement
2 Girl Where’s the picture?
Boy It’s in the bin.
3 Boy Where’s the plant? Activity 1 Answers
Girl It’s in the bookcase. 1 picture 2 lamp 3 plant 4 radio 5 mirror
4 Girl Where’s the bin? 6 wardrobe 7 bookcase 8 bin
Boy It’s under the mirror. Activity 2 Answers
5 Boy Where’s the bin? 1 plant, on
Girl It’s on the table. 2 radio, under
6 Girl Where’s the lamp? 3 Where’s the bin? It’s in the wardrobe.
Boy It’s under the table. 4 Where’s the lamp? It’s on the bookcase.
2 Write the words in order. Look and match. Extension
Activity Book page 37 Unit 4 extension worksheet 1
• Name the items listed on the right (T-shirt, lamp, etc.).
Activity 1 Answers
Ask volunteers to describe where they are in the picture.
1 bookcase. / radio / plant.
• The pupils read the words in each box and write them in 2 There’s (a wardrobe) and (a picture). There’s (a lamp)
the correct order. They draw a line linking each sentence and (a bin).
to the correct word on the right. 3 There’s (a bookcase) and (a wardrobe). There’s (a mirror)
• They then work in pairs with one pupil reading a sentence and (a picture).
and the other naming the item.
Activity 2 Answers
answers 1 Where’s the plant? It’s on the bookcase.
1 It’s under the picture. / bookcase 2 Where’s the radio? It’s in the wardrobe.
2 It’s in the bookcase. / plant 3 Where’s the picture? It’s on the bookcase.
3 It’s in the wardrobe. / T-shirt 4 Where’s the bin? It’s under the table.
4 It’s on the table. / radio 5 Where’s the table? It’s next to the bookcase.
5 It’s under the mirror. / lamp 6 Where’s the lamp? It’s under the chair.
Remember!
this as a reference for Activity 2. Check they remember
what It’s is short for.
Explorer’s Quest
Answer
w (woolly hat)
Goodbye
a pen, a pencil case
• Place the pen on the pencil case and ask Where’s the pen?
The pupils answer It’s on the pencil case.
• Do the same for under and in the pencil case. Then
everyone says Goodbye!

Unit 4 flashcards Set 1, props: book, pen, ruler, bag
Objectives
Consolidate the new language in the context of a story. • Greet the class and play Bit by bit (see the Ideas bank)
with the flashcards.
• Place an item, such as a book, on a table. Ask the class
Language Where’s the book? (It’s on the table.)
Active: bookcase, plant, under, picture, lamp, radio, Where’s • Repeat the procedure, placing other items in different
(the mouse)? It’s (under the table). places to elicit in, on and under.
Revised: mouse, in, door, bedroom, table, rabbit, on, kitchen,
ball, bed, chair, cupboard, Where is it? Is it (on the bookcase)? Class Book
It’s (on the floor)! (Nick) has got (a pet mouse). Who’s that?
Colours 1 Listen and read. $ 2•11
Passive: pet, cage, behind, Look! Quick! I don’t know. Class Book page 46, CD2 track 11
story. Tell the pupils to look at the pictures. Point to the
empty cage in picture 1 and ask Is Nick’s mouse in the
cage? (No, it isn’t.)
• Ask Where’s Mike? Tell them that they can find the answer
by listening and reading. Play the story recording. The
pupils listen and follow in their books.
answer
In his bedroom. / On the bed.
• Ask questions to check comprehension. Ask Is the mouse
on the bookcase? (No.) Is it behind the plant? (No.) Does
Mike like the mouse? (No.) Where is it? (It’s under the table.)
to repeat.
• Divide the class into groups of four, one for each speaking
character. Play the recording once more, with each group
Class Book
repeating their character’s lines.
2 Act.
• Ask four pupils to take the roles of Sophie, Nick, Sam and
Mike. A fifth pupil can move a small item to represent the
mouse. Invite them to the front to demonstrate acting out
the story.
• Play the recording. The four pupils at the front act out the
lines, joining in with the words as much as possible.
• Divide the class into groups of five. Each group acts out the
story. Encourage the pupils to use gestures and expressions.
Activity Book


• With books open, ask a volunteer to read the beginning of Activity 2 Answers
sentence 1 and the two options. The class decides which a 3 b 2 c 4 d 1
word they should circle: mouse or rabbit. (Mouse.)
Activity 3 Answers
1 Sam 2 Sophie 3 Mike 4 Nick
then circle the correct word or phrase for each sentence.
• Check the activity by asking the pupils to read the activity 4 answers
correct sentences. (Pupil’s own answers and drawing)
Answers Extension
1 mouse 2 floor 3 isn’t 4 his bedroom 5 table • Write one of the house item words on the board, but with
the letters mixed up.
2 Colour. Then write.
• The pupils guess what it is. When they guess correctly, ask
a volunteer to write the word on the board.
• The pupils look at the colour key and colour the • Continue with the rest of the vocabulary.
numbered items in the picture.
• Ask individuals to read questions 1–3. The rest of the Fast finishers
class answers. Point out the Remember? items on the right. Activity Book page 38, sheets of paper
• Ask different pupils to work out questions 4–6. The rest • Help the pupils to read the task at the bottom of the page,
of the class answers, pointing to the items. then ask the pupils to complete the task.
• The pupils write the questions and answers.
• They now ask and answer the questions in pairs.
answers
1 It’s under the picture.
2 It’s on the bed.
3 It’s on the bookcase.
4 Where’s the blue ball?
5 Where’s the yellow radio?
6 Where’s the green lamp?
Explorer’s Quest
Answer
i (insects)
Goodbye
• Play I see something … in the classroom (see the Ideas
bank). Then say Goodbye!

room flashcards (First Explorers 2), room wordcards (First Explorers 2)
Objectives
Present and practise the second new set of vocabulary. • Greet the class and use the flashcards and wordcards to
review rooms of the house vocabulary.
Revise the structure Is it (in the kitchen)?
• Display the flashcards and ask questions, such as Where’s
the table? (It’s in the living room.)
Practise the vocabulary and structure in a game with
a cut-out. Vocabulary presentation
Language
Active: next to, cooker, fridge, under, TV, sofa, phone, Where’s
(my mouse)?
Revised: mouse, in, house, on, living room, chair, There’s rucksack each time. The pupils look, listen and repeat.
(a mouse). Is it (in the kitchen)? I can’t (see). It’s (next to
the chair).
Passive: Look! What is it? It’s over there!
• Ask different individuals Where’s (the sofa) in your
house? Ensure everyone understands the question and
encourage answers, such as It’s in the living room.
Class Book

• Say numbers 1–6. The pupils point to the pictures and say
the words.

• Play the song Where’s my mouse? The pupils listen and
point to the items in the pictures as they are mentioned.
with flashcards hold them up. Encourage everyone to
Class Book
sing along.
• Play the song again. This time, the pupils sing and mime
looking for the mouse in the chorus.

in pairs.

Class Book page 47, Activity Book page 79, scissors, coloured pens/pencils, tack adhesive
cut out the main picture and the six small items. (If time
allows, the pupils can colour the pictures.)
• The pupils play in pairs. They place a barrier, such as a book,
between them so they cannot see each other’s sheets.
Activity Book
• Pupil 1 begins by placing the cut-outs in specific places

on his/her sheet; in, on, under or next to the furniture in
either the living room or kitchen picture, fixing them with
tack adhesive, if available.

• Pupil 2 asks questions to identify where pupil 1 has placed Goodbye
the cut-outs, and places them accordingly.
• They check to see whether the position of the items Unit 4 flashcards Set 2, Unit 4 wordcards Set 2
match. Then pupil 2 places the items, and pupil 1 • Distribute the flashcards and wordcards to pairs or
asks questions. individuals.
• Play Pairs (see the Ideas bank). Encourage the pupils to use
Activity Book the structure I’ve got …
1 Circle and write. Listen and check. $ 2•13 More activities

Activity Book page 39, CD2 track 13, Unit 4 wordcards Set 2
• Display the wordcards and ask volunteers to read them. Reinforcement
• With books open, ask the class to look at the song text. Unit 4 flashcards Set 2, Unit 4 wordcards Set 2
They circle the correct picture and write the word. • Distribute the flashcards and wordcards to pairs or
• When they are ready, play the song for them to check. individuals.
• The pupils find the pair or individual with the
Answers
corresponding wordcard or flashcard.
kitchen, cooker, fridge, living room, sofa, phone
Extension
2 Write. Then match.
Unit 4 flashcards Sets 1 and 2: fridge, cooker, TV, sofa, phone, Unit 4 wordcards
Sets 1 and 2: fridge, cooker, TV, sofa, phone
• Ask the class to identify the first word in the activity. (Next
to.) Point out that memorizing the visual shape of the • Place the flashcards around the room in locations the
word can help them remember how to spell it. pupils can describe (in / on / under / next to the table/chair/
cupboard, etc.).
• Point to the Learn to learn sign and remind them to look
at the words in the wordpool, as this is a useful way of • Distribute the wordcards to different pupils. Each pupil
checking their spelling. must locate their corresponding flashcard and describe
where it is to the rest of the class.
• Look at the second word and, focusing on the shape and
the words in the wordpool, elicit what it is. (Sofa.) The
pupils write the word and draw a line to the picture of
the sofa.
• They continue with the rest of the words.
answers
1 next to 2 sofa 3 phone 4 TV 5 fridge 6 cooker
learn to learn: Check your spelling

The pupils check their spelling of words by comparing
them against the wordpool.
English spelling can be challenging, especially for pupils
whose mother tongue uses a phonemically based system.
Word silhouettes focus the pupils’ attention on how a
word is spelt, and are especially useful for visual learners.
Use silhouettes to highlight double letters (cooker) or
consonant combinations like ph (phone) or when a word
has a silent letter that is easily forgotten (fridge).
Explorer’s Quest
Answer
n (nine)

Objectives
Consolidate the new language while developing • Greet the class and play the song Where’s my mouse? The
listening and reading skills. pupils join in and pretend to look for the mouse.
Identify and pronounce /əʊ/ and /ʊ/. • The pupils refer to the Class Book for the words of the
song, if necessary.
Language
Active: next to, sofa, lamp, under, TV, radio, cooker, fridge, Class Book
bin, bookcase, Where’s (the phone)? It’s (next to the plant).
Revised: kitchen, bedroom, living room, chair, bed, mum, 1 Listen and say the room. $ 2•15
dad, rucksack, on, table, There’s (a cooker). Is it (next to the Class Book page 48, CD2 track 15
fridge)? Yes, it is. / No, it isn’t.
• With books open, say a picture title, such as kitchen or
Passive: cookbook bedroom 1. The class describes where the items are,
saying The radio is on the fridge. / The lamp is next to
the phone.
• Play the recording. Pause after the first line and ask Which
room is it? (Bedroom 1.)
• Continue, pausing after each sentence or exchange for
the class to identify the picture.
Answers
1 bedroom 1 2 kitchen 3 living room 4 bedroom 2
5 living room 6 kitchen
$ 2•15
1 Sophie The chair is next to the bed.
2 Sophie Mum, where’s the phone?
Mum It’s next to the plant.
3 Sam Dad, where’s my rucksack?
Dad It’s on the sofa.
4 Adult 1 Is the lamp next to the table?
Adult 2 Yes, it is.
5 Adult 1 Is the plant under the TV?
Class Book
Adult 2 No, it isn’t. It’s on the table.

6 Adult 1 Is the radio on the cooker?
Adult 2 No, it isn’t. It’s on the fridge.
2 Read and listen. Say Yes or No. $ 2•16

• Ask the class to read the sentences to themselves. Play the
recording, pausing so that the class can say Yes or No.
• The pupils work in pairs. One pupil reads the sentence
and the other pupil says Yes./No.
Answers
1 No 2 No 3 Yes 4 Yes 5 No 6 No
teaching tip: Sometimes a sentence holds a lot of

information and breaking it up into chunks makes it easier
to understand. Suggest that the pupils read the sentences,
then focus on the subject and find it in the picture, then
re-read the sentence in order to check if it is correct or not.
Activity Book

• Say Point to the bin/bookcase/lamp/picture/plant. etc.
• Focus on Activity 3. Ask What can you see? Elicit phone, The pupils point.
sofa, book and bookcase.
• Continue the activity until it is time to say Goodbye!
• Write sofa and book on the board. Write the o of sofa in More activities
red and the oo of book in blue. Point to the two sounds
and ask the class to pronounce them. Encourage them
to emphasize the difference between the sounds: for Reinforcement
/əʊ/ they bring their lips forward and almost together, Unit 4 reinforcement worksheet 2
for /ʊ/ they purse their lips slightly. Activity 1 Answers
• Ask the class to say other English words containing /əʊ/ 1 table 2 TV 3 sofa 4 phone 5 cooker 6 chair
and /ʊ/. Write these on the board and ask individuals to 7 fridge
read them. Activity 2 Answers
1 notebook / chair / Yes, it is.
Activity Book 2 TV / Is it / table / No, it isn’t.
3 plant / Is it / sofa / No, it isn’t.
1 Read and write A or B. 4 phone / Is it / radio / Yes, it is.
Extension
• With books open, ask volunteers to read the dialogues.
• The pupils write A or B in the circles.
Activity 1 Answers
Answers
1 table? / on the sofa.
1 B 2 A 3 B 4 B
2 cooker? / it’s next to the fridge.
2 Read sentences 1–3 and draw. Look and write 3 sofa? / it’s under the TV.
sentences 4–6. Activity 2 Answers
Activity Book page 40 1 Where’s the cooker? It’s next to the fridge.
• The pupils read sentences 1–3 and draw the items in 2 Where’s the trumpet? It’s under the table.
picture A. 3 Where’s the phone? It’s on the chair.
4 Where’s the radio? It’s under the TV.
• Focus on pictures 4–6. Ask Where’s the cooker/radio/
5 Where’s the doll? It’s on the fridge.
chair? The class answers (The cooker) is (next to the fridge).
6 Where’s the box? It’s next to the phone.
• The pupils write the sentences for 4–6.
answers
1 (Pupil’s own drawing)
4 The cooker is next to the fridge.
5 The radio is in the bookcase.
6 The chair is next to (the table / the bookcase).
Remember!
• Draw attention to the Remember! box. Remind the pupils
that they can use it as a reference for Activity 2. Explain
that both There’s and There is are correct, but There’s is
more commonly used as it is quicker and shorter.
Explorer’s Quest
Answer
d (dress)

Unit 4 cross-curricular cards
Objectives
Understand a cross-curricular text. • Show the cross-curricular cards and ask the questions
on each.
Learn about houses.
• Ask some pupils to describe their house. Demonstrate by
Language saying In my house there’s (a living room, a kitchen, three
Cross-curricular: houses, countries, Arctic, hunters, igloos, bedrooms).
snow, windows, Amazon, stilts, wood, leaves, Africa, Masai, • Explain that the pupils are going to listen and learn about
huts, mud, grass, natural, materials, Berber, Morocco, Spain, some special houses in different countries.
cave, rock, Where are (the houses)?
Revised: big, small, They’ve got / They haven’t got (windows). Class Book
Passive: people, room(s), inside, parts
1 Answer the question. Then listen, read
and check. $ 2•18
them on the board.
• Play the recording. The pupils follow in their books.
answer
the Arctic, the Amazon, Africa
L1, where necessary. Ask What are igloos made of? (Snow.)
Have igloos got windows? (No.) How many rooms have
igloos got? (One.) What are houses in the Amazon made
Class Book
of? (Wood and leaves.) What are the Masai people’s huts
made of? (Wood, mud and grass.)
2 Read and listen again. Say Amazon, Arctic or

Africa. $ 2•18
Explain that the pupils need to listen carefully to work
out whether each sentence refers to houses in the Arctic,
Amazon or Africa, or a combination of these.
• Ask volunteers to read the sentences. The pupils say Arctic
or Arctic and Africa, etc.
Answers
1 Arctic and Africa 2 Amazon
3 Arctic, Amazon and Africa 4 Amazon and Africa

Class Book page 49
Activity Book

• Ask a volunteer to read the question Have Berber houses
in Morocco got big windows or small windows? Set the
pupils to work to find the answer, referring to the websites
you’ve suggested.
answer
small windows

1 Match. Reinforcement
Activity Book page 41, Class Book page 49 Class Book page 49, sheets of paper, coloured pens/pencils
• With books open, ask volunteers to read the two parts of • Ask the pupils to choose their favourite house from the
the example sentence and follow the line to the picture. Class Book. With books closed, they draw and colour the
• The pupils join the sentence parts and pictures. They can house on a sheet of paper.
refer to their Class Books, if needed. • Ask them to write two or three sentences about the house.
Answers Extension
1 In parts of Spain some people live in cave houses.
Unit 4 cross-curricular worksheet
2 In the Arctic some hunters live in igloos.
3 In the Amazon some people live in houses on stilts. Activity 2 Answers
4 In Africa some Masai people live in huts. (Pupil’s own drawings)
2 Find and circle. Write. DVD cross-curricular

Activity Book page 41 Unit 4 DVD cross-curricular worksheet, DVD Unit 4 cross-curricular
• Demonstrate finding and circling the words in the log. • There are cross-curricular clips on the DVD, supported
• The pupils look at the small pictures and use the words by a worksheet available to download from the Explorers
from the log to complete the sentences. website (see page 11), that you may now wish to use with
your pupils.
Answers
1 snow 2 rock 3 wood, leaves 4 wood, grass, mud Fast finishers
teaching tip: Traditional houses reflect the environment
in which they are built and the needs of the people who • Help the pupils to read the task at the bottom of the page,
live in them. Discuss the houses in the Class Book with the then ask the pupils to complete the task.
pupils in L1. Are they similar to the houses you live in? How are
they different? What are traditional houses in your area like?
What are they made of? Why? Why are igloos made of snow?
Why are the houses in the Amazon on stilts? Why don’t the
Masai huts have windows?
Explorer’s Quest
Answers
o (orange)
Unit 4 secret word: window
Goodbye
• Ask everyone to say a room or an item in their house
using There’s a …

Unit 4 Lesson 7
Objectives
Consider the importance of being polite.
Language
Active: lamps, sofa, next to, pictures, wardrobe, bookcase,
Where’s (the toilet)?
Revised: big, chair, bedroom, on, bed, table, window, doors,
dog, flower, There are (lamps). Numbers
Passive: castle, Lord, Lady, beautiful, fireplace, suits of armour
Activity Book
Starting the lesson
CD1 track 1
• Ask the class if they can remember the special houses
from the previous lesson. Write a list on the board (igloo,
house on stilts, huts, cave house) and read through
it together.
a castle with Grace and Sanjay. Will the rooms be big or
small? What do the pupils think they might see in the
Class Book
castle? Elicit some ideas such as windows, chairs.
Class Book

• With books open, ask What can you see? Encourage the
pupils to describe as much as they can in English.
• Play the recording. The pupils listen and follow in their
books, pointing to the people and the furniture items /
rooms as they are mentioned.
as castle, sofa, bed and window. Elicit the words from the
class, then continue the CD so they can check.
Culture point: Broughton Castle

Broughton Castle is a medieval manor house, dating from
the 1300s. The suits of armour, swords and the helmets on
display in the Great Hall are mainly from the medieval period.
Queen Anne’s room is named after Queen Anne of Denmark,
who was a guest at the house in 1604. In the DVD, we see
Class Book
her portrait hanging over the fireplace. The four-poster bed

is from the eighteenth century. These beds were popular
because they had curtains to keep out drafts.
The King’s Chamber gets its name from the fact that King
James I stayed here in 1604, and in 1901 King Edward VII was
a guest. The fireplace was made in 1554 and shows a scene
of wood spirits dancing around an oak tree.

2 Answer the questions. teaching tip: Linking learning to experience is good
Class Book pages 50 and 51 teaching practice and gives the pupils an opportunity to
• Ask two volunteers to read the questions. Ask the whole use the language they know to communicate something
class or individuals to answer. of personal relevance. Talk about castles with the pupils in
answers L1, such as Are there any castles in this area? Have you visited
In Broughton castle a castle? Was it the same or different to the one in the Class
The King’s Chamber Book? In which ways?
• Encourage the pupils to study the photos and ask more
questions, for example How old is the castle? (700 years Goodbye
old.) Where are Grace and Sanjay in picture 1? (At the top of
the castle.) Where’s the bed in picture 3? (Next to the door.) • Say sentences about the castle, such as There’s a fireplace.
Where’s the fireplace in picture 4? (Next to the window.) There’s a TV. The class stands up if they are true and stays
seated if they are false.
A good explorer • Continue with more sentences, then say Goodbye!
Class Book page 50
• Focus on the A good explorer section. Ask individuals to More activities
read the sentences.
• Ask the class for other examples of how to be polite. Reinforcement
teaching tip: Courtesy is a mark of respect towards other
people: it requires the pupils to be aware of other people’s • Show the poster and elicit vocabulary from this unit, such
wants and needs. Ask the pupils when they would open as wardrobe, bookcase, lamp, radio, bin, etc. plus other
a door for someone. (If they are carrying something. / If items (book, mouse, table, chair, ball, scarf, cat, pencil case,
they are in a hurry. / If they are older.) Ask how else they can kitchen, living room).
make other people’s lives a little easier. • Ask the pupils to describe where things are on the poster
and say sentences, such as The lamp is next to the bed. The
rest of the class points to the items on the poster.
Activity Book
Extension
1 Look at Class Book pages 50 and 51. Tick ✓ Yes Come and explore! pages / Quest poster, sheets of paper
or No. • Ask the pupils to look at the Come and explore! pages or
Activity Book page 42, Class Book pages 50 and 51 the Quest poster and find the different furniture items and
• With books open, ask a volunteer to read the sentences. rooms (including those in the doll’s house).
Then say Hands up for ‘Yes’. Hands up for ‘No’. Ask a pupil • Ask them to write a list of grid references for their partner
to say the Class Book picture number where we find out on a sheet of paper. Give an example, such as E12. (Kitchen.)
how old the castle is. (1.) • The pupils swap papers and find the furniture items /
• The pupils complete the activity, checking the Class Book rooms using the grid references, writing next to each
pictures and ticking Yes or No. one what they are.
• Check the activity by reading each sentence and saying Fast finishers
Answers • Help the pupils to read the task at the bottom of the page,
1 No 2 Yes 3 No 4 No 5 No 6 Yes then ask the pupils to complete the task.
• The pupils work in pairs with one pupil reading the text
and the other pupil pointing to the items in the picture.
• They draw their bedrooms.
versions. Underline these in colour.
• Elicit a list of words the pupils might use.

Objectives
• Place the flashcards in locations that the pupils can
Reflect on own learning and performance in this unit. describe in English, such as in the bookcase / next to the
Language plant / under the picture, etc. Ask the class Where’s (the
Let’s talk!: phone, next to, sofa, TV, under, on, fridge, cooker, radio)? They reply It’s in / on / under / next to (the bookcase).
bookcase, wardrobe, radio, Where’s (the toilet)? It’s upstairs/
downstairs. Class Book
1 Look at Sanjay’s page again and find. Say
the number.
first item: a bed and a fireplace. Ask the class to look at the
photos or read the text and find the photo with both a
bed and a fireplace.
Answers
a 4 b 3 c 1 d 2

• Focus on Activity 2. Clarify the meaning of downstairs and
upstairs. Then play the recording. The pupils listen and
repeat the dialogue.
• Ask the class to name rooms or items that they can see in
Class Book
the picture of the house on the right, such as bathroom,

bedroom, kitchen, living room, hall, bed, wardrobe, table,
lamp, sofa, cooker, fridge.
• Choose an item and ask Where’s the bed? The pupils
answer It’s upstairs.
• The pupils now practise in pairs and ask and answer as
many questions as possible.
teaching tip: Most people in the UK live in houses, not

flats, though there are blocks of flats in big cities. Explain
this to the pupils, and find out if most pupils in the class live
in a house or a flat. You may like to discuss the advantages
and disadvantages of each.

Activity Book

1 Complete.
• Play the song Where’s my mouse? Encourage everyone to
join in and do suitable actions. The pupils refer to the Class
• Display the wordcards. Book for the words of the song, if necessary.
• Show the Picture Dictionary (Activity Book page 70) • Then say Goodbye!
(bookcase) and writing the word underneath. Remind More activities
are working.
Reinforcement
• Now demonstrate sticking the first word sticker (cooker)
• Elicit other words learned in this unit, such as castle, Activity 1 Answers
fireplace, igloo. The pupils write them in the More new 1 phone / next to / radio 2 wardrobe / on / bed
words … section. Activity 2 Answers
1 fridge / cooker
2 The tomato is in the fridge.
Activity Book page 43, CD2 track 21 3 The plant is on the table.
• Go back to page 43 and look at Activity 2. 4 table / sofa
• Point to the pictures and play the recording. The pupils 5 The TV is on the table.
number the pictures. 6 The book is under the sofa.
Answers Extension
a 2 b 4 c 1 d 3
$ 2•21 Activity 2 Answers
1 Girl Is the phone next to the sofa? 1 True 2 False 3 True 4 False 5 True 6 False
Boy No, it isn’t. It’s on the sofa.
Activity 3 Answers
2 Boy Is the TV under the fridge?
Girl No, it isn’t. It’s next to the sofa.
3 Girl Is the TV on the fridge? Unit test
Boy Yes, it is.
4 Boy Is the fridge next to the cooker?
Girl Yes, it is.
Term test
3 Write questions and answers.
• The pupils are now ready to sit Term test 2. You will find
• The pupils complete the questions and write the answers
according to the images on the right.
ANSwers
Where’s the bookcase? It’s next to the wardrobe.
Where’s the radio? It’s on the table.

teaching tip: Reflecting on your work

5 Colour a face.

watch a DVD about Grace and Sanjay’s trip to a castle.
• Tell the class that you are at home. Say I’m in the kitchen.
Write about a bedroom.
Ask the class to name as many kitchen items as they can.
Consider the importance of being polite. (Fridge, table, cooker, table, etc.) Do the same with living room.
Language
First viewing
Active: lamps, sofa, next to, pictures, plants, bin, radio
Revised: in, big, chairs, bedroom, bed, door, tables, on,
window, Can you see (me)? Numbers
time they see an item of furniture. Pause the DVD for the
Passive: castle, Lord, Lady, suits of armour, beautiful, fireplace pupils to name the item.
Answers
1 False 2 False 3 True 4 True 5 True 6 False
DVD worksheet 1
1 Match. Watch and circle what you see.

• Focus attention on the first picture. Ask What can you
see? (A bed.) Demonstrate matching the picture and the
word bed.
• They match the rest of the pictures and words.
• Play the relevant section of the DVD. Ask the pupils to put
up their hands when they see one of the items from their
DVD worksheet 1
worksheets. Pause for the pupils to circle the pictures on

their worksheets.
Answers
1 bed 2 lamps 3 bin
4 suits of armour 5 radio 6 plants
7 table 8 pictures
2 Write.
• Focus attention on the photos. Point to each one and ask
Where is this? (The King’s Chamber. / The Great Hall.) What
can you see?
• Read through the phrases in the wordpool with the class.
The pupils use these to complete the descriptions.
answers
1 big bed. / beautiful fireplace / Sanjay’s favourite
2 very big. / chairs and sofas. / suits of armour
DVD worksheet 2

Sanjay Welcome to Broughton Castle! It’s in Banbury near Oxford.
1 You live in a castle too. Draw and write about It’s 700 years old. Today Lord and Lady Saye live here.
your bedroom. Sanjay Can you see me and Grace?
Sanjay Here’s the Great Hall.
Grace It’s very big!
• Ask the pupils to imagine that they live in a castle and Sanjay There are lots of lamps and plants … and there are chairs
to draw a picture of their bedroom. Ask them to include and sofas.
some of the words in the wordpool. Sanjay Look at the suits of armour on the wall!
• Ask the pupils to write a description of their bedroom in Sanjay Here’s a bedroom. It’s called Queen Anne’s Room. There’s a
the castle. special bed next to the door.
• Go through the activity with the class. Ask some of the Sanjay There are tables with lamps and there are pictures
pupils to hold up their pictures and tell the class about on the walls.
their bedrooms. Sanjay Excuse me … Where’s the toilet, please?
Tour guide It’s downstairs.
Answers
Sanjay Thanks!
Sanjay I’ll see you in a minute.
2 Tick ✓ the correct picture. Grace and Teacher OK.
Sanjay After you!
Visitor Thank you.
• Focus attention on the pictures. Ask What can you see? Sanjay Here’s another bedroom. It’s called the King’s Chamber.
• Point to the first picture. Ask Is she polite? (No, she isn’t.) Ask It’s a bedroom for kings.
the same question about the second picture and explain Sanjay There’s a big bed and there’s a beautiful fireplace next to
the meaning of After you. the window too.
• The pupils tick the picture that shows the good explorer. Sanjay It’s my favourite room!
• Go through the answers with the class. Teacher Come on then. Let’s go outside now.
Sanjay Now we’re outside. We’re in the castle gardens. There are
answer
lots of flowers and plants.
2
Teacher Grace! Sanjay! It’s time to go home now!
Unit 4 DVD worksheet 2 Goodbye
• Ask the pupils to draw two more pictures: one showing a • Ask the class if they can remember what the polite girl
good explorer being polite and one showing a bad explorer. was saying in the queue (from the second worksheet).
Elicit After you. Ask the pupils if they can think of two other
4 Write.
polite phrases in English and elicit Please and Thank you.
• Practise saying these phrases with the class, then
• Read the text in the speech bubble to the class. say Goodbye!
the sentence.
answer
A good explorer is polite.

Lesson 1
Objectives
of a story.
Write sentences about what characters are wearing.
Language
Active/Revised: scarf, woolly hat, cold, gloves, next to,
bookcase, on, table, head, boots, jumper, What’s (Captain
Sally) wearing? She’s wearing (a big coat). This is (a cold
planet). Where’s (my scarf )? It’s (under the table). No, it isn’t.
Passive: space, explorer(s), planet, robot, outside, ship
Activity Book
Starting the lesson
• Greet the class and play the song Where’s my mouse?
Encourage the pupils to sing along and mime. The pupils
refer to the Class Book for the words of the song,
if necessary.
• Ask the class if they can remember the characters’ names
from the first Space Explorers story. (Sally, Jim, Mac and Kitty.)
• With books open, the pupils check if they remembered
the names correctly by focusing on the title strip at the
top of the page.
Class Book
• Name some clothes items in the story pictures. The pupils

find them and say the picture numbers. For example, say
scarf (Pictures 1, 2, 4, 5, 6, 7, 8, 9, 10, 11 and 12.), coat (All
except picture 3.), woolly hat (Pictures 3, 10 and 12.) Also
alien(s) (Pictures 7, 8, 9, 10 and 12.) and bookcase (Picture 5.)
Class Book

• Explain to the class that they are now going to listen to
the second story about the space explorers. Tell them not
to worry if they don’t understand every word – they will
listen to the story again.
• Write the following words on the board: gloves, scarf,
woolly hat, jacket, boots. Ask the pupils to put up their
hands when they hear the words.
• Play the recording while the pupils listen and follow in
their books.
• Ask the pupils which clothes words were not in the story.
Class Book
answer
jacket, boots

• Play the story again and ask questions to check
comprehension. Ask What’s the weather like in picture 1?
(It’s snowy.) What’s Sally wearing? (She’s wearing a big coat
and a scarf.) Where’s Jim’s scarf? (Under the table.) Where
are his gloves? (Next to the bookcase.) What’s on Jim’s head?
(An alien.) Are the aliens friendly? (Yes.)
Activity Book
1 Match sentences from the story. Write

the number.
• With books open, ask volunteers to read the speech
bubbles. The pupils look at the pictures and say the
corresponding number.
• Demonstrate writing the picture number in the circle.
The pupils continue the activity.
Answers
2, 1, 5, 4, 6, 3
2 Is it Mac or Sally? Write.

• Ask the class to read the clothes words in the wordpool.
• Demonstrate looking at the small pictures of clothes at
the beginning of each line and finding them in the main
picture. The pupils write sentences, using the words in
the wordpool.
ANSWERs
1 Sally is wearing gloves. 2 Mac is wearing boots.
3 Sally is wearing a scarf. 4 Mac is wearing a woolly hat.
5 Sally is wearing a coat. 6 Mac is wearing a jumper.
Goodbye
• Name various items of clothing and ask the class to mime
putting them on.
• Say Let’s go! Everyone says Goodbye!
More activities
Reinforcement
• Ask the class to help you make a list of all the clothes in
the story. Ask volunteers to come to the front and help
write the list on the board.
• Then extend the list by including colours, such as pink
woolly hat, green gloves.
Extension
Class Book pages 52 and 53, sheets of paper, scissors
• Ask the pupils to choose a sentence from the story
on their sheet of paper, with enough space around each
word to cut it out.
• They cut out the words and mix them up. Their partner
must order the words to make the sentence.

Objectives
Listen for information about clothes and the location
of items.
Write sentences about the location of items.
Ask and answer questions about clothes and the location
of items.
Language
Active/Revised: scarf, woolly hat, cold, gloves, next to,
bookcase, on, table, head, lamp, wardrobe, T-shirt, plant, in,
radio, bin, What’s (Captain Sally) wearing? She’s wearing (a
big coat). This is (a cold planet). Where’s (my scarf )?
It’s (under the table). No, it isn’t.
Passive: space, explorer(s), planet, robot, outside, ship
Activity Book
Starting the lesson
CD1 track 1, CD2 track 22
• Greet the class and play the Explorers song. Encourage the
pupils to sing along.
• Revise clothes vocabulary by asking What’s (Natalie)
wearing? The class answers (Natalie’s) wearing a skirt and
a jumper. Repeat with different pupils and different items
of clothing.
• Remind the class of the Space Explorers story and elicit the
characters’ names.
• Ask the pupils if they can remember what the characters
are wearing in this story. Ask What’s Sally wearing? (She’s
Class Book
wearing a big coat and a scarf.) What’s Mac wearing? (He’s

wearing a woolly hat.)
• Ask further questions about the story, such as Is it hot or
cold on the new planet? (Cold.) Has Jim got his woolly hat?
(No.) What has Jim got on his head? (An alien.)
Activity Book
1 Listen and circle A or B. $ 2•23

• With books open, ask the pupils to look carefully at the
two pictures and observe any differences between them.
• Play the recording. Pause after each exchange so that the
pupils can identify the picture and circle A or B.
ANSWERS
1 B 2 A 3 B 4 A 5 A 6 A
$ 2•23
1 Male What’s Jim wearing?
Class Book
Female He’s wearing a jumper.

2 Female Where’s the scarf?
Male It’s under the table.
3 Male Where’s the lamp?
Female It’s next to the wardrobe.

4 Female What’s Kitty wearing?
Male She’s wearing a woolly hat and a scarf.
5 Male What’s Jim wearing?
Female He’s wearing a T-shirt.
6 Female Where’s the glove?
Male It’s under the wardrobe.
2 Write.
• The pupils complete the sentences by looking at the
pictures in Activity 1 and by using the prepositions in
the wordpool.
ANSWERS
1 The scarf is under the table.
2 The lamp is next to the bookcase.
3 The plant is on the wardrobe.
4 The glove is under the table.
5 The scarf is in the wardrobe.
3 Write the questions. Ask your friend.

• Demonstrate ordering and writing the first question
correctly. Ask a pupil the question, indicating towards Jim
in the picture: What’s he wearing? (He’s wearing shorts, a
T-shirt and sandals.)
• The pupils write the questions. They then take turns to ask
and answer the questions with a partner.
ANSWERS
1 What’s he wearing? (He’s wearing shorts, a T-shirt and sandals.)
2 Where’s the radio? (It’s on the table.)
3 What’s she wearing? (She’s wearing a swimsuit.)
4 Where’s the bin? (It’s next to the table.)
Goodbye
• Say sentences using I’m wearing … For example, I’m
wearing a jumper. The pupils wearing a jumper stand up.
• Continue with different items until everyone is standing.
Then say Goodbye!
More activities
Reinforcement
Quest poster
• Say a grid reference, for example G7, and ask a pupil to
find and say the item. (Wardrobe.)
• Repeat the procedure, focusing on language from Units 3
and 4, and involving as many pupils as possible.
Extension
Class Book pages 52 and 53, sheets of paper
• Ask the pupils to choose a scene from the story and write
a sentence or two about it. For example, picture 5: Kitty is
wearing a green coat. The gloves are next to the bookcase.
• The pupils swap sheets with their partners, who read the
sentences and find the picture.

4 Read more!
Japan Starting the lesson
Objectives
Use the language of Unit 4 to discover more about the
• Greet the class and ask a few pupils to describe their
house. They reply by saying It’s got a kitchen, a living room,
real world.
three bedrooms …, etc.
Read and understand a text about a flat in Japan.
• Play the Unit 4 vocabulary chant. The pupils join in and
Further develop reading, writing and vocabulary skills. draw the items in the air as they chant.
Find out more about children’s lives in other countries. • With books open, explain to the class that in this lesson
Active: cooker, fridge, lamp, next to, plant, mirror is it? (Japan.)
Revised: flat, small, living room, bathroom, kitchen, mum, • Point to the world map on the top, right-hand corner of
dad, sister, in, table, chairs, I’m (Mayumi). It’s got (two the page. Ask the pupils to point to Japan (highlighted in
bedrooms). There’s (a fridge). I haven’t got (a bed). It hasn’t orange). If you have other world maps in the classroom,
got (chairs). Numbers ask volunteers to find Japan on those too.
Passive: family, mats, floor, walls, thick paper, futon, house, • Ask What can you see in the photos? The pupils name the
I live (in Japan). items that they know in English.
Class Book
• Ask questions about Mayumi’s flat, such as Is there a
kitchen? (Yes.) What’s in the living room? (A table, mats,
a cupboard and a lamp.) What are the bedroom walls
made of? (Thick paper.) Where’s Mayumi’s futon? (In her
bedroom. / Next to her sister’s futon.)
2 Read and circle.

Class Book

option. (Five rooms.)
Answers
1 five rooms 2 a table 3 chairs
4 the living room and the kitchen 5 a futon
3 Tick ✓ and follow. Write.

Class Book page 55
• Ask the pupils to say the words for the pictures in the boxes.
• Demonstrate the activity. The pupils tick the circle next to
the correct word. They then move to the next box, which
is indicated by the green arrow. They tick the correct word
in that box, and so on.
• The pupils complete the activity.
• To find the hidden word, in the final box they write the
letters that are next to each of the ticked circles.
Class Book
Answers
table, bed, cooker, lamp, mat
The word is: JAPAN
126 Unit 4 Read more! • Japan

4 Write.
• Ask the class some questions about their own homes.
Say Do you live in a house or a flat? Use photo 1, of the
outside of Mayumi’s flat, to clarify the difference between
house and flat. Ask the pupils to describe their house or
flat and their bedroom using My house/flat has got (three
bedrooms). It hasn’t got (a living room).
teaching tip: Dwellings share many similar characteristics,

but they are different in detail. Ask the pupils to make a list
of the things that may be different in Japanese flats to the
place where they live.
Goodbye
• Explain that Goodbye in Japanese is Sayonara.
• Say Sayonara several times and get the class to repeat.
Then wave goodbye.
Unit 4 Read more! • Japan 127

5 Wild animals
CD1 tracks 1 and 8
Objectives
• Review the alphabet. Encourage each pupil to say a letter,
Revise the structure It can (swim). / It can’t (walk).
and write each one on the board.
Practise the new vocabulary and revised structure in
• Repeat the activity, but this time ask the pupils if they can
also say a word in English for each letter.
Language
Active: crocodile, zebra, parrot, flamingo, lion, python, Vocabulary presentation
monkey, gorilla
Revised: in, tree, big, long, walk, It’s (a flamingo). It’s got
(a banana). It can (swim). It can’t (walk). Colours
new topic.
• Ask the pupils what they know about Africa. Encourage
answers in L1, focusing particularly on any animals the
pupils may suggest.
• Show the Explorer figure and say Our Explorer is in Africa.
Let’s look at the pictures in his/her rucksack.
Class Book
1 Chant. $ 2•26
Class Book

$ 2•26
A crocodile,
A zebra,
A parrot in a tree.
It’s a flamingo,
Looking at me!
A lion,
A python,
A little monkey too.
It’s a gorilla,
Looking at you!
Activity Book

2 Listen and say the animal. $ 2•27 2 Write.
Class Book page 56, CD2 track 27 Activity Book page 46
• Ask the pupils to look at the big picture. Ask What can • Say each number. The pupils name the pictures.
you see? Elicit the names of the animals and elements • The pupils order the letters and write the words under
of nature. the pictures.
• Play the first line of the recording then pause for the class Answers
to say the animal (gorilla). They point to the gorilla in the 1 parrot 2 zebra 3 python 4 monkey 5 flamingo
main picture. 6 gorilla 7 lion 8 crocodile
• Continue, with the pupils pointing to the animal and
saying the name after each line. Goodbye
Answers
1 gorilla 2 zebra 3 python 4 crocodile 5 parrot • Say each of the eight new animals. The pupils do a
6 flamingo suitable action for each one.
$ 2•27
1 It’s big. It’s got a banana. More activities
2 It’s black and white.
3 It’s green and yellow. It’s long. Reinforcement
4 It’s green. It’s big.
5 It’s red and blue.
6 It’s pink. • Distribute the flashcards and wordcards to pairs or individuals.
• Play Pairs (see the Ideas bank). Encourage the pupils to
3 Listen and repeat. $ 2•28 use the structure I've got …
Extension
• Point to the column of animals on the left and say
sentences, such as It can walk. It can’t fly. Give examples Unit 5 flashcards Set 1
using swim, jump, climb, run. • Ask the pupils to pass around the flashcards face down.
• Focus on the photos at the bottom of the page. Play the • Say Stop! then say one of the words, such as monkey.
recording. The class repeats the exchange. The pupil with the monkey card holds it up and says a
• Demonstrate describing one of the animals using sentence, such as It can climb.
It can … and It can’t … The class guesses the animal. • Continue with the rest of the flashcards.
• Ask individuals to do the same for the class to guess.
Fast finishers
4 Play the game. Activity Book page 46, sheets of paper
Class Book page 56 • Help the pupils to read the task at the bottom of the page,
• The pupils play in pairs, describing one of the animals then ask the pupils to complete the task.
using It can … and It can't …
Activity Book
1 Write the number.

• With books open, ask volunteers to read the words in
Activity 1. The class calls out the number for each item.
• The pupils write the numbers in the circles next to
the words.
Answers
flamingo, 6 / lion, 5 / python, 2 / zebra, 7 / parrot, 1 /
crocodile, 8 / gorilla, 4 / monkey, 3

Objectives
Has it got (big ears)? Yes, it has. / No, it hasn’t. wordcards. Play the vocabulary chant. The pupils with
Active: monkey, Has it got (big ears)? Yes, it has. / No, it hasn’t. Class Book page 57, CD2 track 29
Revised: big, ears, mouth, wings, legs, head, body, long, • With books open, play the recording. The pupils listen
short, small, Colours and follow.
Passive: Look! • Play the second version of the recording, pausing
after each line for the class to repeat. Check that they
understand that Sophie is trying, unsuccessfully, to
persuade Sam that there is a real monkey behind him.
the girls repeat Sophie’s lines and the boys repeat
Sam’s lines.
dialogue. The pupils act out the lines, with Nick pretending
to be a monkey.
2 Play the game.

Class Book page 57
• Ask two volunteers to read the speech bubbles and the
names of the parrots and butterflies.
• Demonstrate the game by asking a pupil to choose a
picture. Ask Has it got (red) legs/wings? Has it got a (blue)
head/tail/body? until the class can identify the picture.
•
Class Book
The pupils now continue the game in pairs.
Activity Book
1 Listen and tick ✓ A or B. $ 2•30

• With books open, explain to the class that they are going
to listen to questions and answers, which will be about
either picture A or picture B. Play the recording. The pupils
tick A or B. Play the recording again to check answers.
Answers
1 B 2 A 3 A 4 B
$ 2•30
1 Girl Has it got legs?
Boy No, it hasn’t.
2 Boy Has it got wings?
Girl Yes, it has.
3 Girl Has it got a big head?
Boy No, it hasn’t.
Activity Book
4 Boy Has it got arms?

Girl Yes, it has.

2 What’s the animal? Write. Then write Extension
the answers. Unit 5 extension worksheet 1
Activity 1 Answers
• Say numbers 1–6. The pupils look at the pictures and 1 It’s a zebra. / d 2 It’s a parrot. / a 3 It’s a crocodile. / b
identify the animals. 4 It’s a lion. / e 5 It’s a gorilla. / c
• They write the correct words under each picture.
Activity 2 Answers
• The pupils work in pairs, with one pupil asking the It can fly, but it can’t climb. / flamingo.
question for each picture and the other answering Yes, it
has. / No, it hasn’t. Demonstrate the activity with a pupil. Activity 3 Answers
1 Has it got wings? / No, it hasn’t. / Yes, it has.
• They write the answers for each question.
2 Has it got arms? / Yes, it has. / No, it hasn’t.
answers 3 Has it got a tail? / No, it hasn’t. / Yes, it has.
1 gorilla / Yes, it has. 2 crocodile / Yes, it has. 4 Has it got a big head? / Yes, it has. / No, it hasn’t.
3 python / No, it hasn’t. 4 flamingo / No, it hasn’t.
5 parrot / Yes, it has. 6 lion / No, it hasn’t.
Remember!
it as a reference for Activity 2. Explain that hasn’t and has
not are correct, but hasn’t is more commonly used as it is
quicker and shorter.
Explorer’s Quest
Answer
s (scarf)
Goodbye
• Choose a flashcard without showing it to the class. The
pupils ask questions to find out which animal it is using
Has it got …? When they have guessed correctly, show
the flashcard, then say Goodbye!
More activities
Reinforcement
Activity 1 Answers
1 python 2 flamingo 3 monkey 4 gorilla
5 parrot 6 crocodile 7 lion 8 zebra
Activity 2 Answers
1 Yes, it has. / No, it hasn’t. / No, it hasn’t. / parrot
2 No, it hasn’t. / Yes, it has. / No, it hasn’t. / zebra

Objectives
Consolidate the new language in the context of a story. • Greet the class and hold up the flashcards one by one. Ask
individuals to name the animal and say a sentence using
It can … / It can’t … or It’s got …
Language • Distribute the flashcards. Describe one, for example It’s got
Active: parrot, monkey, gorilla, crocodile, Has (your favourite a big head. It’s got four legs. It’s got a long tail. The class
animal) got wings? Yes, it has. / No, it hasn’t. names the animal. (Lion.)
Revised: in, wings, long, tail, arms, legs, big, head, ears, eyes, • Repeat the procedure with volunteers taking your role.
short, small, It’s got (a long nose). It’s (a crocodile). Numbers
Passive: zoo, elephant, What’s your favourite animal? Class Book

story. Tell the pupils to look at the pictures. Ask What
animals can you see?
• Ask Is the elephant Lucy’s favourite animal? Tell them that
they can find the answer by listening and reading. Play the
story recording. The pupils listen and follow in their books.
answer
No
• Ask questions to check comprehension. Ask Has Sam’s
favourite animal got wings / a big head / a long nose?
The pupils answer Yes, it has. / No, it hasn’t.
to repeat.
• Divide the class into groups of three, one for each
Class Book
speaking character. Play the recording once more, with

each group repeating their character’s lines.
2 Act.
• Ask three pupils to take the roles of Sam, Sophie and Lucy.
Invite them to the front to demonstrate acting out the
story. The rest of the class joins in with the animal noises.
• Play the recording. The three pupils at the front act out
• Divide the class into groups of three. Each group acts
out the story. Encourage the pupils to use gestures
and expressions.
Activity Book
1 Read and circle True or False.

Activity Book

• With books open, ask volunteers to read the sentences.
Ask the pupils to check the story in their Class Books and
then circle True or False for each sentence.
Answers
1 True 2 False 3 False 4 False 5 True

2 Write the words in order. Then write Sophie’s Extension
favourite animal. • Write one of the animal words on the board, but with the
Activity Book page 48 letters mixed up.
• Point out the Remember? items on the right. The pupils • The pupils guess what it is. When they guess correctly,
look at the words in each box and write them in the ask a volunteer to write the word on the board.
correct order to form a question. Go through the example • Continue with the rest of the vocabulary.
to demonstrate.
• The pupils ask and answer the questions in pairs. They Fast finishers
identify Sophie’s favourite animal and write the word in Activity Book page 48, sheets of paper
the bottom box. • Help the pupils to read the task at the bottom of the page,
• The pupils now ask and answer the questions in pairs. then ask the pupils to complete the task.
answers
1 Has it got two eyes? 2 Has it got short legs?
3 Has it got a small head? 4 Has it got a long tail?
It’s a crocodile.
teaching tip: Model dialogues provide an opportunity for

the pupils to practise the target structure. Demonstrate the
game. Think of an animal from the unit and invite the pupils
to ask you questions and discover which animal you have
chosen. Then encourage the pupils to do the same. This,
and similar games, can be given to fast finishers.
Explorer’s Quest
Answer
n (notebook)
Goodbye
• Ask a pupil to choose an animal flashcard and show it to
the rest of the class, without you seeing what it is.
• Ask the class questions to find out what the animal is,
using Has it got …? They answer Yes, it has. / No, it hasn’t.
• When you have guessed the animal, everyone says
Goodbye!
More activities
Reinforcement
Activity 2 Answers
1 4 2 1 3 3 4 2
Activity 3 Answers
1 Has it got a long tail? / Yes, it has.
2 Has it got a big head? / Yes, it has.
3 Has it got big ears? / Yes, it has.
Activity 4 Answer
(Pupil’s own answer and drawing)

Objectives • Greet the class and revise parts of the body vocabulary by
giving instructions, such as Clap your hands! Stamp your
Present and practise the second new set of vocabulary.
feet! Touch your head/arms!
Revise the structure It’s got (feathers). / It hasn’t got (claws).
• Quicken the pace of the instructions as the pupils become
Practise the vocabulary and revised structure in a song. more confident.
Language Explorer figure, Rucksack: Unit 5 flashcards Set 2, CD2 track 32
Active: scales, claws, teeth, feathers, crocodile, hair, whiskers, • Ask a pupil to hold up the Explorer figure. Play the
gorilla, flamingo recording, pulling the relevant flashcard out of the
Revised: short, legs, long, nose, hands, feet, small, ears, rucksack each time. The pupils look, listen and repeat.
It’s got (big scales). / It hasn’t got (feathers). • Display the flashcards. Play the recording again. The pupils
Passive: funky, jungle point to the flashcards and repeat the words.
• Show one of the animal flashcards, such as the monkey.
Ask questions, such as Has it got hair? Has it got scales?
The pupils answer Yes, it has. / No, it hasn’t.
Class Book

• Say numbers 1–6. The pupils point and say the
corresponding word.
• Say an animal from the picture, for example lion, and elicit
a sentence about it. (It’s got hair.)

• Play the song Animal fun. The pupils listen and point to
Class Book
the animals / body parts in the picture.

with flashcards hold them up. Encourage the class to
join in with the song and mime the features as they
are mentioned.
• Play the song again. This time, everyone sings along
and mimes.

• Focus on Activity 3. Explain that the pupils are playing
dominoes.
and the girls repeat the girl’s lines.
Activity Book

4 Cut out and play the game. learn to learn: Decoding written English requires
Class Book page 59, Activity Book page 81, scissors, coloured pens/pencils different strategies to decoding phonemically spelt
• Show Activity Book page 81 and demonstrate cutting languages. Rather than approaching a word letter by
along the dotted lines, but not along the solid lines, to letter, readers tend to focus on the whole word. Develop
make the dominoes. The pupils can colour the animals this ability by asking the children to look for clues in the
if there’s time. first or last letters of the words and compare them to
• Place a domino card where everyone can see it. the words in the photo glossary on page 56 of the Class
• Demonstrate the game. For example, place the mouse and Book. You can use this kind of activity with any known
✗ hair domino card on the board. Point to the cross and vocabulary set.
say It hasn’t got hair. Find a domino card with a picture of
an animal without hair (the snake) and place it alongside. Explorer’s Quest
The word next to the snake is ✓ hair. Now find an animal
that has got hair to place alongside. Class Book page 59, Come and explore! pages / Quest poster, Quest puzzle
• Continue until everyone understands the game. Say My • The pupils find the item in the grid reference and write
dominoes don’t match! when you have no domino cards the first letter in the Unit 5 Lesson 4 Quest puzzle at the
left to continue the line. back of their Activity Books.
• The pupils play the game in pairs. Answer
a (ant)
Activity Book
Goodbye
1 Which animal is it? Write. Then listen and order.
$ 2•33

• Display the wordcards. Ask the pupils to choose one of
the words, perhaps their favourite feature. Say Stand up
• With books open, ask a volunteer to read the text under (feathers)! The pupils who have chosen feathers stand up.
the crocodile. Point out that the example sentence is
from the wordpool above. The class decides which other • Continue until everyone is standing up, then say Goodbye!
sentence from the box describes the crocodile. (And lots
and lots of teeth.) More activities
• They do the same for the monkey and write the sentences.
• Explain that they must now number the sentences in the Reinforcement
order in which they appear in the song. Play the song Unit 5 flashcards Set 2, Unit 5 wordcards Set 2
Animal fun again, pausing as necessary. • Distribute the flashcards and wordcards to pairs
Answers
or individuals.
Crocodile: But it hasn’t got feathers. / 3 • Play Pairs (see the Ideas bank). Encourage the pupils
It’s got big scales and big, big claws. / 1 to use the structure It’s got …
And lots and lots of teeth. / 2
Extension
Gorilla: But it hasn’t got whiskers. / 6
It’s got big hands and big, big feet. / 4 Unit 5 flashcards Set 1, Unit 5 wordcards Set 2
And lots and lots of hair. / 5 • Display the animal flashcards.
• Ask the pupils to pass around the wordcards until you say
2 Write. Then write the number. Stop! Ask a pupil to turn over their wordcard and hold it
Activity Book page 49, Unit 5 wordcards Set 2 up for the class to read, for example feathers.
• Display the wordcards. • Ask about the wordcard Which animal has got (feathers)?
• Point to the first word and explain that they must work out The class replies flamingo and parrot, pointing to
which letters are missing and what the word is. (Claws.) the flashcards.
Demonstrate writing number 1 next to the claws picture, • Repeat with other wordcards.
over the example.
• The pupils continue the activity.
• Check the answers by calling out numbers 1–6. The pupils
say the words.
answers
1 claws 2 teeth 3 whiskers 4 hair 5 scales
6 feathers
(from left to right) 2, 6, 3, 4, 1, 5

Objectives
Consolidate the new language while developing • Greet the class and play the song Animal fun. The pupils
listening and reading skills. join in and mime the animals.
Identify and pronounce /z/ and /s/. • The pupils refer to the Class Book for the words of the
song, if necessary.
Language
Active: feathers, parrot, claws, whiskers, hair, lion, scales, Class Book
crocodile, teeth, python, zebra, Has it got (feathers)?
Yes, it has. / No, it hasn’t. 1 Listen and say the animal. $ 2•35
Revised: long, legs, short, big, It’s got / It hasn’t got (feathers). Class Book page 60, CD2 track 35
It can/can’t (fly). It’s (a parrot). Can it (run)? Numbers
• With books open, describe an animal, saying It’s got a big
Passive: colourful, silly, hiss, Can I help you? What is it? head. It’s got hair. It hasn’t got feathers. It’s black. It can’t fly.
That’s right! The pupils name the animal. (Gorilla.)
• Describe a few more animals for the class to identify.
• With books open, play the recording. Pause after the
first exchange and ask the class to name the animal.
(Flamingo.)
• Continue, pausing after each exchange for the class to
identify the animal.
Answers
1 flamingo 2 lion 3 crocodile 4 python
$ 2•35
1 Sam Can I help you?
Sophie Yes, please. Let’s see. Number 1. It’s got feathers.
It’s got long legs. It can fly. What is it?
Sam It’s a …
2 Sophie OK. Number 2. It’s got claws and whiskers. It’s got hair.
It can run. What is it?
Sam It’s a …
3 Sophie Yes, that’s right! Now, number 3. It’s got four legs. It’s got
Class Book
scales. It can swim. What is it?

Sam Hmm … It’s a …
4 Sophie Last one. Number 4. It’s got scales and teeth.
It hasn’t got legs. It can’t run. What is it?
Sam It’s a …
Sophie Thanks for your help, Sam!
2 Read and listen. Say the number. $ 2•36

• Point to the animals on the computer screens and ask
the class to read the sentences to themselves. Play
the recording, pausing so that the pupils can say the
corresponding number of the screen.
• The pupils work in pairs. One says a sentence, and the
other pupil says the picture number.
Answers
a 2 b 3 c 1 d 5
Activity Book

3 Listen and repeat. $ 2•37 Explorer’s Quest
• Focus on Activity 3. Ask What can you see? Elicit zebra and
snake. Ask what kind of noise a snake makes. (Sss.) • The pupils find the item in the grid reference and write
• Write zebra and snake on the board. Write the z of zebra
in red and the s of snake in blue. Point to the two sounds Answer
and ask the class to pronounce them. Encourage them k (kitchen)
to emphasize the difference between the sounds: for /s/
they hiss, for /z/ the mouth is in the same position, but the Goodbye
vocal chords are vibrated. • Play Goodbye, lions! (see the Ideas bank).
• Ask the class to say other English words containing /z/ and • Continue until everyone has said Goodbye! and is
/s/, such as zoo, school, scales, sing, sofa. Write these on the sitting down.
board and ask individuals to read them.
teaching tip: Some consonants represent very different More activities

sounds in different languages. When this is the case, it is
useful to raise the pupils’ awareness of this by focusing on Reinforcement
the letters in question. After saying the chant, focus on Unit 5 reinforcement worksheet 2
the letter z: ask the pupils to say its sound in isolation. Ask
Activity 1 Answers
them if this sound exists in their language. If it does, ask
how it is represented. Do the same with the letter s. c a f e
q l f l t e
a f e a t h e r s p
Activity Book l t i w h f l e c g
r e r s k t h l a d
1 Read and circle A, B or C. Write the animal. r e f z p h a e l x
Activity Book page 50 t t s r b h i s e r
• With books open, point to the animals on the right. Ask w h i s k e r s s g
volunteers to read the questions and answers. The class w x a y r f
names the animal. (Zebra.) c l i s
• They write zebra and circle the letter. 1 whiskers 2 claws 3 feathers 4 scales
answers 5 teeth 6 hair
B, It’s a zebra! Activity 2 Answers
1 It’s got whiskers. It hasn’t got feathers.
2 Write. 2 It’s got scales. It hasn’t got legs.
Activity Book page 50 3 It’s got a tail. It hasn’t got claws.
• Ask a pupil to read the unfinished sentences about 4 It’s got (pupil’s own answer). It hasn’t got (pupil’s
picture 1. The class suggests words from the wordpool own answer).
below. They then complete the sentences.
• Focus on picture 2 and elicit similar sentences from the Extension
class or individuals. Unit 5 extension worksheet 2
• The pupils write the sentences for picture 2. activity 1 ANSWERS

answers 1 tail. / feathers. / zebra.
1 whiskers, scales, run, fly 2 teeth. / whiskers. / crocodile.
2 It’s got scales. It hasn’t got hair. It can swim. It can’t climb. 3 It’s got hair. / It hasn’t got a tail. / gorilla
4 It’s got scales. / It hasn’t got claws. / python
Remember! activity 2 ANSWERS
Activity Book page 50 1 Has it got a small head? Yes, it has.
• Draw attention to the Remember! box. Remind the pupils 2 Has it got wings? No, it hasn’t.
that they can use it as a reference for Activity 2. Explain 3 Has it got scales? No, it hasn’t.
that both It’s got and It has got are correct, but It’s got is It’s a frog!
more commonly used as it is quicker and shorter. 4 Has it got feathers? Yes, it has.
• Ask the class to tell you the full form of can’t (cannot). 5 Has it got a tail? No, it hasn’t.
6 Has it got short legs? Yes, it has.
It’s a duck!

Units 4–6 Vocabulary poster, CD2 track 26, Unit 5 cross-curricular cards
Objectives
Understand a cross-curricular text. • Greet the class and hold up the Vocabulary poster and
point to the bedroom. Ask the pupils to say what animals
Learn about mammals.
they can see. (Zebra, lion, crocodile, etc.) Can they see any
Language other animals? (A parrot on the living room wall.)
Cross-curricular: lion(s), dolphin(s), mammals, lay eggs, baby/ • Play the vocabulary chant and encourage the class to
babies, milk, feathers, scales, hair, vertebrates, backbone, cold mime actions for each animal as they chant.
blood, warm, humans, reptiles, flamingos, parrots, crocodiles • Hold up the cross-curricular cards of the python and
Revised: bat(s), wings, swim, birds, snakes, milk, (Mammals) gorilla and ask the questions on each.
have / haven’t got (feathers). They can (fly). • Ask the pupils to think about the main differences between
reptiles and mammals.
• Explain that the pupils are going to listen and learn more
about mammals.
Class Book
1 Answer the question. Then listen, read and

check. $ 2•38
• With books open, ask What can you see? (Eggs, milk, a lion,
a bat, a zebra, a dolphin.)
• Read the question. Ask the pupils to look at the photos
and make suggestions for the answer. Write them on
the board.
Class Book
answer
lion, bat, dolphin
L1, where necessary. Ask Do most mammals lay eggs?
(No.) What do mammals give their babies? (Milk.) Have
mammals got a backbone? (Yes.) Is their blood warm or
cold? (Warm.) Are dolphins mammals? (Yes.)
2 Read and listen again. Say True or False. $ 2•38

• Read the sentences and check comprehension. Explain
that the pupils need to listen carefully to work out
whether each sentence is True or False.
• Ask individuals to read the sentences. The pupils say True
or False.
Answers
Activity Book
1 True 2 True 3 False 4 True

Explore the Internet with your teacher. Goodbye
Class Book page 61
• Ask the pupils to name their favourite mammal from
• You may wish to retrieve some websites that would be today’s lesson. Go around the class with everyone saying
a mammal, then say Goodbye!
• Ask a volunteer to read the question Two mammals lay
eggs. What are they? Set the pupils to work to find the More activities
answer, referring to the websites you’ve suggested.
answer Reinforcement
Platypuses and echidnas • Play Is it a mammal, bird or reptile? Name an animal, such
as gorilla. The class answers (It’s a) mammal! Name more
Activity Book animals, speeding up as you go along.
• The pupils can now play the game in pairs or small
1 Read and match. groups, naming as many animals as they can.
• With books open, ask individuals to read the texts in the Extension
boxes. The class decides which picture the text describes. Unit 5 cross-curricular worksheet
Help them to read the picture headings. Activity 1 Answers
• The pupils draw lines to match the pictures and texts. 1 O 2 B 3 O 4 G
Answers Activity 2 Answers
a 2 b 3 c 1 (Pupil’s own answers and drawing)
2 Write. DVD cross-curricular

Activity Book page 51 Unit 5 DVD cross-curricular worksheet, DVD Unit 5 cross-curricular
• Say one of the words in the wordpool and ask the class to • There are cross-curricular clips on the DVD, supported
say mammals, reptiles or birds. by a worksheet available to download from the Explorers
• The pupils write the words from the wordpool in the website (see page 11), that you may now wish to use with
correct column of the table. your pupils.
Answers Fast finishers
mammals: humans, lions, bats, dolphins Activity Book page 51, sheets of paper
reptiles: snakes, crocodiles
birds: flamingos, parrots
teaching tip: Classifying animals according to scientific
criteria is an important part of biology. Check that the
pupils know the criteria for mammals. Ask them why
these mammals are unusual: dolphins, whales, platypuses,
echidnas. Point out that, so long as an animal complies
with the given criteria, it is a mammal, even though it has
unusual characteristics.
Explorer’s Quest
Answers
e (eight)
Unit 5 secret word: snake

Unit 5 Lesson 7
Objectives
Consolidate the language of the unit in a real-world
context.
Consider the importance of protecting animals.
Language
Active: pythons, zebra, lion, hair, claws, whiskers
Revised: snake, small, birds, monkeys, swim, long, big,
wings, eyes, run, I like (butterflies). It can (eat). It’s (white).
It’s got (six legs). Numbers, Colours
Passive: photos, wildlife park, Africa, stripes, Central/South
America, What’s your favourite animal?
Activity Book
Starting the lesson
CD1 track 1, Unit 5 flashcards Set 1
• Write the words mammal, reptile and bird on the board.
Hold up a flashcard and ask the class to say whether the
animal is a mammal, reptile or bird. Place the flashcard
under the corresponding word on the board.
• Continue with the rest of the flashcards.
a wildlife park with Keisha and Jack. What do they think
they might see at the wildlife park? What will they do
Class Book
there? Elicit some ideas, such as lions, gorillas.
Class Book

books, pointing to the people and animals as they
are mentioned.
• Play the recording again. Pause before key words, such
as butterflies, pythons, monkeys, Africa and legs. Elicit the
words from the class, then continue the CD so they
can check.
• Look at the first box (Keisha) again. Focus on the map of
the wildlife park. Ask the pupils to find and read the labels
or parts of labels they recognize, for example: toilets, picnic,
playground, bats, train, reptile house, monkeys.
Class Book

Culture point: Wildlife parks 2 Read. Draw and write.
Britain has many wildlife parks where visitors can see Activity Book page 52
different animals from around the world. A typical wildlife • The pupils work in pairs with one pupil reading the text
park has enclosures for large animals, such as lions, zebras and the other pupil pointing to the features in the picture.
and giraffes. There is usually a reptile house, an aviary and • They draw their favourite animals.
an insect sanctuary. • Write the text from the example on the board and discuss
Most of the animals are on special diets, eating the same which words the pupils might change to write their own
kinds of food that they would do in the wild. For this, and versions. Underline these in colour.
for safety reasons, children cannot feed the animals with
• Elicit a list of words that the pupils might use.
their own food; however, some wildlife parks sell animal
food that can be used to feed domestic animals, such as • The pupils write their own version under their picture.
sheep or rabbits. teaching tip: Drawing a realistic picture of an animal
Most wildlife parks support conservation projects to requires careful observation. Before the pupils draw their
protect some of the different species of animals that favourite animals, ask them to look at photos in books or
visitors see at the park. on the Internet. Encourage them to observe the colour
and patterns on the animal, its proportions, the details of
2 Answer the questions. its face, its feet and its tail. Tell them to try and reproduce
Class Book pages 62 and 63 these details as correctly as possible in their pictures.
• Ask two volunteers to read the questions. Ask the whole
class or individuals to answer. Goodbye
answers
At a wildlife park • With books closed, ask the class if they can remember
Butterflies and pythons the name of the butterfly at the wildlife centre (Morpho
butterfly). Say true and false sentences about the butterfly.
• Encourage the pupils to study the photos and ask more It’s blue. It’s got eight legs. The pupils stand up if the
questions, for example How long is the python? (Eight
sentences are true and stay seated if they are false.
metres long.) What can it eat? (Small animals, birds and
monkeys.) Where is the zebra from? (Africa.) What colour is • Continue with more sentences, then say Goodbye!
the Morpho butterfly? (Blue.) How many legs has it got? (Six.)
More activities
A good explorer
Class Book page 62 Reinforcement
• Focus on the A good explorer section. Ask individuals Units 4–6 Vocabulary poster
to read the sentences. • Point to the animals on the poster. Ask the class to name
• Ask the class for other examples of how to protect animals. them (monkey, gorilla, parrot, lion, snake/python, crocodile,
zebra, flamingo). Describe one of the animals for the class
teaching tip: We have a responsibility to animals in the
to guess: It’s pink. It’s got (feathers). It can (fly). (Flamingo.)
wild and in captivity. Talk about appropriate behaviour in
• Ask the pupils to come to the front and describe an
zoos and wildlife parks with the pupils in L1. (Don’t give
animal on the poster. The rest of the class guesses
them the wrong kinds of food, don’t make loud noises, don’t
the animal.
tease them, don’t put your hands in the enclosures and don’t
throw objects into the enclosures.) Extension
• Play Has your animal got …? (see the Ideas bank).
Activity Book Fast finishers
or No.
• With books open, ask a volunteer to read the sentences.
Then say Hands up for ‘Yes’. Hands up for ‘No’. Ask a pupil
to say the Class Book picture number where we see Keisha
and Jack. (1.)
Answers
1 Yes 2 No 3 Yes 4 No 5 No 6 No

Objectives
• Distribute the flashcards and wordcards again. Describe
Reflect on own learning and performance in this unit. one of them saying It’s got scales. It’s got a tail. It hasn’t
Language got wings. It can swim. The class names the animal.
Let’s talk!: python, snake, butterfly, lion, gorilla, What’s your (Crocodile.) The pupils with the crocodile wordcard and
favourite animal? flashcard hold them up.
Class Book
1 Look at Keisha’s page again and find. Say

the number.
• With books open, point to the Lesson 8 section on page 63.
Ask the pupils to look at Activity 1 and read the first item:
a black and white animal. Ask the class to look at the photos
or read the text and find the photo with the black and
white animal.
Answers
a 3 b 2 c 4 d 1

Class Book
• Ask individuals What’s your favourite animal? They answer

A (butterfly).
• Point out the animal pictures on the right. Ask the pupils
to work in pairs and ask and answer the question, using
the animals illustrated.
teaching tip: Good learners use dictionaries to find

the words that they need. Before starting the activity,
encourage the pupils to identify their favourite animal. If
they don’t know the word in English, get them to look it
up in a picture dictionary or in a bilingual dictionary. Help
them with the pronunciation, if necessary.

Activity Book

1 Complete.
• Play the song Animal fun. Encourage everyone to join in
and do suitable actions. The pupils refer to the Class Book
• Display the wordcards. for the words of the song, if necessary.
• Show the Picture Dictionary page (Activity Book page 71) • Then say Goodbye!
(crocodile) and writing the word underneath. Remind More activities
are working.
Reinforcement
• Now demonstrate sticking the first word sticker (claws) in
• Elicit other words learned in this unit, such as mammals, Activity 1 Answers
dolphins, backbone. The pupils write these in the More new 1 Has it got scales? Yes, it has.
words … section. Has it got arms? No, it hasn’t.
Has it got legs? No, it hasn’t. It’s a python.
2 Listen and number. $ 2•41 2 Has it got wings? Yes, it has.
Activity Book page 53, CD2 track 41 Has it got legs? Yes, it has.
• Go back to page 53 and look at Activity 2. Has it got feathers? No, it hasn’t. It’s a butterfly.
• Point to the pictures and play the recording. The pupils Activity 2 Answers
number the pictures. 1 can’t / monkey 2 can / can / lion
3 It’s got legs and a tail. It hasn’t got (pupil’s own answer).
Answers
It can swim, but it can’t climb. It’s a crocodile.
3, 4, 2, 1
$ 2•41 Extension

1 Girl It hasn’t got feathers. It’s got hair, whiskers and big teeth. Unit 5 extension worksheet 3
2 Boy It’s got four legs and a big mouth. It hasn’t got hair Activity 2 Answers
or feathers. It’s got scales. Freshwater crocodile: Australia / brown and black / swim and
3 Girl It’s got scales and a long body. It hasn’t got legs. walk / birds, fish and reptiles
4 Boy It’s got four legs, a tail and hair. It’s black and white. Blue-fronted Amazon parrot: Brazil / blue, green and yellow /
fly, sing and talk / apples and bananas
3 Write the questions. Answer Yes, it has or Malachite butterfly: South America / blue and green /
No, it hasn’t. fly / fruit
Activity 3 Answer
• The pupils complete the questions and write the answers It lives in forests in Africa. It’s brown, blue and orange. It can
according to the image on the right. climb trees. It eats plants, insects and small animals.
answers
Has it got feathers? No, it hasn’t. Unit test
Has it got a tail? Yes, it has. • The pupils are now ready to do the Unit 5 test. You will
teaching tip: Reflecting on your work

5 Colour a face.

watch a DVD about the trip to the wildlife park. Ask Who
goes to the wildlife park? (Keisha and Jack.) Which animals
Write about a mammal. do they see? (A python, a zebra and a butterfly.)
Consider the importance of protecting animals. • Ask the pupils to name other animals that they might see
Language at a wildlife park and write their suggestions on the board.
Active: pythons, crocodile, teeth, zebra, lion First viewing
Revised: snake, long, small, birds, monkeys, swim, tail, feet, DVD Unit 5 Let’s explore!
nose, fly, jump, legs, wings, There are (lots of animals). I like
(butterflies). It can/can’t (eat). It’s got (big teeth). Numbers,
time they see an animal that they know. Pause the DVD
Colours
for the pupils to name the animals.
Passive: wildlife park, Africa, stripes, rhino, horn, penguins,
Central/South America
• Read the statements at the end of the DVD for the class
to respond True or False.
Answers
1 True 2 False 3 False 4 False 5 True 6 True
DVD worksheet 1
1 Watch and order. Write.

• Explain that the pupils must number the photos in the
order that the animals appear on the DVD. Play the
relevant section of the DVD, pausing if necessary.
• The pupils use the words in the wordpool to label
the photos.
Answers
a penguins, 5 b python, 1 c rhino, 4 d butterfly, 6
DVD worksheet 1
e zebra, 3 f crocodile, 2
2 Circle True or False.

• Ask the class to read through the sentences.
• Play the relevant section of the DVD, pausing where
necessary for the pupils to circle True or False.
answers
1 False 2 True 3 True 4 True 5 False 6 False
DVD worksheet 2
1 Choose your favourite mammal. Draw and

colour. Write.
Unit 5 DVD worksheet 2, coloured pens/pencils
• Ask the pupils to look at the names of mammals in the
wordpool and to choose their favourite.
• The pupils draw and colour a picture of the mammal they
have chosen.
DVD worksheet 2
• They complete the sentences about their favourite

mammal. Go through the activity with the class. Ask some
of the pupils to hold up their pictures and tell the class
about their favourite mammal.
Answers

2 Tick ✓ the correct picture. Goodbye
• Ask the pupils to imagine that they are going to the
• Focus attention on the pictures. Point to each one and ask wildlife park. Ask individual pupils Which animals do you
Can the cat eat this food?
want to see?
• The pupils tick the picture that shows the good explorer.
• Do a quick hand count survey, to see which are the most
• Go through the answer with the class. popular animals, then say Goodbye!
answer
2

• Ask the pupils to draw two more pictures: one showing a
good explorer looking after an animal correctly and one
showing a bad explorer.
4 Write.
• Read the text in the speech bubble to the class.
the sentence.
answer
A good explorer protects animals.
$ DVD Unit 5 Let’s explore!

Keisha Today Jack and I are at a wildlife park.
Keisha Look! There are lots of animals.
Keisha I like butterflies and Jack likes pythons.
Keisha What’s your favourite animal?
Jack A python.
Keisha’s dad Let’s go and see the pythons then! Come on!
Keisha Here’s a snake. It’s a python.
Jack ‘Python. It’s eight metres long. It can eat small animals, for
example birds and monkeys. It can swim too!’
Keisha Wow!
Keisha What else is in the reptile house?
Keisha Aha! A crocodile. It’s got big teeth and a big tail too.
Keisha Look! Here’s a zebra. It’s from Africa. It eats grass and leaves.
It’s white with black stripes.
Keisha’s dad Did you know … every zebra has got different stripes!
Keisha Here’s a rhino. It’s from Africa too. Look at its big
feet … and the long horn on its nose too!
Keisha No! Jack! Don’t give the animals your food!
Keisha’s dad Keisha’s right, Jack. The animals have to eat their
own food!
Jack Oh, OK.
Keisha Here are the penguins. They’re black and white. They’re
birds, but they can’t fly. They can jump into the water and they can
swim.
Keisha But where’s the butterfly house? There it is!
Keisha Let’s go and see the butterflies!
Keisha’s dad OK. Come on then!
Keisha This is a Morpho butterfly. It’s blue and very big. It’s got
six legs and four wings. The Morpho butterfly is from Central and
South America. This is my favourite butterfly. And it’s my favourite
animal in the wildlife park too.

Lesson 1
Objectives
of a story.
Sequence the events of a story.
Language
Active: zebra, parrot, lion
Revised: tree, hungry, slow, butterfly, happy, I can (go)!
Passive: magic, animals, food, fruit, tall, name, falls, want,
village chief, tortoise, run(s), fast, Uwungelema, nest, walks,
eat, funny, sad, scary, laugh
Activity Book
Starting the lesson
• Greet the class and play the song Animal fun. Encourage
the class to sing and mime. The pupils refer to the Class
Book for the words of the song, if necessary.
about wild animals in Africa. Ask the pupils to name
some of the animals that they think will be in the story
(for example crocodile, zebra, parrot). Prompt with the
flashcards, if necessary.
Class Book
Class Book

listen to the story, but also follow it in their books.
• Name some of the animals in the story pictures and write
them on the board. The pupils find the animals and say the
picture number(s). For example, say zebra (Pictures 1, 2, 3, 4,
5 and 8.), lion (Pictures 1, 2, 4, 5, 6 and 8.), parrot (Picture 6.)
• Ask questions, such as What else can you see? The pupils
look and say the picture numbers: huts (pictures 3 and 7),
nest (picture 6), fruit (pictures 1, 5 and 8).
• Check comprehension with further questions, such as
Where is the fruit? (In the tree.) Can the animals eat the
fruit? (No.) Who runs to the village? (Zebra.) Can Zebra
remember the name? (No.) Where does Butterfly fly?
(Into a parrot’s nest.) Can Tortoise remember the name?
(Yes.) What is the name of the tree? (Uwungelema.)
Class Book
146 The magic tree • Lesson 1

Activity Book
1 Order. Then find and write the animals’ names.

• With books open, ask the class to look carefully at the
pictures and work out the order in which they appear in
the story. They number the pictures.
• The pupils check which animals the arrow is pointing to
and write the names.
Answers
a 3, Tortoise b 1, Zebra c 4, Lion d 2, Butterfly
2 Choose, circle and write.

• Help the class to read the first sentence aloud. Ask them
to think about their favourite part of the story and to
circle the picture number. Ask individuals Which is your
favourite part of the story? They answer Picture (6).
• Help the class to read the next sentence. Encourage them
to make funny, happy, sad and scary faces as they say the
part of the story.
is your favourite character? They complete the sentence
by writing the name.
3 What do you think happens the next day? Read,

tick ✓ and draw.
‘Yes.’ Hands up for ‘No.’
Goodbye
• Ask the pupils if they can remember all the animal
words they have learnt. They mime the animals as
they name them.
More activities
Reinforcement
word. Invite a pupil to mime the animal and write the
word correctly on the board.
Extension
sheets of paper
• Ask the pupils to write a list of all the animals they know
in English.
• When they have finished their lists, ask individuals to write
one of their words on the board. Continue until you have
all the words on the pupils’ lists.
The magic tree • Lesson 1 147

The magic tree Lesson 2
Objectives
Language
Active: zebra, parrot
Revised: tree, hungry, slow, butterfly, happy, I can (go)!
Passive: magic, animals, food, fruit, tall, name, falls, want,
village chief, tortoise, run(s), fast, Uwungelema, nest, walks, eat
Activity Book
Starting the lesson
CD2 track 42, Class Book pages 64 and 65
the previous lesson.
• Using the Class Book pages, ask Are the animals hungry?
(Yes.) Who runs to the village? (Zebra.) Who flies? (Butterfly.)
Class Book
Who is fast? (Zebra.) Who is slow? (Tortoise.) Who says the

name of the magic tree? (Tortoise.) Play the recording and
the pupils listen.
• With books open, say lines from the story. The pupils
say the picture number. For example The tree is very tall.
(Picture 1.) No, Tortoise! You’re slow! (Picture 2.)
Activity Book
1 Write the words in order. Listen and check. $ 2•43

• With books open, ask the pupils to write the words in the
correct order to make sentences.
• Play the recording for them to check their work.
$ 2•43
1 Run fast, Zebra!
2 Look at the fruit!
3 Don’t fall!
4 Run to the village!
5 Say the name of the tree!
Class Book
6 Fly to the village!
148 The magic tree • Lesson 2

2 Write the sentences from Activity 1 in the correct
speech bubbles.
• The pupils look at the pictures and work out which is the
correct text for the speech bubble. They can check in the
Class Book, but point out that the pictures are not exactly
the same. They must use their understanding of the
sequence of events in the story.
• Check the activity by asking individuals to read the
sentences for each picture.
ANSWERS
a Run fast, Zebra! b Don’t fall! c Look at the fruit!
d Say the name of the tree! e Fly to the village!
f Run to the village!
learn to learn: Doing a good job involves care and

concentration. Discuss the message of the story with the
pupils in L1. Ask questions, such as Why do they choose
Zebra first? Was it a good choice? Why not? Why did they
choose the butterfly? Was it a good choice? Why not? How
did the tortoise remember the name? Is it always important
to do things fast? What is important? Are you more like the
zebra, the butterfly or the tortoise?
Goodbye
• Ask the pupils to choose their favourite character from
the story.
• Say Goodbye, Lion! and all the pupils who chose Lion
say Goodbye! and sit down.
• Continue until all the pupils have said Goodbye! and
are seated.
More activities
Reinforcement
Quest poster
• Say a grid reference, for example C3, and ask a pupil to
find and name the animal. (Monkey.)
• Repeat the procedure with different animals on the grid.
(Horse, gorilla, snake, crocodile, etc.)
Extension
word. Invite them to write the word correctly on the
board and also to say a sentence about the animal, such
as It’s got wings and feathers.
The magic tree • Lesson 2 149

5 Read more!
Morocco Starting the lesson
Objectives
Use the language of Unit 5 to discover more about the • Greet the class and ask a few pupils to think of an animal
real world. and describe it, using It’s got … / It hasn’t got … The rest of
the class guesses the animal.
Read and understand a text about a desert in Morocco.
• Play the Unit 5 vocabulary chant. The pupils join in and
mime the animals as they chant.
Active: parrot, flamingo, zebra is it? (Morocco.)
Revised: long, tails, hot, fox, small, big, snakes, long, legs, • Point to the world map on the top, right-hand corner of
feet, boat, insect, bird, beetle, hair, I’m (Jasmine). I like the page. Ask the pupils to point to Morocco (highlighted
(animals). It’s got / hasn’t got (ears). They can (walk). It’s a / in orange). If you have other world maps in the classroom,
It isn’t a (lizard). Numbers, Colours ask volunteers to find Morocco on those too.
Passive: reptile, scales, lizard, desert, mammal, sand, • Ask What can you see in the photos? The pupils name the
camouflaged, camel, hump, I live (in Morocco). items that they know in English.
Class Book

• Ask the pupils to describe a lizard, a desert fox, a snake
and a camel using It’s got …
• Ask further questions about the desert, such as Is it hot
or cold in the desert? (It’s hot.) How do people travel in the
desert? (By camel.)
2 Read and circle.

Class Book

option. (A lizard.)
Answers
1 a lizard 2 big ears 3 black, yellow and brown
4 by camel 5 long legs
3 Read and cross ✗. Find and write the animal.

Class Book page 67
• Ask the pupils to name the animals in the boxes.
• Explain that the sentences are clues for an animal. Ask
a pupil to read sentence number 1: It isn’t an insect.
Demonstrate crossing out the picture of an insect (the
beetle). Clarify that the sentence says the animal isn’t an
insect, so we know that the animal we are looking for isn’t
a beetle. We therefore cross it out and continue reading
the sentences and eliminating pictures.
Class Book
150 Unit 5 Read more! • Morocco

• The pupils continue the activity independently until they
have only one picture left.
• They write the name of the animal in the space provided.
ANSWER
It’s a snake.
4 Write.
Class Book page 67
• Ask the class some questions about hot places, reptiles
and mammals in their own country. Ask Where is it hot in
this country? What reptiles are there in this country? What
mammals are there? Ask the pupils to describe some of
the reptiles and mammals in their country.
teaching tip: Animals develop special characteristics

to enable them to live in specific environments. Ask the
pupils what the climate is like in Morocco. Confirm that it
is generally hot and that a lot of the country is desert. Ask
the pupils what features the animals on page 66 have that
make it easier for them to live in the desert.
Goodbye
• Ask the pupils to stand up and silently choose a desert
creature, such as a snake, a fox, a camel or a lizard.
• Say Goodbye, foxes! Everyone who chose fox sits down
and says Goodbye! Continue until everyone has said
Goodbye! and is sitting down.
Unit 5 Read more! • Morocco 151

6 Camping
CD1 tracks 1 and 8
Objectives
• Ask the class to count together to twenty. Then ask them
Revise the structure I like (salad). / I don’t like (toast).
to count to twenty in odd numbers (1, 3, 5, etc.). Write the
Practise the new vocabulary and revised structure in numbers on the board for support, if necessary.
Active: salad, toast, water, jam, sandwiches, pasta, eggs, juice Explorer figure, Rucksack: Unit 6 flashcards Set 1, CD3 track 1
Revised: I like (toast). I don’t like (jam). Numbers • Explain to the pupils that they are going to start a
new topic.
• Ask the pupils to think of the food words they know in
English. Elicit a list on the board.
• Show the Explorer figure and say Our explorer is in the
kitchen. Let’s look at the pictures in his/her rucksack.
point to the flashcards and repeat the words. Are any of
the words listed on the board?
Class Book
1 Chant. $ 3•2
Class Book

• Play the chant a third time and encourage the class to smile
and rub their stomachs when they say I like … and Yum!
$ 3•2
Salad, toast,
Water, jam,
Sandwiches and pasta. Yum!
I like eggs and I like juice.
Yes, I do. Yum! Yum!
2 Listen and say Yes or No. $ 3•3

• Ask the pupils to look at the big picture. Play the first line
of the recording and pause for the pupils to point to the
Activity Book
food item labelled 1. Ask Is it salad? They answer Yes.

• Continue, pausing after each sentence for the class to say
Yes or No.
Answers
1 Yes 2 No 3 No 4 Yes
5 No 6 Yes 7 No 8 Yes

$ 3•4 Goodbye
Number 1 is salad.
Number 2 is eggs. Unit 6 flashcards Set 1
Number 3 is water. • Hold up a flashcard and say I like … The class names the
Number 4 is juice. food. Repeat with I don’t like …
Number 5 is jam. • Continue with different flashcards, then say Goodbye!
Number 6 is sandwiches.
Number 7 is pasta. More activities
Number 8 is toast.
3 Listen and repeat. $ 3•4 Reinforcement

Class Book page 68, CD3 track 4 Unit 6 flashcards Set 1, Unit 6 wordcards Set 1
• Focus on the photos at the bottom of the page. Play the • Play Snap! (see the Ideas bank).
Extension
4 Talk to your friend. Unit 6 flashcards Set 1
Class Book page 68 • Hand out the flashcards and ask the pupils to pass them
• Prepare for the activity by telling the class I like … and around quickly.
I don’t like …, using the new food words. Ask a pair of • Say Stop! Then say one of the words, such as jam. The
pupils to do the same. pupil with the jam flashcard holds it up and says I like jam.
• The pupils now work in pairs, talking about the food they or I don’t like jam.
like and don’t like. • Continue with the rest of the flashcards.
teaching tip: Constant practice builds a learner’s Fast finishers

confidence. Talk to the pupils about speaking English: Activity Book page 56, sheets of paper
explain that the more they speak, the easier it will become • Help the pupils to read the task at the bottom of the page,
for them. Ask them how else they could use the phrases then ask the pupils to complete the task.
I like … / I don’t like …, for example with other foods, with
colours, with animals. Ask them to choose one from each
category and then to find someone else who has the
same likes/dislikes as them.
Activity Book
1 Match.
• With books open, ask a volunteer to read the words in
Activity 1. The class says the corresponding picture number.
• The pupils draw lines to match the words and pictures.
Answers
eggs, 1 / pasta, 2 / juice, 6 / toast, 8 / water, 4 / jam, 3 /
salad, 5 / sandwiches, 7
2 Write.
• Say each number. The class names the picture.
• The pupils write the words in the crossword.
Answers
1 sandwiches 2 salad 3 water 4 pasta 5 toast
6 juice 7 jam 8 eggs

Objectives
Do you like (pasta)? Yes, I do. / No, I don’t. wordcards. Play the vocabulary chant. The pupils with
Active: jam, pasta, toast, salad, eggs, sandwiches, juice, Class Book page 69, CD3 track 5
water, Do you like (sausages)? Yes, I do. / No, I don’t. • With books open, play the recording. The pupils listen
Passive: campsite and follow.
• Play the second version of the recording, pausing after
each line for the class to repeat. Encourage them to smile
for I like … and shake their heads for I don’t like …
• Divide the class into three groups, one for each character.
Play the track again. The groups repeat their character’s lines.
• Ask three pupils to come to the front to act out the dialogue.
2 Play the game.

Class Book page 69
• Demonstrate the game by asking a pupil to pretend to be
one of the characters in the table. The class asks Do you
like …? The pupil answers Yes, I do. or No, I don’t. until the
class can identify who they are.
• Continue as a whole class game, with one pupil choosing
a character and the class asking questions.
• The pupils continue the game in pairs.
Class Book
Activity Book
1 Listen and draw. $ 3•6

• With books open, explain to the class that they are now
going to listen to Emily and Will answering questions
about food.
• Play the recording. The pupils draw a happy face if Emily
and Will like the food and a sad face if they don’t.
• Play the recording again to check answers.
Answers
Emily: , ,
Will: , ,
$ 3•6
1 Narrator Emily, do you like salad?
Emily Yes, I do.
Narrator Do you like toast?
Activity Book
Emily No, I don’t.

Narrator Do you like pasta?
Emily No, I don’t. Yuck!
2 Narrator Will, do you like eggs?
Will No, I don’t.
Narrator Do you like sandwiches?
Will Yes, I do.
Narrator Do you like juice?
Will Yes, I do. I love juice!

2 Write. Then tick ✓ or cross ✗. Ask a friend and More activities
tick ✓ or cross ✗.
Activity Book page 57 Reinforcement
• Say numbers 1–5. The class names the corresponding Unit 6 reinforcement worksheet 1
food pictures.
Activity 1 Answers
• The pupils write questions for each picture. They answer 1 juice 2 pasta 3 eggs 4 toast 5 sandwiches
the question for themselves with a tick or cross. 6 water 7 salad 8 jam
• Ask the pupils to work in pairs. They ask and answer the
Activity 2 Answers
questions with their friend, using ticks and crosses.
1 Do you like eggs?
• Point to the Learn to learn sign. Tell the children that
Do you like toast? Yes, I do.
they are going to practise a way to help themselves
2 Do you like salad?
with their speaking.
Do you like pasta? Yes, I do.
• Encourage the pupils to try to memorize the questions Do you like juice? No, I don’t.
and ask them without referring to the book.
Extension
learn to learn: Improve your speaking
The pupils learn the questions by heart and ask them as
often as possible to increase their fluency. Activity 1 Answers
1 (from left to right) , ,
Remember! 2 I like salad and pasta. I don’t like jam.
3 I like water and salad. I don’t like toast.
• Draw attention to the Remember! box. The pupils can use Activity 2 Answers
this as a reference for Activity 2. Ask two pupils to read the 1 Do you like juice? Yes, I do.
question and answers. 2 Do you like pasta? Yes, I do.
3 Do you like jam? Yes, I do.
Explorer’s Quest 4 Do you like eggs? No, I don’t.
5 Do you like toast? No, I don’t.
Class Book page 69, Come and explore! pages / Quest poster, Quest puzzle 6 Do you like salad? No, I don’t.
Answer
t (table)
Goodbye
• Hand out the flashcards. Each pupil holds up their card.
The class asks the pupil Do you like (pasta)? The pupil
replies Yes, I do. or No, I don’t.
• Continue with the rest of the flashcards, then say
Goodbye!

Objectives
Consolidate the new language in the context of a story. • Greet the class and hand out the flashcards. Hold up a
wordcard. The pupil with the corresponding flashcard
brings it to the front. Ask the pupil Do you like (pasta)?
Language • Display the flashcards where everyone can see them.
Active: eggs, juice, water, pasta, Do you like (sausages)? Say sentences, for example I like (juice). I don’t like (jam).
Yes, I do. / No, I don’t. Encourage individuals to say similar sentences.
Revised: bananas, sausages, apples, chicken, I’m (hungry).
I like / don’t like (bananas). Class Book
Passive: Let’s eat! Can I have (water), please?
story. Tell the pupils to look at the pictures. Ask questions,
such as What can you see? (A tent, trees.)
• Ask the pupils to make suggestions for the food that will
appear in the story and write their ideas on the board.
Play the story recording. The pupils follow in their books.
• Elicit the answer and check to see if any of the pupils’
suggestions coincide.
answer
bananas, sausages, eggs, juice, water
• Ask questions to check comprehension. Ask What has
Sam got? (Bananas.) Does Carla like bananas? (No.)
Does Mike like sausages? (Yes.) Do Sophie and Sam like
sausages? (Yes.)
to repeat.
Class Book
• Divide the class into groups of four, one for each speaking
character. Play the recording once more, with each group
repeating their character’s lines.
2 Act.
• Ask four pupils to take the roles of Sam, Carla, Sophie and
Mike. Invite them to the front to demonstrate acting out
the story.
• Play the recording. The four pupils at the front act out
• Divide the class into groups of four. Each group acts out
the story. Encourage the pupils to use gestures
and expressions.
teaching tip: Acting out a story convincingly requires a

set of special skills. Remind the pupils of the guidelines
from Unit 1 for miming along with the story. Then discuss
Activity Book
guidelines for saying the words themselves. These should

include: looking at the person you are speaking to, speaking
loudly, speaking clearly, showing emotion with your voice.
Encourage the pupils to do this when they act out the story.


• With books open, ask a volunteer to read the beginning of Activity 2 Answers
sentence 1 and the two options. The class decides which 1 I’m hungry. Let’s eat! 2 Bananas? No thanks.
word they should circle: eggs or pasta. (Eggs.) 3 Do you like sausages, Mike? 4 Yes, I do.
Activity 3 Answers
then circle the correct word or phrase for each sentence.
1 I don’t like bananas. / Carla 2 I don’t like juice. / Carla
• Check the activity by asking the pupils to read the 3 I like water. / Carla 4 I like eggs. / Sophie
correct sentences.
activity 4 answer
Answers (Pupil’s own answer and drawing)
1 eggs 2 like 3 water 4 Carla and Mike 5 bananas
Extension
2 Write.
• Play Hangman (see the Ideas bank), using food words.
• Elicit the words for the food in the thought bubble. • Invite pupils to take over your role.
• Ask a pupil to pretend to be Sam. Other pupils take turns
to ask the three questions. Fast finishers
• Now ask the class to say the questions for 4 and 5 (for the Activity Book page 58, sheets of paper
food not yet mentioned: apples and chicken). • Help the pupils to read the task at the bottom of the page,
• The pupils write the questions and answers. Point out the then ask the pupils to complete the task.
Remember? items on the right.
• They ask and answer the questions in pairs, taking turns
to be Sophie and Sam.
answers
1 No, I don’t. 2 Yes, I do. 3 Yes, I do.
4 Do you like apples? 5 Do you like chicken?
Explorer’s Quest
Answer
o (orange)
Goodbye
• Say a letter and write it on the board, such as e, and see
how quickly the class can name a food that begins with
the letter (eggs). Some letters will have more than one
food item (e.g. s: salad, sandwiches, sausages).
• Continue with more letters and then say Goodbye!

Objectives
Present and practise the second new set of vocabulary. • Greet the class and hold up the flashcards and elicit
I like (toast). or I don’t like (salad). from individuals. After an
Revise the structure Do you have (pasta for dinner)?
I like … answer, encourage others who like the food to say
Practise the vocabulary in a song. Me too!, as in the story from last lesson.
Language Explorer figure, Rucksack: Unit 6 flashcards Set 2, CD3 track 8
Active: rice, juice, breakfast, lunch, dinner, salad, pasta, • Ask a pupil to hold up the Explorer figure. Play the
ham, vegetables recording, pulling the relevant flashcard out of the
Revised: chicken, orange, thirsty, I like (apples). I am (hungry). rucksack each time. The pupils look, listen and repeat.
Where’s (my breakfast)? Do you have (pasta for dinner)? • Display the flashcards. Play the recording again. The pupils
Passive: Mr, love, food, monster point to the flashcards and repeat the words.
• Explain that breakfast is the morning meal, lunch is the
midday meal and dinner is the evening meal.
• Hold up the flashcards and ask individuals Do you like rice/
vegetables/ham?
Class Book

• Say numbers 1–6. The pupils point to the pictures and say
the words.
• Say a food word and ask the class to say the meal they
associate with that food, for example toast – breakfast,
rice – dinner.

Class Book

• Play the song Mr Munch. The pupils listen and point to
the meals or food as they are mentioned.
with flashcards hold them up. Encourage everyone to
sing along.
• Play the song again. This time, the pupils sing and mime,
with lots of expression for I like … / I love … / I am hungry.

• Focus on Activity 3. Ask the class what the children are
doing. Explain that they are playing a game in pairs.

Class Book page 71, Activity Book page 83, scissors, tack adhesive, books
Activity Book

cut along the dotted lines to make a menu and separate
food items.
• The pupils play in pairs. They place a barrier, such as a book,
between them so they cannot see each other’s menus.

• Demonstrate playing the game with a pupil. Ask questions, Explorer’s Quest
such as Do you have (eggs) for breakfast/lunch/dinner?
The pupil answers Yes, I do. / No, I don’t. Class Book page 71, Come and explore! pages / Quest poster, Quest puzzle
• The pupils choose which foods to place under the meal • The pupils find the item in the grid reference and write
headings. Pupil 1 begins by placing the cut-outs. Pupil 2 the first letter in the Unit 6 Lesson 4 Quest puzzle at the
asks questions to identify where pupil 1 has placed the back of their Activity Books.
cut-outs and places them accordingly. Answer
• They check to see whether the position of the items m (monkey)
match. Then pupil 2 places the items, and pupil 1
asks questions. Goodbye
Activity Book Unit 6 flashcards Sets 1 and 2 (food items only)
• Display five of the food flashcards. Ask the pupils to
1 Write the number. choose one of the words. Say Stand up, (chickens)! The
pupils who have chosen chicken stand up.
• Continue until everyone is standing and then say Goodbye!
• Display the wordcards and ask volunteers to read them.
• With books open, ask a pupil to read the text in the More activities
wordpool. Demonstrate writing number 1 next to
the salad.
Reinforcement
Answers
• Play Pelmanism (see the Ideas bank).
2, 3, 10, 6, 8, 9, 11, 5, 1, 4, 7, 12
Extension
2 Which food is not in the song? Circle above.
Unit 6 flashcards Sets 1 and 2 (food items only)
Listen and check. $ 3•9
• Ask the pupils to pass around the flashcards until you say
Stop! They take turns to hold up their flashcard for the
• Ask the class which food picture in Activity 1 is not in the class to see.
song. They circle the picture.
• Ask each pupil to name their flashcard and then ask
• Play the song Mr Munch. The pupils tick the pictures as about the food: Do you have (eggs) for (lunch)? The pupil
they hear the words in the song. They check they have answers Yes, I do. / No, I don’t. The rest of the class puts up
circled the food item correctly. their hand if they agree.
• Check the answer together.
answer
sausages
3 Find and circle. Write.

• Say numbers 1–6. The pupils name the pictures.
• Ask them to circle the words in the carrot, as per
the example dinner.
• Then they label the pictures.
Answers
1 vegetables 2 rice 3 dinner
4 ham 5 breakfast 6 lunch

Objectives
Consolidate the new language while developing • Greet the class and play the song Mr Munch. The pupils
listening and reading skills. join in, pretending to be hungry.
Identify and pronounce /dʒ/ and /j/. • The pupils refer to the Class Book for the words of the
song, if necessary.
Language • Say I have orange juice and toast for breakfast. Ask a pupil
Active: juice, eggs, vegetables, rice, pasta, lunch, ham, toast, What do you have for breakfast?
breakfast, salad, dinner, sandwich, water, jam • Repeat the procedure reviewing breakfast, lunch and
Revised: chicken, sausages, I like / don’t like (orange juice). dinner and food vocabulary.
Do you have (toast for breakfast)?
Passive: yummy, yoghurt, I have / don’t have (pasta for lunch). Class Book
1 Listen and say the number. $ 3•11

• With books open, elicit the words for the food pictures on
the menus.
• Play the recording. Pause after the first exchange. The class
says the menu number. (4.)
• Continue playing the recording, pausing for the pupils to
say the menu numbers.
Answers
4, 3, 1, 2, 3, 4
$ 3•11
Girl I like orange juice and eggs.
Boy I like vegetables and rice.
Girl I have pasta for lunch.
Boy I have ham and rice for lunch. I don’t like chicken.
Girl I have ham and salad for dinner.
Class Book
Boy I have chicken for lunch, and sausages and pasta

for dinner.
2 Read and listen. Say Sam or Sophie. $ 3•12

• Ask the class to read the sentences to themselves. Play the
recording, pausing so that the class can say Sam or Sophie.
• The pupils work in pairs. One pupils reads the sentences
and the other pupil says the name.
Answers
1 Sophie 2 Sam 3 Sam 4 Sophie 5 Sam 6 Sophie

• Focus on Activity 3. Ask What can you see? Elicit jam and
juice. Yoghurt is a new vocabulary item so wait until the
pupils have heard it on the CD.
• Write jam and yoghurt on the board. Write the j of jam in
Activity Book
red and the y of yoghurt in blue. Point to the two sounds

and ask the class to pronounce them. Encourage them to
emphasize the difference between the sounds.
• Ask the class to say other English words containing /dʒ/
and /j/. Write these on the board and ask the class to
read them.

• Remind the class of the words for the chorus from
1 Read and tick ✓ or cross ✗. the Mr Munch song. Sing these together and then
Activity Book page 60 say Goodbye!
• With books open, ask two pupils to read the first
question and answer. The class places a cross next to More activities
the sandwiches.
• The pupils continue in pairs, asking and answering the Reinforcement
questions and ticking or crossing the pictures.
• Check the activity. Ask Which pictures have ticks? and
Which pictures have crosses? Activity 1 Answers
1 toast 2 jam 3 juice breakfast 4 sandwich/salad
answers 5 sandwich/salad 6 water lunch 7 ham 8 rice
✓ : sausages, apples 9 vegetables dinner
✗ : sandwiches, juice
Activity 2 Answers
2 Write. 1 No, I don’t. 2 Yes, I do. 3 No, I don’t. 4 jam / eggs
Activity Book page 60 5 salad / ham / sandwiches
6 rice / vegetables / dinner / sausages
• Ask individuals to read the meal words and the example
sentence. The class suggests the sentences for lunch Extension
and dinner, referring to the pictures. They complete
the sentences.
• Focus on the pictures for number 2. The pupils write Activity 1 Answers
the sentences. 1 toast / juice / Yes, I do. 2 sandwiches / water /
No, I don’t.
answers 3 Do you have ham and vegetables for dinner? /
1 toast and jam / breakfast / sandwiches / lunch / (eggs) and No, I don’t.
(sausages) / dinner
2 I have (toast) and (juice) for breakfast. I have (chicken) and Activity 2 Answers
(vegetables) for lunch. I have salad for dinner. 1 jam / breakfast 2 pasta and salad for lunch.
3 I have rice and ham for dinner.
Remember! Activity 3 Answers
Activity Book page 60 1 sausages? / Yes, I do. / (Pupil’s own answer)
• Draw attention to the Remember! box. Remind the pupils 2 chicken? / No, I don’t. / (Pupil’s own answer)
that they can use it as a reference for Activity 2. Explain 3 like apples? / No, I don’t. / (Pupil’s own answer)
that we use have in English to talk about the things we 4 Do you like pears? / Yes, I do. / (Pupil’s own answer)
usually eat at mealtimes. 5 Do you like peaches? / Yes, I do. / (Pupil’s own answer)
6 Do you like olives? / No, I don’t. / (Pupil’s own answer)
teaching tip: Different cultures have their meals at
different times: being aware of this helps the pupils to
realise that there is a wide range of lifestyles in the world.
Explain that, in Britain, people usually have breakfast
around 7 or 8 o’clock, lunch around 12 or 1 o’clock and
their dinner around 7 or 8 o’clock, or sometimes as early
as 5 or 6 o’clock. Ask them if this is the same or different
from them. Ask them why mealtimes are at different times
(different office hours, different opening/closing times, different
leisure habits, different climate, different hours of daylight).
Explorer’s Quest
Answer
a (apple)

Unit 6 cross-curricular cards
Objectives
Understand a cross-curricular text. • Greet the class and show the cross-curricular cards. Ask
the questions on each.
Learn about the process of turning wheat to flour.
• Ask What can you make with flour? Elicit suggestions in L1.
Language • Explain that the pupils are going to listen and learn about
Cross-curricular: wheat, flour, seeds, farmers, plant, tractor, wheat and flour.
grows, fields, cut, machine, mill, bread, cereal, pasta, pizza
Revised: big, lorry, cakes, We can (buy the flour). Class Book
Passive: make, cut, people, shops, countries
$ 3•14

them on the board.
• Play the recording. The pupils follow in their books.
answer
bread, cakes, cereal, pasta, pizza
L1, where necessary. Where does wheat come from?
(Seeds.) What do some farmers use to plant the seeds?
(A tractor.) What do some farmers use to cut the wheat?
(A big machine.) What do people make from the wheat in
Class Book
the mill? (Flour.) What foods are made from flour? (Bread,
cakes, cereal, pasta and pizza.)
2 Read and listen again. Say Wheat or Flour. $ 3•14

Explain that the pupils need to listen carefully to work out
whether each sentence refers to wheat or flour.
• Ask volunteers to read the sentences. The pupils say
Wheat or Flour.
Answers
1 Wheat 2 Wheat 3 Flour 4 Flour

Class Book page 73
• Ask a volunteer to read the question Which countries grow
Activity Book
a lot of wheat? Set the pupils to work to find the answer,

referring to the websites you’ve suggested.
possible answer
The Unites States, Russia, China, India

• Go around the class and ask the pupils to name
1 Write. something made from flour, then say Goodbye!
• With books open, ask volunteers to read the words in the More activities
wordpool and the sentences. The class says the missing
word for each sentence.
Reinforcement
• The pupils complete the sentences with the words. They
• Write the letters for one of the words from the Class Book
can refer to their Class Books, if needed.
text on the board, such as hweat (wheat) or rryol (lorry). The
Answers class works out as quickly as they can which word it is. Ask
a seeds b lorry c shops d wheat e mill f flour a volunteer to come to the front and write out the word.
• The pupils now do this with their partner.
2 Write the sentences from Activity 1 under the
correct picture. Extension
Activity Book page 61 Unit 6 cross-curricular worksheet
• Focus on picture 1 and ask the class to read the example Activity 1 Answers
sentence. Point out that it is one of the sentences they (from top to bottom) 3c, 2b, 4d, 1a
completed in Activity 1.
• The pupils continue, working out which sentence to write DVD cross-curricular
under the pictures. Unit 6 DVD cross-curricular worksheet, DVD Unit 6 cross-curricular
Answers • There are cross-curricular clips on the DVD, supported
1 Farmers plant the seeds. by a worksheet available to download from the Explorers
2 Farmers cut the wheat. website (see page 11), that you may now wish to use with
3 A lorry takes the wheat to the mill. your pupils.
4 People make flour.
5 A lorry takes the flour to the shop. Fast finishers
6 We buy flour in shops. Activity Book page 61, sheets of paper
teaching tip: Flour is an important ingredient in many then ask the pupils to complete the task.
of our foods. In L1, ask the pupils if they have ever made
anything with flour. Ask questions, such as What did you
make? How did you make it? Was it good? Was it better than
in the shops? Was it fun? Tell the pupils that, in the past,
most people made their own bread and cakes, and in the
country many people milled their own flour.
Explorer’s Quest
Answers
t (tree)
Unit 6 secret word: tomato
Young Explorers 1 secret message: Good work!

Unit 6 Lesson 7
Objectives
Consolidate the language of the unit in a real-world
context.
Consider the importance of being healthy.
Language
Active: lunch, water, pasta, vegetables, dinner, toast, jam,
breakfast, ham, sandwiches, rice, eggs, Do you like (our tent)?
Revised: summer, mum, dad, brother, thirsty, oranges,
olives, river, map, riding his bike, binoculars, apples, rucksack,
sausages, We’re (hungry). I’ve got (water). I like / don’t like
(walking). Colours, Numbers
Activity Book
Passive: camping, plums, healthy, tent
Starting the lesson

CD1 track 1
• Write the word flour on the board. Ask the class to name
food that is made from flour. Write a list on the board
(bread, cakes, pasta, cereal, toast) and read through
it together.
• Explain that, in today’s lesson, they are going to read
about Grace and her family going camping. What do
they think they will take with them? What will they do
at the campsite?
Class Book
Class Book

books, pointing to the different items in the photos.
as tent, lunch, hungry, thirsty, pasta, river, sausages, bed. Elicit
the words from the class, then continue the CD so they
can check.
Culture point: Camping in Britain

Camping is popular in Britain and there are many
camping sites and holiday parks where families can stay
in a tent. These provide washing facilities and often have
a shop for basic food and supplies. Larger campsites
and parks may have playgrounds and entertainment
facilities. Camping on public land, such as forests, may be
forbidden, so people should check before setting up a
Class Book
tent in an undesignated area.

2 Answer the questions. Goodbye
• Go around the class and ask everyone to name something
• Ask two volunteers to read the questions. Ask the whole that they would take on a camping trip.
class or individuals to answer.
answers
Four people More activities
In the country
• Encourage the pupils to study the photos and ask more Reinforcement
questions, for example Is it summer or winter? (Summer.)
What colour is the tent? (Green.) What is Dad’s favourite
food? (Pasta.) What’s Oli doing? (Riding a bike.) Who’s got • Show the poster and elicit vocabulary from this unit, such
a map / binoculars? (Grace./Dad.) What do they eat for as salad, vegetables, ham, rice, juice, jam, plus other items
dinner? (Sausages.) (cake, apple).
• Ask the pupils to say which of the foods they like/dislike
A good explorer from the poster and say sentences, such as I like (vegetables).
Class Book page 74 I don’t like (jam). The rest of the class points to the items on
• Focus on the A good explorer section. Ask individuals the poster.
to read the sentences. Check that they understand the
Extension
concept of being healthy and discuss what this means.
Come and explore! pages / Quest poster, sheets of paper
• Ask the class for five examples of fruit and vegetables.
• Elicit other ideas of how to be healthy.
• Ask the pupils to look at the Come and explore! pages or
the Quest poster and look for all the different food items.
teaching tip: Raising the pupils’ awareness of what goes • Ask them to write a list of grid references for their partner on
into a healthy diet helps them to develop healthy eating a sheet of paper. Give an example, such as H9 (sandwiches).
habits. Ask the pupils if they know of any other tips for a • The pupils swap papers and find the food items using the
healthy diet. (Drink plenty of water, eat a variety of foods, grid references, writing next to each one what it is.
don’t eat too many sweets, don’t eat too many processed
foods and snacks.) Ask the pupils to put up their hands Fast finishers
if they eat five/four/three/two/one portion(s) of fruit or Activity Book page 62, sheets of paper
vegetables a day. • Help the pupils to read the task at the bottom of the page,
Activity Book

or No.
• With books open, ask a volunteer to read the sentences.
Then say Hands up for ‘Yes’. Hands up for ‘No’. Ask a pupil
to say the Class Book picture number where we first see
Grace’s tent. (1.)
Answers
1 Yes 2 Yes 3 No 4 No 5 Yes 6 No

• The pupils work in pairs with one pupil reading the text
and the other pupil pointing to the food pictures.
• They draw themselves surrounded by pictures of the food
they like and don’t like.
versions. Underline these in colour.
• Elicit a list of words the pupils might use.

Objectives
wordcards. Play the vocabulary chant. The pupils chant
• Distribute the flashcards and wordcards again. Describe
Reflect on own learning and performance in this unit. one of them, e.g. I have it for breakfast. It’s made from flour.
Language Elicit suggestions. When you hear toast say Yes. The pupils
Let’s talk!: breakfast, lunch, dinner, pasta, sandwiches, eggs, with the toast wordcard and flashcard hold them up.
salad, What’s for lunch? • Repeat with different meals and food items.
Class Book
1 Look at Grace’s page again and find.

Say the number.
first item: pasta. Ask the class to look at the photos and
find the photo with pasta.
Answers
a 2 b 3 c 1 d 4

• Ask individuals What’s for (dinner)? Encourage them to
Class Book
choose the food from the four pictures on the right.

• The pupils now practise the exchange in pairs, asking
What’s for …? They can use the food pictures on the page
or other food.

Activity Book
1 Complete.
• Display the wordcards.
• Show the Picture Dictionary (Activity Book page 72) and
the stickers. Demonstrate sticking the first picture (eggs)
and writing the word underneath. Remind the class to use
the wordcards for support as they are working.
Activity Book
• Now demonstrate sticking the first word sticker (breakfast)

• Elicit other words learned in this unit, such as wheat,
flour, healthy. The pupils write them in the More new
words … section.

2 Listen and number. $ 3•17 More activities
• Go back to page 63 and look at Activity 2. Reinforcement
• Point to the pictures and play the recording. The pupils Unit 6 reinforcement worksheet 3
number the pictures. Activity 1 Answers
Answers 1 Yes, I do. 2 No, I don’t. 3 Yes, I do. 4 No, I don’t.
a 3 b 1 c 4 d 5 e 2 5 Do you like apples? 6 Do you like eggs?
7 Do you like rice? 8 Do you like chicken? Yes, I do.
$ 3•17
1 I have sandwiches for lunch. Activity 2 Answers
2 I like ham and eggs. 1 I have toast and juice for breakfast. I like apples. I don’t
3 I have chicken and salad for dinner. like bananas.
4 I like chicken and rice. 2 I have sandwiches and apples for lunch. I like sausages.
5 I have eggs for breakfast. I don’t like ham.
3 I have chicken and salad for dinner. I like vegetables.
3 Write the questions. Answer Yes, I do or No, I don’t. I don’t like rice.
Extension
• The pupils complete the questions and write the answers
according to the images on the right.
Activity 2 Answers
Answers
Do you like salad? Yes, I do. 1 No, she can’t. 2 Tennis. 3 Yes, she can. 4 Rice.
Do you like pasta? No, I don’t. 5 pasta and ham 6 Sausages.
Activity 3 Answers
4 Read and tick ✓. My name is Andy and I’m ten years old. I live in Manchester in
Activity Book page 63 England. My favourite sport is basketball. I can rollerblade and
• Explain to the pupils that they are going to think about swim, but I can’t play the piano. My favourite food is chicken.
what they have learnt in Unit 6. I like sandwiches and salad for lunch. I don’t like rice.
Unit test
Term test
a gradual process of assessing where they need to improve. • The pupils are now ready to sit Term test 3. You will find
5 Colour a face. End of year test
Activity Book page 63, coloured pens/pencils • The pupils are now ready to sit the End of year test.
• The pupils colour the Explorer face that they feel reflects You will find the test in the Evaluation booklet.
teaching tip: Looking back over the year’s work gives the
pupils a sense of progress and goals achieved. When the
pupils have completed the last Explorer’s review page, ask
them to look back at all the previous ones. Talk about all
of the new things that they have learnt this year. Ask them
which of the stories, songs, writing projects, cross-curricular
pages and games they liked best. Ask them what they can
do better now than at the beginning of the year.
Goodbye
• Play the song Mr Munch. Encourage everyone to join in
and do suitable actions. The pupils refer to the Class Book
for the words of the song, if necessary.

watch a DVD about Grace’s camping trip.
• Ask Who goes camping? (Grace, her mum and dad and her
Write about likes and dislikes.
brother, Oli.) What do they eat for lunch? (Pasta, oranges
Consider the importance of being healthy. and olives.) Where do they sleep? (In a tent.)
Language • Ask different pupils Do you like camping?
Active: lunch, water, vegetables, pasta, lunch, dinner,
First viewing
breakfast, eggs, toast, water, Do you like (our tent)?
Revised: in, summer, mum, dad, brother, thirsty, olives,
oranges, river, riding his bike, binoculars, apples, rucksack, • Play the DVD. Ask the pupils to put up their hands each
sausages, We’re (hungry). We’ve got (water). We/I like time they hear Grace talk about a food item or activity
(healthy food). I’ve got (a map). Colours, Numbers that she likes. Pause the DVD for the pupils to repeat
the sentence.
Passive: camping, country, plums, healthy, tent
Answers
1 True 2 True 3 False 4 False 5 True 6 False
DVD worksheet 1
1 Watch and tick ✓ what you see. Write.

• Explain to the class that they must tick the items if they
see them on the DVD. Play the relevant section of the
DVD, pausing if necessary.
• The pupils use the words in the wordpool to label
the pictures.
DVD worksheet 1
Answers
a sausages ✓ b oranges ✓ c toast d olives ✓
e plums ✓ f eggs g water ✓ h pasta ✓
2 Watch and order. Write.

• Focus attention on the photos. Ask Who can you see?
• Explain to the class that they number the photos of the
characters in the order they appear on the DVD. Play the
relevant section of the DVD, pausing as necessary.
• Read through the wordpool. The pupils use the words or
phrases to complete the speech bubbles.
answers
a I like sleeping in the tent. / 3
b I like pasta. / 1
c I like riding my bike. / 2
d We love camping. / 4
DVD worksheet 2

Grace In the summer my family and I go camping in the country.
1 What do you like? Tick ✓ or cross ✗. Then write. Grace Here are my mum, my dad, my brother Oli and me.
We love camping!
Grace Do you like our tent?
• Focus attention on the pictures. Ask What can you see? Grace Now it’s time for lunch. We’re hungry and thirsty.
• Ask the pupils to put a tick in the tables for the things they Grace We’ve got water, olives, oranges and plums too. We like
like and a cross for the things they don’t like. healthy food. We eat lots of fruit and vegetables every day.
• The pupils write sentences using I like … or I don’t like … Grace Dad’s favourite food is pasta.
• Go through the activity with the class. Ask different pupils Grace What’s for lunch, Dad?
to read sentences for the class. Dad Pasta!
Grace and Oli Yum!
Answers
Grace I like pasta too!
Grace After lunch we go to the river. I like walking and Oli likes
2 Tick ✓ or cross ✗. riding his bike.
Grace I’ve got a map.
Grace And Dad’s got binoculars.
• Focus attention on the food pictures and point to the first Grace Mum’s got apples in her rucksack.
one. Ask What can you see? (Sandwiches.) Are sandwiches Mum Who wants an apple?
healthy? (Yes.) The pupils put a tick in the circle. Grace Yes, please!
• Ask the pupils to look at the rest of the pictures. They tick Oli Look! A boat!
the things that are healthy and put a cross next to the Family Hello!
ones that aren’t. Grace It’s dinnertime. I’m hungry again!
• Go through the answers with the class. (There may be Grace What’s for dinner, Dad?
some debate about what is healthy or unhealthy.) Dad You can’t be hungry again, Grace!
answers
Grace In the evening we eat sausages for dinner.
(from left to right) ✓ ✗ ✗ ✗ ✗ ✓ ✓ ✓ ✗ ✓ ✓ ✓ Grace Then we play games.
Grace Then it’s time for bed. I like sleeping in the tent!
3 Draw and label a healthy lunch. Grace What’s for breakfast, Dad?
Unit 6 DVD worksheet 2 Dad Go to sleep, Grace!
• Ask the pupils to draw and label a healthy lunch. They can
use some of the food from Activity 2 or their own ideas. Goodbye
4 Write.
• Write a few random letters on the board, such as a, o, p
and s. Point to each one and ask the class to name a food
that begins with that letter (apple, olives, pasta, sausages).
• Read the text in the speech bubble to the class. • Repeat the activity, then say Goodbye!
the sentence.
answer
A good explorer is healthy.

Lesson 1
Objectives
of a story.
Match sentence halves from a story text.
Language
Active/Revised: happy, ten, trees, brown, hair, teeth, eggs,
hello, I’ve/It’s got (breakfast). Do you like (toast)? Yes, I do. I’m
(not hungry). I don’t like (this planet). It’s got (a long tail). Has
it got (a big mouth)? Yes, it has. I haven’t got (a torch). I don’t
like (this).
Activity Book
Starting the lesson
• Greet the class and play the song Mr Munch. Encourage
the pupils to sing along and mime. The pupils refer to the
Class Book for the words of the song, if necessary.
• Ask the class if they can remember the characters’ names
from the Space Explorers story. (Sally, Jim, Mac and Kitty.)
• With books open, name some food items and body
parts in the story pictures. The pupils find them and say
the picture numbers. For example, say eggs (Pictures 1, 9,
10.), toast (Pictures 1, 9 ,10.), tail (Pictures 3, 9, 11, 12.), teeth
Class Book
(Pictures 9, 10,12.), monster(s) (Pictures 3, 4, 9, 10, 11, 12.)
Class Book

• Explain to the class that they are now going to listen to
the third story about the space explorers. Tell them not
to worry if they don’t understand every word – they will
listen to it again.
• Ask Who likes eggs and toast? Tell the class that they can
find out by listening and reading.
• Play the recording while the pupils listen and follow in
their books.
answer
The monster
• Play the story again and ask questions to check
comprehension. Ask What’s for breakfast? (Eggs and toast.)
Class Book
What’s in the trees? (A big animal. / A monster.) What has

it got? (It’s got a long tail, brown hair, a big mouth and big
teeth.) What does the monster like to eat? (Eggs and toast.)

Activity Book
1 Who’s speaking? Write the name.

• With books open, ask a pupil to read the first speech bubble.
• Demonstrate looking at the story in the Class Book,
finding the matching speech bubble and writing the
name. Point out the names in the wordpool. The pupils
use these to complete the activity.
ANSWERS
1 Mac 2 Jim 3 Kitty 4 Mac 5 Sally
2 Match the sentences from the story. Write.

• Ask a pupil to read the first part of the sentence I’ve got
and follow the example line to the second part your hand.
• The pupils continue joining the sentences, checking
against the story in the Class Book.
• They then write out the sentences.
ANSWERS
1 I’ve got your hand. 2 Do you like eggs and toast?
3 It’s got a long tail. 4 Has it got a big mouth?
5 I haven’t got a torch. 6 I don’t like this planet.
Goodbye
• Name various body parts and the class points to them.
• Say Let’s go! Everyone says Goodbye!
More activities
Reinforcement
sheets of paper
• Ask the class to draw the monster from picture 9 of
the story. They then label the body parts.
Extension
Class Book pages 76 and 77, sheets of paper, scissors
• Ask the pupils to choose a sentence from the story
on their sheet of paper, with enough space around each
word to cut it out.
• They cut out the words and mix them up. Their partner
must order the words to make the sentence.

Objectives
Listen for information about likes and dislikes.
Ask and answer questions about body parts.
Language
Active/Revised: happy, ten, trees, brown, hair, teeth, eggs,
hello, jam, ham, sandwiches, short, four, legs, two, I’ve/It’s
got (breakfast). Do you like (toast)? Yes, I do. I’m (not hungry).
I don’t like (this planet). It’s got (a long tail). Has it got (a big
mouth)? Yes, it has. I haven’t got (a torch). I don’t like (this).
No, I don’t. No, it hasn’t.
Activity Book
Starting the lesson
Unit 6 flashcards Set 1, Unit 6 wordcards Set 1, Class Book pages 64 and 65, CD3 track 18
• Greet the class and revise food vocabulary by playing
Identify the word (see the Ideas bank) with the pupils.
• With books open, remind the class of the Space Explorers
story and elicit the characters’ names.
• Ask the pupils if they can describe the monster in this
story. (It’s got a long tail, brown hair, a big mouth and big
teeth.) What does it like for breakfast? (Eggs and toast.)
Class Book

• Ask further questions about the story, such as Where’s
the monster? (In the trees.) Has it got big teeth? (Yes, it has.)
Are Jim, Sally and Kitty hungry? (No.) Has Mac got a
torch? (Yes.)
Activity Book
1 Listen and tick ✓ or cross ✗. $ 3•19 Write.

• With books open, focus attention on the picture of Mac
and the table to the right. Elicit the food words. (Eggs, jam,
sandwiches, toast.)
• Play the recording. The pupils listen and tick or cross in the
table for Kitty and Jim.
• Then point out the short answers in the wordpool. The
pupils look at the chart and write the correct answers for
Kitty, Jim, Sally and Mac.
ANSWERS
Class Book
Kitty: ✓ ✗ ✓ ✓
Jim: ✗ ✓ ✓ ✓
1 No, I don’t. 2 Yes, I do. 3 Yes, I do. 4 No, I don’t.

$ 3•19
Jim Kitty, do you like eggs?
Kitty Yes, I do.
Kitty How about you, Jim? Do you like eggs?
Jim No, I don’t.
Kitty Do you like jam and toast, Jim?
Jim Yes, I do.
Jim How about you, Kitty?
Kitty I like toast, but I don’t like jam.
Jim How about sandwiches? Do you like sandwiches?
Kitty Yes, I like cheese sandwiches.
Kitty Do you like sandwiches, Jim?
Jim I like sandwiches too. Ham sandwiches are my favourite!
2 Write the correct number. Play with a partner.

• Focus on the four alien pictures and elicit comments, such
as Number 3 has got big eyes.
• Ask four volunteers to read the questions and answers on
the page. The class says which alien it is.
• Choose one of the pictures yourself and encourage the
class to ask Has it got …? questions until they can identify
your picture.
• The pupils now play with a partner.
ANSWERS
4, 1
Goodbye
• Remind the class what Kitty says at the end of the story:
Wait for me!
• Say Goodbye! and pretend to leave. The whole class or a
few pupils hurry after you saying Wait for me!
More activities
Reinforcement
Quest poster
• Say a grid reference, for example E3, and ask a pupil to find
and say the food item. (Toast/jam/eggs.)
• Repeat the procedure, focusing on language the pupils
have learnt during the course.
Extension
• Focus on the table in Activity 1. Ask the pupils to choose
and pretend to be one of the four characters. Ask one of
them Do you like (eggs)? They answer according to their
character’s cross or tick in the table.
• The pupils now play the game in pairs, using the table to
ask and answer questions.

6 Read more!
Ecuador Starting the lesson
fruit flashcards (First Explorers 1), CD3 track 2, Class Book page 78
Objectives
Use the language of Unit 6 to discover more about the • Greet the class and ask them to name fruit that they
real world. know in English. (Apples, bananas, pears, oranges, peaches,
melons.) Prompt with flashcards, if necessary.
Read and understand a text about food in Ecuador.
• Play the Unit 6 vocabulary chant and encourage the
pupils to join in.
Active: (fruit) salad, rice, vegetables is it? (Ecuador.)
Revised: hot, kitchen, oranges, melon, trees, bananas, • Point to the world map on the top, left-hand corner of the
mountains, chicken, fish, I’m (Nicolas). I’ve got (a pineapple). page. Ask the pupils to point to Ecuador (highlighted in
Passive: near, sea, home, preparing, fruit, pineapple, papaya, orange). If you have other world maps in the classroom,
grow, different, food, meat, prawns, onions, lemon juice, ask volunteers to find Ecuador on those too.
ceviche, fried, I live (in Ecuador). (Bananas) are/aren’t from • Ask the pupils if they know which language is spoken in
(Ecuador). Ecuador. (Spanish.)
Class Book

• Ask questions, such as Where does Nicolas live? (Ecuador.)
What fruit has he got? (Pineapple, oranges and a melon.)
What tree is this? (A papaya tree.) What do people in the
mountains eat? (Rice, chicken and meat.) What is ceviche
made of? (Prawns, onions and lemon juice.)
2 Read and circle.

Class Book

option. (Fruit.)
Answers
1 fruit 2 are from Ecuador 3 eat chicken and rice
4 prawns 5 ceviche
3 Find and circle. Write.

Class Book page 79
• Ask the class which food words they can spot inside the
banana outline.
• Demonstrate circling lemon and writing it under the
picture of the lemon, as in the example.
Answers
1 orange 2 melon 3 pineapple 4 onion 5 papaya
Class Book
6 rice 7 lemon 8 chicken 9 prawns 10 meat
174 Unit 6 Read more! • Ecuador

4 Write.
Class Book page 79
• Ask the class some questions about food in their own
country. Ask What food do we eat in this country? What
food grows in this country? What do people eat near the
sea in this country?
• Ask the pupils What’s your favourite food? Encourage
them to think about traditional food from their country.
teaching tip: Different kinds of fruit grow in different kinds

of climate. Discuss the climate in Ecuador. Establish that it
is tropical because it is near the equator. In L1, talk about
the kinds of fruits that grow there. Ask the pupils to name
other tropical fruit (mangos, avocados). Ask the pupils
about the fruit that grows locally. What kind of climate do
apples, pears and plums like? (Cool and wet – temperate.) And
peaches, grapes, and watermelon? (Cool winters, hot summers
– Mediterranean.) Point out that the fruit in the shops may
come from thousands of kilometres away.
Goodbye
• Ask the class to name in English five examples of food
words they have studied beginning with the letter p.
(Papaya, pineapple, peaches, pears, prawns.) Give clues,
if necessary.
• When they have named all five, everyone says Goodbye!
Unit 6 Read more! • Ecuador 175

Cambridge Young Learners
English test practice
Introduction Vocabulary practice / Listening
These pages, along with those in First Explorers 2, are
intended to help the pupils further prepare for the Starters Let’s practise!
level of the Cambridge Young Learners English tests. The The two activities on this page prepare the pupils for Starters
pages for this level focus on six particular parts of the Speaking Part 5 and Listening Part 2, respectively. The notes
Starters test: below follow the order in which the activities appear on the
• Listening Parts 1 and 2 page. If you would rather the pupils practised for one test at
• Reading & Writing Parts 2, 3 and 4 a time, do the first activity on page 80 on its own, then do
• Speaking Part 5 the second activity on page 80, followed by the activity on
page 81.
The left-hand page of each spread provides practice of
vocabulary and key skills that the pupils will require in order 1 Read and write. Then ask and answer.
to complete the appropriate part of the test. These activities Class Book page 80
should be done informally, and not be treated as tests. • The first activity on this page provides practice of answering
The right-hand page follows the format of the actual test. the kind of basic information questions that children will be
You might choose to let the pupils do these activities under asked in Part 5 of the Starters Speaking test.
test conditions; however, if you do this, make sure it is not • Divide the class into pairs. The pupils first read the questions
an intimidating experience for them. Tell the class that you individually and write the answers for themselves.
want them to do their best, but that you don’t expect them
to get every answer right. You might like to photocopy the
• The pupils then take turns to ask and answer the
questions with their partner.
tests and let them re-sit each one at a later date. If they can
improve on their previous result, this will enhance their • Alternatively, you can of course choose to take the place
confidence and self-esteem, and show them how they can of the examiner and ask the pupils the questions yourself.
learn from their mistakes.
2 Listen and circle. There is one example. $ 3•21
The tests are designed for teachers to be able to use easily
in a classroom situation. In the speaking activity on page 80,
for example, this means that the pupils work with a partner • This activity largely follows the format of Starters Listening
rather than a teacher or examiner. You can observe the Part 2, it tests the pupils’ ability to listen, but instead of
activity and make notes of any issues that arise. Of course, if asking the pupils to write the answers, the practice test
your schedules allow you to allocate slots of time to see the here has been simplified to allow the children just to circle
pupils individually, they may wish do the test on a one-to- the answers (they will move on to writing the answers in
one level. the activity on the next page).
The language used in the tests means that you will be able • Tell the pupils that they are going to listen to a conversation
to gradually introduce your class to the tests throughout the between two children, and answer questions about one of
course of the year: the first three spreads can be used after them. Each answer will involve circling a name, a number or
Units 2, 4 and 6, respectively, and the final spread can be a picture.
used at the end of the year. • Play the example. Pause to check the pupils’ understanding.
As the pupils working on Young Explorers 1 are not yet ready • Ask the pupils to read the rest of the questions and then
to sit the Starters test, the language in these practice tests is play the rest of the recording for pupils to choose their
of course limited and simplified, but the format is very similar. answers.
This gradual familiarization with Starters-type tests will help • Ask the pupils to compare their answers with their
them a great deal when they come to sit the real test. partners. Then play the recording a second time.
• Check the answers with the class.
answers
1 9 2 1 3 Ben 4 15 5 tennis
176 Cambridge Young Learners English test practice

$ 3•21 Vocabulary practice /
Girl Can I ask you some questions?
Tom OK! Reading & Writing
Girl What’s your name?
Tom My name’s Tom. Let’s practise!
Girl Todd? The activities on this page prepare the pupils for Starters
Tom No, Tom. T-O-M. Tom. Reading & Writing Part 2. They use some of the structures
Girl OK. Thanks. How old are you, Tom? and language that pupils may encounter in the test, but
Tom I’m nine. instead of expecting them to write yes/no answers, as
Girl Hey, I’m nine too! How many brothers and sisters in the real test, the practice test here allows for gradual
have you got? familiarization with the format by instead allowing the pupils
Tom I’ve got one brother. He’s older than me. He’s 15. to simply draw lines to, or circle, the answers (they will move
Girl Wow! 15 years old! What’s his name? on to writing the answers in the test on the next page).
Tom Ben. My brother’s name is Ben.
Girl What’s your favourite sport? 1 Look, read and draw lines. There is one example.
Tom My favourite sport … let me think … tennis. Class Book page 82
I like tennis. • This activity practises understanding of sentences with
Girl That’s all! Thank you! There is/are, the present continuous and also provides
Tom No problem, you’re welcome. some revision of the prepositions on and in.
• Read the example with them before they start and point
Listening Part 2 to the rucksack on the table.
Read the question. Listen and write a word, name • Tell the pupils to complete the rest of the activity by
or number. $ 3•22 looking at the picture and drawing lines.
Class Book page 81, CD3 track 22 answers
• This activity provides further practice of the Starters 1 B 2 D 3 A 4 C
Listening Part 2. It tests the pupils’ ability to listen and take
2 Look at the picture and read. Circle the answers.
notes – which, this time, will involve taking notes.
There is one example.
• Tell the pupils that they are going to listen to a child Class Book page 82
speaking, and that they will need to answer questions about
her. Each answer will be a word, name or number. The pupils
• This activity again practises understanding of sentences
with There is/are, the present continuous, prepositions and
can write the numbers they hear as digits or words.
also provides some revision of has got.
• Play the examples. Pause to check the pupils’ understanding.
• Unlike Activity 1, the pupils are expected to distinguish
• Ask the pupils to read the rest of the questions and then between specific words in this activity by looking closely
play the rest of the recording for the pupils to write their at the picture and circling the correct word.
answers.
• Ask the pupils to compare their answers with their to the lamp on the table.
partners. Then play the recording a second time.
• Tell the pupils to complete the rest of the activity by looking
• Check the answers with the class. closely at the picture and circling the correct words.
answers answers
1 May 2 three/3 3 two/2 4 Stormy 5 eight/8 1 on 2 skateboard 3 blue 4 summer
$ 3•22
Sophie Hi there! My name’s Sophie and I’m ten years old. My Reading & Writing Part 2
birthday is in May and I always have a birthday party with my
Look and read. Write Yes or No. There are two
family and friends. I love animals! I have got three pets. I’ve got a
examples.
dog and I’ve got two birds. My dog’s name is Stormy. He’s eight
Class Book page 83
years old. He’s a very good dog!
• This activity more closely follows the format of Starters
Reading & Writing Part 2 by expecting Yes or No answers
from the pupils. This test also closely focuses on the use of
the present continuous.
• Read the examples with them before they start and point
to the boy and the girl.
• Tell the pupils to complete the rest of the activity by
looking closely at the pictures and writing Yes or No.
answers
1 Yes 2 Yes 3 No 4 No 5 Yes

Vocabulary practice / Listening 4 Man Number 4. There is a dog under the chair.
Woman Where’s the dog?
Man The dog’s under the chair. Number 4.
Let’s practise! Woman OK.
The activities on this page prepare pupils for Starters 5 Man Number 5. There is a scarf on the chair.
Listening Part 1. They familiarize the pupils with the Woman A scarf? On the chair?
language they are likely to encounter and introduce the Man Yes, that’s right.
idea of locating objects in a picture, by listening carefully Woman Number 5. A scarf on the chair. Perfect.
for prepositions as well as nouns. 6 Man Number 6. There are two eggs next to the water.
1 Listen and ✓ or ✗. There is one example. $ 3•23 Woman Sorry, where are the eggs?
Man They’re next to the water.
Woman Thanks. Number 6. Eggs. I can do that.
• This activity practises understanding of familiar nouns,
in combination with the structure This is / These are. Listening Part 1
• Explain that the pupils should tick the item if it matches
what they hear on the recording. Listen and draw lines. There is one example. $ 3•25
• Explain before they start that the first part of the audio Class Book page 85, CD3 track 25
is an example and that they should listen to this part • This activity models the dialogue that the children will
carefully before doing any ticking or crossing themselves. hear in the Starters Listening test Part 1.
• You can pause the audio at the end of the example to • The aims of the activity are to practise listening for the
demonstrate the answer to the pupils, if you think it is prepositions, and to practise drawing lines in order to ‘put’
necessary. something somewhere.
answers • Explain that the pupils will hear a recording and that they
1 ✗ 2 ✓ 3 ✗ 4 ✓ 5 ✓ will need to draw lines to locate the objects according
to what they hear. Elicit that there are eight objects, but

$ 3•23 explain that they will only hear six dialogues, i.e. they
Adult This is a lion. won’t do anything with two of the objects.
1 Adult This is a zebra. • Tell them that the first part of the audio is an example and
2 Adult This is salad. that they should listen to this part carefully before doing
3 Adult This is a monkey. any drawing themselves.
4 Adult This is a parrot. It’s got red and blue feathers.
• Remind them that the objects aren’t in order and that
5 Adult These are sandwiches.
where they draw the line is important, so they will need
2 Listen and number. There is one example. $ 3•24 to listen carefully for both the noun and the preposition.
Class Book page 84, CD3 track 24 • You can pause the audio at the end of the example to
demonstrate the answer to the pupils, if you think it is
• This activity follows the format of Starters Listening Part 1
necessary.
by focusing on listening for words and prepositions (on,
next to, in, under), but instead of positioning the objects by $ 3•25
drawing lines, the practice activity here asks the pupils to Woman Put the skateboard under the table.
instead number them as they are mentioned. Man Pardon? Where do I put the skateboard?
• Explain before they start that they will hear two people Woman Under the table. It is under the table.
discussing where objects are, and that the first part of Man Thanks.
the audio is an example. They should listen to this part 1 Woman Put the football on the chair.
carefully before doing any numbering themselves. Man Sorry? Put the football where?
• You can pause the audio at the end of the example to Woman Put it on the chair.
demonstrate the answer to the pupils, if you think it is Man OK.
necessary. 2 Woman Now, put the water on the table.
Man On the table?
$ 3•24 Woman Yes, that’s right. On the table.
1 Man Number 1. There is a jar of jam on the table. Man I can do that.
Woman On the table? 3 Woman Put the sandwiches in his rucksack.
Man Yes, exactly. The jam is on the table. Man Pardon? Where do I put the sandwiches?
Woman OK, I can do that. Let’s see. Number 1. Woman Put them in the boy’s rucksack.
2 Man Number 2. There is a notebook on the table next to the juice. Man OK, thanks.
Woman Where is it? 4 Woman Put the salad on the table next to the juice.
Man It’s on the table. Man Put the salad next to the juice?
Woman I see it! Next to the juice. Number 2. Woman Yes, on the table next to the juice.
3 Man Number 3. There are two sandwiches in the fridge. Man Sure.
Woman Pardon? Can you repeat that, please. 5 Woman Put the bin next to the chair.
Man Number 3. The sandwiches are in the fridge. Man Can you repeat that, please?
Woman Thanks. Woman Put the bin next to the chair.
Man Thanks.
178 Cambridge Young Learners English test practice

Vocabulary practice /
Reading & Writing
Let’s practise!
The two activities on this page prepare the pupils for Starters
Reading & Writing Parts 3 and 4, respectively. Although the
activities provide practice for different parts of the test, they
help build the pupils’ confidence at dealing with single
words, which will be helpful practice for the text on page 87.
1 Look at the pictures. Look at the letters. Write the

words. There is one example.
Class Book page 86
• This activity builds on the practice of Part 3 of the Reading
& Writing test that the pupils will have encountered if they
have used First Explorers 2. This activity is an important
stage in learning to use jumbled letters to spell words.
• Encourage the pupils to look at the pictures and read the
words in order to identify the correct anagrams.
• Draw the class’ attention to the example, and allow time
for the pupils to complete the activity individually.
• Check the answers as a class.
answers
1 lion 2 parrot 3 gorilla 4 zebra
2 Look, read and draw lines. There is one example.

Class Book page 86
• This activity practises understanding of reading a text and
identifying missing words.
to the zebra’s boots.
• Tell the pupils to complete the rest of the activity.
answers
1 C 2 F 3 B 4 A 5 D 6 E
Reading & Writing Part 4

Read. Choose a word from the box. Write the correct
word next to the numbers 1–5. There is one example.
Class Book page 87
• This activity follows the format of Starters Reading &
Writing Part 4. It tests the pupils’ ability to determine
missing words from context.
• Tell the pupils that they are going to read a text and
complete it with the correct words from a box. Point out
that there are two words that they will not need.
• Read the example and tell the pupils to find the word and
picture for jungle in the box.
• Ask the pupils to read the rest of the text and complete
it with the correct words. Encourage the pupils to read
the whole text before writing any answers, and stress that
they must make sure that when they do write the words,
they should check that they have spelt them correctly as
they won’t get marks for any words that are misspelt.
• Ask the pupils to compare answers with their partners
and make any necessary changes, then check the
answers as a class.
answers
1 legs 2 hair 3 feathers 4 bananas 5 trees

Christmas Eve
CD1 track 15
Objectives
Read about how Christmas Eve is celebrated in Britain. • Greet the class and play the Months of the year chant.
Encourage the pupils to repeat. Then ask What month is it?
Present and practise language related to Christmas Eve.
Practise the new language in a Christmas Eve game.
• Explain to the class that in this lesson they are going to
learn about Christmas Eve in Britain. Ask them what they
Language know about Christmas and Christmas time.
Active: stocking, Santa Claus, presents, mince pies, reindeer • Ask the class if they know any Christmas words in English.
Revised: tree, snow, I can see (a stocking). Numbers, Months • Say Merry Christmas! for the class to repeat.
Passive: Christmas Eve, evening, leave, carrots, hang, by,
fireplace, at night, in Class Book

• With books open, point to the numbered items in the
photo and explain to the class that they are going to listen
to some more words related to Christmas.
• Play the recording for the pupils to point to the words and
the numbered pictures in their books.
• Explain that mince pies are a special kind of cake that
people eat at Christmas time. They are made from pastry,
dried fruit and sugar.
• Explain that Santa Claus is also known as Santa or Father
Christmas.
• Play the recording again. The pupils repeat the words as
they point to the pictures.
• Say the numbers and ask the pupils to say the words as
they point.
Class Book

• Explain to the class that they are going to listen to a boy
talking about what he is doing on Christmas Eve.
books, pointing to the pictures.
• Play the track again, pausing to allow the class to
complete the word or sentence.
• Ask questions to check comprehension, for example
Which month is Christmas Eve in? (December.) What do the
children leave for Santa Claus? (Mince pies.) What do they
leave for the reindeer? (Carrots.) Where does Santa put the
presents? (In the stockings.)
180 Christmas Eve • Lesson 1

3 Read, look and say Yes or No. Christmas Eve Lesson 2
Class Book page 88
• Ask volunteers to read the sentences. The rest of the class Objectives
answers Yes or No. Practise Christmas language in the context of a song.
ANSWERS Make a Christmas stocking.
1 Yes 2 No 3 Yes 4 No Write and talk about the stocking, using a model
listening and reading text.
4 Play Christmas Bingo.
Language
Class Book page 88, sheets of paper
Active: Santa, presents, stocking, reindeer
• Focus on the handwritten words and the Bingo grid.
Explain that everyone should choose six of these words. Revised: pencil, He’s/They’ve got (a red coat). This is (my
Christmas stocking). It’s got (pictures). Colours
• The pupils divide their paper into six squares and write the
words or draw pictures for these words in each square. Passive: here, love, Christmas, paper, scissors, glue,
Look this way!
• Say the words from the list in a random order. The pupils
cross them off as they hear them. The first pupil to cross
off all their words or pictures shouts Bingo!
Goodbye
• Say a number between 10 and 50. Ask the class to
count together to that number and then to shout
Merry Christmas!
More activities
Reinforcement
sheets of coloured paper, coloured pens/pencils, ribbon or string
• Ask the class to call out the letters in Merry Christmas.
Assign a letter to each pupil or pair of pupils. Ask them to
draw and cut out the letter and decorate it with pictures
Activity Book
related to Christmas (stockings, reindeer, presents, stars,
and so on).
• Ask the class to attach the letters, in the correct order, to
a length of ribbon or string, then display the banner in
the classroom.
Extension
Christmas Eve worksheet 1
• The Christmas Eve worksheets 1 and 2 can be accessed via
the Explorers website (see page 11 for details).
activity 1 ANSWERS
a presents b Santa Claus c mince pies
d stocking e reindeer
Mystery word: carrot
activity 2 ANSWERS
1 Christmas Eve is on 24th December.
2 We leave mince pies for Santa Claus.
3 We leave carrots for the reindeer.
4 We hang stockings by the fireplace.
5 Santa Claus puts presents in our stockings.
Christmas Eve • Lesson 1 / Lesson 2 181

Starting the lesson Goodbye
• Greet the class and ask the pupils if they can remember CD3 track 28
how to greet people at Christmas time. (Merry Christmas!) • Play the song Christmas is here! Encourage everyone to
• Ask the class if they can remember the Christmas words join in.
from the previous lesson. Write these on the board. • Sing the song again, then say Merry Christmas! and
• Ask When is Christmas Eve? (24th December.) Goodbye!
1 Listen and sing. $ 3•28 Reinforcement

Activity Book page 85, CD3 track 28 • Demonstrate playing Hangman (see the Ideas bank) with
• Tell the class that they are going to learn a Christmas song. words related to Christmas.
With books open, play the song Christmas is here! The • The pupils can play in pairs or small groups.
pupils listen, follow the words in their books and find the
Christmas items in the picture. Extension
• Play the song a few more times and encourage the pupils Christmas Eve worksheet 2, dice
to join in. • Ask the pupils to play in pairs or groups of four. Each pair
• Encourage them to sing the line I love Christmas, Christmas or group needs a dice and a counter for each player (for
is here! loudly and enthusiastically. example, a rubber or a piece of paper).
• Ask Who is Rudolph? (Santa’s reindeer.) • The pupils place their counters on square number 1 in the
bottom left-hand corner.
• Divide the class into two groups. One group sings the first
verse and the other group sings the second. Encourage • They take turns to throw the dice and move along the
them to use gestures to indicate Santa’s red coat and his board. Each time they land on a square they must name
sleigh, and then Rudolph and the presents. Everyone joins the picture.
in with I love Christmas, Christmas is here! • If they land on a square with a chimney they must move
back to the square indicated. If they land on a sleigh they
2 Make a Christmas stocking. can move forward to the square indicated.
Activity Book page 85, sheets of paper, pencils, scissors, coloured pens/pencils, glue • The winner is the first player to reach square number 25
• Point to the pictures in Activity 2 and ask What’s this? (Christmas Day) first.
(A stocking.) Explain to the class that they are going to
make their own stocking.
• Help the class to read the list of materials.
• Demonstrate drawing and then cutting out the outline of
a large stocking. Then indicate how this can be coloured
and decorated with pictures related to Christmas (Santa
Claus, presents, reindeer, stars, bells, etc.).

• Explain to the class that they are going to listen to the boy
on the page describing his stocking.
• Play the track again. Then ask a few pupils to read the
sentences aloud.
4 Write and talk about your stocking.

• Following the example of the boy on the page, the pupils
write about the stockings they’ve made.
• Ask as many pupils as possible to describe their stocking
to the rest of the class.
182 Christmas Eve • Lesson 2

Ideas bank
The ideas below are referenced in the teaching notes as Pass the ball
suggested starting the lesson, finishing the lesson and Ask the pupils to make a big circle. Put on a CD with lively
reinforcement activities. These ideas can be used at the music. Pass around a soft ball and stop the music at random.
suggested points in the lesson notes or dipped into at any When the music stops, the pupil with the ball chooses a
time, particularly when a change of pace or focus is needed flashcard (you hold out a fan without showing the front of
during the lesson. the cards). The pupil then says what it is. An alternative is for
the pupil to ask the class what the flashcard is.
Flashcard and wordcard ideas
Freeze!
Can I have the … , please? Choose a set (or the two sets) of flashcards or wordcards.
Arrange the class in a circle, if possible. Give a pupil a certain Say a word and show the set(s) of flashcards/wordcards. The
flashcard, for example the camera, then ask Can I have the pupils say Freeze! when they see the flashcard/wordcard that
(camera), please? The pupil passes it to you saying Yes, here matches the word you said.
you are. Bit by bit
The next pupil asks you for the camera, and the exchange You can play this game with either flashcards or wordcards.
continues around the classroom. If you think the pupils Cover up a card and hold it up and reveal bit by bit what it is.
can cope, introduce another flashcard, and start sending it If it’s a wordcard you can do this by revealing a letter at a time.
around the circle a little way behind the first.
Lip reading
Mime the action/activity
Put up a set of flashcards on the board and choose one.
The pupils sit or stand in a circle and pass around action or Mouth the word and the pupils guess what you have said as
activity flashcards face down. Say Stop! Everyone with a card they lip read. The first pupil to get it right takes over.
takes turns to mime their action or activity. The rest of the
class calls out the activity and starts miming too.
Further ideas with the Explorer figure
Hidden flashcards To encourage the pupils to engage with the Explorer figure,
Conceal the flashcards around the classroom. Challenge the you may like to ask the class to vote for a name for the figure
pupils, or get them to challenge each other, to try and spot (as the figure is double-sided, this will mean the pupils will
them, using for example, It can swim. He’s wearing a scarf., etc. be able to vote for both a male and a female name).
What’s missing? In addition to using the Explorer figure for the vocabulary
presentation, it can be used in a variety of other engaging
Display a number of flashcards and give time for everyone
ways. For example, the pupils could take the figure home
to observe them. Ask the class to close their eyes while you
with them and take a picture of the figure at the places that
remove one. They must identify which is missing.
they visit, such as the park, or even at a special event, such
Describe your flashcard as at a party. They can bring in the photo and discuss it with
the class, describing where the Explorer figure has been and
Arrange the class in a circle if possible. Pass around the
what he/she has seen.
flashcards until you say Stop! The pupils with cards look at
them quickly and then describe them until the class can Alternatively, you could take photos of the Explorer figure in
identify them. different places in your school. You can ask questions about
where the Explorer is, eliciting answers such as The Explorer is
Has your animal got …? in the classroom. / The Explorer is in the library. The photos can
Arrange the pupils into groups and distribute a flashcard to be collected over the year to create an appealing poster to
each group. Say Stand up. Ask the groups, for example, Has display in the classroom.
your animal got feathers? Each group that answers Yes, it has. When the pupils go on holiday, they can also write a simple
sits down. Continue until most groups have sat down. Ask postcard in English to the Explorer, saying where they are,
the group(s) still standing to tell the class their animal. for example, and what the weather is like. The postcards can
also be displayed with the photo poster.
Guess
Display a set of wordcards or flashcards and tell the class that
you have got one of the items. The class takes turns to ask
questions, for example, Have you got (a compass)? Answer Yes, I
have. / No, I haven’t. Continue until they have guessed correctly.
Ideas bank 183

Word recognition and reading ideas Is it a …?
Arrange the pupils in a circle and ask them to pass around
Pairs an item (or a flashcard of an item), for example, torch, watch.
Distribute wordcards and the corresponding flashcards to Each time a pupil passes it on, they must say, for example, Is
individuals or pairs of pupils. Ask them all to find the pupil it (a torch)? The next pupil answers Yes, it is. or No, it isn’t. Then
or pair with the corresponding word or flashcard. Encourage introduce another item coming around the circle a little way
the pupils to ask a question using an appropriate structure, behind the first, and then another.
for example, Have you got …? / Can you …? Have you got a …?
Snap! Review classroom items by asking the class to call out
Divide the class into two teams, or have two small teams at examples, showing the item as they do so. Suggest any they
the front with everyone else actively watching. One team might not remember and then hold up the relevant item.
has a pile of wordcards and the other has the corresponding Everyone finds a classroom item to hide in their pocket or
flashcards. Each team deals a card. If the cards correspond, bag, without everyone else seeing. The pupils stand in a
everyone shouts Snap! (This can be done as a competition circle. They take turns to ask their neighbour, for example,
between the two teams; in which case, the first team to Have you got a rubber? If the pupil answers Yes, I have., they
shout Snap! wins the pair of cards.) sit down and are out of the game. Continue until everyone’s
items have been identified. This game can be adapted to
Pelmanism practise a variety of structures and vocabulary sets.
Place a set of flashcards and their corresponding wordcards
Chain game
face down on a large surface (or maybe the floor). Individuals
or pairs take turns to pick up two cards to see if they match. Arrange the pupils in a circle. Start the game with a sentence
If they do not, they replace them, face down again, exactly relevant to the language you want to practise, for example,
where they were, and the next person or pair has a turn. He’s wearing a hat. Ask a pupil to repeat your sentence
and add an extra word from the same vocabulary set (in
Missing words this case, clothes), for example, He’s wearing a hat and jeans.
Display a number of known wordcards and give time for Continue around the circle with each pupil adding a word
everyone to observe them. Ask the class to close their eyes to the sentence. The rest of the class can help as the list gets
while you remove one. They must identify which is missing, longer and harder to remember.
either orally or by writing the missing word.
Hangman
Letter by letter Choose a vocabulary set to review and ask a pupil to pick a
Choose a vocabulary set you wish to practise or review. wordcard or flashcard from that set. They keep this secret,
Show the wordcards for the pupils to read (as a reminder), but draw the same number of dashes on the board as there
with the flashcards as support before you begin. Distribute are letters in the word. The class suggests letters. If the letter
the wordcards around the class. Encourage the pupils to they suggest occurs in the word, the pupil with the card
share so that everyone can see one. Leave the flashcards writes it on to the appropriate dash. If it does not, they
in a pile at the front. Secretly choose one of the words start to draw the hangman’s noose, one stroke for each
and write the initial letter on the board. Anyone whose wrong guess.
word starts with that letter calls out their word. Continue
Jumbled words
writing the second letter. Anyone whose word still fits calls
it out. Continue until it is clear which word you are writing. Write the text for one of the words in the vocabulary set you
The whole class reads the word. Ask a pupil to find the want to practise on the board, but with the letters jumbled
corresponding flashcard and hold it up. up. Anyone who can work it out starts to do an appropriate
mime for the word (this obviously works well with action
or activity words). Tell them if they are right or wrong. Ask a
Classroom ideas volunteer to write the correct version on the board.
I see something … in the classroom Jumbling letters

A pupil secretly chooses an item in the classroom and Choose the vocabulary set you wish to review and prepare
describes it by its colour, for example, I see something red in sheets of paper showing each letter. Say a word and
the classroom. The other pupils try to identify the item. distribute the letters for that word among the pupils. With
the help of the rest of the class, the pupils with letters
Mystery items arrange themselves in the correct order to spell the word.
Put a known item (for example, an item from Unit 1) in a
cloth bag and give the pupils a chance to feel it through Bingo!
the bag. They suggest what it is. This works best with large sets of words, for example three
or more vocabulary sets, or numbers 1–20. Ask the pupils
What’s missing? to choose six words from the sets and write them in their
Display a number of known items and give time for notebooks. Then say the words in a random order. Each time
everyone to observe them. Ask the class to close their eyes a pupil hears a word in his/her list, he crosses it out. The first
while you remove one. They must identify which is missing. pupil to cross out all the words is the winner.
184 Ideas bank

Routines Poster ideas
Hello routine Classroom language poster

As part of the Hello routine, build up a set of questions to Display the poster in your classroom. It is a good idea to
ask the pupils at the start of the lessons. This will provide an encourage the pupils to use classroom language where
opportunity to revise previously learned language as well possible, as these simple exchanges and instructions are
as helping them to communicate more confidently and examples of real communication in the classroom. Point
fluently. Examples of the questions you could ask include: to the poster to reinforce the rubrics and the instructions
Hello, how are you? What’s your name? How old are you? in their Class Books, Activity Books and the CD, and mime
What’s the weather like? What’s your favourite colour? these so the pupils become used to them. You can get the
In addition to asking questions to start the lesson, the Hello pupils to mime with you. To encourage the pupils to use
routine in Lessons 1 and 7 of each unit always include the the classroom language, set up the following routine, where
Explorers song (CD1 track 1). The routine in Lesson 1 of each the pupils practise a particular dialogue each lesson. Simply
unit also includes the Hello! song (CD1 track 8). Play the choose a dialogue and ask pairs to practise together or you
song(s) and ask the pupils to join in. At the beginning of may like to use the pictures as prompts if you notice that
the year, they may need the song text to help them, but the class could use English more. Congratulate the pupils on
towards the end they should be able to sing the song(s) using classroom language. You can set up a chart, marking
from memory. the times each pupil uses classroom language.
Starting the lessons / Goodbyes Point to …

Display the Vocabulary or Quest poster on the board. Put the
Introductions pupils into small groups and ask them to prepare things to
Say Hello!/Hi! I’m (your name). I’m (your age). then throw or find in the poster. Ask a pupil to come to the front. He/She
roll (whichever is safer and more practical in your classroom) must follow instructions from the rest of the class and find
a soft ball to one pupil. The pupil introduces themselves in as many things as possible in one minute. They say Point to
the same way then throws the ball to another pupil. Try to a (lion). He can (play football). The pupils get a point for every
ensure everyone has a turn. correct item.
Review counting 1–20 How many …?

Start counting 1–20. The class joins in. When you reach 20, Display the Vocabulary or Quest poster on the board. Write
start again. Do the same around the class with each pupil various words, such as ants, butterflies, beetles, T-shirts, birds,
saying a number. As the pupils gain confidence, later in the carrots. Ask two pupils to come to the front and say Count
level, you can ask them to count backwards from 20. the ants. Ask the class to help them count and invite a
volunteer to write the numbers under each word.
Count to a specific number
Explain that you will say a number, everyone will count to I can see …
that number and then say Goodbye! If appropriate they can Using one of the posters, a pupil secretly chooses an item
walk to the door, waving as they go. and describes it by colour, for example, I see something red.
The other pupils try to identify the item.
Mime an action/activity/item
Explain that everyone will mime an action or activity, or pretend Time me!
to use an item (from a specific set, for example, Unit 1). Call out, Display the Vocabulary or Quest poster on the board. Put
for example, drinking tea and everyone mimes drinking tea. the pupils into small groups. Ask them to name as many
As soon as you call out Goodbye! everyone sits down/moves activities as they can in one minute. Go through them as a
to the door. whole class, asking the pupils to point them out and write
them up on the board.
Goodbye, lions!
Ask the class to pretend to be an animal they know in Match
English. When they are all doing this, say, for example, Display the Vocabulary poster and hand out the corresponding
Goodbye, lions! The pupils pretending to be lions stop wordcards to the pupils. Ask these pupils to stand up in turn,
their actions and stay still and quiet. Everyone else carries saying the word, and choose a pupil to find it in the poster.
on. Continue, saying Goodbye! to different animals, until
everyone is still and quiet.
Ideas bank 185

Syllabus
Hello!
Objectives Vocabulary Structures
• Introduce the course characters. Active Active
• Review greetings, colours and numbers. Months My birthday is in (May).
• Learn the Hello! song. When’s your birthday? In (October).
Revised
• Practise and extend greetings and What’s (in the box)?
introductions. Hello!, Hi!, tree, apple, cat, bird, ball, pencil case,
bag, book, orange, flower, brother, sister, big, Revised
• Review family members language.
box, name, present, bike, dog, pen, birthday, How are you? I’m fine, thanks.
• Practise numbers 11–20. Colours, Numbers 1–20
• Listen to and act out a story. I see something (red).
• Sequence the events of a story. Passive What’s your name?
• Ask and answer questions using Is it (a pen)? noise, Surprise! How old are you? I’m (eight).
• Present and practise the months of the year. Is it (a bike)? Yes, it is. / No, it isn’t.
• Ask and answer questions about birthdays. It’s (big).
Passive
I don’t know.
186 Syllabus

Syllabus
In the country
• Present and practise the first new set Active Active
of vocabulary. rucksack, watch, compass, torch, camera, Have you got (a compass)? Yes, I have. /
• Practise the new vocabulary in the notebook, binoculars, map No, I haven’t.
context of a chant. insects, grasshopper, bee, butterfly, beetle, ant
• Revise the structure I’ve got (a rucksack). / Revised
I haven’t got (a watch). Revised I’ve got (a watch).
• Practise the new vocabulary and revised tree(s), pencil, big, T-shirt, frog, small, jumper, I haven’t got (a camera).
structure in a pairwork activity. pencil case, book, flowers, Goodbye!, school, It’s got (six legs).
• Present the first new grammar structure: cars, birds, ducks, rabbits, Hello!, snake, frog, What can you see?
questions and short answers with Have grandad, pen, granny, mum, Colours, Numbers
I can see (a bird).
you got (a compass)?
Passive Can you see (the ants)? Yes, I can. / No, I can’t.
• Practise the new structure through
What is it?
beautiful, Wow!, Look!, Over there!, lovely, friend
repeating a dialogue.
This is (fantastic).
• Practise the structure in an elimination game. Cross-curricular Can I have (the camera)?
• Use a grid reference to complete the grass, leaf, warning, poisonous, important,
Quest puzzle. It’s my favourite (insect)!
camouflage, hide
• Consolidate the new language in the It’s (a beautiful bird).
context of a story.
Passive
• Give further practice by acting out a story
I’m ready now.
in groups.
I don’t know.
• Present and practise the second new set
of vocabulary. Here you are.
• Practise the vocabulary and revised Here’s (a picture).
structure in a song. Be careful!
• Revise the structure I can see (a bee).
Let’s talk!
• Practise the vocabulary and structure in a
camera, binoculars, torch, notebook, Can I
game with a cut-out.
have (the camera), please? Yes, here you are!
• Consolidate the new language while
developing listening and reading skills. Read more!
• Identify and pronounce /s/ and /k/. Australia
• Understand a cross-curricular text.
• Learn about insect colours. Let’s explore!
• Consolidate the language of the unit in a DVD
real-world context.
Tropical World
• Read for specific information.
• Consider the importance of respecting A good explorer
animals and insects. … respects insects. Insects are important!
• Complete a writing task, using a model
for guidance.
• Practise a useful everyday dialogue.
• Complete the Picture Dictionary page.
• Review the unit language.
• Reflect on own learning and performance
in this unit.
• Find information through viewing an
episode of the DVD.
• Write about an insect.
Syllabus 187

Syllabus
2 Let’s play!
of vocabulary. play computer games, play football, play Can he/she (play the drums)?
• Practise the new vocabulary in the basketball, play tennis, play the piano, play Yes, he/she can. / No, he/she can’t.
context of a chant. the violin, play the drums, play the recorder Can you (play the piano)?
• Revise the structure I can (play computer skateboard, dive, draw, skate, paint, ride a horse Yes, I can. / No, I can’t.
games). / I can’t (play football).
• Practise the new vocabulary and revised Revised Revised
structure in a pairwork activity. Hello!, guitar, Hi!, sing, run, pink, ride a bike, I can (play the recorder).
• Present and practise the first new rollerblade, sister, swim, read, write, music, I can’t (play the violin).
grammar structure: questions and short instrument, wood, plant, flute, big, small, What’s this?
answers with Can you (play the piano)? dance, Numbers 1–20
It’s (my new skateboard).
• Practise the new structure through Passive I’ve got (a new guitar).
Sorry!, Listen!, super, sporty, clever, picture(s), She’s (my sister).
• Practise the structure in an elimination game. traditional, special
• Use a grid reference to complete the Passive
Quest puzzle. Cross-curricular How about you?
• Consolidate the new language in the India, sitar, Nigeria, shaker, animal skin, I love (football).
context of a story. armadillo, sea shells, South America
• Give further practice by acting out a story Let’s talk!
in groups. play the guitar, play the recorder, play tennis,
• Present and practise the second new set play computer games, sing, I can (play the
of vocabulary. guitar). I can’t (skateboard).
• Practise the vocabulary and revised
structure in a song.
• Revise questions and short answers with
Can he/she (skate)?
• Identify and pronounce /v/ and /b/. The United States
• Learn about world music. Let’s explore!
• Consolidate the language of the unit in a
real-world context.
DVD
A concert
• Consider the importance of being a A good explorer
good neighbour. … is a good neighbour. Don’t play loud music!
for guidance.
in this unit.
episode of the DVD.
• Write about which musical instruments
you can/can’t play.
188 Syllabus

Syllabus
3 Clothes
of vocabulary. sunglasses, sandals, swimsuit, jeans, scarf, What’s he/she wearing?
• Practise the new vocabulary in the raincoat, woolly hat, gloves He/She’s wearing (a yellow scarf ).
context of a chant. summer, autumn, winter, spring He/She isn’t wearing (a woolly hat).
• Revise the structure I’m wearing (sunglasses).
What’s he/she doing?
• Practise the new vocabulary and revised Revised
He’s/She’s (playing football)
structure in a pairwork activity. new, shorts, trousers, big, shoes, hat, boots,
• Present and practise the first new cold, pink, rainy, jumper, park, hot, sunny, Revised
grammar structure: What’s he/she leaves, windy, snowy, boy, girl, clothes, T-shirt,
I’m wearing (sunglasses).
wearing? He’s/She’s wearing (a scarf ). sheep, Colours
Is it (autumn)?
What’s he/she doing? He’s/She’s (skating).
Passive Yes, it is.
• Practise the new structure through
water fight, all day, very It’s (summer).
• Practise the structure in an elimination game. What’s the weather like today?
Cross-curricular
• Use a grid reference to complete the He’s got (an umbrella).
Diwali, festival, India, candles, sweets, special,
Quest puzzle. New Year, China, fireworks, Cherry Blossom, Where’s (Carla)?
• Consolidate the new language in the Japan, picnic, tea
Passive
context of a story.
Wait a minute!
in groups. I don’t understand.
• Present and practise the second new set Oh no!
of vocabulary. She’s over there!
Let’s talk!
raincoat, jumper, woolly hat, swimsuit, How
• Revise the structure Is it (autumn)?
much is this raincoat? It’s (twenty pounds).
• Practise the vocabulary in a game with
a cut-out.
• Identify and pronounce /s/ and /ʃ/. India
Let’s explore!
• Learn about festivals.
• Consolidate the language of the unit in a DVD
real-world context. A fancy dress party
• Consider the importance of being a A good explorer
good friend. … is a good friend. Help other people!
for guidance.
in this unit.
episode of the DVD.
• Write about a fancy dress costume.
Syllabus 189

Syllabus
4 My bedroom
of vocabulary. mirror, radio, plant, bin, wardrobe, bookcase, Where’s (my book)? It’s (on the table).
• Practise the new vocabulary in the picture, lamp
context of a chant. fridge, cooker, TV, sofa, phone, next to Revised
• Revise the structure There’s (a mirror). There’s (a mirror).
• Practise the new vocabulary and revised Revised Where is it?
structure in a pairwork activity. in, on, table, woolly hat, book, bed, table, T-shirt, Is it (on the bookcase)?
• Present and practise the first new mouse, door, bedroom, rabbit, kitchen, ball, chair, It’s (on the floor)!
grammar structure: Where’s the (bin)? cupboard, living room, mum, dad, rucksack, big,
Nick has got (a pet mouse).
It’s (under the table). small, Colours
I can’t (see).
• Practise the new structure through Passive Yes, it is. / No, it isn’t.
pet, cage, behind, Look!, Quick!, cookbook, They’ve got / They haven’t got (windows).
• Practise the structure in an elimination game. people, inside, parts Who’s that?
• Use a grid reference to complete the
Quest puzzle. Cross-curricular Passive
• Consolidate the new language in the houses, countries, Arctic, hunters, igloos, snow, I don’t know.
context of a story. windows, Amazon, stilts, wood, leaves, Africa,
What is it?
• Give further practice by acting out a story Masai, huts, mud, grass, natural, materials,
Berber, Morocco, Spain, cave, rock It’s over there!
in groups.
• Present and practise the second new set Let’s talk!
of vocabulary. phone, next to, sofa, TV, under, on, fridge,
• Practise the vocabulary and revised cooker, bookcase, wardrobe, radio, Where’s
structure in a song. (the toilet)? It’s upstairs/downstairs.
• Revise the structure Is it (in the kitchen)?
• Practise the language in a game with
a cut-out.
developing listening and reading skills.
• Identify and pronounce /əʊ/ and /ʊ/.
Read more!
Japan
• Learn about houses.
• Consolidate the language of the unit in a Let’s explore!
real-world context.
• Read for specific information. DVD
• Consider the importance of being polite. Broughton Castle
A good explorer
for guidance.
… is polite. Open doors for other people!
in this unit.
episode of the DVD.
• Write about a bedroom.
190 Syllabus

Syllabus
5 Wild animals
of vocabulary. crocodile, zebra, parrot, flamingo, lion, python, Has it got (big ears)? Yes, it has. / No, it hasn’t.
• Practise the new vocabulary in the monkey, gorilla
context of a chant. scales, claws, teeth, feathers, hair, whiskers Revised
• Revise the structure It can (swim). / It’s (a flamingo).
It can’t (walk). Revised It’s got (big scales). / It hasn’t got (feathers).
• Practise the new vocabulary and revised in, tree, big, long, walk, ears, mouth, wings, It can/can’t (swim).
structure in a pairwork activity. legs, head, body, long, short, small, tail, arms, Can it (run)?
• Present and practise the first new eyes, nose, hands, feet, Colours, Numbers
grammar structure: Has it got (big ears)? Passive
Passive
Yes, it has. / No, it hasn’t. What’s your favourite animal?
Look!, zoo, elephant, funky, jungle, colourful,
• Practise the new structure through Can I help you?
silly, hiss
repeating a dialogue. What is it?
• Practise the structure in an elimination game. Cross-curricular That’s right!
• Use a grid reference to complete the lion(s), dolphin(s), mammals, lay eggs, baby/
Quest puzzle. babies, milk, vertebrates, backbone, cold blood, Let’s talk!
• Consolidate the new language in the warm, humans, reptiles python, snake, butterfly, lion, gorilla, What’s
context of a story. your favourite animal?
in groups.
of vocabulary.
• Practise the vocabulary in a song.
• Revise the structure It’s got (feathers). /
It hasn’t got (claws).
• Identify and pronounce /z/ and /s/.
Read more!
Morocco
• Learn about mammals.
• Consolidate the language of the unit in a Let’s explore!
real-world context.
• Read for specific information. DVD
• Consider the importance of protecting A wildlife park
animals.
A good explorer
for guidance. … protects animals. Don’t give them your food!
in this unit.
• Find information through viewing en
episode of the DVD.
• Write about a mammal.
Syllabus 191

Syllabus
6 Camping
of vocabulary. salad, toast, water, jam, sandwiches, pasta, Do you like (salad)?
• Practise the new vocabulary in the eggs, juice Yes, I do. / No, I don’t.
context of a chant. breakfast, lunch, dinner, rice, vegetables, ham
• Revise the structure I like (salad). / I don’t Revised
like (toast). Revised I like (toast).
• Practise the new vocabulary and revised bananas, sausages, apples, chicken, orange, I don’t like (eggs).
structure in a pairwork activity. thirsty, big, lorry, cakes, Numbers I’m (hungry).
• Present and practise the first new Where’s (my breakfast).
Passive
grammar structure: Do you like …?
campsite, Mr, food, monster, yummy, yoghurt, We can (buy the flour).
Yes, I do. / No, I don’t.
make, cut, people, shops, countries
• Practise the new structure through Passive
repeating a dialogue. Cross-curricular Let’s (eat).
• Practise the structure in an elimination game. wheat, flour, seeds, farmers, plant, tractor, No, thanks.
• Use a grid reference to complete the grows, fields, cut, machine, mill, bread, cereal, Can I have (water), please?
Quest puzzle. pasta, pizza I have / don’t have (pasta for lunch).
• Consolidate the new language in the
context of a story. Let’s talk!
• Give further practice by acting out a story breakfast, lunch, dinner, pasta, sandwiches,
in groups. eggs, salad, What’s for lunch?
of vocabulary.
• Revise the structure Do you have (pasta
for dinner)?
Read more!
Ecuador
• Identify and pronounce /dʒ/ and /j/.
• Understand a cross-curricular text. Let’s explore!
• Learn about the process of turning wheat
into flour. DVD
• Consolidate the language of the unit in a Camping in the country
real-world context.
A good explorer
… is healthy. Eat five portions of fruit and vegetables every day!
• Consider the importance of being healthy
and eating healthy food.
for guidance.
in this unit.
episode of the DVD.
• Write about likes and dislikes.
192 Syllabus

Syllabus
The ant and the grasshopper

• Practise and extend the language of Active Active
Unit 1 in the context of a story. ant(s), grasshopper What have you got?
• Recognize language and locate it within Have you got food?
a story. Revised
Yes, I have.
• Engage personally with a story. happy, jumps, sings, Goodbye!, hungry, tired,
• Demonstrate comprehension by matching food, Numbers 1–4 Revised
pictures and sentences from a story. It’s a (sunny day).
Passive
• Use cognitive skills to decode words. I’ve got (a leaf ).
rainforest, busy, laughs, fungus, funny, sad, scary
The emperor’s new clothes

• Practise and extend the language of Active Revised
Unit 3 in the context of a story. gloves, sandals, coats, sunglasses, scarf We can (make clothes)!
• Sequence the events of a story. We’ve got (cloth).
• Engage personally with a story. Revised
People can/can’t see (the cloth).
• Present and practise numbers 20–50. hats, boots, trousers, jacket, happy, Numbers
• Combine language and numeracy skills Passive
to find the cost of different outfits.
emperor, yuan, tailors, palace, cloth,
prime minister
The magic tree

• Practise and extend the language of Active Revised
Unit 5 in the context of a story. zebra, parrot, lion I can (go)!
• Sequence the events of a story.
• Engage personally with a story. Revised
• Recognize language and locate it within tree, hungry, slow, butterfly, happy
a story.
Passive
magic, animals, food, fruit, tall, name, falls, went,
village, chief, tortoise, runs(s), fast, Uwungelema,
nest, walks, eat, funny, sad, scary, laugh
Syllabus 193

Syllabus
Space Explorers 1
• Revise the language of Units 1 and 2 in Active/Revised Active/Revised
the context of a story. twenty, football, thank you, rucksack, Can you (see the planet)? No, I can’t.
• Recognize language and locate it within binoculars, rollerblades, tennis (ball), pencil Have you got (a map)? Yes, I have.
a story.
It’s/I’ve got (the camera).
• Extend comprehension by acting out a story. Passive
I haven’t got (my football).
• Sequence pictures from a story. space, explorer(s), minutes, alien, Quick!,
information, Wait! Look! I can’t (play football).
• Order sentences about a story.
I can (run).
Space Explorers 2
the context of a story. scarf, woolly hat, cold, gloves, next to, What’s (Captain Sally) wearing?
• Recognize language and locate it within bookcase, on, table, head, boots, jumper, She’s wearing (a big coat).
a story. lamp, wardrobe, T-shirt, plant, in, radio, bin This is (a cold planet).
• Write sentences describing what
Where’s (my scarf )? It’s (under the table).
characters are wearing. Passive
space, explorer(s), planet, robot, outside, ship No, it isn’t.
• Listen for information about clothes and
the location of items.
• Write sentences about item locations.
• Ask and answer questions about clothes
and the location of items.
Space Explorers 3
the context of a story. happy, ten, trees, brown, hair, teeth, eggs, hello, I’ve/It’s got (breakfast).
• Recognize language and locate it within jam, ham, sandwiches, short, four, legs, two Do you like (toast)? Yes, I do. / No, I don’t.
a story.
I’m (not hungry).
• Match sentence halves from a story text.
I don’t like (this planet).
• Listen for information about likes/dislikes.
It’s got (a long tail).
• Ask/Answer questions about body parts.
Has it got (a mouth)? Yes, it has. / No, it hasn’t.
I haven’t got (a torch).
Christmas Eve
• Read about how Christmas Eve is Active Revised
celebrated in Britain. stocking, Santa Claus, presents, mince pies, I can see (a stocking).
• Present and practise language related to reindeer, stocking He’s/They’ve got (a red coat).
Christmas Eve.
This is (my Christmas stocking).
• Practise the new language in a game. Revised
It’s got (pictures).
• Practise Christmas language in the tree, snow, pencil, Numbers, Months, Colours
context of a song. Passive
Passive
• Make a Christmas stocking. Look this way!
Christmas Eve, hang, by, fireplace, at night
• Write and talk about the stocking, using a
model listening and reading text.
194 Syllabus

Flashcards and wordcards
Flashcards/Wordcards
The wordcards are available to download from the Explorers website (see page 11 for details).
Hello! Set 1 Unit 2 Set 1 Unit 4 Set 2
red play computer games fridge
blue play football cooker
green play basketball TV
white play tennis sofa
black play the piano phone
grey play the violin next to
yellow play the drums
Unit 5 Set 1
pink play the recorder
crocodile
purple
Unit 2 Set 2 zebra
brown
skateboard parrot
orange
dive flamingo
Hello! Set 2 draw lion
Sam skate python
Lucy paint monkey
Carla ride a horse gorilla
Sophie
Unit 3 Set 1 Unit 5 Set 2
Nick
sunglasses feathers
Mike
sandals hair
Unit 1 Set 1 swimsuit whiskers
rucksack jeans claws
watch scarf teeth
compass raincoat scales
torch woolly hat
Unit 6 Set 1
camera gloves
salad
notebook
Unit 3 Set 2 toast
binoculars
summer water
map
autumn jam
Unit 1 Set 2 winter sandwiches
insects spring pasta
grasshopper eggs
Unit 4 Set 1
bee juice
mirror
butterfly
radio Unit 6 Set 2
beetle
plant breakfast
ant
bin lunch
wardrobe dinner
bookcase rice
picture vegetables
lamp ham
Flashcards and wordcards 195

Classroom language
Classroom language
Greetings
Basic communication
Hello.
I’ve finished.
Good morning.
Well done!
Good afternoon.
I don’t understand.
How are you? I’m fine, thanks.
What’s this in English?
Taking the register What does ‘tea’ mean?
Where is (David) today? Any questions?
Is (David) away today? Can you help me, please?
Can I go to the toilet, please?
Basic instructions
Yes, of course.
Please.
Can you repeat that, please?
Thank you.
Is this right?
In English, please.
Yes, it is. Very good!
Come in, please.
No, that’s wrong.
Go out, please.
Come here, please. Everyday language
Sit down, please. What day is it today?
Stand up, please. Today is (Monday).
Go back to your place, please. What’s the weather like today?
Point to the flashcards, please. It’s (sunny).
Look at the flashcards, please. Now we’re going to …
Open your books at page …, please. … listen to a story.
Close your books, please. … do a cross-curricular activity.
Clear everything from the table, please. … sing a song.
Go to page 2. … do an activity in the Class Book.
Look at Activity 1. … play a game.
Write the answers. Can you guess what we’re going to do today?
Draw (an insect). What do you think we’re going to do first?
Quiet, please. What do you think we’re going to do next?
Listen to me, please. Yes! Well done! We’re going to sing a song first.
Listen to the CD, please.
To say goodbye
Listen again.
Goodbye, see you next lesson.
Say after me, please.
Say after the CD.
Read quietly, please.
Get into pairs, please.
All together.
Come and choose a (flashcard).
196 Classroom language

Wordlist
Wordlist
English Flashcard
English Flashcard English Flashcard English Flashcard
Africa
cave flowers kitchen
Amazon
cereal four lamp Unit 4 Set 1
animal skin
chair fourteen laugh
ant Unit 1 Set 2
Cherry Blossom flute lay eggs
apple
chicken fridge Unit 4 Set 2 leaf, leaves
April
China frog legs
Arctic
Christmas Eve girl lion Unit 5 Set 1
armadillo
Christmas tree gloves Unit 3 Set 1 living room
arms
claws Unit 5 Set 2 Goodbye! long
August
clothes gorilla Unit 5 Set 1 lorry
autumn Unit 3 Set 2
cold grandad lunch Unit 6 Set 2
baby, babies
cold blood granny machine
backbone
compass Unit 1 Set 1 grass mammals
bag
cooker Unit 4 Set 2 grasshopper Unit 1 Set 2 map Unit 1 Set 1
ball
countries green Hello! Set 1 March
bananas
crocodile Unit 5 Set 1 grey Hello! Set 1 Masai
bed
cupboard grow materials
bedroom
cut guitar May
bee Unit 1 Set 2
dad hair Unit 5 Set 2 milk
beetle Unit 1 Set 2
dance ham Unit 6 Set 2 mill
Berber
December hands mince pies
big
dinner Unit 6 Set 2 hat mirror Unit 4 Set 1
bike
dive Unit 2 Set 2 have got monkey Unit 5 Set 1
bin Unit 4 Set 1
Diwali head Morocco
binoculars Unit 1 Set 1
dog Hello! mouse
bird
dolphin(s) Hi! mouth
birthday
door hide mud
black Hello! Set 1
downstairs hot mum
blue Hello! Set 1
draw Unit 2 Set 2 houses music
body
ducks How much …? name
book
ears humans natural
bookcase Unit 4 Set 1
eggs Unit 6 Set 1 hunters new
boots
eight huts New Year
box
eighteen igloos next to Unit 4 Set 2
boy
eleven important Nigeria
bread
eyes in nine
breakfast Unit 6 Set 2
farmers India nineteen
brother
feathers Unit 5 Set 2 insects Unit 1 Set 2 nose
brown Hello! Set 1
February instrument notebook Unit 1 Set 1
butterfly Unit 1 Set 2
feet jam Unit 6 Set 1 November
cakes
festival January October
camera Unit 1 Set 1
fields Japan on
camouflage
fifteen jeans Unit 3 Set 1 one
can
fireplace juice Unit 6 Set 1 orange Hello! Set 1
candles
fireworks July paint Unit 2 Set 2
cars
five jump park
castle
flamingo Unit 5 Set 1 jumper parrot Unit 5 Set 1
cat
flour June pasta Unit 6 Set 1
Wordlist 197

Wordlist
English Flashcard English Flashcard English Flashcard

pen September twenty
pencil seven two
pencil case seventeen under
phone Unit 4 Set 2 shaker upstairs
picnic sheep vegetables Unit 6 Set 2
picture Unit 4 Set 1 shoes vertebrates
pink Hello! Set 1 short visit
pizza shorts walk
plant Unit 4 Set 1 sing wardrobe Unit 4 Set 1
play sister warm
play basketball Unit 2 Set 1 sitar warning
play computer six watch Unit 1 Set 1
games Unit 2 Set 1 sixteen water Unit 6 Set 1
play football Unit 2 Set 1 skate Unit 2 Set 2 wear
play tennis Unit 2 Set 1 skateboard Unit 2 Set 2 What …?
play the drums Unit 2 Set 1 small wheat
play the piano Unit 2 Set 1 snake When …?
play the recorder Unit 2 Set 1 snow Where …?
play the violin Unit 2 Set 1 snowy Unit 4 Set 2 whiskers Unit 5 Set 2
poisonous sofa white Hello! Set 1
pounds South America windows
presents Spain windy
purple Hello! Set 1 special wings
python Unit 5 Set 1 spring Unit 3 Set 2 winter Unit 3 Set 2
rabbit stilts wood
radio Unit 4 Set 1 stocking woolly hat Unit 3 Set 1
raincoat Unit 3 Set 1 summer Unit 3 Set 2 work
rainy sunglasses Unit 3 Set 1 write
read sunny yellow Hello! Set 1
red Hello! Set 1 sweets zebra Unit 5 Set 1
reindeer swim
reptiles swimsuit Unit 3 Set 1
rice Unit 6 Set 2 table
ride a bike tail
ride a horse Unit 2 Set 2 tea
rock teeth Unit 5 Set 2
rollerblade ten
rucksack Unit 1 Set 1 thirsty
run thirteen
salad three
sandals Unit 3 Set 1 toast Unit 6 Set 1
sandwiches Unit 6 Set 1 toilet
Santa Claus torch Unit 1 Set 1
sausages tractor
scales Unit 5 Set 2 tree(s)
scarf Unit 3 Set 1 trousers
school T-shirt
sea shells TV Unit 4 Set 2
seeds twelve
198 Wordlist


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EXPL O RERS

4027694 YEXP1 TB1 Cover.indd 1 25/10/2012 08:45

Hello, I’m Nick.

isbn: 978 0 19 402769 4

00 EXP3TB prelims.indd 2 19/04/2013 13:35

4027694 Young Exp TB1 PressPDF.indb 3 11/10/2012 16:55

4027694 Young Exp TB1 PressPDF.indb 4 11/10/2012 16:55

4027694 Young Exp TB1 PressPDF.indb 5 11/10/2012 16:55

Teacher’s Resource Pack

4027694 Young Exp TB1 PressPDF.indb 6 11/10/2012 16:55

Explorer figure with rucksack

Classroom Presentation Tool

00 EXP3TB prelims.indd 7 22/11/2019 11:11

The third set of characters is the two cartoon Explorers

4027694 Young Exp TB1 PressPDF.indb 8 11/10/2012 16:55

Cross-curricular focus Approach to listening and speaking

4027694 Young Exp TB1 PressPDF.indb 9 11/10/2012 16:55

OXFORD under pressure.

4027694 Young Exp TB1 PressPDF.indb 10 11/10/2012 16:55

The festival topic also allows those pupils from other

New media in the classroom

Oxford Parents is a new website where your pupils’

01 EXP3TB Intro.indd 11 22/11/2019 11:13

Class Book presentation of

Unit 1 flashcards Set 1

4027694 Young Exp TB1 PressPDF.indb 12 11/10/2012 16:55

Presentation of new grammar structure in a cartoon sketch

The Remember! box,

4027694 Young Exp TB1 PressPDF.indb 13 11/10/2012 16:55

Class Book Activity Book

4027694 Young Exp TB1 PressPDF.indb 14 11/10/2012 16:55

4027694 Young Exp TB1 PressPDF.indb 15 11/10/2012 16:55

Further consolidation of key

Class Book Activity Book

4027694 Young Exp TB1 PressPDF.indb 16 11/10/2012 16:55

Cross-curricular topic links to the unit theme

Further exploration of the

DVD cross-curricular footage

Class Book Activity Book

4027694 Young Exp TB1 PressPDF.indb 17 11/10/2012 16:55

The content invites comparisons

The lesson links directly to the DVD, showing

4027694 Young Exp TB1 PressPDF.indb 18 11/10/2012 16:55

Functional dialogue focusing on a

4027694 Young Exp TB1 PressPDF.indb 19 11/10/2012 16:55

Unit 1 DVD lesson (optional)

DVD Unit 1 Let’s explore!

A focus on a particular value encourages the

DVD Unit 1 Let’s explore!

4027694 Young Exp TB1 PressPDF.indb 20 11/10/2012 16:55

Amusing and memorable

Develops and Scope for cultural

4027694 Young Exp TB1 PressPDF.indb 21 11/10/2012 16:55

22 Come and explore!

4027694 Young Exp TB1 PressPDF.indb 22 11/10/2012 16:55

learn to learn: Learners can use a number of different

Come and explore! 23

4027694 Young Exp TB1 PressPDF.indb 23 11/10/2012 16:55

1 Listen to Sam and Sophie. $ 1•4

2 Listen, point and repeat. $ 1•5

5 Find the numbers in the big picture.