ANDALUCÍA

Starter Unit ● Unit 1

Welcome, friends! ● Where are you from?

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

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 STARTER UNIT Student’s book

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STARTER UNIT Activity book

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 STARTER UNIT ● LESSON 1
Class Book: Page 2
Objectives: To revise greetings and introductions. To
revise information about the characters. To revise the
verbs be, can and have got. To write about oneself.
Language focus: Hi! I'm (Rocky). Welcome, friends!
Hello! I'm (Rita). She is (9) years old. She can (ride a
bike). He (can't) swim. He hasn't got a (bike).
Target vocabulary: Ricky, Rita, Rocky, friend,
welcome, hello, hi. Animals. Food. Clothes. Classroom
objects. Furniture. Colours. Numbers to 20.
Materials: Class CD. Slips of paper (extension activity).
Warm-up
An activity to focus pupils' attention and revise greetings.
Say: Hello everybody! Welcome! Invite them to respond.
Go up to a pupil and shake hands while you say: Hello,
I'm (your name). Elicit Hello! I'm (pupil's name.) Do this
with as many pupils as possible.
Divide the class into pairs. Ask them to greet each other
and say their names while they shake hands.
Copy the title and the objectives of the unit on the board.
Read and explain them to the class.
1 Listen and point.
Activities to revise the characters' names.
Focus pupils' attention on the three characters. Point to
Rocky and ask: Is Rocky a cat? Elicit the answer: No,
he's a raccoon. Ask questions about Ricky and Rita.
Ask pupils to look at the pictures around the three
characters and ask them to identify the following objects:
cake; tree house; bike and skateboard.
Elicit sentences, for example: Ricky and Rita can't swim!
Ricky can ride a skateboard. Then, play track 2 (Class
CD 1). Pupils listen and point both to the character who
is speaking and to the appropriate pictures.
■ Audio script
ROCKY Hi! I'm Rocky. Welcome, friends!
My best friend is Ricky.
RITA Hello! I'm Rita. I'm 9 years old. My best friend
is Ricky. I can ride a bike but I can't swim.
RICKY Hi! I'm Ricky. Welcome! I'm 9 years old. My
best friend is Rita. I've got a pet - his name is
Rocky. I've got a tree house too. I can ride my
skateboard but I can't swim.
■ Play the CD again. Pupils listen and repeat.
2 Look at the pictures and say ‘true’ or…
An activity to revise information about the characters.
■ In pairs, pupils read the sentences, find the picture
that matches it and say 'True' or 'False'. Correct orally,
asking them to correct the sentences that are false.
Round-up
A game to consolidate the language of the lesson.
■ Point to different pupils at random and ask the class:
What is his/her name? Elicit the correct name each time
and encourage everyone to say: Hello (Luis)!
■ Reinforcement activity: Standing at their desks,
pupils turn to the person next to them and say: Hello, I'm
(Lara). What's your name? Encourage the second pupil
to respond: I'm (Carlos), turn to the next person and
repeat the exchange until all the pupils have introduced
themselves.
■ Extension activity: Hand out a slip of paper to each
pupil and instruct them to write their name on it. Then
have them act out the following exchange:
A: Hi! Are you (Pablo)?
B: Yes, I am.
A: Welcome, Pablo!
B: Thank you.
Activity Book: Page 2
1 Read and complete.
■ Pupils complete the text with the words in the box.
Remind them that Abba appeared briefly in Book 3. Give
them some momentos to complete the task. When they
finish, correct orally.
2 Now, draw and write about yourself.
■ Pupils draw themselves and add information about
themselves. When they finish, ask volunteers to show
their drawing and read their text to the class.
STARTER UNIT ● LESSON 2
Class Book: Page 3
Objectives: To develop spoken interaction and
spoken production. To revise animals, food, clothes,
classroom objects and furniture. To revise the
alphabet. To spell words.
Language focus: Is number (7) a (chair)? Yes, it is.
No, it isn't. What's number (15)? It's a (bed). How do
you spell bed? B-e-d.
Vocabulary (revision): Animals. Food. Clothes.
Classroom objects. Furniture. Colours. Numbers to 20.
Materials: Half sheets of paper.
Warm-up
An activity to revise numbers.
■ Take out twenty pencils and ask: How many pencils
are there? Invite pupils to guess the number. Write their
guesses on the board. Then count the pencils together:
One, two, three… twenty. Say: There are twenty pencils.
Check to see if anyone guessed correctly.
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Repeat the procedure, asking different pupils to choose a
given number of pencils for their classmates to guess.
1 Look and say.
An activity to revise vocabulary and spell words.
■ Pupils' books open. Point to the first square and
ask: What's this? Elicit: A parrot. Do the same with the
rest of the animals. Then, point to the foods, clothes,
classroom objects and items of furniture and elicit the
words. Finally point to the pictures at random and ask
pupils to say the words chorally or individually.
Recite the alphabet with the class. Then, focus pupils'
attention on the dialogue at the bottom of the page and
demonstrate the exchanges with a pupil. Ask the class to
repeat chorally.
In pairs, pupils ask and answer questions about the
items in the exercise. Go around the room in order to
give any necessary help. (This is an excellent moment to
assess speaking skills.)
Round-up
A game to develop memory.
■ Pupils' books closed. Ask pupils to think about the
pictures in the chart. Say: Animals and elicit: A parrot, a
monkey, a dolphin, a rabbit. Do the same with the rest of
the lexical sets.
■ Reinforcement activity: Revise the alphabet with
the help of the colour-coded alphabet (Resource file,
Colour-coded alphabet). Then, say letters at random and
elicit the colours. Say: C… Elicit: Green.
Do this with all the letters, first in order and then at
random. Finally, play the game in reverse form. Say
colours and elicit the corresponding letters.
■ Extension activity: Hand out the half sheets of
paper. Pupils write down 6 words they know. In pairs,
they say words for their partners to spell. If the spelling is
correct, they tick the word; if it is incorrect, they draw a
cross next to it.
When they finish, collect all the sheets and organise a
spelling contest (for one of the next classes if there is no
time left), using all the words that were misspelled.
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Activity Book: Page 3
1 Add more words in the boxes.
■ Focus pupils’ attention on the four boxes. Point to
each one and elicit the corresponding lexic set (food,
clothes, animals, actions). Then, ask them to complete
each box with words they remember from previous
courses. Check orally.
2 Complete the sentences.
■ Pupils complete the sentences about themselves.
Remind them to pay attention to the spelling. Go around
the room in order to check and assist if necessary.
ANSWER KEY: LESSONS 1 AND 2
CLASS BOOK: Page 2
1. Personal activity.
2. 1 F, 2 T, 3 F, 4T, 5 F, 6 T, 7F, 8T.
CLASS BOOK: Page 3
1. Answers: 1 parrot, 2 hamburger, 3 jacket, 4 bread,
5 notebook, 6 dolphin, 7 pencil case, 8 chair, 9 T-shirt,
10 monkey, 11 rucksack, 12 ice cream, 14 dress, 14
sandwich, 15 bed, 16 rabbit, 17 shelf, 18 tomato, 19
skateboard, 20 bike.
ACTIVITY BOOK: Page 2
1. Hello! I’m Abba. I’m nine years old. My favourite
colour is orange. I can play tennis, but I can’t swim. I’ve
got a pet. It’s a rabbit. I haven’t got a tree house.
2. Personal activity.
ACTIVITY BOOK: Page 3
1. Some examples are: food – orange, strawberry,
peach; clothes – trousers, skirt, sweater; animals – cat,
horse, mouse; actions – dance, sing, write.
2. Personal activity.
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UNIT 1 Activity book

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UNIT 1 Activity book

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 UNIT 1 ● LESSON 1
Class Book: Pages 4 and 5
Objectives: To talk about countries and nationalities.
To ask and answer information questions. To revise
the affirmative, negative and interrogative of be, can,
have got and the present continuous. To develop
observation and memory skills.
Language focus: Can you (throw me the ball)? Sure!
Here you are. You're new, aren't you? Yes, I am.
Where are you from? I'm from (China). What's your
name? (Wang Ho.) How do you say (hello) in
Chinese? This is cool. I can speak (Chinese).
Target vocabulary: Portugal, Britain, Australia, Italy,
Spain, China, flag, country, Portuguese, British,
Australian, Italian, Spanish, Chinese, cool.
Materials: Flashcards of Portugal / Portuguese,
Britain / British, Australia / Australian, Italy / Italian,
Spain / Spanish, China / Chinese. Class CD.
Warm-up
An activity to present the new topic.
■ Point to different pupils and ask: Where are you
from? Help them say the name of their country in
English. Then, turn to the class and say: (Janet) is from
(Poland). Repeat with several pupils.
Copy the title and the objectives of the unit on the board.
Read and explain them to the class.
1 Listen and repeat.
Activities to present and practice the new vocabulary.
■ Pupils' books closed. Stick the unit flashcards on the
board. Point to each one and say the appropriate word.
Alternately, play track 3. Ask pupils to close their eyes in
order to concentrate on the pronunciation. Encourage
them to repeat chorally and individually. Then, point to the
flashcards in random order and elicit the words.
Girl China / Chinese
I'm from China. I'm Chinese.
Boy Australia / Australian
I'm from Australia. I'm Australian.
Boy Italy / Italian
I'm from Italy. I'm Italian.
Girl Portugal / Portuguese
I'm from Portugal. I'm Portuguese.
Girl Spain / Spanish
I'm from Spain. I'm Spanish.
Boy Britain / British
I'm from Britain. I'm British.
2 Match and say.
■ Pupils' books open. Point to the first flag and ask: Is
this the Portuguese flag? Elicit: Yes, it is. Confirm the
answer: Number one: Portugal / Portuguese. In pairs,
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pupils then do the matching exercise. Check orally.
3 Read and listen to the comic strip.
A listening activity to present the vocabulary in context.
■ Ask pupils to describe what is going on in the frames:
Ricky, Rita and Rocky are in the park. They meet a new
boy. The new boy is from China.
Ask questions about the comic, for example: What is
(Ricky) wearing in frame 1? Are the children playing
(basketball) in frame 2? etc.
Play the CD track 4. Pupils listen and follow the dialogue.
Play the CD again with pauses for them to repeat, chorally
or individually. Check their pronunciation and intonation.
■ Audio script
1 RICKY Hey, can you throw me the ball?
WANG HO Sure! Here you are!
2 RICKY You're new, aren't you?
WANG HO Yes, I am.
3 RICKY Where are you from?
WANG HO I'm from China.
4 Rita What's your name?
WANG HO Wang Ho.
5 ROCKY How do you say 'hello' in Chinese?
WANG HO 'Ni hao'.
6 ROCKY 'Ni hao'. Hey, this is cool. I can speak
Chinese!
4 Read and answer.
Questions and answers to check comprehension.
■ Tell pupils to read the sentences in pairs and decide
on the correct answer. Give them some moments to
complete the task. When they finish, read the sentences
aloud and elicit the right answers.
Round-up
A memory game to consolidate the language of the lesson.
■ Read out different sentences and questions said by
the characters. Elicit the character's name each time.
■ Reinforcement activity: Repeat the dialogue,
making deliberate mistakes. For example, in frame 1,
say: book instead of ball or in frame 3 say: Italy instead
of China. Ask pupils to correct you.
■ Extension activity: Divide the class into groups of
four and assign the roles of Ricky, Rita, Rocky and Wang
Ho to different pupils. Ask them to read out the dialogues
with the appropriate intonation and gestures. Take the
chance to check on their pronunciation.
Activity Book: Pages 4 and 5
1 Label the countries and colour in the...
■ Pupils check their Class Book in order to colour the
flags correctly. Then, they write the name of each
country on the corresponding line. Check the exercise by
asking: What colour is the (British) flag? Elicit: (Blue, red
and white). Repeat the same with the rest of flags. Elicit
answers from several pupils.
2 Draw and colour in your country's flag...
■ Pupils draw and colour their country's flag and
complete the sentences. Help them with vocabulary if
necessary. When they finish, ask some of the pupils to
show their drawing to the rest of the class and say the
corresponding sentences: I’m from (France). I’m French.
3 Read and write. Then, number.
■ Ask pupils to read the comic in their Class Book again
(page 5). Then, they have to copy the dialogues in the
appropriate frames and number them in the right order.
Remind them to pay attention to the spelling.
While they are working, go around the room in order to
check on their progress and assist or correct when
necessary. Make sure they write ‘China’ and ‘Chinese’
with a capital letter at the beginning (you can also write
both words on the board for them to remember).
4 Listen to the comic strip and check.
■ Explain the pupils that you are going to play the CD
for them to be able to check their answers. Tell them to
listen carefully and play the CD 2 (track 28). Once it
finishes, check orally with the whole class.
ANSWER KEY: LESSON 1
CLASS BOOK: Pages 4 and 5
1. Personal activity.
2. 1 China 2 Australia 3 Italy 4 Portugal 5 Spain 6 Britain.
3. Personal activity.
4. Answers: 1 Yes, he is. 2 No, she isn’t. 3 Yes, he can.
ACTIVITY BOOK: Pages 4 and 5
1. Britain, Spain, Italy, Australia, China, Portugal.
2. Personal activity.
3. 1 Hey, can you throw me the ball? Sure! Here you
are! 2 Where are you from? I’m from China. 3 How do
you say ‘hello’ in Chinese? ‘Ni hao’. 4 ‘Ni hao’. Hey,
this is cool! I can speak Chinese!
4. Personal activity.
UNIT 1 ● LESSON 2
Class Book: Page 6
Objectives: To revise countries and nationalities. To
learn the names of landmarks in different cities. To
develop reading and listening skills. To develop
logical/mathematical intelligence.
Warm-up
An activity to revise countries and nationalities.
■ Pupils' books closed. Point to different pupils and
ask: Where are you from? Can you speak (Spanish)?
Elicit answers from several pupils: I am from (India). I
can speak (Spanish). Check on their pronunciation.
1 Read and match.
A reading activity to match texts and photos.
■ Pupils' books open. Point to the three flags and ask
pupils to identify the countries. Present the words Poland
/ Polish. Then ask: What is the capital of Poland? If
necessary, explain the word in L1, then elicit the answer:
It's Warsaw. Do the same with Spain (Madrid).
Read each text aloud and elicit the corresponding photo.
Pupils then practise reading the text in pairs.
2 Read and answer.
Answering questions to check written comprehension.
■ Pupils have to read the questions in pairs and decide
on the correct answer. Give them some moments to
complete the task. When they finish, read the questions
aloud and elicit the answers.
Round-up
A memory game to consolidate the lesson vocabulary.
■ Books closed, play 'True or False' with the class. Say:
The (British) flag is red and yellow. True or false? Pupils
answer individually and correct the sentences that are
false: False. The British flag is red, blue and white.
■ Reinforcement activity: Play 'Guessing game' with the
unit flashcards. (Resource File, Flashcard game 6)
■ Extension activity: Help pupils create a display of
different flags around the world. Hand out the sheets of
paper. Ask pupils to draw a flag they like and write the
name of the country underneath. Display the drawings in
the classroom. Once you take them down, help pupils file
their work in their Language Portfolio.
Activity Book: Page 6
1 Read and think. Then, solve the puzzle.
■ Pupils identify the flag on each T-shirt. They write the
names of the children given in the affirmative clues on
the appropriate lines. Finally, they deduct that Lin must
be from China and Maria from Spain.
2 Listen and check.
■ Ask pupils to pay attention and play the CD2 (track 29)
so they can check their answers. Pause it after each
sentence to make sure that everyone has enough time.
■ Audio script
Lucy is from Britain. Jorge is from Portugal.
Paolo is from Italy. Jan is from Poland.
Lin is from China. Maria is from Spain.
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 ANSWER KEY: LESSON 2
1 Listen and say the chant.
A chant to practise the rhythm and intonation of English.
CLASS BOOK: Page 6
■ Once they have done this, pupils listen to the
1. Answers: A-2, B-3, C-1. complete chant to check their answers.
2. Answers: 1 Yes, he is. 2 Yes, he is. 3 Yes, she is. ■ Audio script
ANNOUNCER Are you British?
ACTIVITY BOOK: Page 6 Are you British?
Oh, tell me please!
1. From left to right: Lucy, Lin, Maria, Jorge, Paolo, Jan.
/ Lin is from China. Maria is from Spain. ENGLISH BOY Yes, I am!
I'm from Britain.
2. Personal activity. And I'm British.
Now you know!
ANNOUNCER Are you Italian?
UNIT 1 ● LESSON 3 Are you Italian?
Class Book: Page 7 Oh, tell me please!
ITALIAN BOY Yes, I am!
Objectives: To revise countries and nationalities. To I'm from Italy.
develop an understanding of context. To practise the And I'm Italian.
rhythm and intonation of English through a chant. To Now you know!
practise the endings of different nationalities. ANNOUNCER Are you Chinese?
Language focus: Oh, tell me please! Now you know! Are you Chinese?
Oh, tell me please!
Vocabulary (revision): Portugal, Britain, Australia,
Italy, Spain, China, Poland, Portuguese, British, CHINESE BOY Yes, I am!
Australian, Italian, Spanish, Chinese, Polish. I'm from China.
And I'm Chinese.
Materials: Small percussion instruments. Class CD. Now you know!
Unit flashcards (reinforcement activity).
■ Play the chant again, doing one of the following
activities each time:
Warm-up
1 Books open, pause for pupils to repeat. Say:
An activity to remind pupils how to chant.
Listen and repeat.
■ Clap your hands in time as you recite the following 2 Books closed, pupils recite the chant and supply
chant quite slowly: the missing words. Say: Listen and chant.
One, two, 3 Hand out the percussion instruments and encourage
Let's chant! them to perform the chant without the CD.
One, two, three,
Chant with me! 2 Listen and repeat.
■ Encourage pupils to repeat, clapping their hands or An activity to practise endings.
tapping on their desks with one finger. Repeat the chant,
■ Point to the flags and ask pupils to name the
speeding up the rhythm.
countries. Then play the CD. Pupils repeat the words as
Pre-chanting activity they point to the flags in their books.
An activity to develop an understanding of context. ■ Audio script
■ Focus pupils' attention on the pictures and ask them
to identify the monuments: Big Ben (Britain), the Tower RICKY Britain - British
of Pisa (Italy), the Great Wall (China). Spain - Spanish
Italy - Italian
Read the first verse and point out the two structures: Are Mexico - Mexican
you British and I'm from Britain. Recite the verse a Portugal - Portuguese
couple of times with the class. China - Chinese
Focus pupils' attention on the second and third verses.
Explain that the endings are colour-coded to help them Round-up
with the pronunciation as each colour represents a
A game to practise endings.
different set of sounds. The asterisks indicate words that
are missing in the text. ■ Say the name of a country and elicit the nationality.

Pupils then read the chant through and supply the Then, ask: Is the colour of the ending red, green or blue?
missing words. for example: Poland - Polish - red.

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■ Reinforcement activity: Stick the unit flashcards on
ANSWER KEY: LESSON 3
the board in two rows and play 'Vanishing pictures'.
(Resource File, Flashcard game 7)
CLASS BOOK: Page 7
■ Extension activity: Books closed, write the names of
different countries and nationalities on the board. Pupils 1, 2. Personal activity.
recite the chant again using the new words.
ACTIVITY BOOK: Page 7
1. Answers: 1 right picture; 2 right picture; 3 left
Activity Book: Page 7 picture; 4 right picture; 5 right picture; 6 left picture.
2. Answers: British, Polish, Spanish. / Italian,
1 Listen and tick. Australian. Brazilian, Indian / Mexican, African,
■ Focus pupils' attention on the numbered rectangles American. / Portuguese, Chinese.
and explain that they are going to hear short dialogues 3. Answers: six, nine, fourteen, sixteen, nineteen,
that correspond to one of the two objects shown in each forty, sixty, ninety.
rectangle. The task is to tick the correct one. Play the
CD, pausing after each exchange to give pupils time to
complete the task. UNIT 1 ● LESSON 4
■ Audio script Class Book: Page 8

1 A I speak Spanish.
B Oh, Spanish! How do you say 'hello' in Spanish? Objectives: To develop spoken interaction and
A ¡Hola! spoken production. To ask and answer information
questions.
2 A How many stars are there on the Australian flag? Language focus: Are you (Abba)? No, I'm not. Are
B Hmmm, let me see… one, two, three, four, you (Jack?) Yes, I am. Who are you? I'm (Betty).
five, six. Six stars on the Australian flag. Where are you from? I'm from (Australia). Is number
A Thanks. (1) from Spain? Yes, it is. No, it isn't.

3 A What's that? Vocabulary (revision): Countries. Food.

B The map of Italy.
A Italy! It looks like a boot.
B That's right! Italy looks like a boot.
4 A My new friend is from Calcutta.
B Is Calcutta in the USA?
A No, it isn't. It's in India.
5 A Where are you from? Are you from Italy?
B No, I'm not. I'm from England and I live in London.
Materials: Class CD. Formative assessment sheet
(Resource File)
Warm-up
A vocabulary activity to revise countries and nationalities.
■ Name a country and elicit the nationality or name a
nationality and elicit the country, for example: Spain!
(Spanish). British! (Britain). Then, invite different pupils to
name countries or nationalities.

6 A What language do you speak in Brazil? Do you 1 Listen and read.

speak English? An activity to present the structures of the unit.
B Well, some people speak English, but we all
speak Portuguese. ■ Establish the situation: Rocky is interviewing a girl
A In Brazil? and a boy. Play the CD so pupils can listen to the
B Sure! In Brazil we speak Portuguese. complete text. Play it again. Pupils repeat each sentence
after the pause.
■ Audio script
2 Look at unit 1 in your Class Book…
■ Pupils write the words in the appropriate columns. ROCKY Are you Abba?
Encourage them to add more if they can or brainstorm BETTY No, I'm not.
these with the class. Remind them to check the spelling. ROCKY Who are you?
BETTY I'm Betty.

3 Write the numbers

ROCKY Are you Jack?
■ In order to review the rules for writing numbers, ask JACK Yes, I am.
pupils to complete this exercise. Write the same numbers ROCKY Where are you from?
on the board so everyone can check the spelling. JACK I'm from Australia.

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 2 Chit-chat.
A pair activity to ask and answer questions.
■ Focus pupils' attention on the ID cards and read out
the questions. Demonstrate the exchanges with a pupil.
Ask the class to repeat chorally.
In pairs, pupils ask and answer questions about the ID
cards. When they finish, they ask each other the first two
questions, providing true information about themselves.
(This is an excellent moment to assess speaking skills
using the Formative assessment sheet.)
Round-up
A game to revise vocabulary and develop memory.
■ Point to different pupils and ask them the questions
they have practised in exercise 2. Take the chance to
check on their pronunciation and intonation.
■ Reinforcement activity: Ask pupils to write
questions and answers about the owners of the ID cards
in the 3rd person, for example: Where is Mary from?
She's from Australia.
■ Extension activity: Write the following dishes on the
board: pizza, paella, fish and chips, tropical fruit salad,
nachos, spring rolls. Ask pupils: Is pizza from (Brazil)?
Elicit: No. Ask: Is it from Italy? Elicit: Yes. Then, write Italy
next to pizza. Do the same with the rest of the dishes.
Activity Book: Page 8
1 Match each dish to its corresponding…
■ Start by telling the pupils that each picture shows the
typical dish from a different country. Then, focus their
attention on the two boxes and read the dishes and the
countries they include. Now, explain the task: hey have
to match each picture with its corresponding name (left
box) and country (right box).
Give them enough time to complete the task and correct
orally by pointing to a picture and saying: What is
number (1)? Elicit: Pizza. Then, ask: Where does pizza
come from? Elicit: Italy. Repeat with the rest of numbers.
2 Guess my dish! Play with a friend.
■ The aim of the game for pupils is to guess the dishes
on their partners' page by asking questions as in the
model. Revise the names of the six dishes first: pizza,
paella, fish and chips, tropical fruit salad, nachos, spring
rolls. Write the words on the board.
Read the instructions with pupils and ask them to
number the squares at random. Then read the model
exchanges with a volunteer and divide the class into
pairs so pupils can play. When they finish, pupils
complete the sentences with their own answers. (This is
an excellent moment to assess speaking skills using the
Formative assessment sheet.)
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ANSWER KEY: LESSON 4
CLASS BOOK: Page 8
1, 2. Personal activity.
ACTIVITY BOOK: Page 8
1. Answers:
1 pizza – Italy
2 paella – Spain
3 fish and chips – Britain
4 tropical fruit salad – Brasil
5 nachos – Mexico
6 spring rolls – China
2. Personal activity.
UNIT 1 ● LESSON 5
Class Book: Page 9
Objectives: To revise countries, nationalities and
languages. To develop listening comprehension skills
through a song. To sing the song and act it out.
Language focus: Who are you? And where are you
from? I'm (Paolo). I'm from (Italy). And I speak (Italian).
Vocabulary (revision): Countries and nationalities.
Materials: Unit flashcards. Class CD.
Warm-up
A spelling activity to revise countries and nationalities.
Write the names of countries and nationalities on the
board, leaving out all the vowels, for example:
Sp _ _ n / Sp _ n _ sh. Ask: What's missing? and invite
pupils to say the vowels and complete the words.
Pre-listening activity
A speaking activity to practise the language.
■ Stick the unit flashcards on the board. Point to
different pupils and ask: Are you from (Portugal)? Do you
speak (Portuguese)? Elicit affirmative and negative
answers.
1 Listen and sing along.
Activities to sing and perform the unit song.
■ Present the song, using the CD and the book. Point
to each country on the map and ask pupils to identify it.
Pupils then listen and look at the map as you point in
your book.
■ Audio script UNIT 1 ● LESSON 6
Who are you? Class Book: Page 10
And where are you from?
Objectives: To revise countries and nationalities. To
I'm Paolo.
develop cultural awareness. To develop spoken
I'm from Italy!
interaction. To ask and answer information questions.
And I speak Italian.
Language focus: Are you from (Brazil)? No, I’m not.
Who are you? Are you from (Portugal)? Yes, I am. So you’re
And where are you from? (Portuguese)!
Vocabulary (revision): Countries and nationalities.
I'm Rosie.
I'm from Britain. Materials: A world map or globe. Photos of cities
And I speak English. around the world cut out of magazines. Scissors,
glue, magic markers, photos, postcards, etc.
Who are you? (extension activity).
And where are you from?
Warm-up
I'm Pedro. An activity to locate different countries on the map.
I'm from Spain
And I speak Spanish. ■ Pin up the map of the world or gather pupils around
you and show them the globe. Ask them to locate the
■ Play the song again, doing one of the following country they are in. Say: Here we are in (Spain). Ask:
activities each time: Where is North America? Ask a pupil to point to the
1 Pupils follow the song in their books, pointing to continent. Do the same with India, China, Brazil, Mexico
each country in turn. Say: Listen and point. Italy, Portugal, Britain and Poland.

2 Pupils point to the children and the country and
sing the song. Say: Point and sing!
3 Divide the class into three groups. Each group
sings one stanza while the other two clap in time.
Sing again. Use: Sue, China/Chinese…
2
An activity to practise more vocabulary.
■ Point to the flag and the girl at the bottom of the page
and ask: Who's this? Where is she from? Play the
melodic version of the song and tell pupils to sing along
using the new words.
Round-up
An activity to personalise the song.
■ Invite different pupils to sing a verse of the song using
information about themselves.
1 Guess my country. Ask and answer…
An activity to develop spoken interaction.
■ Pupils' book open. Focus pupils’ attention on the
map and revise each country and flag. Then, point to
the dialogue at the bottom and read it out. Next,
demonstrate the exchanges with a pupil. Ask the class
to repeat chorally. Check on their pronunciation and
intonation.
In pairs, pupils ask and answer questions following the
model. When they finish, they can choose a different
nationality and repeat the dialogue using it. (This is an
excellent moment to assess speaking skills using the
Formative assessment sheet.)
Round-up
An activity to revise countries and speaking interaction.

■ Reinforcement activity: Hold a spelling contest
using the vocabulary from the song.
■ Extension activity: In their notebooks, pupils draw
themselves and the flag of their country. Then they write
an appropriate verse underneath.
ANSWER KEY: LESSON 5
CLASS BOOK: Page 9
1, 2. Personal activity.
■ Give pupils a few moments to memorise the page.
Books closed, say incomplete sentences and elicit the
missing information, for example: The Indian flag is
(orange, white and green). Then reverse the information
and say: This flag is (blue, red and white). It is the flag
of… Elicit: Britain or the United States.
■ Reinforcement activity: Ask pupils if they would like
to live in a different country. Where would they live if they
could choose? Encourage as many pupils as possible to
participate. Write the countries on the board as they are
mentioned.
■ Extension activity: Help pupils create a display of
countries around the world. The photos can be cut out of
magazines and mounted on poster paper. Encourage
them to write the name of the country and add their own

1-13
written comments, for example: (Germany) has got an
important football team.
Activity Book: Page 9
1 Look, read and write.
■ Tell pupils to look at the the three pictures and
explain the task: first, they have to read the speech
bubble of Dolores. Then, they have to write a similar text
in the blue and pink speech bubbles. Remind them to
look the corresponding flags next to each picture in order
to know the children’s nationality.
Give them enough time to complete the exercise and
correct orally with the whole class.
ANSWER KEY: LESSON 6
CLASS BOOK: Page 10
1. Personal activity.
ACTIVITY BOOK: Page 9
1. Personal activity.
UNIT 1 ● LESSON 7
Class Book: Page 11
Objectives: To develop spoken interaction through a
game. To develop observation and memory skills. To
learn when to use capital letters.
Language (revision): Are you from (Britain)? Yes,
I am. No, I'm not.
Target vocabulary: Brazil.
Vocabulary (revision): the United States, Mexico,
Brazil, Portugal, Britain, Spain, Poland, Italy, China,
American, Mexican, Brazilian, Portuguese, British,
Spanish, Polish, Italian, Chinese.
Materials: Unit flashcards. Formative assessment
sheet (Resource File).
Warm-up
An activity to present 'Brazil' and 'Brazilian'.
■ Ask pupils: Is Brazil a country or a city? Elicit: A
country. Ask: Is it in North America? (No). Is it in Africa?
(No). Explain that it is in South America, and that its
people are called Brazilian.
1 Think and say. Who are you?
An activity to prepare for the writing task.
1-14
■ Point to the first thought bubble and say: His name
begins with J. Is it (John)? With pupils, brainstorm names
that begin with J. Explain that 'J' is thinking about his
country, his age and how to say ‘hello’ in his language.
Ask: How old is J? Is he from Brazil? How old is he? How
do you say 'hello' in Portuguese? Encourage pupils to
look at 'J's ID card in order to find the answers.
22 Make an ID Card. Write, ask and answer.
Stepped activities to produce a written text.
■ Read Joao's ID card and text aloud. Tell pupils they
are going to write a similar text about themselves.
Explain the procedure carefully as they will follow it
whenever they have to produce a written piece.
1 They write the first draft in class.
2 They exchange their text with a partner for
correction. Go around the room in order to give
any necessary help.
3 They write and illustrate the final version on a
loose sheet of paper.
4 After correction, compositions are displayed in class.
5 When the display is taken down, pupils file their
work in their Language Portfolio.
6 Remember to record pupils' results on the
Formative assessment sheet.
When pupils finish, divide the class into pairs or small
groups. Read the model exchanges with a volunteer and
then ask pupils to interview each other.
Round-up
A game to develop observation and memory skills.
■ Pupils' books closed. Tell pupils to close their
books. Ask a pair to stand in front of the class and act
out the dialogue. Encourage them to add other
questions, e.g. How do you say ‘hello’ in Portuguese?
Repeat with several pairs of pupils.
■ Reinforcement activity: Pupils find examples of
names, countries and nationalities in their Class Books
and copy them in their notebooks highlighting the
capitals with a different colour.
■ Extension activity: Ask a pupil who speaks a foreign
language: How do you say 'hello' in (Romanian)? Encourage
him or her to reply and have the class repeat. Do this with all
the pupils who speak more than one language.
ANSWER KEY: LESSON 7
CLASS BOOK: Page 11
1. He is Joao, he is from Portugal, he is 10 years old
and he speaks Portuguese.
2. Personal activity.
 UNIT 1 ● LESSON 8
Class Book: Page 12
Objectives: To develop reading skills. To practise the
language learnt so far. To learn about recycling and
about appropriate behaviour.
Language (revision): Structures of the unit.
Vocabulary (revision): Unit vocabulary.
Materials: Sheets of paper.
Warm-up
An activity to revise the structures of the unit.
■ Point to different pupils and ask: What's your name?
How old are you? Where are you from? Do you speak
(English)? Encourage them to give long answers.
1 Read and match. Then, listen and check.
An activity to develop reading and listening skills.
■ Pupils' book closed. Ask pupils, in L1 if necessary,
to say examples of their good behaviour. Ask: Do you
help at home? Do you recycle? Are you nice to your
classmates? Do you listen to your teacher? etc.
Pupils' books open. Ask pupils what the photos represent
(1: a sport instructor with a pupil, 2: a mother and a
daughter taking something out from the oven, 3: a group
of people and 4: a boy putting some newspaper in a
recycling bin). Tell them that they are all related to the
texts and to a topic: good behaviour.
In pairs, pupils then read the four texts and match each
one to the appropriate photo. Point to the picture
dictionary and tell them it will help them understand the
vocabulary. Give them time to do this, then play CD 1
(track 10) pausing after each text to confirm the answer.
■ Audio script
A We love and look after our families and friends. We
help in the house and we are kind to our friends and
neighbours.
B We do not throw litter in the street, we recycle and we
keep our environment clean. We try to remember that
we all share our planet and we must all look after it.
C In our community there are many different people.
There are old and young, rich and poor. Some people
are born here and some come from different countries.
We respect them all and treat them all equally.
D We listen to adults who are looking after us. Our
parents, teachers, doctors, sports instructors and
others know how to help us.
2 Put the words in the correct recycling bin.
An activity to develop environmental awareness.
■ Focus pupils’ attention on the box and have them
read out the different words. Go through each item and
make sure everybody knows what it is. Next, ask them to
work in pairs and decide which objects belong to each
recycling bin. Correct orally.
Round-up
An activity to review the unit’s vocabulary.
■ Reinforcement activity: Call out an ending, for
example: -ese! Pupils reply with nationalities they know
that end in -ese. Do the same with -an, -ian and -ish.
■ Extension activity: Do a 'Class survey' to find out
which countries your pupils come from and what languages
they speak. (Resource File, Class game 11)
Activity Book: Page 10
1 Tick the appropriate behaviour.
■ In pairs, ask pupils to look at the pictures and tick
them if they think they show an appropriate behaviour.
Give them some moments and check orally.
22 Read and match.
■ Read out the three speech bubbles and explain the
task: pupils have to match each sentence with its
corresponding picture. Correct orally with the class.
3 Read, ask and tick. Tell the class.
■ Pupils have to read the tasks on the left column and
tick the ones he or she does. Then, they have to ask
their partner and tick the ones he or she does.
ANSWER KEY: LESSON 8
CLASS BOOK: Page 12
1. A-2, B-4, C-3, D-1.
2. Yellow: milk carton, drinks can, plastic bag. Blue:
newspaper, cardboard box, magazine. Green: broken
glass, bottle, jam jar.
ACTIVITY BOOK: Page 10
1. From left to right: 2nd and 4th picture.
2. 1 I help mum make the dinner. 2 On Saturdays, I
help with the shopping. 3 I always help to lay the table.
3. Personal activity.
1-15
 UNIT 1 ● LESSON 9
Class Book: Page 13
Objectives: To revise and consolidate the vocabulary
and structures of Unit 1. To revise the unit song. To
do assessment and self-assessment activities.
Language (revision): Structures of the unit.
Vocabulary (revision): Unit vocabulary.
Materials: Class CD. Unit flashcards. Tokens or
scraps of paper.
Warm-up
Revising the unit song and vocabulary.
■ Begin the lesson by singing and acting out the unit
song (p. 9). Encourage everyone to join in.
Round-up
Hurray!
■ This list will help pupils evaluate their progress. Read
it with them when you finish the unit and comment on
what they have learnt. Give them some time to revise
what they have done.
Activity Book: Page 11
1 Listen and tick.
■ Focus pupils' attention on the numbered rectangles
and explain that they are going to hear short dialogues
that correspond to one of the two flags shown in each
rectangle. The task is to tick the correct one. Play the
CD, pausing after each exchange to give pupils time to
complete the task.

Show the unit flashcards one by one and elicit the words. ■ Audio script
Then play 'Guess my flashcard' with the class. (Resource
File, Flashcard game 6)
1 A Are you from Poland?
Ask pupils to open their books at page 13. Explain that B No, I'm not. I'm from Australia.
they are going to revise what they have learnt in the unit.

1 Listen and choose. 2 A Who is he?

B He's Claudio. He is Portuguese.
■ Point to each square and elicit the names of the
countries. Tell pupils that they are going to hear short
dialogues that correspond to one of the two flags shown 3 A How do you say 'hello' in Chinese?
in each rectangle. The task is to identify the correct one B Ni hao.
by placing a token or a scrap of paper on the appropriate A Ni hao. Hey! I can speak Chinese.
picture. Play the CD, pausing after each exchange to 2 Look at Unit 1 in your Class Book and...
give pupils time to complete the task.
■ Pupils check the unit and write the answers. Then
■ Audio script they complete the self-assessment section. Go around
1 BOY Where are you from? the room in order to check and assist if necessary.
GIRL I'm from Rome. I'm Italian.
2 GIRL I love this jacket! Is it American?
GIRL No, it isn't. It's British.
3 WOMAN Are you Mexican?
BOY No, I'm not. I'm from Brazil.
ANSWER KEY: LESSON 9
2 Ask and answer in pairs.
■ Tell pupils to identify the flags. Read the example with CLASS BOOK: Page 12
the class and explain the activity. Pupils produce the 1. 1 Italian (left picture), 2 British (right picture), 3
same type of dialogues in pairs. While they are doing so, Brazil (right picture).
go around the room in order to check on their
pronunciation and assist when necessary. 2, 3. Personal activity.

3 Read and write. ACTIVITY BOOK: Page 11

■ Focus pupils' attention on the text and read it. Point to 1. 1 Australia (left picture), 2 Portuguese (right
the highlighted words which are the ones pupils will picture), 3 Chinese (right picture).
substitute in the writing task.
2. Answers: 1 They're playing football. 2 He's from
In their notebooks, pupils then write a similar text about
China. 3 It's in Spain. 4 He's from Britain. 5 Yes, she is.
themselves. Go around the room in order to give any
6 Yes, he can. 7 He’s 10 years old. He’s from Portugal.
necessary help. When they finish, collect the
8 The teachers.
compositions in order to evaluate written expression.

1-16
 ANDALUCÍA

Unit 2
This is me!

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

2-1
 UNIT 2 Student’s book

14 15

16 17

2-2
18 19
20 21

UNIT 2 Activity book

12 13

2-3
14 15
 UNIT 2 Student’s book

22 23

UNIT 2 Activity book

16 17

2-4
18 19
 UNIT 2 ● LESSON 1
Class Book: Pages 14 and 15
Objectives: To learn parts of the face. To describe
personal appearance. To ask and answer information
questions. To revise affirmative and negative short
answers. To develop observation and memory skills.
Language focus: I'm lost. Excuse me, please. I'm
looking for (Ricky). What's (he) like? He isn't (tall).
He's (short). He hasn't got (dark hair). He's got (blond
hair). Are you looking for (me)? I'm here, look!
Target vocabulary: Ear, eye, face, arm, nose, head,
hair, mouth, hand, leg, long / short, big / small, tall /
short, blond / dark.
Materials: Flashcards of the ear, eye, arm, nose,
head, hair, mouth, hand, leg. Class CD. A doll or a
stuffed toy.
Warm-up
An activity to revise parts of the body and present the
new topic.
■ Show the class the doll and ask: What is (she) like? Is
she tall or short? Has she got long hair? How many eyes
has she got? etc. Elicit answers from the class and
describe her: This is (Mary). She's short. She's got long
hair. She's got two eyes, two arms, two legs, etc.
Copy the title and the objectives of the unit on the board.
Read and explain them to the class.
1 Listen and repeat.
Activities to present and practice the new vocabulary.
■ Pupils' books closed. Stick the unit flashcards on
the board. Point to each one and say the appropriate
word. Alternately, play track 12. Ask pupils to close their
eyes in order to concentrate on the pronunciation of each
word. Encourage them to repeat chorally and
individually. Then, point to the flashcards in random
order and elicit the words.
■ Audio script
1 face
2 hair
3 eye
4 nose
5 head
6 ear
7 mouth
8 arm
9 hand
10 leg
11 foot
tall / short
big / small
long / short
blond / dark
■ Pupils' books open. Point to the photo and ask:
What is he like? Point to the pairs of adjectives and back
to the photo, saying: He's not short, he's tall. He hasn't
got a small mouth. He hasn't got long hair, he's got short
hair. He hasn't got dark hair, he's got blond hair. In pairs,
pupils then do the matching exercise. Check orally.
2 Match and say.
■ Point to the first item in the picture and ask: Is this the
face? Elicit: Yes, it is. Confirm the answer: Number one:
face. In pairs, pupils then do the matching exercise.
Check orally.
3 Read and listen to the comic strip.
A listening activity to present the vocabulary in context.
■ Ask pupils to describe what is going on in the frames:
Ricky and Rocky are at a street carnival. Rocky suddenly
loses Ricky and describes what he is like.
Ask questions about the comic, for example: Is Rocky
happy in frame 1? Can he find Ricky? Is Ricky short in
frame 3? etc.
Play the CD (track 13). Pupils listen and follow the
dialogue. Play the CD again with pauses for them to
repeat, chorally or individually. Check their pronunciation
and intonation.
■ Audio script
1 ROCKY Oooh, I'm lost! Where's Ricky?
2 ROCKY Excuse me, please. I'm looking for Ricky.
MAN What's he like?
3 ROCKY He isn't tall. He's short.
4 ROCKY He hasn't got dark hair. He's got blond hair!
5 ROCKY He's got a small nose and a small mouth.
6 ROCKY Rocky, are you looking for me? I'm here, look!
4 Read and answer.
Questions and answers to check comprehension.
■ Tell pupils to read the sentences in pairs and decide
on the correct answer. Give them some moments to
complete the task. When they finish, read the sentences
aloud and elicit the right answers.
Round-up
A memory game to consolidate the language of the
lesson.
■ Read out different sentences and questions said by
the characters. Elicit the character's name each time.
■ Reinforcement activity: Repeat the dialogue,
making deliberate mistakes. For example, in frame 1,
say: Rita instead of Ricky. Ask pupils to correct you.
■ Extension activity: Invite different pupils to describe
themselves to the class.
2-5
 Activity Book: Pages 12 and 13
1 Look and write.
■ Ask pupils to first identify the parts of the face and
then write the words in the spaces provided. For extra
help, refer them to page 19 of the Class Book. Check
with the whole class.
2 Read, tick and complete.
■ Pupils have to look at the pictures and tick the
corresponding option in each case. Then, they complete
the sentence accordingly to their traits.
Give them a few moments and correct orally. Have
several pupils read their sentence and ask the rest of the
class if they think the description is accurate.
3 Look, read and write. Then, number.
■ Ask pupils to read the comic in their Class Book again
(page 15). Then, they have to copy the dialogues in the
appropriate frames and number them in the right order.
Remind them to pay attention to the spelling.
While they are working, go around the room in order to
check on their progress and assist or correct when
necessary.
4 Listen to the comic strip and check.
■ Explain the pupils that you are going to play the CD
for them to be able to check their answers. Tell them to
listen carefully and play the CD 2 (track 32). Once it
finishes, check orally with the whole class.
ANSWER KEY: LESSON 1
CLASS BOOK: Pages 14 and 15
1. Personal activity.
2. 1 face, 2 hair, 3 eye, 4 nose, 5 head, 6 ear, 7 mouth,
8 arm, 9 hand, 10 leg, 11 foot.
3. Personal activity.
4. Answers: 1 Yes, he is. 2 Yes, he is. 3 No, he hasn't.
ACTIVITY BOOK: Pages 12 and 13
1. Answers: head, hair, eyes, nose, mouth, ears.
2. Answers: 1 tall, 2 big nose, 3 long hair. / Personal
answer.
3. 1 Excuse me, please. I’m looking for Ricky. What’s
he like?
2 He isn’t tall. He’s short!
3 He hasn’t got dark hair. He’s got blond hair!
4 He’s got a small nose and a small mouth.
4. Personal activity.
2-6
UNIT 2 ● LESSON 2
Class Book: Page 16
Objectives: To read about different people. To
develop reading and listening skills comprehension.
To develop logical/mathematical intelligence.
Language focus: She's got (blond hair) and her eyes
are (very big). She's (clever) and she can (play the
saxophone). He's from (Japan). He wears (glasses).
He's bad at (sport). He’s always dressed (in blue).He
speaks (Frendh). Who is (he)?
Target vocabulary: Friendly, nice.
Vocabulary (revision): hair, eyes, nose, face, mouth,
short, long, big, small, tall, brown, blue, black, blond.
Materials: Unit flashcards. Class CD. Photos of well-
known persons, historical characters or fiction heroes
and sheets of paper (extension activity).
Warm-up
An activity to revise descriptions of personal appearance.
■ Pupils' books closed. Point to different pupils and
ask: Have you got short hair or long hair? Is it blond or
dark? Have you got (black) eyes? etc. Encourage pupils
to participate and elicit several answers. Check on their
vocabulary, pronunciation and intonation.
1 Read and match.
A reading activity to match texts and pictures.
■ Pupils' books open. Point to Tintin and ask: Where
is Tintin from? Elicit: Belgium. Do the same with Lisa
(United States), Nobita (Japan) and Pocoyo (Spain).
Read each text aloud and elicit the corresponding
picture. Pupils then practise reading the text in pairs.
2 Read and answer.
Answering questions to check written comprehension.
■ Ask pupils to work in pairs. They have to read the
questions and decide on the correct answer. When they
finish, read the questions aloud and elicit the answers.
Round up
A memory game to consolidate the lesson vocabulary.
■ Books closed, play 'True or False' with the class. Say:
(Tintin) has got long brown hair. True or false? Pupils
answer individually and correct the sentences that are
false: False. He’s got short blond hair.
■ Reinforcement activity: Play 'Remember the
flashcard?' with the unit flashcards. (Resource File,
Flashcard game 2)
■ Extension activity: Help pupils create a display of
well-known persons, historical characters or fiction
heroes. Hand out the photos and sheets of paper. Pupils
write a description of their character and check spelling
in their Class Book.
Then, they glue the photo on the sheet of paper and
copy their description underneath. Ask several students
to show their character and read the corresponding
description. Finally, display all the compositions in the
classroom. Once you take down the display, help pupils
file their work in their Language Portfolio.
Activity Book: Page 14
1 Read and think. Then, solve the puzzle…
UNIT 2 ● LESSON 3
Class Book: Page 17
Objectives: To revise greetings. To develop an
understanding of context. To practise the rhythm and
intonation of English through a chant. To practise the
initial sound /h/.
Language focus: Hello, who are you? How are you?
I'm fine, thanks.

■ Guide pupils through the clues: Julie hasn't got long
hair. So she isn't number 1. Fay has got brown eyes and
a small nose. She is either number 1 or 3. Vera hasn't
got blond hair and her eyes aren't brown. Vera must be
number 2. Then, ask pupils to write the names in the
appropriate boxes.
Target vocabulary: Holland, Hawaii.
Vocabulary (revision): House, hippo, hat, head, hi,
happy.
Materials: Small percussion instruments. Class CD. A
world map or globe (extension activity).

2 Listen and check. Warm-up

■ Tell pupils to listen carefully and play CD 2 (track 33) An activity to remind pupils how to chant.
so they can check their answers.
■ Clap your hands in time as you recite the following
■ Audio script chant quite slowly:
Number 1 is Fay. She has got long dark hair, brown eyes Hello, hello,
and a small nose. Are you happy?
Number 2 is Vera. She has got short dark hair and blue Hello, hello,
eyes. Say hello to me!
Number 3 is Julie. She has got short blond hair and Encourage pupils to repeat, clapping their hands or
brown eyes. tapping on their desks with one finger. Repeat the chant,
speeding up the rhythm.
3 Listen again and answer.
Pre-chanting activity
■ Pupils have to answer the questions asked in the
exercise. Before they do, tell them to pay attention and An activity to help pupils develop an understanding of
play CD 2 (track 34). context.

■ Audio script
Julie has got short blond hair and brown eyes.
Fay has got long dark hair, brown eyes and a small nose.
Vera has got short dark hair and blue eyes.
Give them enough time to complete the task. Go around
the room in order to check and assist
■ Focus pupils' attention on the pictures and ask them
to identify the activities. (The girl is surfing and the boy is
flying in an air balloon.)
Read the first two verses with the class, then focus
pupils' attention on the next three verses. Remind them
that the asterisks indicate words that are missing in the
text. Then, they complete the task, reading the chant
through and supplying the missing words.

ANSWER KEY: LESSON 2 1 Listen and say the chant.

A chant to practise the rhythm and intonation of English.
CLASS BOOK: Page 16 ■ Once they have done this, pupils listen to the

1. Answers: A-4, B-3, C-1, D-2. complete chant to check their answers.

2. Answers: 1 No, he isn’t. 2 No, he isn’t. 3 Yes, she ■ Audio script

has.4 No, he hasn't.
Hello, who are you?
Hello, how are you?
ACTIVITY BOOK: Page 14 Hello, hello!
1. 1 Fay, 2 Vera, 3 Julie.
Hello, I'm Henry,
2. Personal activity And I'm from Holland.
I'm Henry from Holland,
3. Answers: 1 Yes, she has. 2 Yes, she has. 3 No, she
And I'm fine,
hasn't.
Thanks!

2-7
Hello, who are you?
Hello, how are you?
Hello, hello!
Hello, I'm Helen,
And I'm from Hawaii.
I'm Helen from Hawaii
And I'm fine,
Thanks!
Hello, who are you?
Hello, how are you?
Hello, hello!
■ Play the chant again, doing one of the following
activities each time:
1 Books open, pause for pupils to repeat. Say:
Listen and repeat.
2 Books closed, pupils recite the chant and supply
the missing words. Say: Listen and chant.
3 Hand out the percussion instruments and encourage
them to perform the chant without the CD.
2 Listen and repeat.
An activity to practise the initial sound /h/.
■ Read the text aloud or play CD 1 (track 15). Pupils
follow in their books. Play the CD again for pupils to
repeat individually and chorally. Check on their
pronunciation.
■ Audio script
RICKY In the house there's a hippo with a hat on his
head.
HIPPO Hi! I'm happy!
Round up
An activity to practice spelling.
■ Say words that begin with 'h' (hand, hair, Helen,
house, Homer, he, hamster, hello, etc.). Ask pupils to
spell them out either chorally or individually.
■ Reinforcement activity: Pupils brainstorm more
words beginning with the sound /h/.
■ Extension activity: Write the words Holland and
Hawaii on the board. Show pupils where these two
places are located on the globe or world map and tell
them a few interesting facts about each one (e.g. The
people of Holland are Dutch and the people of Hawaii
are Hawaiian. Holland is in Europe and its capital is
Amsterdam. Hawaii is a state of the United States and is
located in the Pacific Ocean. You can get cheese in
Holland and pineapples in Hawaii, etc.)
Activity Book: Page 15
1 Listen and tick.
■ Focus pupils' attention on the numbered rectangles
and explain that they are going to hear short dialogues
that correspond to one of the two people or animals
2-8
shown in each rectangle. The task is to tick the correct
one. Play the CD, pausing after each exchange to give
pupils time to complete the task.
■ Audio script
1 A What's the clown like?
B He's tall, he's got green hair…
A Is he funny?
B Oh yes, he's really funny!
2 A Do you like my picture?
B It's OK, but look… the ears are missing!
A The hair?
B No, the ears! The ears are missing.
A Oh, yes, that's right!
3 A Who are you?
B I'm Harry. Harry White.
A Hi, Harry! Where are you from?
B I'm from London.
4 A How are you today, Harry?
B I'm fine, thanks. And you?
5 A There's a big dog in the garden!
B Oh, yes, that's my uncle's dog.
A Is he… dangerous?
B Oh, no, don't be scared. He's really friendly.
6 A Has your sister got long hair?
B Yeah, she's got blond hair.
A No, no, has she got long hair?
B Oh, yes! She's got long, blond hair.
2 Find the 8 words that begin with 'h'…
■ Pupils find and circle the 8 words that begin with 'h'.
With the letters that are left over, they complete the
secret message and answer the question.
3 Write the answers to the sums.
■ In order to review the rules for writing numbers, pupils
rewrite the letters as numbers and complete the sums.
Write the same numbers on the board so everyone can
check the spelling.
ANSWER KEY: LESSON 3
CLASS BOOK: Page 17
1, 2. Personal activity.
ACTIVITY BOOK: Page 15
1. Answers: 1 left picture; 2 right picture; 3 right
picture; 4 left picture; 5 right picture; 6 right picture.
2. Horizontally: happy, hat, hair, hello. Vertically: head,
hundred, hippo, house. Secret message: How are you,
my friend? / Personal answer.
3. Answers: C x D = fifty; B - C = forty; A – B = fifty;
A + C + D = one hundred and fifteen; A : C = ten.
 UNIT 2 ● LESSON 4
Class Book: Page 18
Objectives: To develop spoken interaction and
spoken production. To describe oneself and others.
Language focus: What are you like? What is (Rita) like?
I'm (clever). I'm not (naughty). She's (short and dark).
Target vocabulary: Clever, funny, naughty.
Vocabulary (revision): Friendly, nice, dark, short, tall.
Materials: Class CD. Formative assessment sheet
(Resource File)
Warm-up
A vocabulary activity to revise parts of the face and
adjectives.
■ Name the different parts of the face and elicit a
suitable adjective to describe it, for example: Face - nice,
friendly. Hair - long, short. Eyes - blue, brown. etc.
1 Listen and read.
An activity to present the structures of the unit.
■ Establish the situation: Ricky is asking Rocky what he
and Rita are like. Play the CD so pupils can listen to the
complete text. Point to pictures 1 and 5 to explain the
words clever and naughty.
Play the CD again. Pupils repeat each sentence after the
pause.
■ Audio script
RICKY Rocky, what are you like?
ROCKY I'm short. I'm clever and funny.
I'm nice and friendly! I'm not naughty!
RICKY What is Rita like?
ROCKY She's short and dark. She's funny and friendly.
She isn't naughty!
■ Point out the difference between the verb 'to like' and
the expression 'to be like. Write the following examples
on the board: What do you like? I like ice cream, school,
riding my bike. What are you like? I'm short and dark. I've
got brown eyes. In order to make sure everyone
understands the difference, ask pupils to give you
several examples of both cases.
2 Chit-chat.
A pair activity to describe people.
■ Focus pupils' attention on the five pictures and ask
them to match each one to an adjective. Then
demonstrate the exchanges with a pupil. Ask the class to
repeat chorally.
In pairs, pupils ask and answer questions about the
people in the pictures. When they finish, they ask each
other: What are you like? and give true answers. (This is
an excellent moment to assess speaking skills using the
Formative assessment sheet.)
Round up
A game to revise vocabulary and develop memory.
■ Point to different pupils and ask them: What are you
like? What is your best friend like? Elicit different
answers from as many pupils as possible. Encourage
them to say complete sentences and use the adjectives
they have just learnt. Check on their pronunciation and
intonation.
■ Reinforcement activity: Ask pupils to repeat the
information provided by their classmates in the Round-up
in the 3rd person, for example: What is (Sam) like? He's
short, he has blond hair and he's friendly. Make sure
everyone knows the difference between the 1st and the
3rd person. Explain if necessary.
■ Extension activity: Ask pupils to write descriptions
of the three children shown on page 6 of the Class Book.
Remind them to pay attention to the spelling. Give them
enough time to complete the task. Go around the room in
order to checkon their progress and assist if necessary.
Finally, have several pupils read on of the descriptions
they have written to the rest of the class.
Activity Book: Page 16
1 Draw your wacky character. Ask and…
■ The aim of the game is for pupils to draw a wacky
character according to their partner's instructions. Ask
them to prepare the following colour pencils: purple,
orange, green, black and blue.
■ Read and explain the model exchange. The boy is
instructing the girl to draw a small purple head in the
empty frame by saying: Two-purple. The girl does this
and then instructs the boy to draw a big black mouth by
saying: One-black.
■ In pairs, pupils begin to dictate to each other,
choosing option 1 or 2 and using a different colour each
time until they have used the five colours. Then, they
complete the description of their character and give it a
name. (This is an excellent moment to assess speaking
skills using the Formative assessment sheet.)
■ While they are working, go around the room in order
to check and assist if necessary. When they have
finished, ask several pupils to show their character to the
rest of the class, read the description and say its name.
Check on their pronunciation and intonation.
ANSWER KEY: LESSON 4
CLASS BOOK: Page 18
1, 2. Personal activity.
ACTIVITY BOOK: Page 16
1. Personal activity.
2-9
 UNIT 2 ● LESSON 5
Class Book: Page 19
Objectives: To present or revise parts of the face and
body. To develop listening comprehension skills
through a song. To sing the song and act it out.
Target vocabulary: Shoulders, knees, toes.
Vocabulary (revision): Head, eyes, ears, hair, face,
hands, feet.
Materials: The doll or stuffed toy used in lesson 1.
Unit flashcards. Class CD.
Warm-up
A speaking activity to revise parts of the face and body.
■ Show the class the doll used in lesson 1 and ask:
What is (she) like? Elicit answers from the class. Then,
point to the appropriate parts as you present shoulders,
knees and toes, and revise hands and feet.
2 Pupils touch the part of their face or body that is
being named in the song as they sing. Say: Point
and sing!
3 Pupils stand up and act out the song together.
Say: Sing and do!
2 Sing again. Use: Hair and face / Hands…
An activity to practise more vocabulary.
■ Read out the words at the bottom of the page. Play
the melodic version of the song and tell pupils to sing
along using the new words.
Round up
A vocabulary revision activity.
■ Invite different pupils to sing a verse of the song using
items of clothing, for example: Hat and jacket, jeans and
shoes. Encourage them to find other pairs of items (e.g.
pencil and crayon, paper and book).
■ Reinforcement activity: Hold a spelling contest
using the song vocabulary.

Pre-listening activity ■ Extension activity: In their notebooks, pupils draw

the clown and label as many parts of his body as they
A speaking activity to practise the language.
can. They can identify these with arrows.
■ Play 'Rocky says' (Resource File, Class game 1) with
the parts of the body pupils know. Use: Touch (hair), clap
hands, stamp feet, open (eyes), close (mouth) etc. To ANSWER KEY: LESSON 5
make the game more fun, vary the rhythm of the
instructions.
CLASS BOOK: Page 19
1 Listen and sing along. 1, 2. Personal activity.
Activities to sing and perform the unit song.
■ Present the song, using the CD and the book. Point
to each part of the clown's body and ask pupils to identify
it. Pupils then listen and look at the pictures as you point
UNIT 2 ● LESSON 6
in your book. Class Book: Page 20
■ Audio script
Objectives: To develop spoken interaction through a
Head and shoulders, game. To develop observation and memory skills.To
Knees and toes, describe and identify people. To revise vocabulary.
Knees and toes.
Language focus: Is he (short)? No, he isn't. He's tall.
Has he got (green eyes)? Yes, he has. No, he hasn't.
Head and shoulders,
Knees and toes, Vocabulary (revision): Eyes, hair, short, tall, green,
Knees and toes. blue, dark, blond, long.
Materials: Class CD. Photos of statues and similar
And eyes and ears, monuments around the world cut out of magazines.
And mouth and nose. Scissors, glue, magic markers, photos, postcards, etc.
(extension activity).

Head and shoulders,

Knees and toes, Warm-up
Knees and toes. An activity to prepare for the speaking interaction.
■ Play the song again, doing one of the following ■ Describe one of the pupils without saying who it is.
activities each time: For example, say: He’s blond and short. He’s got brown
1 Pupils follow the song in their books, pointing to eyes. Who is it? Elicit the answer: He’s (Marcos). Have
each part of the clown's body in turn. Say: Listen several pupils do the same. Encourage them to use the
and point. unit vocabulary. Check on their pronunciation.

2-10
 1 Guess! Who is it?
A game to develop spoken interaction.
■ Tell pupils that the aim of the game is to guess which
boy is being described by their partner. Read the model
exchanges with a volunteer and divide the class into pairs
so pupils can play. Go around the room in order to give any
necessary help. (This is an excellent moment to assess
speaking skills using the Formative assessment sheet.)
Round up
An activity to develop speaking and memory skills.
■ Divide the class into pairs. Pupils make up true or
false statements about their classmates, for example:
(Jordi) has got (blue eyes) and is short. Their partner has
to say if it is true or false, and if it is false, they have to
say the right sentence. For example: False. (Jordi) has
got (brown eyes) and is (tall).
■ Reinforcement activity: Give pupils a few moments
to memorise the page. Books closed, describe the
different boys until pupils guess their names.
■ Extension activity: Help pupils create a display of
statues around the world. The photos can be cut out of
magazines and mounted on poster paper. Encourage
them to write the name of the work of art and the country
it is located in.
ANSWER KEY: LESSON 6
CLASS BOOK: Page 20
1. Personal activity.
ACTIVITY BOOK: Page 17
1. Personal activity.
UNIT 2 ● LESSON 7
Class Book: Page 21
Objectives: To develop writing skills. To practise the
language learnt so far. To describe one's best friend.
To learn when to use full stops.
Language (revision): Who is (she)? (She)’s my best
friend, Katia. What’s (she) like? (She)’s very clever. Is
(she) tall? Yes, (she) is. Has (she) got (dark hair)? No,
(she) hasn’t. (She)’s got (blond hair).
Vocabulary (revision): Parts of the face and the body.
Materials: Unit flashcards. Formative assessment
sheet (Resource File).
Warm-up
An activity to revise descriptions.
■ Ask pupils: Am I tall or short? Have I got black eyes?
Have I got long hair? Elicit answers and then ask similar
questions about a couple of pupils.
1 Think and say! What is your best friend…
An activity to prepare for the writing task.
■ Point to the first thought bubble and say: Her name
begins with K. With pupils, brainstorm names that begin
with K. Ask: Has 'K' got brown eyes? Is she naughty? Is
she tall or short? How old is she? Pupils look at the
thought bubbles and provide answers.
2 Draw a portrait of your best friend…
Stepped activities to produce a written text.
■ Read the girl's composition aloud. Tell pupils they are
going to write a similar text about their best friend.
Explain the procedure.
1 They write the first draft in class.
2 They exchange their text with a partner for
correction. Go around the room in order to give
any necessary help.
3 They write and illustrate the final version on a
loose sheet of paper.
4 After correction, the compositions are displayed in
class.
5 When the display is taken down, pupils file their
work in their Language Portfolio.
6 Remember to record pupils' results on the
Formative assessment sheet.
When pupils finish, divide the class into pairs or small
groups. Read the model exchanges with a volunteer and
then ask pupils to interview each other.
Round up
A spelling and punctuation activity.
■ Read the information in the box aloud. Make sure pupils
understand when to use full stops.
■ Note: In order to develop language awareness, it
would be a good idea to copy one or two texts on the
board (without identifying the authors) and ask pupils for
help in correcting mistakes if there are any.
■ Reinforcement activity: Ask pupils to choose to
persons of their family, friends or classmates and write
their description. Remind them to pay attention to the
spelling and encourage them to use the unit vocabulary.
■ Extension activity: Pupils look at their classmates
and describe them in three words, for example: Short,
black eyes, long brown hair. The rest says: It's (Julia)!
Activity Book: Page 17
1 Look, read and write.
■ Read the text with the class. Stop after each
sentence and make sure everyone understands the
meaning. Now, ask pupils to write a similar text to
introduce themselves to Carol.
2-11
Remind them to pay attention to the spelling. Give them
enough time to complete the exercise. While they are
working, go around the room in order to check on their
progress and help when necessary. Finally, have several
pupils read their letters.
ANSWER KEY: LESSON 7
CLASS BOOK: Page 21
1, 2. Personal activity.
UNIT 2 ● LESSON 8
Class Book: Page 22
Objectives: To develop reading skills. To practise the
language learnt so far. To learn about recycling and
about appropriate behaviour.
Language (revision): Structures of the unit.
Vocabulary (revision): Unit vocabulary.
Materials: Red and blue pencils.
■ Note: If pupils have completed Activity Book p. 17,
prepare a display of their work for everyone to read and
comment on.
Warm-up
An activity to revise the structures of the unit.
■ Point to different pupils and ask: Who is your best
friend? Where is he/she from? Is he/she friendly? How
old is he/she? Encourage them to give long answers.
1 Read and match. Then, listen and check.
An activity to develop reading and comprehension skills.
■ Pupils' book closed. Ask pupils, in L1 if necessary,
to say examples of what they like to do and how they
are. Ask: Do you like reading? Do you do sport? Are you
naughty? Are you friendly? etc.
Pupils' books open. Ask pupils what the photos represent
(1: two girls being naughty at school, 2: a girl reading a
book, 3: a group of children with different traits and 4: four
hands of different children). Tell them that they are all
related to the texts and to a topic: respect the difference.
In pairs, pupils then read the four texts and match each
one to the appropriate photo. Point to the picture
dictionary and tell them it will help them understand the
vocabulary. Give them time to do this, then play CD 1
(track 19) pausing after each text to confirm the answer.
■ Audio script
A We all look different. People have blond, brown, red or
black hair; brown, grey, green or blue eyes; black,
brown, pink or white skin. We are tall, short, thin or fat.
2-12
B However, we have some things in common. We are
all important, we are all special and we all have the
same rights.
C Sometimes we are clever and sometimes we are silly.
We can do naughty things or be polite. We can be
friendly or unfriendly. We’re not always perfect but we
are all special!
D We are all different. Some of us like doing sport and
others prefer reading. Some of us like the beach and
others the mountains. Some of us love noisy, crowed
places, others hate them.
2 Tick and ask. Then, tell the class.
An activity to express what they like to do.
■ Focus pupils’ attention on the box and have them
read out the different phrases. Go through each of them
and make sure everybody knows what it is. Next, ask
them to tick the ones they like. Then, they ask their
partners and tick accordingly.Finally, they tell the class.
Round up
An activity to talk about what we like.
■ Pupils write a list of things they like, e.g. going to the
cinema, playing football, singing, dancing, etc. Then,
they give it to their partner, who has to use the 3rd person
to say what she or he likes.
■ Reinforcement activity: Tell pupils to say or write
what are the differences and similarities they have with
their best friend. They then compare their list with their
best friend’s one.
■ Extension activity: Pupils describe a best animal
friend either orally or in writing. Encourage them to talk
also about the way it is: nice, dangerous, friendly, etc.
Activity Book: Page 18
1 Classify the traits. Circle appearance in…
■ Focus pupils’ attention on the box and read the words
it includes. They have to circle the appearance traits in
blue and the character ones in red. Give them enough
time to complete the task and correct orally.
2 Describe the people.
■ Point to the four pictures and explain the task: pupils
have to complete the sentences with the appropriate
words according to the photos and following the model of
sentence 1. Correct orally with the class.
3 Draw your parents. Then, complete the...
■ Tell pupils to look at the white frame and explain that
they are going to draw their parents on it. Then, focous
their attention on the sentences on the right and ask
them to write the missing words first. Go around the
room in order to check on their progress, spelling and
vocabulary. When they finish, ask several pupils to read
their descriptions and show their drawings.

ANSWER KEY: LESSON 8
CLASS BOOK: Page 22
1. A-3, B-4, C-1, D-2.
2. Personal answer.
ACTIVITY BOOK: Page 18
1. Blue: tall, blond, fat, thin, short, old, dark, pale. Red:
clever, naughty, funny, unfriendly, friendly, nice.
2. 2 The girl’s got long hair. She’s got black eyes and
dark skin. 3 The woman’s got long hair. She’s got blue
eyes and pale skin. 4 The boy’s got short hair. He’s got
black eyes and dark skin.
3. Personal activity.
UNIT 2 ● LESSON 9
Class Book: Page 23
Objectives: To revise and consolidate the vocabulary
and structures of Unit 2. To revise the unit song. To
do assessment and self-assessment activities.
Language (revision): Structures of the unit.
Vocabulary (revision): Unit vocabulary.
Materials: Class CD. Unit flashcards. Tokens or
scraps of paper.
Warm-up
Revising the unit song and vocabulary
■ Begin the lesson by singing and acting out the unit
song (p. 19). Encourage everyone to join in. Next, show
the unit flashcards one by one and elicit the words.
Then,, play 'Revision' with the class (Resource File,
Flashcard game 3). Finally, ask pupils to open their
books at p. 23. Explain that they are going to revise what
they have learnt in the unit.
1 Listen and choose.
■ Point to each square and elicit a description. Tell
pupils that they are going to hear short dialogues that
correspond to one of the two faces shown in each
rectangle. The task is to identify the correct one by
placing a token or a scrap of paper on the appropriate
picture. Play the CD, pausing after each exchange.
■ Audio script
1 WOMAN Who is your sister?
MAN The girl with long hair and blue eyes.
2 GIRL What's your brother like?
GIRL He's tall and he's got short blond hair.
3 WOMAN Is your mother short?
BOY Yes, she's short and she's got blond hair.
22 Speak. Ask and answer questions in…
■ Read the model exchange with the class and explain
the activity. Pupils produce the same type of dialogues in
pairs. Go around the room in order to check on their
pronunciation, vocabulary and intonation.
3 Read and write.
■ Focus pupils' attention on the text and read it. Point to
the highlighted words which are the ones pupils will
substitute in the writing task.
In their notebooks, pupils then write a similar text about a
member of their family. Go around the room in order to
give any necessary help. When they finish, collect the
compositions in order to evaluate written expression.
Round up
Hurray!
■ This list will help pupils evaluate their progress. Read
it with them when you finish the unit and comment on
what they have learnt. Give them some time to revise
what they have done.
Activity Book: Page 19
1 Listen and write their names. Who are…
■ Focus pupils' attention on the numbered pictures. The
task is to identify each child according to the spoken
description. If the class needs extra help, write the four
names on the board: Bob, Peter, Angel, Sam. Play the
CD, pausing after each exchange to give pupils time to
complete the task.
■ Audio script
BOB Hello, I'm Bob. I'm not tall. I'm short, I've
got short brown hair and brown eyes.
Remember, I'm Bob.
ANNOUNCER This is Bob. He's not tall. He's short, he's
got short brown hair and brown eyes.
PETER Hi! I'm Peter. I'm tall and I've got short
blond hair and blue eyes.
ANNOUNCER This is Peter. He's tall and he's got short
blond hair and blue eyes.
JOHN Hello! I'm short, I've got long black hair and
my eyes are brown. I'm John.
ANNOUNCER This is John. He's short, he's got long
black hair and his eyes are brown.
SAM Hello! I'm Sam. I'm tall. I've got short
brown hair and blue eyes. I'm Sam.
ANNOUNCER This is Sam. He's tall. He's got short brown
hair and blue eyes.
2 Look at Unit 2 in your Class Book and...
■ Pupils check the unit and write the answers. Go around
the room in order to check and assist if necessary. Then
they complete the self-assessment section.
2-13
ANSWER KEY: LESSON 9 ANSWER KEY: LESSON 9

CLASS BOOK: Page 23 ACTIVITY BOOK: Page 19

1. 1 left picture, 2 left picture, 3 left picture. 1. 1 Peter, 2 Bob, 3 Sam, 4 John.
2. Personal activity. 2. 1 He's tall; he's got a big nose and a big mouth. 2
No, he isn’t. 3 She's from Hawaii. 4 She's short and
3. Personal activity.
dark. She's funny and friendly. 5 They all have pale
skin. 6 Yes.

2-14
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 ANDALUCÍA

Unit 3
Animal friends

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

3-1
 UNIT 3 Student’s book

24 25

26 27

3-2
28 29
 UNIT 3 Student’s book

30 31

UNIT 3 Activity book

20 21

3-3
22 23
 UNIT 3 Student’s book

32 33

34 35

UNIT 3 Activity book

3-4
24 25 26
 UNIT 3 Activity book

27 28 29

3-5
 UNIT 3 ● LESSON 1
Class Book: Pages 24 and 25
Objectives: To describe farm animals. To revise
affirmative and negative short answers. To develop
observation and memory skills.
Language focus: Here's the farm. It's (big)! There
are lots of animals here. He's drinking milk. I like
(milk). I don't like (cows). Help!
Target vocabulary: Farm, cow, calf, chicken, rabbit,
duck, horse, sheep, mouse, cute.
Materials: Unit flashcards. Class CD.
Warm-up
An activity to revise animals and present the new topic.
■ In L1, ask pupils: Have you ever visited a farm? What
animals can you see there? Why are they on the farm?
Tell pupils that in this unit they are going to learn more
about farms and farm animals.
Copy the title and the objectives of the unit on the board.
Read and explain them to the class.
1 Listen and repeat.
Activities to present and practice the new vocabulary.
■ Pupils' books closed. Show the flashcard of the
farm and say: This is a farm. Lots of animals live here.
Invite pupils to brainstorm farm animals. As they name
them, say the words in English and stick the
corresponding flashcards on the board. Play track 21.
Pupils close their eyes in order to concentrate on the
pronunciation of each word. Encourage them to repeat
chorally and individually. Then, point to the flashcards in
random order and elicit the words.
■ Audio script
1 farm
2 cow
3 calf
4 horse
5 rabbit
6 sheep
7 chicken
8 duck
9 mouse
2 Match and say.
■ Pupils' books open. Point to the image and say:
Here is the farm and here are the animals. In pairs,
pupils then do the matching exercise. Give them enough
time to complete the task and check orally.
3 Read and listen to the comic strip.
A listening activity to present the vocabulary in context.
■ Ask pupils to describe what is going on in the frames:
Ricky, Rita and Rocky are visiting a farm. Rocky decides
that he wants a drink of milk.
3-6
Ask questions about the comic, for example: Is Rocky
happy in frame 1? Can you see a rabbit in frame 4? Is
the cow happy in frame 6? etc.
Play CD 1 (track 22). Pupils listen and follow the
dialogue. Ask them why Rocky is being chased by a cow
in frame 6. (She doesn't want Rocky taking her milk.)
Play the CD again with pauses for them to repeat,
chorally or individually. Check their pronunciation and
intonation.
■ Audio script
1 RITA Here's the farm. It's big!
2 RICKY There are lots of animals here!
3 RITA Look at the horses!
ROCKY They are nice and big!
4 RICKY There's a cow…
RITA … and a cute little calf! Look, he’s drinking milk.
5 ROCKY I like milk.
6 ROCKY But I don't like cows! Help!
4 Read and answer.
Questions and answers to check comprehension.
■ Tell pupils to read the sentences in pairs and decide
on the correct answer. Give them some moments to
complete the task. When they finish, read the sentences
aloud and elicit the right answers.
Round up
A vocabulary activity to consolidate the language of the
lesson.
■ Ask different pupils to describe the farm animals to
the class. For example, show the flashcard of the cow.
Elicit: Cows are big animals. They can be brown, black or
white. They give us milk. They live on farms, etc.
■ Reinforcement activity: Read out different
sentences and questions said by the characters. Elicit
the character's name each time.
■ Extension activity: Write the heading ‘Animal
products’ on the board and stick the flashcards of the
farm animals underneath. Invite different pupils to say
and write what the animals give us, for example: Cows -
milk, meat, leather. Sheep - meat, milk, wool, etc.
Activity Book: Pages 20 and 21
1 Find the words and label the animals.
■ Explain the task: pupils have first to identify the
animals and then write the words in the spaces provided.
Once they finish, they do the wordsearch.
Give them some moments to complete the task. Go
around the room in order to check and assist if
necessary. Correct orally.
 2 Write and draw the secret message.
■ With the letters that are left over in the wordsearch,
pupils complete the secret message and draw the
situation. Remind them to pay attention the the spelling.
While they are working, go around the room in order to
check on their progress and help if necessary.
Once they have finished, have a pupil read out the secret
message and ask several students to show their drawing
to the rest of the class.
3 3 Look, read and write. Then, number.
■ Ask pupils to read the comic in their Class Book again
(page 25). Then, they have to copy the dialogues in the
appropriate frames and number them in the right order.
Remind them to pay attention to the spelling.
While they are working, go around the room in order to
check on their progress and assist or correct when
necessary.
4 Listen to the comic strip and check.
■ Explain the pupils that you are going to play the CD
for them to be able to check their answers. Tell them to
listen carefully and play the CD 2 (track 37). Once it
finishes, check orally with the whole class.
ANSWER KEY: LESSON 1
CLASS BOOK: Pages 24 and 25
1. Personal activity.
2. 1 farm, 2 cow, 3 calf, 4 horse, 5 rabbit, 6 sheep, 7
chicken, 8 duck, 9 mouse.
3. Personal activity.
4. 1 No, they aren't. 2 No, she can't. 3 No, it isn't.
ACTIVITY BOOK: Pages 20 and 21
1. Answers: 1 dog, 2 cow, 3 duck, 4 mouse, 5 chicken,
6 rabbit, 7 calf, 8 horse.
Wordsearch - horizontally: cow, rabbit, dog, chicken,
duck, mouse.
Wordsearch – vertically: horse, calf.
2. The secret message is: There is an orange cat on
the table!
3. 1 Here’s the farm. It’s big!
2 There are a lot of animals here!
3 There’s a cow… and a cute little calf! Look, he’s
drinking milk.
4 I like milk.
5 But I don’t like cows! Heeelp!
4. Personal activity.
UNIT 3 ● LESSON 2
Class Book: Page 26
Objectives: To read about children living on farms.
To develop reading and listening skills
comprehension. To revise prepositions. To develop
logical/mathematical intelligence.
Language focus: I live on a farm with my family. I’m
helping my dad in the chicken coop. There are a lot of
eggs in my basket. This is my lamb. She’s very soft
and cute. She’s very thirsty today! I help on the farm in
the morning. There are lots of cows and I love the little
calves. Every day, I milk a cow.
Target vocabulary: Chicken coop, thirsty, soft, calf.
Vocabulary (revision): Farm, family, cow, lamb, milk,
cute, basket.
Materials: Unit flashcards. Class CD.
Warm-up
An activity to revise farm animals.
■ Pupils' books closed. Ask the class: Do we get milk
from rabbits? Do we get eggs from horses? Do we get
meat from mice? Elicit correct answers: We get milk from
cows, eggs from chickens and ducks, meat from cows,
calves, chickens, ducks, rabbits and sheep.
1 Read and match.
A reading activity to match texts and photos.
■ Pupils' books open. Point to the photos and say:
These animals live on farms. In L1 ask pupils what the
animals are doing in each photo (1 drinking milk;
2 laying eggs; 3 drink the mother’s milk).
Read each text aloud and elicit the corresponding photo.
Pupils then practise reading the texts in pairs.
2 Read and answer.
Answering questions to check written comprehension.
■ Pupils read the questions in pairs and decide on the
correct answer. When they finish, read the questions
aloud and elicit the answers.
Round up
A memory game to consolidate the lesson vocabulary.
■ Books closed, play 'True or False' with the class. Say:
(Harry) milks a cow every morning. True or false? Pupils
answer individually and correct the sentences that are
false: False. He’s got a lamb.
■ Reinforcement activity: Play 'What is it?' with the
lesson vocabulary. (Resource File, Class game 9)
■ Extension activity: Ask pupils: What products do we
get from animals? In English or L1, elicit: Eggs, cheese,
milk, meat, wool, etc. Write pupils' answers on the board. In
their notebooks, they reflect this information with the help of
word spiders, for example: Cow - milk, meat, leather.
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 Activity Book: Page 22
1 Read and think. Put ticks (✓) and…
■ Guide pupils through the first clue: The cat is in the
basket. Tell them to put Xs in the squares 'dog, duck,
rabbit' since the other animals are not in the basket.
They also put Xs in the squares 'table, door, chair' since
the cat is in the basket and not anywhere else.
They read the rest of the clues and write Xs in the
squares 'dog/table', 'duck/chair' and 'rabbit/door, table'.
By looking at the grid they can then deduct the answers.
2 Draw the animals in the picture. Then...
■ Pupils complete the exercise and check their answers
with a partner. Give them some time to write the missing
words and draw the animals. When they finish, check the
activity with the class and have several pupils show their
drawings to their classmates.
3 Listen and check. Where are the animals?
■ Explain the pupils that you are going to play the CD
for them to be able to check their answers. Tell them to
listen carefully and play the CD 2 (track 38). Once it
finishes, check orally with the whole class.
■ Audio script
Where are the animals?
The cat is in the basket.
The duck is under the table.
The rabbit is on the chair.
The dog is behind the door.
ANSWER KEY: LESSON 2
CLASS BOOK: Page 26
1. Answers: A-2, B-1, C-3.
2. Answers: 1 Yes, there are. 2 Yes, there is. 3 Yes,
there is.
ACTIVITY BOOK: Page 22
1. Cat – basket, rabbit – chair, dog – door, duck – table.
2. Answers:
The cat is in the basket.
The rabbit is on the chair.
The duck is under the table.
The dog is behind the door.
3. Personal activity.
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UNIT 3 ● LESSON 3
Class Book: Page 27
Objectives: To develop an understanding of context.
To practise the rhythm and intonation of English
through a chant. To practise the sounds /f/ and /v/. To
spell words with the sound /f/. To revise numbers.
Language focus: (Vicky) is my very (clever) friend.
I love them very, very, very much. Ten plus two is…?
Vocabulary (revision): Elephant, eleven, calf, TV,
sofa, clever.
Materials: Small percussion instruments. Class CD.
Warm-up
An activity to present the sounds /f/ and /v/.
■ Ask a pupil in L1: What sound do motors make?
Elicit: Vvvvroooom! Encourage pupils to repeat, focusing
on the initial 'v'. Then say: Now, blow out the candles on
your birthday cake! Fffffff! Check that all the pupils can
say the sounds correctly.
Pre-chanting activity
An activity to help develop an understanding of context.
■ Focus pupils' attention on the pictures and ask them
to identify the activities. (The children are drawing and
colouring, and Ricky, who is in the middle, is talking
about his two friends, Vicky and Philip.)
Read the first verse with the class, then focus pupils'
attention on the second one. Remind them that the
asterisks indicate words that are missing in the text.
Then, they complete the task, reading the chant through
and supplying the missing words.
1 Listen and say the chant.
A chant to practise the rhythm and intonation of English.
■ Once they have done this, pupils listen to the
complete chant to check their answers.
■ Audio script
RICKY Vicky is my very clever friend,
Philip is my very funny friend
And I love them
Very, very, very much!
Vicky is my very clever friend
Philip is my very funny friend
And I love them
Very, very, very much!
■ Play the chant again, doing one of the following
activities each time:
1 Books open, pause for pupils to repeat. Say:
Listen and repeat.
2 Books closed, pupils recite the chant and supply
the missing words. Say: Listen and chant.
3 Hand out the percussion instruments and encourage
them to perform the chant without the CD.
 2 Listen and repeat. 4 A What's the cat doing?
An activity to practise the sounds /f/ and /v/. B Drinking milk.
A He likes milk!
■ Read the text aloud or play CD 1 (track 24). Pupils
follow in their books. Play the CD again for pupils to 5 A Look at the cow!
repeat individually and chorally. Check on their B What is it like?
pronunciation. A It's angry!
■ Audio script
6 A What are your favourite animals?
RICKY Eleven clever elephants and one calf are
B Horses. I love horses! And you?
watching TV on the sofa!
A Oh, I like horses too.
■ Write the word Philip on the board and circle the
letters 'ph'. Tell pupils that the sound /f/ can also be spelt 2 Listen and complete the words. Then…
'ph' in English.
■ Focus pupils’ attention on the five images and the
Explain that these words come from ancient Greek, give missing letters in the boxes. Point out that pictures and
them a couple of examples (photograph, telephone) and words don’t match. Explain that first they will listen to the
elicit more. Then, ask them to name two animals that are CD and then complete the words. Finally, they will have
spelt with 'ph' (elephant, dolphin). to match the words with the corresponding picture.
Now, ask them to listen carefully and play CD 2 (track 40).
Round up
An activity to practice pronunciation. ■ Audio script

■ Say words that contain either the sound /f/ or the Philip
sound /v/. Pupils listen carefully and clap once for /f/ and elephant
twice for /v/. photo
■ Reinforcement activity: Pupils brainstorm more dolphin
words containing the sounds /f/ and /v/. Write them on telephone
the board as pupils mention them.
3 Add the missing letters 'f' or 'v' and do…
■ Extension activity: Pupils prepare a list of words
■ Tell pupils to look at the box and explain the different
with the letters 'f', 'v' or 'ph' missing. They exchange their
list with a partner and complete the words. tasks: first, they have to complete the written numbers by
adding the missing letters. Next, they have to do the
sum. Finally, they have to write the resulting number.
Remind them to pay attention to the spelling.
Activity Book: Page 23
While they are working, go around the room in order to
check on their progress and spelling. Assist when
1 Listen and tick. necessary. Give them enough time to finish the activity.
■ Focus pupils' attention on the numbered rectangles Finally, check orally with the class.
and explain that they are going to hear short dialogues
that correspond to one of the two situations shown in
each rectangle. The task is to tick the correct one.
Ask them to listen carefully and play the CD, pausing ANSWER KEY: LESSON 3
after each exchange in order to give pupils time to
complete the task.
CLASS BOOK: Page 27
■ Audio script
1, 2. Personal activity.
1 A Where do you live?
B On a farm. ACTIVITY BOOK: Page 23
A Is it big?
1. Answers: 1 left picture; 2 left picture; 3 left picture; 4
B Oh yes, it's a big farm!
left picture; 5 right picture; 6 left picture.
2 A Who's your best friend? 2. Answers: Philip, elephant, photo, dolphin, telephone.
B Vicky. Vicky's my best friend.
3. Answers:
A What's she like?
B Oh, she's very clever. Fifty + fifteen = sixty-five
Seven + eleven = eighteen
3 A Look at the cute little ducks!
B Where? Seventy + five = seventy-five
A On the water.
Seventeen + four = twenty-one.
B Oh yes, they are sweet!

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 UNIT 3 ● LESSON 4
Class Book: Page 28
Objectives: To develop spoken interaction and
spoken production. To indicate the presence or
absence of something with there is/are - there
isn't/aren't. To revise animals.
Language focus: Is there an elephant on the farm?
No, there isn't. Is there a cow? Yes, there is. Are there
monkeys on the farm? No, there aren't. Are there
rabbits? Yes, there are.
Vocabulary (revision): Farm, elephant, cow,
monkey, rabbit, cat, bird, duck, horse, chicken,
raccoon, dog, parrot, mouse, legs, friendly, cute, big,
small, run, fly, swim.
Materials: Class CD. Formative assessment sheet
(Resource File).
Warm-up
A vocabulary activity to revise animals.
■ Name different wild and domestic animals pupils
know and ask each time: Do they live on the farm? Elicit:
Yes, they do or No, they don't. Encourage pupils to say
other animals they know and write them on the board.
1 Listen and read.
An activity to present the structures of the unit.
■ Establish the situation: a boy is asking a girl
questions about a farm. Play CD 1 (track 25) so pupils
can listen to the complete text.
Play the CD again. Pupils repeat each sentence after the
pause.
■ Audio script
RICKY Is there an elephant on the farm?
GIRL No, there isn't.
RICKY Is there a cow?
GIRL Yes, there is. It's not very friendly!
RICKY Are there monkeys on the farm?
GIRL No, there aren't.
RICKY Are there rabbits?
GIRL Yes, there are. They are cute!
■ Point out the difference between there is/there isn't
used with singular nouns and there are/there aren't used
with plural nouns.
2 Chit-chat.
A pair activity to practise 'there is' and 'there are'.
■ Focus pupils' attention on the pictures of the animals
and have them identify each one. Then, demonstrate the
exchanges with a pupil. Ask the class to repeat chorally.
In pairs, pupils ask and answer questions about the animals
in the pictures. (This is an excellent moment to assess
speaking skills using the Formative assessment sheet.)
3-10
Round up
A game to revise vocabulary and develop memory.
■ When they finish, ask pupils: What is the (cat) like?
What are the (parrots) like? etc.
■ Reinforcement activity: In their notebooks, pupils
write sentences about the animals in exercise 2 using
there is/there are.
■ Extension activity: Pupils observe the three photos
on p. 26 and write a question about each one using Is
there… ? or Are there… ? Books closed, they ask and
answer the questions in pairs.
Activity Book: Page 24
1 Guess my animal! Play with a friend.
■ Focus pupils' attention on the Venn diagram and ask
them to identify the big animals and the small animals.
Teach the word 'medium' and explain that it means 'not too
big and not too small'. Demonstrate the exchanges with a
pupil. Ask the rest to repeat chorally. Then, they play in pairs.
2 Write sentences about two animals.
Read the model sentence aloud. Pupils then write similar
sentences about two animals. Give them some time and
check orally by eliciting several examples.
ANSWER KEY: LESSON 4
CLASS BOOK: Page 28
1, 2. Personal activity.
ACTIVITY BOOK: Page 24
1, 2. Personal activity.
UNIT 3 ● LESSON 5
Class Book: Page 29
Objectives: To revise farm animals. To develop listening
and comprehension. To sing the song and act it out.
Language focus: On the farm, there are big horses
running very fast. There are cute ducks swimming
round and round. There are little rabbits jumping up
and down. There are little cats playing in the yard.
Vocabulary (revision): Horse, duck, rabbit, cat, big,
cute, little, friendly, fast, run, swim, jump, play.
Materials: Unit flashcards. Class CD.
Warm-up
A flashcard game to revise animals and actions.
■ Play 'Memory Game' (Resource File, Class game 5)
with domestic and wild animals.
Pre-listening activity
A speaking activity to practise the language.
■ Mime running in place and say: I'm running very fast.
Invite pupils to do the action. Do the same with
swimming round and round, jumping up and down and
playing in the yard (by pretending to bounce a ball).
1 Listen and sing along.
Activities to sing and perform the unit song.
■ Present the song, using the CD and the book. Point
to each group of animals and ask pupils to identify them.
Pupils then listen and look at the pictures as you point in
your book. Play CD 1 (track 26).
■ Audio script
On the farm,
On the farm,
There are big horses,
Running very fast.
On the farm,
On the farm,
There are cute ducks,
Swimming round and round.
On the farm,
On the farm,
There are little rabbits,
Jumping up and down.
On the farm,
On the farm,
There are friendly cats,
Playing in the yard.
■ Play the song again, doing one of the following
activities each time:
1 Pupils follow the song in their books, pointing to each
group of animals in turn. Say: Listen and point.
2 Pupils mime each action as they sing.
3 Divide the class into four groups. Each group
sings and acts out one stanza while the other
three clap in time. Say: Sing and do!
2 Sing again. Use: a big horse, a cute duck…
An activity to practise more vocabulary.
■ Read out the words at the bottom of the page. Play
the melodic version of the song and tell pupils to sing
along using the new words. Encourage everyone to
participate and check on their pronunciation.
Round up
A vocabulary revision activity.
■ Invite pupils to sing a verse of the song using different
animals and adjectives, for example: Naughty chickens,
clever dogs, silly ducks, etc.
■ Reinforcement activity: Hold a spelling contest
using the song vocabulary.
■ Extension activity: Divide the class into groups of 4
and do the 'Jigsaw' activity (Resource File, Class game
12). Each pupil copies and cuts out the lines to one
stanza. Play the song while pupils are reconstructing the
text.
ANSWER KEY: LESSON 5
CLASS BOOK: Page 29
1, 2. Personal activity.
UNIT 3 ● LESSON 6
Class Book: Page 30
Objectives: To develop spoken interaction through a
game. To revise prepositions. To develop observation
and memory skills.
Language (revision): There are two horses in picture
one. Yes, there are two horses. There is a dog on the
table in picture 2.
Target vocabulary: Between, in front of.
Vocabulary (revision): Farm animals.
Materials: Unit flashcards. Formative assessment
sheet (Resource File).
Warm-up
An activity to revise the unit vocabulary.
■ Play 'Words and pictures' with the class. (Resource
File, Flashcard game 1) Encourage everyone to
participate and check on their vocabulary knowledge.
1 Spot the differences.
A game to develop observation and spoken interaction.
■ Pupils identify the animals in the pictures. Read the
example with the class and explain the game. Pupils
have to spot the differences between the two pictures.
Encourage them to check the position of the animals and
their numbers. Pupils play in pairs. Go around the room
in order to give any necessary help. (This is an excellent
moment to assess speaking skills using the Formative
assessment sheet.)
Round up
A game to develop observation and memory skills.
■ Pupils' books closed. Give pupils a few moments to
memorise the page. Books closed, say incomplete
sentences and elicit the missing information, for
example: In picture 1 the mouse is (between the table
and the chair).
■ Reinforcement activity: Ask pupils to write a
description of one of the pictures. Before they do this,
elicit the description in oral form.
3-11
■ Extension activity: Pupils create a similar activity in
pairs. Ask them to choose another setting, for example
the jungle. Then, the pairs exchange their drawings in
order to spot the differences and write them at the
bottom of the page.
ANSWER KEY: LESSON 6
CLASS BOOK: Page 30
1. Personal activity.
UNIT 3 ● LESSON 7
Class Book: Page 31
Objectives: To develop writing skills. To practise the
language learnt so far. To describe a farm. To learn
when to use commas.
Language (revision): Structures of the unit.
Vocabulary (revision): Unit vocabulary. Britain,
Portugal, Brazil.
Materials: Sheets of paper.
Warm-up
An activity to revise the structures of the unit.
■ Point to different pupils and ask: Do you want to live
on a farm? What animals do you want on your farm?
What do you want to do there? Encourage pupils to give
long answers.
1 Think and say! What animals are there?
An activity to prepare for the writing task.
■ Point to the thought bubbles and explain that the
writer is thinking about his/her farm. Ask: Is it a small
farm or a ranch? Are there sheep on the farm? Are there
horses? Can you ride them? Pupils look at the thought
bubbles and provide answers. Encourage them to
participate as much as possible.
22 Make a farm. Write, ask and answer…
Stepped activities to produce a written text.
■ Read the composition aloud. Tell pupils they are
going to write a similar text about their farm.
Explain the procedure.
1 They write the first draft in class.
2 They exchange their text with a partner for
correction. Go around the room in order to give
any necessary help.
3 They write and illustrate the final version on a
loose sheet of paper.
3-12
4 After correction, the compositions are displayed in
class.
5 When the display is taken down, pupils file their
work in their Language Portfolio.
6 Remember to record pupils' results on the
Formative assessment sheet.
When pupils finish, divide the class into pairs or small
groups. Read the model exchanges with a volunteer and
then ask pupils to interview each other.
Round up
A spelling and punctuation activity.
■ Read the information in the box aloud. Make sure
pupils understand when to use commas.
■ Note: In order to develop language awareness, it
would be a good idea to copy one or two texts on the
board (without identifying the authors) and ask pupils for
help in correcting mistakes if there are any.
Encourage them to participate by finding mistakes and
explaining what is wrong as well as saying the correct
answer.
■ Reinforcement activity: Read compositions at
random and ask pupils to identify the farm being
described.
■ Extension activity: Draw a Venn diagram on the
board. Label the two circles Herbivores and Carnivores.
The common section is for Omnivores. Pupils copy the
diagram in their notebooks and complete it with all the
animals they know, both wild and domestic.
Activity Book: Page 25
1 Look, read and write.
■ Read the first text with the class. Pupils focus on the
incomplete drawings and write a description of a farm in
Portugal and in Brazil. Then they complete the drawings
according to their description.
Remind them to pay attention to the spelling. Give them
enough time to complete the exercise. While they are
working, go around the room in order to check on their
progress and help when necessary. Finally, have several
pupils read their descriptions.
ANSWER KEY: LESSON 7
CLASS BOOK: Page 31
1, 2. Personal activity.
ACTIVITY BOOK: Page 25
1. Personal activity.
 UNIT 3 ● LESSON 8
Class Book: Page 32
Objectives: To read and talk about different types of
animals. To learn about mammals. To develop
reading and listening comprehension.
Language focus: These animals are viviparous: the
babies drink their mother’s milk. Their bodies are
covered in hair. These animals have feathers, wings a
beak and a tail. Most can fly. They love swimming in
the cold sea! These animals have scales or a shell.
They lay eggs. These animals have bare skin. These
animals have scales and swim using their fins.
Target vocabulary: Viviparous, oviparous, reptiles,
mammals, amphibious, fins, feathres, wings, beak,
tail, scales, shell, bare skin, toads, whales.
Vocabulary (revision): Birds, fish, frogs, eggs,
snakes, crocodiles, turtles, elephants, dolphins.
Materials: A world map or globe. Class CD. Photos of
animals around the world cut out of magazines.
Scissors, glue, magic markers (extension activity).
■ Note: If pupils have completed Activity Book p. 25,
prepare a display of their work for everyone to read and
comment on.
Warm-up
An activity to introduce the subject.
■ Stick the unit flashcards (except the farm) on the wall.
In pairs, ask pupils to classify them in different groups
and explain the reasons of their choice.
Give them some moments to complete the task. Then,
have several pairs saying their answer. Finally, explain:
Today, we are going to learn more about the different
types of animals.
1 Read and match. Then, listen and check.
An activity to develop reading and comprehension skills.
■ Pupils' book closed. Ask pupils, in L1 if necessary, to
say examples of differences between animals. Ask: Is the
skin of a snake the same one than the skin of a dog?
What’s the difference? Do cows lay eggs like chicken? etc.
Pupils' books open. Ask pupils to identify the animals on
the pictures (1: a frog, 2: a fish, 3: an elephant, 4: a snake,
5 penguins). Tell them that each of them represent a
different group of animals.
In pairs, pupils then read the five texts and match each
one to the appropriate photo. Give them enough time to
do this, then play the CD, pausing after each text to
confirm the answer.
■ Audio script
A These animals are viviparous: the babies drink their
mother’s milk. Their bodies are covered in hair, but
sometimes it is very short like that of elephants, whales
and dolphins.
B These animals have feathers, wings, a beak and a
tail. Most can fly, but some, like penguins, cannot.
They love swimming in the cold sea!
C These animals, which include snakes, crocodiles and
turtles, have scales or a shell. Like birds, they lay eggs.
D These animals, such as frogs and toads do not have
hair, scales or feathers: they have bare skin.
E These animals have scales and swim using their fins.
They lay eggs, like birds and reptiles.
Finally, read the FACTBOX and make sure everyone
understands the meaning of “vertebrate animals”.
2 Copy the table into your notebook. Then...
An activity to check comprehension.
■ Focus pupils’ attention on the box and have them
read out the different animals on the left column. Go
through each of them and make sure everybody knows
what it is. Then, do the same with the heading row.
Next, ask them to tick the corresponding boxes. If
necessary, put an example yourself, e.g.: penguins have
feathers, so we tick the box where ‘penguins’ and
‘feathers’ meet. Give them some time and ceck orally.
Round up
An activity to check reading comprehension.
■ Pupils read the texts again and close their books.
Then, they make up true or false statements about the
page for their classmates, for example: Frogs have
scales. (false) Penguins cannot fly. (true)
■ Reinforcement activity: Pupils read the texts again
and write the main characteristics of each type of animal:
mammals, fish, birds, reptiles and amphibians.
■ Extension activity: Help pupils create a display of
farms around the world. The photos can be cut out of
magazines and mounted on poster paper. Encourage
them to write the type of farm it is and the country it is
located in and add their own written comments, for
example: This is a zebu farm in Venezuela. Zebus have
got a large bump on their backs.
Activity Book: Page 26
1 What do they have? Tick (✓) or cross (X).
■ Tell pupils they are going to do a similar exercise to
the one on their Class Book in page 32. This time, they
also have to cross the boxes if they animal doesn’t have
the element, e.g.: Horses don’t have scales, so we put a
crossin the box where ‘horses’ and ‘scales’ meet.
2 Draw and label a bird and a fish. Use…
■ Ask pupils to draw a bird and a fish. Then, they have
to label the different parts using the words on the right
column. Make sure they all understand them. When they
finish, have several pupils show their drawings.
3-13
 3 Describe with the correct facts.
■ Point to the five pictures and explain the task: pupils
have to follow the model and write the corresponding
information about each animal. Give them some time and
correct orally with the class.
ANSWER KEY: LESSON 8
CLASS BOOK: Page 32
1. A-3, B-5, C-4, D-1, E-2.
2. Penguin: feathers, oviparous. Dolphin: hair,
viviparous. Crocodile: scales, oviparous. Frog: bare
skin, oviparous. Fish: scales, oviparous.
ACTIVITY BOOK: Page 26
1. Horse: hair, legs, tail. Duck: feathers, wings, legs,
tail. Crocodile: scales, legs, tail. Salmon: scales, fins,
tail. Toad: bare skin, legs.
2. Personal activity.
3. Chicken: oviparous, bird, omnivore. Snake:
oviparous, reptile, carnivore. Toad: oviparous,
amphibian, omnivore. Tuna: oviparous, fish, omnivore.
UNIT 3 ● LESSON 9
Class Book: Page 33
Objectives: To revise and consolidate the vocabulary
and structures of Unit 3. To revise the unit song. To
do assessment and self-assessment activities.
Language (revision): Structures of the unit.
Vocabulary (revision): Unit vocabulary.
Materials: Class CD. Unit flashcards. Tokens or
scraps of paper.
Warm-up
Revising the unit song and vocabulary.
■ Begin the lesson by singing and acting out the unit
song (p. 29). Next, show the unit flashcards one by one
and elicit the words. Then, play 'The matching game' with
the class. (Resource File, Flashcard game 4) Ask pupils
to open their books at p. 33. Explain that they are going
to revise what they have learnt in the unit.
1 Listen and choose.
■ Point to each square and elicit a description. Tell
pupils that they are going to hear short dialogues that
correspond to one of the two sets of animals shown in
each rectangle. The task is to identify the correct one by
placing a token or a scrap of paper on the appropriate
picture. Play the CD, pausing after each exchange to
give pupils time to complete the task.
3-14
■ Audio script
1 WOMAN What animals can you see?
MAN Let me see… There's a horse and
there are two cows.
2 BOY Look at the ducks! They're swimming.
GIRL They're cute! I love ducks.
3 WOMAN Where's the mouse? I can't see it.
BOY Look! It's behind the door.
2 Ask and answer questions in pairs.
■ Read the model exchange with the class and explain
the activity. Pupils produce the same type of exchanges
in pairs. Go around the room in order to check and assist
if necessary.
3 Read and write.
■ Focus pupils' attention on the text and read it. Point to
the highlighted words which are the ones they will
substitute in the writing task.
In their notebooks, pupils then write a similar text about a
farm. Go around the room in order to give any necessary
help. When they finish, collect the compositions in order
to evaluate written expression.
Round up
Hurray!
■ This list will help pupils evaluate their progress. Read
it with them when you finish the unit and comment on
what they have learnt. Give them some time to revise
what they have done.
Activity Book: Page 27
1 Listen and match.
■ The task is to join the animals according to the
spoken description. Play the CD, pausing after each
exchange to give pupils time to complete the task.
■ Audio script
1 A My favourite animals are horses.
B I don't like horses! My favourite animals are ducks.
I love ducks!
2 A Join the calf and its mother, the cow.
3 A Look! There are three chickens over there.
B Yes, and there's a rabbit.
4 A Look! There's a mouse in the garage.
B Yes, and there's a dog running after it!
2 Look at Unit 3 in your Class Book and...
■ Pupils check the unit and write the answers. Then
they complete the self-assessment section.
 1 Read and listen to the story.
ANSWER KEY: LESSON 9
An activity to broaden listening comprehension and enjoy
a story in English.
CLASS BOOK: Page 33
■ Pupils' books open. Ask pupils: Who are the
1. 1 right picture, 2 right picture, 3 left picture. protagonists of the story? Elicit: A prince and a poor boy.
Ask: What are they like? Elicit: They have got dark hair
2. Personal activity.
and green eyes. Ask: How old are they? Elicit: About nine.
3. Personal activity. Play CD 1 (track 30). Pupils listen and follow the story.
Ask them: Is the prince happy to take back his crown and
ACTIVITY BOOK: Page 27 his ring? Is Tom happy to be poor again?
1. 1 Horses and ducks; 2 calf and cow; 3 chickens and ■ Audio script
rabbit; 4 mouse and dog.
1 PRINCE EDWARD I'm bored! I haven't got any friends!
2. 1 No, there isn't. 2 She is in a farm.
3 Harry. 4 He's very funny. 5 No, there are four ducks
2 TOM Oh, the prince. What a lucky boy!
in picture 2. 6 No, they don’t. They have bare skin.
3 PRINCE EDWARD Hey, you! Come here!

4 PRINCE EDWARD What's your name?

UNIT 3 ● STORY TIME LESSONS 1 AND 2
TOM Tom Canty, sir.
Class Book: Pages 34 and 35
5 PRINCE EDWARD Wow, you're just like me! Dark hair,
green eyes…
Objectives: To enjoy listening to a story in English.
To develop observation skills. To revise the structures 6 PRINCE EDWARD Give me your clothes and take
and vocabulary of units 1, 2 and 3. mine. And take this ring, too.
Language focus: I haven't got any friends. You are
just like me. I'm not the prince! Poor prince, he's mad. 7 ANNOUNCER Later.
You can't do that. I am the prince and you are now a GUARD You! Get out!
duke. Here is your crown, sir, and your ring. PRINCE EDWARD No, no! I'm…

Target vocabulary: Prince, pauper, ring, money, 8 PRINCE EDWARD Help me, please! I'm the prince!
duke, palace, crown, bored, lucky, poor, mad, glad,
get out, beg, take back. 9 WOMAN Poor boy, you're mad!
Vocabulary (revision): Friend, boy, name, hair, eyes,
clothes, dark, green, help, stop, come, go, look. 10 TOM I'm not the prince!
COURTIERS Poor prince, he's mad!
Materials: Flashcards of units 1, 2 and 3. Class CD.
11 RUFFIAN Now here! Beg for money.
Warm-up PRINCE EDWARD No!
A game to revise vocabulary and numbers. 12 SOLDIER Stop! You can't do that!

■ Play 'The matching game' with the flashcards of units
1, 2 and 3. (Resource File, Flashcard game 4). Encou-
rage everyone to participate.
Pre-listening activities
Activities to present the story and develop observation
skills.
■ Pupils' books closed. Write the title of the story on
the board. Tell pupils that 'The prince and the pauper' is
a famous novel by the American author Mark Twain, who
also wrote 'Tom Sawyer' and 'Huckleberry Finn'.
Ask pupils what is different about the lives of princes.
Elicit, for example: They live in palaces. They have a lot
of money. They are never hungry. They have got
beautiful clothes, etc. Explain that this is the story of an
English prince who decides to become 'one of the
people'. Ask them what they think is going to happen in
the story.
13 PRINCE EDWARD Thank you! I am the prince, and
you are now a duke. Let's go to the
Palace!
14 PRINCE EDWARD Tom, Tom! Look at me!
15 TOM Oh, sir! I'm so glad! Here is your
crown, sir, and your ring. Take
them back, please!
■ Confirm that each boy is happy to return to his place.
Explain the new vocabulary to the class, giving a
synonym whenever possible, for example: pauper: poor,
beg: ask, duke: noble, glad: happy. Tell pupils that it was
(and still is) the prerogative of kings and princes to give
titles of nobility (duke, count, baron, etc.) to people they
wish to thank or honour.
Play the CD again, doing one of the following activities
each time:

3-15
 1 Pupils point to the frames in their books. Say:
Listen and follow the story in your books!
2 Pause after each frame, encouraging pupils to
repeat the dialogue. Say: Listen and repeat!
Round up
An activity to check comprehension.
■ Pupils read the story again. Say true or false
statements about it, for example: In frame 1 the prince is
happy. (false) Tom Canty is a poor boy. (true) etc.
LESSON 2
Pages 34 and 35
2 Complete the sentences. Then, do the...
Activities to consolidate vocabulary.
■ Pupils look at the comic again and complete the
sentences. Then, they do the wordsearch, either
individually or in pairs. Check the task orally.
3 Answer the questions.
Questions and answers to check comprehension.
■ Pupils check the comic again and answer the
questions using short answers whenever possible.
Remind them to pay attention to the spelling. Give them
some moments and check orally.
ANSWER KEY: THE PRINCE AND THE PAUPER

Objectives: To review the story from lesson 1. To CLASS BOOK: Pages 34 and 35
revise structures and vocabulary of units 1, 2 and 3.
1. Personal activity.
Language (revision): Structures of units 1, 2 and 3.
Vocabulary (revision): Furniture. Clothes. Toys. ACTIVITY BOOK: Page 28 and 29
Animals. Food. Britain, Poland, London, hair, eyes,
1.
ring, English, tall, short, dark, blond, green, big, small.
Materials: Class CD. Formative assessment sheet
(Resource File).

Warm-up
A listening activity to revise the story.
■ Play the story again. Tell pupils to follow it in their
books. Say: Listen carefully and point! Make sure
everyone points to thte right place.

Activity Book: Page 28 and 29

1 Label the picture.

An observation activity to consolidate vocabulary.
■ Point to the bedroom and ask pupils: What's that?
Elicit: A bedroom. Confirm that it is the prince's bedroom,
and part of a London street. Tell them that the task is to
label all the items in the illustration. Check the exercise
by showing them the completed page.
2. Answers: 1 tall, 2 dark, 3 green, 4 big, 5 Britain, 6
nine, 7 jacket, 8 hat.
3. Answers: 1 No, he’s not. 2 Yes, they can. 3 No, he
hasn’t. 4 He is tall, he has got got dark hair and green
eyes. 5 No, there aren’t. 6 No, there isn't. 7 Yes, he has.

3-16
 ANDALUCÍA

Unit 4
Delicious food

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

4-1
 UNIT 4 Student’s book

36 37

38 39

4-2
40 41
42 43

UNIT 4 Activity book

30 31

4-3
32 33
 UNIT 4 Student’s book

44 45

UNIT 4 Activity book

34 35

4-4
36 37
 UNIT 4 ● LESSON 1
Class Book: Pages 36 and 37
Objectives: To talk about food and drink. To revise
the verb ‘have got’. To develop observation and
memory skills.
Language focus: What are you doing? I'm (making a
cake). It's his birthday today. What have you got
there? I've got some (eggs), some (sugar) and some
(chocolate). I haven't got any (butter). Making cakes is
easy. It isn't easy, it's difficult.
Target vocabulary: Food, canteen, spaghetti, sugar,
carrot, soup, pizza, egg, fish, chips, chocolate, salad,
chicken, pickles, butter, birthday, cake, party, easy,
difficult.
Materials: Unit flashcards. Class CD.
Warm-up
An activity to revise food and present the new topic.
■ In L1, ask pupils: Do you know how to cook? What
can you make? Do you help your mum and dad in the
kitchen? Elicit answers from as many pupils as possible
and tell them that in this unit they are going to learn more
about food, where it comes from and how it is prepared.
Copy the title and the objectives of the unit on the board.
Read and explain them to the class.
1 Listen and repeat.
Activities to present and practice the new vocabulary.
■ Pupils' books closed. Ask pupils to brainstorm
different foods. As they name them, say the words in
English and stick the corresponding flashcards on the
board. Play track 31 (CD1). Ask pupils to close their eyes
in order to concentrate on the pronunciation of each
word. Encourage them to repeat chorally and
individually. Then, point to the flashcards in random
order and elicit the words.
■ Audio script
1 spaghetti
2 salad
3 tea
4 eggs
5 fish
6 sugar
7 chips
8 water
9 carrot
10 soup
11 chicken
12 pickles
2 Match and say.
■ Pupils' books open. Point to the photo and say: This
is the school canteen. What can children have for lunch? In
pairs, pupils then do the matching exercise. Check orally.
3 Read and listen to the comic strip.
A listening activity to present the vocabulary in context.
■ Ask pupils to describe what is going on in the frames:
Rocky is making a cake for Ricky's birthday. In the end, it
does not look as good as he hoped.
Ask questions about the comic, for example: Where is
Rocky in frame 1? Can you see a birthday cake in frame
2? Who is at the party in frame 6? etc.
Play CD1 (track 32). Pupils listen and follow the
dialogue. Ask them why Rocky looks unhappy in frame 6.
(His cake is not a success as he didn't use any butter.)
Play the CD again with pauses for them to repeat,
chorally or individually. Check their pronunciation and
intonation.
■ Audio script
1 RITA What are you doing, Rocky?
2 ROCKY I'm making a cake for Ricky. It's his
birthday today!
3 RITA What have you got there?
ROCKY I've got some eggs, some sugar, some
chocolate…
4 RITA Have you got any butter?
ROCKY Butter? No, I haven't got any butter.
5 ROCKY Well, making cakes is easy!
6 ANNOUNCER Later, at the party...
ROCKY I'm sorry, Ricky, making cakes isn't
easy. It's difficult!
4 Read and answer.
Questions and answers to check comprehension.
■ Tell pupils to read the sentences in pairs and decide
on the correct answer. Give them some moments to
complete the task. When they finish, read the sentences
aloud and elicit the right answers.
Round-up
A vocabulary activity to consolidate the language of the
lesson.
■ Ask pupils what you need to make a cake, a cup of
hot chocolate, a sandwich, etc. Say, for example: To
make a cake you need sugar, eggs, … etc. Encourage
them to complete the list orally.
■ Reinforcement activity: Start saying the alphabet
slowly and elicit food items that begin with the letter. Say:
'A' is for … (apple). 'B' is for …(bread, butter, banana), etc.
■ Extension activity: Draw a food pyramid on the
board and label it in the usual way: grain products first,
then fruit & vegetables followed by proteins, with fats and
sweets at the top. Ask pupils to classify the lesson
vocabulary according to the pyramid, then invite them to
add any other food they know in the appropriate
segments.
4-5
 Activity Book: Page 30 and 31
1 Classify the words. Then, write the…
■ Focus pupils’ attention on the green box and explain
the task: they have to classify the words and put each on
its corresponding group (Food, Animals or Nationalities).
There will be some words left, with which they can find
the secret question. Correct orally.
2 Look at the comic strip (Class Book...)
■ Pupils complete the sentences according to the
information given in the comic. Remind them to pay
attention to the spelling. Go around the room in order to
check and assist when necessary.
3 Listen and check.
■ Explain the pupils that you are going to play the CD
for them to be able to check their answers. Tell them to
listen carefully and play the CD 2 (track 42). Once it
finishes, check orally with the whole class.
■ Audio script
1 There are some eggs. There is some sugar and some
chocolate on the table.
2 Rocky is making a cake for Ricky.
3 He hasn't got any butter for the cake.
4 Rocky thinks that making cakes is easy.
5 Rita, Ricky and Rocky are at the party.
4 Label the pictures and put a tick (√)…
■ Pupils label the food items, tick the circle near the
items they like and put a cross near the ones they dislike.
Then they complete the sentences.
ANSWER KEY: LESSON 1
CLASS BOOK: Pages 36 and 37
1. Personal activity.
2. 1 spaghetti, 2 salad, 3 tea, 4 eggs, 5 fish, 6 sugar, 7
chips, 8 water, 9 carrot, 10 soup, 11 chicken, 12
pickles..
3. Personal activity.
4. 1 He's making a cake. 2 No, it isn't. 3 No, it isn't.
ACTIVITY BOOK: Pages 30 and 31
1. Food: egg, soup, hamburger, chips, sugar. Animals:
calf, duck, sheep, horse, cow. Nationalities: Italian,
Portuguese, English, African, Polish. Secret question:
What is your favourite food?
2. Answers: 1 eggs, sugar, chocolate; 2 cake, Ricky; 3
butter; 4 easy; 5 party.
3. Personal activity.
4. Personal activity.
4-6
UNIT 4 ● LESSON 2
Class Book: Page 38
Objectives: To read and talk about the three main
meals of the day. To develop reading and listening
skills comprehension. To revise prepositions. To
develop logical/mathematical intelligence.
Language focus: Breakfast is the most important
meal of the day. I eat cereal with milk every morning. I
have lunch in the school canteen. Today, I’m having
pasta. It’s may favourite food. Dinner at my house is
at 6 pm. Tonight we’re having salad and then
strawberries. I like that!
Target vocabulary: Meal, cereal, canteen, pasta,
orange juice.
Vocabulary (revision): Breakfast, lunch, dinner, milk,
chicken, salad, apple, banana.
Materials: Unit flashcards. Class CD.
Warm-up
An activity to revise food.
■ Pupils' books closed. In L1, ask the class: What is
the most important meal of the day? Confirm in English
that it is breakfast. Ask: Why? (It gives us energy for the
rest of the day.) Revise lunch and dinner. Explain that
something eaten between meals is a snack.
1 Read and match.
A reading activity to match texts and photos.
■ Pupils' books open. Point to the photos and say:
These children are having a meal. Is it breakfast, lunch
or dinner? Write the names David - Sophie - Ben on the
board. Focus pupils' attention on the photos and
encourage them to make deductions: you don't usually
have pizza for breakfast, so David is having lunch or
dinner. Ben is having cereal with milk, a typical breakfast
food. Sophie could be having either lunch or dinner.
Read each text aloud to confirm pupils' deductions.
Pupils then practise reading the text in pairs.
2 Read and answer.
Answering questions to check written comprehension.
■ Pupils read the questions in pairs and decide on the
correct answer. When they finish, read the questions
aloud and elicit the answers.
Round-up
A vocabulary activity to create new food combinations.
■ Write orange juice and chicken salad on the board.
Ask pupils what the words mean in L1. Point out that if
we put a food word in front of another food word, it
means that the second item includes the first item in its
composition. In orange juice, the juice is made from
oranges. In ham sandwich, the sandwich contains ham.
Ask them what tomato salad and chocolate cake mean.
■ Reinforcement activity: Books closed, play 'True or
False' with the class. Say: David is having spaghetti for
dinner. True or false? Pupils answer individually and
correct the sentences that are false: False. He is having
chicken salad for dinner.
■ Extension activity: Pupils make up more food
combinations using the food vocabulary. Encourage
them to participate as much as possible. Check on their
pronunciation and intonationa.
Activity Book: Page 32
1 Read and think. Complete the table…
■ Guide pupils through the first clue: Peter is having
soup. Ask: Where do you put a tick? (In the Peter-soup
square.) Where do you put crosses? (In the Peter-pizza,
Peter-fish and Peter-spaghetti squares, and in the Celia,
Diana and Martin soup squares.) They complete the
puzzle in the same way until by looking at the grid they
are able to deduct the answers.
2 Listen and check.
■ Explain the pupils that you are going to play the CD
for them to be able to check their answers. Tell them to
listen carefully and play the CD 2 (track 43). Once it
finishes, check orally with the whole class.
■ Audio script
It's lunchtime and the children are hungry. Peter is
having soup but Martin isn't having spaghetti. Celia
hasn't got any fish but Diana has got some pizza. Who is
having spaghetti? What is Martin having?
Celia is having spaghetti and Diana is having pizza.
Martin is having fish and Peter is having soup.
3 Listen again and answer.
■ Ask pupils to listen carefully and play the CD again.
They have to write the correct answers on their Activity
Book. Give them some moments and correct orally.
ANSWER KEY: LESSON 2
CLASS BOOK: Page 38
1. Answers: A-3, B-1, C-2.
2. Answers: 1 Breakfast. 2 At school. 3 Salad.
ACTIVITY BOOK: Page 32
1. Answers: Peter – soup, Martin – fish, Diana – pizza
Celia – spaghetti.
2. Personal activity.
3. 1 Martin is having fish for lunch. 2 Celia is having
spaghetti for lunch. 3 Diana is having pizza for lunch.
UNIT 4 ● LESSON 3
Class Book: Page 39
Objectives: To develop an understanding of context.
To practise the rhythm and intonation of English through
a chant. To practise the final endings /s/ and /z/ of plural
nouns. To spell words written with 'ce' and 'ci'.
Language focus: Here, Mr Snowman! A carrot for
your nose. Apples for your eyes. An old hat for your
head. Trainers for your feet. Dinner's ready!
Vocabulary (revision): Hamburgers, chips, biscuit,
apples, carrot, hat, trainers, nose, eyes, head, feet,
dinner, ready.
Materials: Small percussion instruments. Class CD.
Warm-up
An activity to present the sounds /s/ and /z/.
■ Ask a pupil in L1: What sound do snakes make?
Elicit: Sssss! Encourage pupils to repeat, focusing on the
voiceless quality of the sound. Then ask: What sound do
bees make? (Zzzzzz.) Check that all the pupils can say
the sounds correctly.
Pre-chanting activity
An activity to help pupils develop an understanding of
context.
■ Focus pupils' attention on the picture and ask them
what the children are doing (making a snowman).
Read the first verse with the class, then focus pupils'
attention on the second one. Remind them that the
asterisks indicate words that are missing in the text.
Then, they complete the task, reading the chant through
and supplying the missing words.
1 Listen and say the chant.
A chant to practise the rhythm and intonation of English.
■ Once they have done this, pupils listen to the
complete chant to check their answers. Remind them
that the asterisks indicate words that are missing in the
text, and point to each item as the word is mentioned.
■ Audio script
Here, Mr Snowman!
An old hat for your head,
Apples for your eyes,
A carrot for your nose,
And trainers for your feet!
Here, Mr Snowman!
An old hat for your head
Apples for your eyes,
A carrot for your nose,
And trainers for your feet!
■ Play the chant again, doing one of the following
activities each time:
4-7
 1 Books open, pause for pupils to repeat. Say:
Listen and repeat.
2 Books closed, pupils recite the chant and supply
the missing words. Say: Listen and chant.
3 Hand out the percussion instruments and encourage
them to perform the chant without the CD.
2 Listen and repeat.
An activity to practise the sounds /s/ and /z/.
■ Read the text aloud or play CD 1 (track 34). Pupils
follow in their books. Play the CD again for pupils to
repeat individually and chorally. Check on their
pronunciation.
■ Audio script
RICKY Hamburgers, chips, biscuits and apples.
Dinner's ready!
■ Write the word ice cream on the board and circle the
letters 'ce'. Tell pupils that the sound /s/ can also be spelt
'ce' or 'ci' in English. Ask them to think of more words
that are written with 'ce' or 'ci'.
Round-up
An activity to practice pronunciation.
■ Say the first sentence again, with one word missing
each time. Pupils listen carefully in order to identify it.
■ Reinforcement activity: Say words containing the
sounds /s/ or /z/ and ask pupils to spell them out either
chorally or individually.
■ Extension activity: Pupils brainstorm more words
ending in /s/ or /z/. In their notebooks, they classify them
under the appropriate headings.
Activity Book: Page 33
4 A Is pizza from China?
B No, it isn't. It's from Italy.
5 A Do you like chocolate?
B No, I don't.
A What do you like?
B Ice cream! I love ice cream!
6 A What are you doing?
B I'm making a cake.
A Is it difficult?
B No, it's very easy.
2 Listen and complete the words. Then…
■ Focus pupils’ attention on the three images and the
missing letters in the boxes. Point out that pictures and
words don’t match. Explain that first they will listen to the
CD and then complete the words. Finally, they will have
to match the words with the corresponding picture.
Now, ask them to listen carefully and play CD 2 (track 45).
■ Audio script
ice cream
juice
face
3 Do the sums and write the answers.
■ Tell pupils to look at the box and explain the task:
they have to do the sums. Then, they have to write the
answer. While they are working, go around the room in
order to check and assist if necessary. Give them
enough time to finish the activity.
Finally, check orally with the class. In order to revise
numbers, have different pupils read the whole sum, e.g.:
Soup €2.50 plus salad €2.20 plus milk €1.00 gives a total
of (€ 5.70), etc. Take the chance to check on their
pronunciation and intonation.

1 Listen and tick.

■ Focus pupils' attention on the numbered rectangles
and explain that they are going to hear short dialogues
ANSWER KEY: LESSON 3
that correspond to one of the two food items or situations
shown in each rectangle. The task is to tick the correct
one. Play the CD, pausing after each exchange. CLASS BOOK: Page 39
■ Audio script 1, 2. Personal activity.
1 A What are you making?
B A sandwich. I've got some bread, cheese, a ACTIVITY BOOK: Page 33
banana… 1. Answers:
A A banana??
1 right picture
B Yes! It's a cheese and banana sandwich!
2 left picture
2 A What are you having for lunch?
3 left picture
B For lunch? I'm having fish and chips.
A I can see the fish, but I can't see any chips! 4 right picture
B Oh, you're right. I haven't got any chips! 5 right picture
3 A Have you got chicken for lunch, today? 6 left picture
B I've got salad. 2. Answers: Ice-cream, juice, face.
A Just salad?
B No, I've got soup first, and then the salad. 3. Answers: €5.70; €8.25; €5.95.

4-8
UNIT 4 ● LESSON 4
Class Book: Page 40
Objectives: To develop spoken interaction and
spoken production. To use ‘some’ and ‘any’ with
countable and uncountable nouns. To revise food.
Language focus: I have got some bread and some
chicken but I haven't got any pickles. Have you got
any fish and chips? I've got some fish but I haven't got
any chips.
Vocabulary (revision): Soup, cheese, carrot, egg,
fish, chips, salad, biscuits, pizza.
Materials: Class CD. Formative assessment sheet
(Resource File) Sheets of paper (extension activity).
Warm-up
A vocabulary activity to revise food.
■ Ask pupils to think back to the comic. Ask them: Has
Rocky got any apples? Elicit: Yes or No. Do the same
with eggs, sugar, butter, chocolate and jam.
1 Listen and read.
An activity to present the structures of the unit.
■ Establish the situation: Rocky is describing a
sandwich he is making. Play the CD so pupils can listen
to the complete text. Play it again. Pupils repeat each
sentence after the pause.
■ Audio script
ROCKY I'm making a sandwich. I've got some bread
and some chicken, but I haven't got any pickles.
■ Look at the chart with the pupils. Point to the plus
sign and explain that the word some is used to indicate
the possession of an indeterminate number of articles
with a verb in the affirmative. Point to the minus sign and
explain that any is used to the same purpose in negative
and interrogative sentences.
■ Note: Some languages lack the forms some/any and
pupils may use the 'zero' article to talk about quantity
instead, e.g. *Have you got chips? or confuse some/any,
e.g. *I haven't got some pickles. *I've got any biscuits.)
22 Chit-chat.
A pair activity to practise 'some' and 'any'.
■ Point to the cafeteria food and have pupils identify
each item. Then, demonstrate the exchanges with a pupil.
In pairs, pupils ask and answer questions about the food
in the pictures. (This is an excellent moment to assess
speaking skills using the Formative assessment sheet.)
Round-up
A game to revise vocabulary and develop memory.
■ Books closed, ask pupils: Is there any (fish) on the
page? Are there any (bananas)? etc.
■ Reinforcement activity: In their notebooks, pupils
write questions and answers about the food in exercises
1 and 2 using some / any.
■ Extension activity: Hand out the sheets of paper. Tell
pupils to draw and label their favourite cafeteria food. Ask
them to add a couple of speech bubbles. Display the
drawings in the classroom. Once you take down the display,
help pupils file their work in their Language Portfolio.
Activity Book: Page 34
1 Find the differences. Play with a friend.
■ Pupils identify the food in the pictures. Read the
example with the class and explain the game. Pupils
have to spot the differences between the two pictures
using the same type of exchange as in the model. Pupils
play in pairs. Go around the room to help if necessary.
2 Complete the sentences.
■ Pupils complete the sentences with information from
the pictures. Remind them to pay attention to the
spelling. Go around the room to check and assist.
ANSWER KEY: LESSON 4
CLASS BOOK: Page 40
1, 2. Personal activity.
ACTIVITY BOOK: Page 34
1. Personal activity.
2. Personal answers, some example are: A) eggs,
pasta, apples; B) cheese, sugar, salad.
UNIT 4 ● LESSON 5
Class Book: Page 41
Objectives: To revise food. To develop listening
comprehension skills through a song. To sing the
song and act it out.
Language focus: Let's make a sandwich for you and
me. Give me some (bread).
Vocabulary (revision): Sandwich, bread, butter,
ham, cheese, juice, orange, water, sugar, milk shake,
banana, milk.
Materials: Unit flashcards. Class CD.
Warm-up
A flashcard game to revise food.
■ Play 'Memory Game' (Resource File, Class game 5)
with food items.
4-9
Pre-listening activity
A speaking activity to practise the language.
■ Books closed, say: I want to make a sandwich. What
do I need? Elicit: Bread, pickles, cheese, etc. Then say: I
want a drink. What can I have? Finally, ask pupils: Is this
a nice snack? (Yes!).
1 Listen and sing along.
Activities to sing and perform the unit song.
■ Present the song, using the CD and the book. Point
to each step in the preparation of the snack and ask
pupils to identify the food. Pupils then listen and look at
the pictures as you point in your book.
■ Audio script
Let's make a sandwich
A sandwich for you and me!
Give me some bread,
Some butter, ham and cheese.
Give me some bread,
Some butter, ham and cheese.
Let's make some juice
Some juice for you and me!
Give me some oranges,
Some water and some sugar.
Give me some oranges,
Some water and some sugar.
■ Play the song again, doing one of the following
activities each time:
1 Pupils follow the song in their books, pointing to
each food item in turn. Say: Listen and point.
2 Divide the class into two groups. Each group sings
and acts out one stanza. Both groups join in the
chorus. Say: Sing and do!
2 Sing again. Use: a milk shake, bananas…
An activity to practise more vocabulary.
■ Read out the words at the bottom of the page. Play
the melodic version of the song and tell pupils to sing
along using the new words.
Round-up
A vocabulary revision activity.
■ Invite pupils to sing a verse of the song using different
snacks and drinks, for example: Let's make a pizza. Give
me some tomatoes, some cheese and some olives, etc.
■ Reinforcement activity: Hold a spelling contest using
the song vocabulary. Encourage them to participate.
■ Extension activity: In their notebooks, pupils draw
and label their favourite sandwich. Encourage them to
use as many ingredients as possible. Help them with the
vocabulary if necessary. When they finish, they show
their sandwich to the class and say: This is my sandwich.
It's got bread, butter, cheese, chicken and mustard.
4-10
ANSWER KEY: LESSON 5
CLASS BOOK: Page 41
1, 2. Personal activity.
UNIT 4 ● LESSON 6
Class Book: Page 42
Objectives: To develop spoken interaction through a
game. To revise some/any. To develop observation
and memory skills.
Language (revision): What have you got? I've got an
egg. Have you got any juice? I haven't got any juice
but I have some milk.
Vocabulary (revision): Food.
Materials: Unit flashcards. Formative assessment
sheet (Resource File). Sheets of paper (reinforcement
activity).
Warm-up
An activity to revise the unit vocabulary.
■ Ask pupils questions about the dishes in lesson 6 and
about their own dishes, for example: Is there any rice in
(lasagna)? Are there any spices in (curry)? Are there any
eggs in (blinis)? etc.
1 Ask and answer questions. Write down…
A game to develop observation and spoken interaction.
■ Make sure pupils have the necessary material: coins,
counters, a pencil and a piece of paper handy.
Pupils identify the foods in the squares. Read the model
exchange with the class and explain the aim of the
game, which is to 'collect' as many words as possible.
Pupils play in pairs, switching partners when they have
completed the first round but using the same word list to
add more words. Go around the room in order to help if
necessary. (This is an excellent moment to assess
speaking skills using the Formative assessment sheet.)
Round-up
A game to develop observation and memory skills
■ Pupils' books closed. Give pupils a few moments to
memorise the page. Books closed, ask them to name as
many food items as they can.
■ Reinforcement activity: Play 'Connections' with the
unit vocabulary. (Resource File, Class game 13)
■ Extension activity: Pupils classify the food items
under the following headings: Sweet - Salty - Solid -
Liquid. When they finish, ask them questions, for
example: What is (solid and sweet)? (Bananas, apples,
chocolate.)

ANSWER KEY: LESSON 6
CLASS BOOK: Page 42
1. Personal activity.
UNIT 4 ● LESSON 7
Class Book: Page 43
Objectives: To develop writing skills. To practise the
language learnt so far. To describe a favourite meal.
To learn when to use question marks.
Language (revision): Structures of the unit.
Target vocabulary: Menu.
Vocabulary (revision): Unit vocabulary.
Materials: Sheets of paper.
Warm-up
An activity to revise the structures of the unit.
■ Point to different pupils and ask: What is your favourite
meal? What do you have for (breakfast)? Do you like
(toast and jam)? Encourage pupils to give long answers.
1 Think and say. What’s your favourite…?
An activity to prepare for the writing task.
■ Point to the thought bubbles and explain that the
writer is thinking about his/her favourite meals menu.
Ask: Do they like hamburgers and carrots? Is lasagna a
favourite dish? What do they like for dessert? Pupils look
at the thought bubbles and provide answers.
2 Design a menu. Write, ask and answer…
Stepped activities to produce a written text.
■ Read the composition aloud. Tell pupils they are
going to write a similar text about their favourite meals.
Explain the procedure.
1 They write the first draft in class.
2 They exchange their text with a partner for
correction. Go around the room in order to give
any necessary help.
3 They write and illustrate the final version on a
loose sheet of paper.
4 After correction, the compositions are displayed in
class.
5 When the display is taken down, pupils file their
work in their Language Portfolio.
6 Remember to record pupils' results on the
Formative assessment sheet.
When pupils finish, divide the class into pairs or small
groups. Read the model exchanges with a volunteer and
then ask pupils to interview each other.
Round-up
A spelling and punctuation activity.
■ Read the information in the box aloud. Make sure
pupils understand when to use question marks. Point out
that in English they are only used at the end of sentences.
■ Reinforcement activity: Read compositions at random
and ask pupils to identify the menu being described.
■ Extension activity: Pupils write a menu for special
occasions, for example: Christmas, my birthday, a picnic.
Encourage them to discuss and compare their menus.
Activity Book: Page 35
1 Look, read and write.
■ Read the first text with the class. Pupils point to the
different foods. Then, they write a similar invitation for the
barbecue. Go around the room to check and assist.
ANSWER KEY: LESSON 7
CLASS BOOK: Page 43
1, 2. Personal activity.
ACTIVITY BOOK: Page 35
1. Personal activity.
UNIT 4 ● LESSON 8
Class Book: Page 44
Objectives: To read and talk about fresh, frozen and
processed food. To develop reading and listening
comprehension. To develop cultural awareness.
Language focus: Fresh food comes from plants and
animals. To preserve fresh food we can process it
and make it into other types of food. We can also
cook, freez and salt food.
Target vocabulary: Freeze, salt, turn into, can, dry,
fresh, frozen, processed, crust, toppings, tuna, olives.
Vocabulary (revision): Plants, animals, flour, pizza,
tomato, cheese, fruit, fish, vegetables, cheese, ham.
Materials: Class CD. Sheets of paper, colour pencils
(extension activity).
■ Note: If pupils have completed Activity Book p. 35,
prepare a display of their work for everyone to read and
comment on.
Warm-up
An activity to introduce the subject.
■ Stick the unit flashcards on the wall. In pairs, ask
4-11
pupils to classify them in two groups: the products of
nature and the processed products .
Give them some moments to complete the task. Then,
have several pairs saying their answer. Finally, explain:
Today, we are going to learn more about fresh, frozen
and processed food.
1 Read and match. Then, listen and check.
An activity to develop reading and comprehension skills.
■ Pupils' book closed. Ask pupils, in L1 if necessary, to
say examples of differences between food. Ask: Can you
pick a pizza from a tree? Can you keep an ice cream in
your room? What happens if you don’t keep the butter or
the ham on the fridge? etc.
Pupils' books open. Ask pupils to identify the food items on
the pictures (1: fish, 2: a pizza, 3: tomato sauce). In pairs,
pupils then read the three texts and match each one to
the appropriate photo.
Give them enough time to do this, then play the CD,
pausing after each text to confirm the answer.
■ Audio script
A Fresh food comes from plants and animals. To
preserve fresh food we can process it and can make
it into other types of food. For example, if we have too
many tomatoes in summer, we can make tomato
sacue for the winter.
B We can also cook, freeze and salt food. We can cook
milk and turn it into cheese. We can freeze or can
fruit and vegetables. We can dry and salt fish.
C We can also create new foods by combining different
types of processed food. Look at pizza, for example.
The crust is made of flour. The toppings can be
tomato sauce, cheese, ham, olives or tuna.
Round-up
An activity to check reading comprehension.
Activity Book: Page 36
1 Classify the words.
■ Go through the words on the blue box. Make sure
everyone understands them. Then, ask them pupils to
classify them accordingly. When they finish, correct orally.
2 Put the pictures in order. Write 1, 2…
■ In pairs, pupils have to put the three pictures of each
row in order. Make sure they all understand the words.
Explain if necessary. Give them some moments to
complete the task and correct orally.
3 Draw your favourite lunch. Label the…
■ Ask pupils to draw their favourite lunch. Then, they
have to label it by writing either ‘fresh’ or ‘processed’.
When they finish, have several pupils show their
drawings and say what their favourite lunch is.
ANSWER KEY: LESSON 8
CLASS BOOK: Page 44
1. A-3, B-1, C-2.
2. Cheese – milk, salt; cookies – flour, sugar, butter,
eggs; tinned tuna: water, fish, oil.
ACTIVITY BOOK: Page 36
1. Fresh: lettuce, spinach, tomatoes, apples, meat,
fish, chicken, juice. Processed: biscuits, jam, butter,
pasta, crisps, tinned tuna, cheese, ice cream.
2. A) 1 Picking the olives, 2 Pressing the olives, 3
Enjoying the olive oil. B) 1 Catching the fish, 2 Drying
the fish, 3) Cooking the fish.
3. Personal activity.

■ Pupils read the texts again and close their books.

Then, they make up true or false statements about the
page for their classmates, for example: Fresh food UNIT 4 ● LESSON 9
comes from the supermarket. (false) Fresh food comes Class Book: Page 45
from plants and animals.. (true)
■ Reinforcement activity: Pupils read the texts again
Objectives: To revise and consolidate the vocabulary
and write the different ways of preserving fresh food and
and structures of Unit 4. To revise the unit song. To
an example for each case. Help them do the first one:
do assessment and self-assessment activities.
We can freeze food . For example, a pizza.
Language (revision): Structures of the unit.
■ Extension activity: Hand out the sheets of paper.
Pupils choose a dish they know and like. They make a Vocabulary (revision): Unit vocabulary.
list of the necessary ingredients and write down a
Materials: Class CD. Unit flashcards. Tokens or
description of the dish.
scraps of paper.
When they finish, they illustrate and label their 'recipes'.
In one corner, they draw the flag of the country the dish
comes from. Help if necessary.
Warm-up
Revising the unit song and vocabulary.
Display the drawings in the classroom. Once you take
down the display, help pupils file their work in their ■ Begin the lesson by singing and acting out the unit
Language Portfolio. song (p. 41). Encourage everyone to join in.

4-12
Show the unit flashcards one by one and elicit the words.
Then, play 'Guessing game' with all the unit flashcards.
(Resource File, Flashcard game 6).
Ask pupils to open their books at p. 45. Explain that they
are going to revise what they have learnt in the unit.
1 Listen and choose.
■ Point to each square and elicit a description. Tell
pupils that they are going to hear short dialogues that
correspond to one of the two items shown in each
rectangle. The task is to identify the correct one by
placing a token or a scrap of paper on the appropriate
picture. Play the CD, pausing after each exchange to
give pupils time to complete the task.
■ Audio script
1 MAN What do you need for the cake?
WOMAN I need three eggs, some carrots, some
sugar….
2 BOY What do you want?
GIRL I want some soup please!
3 GIRL Who is your brother?
BOY Peter. Look! He is eating a banana.¡
2 Ask and answer questions in pairs.
■ Read the model exchange with the class and explain
the activity. Pupils produce the same type of exchanges
in pairs. Go around the room in order to check and assist
if necessary.
3 Read and write.
■ Focus pupils' attention on the text and read it. Point to
the highlighted words which are the ones pupils will
substitute in the writing task.
In their notebooks, pupils then write a similar text. Go
around the room in order to give any necessary help.
When they finish, collect the compositions in order to
evaluate written expression.
Round-up
Hurray!
■ This list will help pupils evaluate their progress. Read
it with them when you finish the unit and comment on
what they have learnt. Give them some time to revise
what they have done.
Activity Book: Page 37
1 Listen and complete the chart. Then…
■ Pupils complete the grid by ticking or writing crosses
in the appropriate squares. Play the CD, pausing after
each exchange to give pupils time to complete the task.
■ Audio script
1 A Hello Mary! Let's go to the market!
B Wait. Let me check! I've got some milk… some
sugar… and some carrots, but I haven't got any
cheese or any eggs.
2 A Can I help you, Nick?
B Have you got any cheese, eggs or milk?
A I've got some cheese and some eggs but I haven't
got any milk.
B Oh dear! No milk!
3 A Hi! What's in your bag, Paul?
B Some sugar, milk, carrots and eggs.
A What about cheese? Is there any cheese in your
bag?
B No, there isn't.
2 Look at Unit 4 in your Class Book and...
■ Pupils check the unit and write the answers. Then
they complete the self-assessment section. If you need
to consolidate or develop the unit further, please turn to
the Resource File for games and activities you can use
for reinforcement and extension.
ANSWER KEY: LESSON 9
CLASS BOOK: Page 45
1. 1 right picture, 2 left picture, 3 right picture.
2. Personal activity.
3. Personal activity.
ACTIVITY BOOK: Page 37
1. 1 Yes, she has. 2 No, he hasn't. 3 No, he hasn't
2. 1 Yes, there is. 2 Yes, there is. 3 Ben. 4 A carrot,
apples, an old hat and trainers. 5 The sandwich: bread,
butter, ham and cheese. The juice: oranges, water and
sugar. 6 Dry, freeze and salt.
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 ANDALUCÍA

Unit 5
Let’s play!

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

5-1
 UNIT 5 Student’s book

5-2
UNIT 5 Student’s book

UNIT 5 Activity book

5-3
 UNIT 5 Activity book

5-4
 UNIT 5 ● LESSON 1
Class Book: Pages 46 and 47
Objectives: To talk about fun activities. To describe
daily routine. To develop observation and memory skills.
Language focus: On (Mondays) I play football.
Today I'm playing (tennis). Where are my (shorts)? I
haven't got any (shorts). I don't need any (football
boots). I need some (shorts). I've got your shorts.
They're too big! You need a belt.
Target vocabulary: Days of the week. Tennis, chess,
basketball, video games, swimming, skiing, hiking,
skateboarding, rollerblading, surfing, play, go, need.
Vocabulary (revision): Football, shorts, football
boots, belt, trainers.
Materials: Unit flashcards. Class CD.
Warm-up
An activity to revise sports and present the new topic.
■ In L1, ask pupils: What do you do at the weekend?
Do you belong to a sports club? Do you participate in
after school activities? Elicit answers from as many
pupils as possible and tell them that in this unit they are
going to learn more about free time activities and sports.
Copy the title and the objectives of the unit on the board.
Read and explain them to the class.
1. Listen and repeat.
Activities to present and practice the new vocabulary.
■ Pupils' books closed. Ask pupils to name the parts
of the day and write them on the board: morning,
afternoon, evening, night. Ask: What can you do in the
morning? Elicit: Get up, have breakfast, go to school, etc.
Do the same with the other parts of the day. Then,
present the flashcards of all the activities.
Ask pupils to name the sports and activities they
remember from level 3. Write them on the board. Ask
them to brainstorm some more and stick the
corresponding flashcards on the board. Then, present
the activities they did not mention.
Play track 40. Pupils close their eyes in order to
concentrate on the pronunciation of each word. Encourage
them to repeat chorally and individually. Next, point to the
flashcards in random order and elicit the words.
■ Audio script
1 play tennis
2 play basketball
3 play chess
4 play volleyball
5 go swimming
6 go skiing
7 go hiking
8 go skateboarding
9 go rollerblading
10 go surfing
2. Match and say.
■ Pupils' books open. Point to the page and say: This
is what you can do for fun. On the board, write: Play
(tennis) and go (swimming). Explain that the verb
changes according to the type of activity. In pairs, pupils
then do the matching exercise. Check orally.
3. Read and listen to the comic strip.
A listening activity to present the vocabulary in context.
■ Ask pupils to describe what is going on in the frames:
Ricky is looking for his tennis shorts and can't find them.
It turns out that Rocky has got them.
Ask questions about the comic, for example: Where is
Ricky in frame 1? Can you see a bed in frame 3? Is
Ricky looking for his football boots? etc.
Play the CD. Pupils listen and follow the dialogue. Ask
them what is the problem with Ricky's shorts in frame 6.
(They are too big for Rocky.)
Play the CD again with pauses for them to repeat,
chorally or individually. Check their pronunciation and
intonation.
■ Audio script
1 RICKY On Mondays I play football.
2 RICKY On Tuesdays I play basketball.
3 RICKY Today I'm playing tennis. Hey, where are
my shorts? I haven't got any shorts!
4 RICKY I don't need any football boots! I need
some shorts!
5 RICKY Rocky, where are my shorts?
ROCKY I've got your shorts. Look!
6 RICKY But they're too big! You need a belt!
4. Read and answer.
Questions and answers to check comprehension.
■ Tell pupils to read the sentences in pairs and decide
on the correct answer. Give them some moments to
complete the task. When they finish, read the sentences
aloud and elicit the right answers.
Round-up
An activity to consolidate the language of the lesson.
■ Ask pupils what you wear to play tennis and football,
to go skiing and rollerblading, etc. Say, for example: To
play tennis, you wear a T-shirt, shorts and trainers. To
play football, you wear… Encourage them to complete
the list orally.
■ Reinforcement activity: Focus pupils' attention on
the comic strip. Repeat the dialogue, making deliberate
mistakes. For example, in frame 1, say: basketball
instead of football, in frame 3 say trainers instead of
shorts, etc. Ask pupils to correct you.
5-5
■ Extension activity: Draw two columns on the board.
In L1, ask pupils how sports and activities can be
classified. Elicit different answers from several pupils.
Then, write the headings Teams or pairs - Individual.
Hand out the flashcards to different pupils, eliciting the
corresponding word each time. Point to the columns and
ask a pupil: Teams/pairs or individuals? The pupil looks
at his/her flashcard and gives an appropriate reply. When
you finish, invite pupils to add more sports and activities
to each column.
Activity Book: Page 38 and 39
1. Look and match.
■ Ask pupils to match each activity to its corresponding
picture. They can work in pairs. Give them enough time
to complete the task. When they finish, correct orally.
2. Add the activities to the sentence.
■ Tell pupils to complete the sentences with the
appropriate activities. Remind them to pay attention to
the spelling. Finally, elicit the right verbs in each case.
3. What do you like? Tick the activities…
■ Pupils have to tick their favourite activities in exercise
1 and complete the sentence accordingly. Give them a
few moments and have several pupils read their
sentence to the rest of the class.
4. Look at the comic strip (Class Book)...
■ Pupils complete the sentences according to the
information given in the comic strip. While they are
working, go around the room in order to check on their
progress and assist if necessary.
5. Listen and check.
■ Focus pupils’ attention on exercise 4. Explain that
they will listen to the CD in order to check their
sentences. Next, ask them to listen carefully and play
track 42 (CD 2).
■ Audio script
1 In frame 1, we can see Ricky ready to play football.
On his T-shirt we can see the number ten.
2 On Tuesday, Ricky plays basketball.
3 Today Ricky is playing tennis.
4 In frame 5 Rocky is wearing Ricky's shorts.
5 In frame 6 Rocky needs a belt.
6. Label the pictures and tick (√) what...
■ Point to the different pictures and explain the tasks:
first, pupils have to label each activity using either ‘play’
or ‘go’. Next, they have to tick the ones they play / do.
Finally, they complete the sentences below.
When they finish, correct orally with the whole class.
5-6
ANSWER KEY: LESSON 1
CLASS BOOK: Pages 46 and 47
1. Personal activity.
2. 1 tennis, 2 basketball, 3 chess, 4 volleyball, 5
swimming, 6 skiing, 7 hiking, 8 skateboarding, 9
rollerblading, 10 surfing..
3. Personal activity.
4. Answers: 1 He plays football. 2 No, he isn't. 3 He
wears shorts.
ACTIVITY BOOK: Pages 38 and 39
1. Left column, from top to bottom: surfing, hiking,
volleyball, basketball, rollerblading. Right column, from
top to bottom: tennis, skateboarding, chess, skiing,
swimming.
2. Answers: We play tennis, basketball, chess,
voleyball. We go swimming, skiing, skateboarding,
hiking, rollerblading, surfing.
3. Personal activity.
4. Answers: 1 football, 10; 2 basketball; 3 tennis; 4
shorts; 5 a belt.
5. Personal activity.
6. Upper row (from left to right): play chess, play video
games, play basketball. Lower row (from left to right):
go skiing, go surfing, go hiking.
UNIT 5 ● LESSON 2
Class Book: Page 48
Objectives: To read and talk about sports and sports
personalities. To develop reading and listening skills
comprehension. To develop logical and mathematical
intelligence.
Language focus: Surfing comes from the Pacific
Islands, but today people go surfing in many exotic
places around the world. Skateboarding is an action
sport. Snowboarders need to wear helmets and
goggles.
Target vocabulary: exotic, surfboard, wave, courage,
pavement, helmet, goggles, wheels.
Materials: Unit flashcards. Class CD.
Warm-up
An activity to revise sports and free time activities.
■ Pupils' books closed. In L1, ask the class: What is
your favourite sport? Do you play it? How many people
do you play it with? Teach the words team and player.
Ask: How many players are there on a (football) team?
Encourage everyone to participate.
1. Read and match.
A reading activity to match texts and photos.
■ Pupils' books open. Point to the photos and say:
These young people are doing different sports. Can you
say the name in each case?
Read each text aloud and elicit the corresponding photo.
Pupils then practise reading the text in pairs.
2. Read and answer.
Answering questions to check written comprehension.
■ Pupils read the questions in pairs and decide on the
correct answer. Give them enough time to complete the
task. When they finish, read the questions aloud and
elicit the answers.
Round-up
A vocabulary activity to create new word combinations.
■ Write action sport on the board and ask pupils to
translate. Explain that putting a noun directly before
another noun gives the first noun the function of an
adjective. Write red T-shirt and tennis T-shirt on the
board and explain that the first is a T-shirt that is red and
the second a T-shirt worn to play tennis in.
■ Reinforcement activity: Books closed, play 'True or
False' with the class. Say: Surfing comes from Australia.
True or false? Pupils answer individually and correct the
sentences that are false: False. Surfing comes from the
Pacific Islands.
■ Extension activity: Pupils make up more word
combinations using both the sports and activities
vocabulary and terms they are already familiar with.
Activity Book: Page 40
1. Read and think. Then, solve the puzzles.
■ Ask pupils to identify the games the children are
playing. Then, guide them through the clues in the first
puzzle: Betty and Marisa are playing chess. The boys
are playing tennis and basketball. If Alex isn't playing
basketball, then John is, and Alex is playing tennis.
Now, focus pupils’ attention on the second puzzle. Tell
them to list the four activities first: golf, skateboarding,
hiking and tennis. One boy goes skateboarding and John
plays tennis, therefore Alex goes skateboarding. Marisa
doesn't go hiking and a girl plays golf, therefore Marisa
plays golf and Betty goes hiking.
2. Listen and check.
■ Explain the pupils that you are going to play the CD
for them to be able to check their answers. Tell them to
listen carefully and play the CD 2 (track 48). Pause after
each sentence to give them enough time. Once it
finishes, confirm the answers with the whole class.
■ Audio script
Today is Saturday. The children are at the park and it is
a beautiful day. Betty is playing chess in the park with
Marisa. Alex isn't playing basketball. What is he doing?
And what is John doing?
Alex is playing tennis and John is playing basketball.
Today is Sunday. The children are waiting for the Sports
Centre to open. One girl plays golf and one boy goes
skateboarding. Marisa doesn't go hiking and John plays
tennis. What do Marisa, Betty and Alex do on Sundays?
Marisa plays golf, Betty goes hiking and Alex goes
skateboarding.
ANSWER KEY: LESSON 2
CLASS BOOK: Page 48
1. Answers: A-2, B-3, C-1.
2. Answers: 1 You can skateboard in parks and
squares or on city pavements. 2 Snowboarding is
popular in Canada, the United States and Europe. 3
Surfing comes from the Pacific Islands.
ACTIVITY BOOK: Page 40
1. On Saturday: Betty and Marisa play chess, Alex
plays tennis and John plays basketball.
On Sunday: Betty goes hiking, Marisa plays golf, Alex
goes skateboarding and John plays tennis.
2. Personal activity.
UNIT 5 ● LESSON 3
Class Book: Page 49
Objectives: To develop an understanding of context.
To learn the days of the week. To practise the rhythm
and intonation of English through a chant. To practise
the sound /eI/.
Language focus: We go to school. We play
(basketball). We go (hiking). We have fun.
Target vocabulary: Today, Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday, Sunday.
Vocabulary (revision): School, basketball, tennis,
hiking, tennis, skateboarding, video game, fun.
Materials: Small percussion instruments. Class CD.
Sheets of paper. Blank Bingo cards.
Warm-up
An activity to present the days of the week.
■ Ask pupils in L1: What days do you go to school?
5-7
Write the answers on the board in English. Then ask:
What days do you stay at home? Repeat the seven days
in English, pointing out that in English-speaking countries
the week starts on Sunday. Make sure they pronounce
the ending /eI/ correctly.
Pre-chanting activity
An activity to help pupils develop an understanding of
context.
■ Focus pupils' attention on the picture and ask them
what the children are doing. Elicit the different activities:
going to school, playing basketball, skateboarding, going
hiking, and playing tennis.
Read the first verse with the class. Then, tell pupils to
look at the second one. Remind them that the asterisks
indicate words that are missing in the text. Next, ask
them to complete the task, reading the chant through and
supplying the missing words.
1. Listen and say the chant.
A chant to practise the rhythm and intonation of English.
■ Once they have done this, pupils listen to the
complete chant to check their answers. Remind them
that the asterisks indicate words that are missing in the
text, and point to each calendar leaf as the day of the
week is mentioned.
■ Audio script
Monday, Tuesday, Wednesday,
Thursday and Friday,
We go to school.
Saturday and Sunday,
We play basketball,
We go hiking,
We have fun!
Monday, Tuesday, Wednesday,
Thursday and Friday,
We go to school.
Saturday and Sunday,
We play tennis,
We go sateboarding,
We have fun!
■ Play the chant again, doing one of the following
activities each time:
1 Books open, pause for pupils to repeat. Say:
Listen and repeat.
2 Books closed, pupils recite the chant and supply
the missing words. Say: Listen and chant.
3 Hand out the percussion instruments and
encourage everyone to perform the chant without
the CD.
2. Listen and repeat.
An activity to practise the sound /EI/.
■ Read the text aloud or play the CD. Pupils follow in
their books. Play the CD again. Pupils repeat the text.
Check their pronunciation and intonation.
5-8
■ Audio script
RICKY Today is not Friday! Today is Saturday!
I can play video games with Jane!
■ Say the days of the week again, with one missing
each time. Pupils listen carefully in order to identify it.
Pause after each repetition to give them time to say
which day is missing.
Round-up
An activity to practice pronunciation.
■ Point out that the name of the letter 'a' is pronounced
/eI/. Ask pupils to brainstorm more words containing the
sound /eI/ by going through their books and reading the
texts again.
■ Reinforcement activity: Hand out the sheets of
paper and show pupils how to fold them three times to
make eight squares. Have them write one day of the
week in each square, and the word today in the one that
is left over. Help them tear the squares on the folds. In
pairs, they reorder the squares and put the word today
above the day of the week it happens to be.
■ Extension activity: Hand out blank Bingo cards and
dictate nine words that contain the sound /eI/. Then play
'Bingo' with the class. (Resource File, Class game 4)
Activity Book: Page 41
1. Listen and tick.
■ Focus pupils' attention on the numbered rectangles
and explain that they are going to hear short dialogues
that correspond to one of the two situations shown in
each rectangle. The task is to tick the correct one. Play
the CD, pausing after each exchange to give pupils time
to complete the task.
■ Audio script
1 A What do you do on Thursdays?
B On Thursdays? I play tennis with my friends.
A Can I come too?
B Sure! At five o'clock, OK?
2 A We don't need any ice cream, but we need some
biscuits.
3 A Mum, I need my jacket! Where's my jacket?
B It's in the hall, dear.
A Oh yes, there it is! Thanks, Mum.
4 A Do you go to school on Saturday?
B No, of course not!
A So what do you do?
B I play basketball, I go swimming or hiking …
5 A What do you do on Sunday?
B I go to the chess club and play chess.
A Do you like it?
B Yes, I love it!
6 A Let's go to the park and play football.
B OK, but we need a ball. Have you got one?
A Sure! I've got a fantastic football.
2. Complete the words and in pairs spell…
■ Tell pupils to do the activity in pairs. Then, ask them
to listen carefully and play the CD so they can check
their answers. Finally, correct orally with the whole class.
■ Audio script
Spain eight
cake eighty
trainers baby
Sunday video game
3. Do the multiplications. In pairs, check…
■ Demonstrate on the board first. In L1 explain that
when we multiply numbers ending with zero (e.g. 20 x
20) we simply multiply the base numbers (2 x 2) and add
the zeros that end both numbers, thus coming up with
the answer 400.
ANSWER KEY: LESSON 3
CLASS BOOK: Page 49
1, 2. Personal activity.
ACTIVITY BOOK: Page 41
1. Answers: 1 right picture, 2 right picture, 3 left
picture, 4 left picture, 5 left picture, 6 left picture.
2. Answers: Spain, cake, trainers, Sunday, eight,
eighty, baby, video game.
3. Upper row (from left to right): eight hundred; nine
hundred; five hundred. Lower row (from left to right):
four hundred; eight hundred; 6 one thousand.
UNIT 5 ● LESSON 4
Class Book: Page 50
Objectives: To develop spoken interaction and spoken
production. To express need. To revise clothes.
Language focus: I need some (shorts). Have you got
any (shorts)? Here you are! I've got some great (trainers).
I don't need any (trainers) but I need some socks.
Target vocabulary: Chess board, golf club.
Vocabulary (revision): Clothes. Comic, CD, poster,
snowboard, ball.
Materials: Class CD. Formative assessment sheet
(Resource File) Sheets of paper.
Warm-up
A vocabulary activity to revise clothes.
■ Ask pupils to look at one another for a few moments.
Then, ask: Is anyone wearing (a blue T-shirt) today? Is
anyone wearing (boots)? Elicit either: Yes, (Dan) is, or
No. Revise all the clothes vocabulary in this way.
1. Listen and read.
An activity to present the structures of the unit.
■ Establish the situation: Rocky is buying some shorts
and socks at the sports shop. Play the CD so pupils can
listen to the complete text.
Play the CD again. Pupils repeat each sentence after the
pause.
■ Audio script
ROCKY I need some shorts. Have you got any
shorts?
SALESLADY Here you are!
SALESLADY I've got some great trainers.
ROCKY I don't need any trainers, but I need some
socks!
■ Remind pupils that some is used in affirmative
sentences while any is used in negative and interrogative
sentences. Point out the colour coding used in the model
texts to help them remember the rule. (In this lesson, any
is used as the plural article. In the singular, pupils would
use 'a' in both affirmative and negative sentences, for
example: I don't need a pen but I need a pencil.)
2. Chit-chat.
A pair activity to practise 'need' with 'some' and 'any'.
■ Focus pupils' attention on the items on the right and
have them identify each item. Then, demonstrate the
exchanges with a pupil. Ask the class to repeat chorally.
Point out that the items that are crossed out are to be
used in negative sentences.
In pairs, pupils talk about the items in the pictures. (This
is an excellent moment to assess speaking skills using
the Formative assessment sheet.)
Round-up
A game to revise more vocabulary.
■ Pupils take it in turns to name one thing they do not
need and one thing they need, for example: I don't need
any (posters) but I need some books. I don't need any
CDs but I need a CD player. Help them with the
vocabulary if necessary. Take the chance to check their
pronunciation and intonation.
■ Reinforcement activity: In their notebooks, pupils
write three questions with Do you need…? They
exchange notebooks with a partner and answer his or
her questions with: I don't need… but I need… Go
around the room in order to check and assist.
■ Extension activity: Hand out the sheets of paper.
Tell pupils to draw and label what they need. Ask them to
add a couple of speech bubbles for explanations, for
example: I love playing tennis. I need a new racquet and
some trainers. Help them with the vocabulary if
necessary. Display the drawings in the classroom. Once
you take down the display, help pupils file their work in
their Language Portfolio.
5-9
 Activity Book: Page 42
1. Match and say what the children need
■ Pupils identify the sports items in the pictures
(snowboards, a chess board, tennis balls, golf clubs).
Read the example with the class and explain the activity.
Pupils have to match the equipment to each sport using
the same type of exchange as in the model. Pupils work
in pairs. Go around the room in order to give any
necessary help. (This is an excellent moment to assess
speaking skills using the Formative assessment sheet.)
2. Complete the sentences.
■ Pupils complete the sentences with information from
the pictures. Remind them to pay attention to the
spelling. Give them a few moments and correct orally.
ANSWER KEY: LESSON 4
CLASS BOOK: Page 50
1, 2. Personal activity.
ACTIVITY BOOK: Page 42
1. Personal activity.
2. Answers: 1 some tennis balls; 2 some snowboards;
3 They need some, play golf; 4 They need, play chess.
UNIT 5 ● LESSON 5
Class Book: Page 51
Objectives: To revise sports and free time activities.
To revise food. To develop listening comprehension
skills through a song. To sing the song and act it out.
Language focus: Some (yoghurt) or some (fruit).
Breakfast is good for you. Meet your friends and play.
Play (basketball) or (tennis). Go (skiing) or (hiking).
Exercise is good for you. Breakfast and exercise are
good for you.
Target vocabulary: Yoghurt, exercise, volleyball.
Vocabulary (revision): Fruit, biscuit, bread, juice,
milk, breakfast, friend, basketball, tennis, football,
skiing, hiking, swimming, surfing, meet, play, go.
Materials: Unit flashcards. Class CD.
Warm-up
A game to revise sports and free time activities.
■ Call a pupil to the front of the room and show him/her
one of the unit flashcards. Tell him/her to mime the
action or the game shown. The rest of the class guesses
what it is and says: You're (skiing)!
5-10
Pre-listening activity
A speaking activity to practise the language.
■ Books closed, say: I want a good breakfast. What can
I have? Elicit: Toast, bread, butter, milk, etc. Then, say: I
want to get some exercise. What can I do? Elicit: Play
(football), go (swimming), etc.
In L1, ask pupils why breakfast and exercise are good for
them. (Breakfast gives us energy for the rest of the day.
Exercise helps develop our bodies, learn how to play by
the rules, make friends.)
1. Listen and sing along.
Activities to sing and perform the unit song.
■ Present the song, using the CD and the book. Point
to the picture of the boy's breakfast and ask pupils to
identify the food items. Then, they identify the activities
shown on the page. Next, pupils listen and look at the
pictures as you point in your book.
■ Audio script
Some yoghurt or some fruit,
Some biscuits or some bread,
Some juice or some milk,
Breakfast is good for you!
Meet your friends and play,
Play basketball or tennis,
Go skiing or hiking,
Exercise is good for you!
Breakfast and exercise,
Are good for you!
Breakfast and exercise
Are good for you!
■ Play the song again, doing one of the following
activities each time:
1 Pupils follow the song in their books, pointing to
each food item or action in turn. Say: Listen and
point!
2 Divide the class into three groups. Each group
sings and acts out one stanza. Say: Sing and do!
2. Sing again. Use: play football or…
An activity to practise more vocabulary.
■ Read out the words at the bottom of the page. Play
the melodic version of the song and tell pupils to sing
along using the new words. Repeat a couple of times.
Encourage everyone to join in.
Round-up
A vocabulary revision activity.
■ Draw a timeline for a Sunday on the board and invite
pupils to help you fill it in.
Pupils say or write sentences to describe what they have
for breakfast and what they do for exercise, for example:
I have some fruit, some toast and some milk. I go
swimming and I play baseball.
■ Reinforcement activity: Divide the class into groups
of 3 and do the 'Jigsaw' activity (Resource File, Class
game 12, p. 122). Each pupil copies and cuts out the
lines to one stanza. Play the song while pupils are
reconstructing the text.
■ Extension activity: Do the 'Class survey' activity to
find out what the pupils' two favourite breakfast items
and free time activities are. (Resource File, Class game
11).
ANSWER KEY: LESSON 5
CLASS BOOK: Page 51
1, 2. Personal activity.
UNIT 5 ● LESSON 6
Class Book: Page 52
Objectives: To develop spoken interaction through a
game. To revise some/any and the verb need. To
develop observation and memory skills.
Language (revision): Have we got any (ice cream)?
No, we haven't. We need some. Yes, we have. We
don't need any. There is some (milk) on the shelves.
There aren't any (carrots) in the trolley.
Vocabulary (revision): Food. Trainers, football
boots, racket, tennis ball, crash helmet, skis, golf club,
skateboard, rucksack, snowboard.
Materials: Unit flashcards. Formative assessment
sheet (Resource File). Sheets of paper (reinforcement
activity).
Warm-up
An activity to revise the unit vocabulary.
■ Talk with the class about free time activities. Ask
pupils: Have you got any video games? What are they?
Have you got any sports equipment? What do you need
to play (basketball)? etc. Finally, ask: Do you ever go to
the supermarket with your dad or mum? What do you get
there? Do you also say what you want to buy?
1. At the supermarket. Ask and answer…
An activity to develop observation and spoken interaction.
■ Ask pupils to first identify the food on the shelves and
in the shopping trolley. Write these on the board in
random order.
■ Read the model exchange with the class and explain
the aim of the activity, which is to go through their
supermarket 'shopping list'. Pupils work in pairs. One
pupil copies down half the words and the second pupil
the remaining words. Then, they ask and answer the
question Have we got… ? If the answer is affirmative
they cross the word off the list and if it is negative they
tick it. Go around the room in order to give any
necessary help. (This is an excellent moment to assess
speaking skills using the Formative assessment sheet.)
Round-up
A game to develop observation and memory skills.
■ Pupils' books closed. Give pupils a few moments to
memorise the page. Books closed, ask them to name the
items on the shelves and then the items in the trolley.
■ Reinforcement activity: Have pupils write affirmative
and negative sentences about the food on the shelves
and in the trolley.
■ Extension activity: Copy the following words on the
board in random order: trainers, football boots, rackets,
tennis balls, crash helmets, skis, golf clubs, skateboards,
snowboards, rucksacks. Instruct pupils to copy any six
words on a list. In pairs, they ask and answer: Have we
got any…? If the word is on their partner's list, they tick it
on their own list. If it is not, they cross it off. When they
finish, they write affirmative sentences and negative
sentences with the items they have ticked and crossed off.
ANSWER KEY: LESSON 6
CLASS BOOK: Page 52
1. Personal activity.
UNIT 5 ● LESSON 7
Class Book: Page 53
Objectives: To develop writing skills. To practise the
language learnt so far. To describe weekly routine. To
learn when to use question marks.
Language (revision): Structures of the unit.
Vocabulary (revision): Unit vocabulary.
Materials: Sheets of paper.
Warm-up
An activity to revise the structures of the unit.
■ Point to different pupils and ask: What is your
favourite day of the week? What do you do on that day?
Encourage pupils to give long answers.
1. Think and say! What's your favourite…
An activity to prepare for the writing task.
■ Point to the thought bubbles and explain that the
writer is thinking about his/her week in terms of
extracurricular activities. Ask: Do they play chess on
Mondays? What do they do on Wednesdays? Pupils look
at the thought bubbles and provide answers.
5-11
2. Make a Sports Diary. Write, ask and…
Stepped activities to produce a written text.
■ Read the composition aloud. Tell pupils they are
going to write a similar sports diary.
Explain the procedure.
1 They write the first draft in class.
2 They exchange their text with a partner for
correction. Go around the room in order to give
any necessary help.
3 They write and illustrate the final version on a
loose sheet of paper.
4 After correction, the compositions are displayed in
class.
5 When the display is taken down, pupils file their
work in their Language Portfolio.
6 Remember to record pupils' results on the
Formative assessment sheet.
When pupils finish, divide the class into pairs or small
groups. Read the model exchanges with a volunteer and
then ask pupils to interview each other.
Round-up
A spelling and punctuation activity.
■ Read the information in the box aloud. Revise the
uses of capital letters presented in unit 1 and discuss
these new uses.
■ Reinforcement activity: Read compositions at random
and ask pupils to identify the sports diary being described.
In order to develop language awareness, copy a text or two
on the board (without identifying the authors) and ask
pupils for help in correcting mistakes if there are any.
■ Extension activity: Pupils write their 'ideal weekly
diary' of what they would really like to do during the
week. Encourage them to discuss and compare their
diaries. When they finish, ask a few volunteers to copy
their texts out on the board.
Activity Book: Page 43
1. Look, read and write.
■ Ask pupils to identify all the activities on the page.
Read the first text with them while they point to the
activities that are listed. Then they write a similar advert
for summer camp X-Tra, mentioning swimming, hiking
and playing basketball as possible activities.
ANSWER KEY: LESSON 7
CLASS BOOK: Page 53
1, 2. Personal activity.
ACTIVITY BOOK: Page 43
1. Personal activity.
5-12
UNIT 5 ● LESSON 8
Class Book: Page 54
Objectives: To read and talk about healthy diet and
exercise. To develop reading and listening
comprehension. To develop cultural awareness.
Language focus: Our skeleton is made up of bones
which support our body. Muscles are flexible and elastic.
When we exercise, our bones and muscles become
more flexible. A healthy diet is essential for a strong body.
Target vocabulary: made up, support, bend, stretch,
contract, become, hurt, calcium, bones, muscles, joints.
Vocabulary (revision): elbow, knee, wrist, ankle, meat,
chicken, fish, eggs, dairy products, vitamin, protein.
Materials: Class CD. Sheets of paper, colour pencils.
■ Note: If pupils have completed Activity Book p. 43,
prepare a display of their work for everyone to read and
comment on.
Warm-up
An activity to introduce the subject.
■ Write ‘BEING HEALTHY’ on the board. In pairs,
pupils have to think of three things that help us being
healthy and have a strong body.
Give them some moments to complete the task. Then,
have several pairs shout out their answers and write
them on the board. Finally, explain: Today, we are going
to learn more about how to stay healthy.
1. Read and match. Then, listen and check.
An activity to develop reading and comprehension skills.
■ Pupils' book closed. Ask pupils, in L1 if necessary, to
say examples of differences between food. Ask: Is it good
to eat a lot of pizza? And a lot of salad? Do you eat a lot of
sweets? Is it healthy? etc.
■ Pupils' books open. Ask pupils to identify the
images (1: a boy skateboarding, 2: the human body, 3: a
chicken with some salad and fruit, 4 three human
skeletons). In pairs, pupils then read the four texts and
match each one to the appropriate photo.
Give them enough time to do this. Then, play the CD,
pausing after each text to confirm the answer.
■ Audio script
A Our skeleton is made up of bones which support our
body. Bones are not flexible. They are hard and rigid,
and we can only bend them at our joints: our elbows,
knees, wrists and ankles.
B Muscles are flexible and elastic. They can stretch and
contract. We use them to move our body.
C When we exercise, our bones and muscles become
stronger. Our joints become more flexible. We can
ski, rollerblade and play tennis without breaking our
bones or hurting our joints and muscles.
D A healthy diet is essential for a strong body. We need
calcium and vitamin D for our bones and protein for
our muscles. Milk, yoghurt and cheese are excellent
sources of calcium. We can get vitamin D from the Sun
or from fish oils. And protein comes from animal foods
such as chicken, meat, fish, eggs and dairy products.
2. Write and say.
An activity to revise vocabulary.
■ Focus pupils’ attention on the speech bubble and
read it out. Elicit different answers orally and write the
complete sentence on the board.
Next, ask them to follow the example and write the three
other sentences. Remind them to pay attention to the
spelling. Give them some time and check orally.
Round-up
An activity to check reading comprehension.
■ Pupils read the texts again and close their books.
Then, they make up true or false statements about the
page for their classmates, for example: Bones are
flexible. (false) Dairy products have calcium. (true)
■ Reinforcement activity: Divide the class into small
groups of three or four. Write the following words on the
board: made up, bend, stretch, hurt, calcium, bones,
muscles, joints. elbow, knee, wrist, ankle, meat, fish,
eggs, dairy products, vitamin, protein.
Pupils have to choose five of these words and make up a
short story they will tell orally to the rest of the class.
Give them enough time to complete the task.
■ Extension activity: Hand out the sheets of paper.
Pupils choose a healthy activity and a healthy food they
like. When they finish, they label their drawings. While
they work, go around the room and help if necessary.
When they finish, display the drawings in the classroom.
Once you take down the display, help pupils file their
work in their Language Portfolio.
Activity Book: Page 44
1. Match the words to their definitions.
■ Explain the task: in pairs, they match the words on
the left column to their corresponding definitions on the
right column. When they finish, correct orally.
2. Tick the equipment you need for each…
■ Focus pupils’ attention on the table. Go through each
sport and equipment. Make sure they all understand the
words. Explain if necessary. Give them some moments
to complete the task and check orally.
3. How can you be a good player? Read…
■ Ask pupils to read the six sentences. Clear up any
doubts that might come up. Then, tell them to number
each photo with the appropiate number. Once they finish,
correct orally with the whole class.
ANSWER KEY: LESSON 8
CLASS BOOK: Page 54
1. Answers: A-4, B-2, C-1, D-3.
2. Personal answers, some possible answers are:
1 Play football – legs and ankles.
2 Play tennis – arms and wrists.
3 Ski – knees and elbows.
4 Ride a bike – legs and feet.
ACTIVITY BOOK: Page 44
1. Answers: 1-C, 2-A, 3-B.
2. Running – trainers; snowboarding – helmet,
goggles, gloves; swimming – goggles; playing football
– elbow pads, knee pads, trainers; hiking – boots.
3. Upper row (from left to right): 4, 2, 6. Lower row
(from left to right): 3, 1, 5.
UNIT 5 ● LESSON 9
Class Book: Page 55
Objectives: To revise and consolidate the vocabulary
and structures of Unit 5. To revise the unit song. To
do assessment and self-assessment activities.
Language (revision): Structures of the unit.
Vocabulary (revision): Unit vocabulary.
Materials: Class CD. Unit flashcards. Tokens or
scraps of paper.
Warm-up
Revising the unit song and vocabulary.
■ Begin the lesson by singing and acting out the unit
song (page 51). Encourage everyone to join in.
Show the unit flashcards one by one and elicit the words.
Then, play 'Remember the flashcard?' with all the unit
flashcards. (Resource File, Flashcard game 2)
Ask pupils to open their books at page 55. Explain that
they are going to revise what they have learnt in the unit.
1. Listen and choose.
■ Point to each square and elicit a description. Tell
pupils that they are going to hear short dialogues that
correspond to one of the two situations shown in each
rectangle. The task is to identify the correct one by
placing a token or a scrap of paper on the appropriate
picture.
Play the CD, pausing after each exchange to give pupils
time to complete the task.
5-13
■ Audio script 2 A Who's your brother?
B The one who's swimming.
1 BOY Do you go swimming on Tuesday or on
A He swims really well.
Thursday?
B Yes, he goes to the swimming club every Saturday.
GIRL On Thursday. I go swimming on Thursday.

2 GIRL What are you doing? 3 MUM You can't play video games during the week.
BOY I'm playing video games. You have to study!
BOY Well, Mum, can I play video games on Sunday?
3 GIRL Who is your sister? MUM On Sunday? Yes, you can play on Sunday.
BOY Susan. Look! She's playing chess.
4 A At this camp, you can do lots of fun activities.
2. Ask and answer questions in pairs. B Can we play basketball?
A Sure! You can play basketball on Thursdays.
■ Read the model exchange with the class and explain B On Thursdays? That's great!
the activity. Pupils produce the same type of exchanges
in pairs. Go around the room in order to check and assist 2. Look at Unit 5 in your Class Book and...
if necessary.
■ Pupils check the unit and write the answers. Then
3. Read and write. they complete the self-assessment section.

■ Focus pupils' attention on the text and read it. Point to If you need to consolidate or develop the unit further,
the highlighted words which are the ones they will please turn to the Resource File for games and activities
substitute in the writing task. you can use for reinforcement and extension.

In their notebooks, pupils then write a similar text. Go

around the room in order to give any necessary help.
When they finish, collect the compositions in order to ANSWER KEY: LESSON 9
evaluate written expression.
CLASS BOOK: Page 55
Round-up
1. 1 right picture, 2 right picture, 3 left picture.
Hurray!
2. Personal activity.
■ This list will help pupils evaluate their progress. Read
it with them when you finish the unit and comment on 3. Personal activity.
what they have learnt. Give them some time to revise
what they have done. ACTIVITY BOOK: Page 45
1. 1 Wednesday – chess, 2 Saturday – swim, 3
Activity Book: Page 45 Sunday – play video games, 4 Thursday – basketball.
2. Answers:
1. Listen and match.
1 Yes, I can.
■ The task is to join the days of the week and the
activities. Play the CD, pausing after each exchange to 2 In frames 5 and 6.
give pupils time to complete the task. 3 In Canada, United States and Europe.
4 They play basketball and tennis. They go hiking
■ Audio script and skateboarding. They have fun.
1 A I really like chess. And you? 5 He needs some shorts and some socks.
B Yes, I go to a chess club every Wednesday. 6 Milk, yoghurt and cheese.
A Oh, cool!

5-14
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 ANDALUCÍA

Unit 6
Our day

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

6-1
 UNIT 6 Student’s book

6-2
UNIT 6 Student’s book

6-3
 UNIT 6 Activity book

6-4
UNIT 6 Activity book

6-5
 UNIT 6 ● LESSON 1
Class Book: Pages 56 and 57
Objectives: To describe daily routine. To learn the
parts of the day. To tell the time. To develop
observation and memory skills.
Language focus: Hurray! Well done! What do you do
every day? I get up in the morning. I have a shower. I
have breakfast. I go to the gym. I have lunch. What do
you do in the evening? Do you play video games? Do
you watch TV? I go to bed at eight o'clock.
Target vocabulary: Gym, morning, afternoon,
evening, night, o'clock, get up, have a shower, have
breakfast / lunch / dinner, go to school, do my
homework, go to the cinema, go to bed.
Vocabulary (revision): Champion, tired, play video
games, watch TV.
Materials: Unit flashcards. Class CD.
Warm-up
An activity to revise daily activities and present the new topic.
■ Draw a clock on the board. In L1, ask a pupil: What
time do you get up? Repeat the answer in English,
drawing the hands of the clock at the appropriate time.
Ask different pupils when they get up, have breakfast, go
to bed, etc. Tell them that in this unit they are going to
learn how to talk about their daily routine.
Copy the title and the objectives of the unit on the board.
Read and explain them to the class.
1. Listen and repeat.
Activities to present and practice the new vocabulary.
■ Pupils' books closed. Ask pupils to name the parts
of the day and write them on the board: morning,
afternoon, evening, night. Ask: What can you do in the
morning? Elicit: Get up, have breakfast, go to school, etc.
and say the words in English. Do the same with the other
parts of the day. Then, present the flashcards of all the
activities.
Play track 49. Pupils close their eyes in order to
concentrate on the pronunciation of each word. Encourage
them to repeat chorally and individually. Then, point to the
flashcards in random order and elicit the words.
■ Audio script
1 get up
2 have a shower
3 have breakfast
4 go to school
5 have lunch
6 do my homework
7 have dinner
8 go to the cinema
9 go to bed
6-6
2. Match and say.
■ Pupils' books open. Point to the page and ask:
What do you do every day? On the board, write: I get up,
I go to school, etc. Ask: Do you do homework every day?
Do you go to the cinema every day? In pairs, pupils then
do the matching exercise. Check orally.
3. Read and listen to the comic strip.
A listening activity to present the vocabulary in context.
■ Ask pupils to describe what is going on in the frames:
Rocky has just won a tennis cup and he is being
interviewed about his daily routine.
Ask questions about the comic strip, for example: Is
Rocky happy in frame 1? Does he have a shower in the
morning? Where is he in frame 6? etc.
Play the CD. Pupils listen and follow the dialogue. Ask
them what time Rocky goes to bed. (At 8 o'clock.)
Play the CD again with pauses for them to repeat,
chorally or individually. Check on their pronunciation and
intonation.
■ Audio script
1 PEOPLE Hurray!
BOY Hurray, Rocky!
Well done!
2 ANNOUNCER Later.
REPORTER Rocky, what do you do every day?
3 ROCKY Well, I get up early in the morning…
I have a shower… I have breakfast…
4 ROCKY Then, I go to the gym, I have lunch and I
play tennis.
5 REPORTER What do you do in the evening? Do you
play video games? Do you watch TV?
6 ROCKY Oh no! I'm too tired. I go to bed at eight
o'clock!
4. Read and answer.
Questions and answers to check comprehension.
■ Tell pupils to read the sentences in pairs and decide
on the correct answer. Give them some moments to
complete the task. When they finish, read the sentences
aloud and elicit the right answers.
Round-up
A vocabulary activity to consolidate the language of the
lesson.
■ On the board write the parts of the day: In the
morning - in the afternoon - in the evening - at night. Ask
pupils: Do you get up in the (afternoon)? Do you go to
school (at night)? etc. Encourage them to correct the
information: I get up in the morning.
■ Reinforcement activity: Play 'The matching game'
with the unit flashcards. (Resource File, Flashcard game
4).
■ Extension activity: Pupils brainstorm more activities
they include in their daily or weekly routines. Make a list
on the board and ask them to share the information with
the class, for example: I play video games on Saturdays.
I go to the gym in the afternoon, etc.
Activity Book: Page 46 and 47
1. Write about Paul's day and number…
■ Pupils complete each sentence with the appropriate
action from the column on the right. Then, they number
the actions. Give them some moments and correct orally.
2. Read the comic strip (Class Book p. 57)…
■ Pupils answer to the questions according to the
information given in the comic strip. While they are
working, go around the room in order to check and give
the necessary help.
3. Listen and check.
■ Focus pupils’ attention on exercise 2. Explain that they
will listen to the CD in order to check their answers. Next,
ask them to listen carefully and play track 52 (CD 2).
■ Audio script
1 Is Rocky a tennis champion?
Yes, he is.
2 Is Rocky talking about his daily routine?
Yes, he is.
3 What does Rocky do in frame 3?
He gets up early in the morning, he has a shower
and he has breakfast.
4 What does Rocky do in frame 4?
He does gym and he has lunch.
5 Is Rocky playing video games in frame 6?
No, he isn't.
6 In frame 6, why is Rocky in bed at 8 o'clock?
He is in bed because he is tired.
4. What do you do every day?
■ Pupils write true answers to the question. Remind
them to pay attention to the spelling. While they are
working, go around the room in order to check on their
progress and assist if necessary.
Give them enough time to complete the task. When they
finish, ask several pupils to read their daily routines to
the rest of the class and comment on it.
ANSWER KEY: LESSON 1
CLASS BOOK: Pages 56 and 57
1. Personal activity.
2. 1 get up, 2 have a shower, 3 have breakfast, 4 go to
school, 5 have lunch, 6 do my homework, 7 have
dinner, 8 go to the cinema, 9 go to bed.
3. Personal activity.
4. 1 Yes, he is. 2 Yes, he is. 3 No, he isn't.
ACTIVITY BOOK: Pages 46 and 47
1. 1 get up, 2 have a shower, 3 have breakfast, 4 go to
school, 5 have lunch, 6 do my homework, 7 go to bed.
2. 1 Yes, he is. 2 Yes, he is. 3 He gets up early in the
morning, he has a shower and he has breakfast. 4 He
does gym and he has lunch. 5 No, he isn’t. 6 He’s in bed
because he’s tired.
3. Personal activity.
4. Personal activity.
UNIT 6 ● LESSON 2
Class Book: Page 58
Objectives: To read and talk about unusual routines.
To talk about different jobs. To develop reading and
listening skills comprehension. To develop logical
and mathematical intelligence.
Language focus: I get up at 6 o'clock in the morning.
I have a shower. I have my breakfast and then I go to
work. I wear a white coat and I work in a hospital.
Who am I? I cook food in the kitchen. I go to school at
8 o'clock. I read lots of stories to children and I correct
their homework.
Target vocabulary: Job, coat, hospital, doctor, cook.
Vocabulary (revision): Morning, shower, breakfast, hat,
kitchen, children, homework, white, work, read, correct.
Materials: Unit flashcards. Class CD. Sheets of paper
(extension activity).
Warm-up
An activity to revise daily activities.
■ Pupils' books closed. In L1 ask pupils: What's my
job? What do teachers do? Do I work on Saturdays? Do
you come to school on Saturdays? Brainstorm other jobs
and write them on the board in English.
1. Read and match. Who are they?
A reading activity to match texts and photos.
■ Pupils' books open. Point to the photos and ask:
Can you guess what jobs do these people have?
6-7
Read each text aloud and elicit the corresponding photo.
Pupils then practise reading the text in pairs.
2. Read and say.
Answering questions to check written comprehension.
■ Pupils read the questions in pairs and decide on the
correct answer. When they finish, read the questions
aloud and elicit the answers from different students.
Round-up
A vocabulary activity to learn more jobs.
■ Point to the list of jobs on the board and ask pupils to
copy it in their notebooks for future reference. Then, ask
questions about each job, for example: Do teachers wear
uniforms? What do cooks do? Where do pilots work? etc.
■ Reinforcement activity: Books closed, play 'True or
False' with the class. Say: Mrs Smith gets up at 6 o'clock
in the morning. True or false? Pupils answer individually
and correct the sentences that are false: False. She gets
up at 6 o'clock in the evening.
■ Extension activity: Hand out the sheets of paper.
Pupils choose one job from the list they have copied and
draw the person at work. Then, they write a few sentences
to describe what the person is wearing, where he/she
works and what he/she does. Display the drawings in the
classroom. Once you take down the display, help pupils
file their work in their Language Portfolio.
Activity Book: Page 48
1. Read and think. Then, solve the puzzles.
■ Pupils identify the four times first: 7, 8, 9 and 10
o'clock. If necessary, guide them through the clues: I get
up. This must be at 7 o'clock. I don't go running after
breakfast. Running can't take place at 10 o'clock. I have
a shower right before I have breakfast. The shower can't
be at 10 o'clock either so only 'breakfast' is left at 10,
with the shower at 9 and running at 8.
Pupils identify the five times first: 1, 2, 5, 7 and 9 o'clock.
If necessary, guide them through the clues once again:
At 9 o'clock the child goes to bed. Having lunch, doing
homework and read a book cannot occur at 1 so it must
be going swimming. Then lunch, homework, read a book
and finally, bed.
2. Listen and check.
■ Focus pupils’ attention on exercise 1. Explain that they
will listen to the CD in order to check their answers. Next,
ask them to listen carefully and play track 53 (CD 2).
■ Audio script
ANNOUNCER 1 In the morning
BOY I get up at 7 o'clock. I don't go running after
breakfast but I have a shower right before I
have breakfast.
6-8
I get up at 7 o'clock. At 8 o'clock I go
running. Then I have a shower at 9 o'clock,
and I have breakfast at 10 o'clock.
ANNOUNCER 2 In the afternoon and evening
BOY Before I have lunch at 2 o'clock, I go
swimming. I finish my homework after
lunch. Before I go to bed I read a book.
At 1 o'clock I go swimming. I have lunch at
2 o'clock. I finish my homework at 5 o'clock
and I read a book at 7 o'clock. At 9 o'clock I
go to bed.
3. Answer the questions.
■ Pupils give true answers to the questions. Remind
them to pay attention to the spelling. Go around the room
in order to check and assist if necessary. Correct orally.
ANSWER KEY: LESSON 2
CLASS BOOK: Page 58
1. Answers: A-3, B-2, C-1.
2. Answers: 1 Lizzie is. 2 No, she isn't. 3 She's a
doctor. 4 Mrs Smith. 5 Lizzie. 6 Mrs Smith.
ACTIVITY BOOK: Page 48
1. Answers (top to bottom): 1 I go running. / At 9
o’clock. / I have breakfast. 2 I go swimming. / I finish
my homework. / At 7 o’clock. / At 9 o’clock.
2. Personal activity.
3. Personal activity.
UNIT 6 ● LESSON 3
Class Book: Page 59
Objectives: To revise the parts of the day. To revise
the days of the week. To develop an understanding of
context. To practise the rhythm and intonation of
English through a chant. To practise the sounds /m/
and /n/. To revise numbers.
Language focus: Good morning, Mary-Ann. Good
morning to you! Good afternoon, Allan. Good afternoon
to you! Good evening, Eileen. Good evening to you!
Good night, Steven. Good night to you!
Vocabulary (revision): Morning, afternoon, evening,
night, time, bed.
Materials: Small percussion instruments. Class CD.
Warm-up
An activity to show the use of timelines.
■ Draw a long line on the board and divide it into four
parts. Write a part of the day above each segment,
starting with ‘morning’. Divide the morning segment into as
many hours as elapse until pupils have lunch, for example:
6, 7, 8, 9, 10, 11, 12, 1. At 1 o'clock write lunch. Continue
with the afternoon segment until sundown, evening until
night time and night afterwards. At appropriate hours add
dinner and bedtime. Tell pupils that timelines help
organise information connected with time.
Pre-chanting activity
An activity to help develop an understanding of context.
■ Focus pupils' attention on the pictures and ask them
what the children are doing. Elicit: getting up, playing
football, going home, sleeping.
Read the first verse with the class, then focus pupils'
attention on the next three verses. Remind them that the
asterisks indicate words that are missing in the text.
Then, they complete the task, reading the chant through
and supplying the missing words.
1. Listen and say the chant.
A chant to practise the rhythm and intonation of English.
■ Once they have done this, pupils listen to the
complete chant to check their answers. Remind them
that the asterisks indicate words that are missing in the
text, and point to each part of the day as it is mentioned.
■ Audio script
Good morning, Mary-Ann,
Good morning to you!
Good afternoon, Allan,
Good afternoon to you!
Good evening, Eileen,
Good evening to you!
Good night, Steven,
Good night to you!
■ Play the chant again, doing one of the following
activities each time:
1 Books open, pause for pupils to repeat. Make sure
they use an upbeat intonation for each greeting.
Say: Listen and repeat.
2 Books closed, pupils recite the chant and supply
the missing words. Say: Listen and chant.
3 Hand out the percussion instruments and encourage
them to perform the chant without the CD.
2. Listen and repeat.
An activity to practise the sounds /m/ and /n/.
■ Close your lips firmly and start to hum: Mmmmmm.
Ask pupils to do the same. Then, open your lips, touch
the tip of your tongue to your palate and say: Nnnnnn.
Read the text aloud or play the CD. Pupils follow in their
books. Play the CD again. Pupils repeat the text.
■ Audio script
RICKY It's time for bed. Good night, my friends!
Round-up
An activity to practice pronunciation.
■ Ask pupils to brainstorm more words containing the
sounds /m/ and /n/ by going through their books and
reading the texts again.
■ Reinforcement activity: Play 'Flashcard sounds' to
practise the sounds /m/ and /n/. Use the flashcards of
units 1-6. (Resource File, Flashcard game 8)
■ Extension activity: In their notebooks, pupils draw
an amusing picture and invent a sentence that includes
words with m and n. When they finish, they show the
class their drawing and read out their tongue twister.
Activity Book: Page 49
1. Listen and tick.
■ Focus pupils' attention on the numbered rectangles
and explain that they are going to hear short dialogues
that correspond to one of the two situations shown in
each rectangle. The task is to tick the correct one.
Play the CD, pausing after each exchange to give pupils
time to complete the task.
■ Audio script
1 A Do you go to the park after school?
B After school? Oh, no, I do my homework!
2 A What time do you have dinner?
B In the evening, around 8 o'clock…
A And what do you have for dinner?
B Oh, soup, salad, fish, …
3 A Linda, it's time to get up, dear!
B Oh, Mum, I'm tired!
A Yes, well, it's 8 o'clock, so hurry up.
4 A Do you like Saturdays?
B Yes, I love them!
A What do you do?
B I get up late and I go to bed late. It's great!
5 A When do you do your homework, in the morning
or in the evening?
B Oh, in the morning! I get up and I have a shower.
Then, I do my homework…
6 A Let's go to the gym after school.
B OK, what time?
A Uh, six?
B I can't at six. How about at five?
A OK. See you at five.
2. Do the wordsearch and find 10 words...
■ Pupils highlight the 10 words that contain /m/ or /n/.
With the letters that are left over, they find and answer
the mystery question. Give them enough time to
complete the task and correct orally.
6-9
3. Do the divisions in pairs. Then, listen…
■ Demonstrate on the board first. In L1 explain that when
we divide numbers ending with zero (e.g. 900 ÷ 30) we
simply cross out all the zeros in the divisor (the number on
the right), and as many zeros in the dividend (the number
on the left) as we have crossed out in the divisor. Then,
we divide what is left in the normal way. Thus, if we divide
900 into 30, we cross off the zero in 30 and one zero in
900, thus giving a first result of 90 into 3 (= 30).
■ Audio script
90 : 10= 9
60 : 30 = 2
400 : 10 = 40
900 : 30 = 30
800 : 20 = 40
1000 : 20 = 50
ANSWER KEY: LESSON 3
CLASS BOOK: Page 59
1, 2. Personal activity.
ACTIVITY BOOK: Page 49
1. Answers: 1 left picture, 2 right picture, 3 left picture,
4 left picture, 5 left picture, 6 left picture.
2. Horizontal: bedroom, arm, night, kitchen, nose, milk,
evening. Vertical: hand, morning, garden.
Mistery question: What time do you get up in the
morning? At (pupils’ own answer) o'clock.
3. Upper row, from left to right: 9, 2, 40. Lower row,
from left to right: 30, 40, 50.
UNIT 6 ● LESSON 4
Class Book: Page 60
Objectives: To develop spoken interaction and
spoken production. To express the time of day. To
use when? and what time? correctly. To use the
prepositions of time in and at. To revise actions.
Language focus: Do you have breakfast every day?
Yes, I do. What time do you have breakfast? At eight
o'clock. Do you play video games in the morning? No, I
don't. When do you play video games? In the evening.
Vocabulary (revision): Actions.
Materials: Unit flashcards. Class CD. Formative
assessment sheet. (Resource File).
Warm-up
A miming activity to revise actions.
■ Call a pupil to the front of the room. Show him/her a
flashcard and ask him/her to mime the action. The rest of
6-10
the class guesses and says: You're (having a shower).
Do this with all the flashcards. Encourage them to
participate and be creative.
1. Listen and read.
An activity to present the structures of the unit.
■ Establish the situation: Rocky is interviewing Rita and
Ricky, asking them about daily routine. Play the CD so
pupils can listen to the complete text.
Play the CD again. Pupils repeat each sentence after the
pause.
■ Audio script
ROCKY Rita, do you have breakfast every day?
RITA Yes, I do!
ROCKY What time do you have breakfast?
RITA At eight o'clock.
ROCKY Ricky, do you play video games in the morning?
RICKY No, I don't!
ROCKY When do you play video games?
RICKY In the evening.
■ Explain that when describing daily routine, we can
either speak of the part of the day in which an action
takes place (in the morning / afternoon / evening) or give
a more precise time: at eight o'clock. Point out the
preposition of time used in each case (in, at), as well as
the question words when and what time. Point out the
colour coding used in the model texts to help them
remember the structures.
2. Chit-chat.
A pair activity to practise 'what time?' and 'when?'.
■ Focus pupils' attention on the actions on the right and
have them identify each one. Then, demonstrate the
exchanges with a pupil. Ask the class to repeat chorally.
Pupils then ask and answer questions in pairs. (This is
an excellent moment to assess speaking skills using the
Formative assessment sheet.)
Round-up
A game to revise more vocabulary.
■ Ask pupils questions about their daily activities using
what time? and when?
■ Reinforcement activity: In their notebooks, pupils
write three questions using: When do you…? or What
time do you… ? They exchange notebooks with a partner
and answer his or her questions.
■ Extension activity: Hand out sheets of paper.
Placing it horizontally, pupils draw a timeline and divide it
into four parts labelled in the morning / in the afternoon /
in the evening and at night. They divide the timeline into
the number of hours they are awake and write what they
do underneath. Help them with the vocabulary if
necessary. Display the timelines in the classroom. Once
you take down the display, help pupils file their work in
their Language Portfolio.
 Activity Book: Page 50 1. Listen and sing along.
Activities to sing and perform the unit song.
1. A wacky day! Ask and answer questions… ■ Present the song, using the CD and the book. Pupils
■ Pupils identify the actions in the frames and write an listen and look at the pictures as you point in your book.
unusual part of the day in which they perform them. ■ Audio script
Read the exchanges with the class. In pairs, pupils ask
and answer questions about each frame. Go around the I like Sunday,
room in order to give any necessary help. (This is an Sunday is my favourite day.
excellent moment to assess speaking skills using the I like Sunday,
Formative assessment sheet.) Sunday is my favourite day!
When they finish, they complete the sentences with the
information from their own pictures. I have breakfast in bed,
Some biscuits and milk.
Then I get up and
I have a shower at ten.
ANSWER KEY: LESSON 4
I like Sunday,
CLASS BOOK: Page 60 Sunday is my favourite day.
I like Sunday,
1, 2. Personal activity. Sunday is my favourite day!

ACTIVITY BOOK: Page 50 I phone my friends

And we meet at twelve.
1. Personal activity. We go to the park and
Then we have lunch.

I like Sunday,
Sunday is my favourite day.
UNIT 6 ● LESSON 5 I like Sunday,
Class Book: Page 61 Sunday is my favourite day!

In the evening I am at home.

Objectives: To revise daily routine. To revise actions. I read every night before I go to bed.
To develop listening comprehension skills through a Tomorrow is Monday and
song. To sing the song and act it out. I start the week again!
Language focus: I have breakfast in bed. I get up I like Sunday,
and I have a shower at ten. I phone my friends and Sunday Is my favourite day.
we meet at twelve. We go to the park and then we I like Sunday,
have lunch. In the evening I am at ahome. I read Sunday is my favourite day!
every night before I go to bed. Tomorrow is Monday
and I start the week again. ■ Play the song again, doing one of the following
activities each time:
Vocabulary (revision): Sunday, Monday, biscuits,
1 Pupils follow the song in their books, pointing to
milk, friend, park, evening, tomorrow, week, phone,
each action in turn. Say: Listen and point.
meet, go, read, start.
2 Divide the class into four groups. Each group
Materials: Unit flashcards. Class CD. sings and acts out one stanza. Say: Sing and do!

Warm-up 2. Sing again. What's your favourite day?

A speaking activity to present the theme of the song. An activity to practise more vocabulary.

■ Ask pupils: Is Sunday a different day for you? Why? ■ Read out the rubric and ask pupils to choose the
What do you do? Help them explain what they and their weekday they like best. Play the melodic version of the
family do on Sundays that they do not do during the rest song and tell pupils to sing along using the new day (and
of the week. the day after that in the last stanza).

Pre-listening activity Round-up

A revision activity to identify actions. A vocabulary revision activity.
■ Point to the illustrations on the page and ask pupils to ■ Draw the bear's timeline for Sunday on the board and
say what the bear is doing in each one. Encourage them invite pupils to help you fill it in. Encourage them to say
to participate and check on their pronunciation. complete sentences and check on their pronunciation.

6-11
■ Reinforcement activity: Divide the class into groups
of 4 and do the 'Jigsaw' activity (Resource File, Class
game 12). Each pupil copies and cuts out the lines to
one stanza. Play the song while pupils are reconstructing
the text.
■ Extension activity: Do the 'Class survey' activity to
find out what pupils do on Sunday. (Resource File, Class
game 11).
ANSWER KEY: LESSON 5
CLASS BOOK: Page 61
1, 2. Personal activity.
UNIT 6 ● LESSON 6
Class Book: Page 62
Objectives: To develop spoken interaction through a
game. To revise wh-questions and yes/no questions.
To develop observation and memory skills.
Language (revision): How old are you? What's your
name? Where are you from? What time do you (get
up)? Do you (play basketball) every day? Yes, I do.
No, I don't.
Vocabulary (revision): Actions. Numbers.
Materials: Unit flashcards. Formative assessment
sheet (Resource File). Sheets of paper (reinforcement
activity).
Warm-up
An activity to revise the unit vocabulary.
■ Talk with the class about daily routine. Ask pupils: Do
you go to the gym after school? Do you go to the
swimming pool on Saturdays? Do you do your homework
before dinner? What do you do after dinner? etc.
1. Play with a friend. Ask and answer…
An activity to develop spoken interaction.
■ Pupils identify the actions in the squares. Read the
model exchange with the class and explain the aim of the
activity, which is to go around the board asking wh- or
yes/no questions whenever it is their turn. To make the
game more challenging, ask them to write down their
partner's answers. Go around the room in order to give any
necessary help. (This is an excellent moment to assess
speaking skills using the Formative assessment sheet.)
Round-up
A game to develop observation and memory skills.
■ Give pupils a few moments to memorise the page.
Books closed, ask them questions about the actions in
the squares, for example: What is he doing in the last
square? (He’s playing chess.)
6-12
■ Reinforcement activity: In their notebooks, pupils
write complete answers to the questions. Remind them
to pay attention to the spelling. Go around the room in
order to check and assist when necessary.
■ Extension activity: Using their partners' answers,
pupils write a paragraph about their daily routine. When
they finish, they read their text to the class.
ANSWER KEY: LESSON 6
CLASS BOOK: Page 62
1. Personal activity.
UNIT 6 ● LESSON 7
Class Book: Page 63
Objectives: To develop writing skills. To practise the
language learnt so far. To describe daily routine. To
learn when to use exclamation marks.
Language (revision): Structures of the unit.
Vocabulary (revision): Unit vocabulary.
Materials: Unit flashcards. Sheets of paper.
Warm-up
An activity to revise the structures of the unit.
■ Show a flashcard to a pupil and instruct him/her to
ask another pupil: When do you (do your homework)?
Encourage the second pupil to give a long answer.
Repeat with several students.
1. Think and say! What's your day like?
An activity to prepare for the writing task.
■ Point to the thought bubbles and explain that the
writer is thinking about his/her daily routine. Ask: When
does he get up? Does he go to school? What does he do
at school? And after school? Pupils look at the thought
bubbles and provide answers.
2. Make a daily routine clock. Write, ask…
Stepped activities to produce a written text.
■ Read the composition aloud. Tell pupils they are
going to write a similar text.
Explain the procedure.
1 They write the first draft in class.
2 They exchange their text with a partner for
correction. Go around the room in order to give
any necessary help.
3 They write and illustrate the final version on a
loose sheet of paper.
 4 After correction, the compositions are displayed in
class.
5 When the display is taken down, pupils file their
work in their Language Portfolio.
6 Remember to record pupils' results on the
Formative assessment sheet.
When pupils finish, divide the class into pairs or small
groups. Read the model exchanges with a volunteer and
then ask pupils to interview each other.
While they are interviewing each other, go around the
room in order to check on their pronunciation, intonation,
vocabulary and undersrtanding. Assist if necessary.
Round-up
A spelling and punctuation activity.
■ Read the information in the box aloud. Make sure
pupils understand when to use exclamation marks. Tell
them that they are more effective if used sparingly. Point
out that in English they are only used at the end of
sentences.
■ Note: In order to develop language awareness, it
would be a good idea to copy one or two texts on the
board (without identifying the authors) and ask pupils for
help in correcting mistakes if there are any.
■ Reinforcement activity: Read compositions at
random and ask pupils to identify the daily routine clock
being described.
■ Extension activity: Pupils write their 'ideal daily
routine clock' of what they would really like to do every
day. Encourage them to discuss and compare their daily
routines. When they finish, ask a few volunteers to copy
their texts out on the board.
Activity Book: Page 51
1. Look, read and write.
■ Point to the first grid and ask pupils to identify the
actions. Read the text with them while they follow by
locating the activities in the correct squares and on the
correct days. When they finish, they complete the second
grid with their own routine.
ANSWER KEY: LESSON 7
CLASS BOOK: Page 63
1. Personal activity.
2. Personal activity.
ACTIVITY BOOK: Page 51
1. Personal activity.
UNIT 6 ● LESSON 8
Class Book: Page 64
Objectives: To read and talk about healthy habits. To
develop reading and listening comprehension. To
develop cultural awareness.
Language focus: Remember to brush your teeth
after eating and before you go to bed. You should
always have breakfast because it gives you energy
for the day. You should sleep about ten hours every
night. You should get plenty of exercise because it
keeps you fit and healthy.
Target vocabulary: hygiene habits, balanced diet, use
the toilet, give energy, grain products, relaxing.
Vocabulary (revision): brush your teeth, wash your
hands, have breakfast, watch TV, get exercise.
Materials: Class CD. Sheets of paper, colour pencils.
■ Note: If pupils have completed Activity Book p. 51,
prepare a display of their work for everyone to read and
comment on.
Warm-up
An activity to introduce the subject.
■ Pupils' books closed. Write the following actions on
the board: eating sweets, dancing, having a shower,
drinking milk, playing video games, sleeping 7 hours,
playing football.
In pairs, they decide which of these activities are healthy
and which of them are not. Give them some moments to
complete the task. Then, correct orally. Finally, explain:
Today, we are going to learn more about healthy habits.
1. Read.
An activity to develop reading skills.
■ Pupils' books open. Focus pupils’ attention on the
sentence. Read it out. Then, ask: What do we need to do
if we want to stay healthy? Elicit the right answers, write
them on the board and number them (1 eat a balanced
diet, 2 develop good hygiene habits, 3 get enough
exercise every day, 4 get enough sleep every night).
2. Read and match. Then, listen and check.
An activity to develop reading and comprehension skills.
■ Ask pupils to identify the images (1: breakfast on a
table with juice, fruit, cheese and bread; 2: a girl washing
her teeth; 3: a girl playing football; 4 a girl sleeping). In
pairs, pupils then read the four texts and match each one
to the appropriate photo.
Give them enough time to do this. Then, play the CD,
pausing after each text to confirm the answer.
■ Audio script
A Remember to brush your teeth after eating and before
you go to bed. You should also wash your hands with
soap and water, especially after you use the toilet.
6-13
B You should always have breakfast because it gives
you energy for the day. Breakfast should include
grain and dairy products as well as fruit.
C You should sleep about ten hours every night. It is a
good idea to read before you go to sleep. Reading is
much more relaxing than watching TV!
D You should get plenty of exercise because it keeps
you fit and healthy. Fresh air is good for you so go
outside, ride your bike, play football and have fun with
your friends.
3. Read and answer.
An activity to check comprehension and revise vocabulary.
■ Point to question 1 and read it out. Elicit the answer
orally and write the complete sentence on the board.
Next, ask them to follow the example and write the three
other sentences. Remind them to pay attention to the
spelling. Give them some time and check orally.
Round-up
An activity to check reading comprehension.
■ Pupils read the texts again and close their books.
Then, they make up true or false statements about the
page for their classmates, for example: Breakfast should
include chocolate and sweets. (false) Breakfast should
include grain and dairy products as well as fruit. (true)
■ Reinforcement activity: Divide the class into small
groups of three or four. Write the following words on the
board: teeth, soap, exercise, toilet, read, sleep, breakfast,
football, TV, bike.
Pupils have to choose five of these words and make up a
short story they will tell orally to the rest of the class.
Give them enough time to complete the task.
■ Extension activity: Hand out the sheets of paper.
Pupils choose a healthy habit they like to do and illustrate
it. When they finish, they label their drawings. While they
work, go around the room and help if necessary.
Finally, display the drawings in the classroom. Once you
take down the display, help pupils file their work in their
Language Portfolio.
Activity Book: Page 52
1. Tick the healthy option.
■ Focus pupils’ attention on the different images and
explain the task: from each pair, they have to choose the
healthy option by ticking it. Give them some moments to
complete the task and check orally. Take the chance to
revise the lesson’s vocabulary.
2. Match the two parts of each sentence.
■ Explain the task: in pairs, they match the verbs on the
left column to their corresponding parts on the right
column. Go around the room to check and assist. When
they finish, correct orally with the whole class.
6-14
3. Complete the survey. Ask two friends.
■ Ask pupils to look at the six questions on the left
column. First, they answer them filling in the “me”
column. Then, they ask two different friends and write
their answers in the corresponding columns.
ANSWER KEY: LESSON 8
CLASS BOOK: Page 64
1. Personal activity.
2. Answers: A-2, B-1, C-4, D-3.
3. Answers: 1 After eating and before you go to bed. 2
Ten hours every night. 3 Because it keeps you fit and
healthy. 4 Grain, dairy products and fruit.
ACTIVITY BOOK: Page 52
1. Answers (from left to right): left picture, right picture,
right picture.
2. Answers: 1-E, 2-A, 3-F, 4-D, 5-C, 6-B.
3. Personal activity
UNIT 6 ● LESSON 9
Class Book: Page 65
Objectives: To revise and consolidate the vocabulary
and structures of Unit 6. To revise the unit song. To
do assessment and self-assessment activities.
Language (revision): Structures of the unit.
Vocabulary (revision): Unit vocabulary.
Materials: Class CD. Unit flashcards. Tokens or
scraps of paper.
Warm-up
Revising the unit song and vocabulary.
■ Begin the lesson by singing and acting out the unit
song (p. 61). Encourage everyone to join in.
Show the unit flashcards one by one and elicit the words.
Then, play 'Remember the flashcard?' with all the unit
flashcards. (Resource File, Flashcard game 2)
Ask pupils to open their books at p. 65. Explain that they
are going to revise what they have learnt in the unit.
1. Listen and choose.
■ Point to each square and elicit a description. Tell
pupils that they are going to hear short dialogues that
correspond to one of the two situations shown in each
rectangle. The task is to identify the correct one by
placing a token or a scrap of paper on the appropriate
picture. Play the CD, pausing after each exchange to
give pupils time to complete the task.
■ Audio script
1 BOY What time do you get up every day?
GIRL At 7 o'clock. I get up at seven every day.
2 BOY Do you have a shower in the morning or in
the evening?
GIRL I get up and I have a shower.
3 BOY Do you have dinner at 10 o'clock?
GIRL No, I don't. I have dinner at eight o'clock.
2. Ask and answer questions in pairs.
■ Read question 1 and elicit the answer from a pupil.
Then, explain the activity. They have to follow the model
and produce the same type of exchanges in pairs. Go
around the room in order to check and assist.
3. Read and write.
■ Focus pupils' attention on the text and read it. Point to
the highlighted words which are the ones they will
substitute in the writing task.
In their notebooks, pupils then write a similar text. Go
around the room in order to give any necessary help.
When they finish, collect the compositions in order to
evaluate written expression.
Round-up
Hurray!
■ This list will help pupils evaluate their progress. Read
it with them when you finish the unit and comment on
what they have learnt. Give them some time to revise
what they have done.
Activity Book: Page 53
1. Listen and match.
■ The task is to pair off the pictures. Play the CD,
pausing after each exchange to give pupils time to
complete the task. Correct orally with the whole class.
■ Audio script
1 A What do you do in the evening?
B I have a shower and I watch TV.
2 A What do you do in the afternoon?
B I do my homework and I play football in the
afternoon.
3 A What do you do in the morning?
B I have breakfast every day and then I go to
school.
2. Look at Unit 6 in your Class Book and...
■ Pupils check the unit and write the answers. Then
they complete the self-assessment section. Go around
the room in order to check and assist if necessary.
If you need to consolidate or develop the unit further,
please turn to the Resource File for games and activities
you can use for reinforcement and extension.
ANSWER KEY: LESSON 9
CLASS BOOK: Page 65
1. 1 left picture, 2 left picture, 3 right picture.
2. Personal activity.
3. Personal activity.
ACTIVITY BOOK: Page 53
1. Answers: 1-6, 2-4, 3-5.
2. 1 He is having dinner. 2 In frame 3. 3 She is a teacher.
4 He is saying: It's time for bed. Good night, my friends! 5
Pupils' own answers. 6 It gives us energy for the day.
UNIT 6 ● STORY TIME LESSONS 1 AND 2
Class Book: Pages 66 and 67
Objectives: To enjoy listening to a story in English.
To develop observation skills. To revise the structures
and vocabulary of units 4, 5 and 6.
Language focus: There is a hat in the square. This is
Gessler's hat. He is a cruel man. William Tell is not
afraid of Gessler. He does not salute the hat. Take
this apple. William Tell takes two arrows. He is going
to prison. It is windy and rainy. Now he is free and he
can fight Gessler.
Target vocabulary: Switzerland, town, square, arrow,
prison, cruel, afraid, free, salute, shoot, escape, fight.
Vocabulary (revision): Hat, man, apple, boy, head,
windy, rainy. Countries and nationalities.
Materials: Flashcards of units 4, 5 and 6. Class CD.
Warm-up
A game to revise vocabulary and numbers.
■ Play 'Revision' with the flashcards of units 4, 5 and 6.
(Resource File, Flashcard game 3). Check on the pupils’
pronunciation and intonation.
Pre-listening activities
Activities to present the story and develop observation skills.
■ Pupils' books closed. Write the title of the story on
the board and draw a simple map of Europe on the
board. Point to the middle of the continent and say: Here
is Switzerland. It is a very small country.
Tell pupils that William Tell is a legendary Swiss hero
who lived at a time when Austria ruled Switzerland. The
Swiss rebelled against the Austrian, led by William Tell
after the incident of the apple.
6-15
1. Read and listen to the story. Round-up
An activity to broaden listening comprehension and enjoy An activity to check comprehension.
a story in English.
■ Pupils read the story again. Say true or false
■ Pupils' books open. Ask pupils: Who are the statements about it, for example: In frame 4 William Tell
protagonists of the story? (William Tell, his son and the salutes the hat. (false) Gessler is a cruel man. (true) etc.
governor Gessler.) Where do they live? What are they
like? Elicit different answers from several pupils.
Play the CD. Pupils listen and follow the story. Ask them: Activity Book: Page 54
Does the story end happily? Why?
■ Audio script 1. Complete the map. Then, colour it in.
An activity to revise the names of countries.
1 ANNOUNCER In a small town in Switzerland…
■ Read out the names of the countries and ask pupils
there is a hat in the square.
to give the corresponding nationality. Pupils then write
the name of each country on the appropriate box and
2 ANNOUNCER Everyone must salute this hat or go
colour the map. Check the exercise by showing them the
to prison.
completed map.
3 ANNOUNCER This is Gessler's hat. Gessler is the
governor of the town.
He is a cruel man. LESSON 2
Page 66 and 67
4 ANNOUNCER William Tell is not afraid of Gessler.
He does not salute the hat.
Objectives: To review the story from lesson 1. To
5 GESSLER Hey, you! Salute my hat! revise structures and vocabulary of units 4, 5 and 6.
WILLIAM TELL No!
Language (revision): Structures of units 4, 5 and 6.

6 GESSLER Take this apple, put it on your boy's Vocabulary (revision): Countries. Food. Activities.
head… The weather.
Materials: Class CD. Formative assessment sheet
7 GESSLER … and shoot!
(Resource File).

8 ANNOUNCER William Tell takes two arrows. He

shoots. Warm-up
A listening activity to revise the story.
9 <sound effects>
■ Play the story again. Pupils follow it in their books.
10 GESSLER Why two arrows? Say: Listen and point! Then, ask: Do you like Wilhelm
Tell? Do you like Gessler? Would you salute the hat?
11 WILLIAM TELL One for my boy, and one for you. Encourage everyone to participate and say complete
sentences. Check on their pronunciation.
12 GESSLER Take him to prison!

13 ANNOUNCER William Tell is going to prison. It is Activity Book: Page 54 and 55

windy and rainy.
2. Write ‘true’ or ‘false’. Correct the…
14 ANNOUNCER He escapes. A reading activity to check comprehension.

15 ANNOUNCER Now he is free and he can fight
Gessler.
■ Confirm that the story ends happily because William
Tell escapes and can then fight Gessler. Explain the new
vocabulary to the class.
Play the CD again, doing one of the following activities
each time:
1 Pupils point to the frames in their books. Say:
Listen and follow the story in your books!
2 Pause after each frame, encouraging pupils to
repeat the dialogue. Say: Listen and repeat!
■ Pupils check the story again and complete the
exercise. Give them enough time to complete the task.
While they are working, go around the room in order to
check on their progress and assist if necessary. When
they finish, correct orally with the whole class.
3. Complete the sentences. Then, do…
Activities to consolidate vocabulary.
■ Pupils look at the story again and complete the
sentences. Remind them to pay attention to the spelling.
Next, they do the wordsearch, either individually or in
pairs. Check the task orally.

6-16
4. Label the picture. ANSWER KEY: THE STORY OF WILLIAM TELL
An observation activity to consolidate vocabulary.
■ Point to the illustration and ask pupils: Who's that? ACTIVITY BOOK: Page 54 and 55
Elicit: William Tell shooting an arrow. Confirm that the
boy with the apple is William Tell's son and the man on 3. Answers: 1 small; 2 square; 3 town; 4 cruel; 5
the window, governor Gessler. Tell them that the task is apple; 6 arrows; 7 rainy; 8 prison.
to label the items in the box. They can check their
answers in pairs. L T M N T O P
P R I S O N A
ANSWER KEY: THE STORY OF WILLIAM TELL Q A R S W O R
A I G O N C R
CLASS BOOK: Pages 66 and 67 C N T S U R O
M Y E M K U W
1. Personal activity.
S Q U A R E S
O S S L E L I
ACTIVITY BOOK: Page 54 and 55
A P P L E B N
1.
RUSSIA 4.
BRITAIN
POLAND window

PORTUGAL
tree

SPAIN ITALY
jacket
hat apple
arrow

2. Answers: 1 True. 2 False. Gessler is the governor

of the town. 3 False. He is a cruel man. 4 True. 5
False. There is an apple in frame 8. 6 True. 7 False. He trousers
escapes. 8 False. It is windy and rainy.

6-17
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 ANDALUCÍA

Unit 7
The four seasons

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

7-1
 UNIT 7 Student’s book

7-2
UNIT 7 Student’s book

UNIT 7 Activity book

7-3
 UNIT 7 Activity book

7-4
 UNIT 7 ● LESSON 1
Class Book: Pages 68 and 69
Objectives: To talk about the four seasons. To
describe and classify clothes. To revise the weather
and free time activities. To develop observation and
memory skills
Language focus: This is my cousin Ralph. He lives in
Australia. He wears shorts and sandals in December.
He goes surfing in January. He plays tennis when I'm
sleeping. Life is fun in Australia.
Target vocabulary: The months of the year. Season,
spring, summer, autumn, winter.
Vocabulary (revision): Cousin, Australia, shorts,
sweater, jacket, life, fun, lucky, go surfing, play tennis,
watch TV, sleep.
Materials: Unit flashcards. Class CD. Flashcards of
unit 5 (extension activity).
Warm-up
An activity to talk about the four seasons and present the
new topic.
■ Pupils' books closed. Draw a large circle on the
board and divide it into four sections. Label the sections
‘spring’, ‘summer’, ‘autumn’, ‘winter’ and stick the
appropriate flashcard in each one. In L1, tell pupils that
the year is divided into twelve months and four seasons.
Ask different pupils which months belong to each season
and write them on the board in the appropriate section.
Tell pupils that in this unit they are going to talk about
the four seasons, the clothes they wear in each one and
the activities they can participate in.
Copy the title and the objectives of the unit on the board.
Read and explain them to the class.
1. Listen and repeat.
An activity to introduce the months and the seasons.
■ Pupils' books open. Focus pupils' attention on the
page and play the CD. Pupils close their eyes in order to
concentrate on the pronunciation of each word.
Encourage them to repeat chorally and individually
■ Audio script
MONTHS
1 January
2 February
3 March
4 April
5 May
6 June
7 July
8 August
9 September
10 October
11 November
12 December
SEASONS
spring
summer
autumn
winter
2. Match and say.
An activity to revise vocabulary.
■ Point to the page and ask: What is the first month of
the year? What month is your birthday in? And
Christmas? Elicit the answers. In pairs, pupils then do
the matching exercise. Check orally.
3. Read and listen to the comic strip.
An activity to develop reading and listening skills.
■ Ask pupils to describe what is going on in the frames:
Rocky is looking at some photos of his cousin Ralph and
telling Ricky about his life in Australia. Ask questions about
the comic strip, for example: Is it summer for Rocky in
frame 1? Is it summer for Ralph? Where is he in frame 3?
Play the CD. Pupils listen and follow the dialogue. Ask
them what season it is in Australia when it is winter in the
north. Elicit: Summer.
Play the CD again with pauses for them to repeat,
chorally or individually. Check on their pronunciation and
intonation.
■ Audio script
1 ROCKY This is my cousin Ralph.
2 ROCKY He lives in Australia.
3 ROCKY He wears s horts and sandals in December.
4 ROCKY He goes surfing in January!
5 ROCKY He plays tennis when I'm sleeping.
6 RICKY Lucky Ralph! Life is fun in Australia!
4. True or false?
■ Tell pupils to read the sentences in pairs and decide if
they are true or false. Give them some moments to
complete the task. When they finish, read the sentences
aloud and elicit the right answers.
Round-up
An activity to consolidate the language of the lesson.
■ Ask: When do you go on holidays? Elicit: In summer.
Ask: What are the summer months? Elicit: June, July and
August. Tell them to describe the summer.
■ Reinforcement activity: Revise weather conditions
with the class: Hot, cold, warm, rainy, sunny, cloudy,
foggy, windy, snowy. Then, ask pupils: What can you
wear when it is (hot)? Elicit appropriate answers.
■ Extension activity: Stick the season flashcards on
the board and hand out the flashcards of unit 5 to
different pupils. Say: Show me (swimming). When
doyou go swimming? Elicit: In summer and ask the
pupil to stick the flashcard under 'summer'. Do the
same with all the activity flashcards.
7-5
Activity Book: Pages 56 and 57
1. Classify the vocabulary.
■ Tell pupils to classify the vocabulary and add more
words to each column. Go around the room in order to
check and assist if necessary. Correct orally.
2. Look at the comic strip (Class Book…)
■ Pupils answer to the questions according to the
information given in the comic strip. Give them some
moments and remind them to pay attention to the
spelling. Then, play CD 2 (track 57) so they can check.
■ Audio script
1 Who is in the photo in frame 1? Ralph is in the
photo in frame 1.
2 Where is Ralph from? Ralph is from Australia.
3 Is Ralph wearing winter clothes in frame 3? No,
he isn't.
4 Is it hot in January in Australia? Yes, it is.
5 What is Ralph doing in frame 4? He is surfing.
6 What is Ricky saying in frame 6? He is saying
'Lucky Ralph! Life is fun in Australia!'
3. What do you wear in December?
■ Pupils describe the clothes they wear. Encourage
them to specify colours and make complete sentences.
Give them some moments and check orally.
ANSWER KEY: LESSON 1
CLASS BOOK: Pages 68 and 69
1. Personal activity.
st nd
2. 1 raw: January, February, March. 2 raw: April,
May, June. 3rd raw: July, August, September. 4th raw:
October, November, December.
3. Personal activity.
4. Answers: 1 True; 2 False; 3 False.
ACTIVITY BOOK: Pages 56 and 57
1. Days of the week: Monday, Thursday, Friday,
Saturday (Tuesday, Wednesday, Sunday). Daily
routine: get up, go to school, go to bed, have a shower,
have breakfast, have dinner (go running, have lunch,
do the homework, etc.). Months: March, July,
September, December (January, February, April, etc.)
2. Answers: 1 Ralph; 2 Australia; 3 No, he isn't; 4 Yes,
it is; 5 Surfing; 6 Lucky Ralph! Life is fun in Australia!
3. Personal activity.
7-6
UNIT 7 ● LESSON 2
Class Book: Page 70
Objectives: To read and talk about activities for the
four seasons. To develop reading and listening skills
comprehension. To develop logical and mathematical
intelligence.
Language focus: John goes to the countryside in spring.
He has a picnic with his family and friends. He makes
sandcastles and swims in the sea. She goes hiking and
mushroom picking. Carol goes skiing in winter. She
makes snowmen and she has snowball fights.
Target vocabulary: Countryside, sandcastle, sea,
mushroom picking, snowball, fight.
Vocabulary (revision): Spring, summer, autumn,
winter, picnic, family, beach, mountain, snowman,
swim, go hiking, go skiing, make.
Materials: Unit flashcards. Class CD. Sheets of paper.
Warm-up
An activity to revise clothes and the weather.
■ Pupils' books closed. Ask pupils: What's the
weather like today? Elicit the answer and add: What are
you wearing? Encourage different pupils to participate.
1. Read and match.
■ Pupils' books open. Point to the photos and say:
These children do different things in different seasons.
Focus attention on picture 2 and ask: Where is the boy?
(At the beach.) Is it hot or cold? Is it cloudy or sunny?
What season is he in? Do the same with picture 4.
Read each text aloud and elicit the corresponding photo.
Pupils then practise reading the texts in pairs.
In L1 ask the class: What is mushroom picking? What is
a snowball fight? Is it fun?
2. True or false? Correct the false…
Answering questions to check written comprehension.
■ Pupils read the questions in pairs and decide on the
correct answer. Give them enough time to complete the
task. When they finish, read the questions aloud and
elicit the answers.
Round-up
Answering questions to revise and extend vocabulary.
■ Ask pupils: Can you go mushroom picking in spring?
Elicit: No. Ask: What can you do in spring? Encourage
them to reply: You can go hiking, have picnics, etc. Do
the same with summer, autumn and winter.
■ Reinforcement activity: Ask pupils to brainstorm all
the clothes they know. Help them remember words from
the first three levels, for example jeans, shoes, dress,
hat. On the board write: On my head - on my body - on
my feet. In their notebooks, they classify all this
vocabulary according to where it is worn.
■ Extension activity: Hand out the sheets of paper.
Pupils choose one season and draw an appropriate fun
activity or two. Ask them to label the clothes and
equipment that are needed. Then, they write a few
sentences to identify the season and describe the activity
or activities. Display the drawings in the classroom. Once
you take down the display, help pupils file their work in
their Language Portfolio.
Activity Book: Page 58
1. Read and think. Solve the puzzle…
■ Pupils identify the four times activities: having a
picnic, making sandcastles, skiing and hiking. If
necessary, guide them through the clues: I (John) don't
go hiking in winter. Neither does he have picnics (Carol)
or make sandcastles (Simon), so he must go skiing and
Mary goes hiking in autumn.
When they finish, they can compare their answers with
their partner. Next, ask them to listen carefully and play
CD 2 (track 58) for them to check.
■ Audio script
Hi! I'm John and these are my friends, Carol, Mary and
Simon.
I don't go hiking in winter. Carol has picnics in spring and
Simon makes sandcastles in summer.
Where is Mary in autumn? Mary goes to the mountains in
autumn. Carol goes to the countryside in spring. Simon
goes to the beach in summer. John goes skiing.
2. Answer the questions.
■ Focus pupils’ attention on the three questions and
ask them to give true answers to them. Remind them to
pay attention to the spelling. While they work, go around
the room in order to check on their progress and assist if
necessary. When they finish, elicit several answers from
different pupils.
ANSWER KEY: LESSON 2
CLASS BOOK: Page 70
1. Answers: A-3, B-2, C-1, D-4.
2. Answers: 1 Yes, he does. 2 No. In summer he goes
to the beach. 3 Yes, she does. 4 No. In winter she goes
skiing.
ACTIVITY BOOK: Page 58
1. Answers: Mary goes to the mountains in autumn.
Carol goes to the countryside in spring. Simon goes to
the beach in summer. John goes skiing in winter.
2. Personal activity.
UNIT 7 ● LESSON 3
Class Book: Page 71
Objectives: To revise daily routine. To revise the
time. To develop an understanding of context. To
practise the rhythm and intonation of English through
a chant. To practise the verb endings /s/, /z/ and /Iz/
of the third person singular. To revise numbers.
Language focus: Lazy Lucy gets up at six. She
brushes her teeth at eleven and then goes back to bed.
Target vocabulary: Milk, biscuit, teeth, get up, drink,
eat, have a shower, have breakfast, brush her teeth,
wash (his face), go (back) to bed, jump, write, speak,
go, play, watch, dance.
Materials: Small percussion instruments. Class CD.
Warm-up
An activity to revise the sounds /s/ and /z/ and present /Iz/.
■ Ask a pupil in L1: What sound do snakes make?
Elicit: Sssss! Encourage pupils to repeat, focusing on the
voiceless quality of the sound. Then, ask: What sound do
bees make? (Zzzzzz.) Check that all the pupils can say
the sounds correctly. Revise /Iz/ and ask them what
animal the sound is connected to (lizard). Repeat the
word with them several times.
Pre-chanting activity
An activity to help develop an understanding of context.
■ Focus pupils' attention on the pictures and ask them
to identify the actions. Elicit: getting up, having breakfast,
having a shower, brushing teeth, going to bed. Point to
the first clock and ask: What time is it? Elicit: Six o'clock.
Do the same with the other two clocks.
Remind pupils that the asterisks indicate the times that
are missing in the text. Read the first sentence and ask
them to complete it with the time shown on the first clock.
Then, they complete the task, reading the chant through
and supplying the missing times.
1. Listen and say the chant.
A chant to practise the rhythm and intonation of English.
■ Once they have done this, pupils listen to the
complete chant to check their answers. Remind them
that the asterisks indicate words that are missing in the
text, and point to each part of the day as it is mentioned.
■ Audio script
Lazy Lucy gets up at six,
She drinks milk and eats biscuits,
She has a shower at seven,
She brushes her teeth at eleven,
And then goes back to bed!!
■ Play the chant again, doing one of the following
activities each time:
7-7
 1 Books open, pause for pupils to repeat. Make sure 3A What's that?
they pronounce the verb endings correctly. Say: B My new tracksuit. Do you like it?
Listen and repeat. A Yes, it looks really cool.
2 Books closed, pupils recite the chant and supply
4A When's your birthday?
the missing words. Say: Listen and chant.
B In September.
3 Hand out the percussion instruments and encourage A In November?
them to perform the chant without the CD. B No, no! In September. September the ninth.

2. Listen and repeat. 5A I've got a tennis lesson this afternoon and I
An activity to practise verb endings /s/, /z/ and /Iz/. need some shorts.
B Here you are. Some nice socks.
■ Read Ricky's speech bubble aloud, stressing the verb
A No, I need shorts! Not socks. Shorts!!!
endings. Then, play the CD. Pupils follow in their books.
Play the CD again. Pupils repeat the text chorally. 6A I don't like those sunglasses. They're too big.
■ Audio script B And those?
A No! They're too small!
RICKY Rocky gets up at seven. He has breakfast
2. Add the correct endings. Then, listen…
and then he washes his face.
■ Pupils complete each verb with the 3rd person
Say the sentences again, leaving out one verb each time.
Pause after each repetition to give them time to say which ending. To correct the exercise, ask them to spell out
verb is missing. each verb and then play CD 2 (track 60).
■ Audio script
Round-up
I write. He writes. I brush. He brushes.
An activity to practice pronunciation.
I go. He goes. I read. He reads.
■ Pupils brainstorm more verbs. Ask them to predict
I finish. He finishes. I get up. He gets up.
what the ending is going to sound like. Point out that when
a verb ends in s, sh, ch, x, ce they necessarily must add I dance. He dances. I speak. He speaks.
the extra syllable /Iz/. Ask them why. (It makes it easier to I run. He runs.
pronounce the ending.)
3. Do the multiplications and divisions in...
■ Reinforcement activity: Play 'Flashcard sounds' to
practise the final sounds /s/, /z/ and /Iz/. Use the flashcards ■ Pupils multiply and divide with the technique they
of units 1-7. Include both the plural of nouns and verb have practised in the last two units. If necessary, explain
endings. (Resource File, Flashcard game 8). it to them again. Play CD 2 (track 61) so they can correct
their answers.
■ Extension activity: In their notebooks, pupils draw an
amusing picture and invent a sentence that includes verbs ■ Audio script
ending in /s/, /z/ and /Iz/. When they finish, they show the
class their drawing and read out their tongue twister. 710 x 10 = seven thousand one hundred
8800 ÷ 100 = eighty-eight
Activity Book: Page 59 110 x 40 = four hundred and forty
440 ÷ 10 = forty-four
1. Listen and tick. 150 x 40 = six hundred
9900 ÷ 30 = three hundred and thirty
■ Focus pupils' attention on the numbered rectangles
and explain that they are going to hear short dialogues ANSWER KEY: LESSON 3
that correspond to one of the two situations shown in each
rectangle. The task is to tick the correct one. Play the CD,
pausing after each exchange to give pupils time to CLASS BOOK: Page 71
complete the task.
1, 2. Personal activity.
■ Audio script
ACTIVITY BOOK: Page 59
1A Sam wants a pair of boots for his birthday.
B Boots? 1. Answers: 1 right picture, 2 left picture, 3 left picture,
A Yes, he goes hiking a lot so he needs boots. 4 left picture, 5 right picture, 6 right picture.

2A I'm going to the beach in July. I need a new 2. Answers: writes, bruhes, goes, reads, finishes, gets
swimming costume! up, dances, speaks, runs.
B What colour do you want? 3. Answers: eighty-eight, four hundred and forty, forty-
A Orange and purple! four, six hundred, three hundred and thirty.
A Oh!!!

7-8
UNIT 7 ● LESSON 4
Class Book: Page 72
Objectives: To develop spoken interaction and spoken
production. To describe someone else's daily routine.
To express frequency with every. To revise the parts of
day and prepositions of time. To revise actions.
Language focus: Ricky goes to school every day. He
has lunch in the school canteen. He reads books. Rita
speaks English every day.
Target vocabulary: Actions. School, lunch, canteen,
book, notebook, football, friends, picture, English, TV,
video game.
Materials: Flashcards of unit 6 and 7. Class CD.
Formative assessment sheet. (Resource File).
Warm-up
Questions and answers to revise actions.
■ Show pupils the flashcards of unit 6 and elicit the
words. Show a pupil a flashcard and ask: What time do
you (get) up? Elicit the long answer: I get up at (eight)
o'clock. Turn to the class and say, stressing the verb
ending slightly: (Mario) gets up at eight o'clock. Do this
with all the flashcards.
1. Listen and read.
An activity to present the structures of the unit.
■ Tell pupils they are now going to hear and read about
Ricky and Rita's daily routine. Play the CD so they can
listen to the complete texts.
Play the CD again. Pupils repeat each sentence after the
pause. Point out the colour code used in the model texts
to help them remember the 3rd person endings.
■ Audio script
Ricky goes to school every day He has lunch in the
school canteen. He reads books and he writes in his
notebook. When he finishes school, he plays football with
his friends.
Rita loves school! She draws pictures and she dances.
She speaks English every day. When she finishes
school, she plays in the park with her friends.
■ Tell pupils that we can express frequency with every:
every day, every (morning), every (Monday). Remind
them that when describing daily routine, we can either
speak of the part of the day (in the morning, at night) or
give a more precise time (at seven o'clock).
2. Chit-chat.
A pair activity to talk about daily routine.
■ Focus pupils' attention on the pictures of the children.
Demonstrate the exchange with a pupil and ask the class
to repeat chorally. Pupils then ask and answer questions
in pairs. (This is an excellent moment to assess speaking
skills using the Formative assessment sheet.)
Round up
An activity to revise the unit vocabulary.
■ Ask pupils to turn to page 70 of the Class Book and
read the texts again. Books closed, say true or false
statements about the four children, for example: Carol
has a picnic with her friends. (false) She goes skiing in
winter. (true)
■ Reinforcement activity: In their notebooks, pupils
write a sentence about each picture. Remind them to pay
attention to the spelling. When they finish, correct them
on the board with the class.
■ Extension activity: Pupils imagine Lazy Lucy's
timeline for a complete day and draw it in their
notebooks. Encourage them to include at least six
actions. Help them with the vocabulary if necessary.
Remind them to use the expressions in the morning / in
the afternoon / in the evening and at night.
When they finish, ask several pupils to show and explain
their timelines to the rest of the class.
Activity Book: Page 60
1. Saturday routine. Ask and answer…
■ Pupils identify the actions on the page. Read the
exchanges with the class. In pairs, pupils say and
confirm sentences about each child. Go around the room
in order to check on their understanding, pronunciation
and intonation. Give any necessary help. (This is an
excellent moment to assess speaking skills using the
Formative assessment sheet.)
2. Write the answers.
■ Focus pupils’ attention on the three sentences and
explain the task: they have to fill in the gaps with the
corresponding information. Once they finish, they can
compare their answers with their partner.
Give them enough time to complete the task. When they
are ready, correct orally with the whole class.
ANSWER KEY: LESSON 4
CLASS BOOK: Page 72
1, 2. Personal activity.
ACTIVITY BOOK: Page 60
1. Personal activity.
2. Answers: 1 On Saturday morning, Sam plays
football and Nicky does her homework; 2 On Saturday
afternoon, Rosa goes to the cinema and Paola goes
swimming; 3 On Saturday evening, Jack watches TV
and Miguel plays chess.
7-9
UNIT 7 ● LESSON 5
Class Book: Page 73
Objectives: To revise the four seasons. To develop
listening comprehension skills through a song. To
sing the song and act it out.
Target vocabulary: Wind, leaf, ice, snowflake, cloud,
rainbow, lemonade, soft.
Vocabulary (revision): The seasons. Holidays, sun,
ice cream, fun, fast, slow, cold, white, blue, nice.
Materials: Unit flashcards. Class CD. Sheets of paper
(extension activity).
Warm-up
A speaking activity to present the theme of the song.
■ Ask pupils: What is your favourite season? Elicit
reasons for each answer. Then ask them to associate a
colour or two with each season. Write their answers on
the board, for example: Spring is green and yellow.
Summer is blue and orange. Autumn is red and brown.
Winter is white and grey.
Pre-listening activity
A revision activity to identify the seasons.
■ Point to the illustrations on the page and ask pupils to
identify each season. In English, paraphrase and mime
what is happening: It's autumn. The wind is blowing. The
leaves are falling. Do the same for the remaining three
stanzas and encourage them to participate.
1. Listen and sing along.
Activities to sing and perform the unit song.
■ Play the song again, doing one of the following
activities each time:
1 Pupils follow the song in their books, pointing to
each season in turn. Say: Listen and point.
2 Divide the class into four groups. Each group
sings and acts out one stanza. Say: Sing and do!
2. Sing again. What’s your favourite…
An activity to practise more vocabulary.
■ Read out the rubric and ask pupils to chose their
favourite season. Play the melodic version of the song
and tell pupils to sing the corresponding stanza.
Round-up
A vocabulary revision activity.
■ Pupils describe what they wear in each season. Help
them by asking: Do you wear (boots) in summer? Do you
wear (shorts and sandals) in winter?
■ Reinforcement activity: Divide the class into groups
of 4 and do the 'Jigsaw' activity (Resource File, Class
game 12). Each pupil copies and cuts out the lines to
one stanza. Play the song while pupils are reconstructing
the text.
■ Extension activity: Hand out the sheets of paper and
ask pupils to draw an 'impression' of their favourite
season, using the colours they associate with it. Ask them
to write a few descriptive sentences. Display the drawings
in the classroom. Once you take down the display, help
pupils file their work in their Language Portfolio.
ANSWER KEY: LESSON 5
CLASS BOOK: Page 73

■ Present the song, using the CD and the book. Pupils 1, 2. Personal activity.
listen and look at the pictures as you point in your book.

Audio script
UNIT 7 ● LESSON 6
Autumn winds Class Book: Page 74
Begin to blow.
Coloured leaves
Fall fast and slow. Objectives: To develop spoken interaction through a
game. To revise wh- and yes/no questions. To
Then winter's here develop observation and memory skills.
With cold and ice. Language focus: Are you wearing (boots)? Yes, I
Soft white snowflakes am. No, I'm not. When do you (watch TV)? What time
Are so nice! do you (get up)? What's your favourite (month)? What
do you do (after school)?
Now it’s spring
The sky is blue, Target vocabulary: Actions. Seasons. Clothes.
Clouds come and go, Materials: Unit flashcards. Formative assessment
And rainbows, too. sheet (Resource File). Sheets of paper.

It's summer time!

Holidays and sun, Warm-up
Ice cream and lemonade. An activity to revise the unit vocabulary.
Oh, what fun! ■ Talk with the class about clothes and weather. Ask

7-10
pupils: What do you wear when it is (rainy)? Have you
got rainboots? Have you got an umbrella? Is it rainy in
(winter)? etc. Encourage everyone to participate and to
say complete sentences.
1. Play with a friend. Ask and answer…
A game to develop spoken interaction.
■ Pupils identify the clothes in the squares. Read the
model exchange with the class and explain the aim of the
game, which is to go around the board asking wh- or
yes/no questions whenever it is their turn. To make the
game more challenging, ask them to write down their
partner's answers. Go around the room in order to give any
necessary help. (This is an excellent moment to assess
speaking skills using the Formative assessment sheet.)
Round-up
A game to develop observation and memory skills.
■ Pupils' books closed. Give pupils a few moments to
look over their partners' answers, then ask them
questions, for example: Rosa, what time does Mario (get
up)? Rosa replies, and Mario can then correct her if
necessary by saying: Wrong! I get up at (seven) o'clock!
■ Reinforcement activity: In their notebooks, pupils
write complete answers to the questions. Remind them
to pay attention to the spelling.
■ Extension activity: Hand out the sheets of paper.
Draw a Venn diagram on the board and write the
heading winter in one circle, summer in the other and
spring/autumn in the common section. Pupils copy the
diagrams and write the clothes they wear in each season
in the appropriate section.
ANSWER KEY: LESSON 6
CLASS BOOK: Page 74
1. Personal activity.
UNIT 7 ● LESSON 7
Class Book: Page 75
Objectives: To develop writing skills. To practise the
language learnt so far. To describe daily routine. To
learn how to link words and sentences using and.
Language focus: Structures of the unit
Target vocabulary: Unit vocabulary.
Materials: Unit flashcards. Sheets of paper
Warm-up
An activity to revise the structures of the unit.
■ Brainstorm activities for different months with the
class and write them on the board. Ask a pupil: What's
your favourite month? What do you do in (June)? Help
pupils with the vocabulary if necessary.
1. Think and say! What’s your favourite…
An activity to prepare for the writing task.
■ Point to the thought bubbles and explain that the
writer is thinking about his/her favourite months. Point to
the girl in the pictures and ask: Does she like going to
school in June? Does she like riding her bike in July?
What does she like doing in August?
2. Make a calendar.Write, ask and answer...
Stepped activities to produce a written text.
■ Read the composition aloud. Tell pupils they are
going to write a similar text. Explain the procedure.
1 They write the first draft in class.
2 They exchange their text with a partner for
correction. Go around the room in order to give
any necessary help.
3 They write and illustrate the final version on a
loose sheet of paper.
4 After correction, the compositions are displayed in
class.
5 When the display is taken down, pupils file their
work in their Language Portfolio.
6 Remember to record pupils' results on the
Formative assessment sheet.
When pupils finish, divide the class into pairs or small
groups. Read the model exchanges with a volunteer
Round-up
A spelling and punctuation activity.
■ Read the information in the box aloud. Make sure
pupils understand the use of and to link words and
sentences. On the board, write the following sentences:
She goes to the countryside. She has a picnic. She goes
to the countryside and she has a picnic.
■ Note: It would be a good idea to copy one or two
texts on the board (without identifying the authors) and
ask pupils for help in correcting mistakes if there are any.
■ Reinforcement activity: Read compositions at
random and ask the rest of the class to identify whose
routine is being described.
■ Extension activity: Ask pupils to read the texts on
page 72 again and describe one of the children's daily
routine, adding more details if they wish.
Activity Book: Page 61
1. Look and write.
■ Focus pupils' attention on the grid and read the text
aloud. Tell them to interview a friend and fill in the grid
with the information they collect. When they finish, they
write a text to describe their friend's routine.
7-11

ANSWER KEY: LESSON 7
CLASS BOOK: Page 75
1, 2. Personal activity.
ACTIVITY BOOK: Page 61
1. Personal activity.
UNIT 7 ● LESSON 8
Class Book: Page 76
Objectives: To read and talk about having fun in the
different seasons. To develop reading and listening
comprehension. To develop cultural awareness.
Language focus: It often rains in the spring and autumn,
so we need our raincoats, our rubber wellies, our rain
hats and umbrellas. We wear different clothes according
to the weather and the seasons. In summer, we wear
light clothes: cotton shorts and T-shirts, summer dresses
and sandals.
Target vocabulary: raincoat, rubber wellies, rain hat,
woods, nylon, woollen, leather, swimming pool, cool off.
Vocabulary (revision): spring, summer, autumn,
winter, jacket, sweater, hiking, play football, umbrella,
shorts, T-shirt, dress, sandals, cold, snowy, sunny.
Materials: Class CD. Sheets of paper, colour pencils.
■ Note: If pupils have completed Activity Book p. 61
prepare a display of their work for everyone to read and
comment on.
Warm-up
An activity to introduce the subject.
■ Pupils' books closed. Ask: How do you have fun in
summer? Elicit different answers and write them on the
board. Repeat with spring, autumn and winter. Finally,
explain: Today, we are going to learn more about how to
have fun in the different seasons.
1. Read and match. Then, listen and check.
An activity to develop reading and comprehension skills.
■ Pupils' books open. Ask pupils to identify the
images (1: a boy with a sun hat and sunglasses at the
beach, 2: two persons walking under the rain, 3: two
persons playing with a sleigh). In pairs, pupils then read
the three texts and match each one to the appropriate
photo. Give them enough time to do this. Then, play the
CD, pausing after each text to confirm the answer.
■ Audio script
A It often rains in the spring and autumn, so we need
our raincoats, our rubber wellies, our rain hats and
umbrellas. When it is not raining, we can go hiking in
the woods or play football with our friends.
7-12
B We wear different clothes according to the weather
and the seasons. In winter, when it is cold and
snowy, we put on heavy clothes such as nylon
jackets, woollen sweaters and leather boots. We can
go skiing or play in the snow.
C In summer, we wear light clothes: cotton shorts and T-
shirts, summer dresses and sandals. If it is very sunny,
we need to wear sunglasses and a sun hat. We do not
have to go to school, so we can play all day. We can
ride our bikes, or go to the park and meet our friends.
When it is really hot we can go to the beach or the
swimming pool to cool off. Summer is great!
2. Say the clothes you need in these places.
An activity to revise vocabulary.
■ Focus pupils’ attention on the three pictures. Point to
the first one and read the title: The North Pole. Do the
same with the other two images. Then, in pairs, pupils
write the clothes they need for each of these places.
Remind them to pay attention to the spelling. Go around
the room in order to check on their progress and assist if
necessary. Finally, correct orally with the whole class.
Round-up
An activity to check reading comprehension.
■ Pupils read the texts again and close their books.
Then, they make up true or false statements about the
page for their classmates, for example: When it is really
hot we can go skiing. (false) When it is really hot we can
go to the beach or the swimming pool. (true)
■ Reinforcement activity: Divide the class into small
groups of three or four. Write the following words on the
board: umbrella, boots, play, sandals, sunglasses, park,
beach, snowy, cold, bike.
Pupils have to choose five of these words and make up a
short story they will tell orally to the rest of the class.
Give them enough time to complete the task.
■ Extension activity: Hand out the sheets of paper.
Pupils choose an activity related to a season they like.
When they finish, they label their drawings. Go around the
room and help if necessary. Finally, display the drawings
in the classroom. Once you take down the display, help
pupils file their work in their Language Portfolio.
Activity Book: Page 62
1. Circle the clothes you wear: in winter...
■ Explain the task: they circle the clothes they wear in
summer with a green pencil and in winter with a blue
pencil. Give them some moments and correct orally.
2. Fill in the table with the words below…
■ Focus pupils’ attention on the table. Go through each
item. Make sure they all understand the words. Explain if
necessary. Give them some moments to complete the
task and check orally.
3. Do the survey. Ask your friends. When… ■ Audio script
■ First, pupils ask different friends about their birthday 1 GIRL Do you like spring?
and fill in the grid with the corresponding information. BOY Oh, yes! Spring is my favourite season.
Finally, they complete the sentences below.
2 BOY Who is your brother?
GIRL The boy who is wearing an anorak.

ANSWER KEY: LESSON 8 3 BOY Tell me about John's day.

GIRL He gets up at 7.00 and goes to
school by bus at 8.00.
CLASS BOOK: Page 77
1. Answers: A-2, B-3, C-1. 2. Ask and answer questions in pairs.
■ Read question 1 and elicit the answer from a pupil.
2. Personal activity.
Then, explain the activity. They have to follow the model
and produce the same type of exchanges in pairs. Go
ACTIVITY BOOK: Page 62
around the room in order to check on their pronunciation
1. In summer: summer dress, shorts, swimming suits, and assist if necessary.
T-shirt, sandals, sun hat. In winter: gloves, scarf, winter
hat, raincoat, boots, sweater. 3. Read and rewrite the sentences in...

2. Answers: wool – sweater, gloves; cotton – T-shirt;
rubber – wellies; leather – boots, trainers; nylon –
umbrella, rucksack.
3. Personal activity.
UNIT 7 ● LESSON 9
Class Book: Page 77
Objectives: To revise and consolidate the vocabulary
and structures of Unit 7. To revise the unit song. To
do assessment and self-assessment activities.
Language focus: Structures of the unit.
Target vocabulary: Unit vocabulary.
Materials: Class CD. Unit flashcards. Tokens or
scraps of paper.
■ Focus pupils' attention on the text and read it aloud.
Point to the highlighted sentences which are the ones
they will link in the writing task. In their notebooks, pupils
then rewrite the text, linking the sentences with and.
Go round the room in order to give any necessary help.
When they finish, they write a similar text about a friend
or family member. Collect the compositions in order to
evaluate written expression.
Round-up
Hurray!
■ This list will help pupils evaluate their progress. Read
it with them when you finish the unit and comment on
what they have learnt. Give them enough time to revise
what they have done. Go around the room in order to
assist if necessary.
Activity Book: Page 63

1. Listen and match.

Warm-up
■ Explain the task: pupils have to listen and match each
Revising the unit song and vocabulary.
season and text to its corresponding image. Play CD 2
■ Begin the lesson by singing and acting out the unit (track 62), pausing after each exchange to give pupils
song (p. 73). Encourage everyone to join in. time to complete the task.
Show the unit flashcards one by one and elicit the words. ■ Audio script
Then, play 'The matching game?' with all the unit
flashcards. (Resource File, Flashcard game 4) 1 BOY I really like the spring. And you?
Ask pupils to open their books at page 77. Explain that GIRL Yes, I go hiking in spring. I love hiking.
they are going to revise what they have learnt in the unit.
2 GIRL What's autumn like in your country?
1. Listen and choose. BOY It's not very cold but it rains a lot.
■ Point to each square and elicit a description. Tell
pupils that they are going to hear short dialogues that 3 BOY What do you do in summer?
correspond to one of the two situations shown in each GIRL I go to the beach. I love wearing my
rectangle. The task is to identify the correct one by swimming costume and my sunglasses.
placing a token or a scrap of paper on the appropriate
picture. Play the CD, pausing after each exchange to 4 BOY I love winter. I love snowy days. Playing in
give pupils time to complete the task. the snow is fun!

7-13
2. Look at Unit 7 in your Class Book and… ANSWER KEY: LESSON 9
■ Pupils check the unit and write the answers. Then,
they complete the self-assessment section. If you need ACTIVITY BOOK: Page 63
to consolidate or develop the unit further, please turn to
the Resource File for games and activities you can use 1. Pupils have to listen and match. Answers, from left
for reinforcement and extension. to right: autumn – text 2, spring – text 1, winter – text 4,
summer – text 3.

ANSWER KEY: LESSON 9 2. Answers:

1 Yes, there is.
CLASS BOOK: Page 77 2 In frame

1. 1 left picture, 2 right picture, 3 right picture. 3. It is summer.

2. Personal activity. 4 Mary goes hiking in autumn.

3. He speaks English and French. He has toast and 5 She brushes her teeth.
milk for breakfast. He plays football and tennis. 6 Spring, summer, autumn, winter. Pupils' own answer.

7-14
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© VICENS VIVES

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 ANDALUCÍA

Unit 8
What’s the weather like?

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

8-1
 UNIT 8 Student’s book

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UNIT 8 Student’s book

8-3
 UNIT 8 Student’s book

8-4
UNIT 8 Activity book

8-5
 UNIT 8 Activity book

8-6
 UNIT 8 ● LESSON 1
Class Book: Pages 78 and 79
Objectives: To talk about the weather. To learn the four
cardinal points. To revise clothes. To express likes and
dislikes. To develop observation and memory skills.
Language focus: What's the weather like today? It's
(cold). I need my (sweater). Where's my (umbrella)?
We're waiting for you. I don't like (rainy) days. It is a
cold day. Rocky needs his (sunglasses). He likes
(rainy) days.
Target vocabulary: Map, north, south, east, west,
hot, cold, warm, sunny, cloudy, rainy, snowy, foggy,
windy.
Materials: Unit flashcards. Class CD.
Warm-up
An activity to present the cardinal points and the new topic.
■ Draw a wind rose on the board. Label each point and
present the word as you do so: north, south, east, west.
Ask pupils: Where is the sun in the morning? (In the
east). In the evening? (In the west.) Where is the sun
when it is cloudy or rainy? (Behind the clouds.)
Tell pupils that in this unit they are going to learn more
about the weather in different cities and countries
according to the seasons.
Copy the title and the objectives of the unit on the board.
Read and explain them to the class.
1. Listen and repeat.
Activities to present and practice the new vocabulary.
■ Pupils' books closed. Draw a map of the pupils'
country on the board and ask: What's the weather like
today in (Italy)? Elicit answers in English or L1 and
confirm them: It's snowy and cold in the north. It's sunny
and warm in the south. Here it is rainy. Then, stick the
unit flashcards on the board and present the words.
Play track 11 (CD 2). Pupils close their eyes in order to
concentrate on the pronunciation of each word. Encourage
them to repeat chorally and individually. Then, point to the
flashcards in random order and elicit the words.
■ Audio script
1 cold 2 snowy
3 cloudy 4 foggy
5 rainy 6 windy
7 hot 8 warm
9 sunny
2. Match and say.
■ Pupils' books open. Point to the page and say: This
is a weather map of the world. Point to Canada. Point to
Europe. Point to Africa, etc. In pairs, pupils then do the
matching exercise. Give them some moments to
complete the task and check orally.
3. Read and listen to the comic strip.
A listening activity to present the vocabulary in context.
■ Ask pupils to describe what is going on in the frames:
Rocky is getting dressed. Ricky and Rita are waiting for
him in the car and at the last moment he has a mishap.
Ask questions about the comic strip, for example: Is
Rocky happy in frame 2? What is he doing in frame 3?
What is he carrying in frame 5? etc.
Play the CD. Pupils listen and follow the dialogue. Ask
them what happens to Rocky in the last frame. (His
umbrella breaks as he closes the car door.)
Play the CD again with pauses for them to repeat,
chorally or individually. Check on their pronunciation and
intonation.
■ Audio script
1 ROCKY Uhm… What's the weather like today?
2 ROCKY Brrr, it's cold! I need my sweater.
3 ROCKY And it's windy… I need my anorak.
4 ROCKY Oh, it's really cloudy. Where's my umbrella?
5 RICKY Come on, Rocky! We're waiting for you!
6 SLAM!
7 ROCKY I don't like rainy days!
4. True or false?
Reading sentences to check comprehension.
■ Tell pupils to read the sentences in pairs and decide if
they are true or false. Give them some moments to
complete the task. When they finish, read the sentences
aloud and elicit the right answers.
Round-up
A vocabulary activity to consolidate the language of the
lesson.
Ask: What's the weather like today for Rocky? What is he
wearing? What is it like for you? What are you wearing?
Encourage everyone to participate and elicit several
answers from different pupils. Take the chance to check
on their pronunciation and intonation.
■ Reinforcement activity: Draw the four points of the
compass on the board. Group the unit flashcards
logically and stick them around the compass. Ask the
class: What's the weather like in the (east)? Elicit: It's
(warm) and (sunny).
■ Extension activity: In their notebooks, pupils draw a
map of their country and write north, south, east and
west in the appropriate regions. They draw weather
symbols to indicate what the weather is like there in
either summer or winter. Then, they write a sentence to
describe the weather there, for example: In the north,
winters are cold. It is cloudy, foggy and rainy.
8-7
 Activity Book: Pages 64 and 65
1. Look at the pictures and complete the…
■ Tell pupils to look at the two pictures and then point to
the words on the right column. Explain that they have to
fill in the gaps of both texts with the appropriate words.
2. Read and draw.
■ Pupils draw Rocky complete with his boots and
umbrella. He should look happy. The weather is rainy
and cold. Ask them to show their drawings to the class.
3. Look at the comic strip (Class Book...)
■ In pairs, tell pupils to answer to the questions
according to the information given in the comic strip.
Remind them to pay attention to the spelling.
4. Listen and check.
■ Focus pupils’ attention on exercise 3. Explain that they
will listen to the CD in order to check their answers. Next,
ask them to listen carefully and play track 63 (CD 2).
■ Audio script
1. Look at frames 2 and 3. What's the weather like?
It's cold and windy. 2. What is Rocky wearing in frame
4? He is wearing his anorak. 3. What is he looking for
in frame 4? He's looking for his umbrella. 4. Who is
waiting for Rocky in frame 5? Ricky and Rita are
waiting for him. 5. Where is Rocky's umbrella in frame
6? His umbrella is in the car door. 6. Does Rocky like
rainy days? No, he doesn't.
5. Answer the questions.
■ Pupils describe the clothes they wear. Encourage
them to specify colours. When they have finished, they
read their answer to their partner.
ANSWER KEY: LESSON 1
CLASS BOOK: Pages 78 and 79
1. Personal activity.
2. 1 cold, 2 snowy, 3 cloudy, 4 foggy, 5 rainy, 6 windy,
7 hot, 8 warm, 9 sunny.
3. Personal activity.
4. Answers: 1 True; 2 False; 3 False.
ACTIVITY BOOK: Pages 64 and 65
1. Answers: 1 hot, sunny, swimming costume, sun hat.
2 cold, snowy, anorak, boots.
2. Personal activity.
3. 1 It’s cold and windy. 2 He’s wearing his anorak. 3
He’s looking for his umbrella. 4 Ricky and Rita are waiting
for him. 5 His umbrella is in the car door 6 No, he doesn’t.
4, 5. Personal activity.
8-8
UNIT 8 ● LESSON 2
Class Book: Page 80
Objectives: To read and talk about the weather in
different cities. To develop reading and listening skills
comprehension. To develop logical and mathematical
intelligence.
Language focus: What's the weather like in Boston?
The winter is very windy, snowy and cold. It is hot in
summer but sometimes it is rainy. The summer is very
hot. Winter is not very cold or rainy. Spring is lovely.
Summer begins in November and ends in March. Rio
has a tropical climate. The autumn begins in March
and it is the rainy season. Spring is really nice, and
the sunny days are very bright.
Target vocabulary: Climate, Boston, Seville, Rio de
Janeiro, sailing, cycling, lovely, tropical, polar,
continental, bright.
Vocabulary (revision): Weather, winter, spring,
summer, autumn, hiking, river, afternoon, orange,
tree, flower, day, windy, snowy, cold, hot, rainy,
sunny, nice, begin, end.
Materials: Unit flashcards. Class CD. Sheets of paper
(extension activity).
Warm-up
An activity to present the word 'climate'.
■ Pupils' books closed. In L1, ask pupils to explain
the difference between ‘weather’ and ‘climate’. Confirm
that climate is the average weather in a region over a
long period. Make sure everyone understands.
Draw a circle on the board and divide it in half
horizontally. Say: This is the globe and this is the
equator. Here the climate is tropical. Point to the north
pole and south pole and say: Here the climate is polar. In
between, the climate is continental.
1. Look at the photos and guess the city…
A reading activity to match texts and photos.
■ Pupils' books open. Point to the photos and say:
These are three cities in different parts of the world. Let's
read about the weather there. Draw an x in the
approximate zone of the globe to indicate the location of
each city. Read each text aloud and elicit the
corresponding photo. Pupils then practise reading the
texts in pairs.
In L1 ask the class: Is the climate tropical in (Seville) Is it
polar in (Boston)? Elicit that it is continental in Seville and
Boston and tropical in Rio.
2. Read and answer the questions.
Answering questions to check written comprehension.
■ Tell pupils to read the questions in pairs and decide
on the correct answer. When they finish, read the
questions aloud and elicit the answers.
Round-up
A vocabulary activity to describe climates.
■ Pupils describe the weather for the three climates.
Summarise: Tropical: rainy season and dry season. Always
warm or hot. There is no winter. Continental: rainy springs
and autumns, hot summers and cold winters. Polar: cold,
snowy, sometimes very sunny. There is no summer.
■ Reinforcement activity: Ask pupils: What is your
favourite weather? Elicit their preferences and then ask:
Why? Help them with their explanations.
■ Extension activity: Hand out the sheets of paper.
Pupils choose one of the three climates and draw a scene
to illustrate it. Then, they write a few sentences to describe
it. Display the drawing. Once you take down the display,
help pupils file their work in their Language Portfolio.
Activity Book: Page 66
1. Read and think. Then, solve the puzzle…
■ Ask pupils to work in pairs and identify the girls' clothes.
Then, they complete each text with the corresponding
words. Give them enough time to complete the task.
2. Listen and check.
■ Focus pupils’ attention on exercise 1. Explain that they
will listen to the CD in order to check their answers. Next,
ask them to listen carefully and play track 64 (CD 2).
■ Audio script
What's the weather like? 1. Annie is in Jamaica. She isn't
wearing a sweater or an anorak because it isn't cold.
She's holding an umbrella. It's warm and rainy. 2. Betty is
wearing a T-shirt, shorts, sandals and her new
sunglasses. She's eating a yummy ice cream. It's hot
and sunny. 3. Lena is wearing boots, gloves and an
anorak, but she isn't holding an umbrella. It's cold and
windy. 4. Can you see Rose? What is she wearing
today? I don't know because it's very foggy.
3. Answer the questions.
■ Pupils give true answers to the questions. Give them
some moments and check orally with the whole class.
ANSWER KEY: LESSON 2
CLASS BOOK: Page 80
1. Answers: A-2, B-3, C-1.
2. 1 It is windy, snowy and cold in winter. It is hot and
sometimes rainy in summer. 2 It is not very cold or
rainy. 3 It begins in November and ends in March.
ACTIVITY BOOK: Page 66
1. Answers: Lena 3, Betty 2, Rose 4, Annie 1.
2, 3. Personal activity.
UNIT 8 ● LESSON 3
Class Book: Page 81
Objectives: To revise the days of the week. To revise
the weather. To develop an understanding of context.
To practise the rhythm and intonation of English
through a chant. To practise the sounds /w/ and /j/. To
revise numbers.
Language focus: Wednesday? Yes! Let's go
swimming on Wednesday! Yippee!
Target vocabulary: Days of the week. Swimming,
windy, rainy, foggy, sunny, yippee!
Materials: Small percussion instruments. Class CD.
Warm-up
An activity to present and pronounce the sounds /w/ and /j/.
■ Put on a surprised expression and exclaim: Wow!
Wow! Wow! Encourage pupils to repeat, focusing on the
position of the lips, which must be rounded. Then, nod
your head and say: Yes, yes, yes! Check that pupils are
stretching their lips in an exaggerated smile to produce
the sound /j/. Alternately look surprised and nod your
head to elicit the words wow! and yes.
Pre-chanting activity
An activity to help develop an understanding of context.
■ Focus pupils' attention on the pictures and ask them
to identify the weather conditions (windy, rainy, foggy,
sunny). Point to the first calendar leaf and ask: What day
is it? What's the weather like? Elicit: It's Wednesday and
it's windy. Do the same with the other three leaves.
Remind pupils that the asterisks indicate the times that
are missing in the text. Read the first text through, then
ask them to complete the task, reading the second chant
and supplying the missing words.
1. Listen and say the chant.
A chant to practise the rhythm and intonation of English.
■ Once they have done this, pupils listen to the
complete chant to check their answers.
■ Audio script
Windy Wednesday,
Windy, windy Wednesday!
Rainy Thursday,
Rainy, rainy Thursday!
Foggy Friday,
Foggy, foggy Friday!
Sunny, sunny Sunday!
Yippee!
■ Play the chant again, doing one of the following
activities each time:
8-9
 1 Books open, pause for pupils to repeat. Make sure
they put their lips in the correct position for each
sound. Say: Listen and repeat.
2 Books closed, pupils recite the chant and supply
the missing words. Say: Listen and chant.
3 Hand out the percussion instruments and encourage
them to perform the chant without the CD.
2. Listen and repeat.
An activity to practise the sounds /w/ and /j/.
■ Read Ricky's speech bubble aloud, then play CD 2
(track 14). Pupils follow in their books. Play the CD
again. Pupils repeat the text chorally and individually.
■ Audio script
RICKY Wednesday? Yes! Let's go swimming on
Wednesday! Yippee!
Round-up
An activity to practice pronunciation.
■ Pupils brainstorm more words with the sounds /w/
and /j/. Write the words on the board and ask pupils to
spell them out.
■ Reinforcement activity: Play 'Flashcard sounds' to
practise the sounds /w/ and /j/. Use the flashcards of
units 1-8. (Resource File, Flashcard game 8).
■ Extension activity: In their notebooks, pupils draw
an amusing picture and invent a sentence that includes
the sounds /w/ and /j/. When they finish, they show the
class their drawing and read out their tongue twister.
5A Marina is going skiing. What does she need?
B Well, boots… an anorak …
A Does she need a sweater?
B Yes, she needs a sweater and warm socks.
6A When do you usually go on holiday?
B Oh, we go in August.
A And where do you go?
B We always go to the beach.
2. Classify the words in the box. Then…
■ Pupils classify the words according to the sounds.
Point out that while the /w/ sound is represented by the
letters 'w', 'wh' or 'qu', words with the sound /j/ can
feature a variety of spellings. To correct the exercise, ask
them to spell out each word and then play the CD.
■ Audio script
/w/: Wednesday, William, wear, weather, winter,
welcome, shower, swimming, window
/j/: yoghurt, popular, USA, costume, Tuesday, you,
music, beautiful
3. Do the multiplications and divisions in...
■ Pupils multiply and divide with the technique they
have practised in the last two units. If necessary, explain
it to them again. Give them some moments and correcto
rally with the whole class.
■ Audio script
600 x 10 = 6000

Activity Book: Page 67 20 x 50 = 1000

5900 ÷ 10 = 590
1. Listen and tick. 40 x 70 = 2800

■ Focus pupils' attention on the numbered rectangles 8800 ÷ 440 = 20

and explain that they are going to hear short dialogues 5000 ÷ 50 = 100
that correspond to one of the two situations shown in
each rectangle. The task is to tick the correct one. Play
the CD, pausing after each exchange to give pupils time ANSWER KEY: LESSON 3
to complete the task.
■ Audio script CLASS BOOK: Page 81
1A Brrr, it's cold out today! 1, 2. Personal activity.
B Have some soup. It's nice and hot.
A Thanks! Mmm… this is yummy soup! ACTIVITY BOOK: Page 67
2A Can we play tennis today? 1. Answers: 1 right picture, 2 right picture, 3 left
B No, it's too cold and windy. picture, 4 left picture, 5 right picture, 6 left picture.
A Oh, no!
2. Answers:
3A What's the weather like in this country? /w/: Wednesday, William, wear, weather, winter,
B Well, in winter it's very cold and there is a lot of snow. welcome, shower, swimming, window.
A Hmmm, is it Brazil?
B No, silly, it's Poland! /j/ : yoghurt, popular, USA, costume, Tuesday, you,
music, beautiful
4 A We're going to Hawaii!
3. Upper row, from left to right: 5900, 440. Lower row,
B Oh, that's great! What's the weather like in Hawaii?
from left to right: 20, 70, 50.
A It's hot and sunny. We can go to the beach every day!

8-10
UNIT 8 ● LESSON 4
Class Book: Page 82
Objectives: To develop spoken interaction and
spoken production. To describe what people wear for
different activities. To revise clothes and sports.
Language focus: Does Rita wear a tracksuit to play
tennis? No, she doesn't. What does she wear? She
wears a skirt and a T-shirt. Does she wear trainers?
Yes, she does.
Target vocabulary: Sports. Clothes.
Materials: Unit flashcards. Flashcards of unit 5. Class
CD. Formative assessment sheet.
Warm-up
Questions and answers to revise actions.
■ Show pupils the flashcards of unit 5 and elicit the
actions. Show a pupil a flashcard and ask: Do you wear
(boots) to play tennis? Elicit the short answer: No, I don't.
Turn to the class and say, stressing the verb ending
slightly: (Rosa) doesn't wear boots to play tennis. Do this
with all the flashcards.
1. Listen and read.
An activity to present the structures of the unit.
■ Establish the situation: Rocky is asking Ricky
questions about Rita's outfit for tennis. Play the CD so
they can listen to the dialogue. Play the CD again. Pupils
repeat each sentence after the pause.
■ Audio script
ROCKY Does Rita wear a tracksuit to play tennis?
RICKY No, she doesn't.
ROCKY What does she wear?
RICKY She wears a skirt and a T-shirt.
ROCKY Does she wear trainers?
RICKY Yes, she does.
■ Focus pupils' attention on the colour code used
in the model texts. Explain that in questions and negative
statements the final ending of the 3rd person is added to
the auxiliary do which becomes does and is therefore not
used at the end of the main verb. Use the following drill
to practice the structure:
Teacher: Wear. / Pupils: Does he wear?
Teacher: Have. / Pupils: Does he have? etc.
2. Chit-chat.
A pair activity to talk about sportswear.
■ Ask pupils to identify the sports first: play basketball,
go swimming, go skiing, go hiking (climbing), go
skateboarding, play volleyball. Demonstrate the
exchanges with a pupil and ask the class to repeat
chorally. Pupils then ask and answer questions in pairs.
(This is an excellent moment to assess speaking skills
using the Formative assessment sheet.)
Round-up
An activity to revise the unit vocabulary.
■ Ask pupils to turn to page 48 of the Class Book and
look at the photos again. Books closed, say true or false
statements about the three sports and elicit the answers.
■ Reinforcement activity: In their notebooks, pupils write
two sentences about three of the pictures, one affirmative
and one negative, for example: To play basketball, Rita
wears a T-shirt, shorts and trainers. She doesn't need a
racket. Correct them on the board with the class.
■ Extension activity: Pupils choose two sports and
describe the clothes and equipment that are necessary
for each one. Encourage them to include at least five
items. Help them with the vocabulary if necessary.
Activity Book: Page 68
1. What’s the weather like? Ask and...
■ Read the exchanges with the class. In pairs, pupils
ask and answer similar questions. Go round the room in
order to give any necessary help.
2. Write the sentences.
■ Pupils write the sentences on the pictures in ex. 1.
(This is an excellent moment to assess writing skills
usingthe Formative assessment sheet.)
ANSWER KEY: LESSON 4
CLASS BOOK: Page 82
1, 2. Personal activity.
ACTIVITY BOOK: Page 68
1, 2. Personal activity.
UNIT 8 ● LESSON 5
Class Book: Page 83
Objectives: To revise the weather. To revise actions.
To develop listening comprehension skills through a
song. To sing the song and act it out.
Language focus: What does (John) do when it's
(snowy)? He makes a snowman. He jumps in puddles.
Target vocabulary: Puddle, top, hill, shade, jar, honey.
Vocabulary (revision): The weather. Snowman, fun,
boots, kite, put on, jump, walk, fly, sleep, eat.
Materials: Unit flashcards. Class CD. Sheets of paper.
Warm-up
A speaking activity to present the theme of the song.
■ Stick the unit flashcards on the board and elicit the
8-11
words. Ask pupils to associate two items with each
weather condition. Write the words next to each
flashcard, for example: Rainy: umbrella and boots. Hot:
ice cream and lemonade, etc.
Pre-listening activity
A revision activity to identify the weather.
■ Point to the illustrations on the page and ask pupils to
identify each weather condition. Ask pupils: What do you
do when it's (rainy)? Do you stay at home or go out? Ask
the question and elicit several answers for different
weather conditions. Encourage everyone to participate.
1. Listen and sing along.
Activities to sing and perform the unit song.
■ Present the song, using the CD and the book. Pupils
listen and look at the pictures as you point in your book.
■ Audio script
What does John do
When it's snowy?
He makes a snowman
And has fun with Joey!
What does Sam do
When it's rainy?
He puts on his boots
And jumps in puddles with Jamie!
What does Lizzie do
When it's windy?
She walks to the top of the hill
And flies kites with Cindy!
What does Helen do
When it's sunny?
She stays in the shade
And eats jars of honey!
■ Play the song again, doing one of the following
activities each time:
1 Pupils follow the song in their books, pointing to
each weather condition and action in turn. Say:
Listen and point.
2 Divide the class into four groups. Each group
sings and acts out one stanza. Say: Sing and do!
2. Sing again. What do you do when it’s...
An activity to practise more vocabulary.
■ Read out the rubric. With the help of the class, write a
new stanza on the board starting with: What do we do
when it's sunny? We… Then, play the melodic version of
the song so pupils can sing it.
Round-up
A vocabulary revision activity.
■ Pupils look at the page again and describe what each
child is wearing. Encourage them to give as many details
as possible and check on their pronunciation.
8-12
■ Extension activity: Hand out the sheets of paper
and ask pupils to draw what they do in their favourite
weather. Then they compose a stanza to go with their
picture and copy it on the sheet. Help them with the
vocabulary if necessary. Display the drawings in the
classroom. Once you take down the display, help pupils
file their work in their Language Portfolio.
ANSWER KEY: LESSON 5
CLASS BOOK: Page 83
1, 2. Personal activity.
UNIT 8 ● LESSON 6
Class Book: Page 84
Objectives: To develop spoken interaction through a
game. To revise yes/no and wh-questions. To
develop observation and memory skills
Language focus: What's the weather like? It's (windy)
and (cold). Where do you live? What are you like?
Does your mum work? What are you wearing now?
Target vocabulary: The weather. Seasons. Clothes.
Adjectives.
Materials: Unit flashcards. Formative assessment
sheet (Resource File).
Warm-up
An activity to revise the unit vocabulary.
■ Talk with the class about the weather. Ask pupils:
What's the temperature today? Is it very windy? Is this
normal weather for the season? etc. Elicit several
answers from different students.
1. Play with a friend. Ask and answer
A game to develop spoken interaction.
■ Pupils identify the weather conditions in the squares.
Read the model exchange with the class and explain the
aim of the game, which is to go around the board asking
yes/no or wh-questions whenever it is their turn. To make
the game more challenging, ask them to write down their
partner's answers.
Go around the room in order to give any necessary help.
(This is an excellent moment to assess speaking skills
using the Formative assessment sheet.)
Round-up
A game to develop observation and memory skills.
■ Pupils' books closed. Give pupils a few moments to
look over their partners’ answers, then ask them
questions, for example: Rosa, where does Mario live?
Rosa replies, and Mario can then correct her if necessary
by saying: Wrong! I live in (calle de la Iglesia)!
■ Reinforcement activity: In their notebooks, pupils
write complete answers to the questions. Remind them
to pay attention to the spelling.
■ Extension activity: In their notebooks, pupils write
six yes/no and wh-questions. Then, they interview a
classmate and write his or her answers down. When they
finish, they write a paragraph in the third person about
the classmate they have spoken to.
ANSWER KEY: LESSON 6
CLASS BOOK: Page 84
1. Personal activity.
UNIT 8 ● LESSON 7
Class Book: Page 85
Objectives: To develop writing skills. To practise the
language learnt so far. To describe weather in
different places. To learn more uses of capital letters.
Language focus: Structures of the unit.
Target vocabulary: Unit vocabulary.
Materials: Unit flashcards. Sheets of paper.
Warm-up
An activity to revise the structures of the unit.
■ Brainstorm cities in a couple of adjacent countries
with the class and write the names on the board.
Encourage pupils to tell facts about the places they
remember from the previous units (e.g. Australia,
Canada, Boston, Seville, etc.)
1. Think and say.What’s the weather like?
An activity to prepare for the writing task.
■ Point to the thought bubbles and explain that the
writer is thinking about the weather in four different cities.
Ask: Is it snowy in London? Is it warm in Edinburgh?
Where is it sunny? What's the weather like in Cardiff?
Pupils look at the thought bubbles and provide answers.
2. Design a weather map. Write, ask and…
Stepped activities to produce a written text.
■ On the board, draw a map of the country or countries
that pupils will be talking about so they can copy it. Read
the composition aloud. Tell pupils they are going to write
a similar text. Explain the procedure.
1 They write the first draft in class.
2 They exchange their text with a partner for
correction. Go round the room in order to give any
necessary help.
3 They write and illustrate the final version on a
loose sheet of paper.
4 After correction, the compositions are displayed in
class.
5 When the display is taken down, pupils file their
work in their Language Portfolio.
6 Remember to record pupils' results on the
Formative assessment sheet.
When pupils finish, divide the class into pairs or small
groups. Read the model exchanges with a volunteer and
then ask pupils to interview each other.
Round-up
A spelling and punctuation activity.
■ Read the information in the box aloud. Revise the uses
of capital letters presented in units 1 and 5. Discuss these
new uses and make sure everyone understands them.
■ Note: In order to develop language awareness, it
would be a good idea to copy one or two texts on the
board (without identifying the authors) and ask pupils for
help in correcting mistakes if there are any.
■ Reinforcement activity: Revise the use of all the
punctuation boxes presented during the course.
Encourage pupils to contribute with different examples
and write them on the board.
■ Extension activity: Ask pupils to read the texts on
page 70 again and describe the weather condition in
each photo along with the probable temperature. Remind
them to pay attention to the spelling. When they finish,
ask a few volunteers to copy their texts out on the board.
Encourage the rest of the class to correct and to
comment on the text.
Activity Book: Page 69
1. Look, read and write.
■ Focus pupils' attention on the first map and read the
text aloud. Tell them to choose different countries and
weather conditions in order to complete the second map.
Encourage them to colour it in.
When they finish, they write a text to describe where their
friend is going, what the weather is like there and what
he/she is going to need.
While they are working, go around the room in order to
check on their progress and assist when necessary.
ANSWER KEY: LESSON 7
CLASS BOOK: Page 85
1. Personal activity.
2. Personal activity.
ACTIVITY BOOK: Page 69
1. Personal activity.
8-13
UNIT 8 ● LESSON 8
Class Book: Page 86
Objectives: To read and talk about the weather. To
develop reading and listening comprehension. To
develop cultural awareness.
Language focus: Three things help us to describe the
weather: temperature, precipitation and wind. When we
talk about the temperature, we say that it is hot or cold.
Precipitation is the water that falls from the clouds as rain
or snow. If the air is moving we say that it is windy.
Target vocabulary: thermometer, precipitation, hail,
high up, crops, atmosphere, breeze, hurricane.
Vocabulary (revision): temperature, wind, cold, warm,
cool, clouds, rain, snow, spring, summer, ice, windy.
Materials: Class CD. Sheets of paper, colour pencils.
■ Note: If pupils have completed Activity Book p. 69
prepare a display of their work for everyone to read and
comment on.
Warm-up
An activity to introduce the subject.
■ Pupils' books closed. Ask: Do you prefer the
weather in the Caribbean or in the North Pole? Why?
Elicit different answers and write them on the board.
Finally, explain: Today, we are going to learn more about
the weather and the things that help us describe it.
1. Read and match. Then, listen and check.
An activity to develop reading and comprehension skills.
■ Pupils' books open. Ask pupils to identify the images
(1: a thermometer, 2: a map of the United Kingdom, 3: a
windy place, 4 a street with hail). In pairs, pupils then read
the four texts and match each one to the appropriate
photo. Give them enough time to do this. Then, play the
CD, pausing after each text to confirm the answer.
■ Audio script
A Three things help us to describe the weather:
temperature, precipitation and wind.
B When we talk about the temperature, we say that it is
hot or cold, warm or cool. Temperature is the first
thing we notice when we go outside. We can look at a
thermometer to find out what the temperature is and
decide what clothes to wear..
C Precipitation is the water that falls from the clouds as
rain or snow. Sometimes, especially in spring and
summer, we get hail – little balls of ice that form high
up in the atmosphere. Hail can cause serious damage
to crops, buildings and vehicles.
D If the air is moving we say that it is windy. A light wind
is a breeze; a very strong wind is called a hurricane.
Hurricanes can destroy houses and villages.
8-14
2. Write and say.
An activity to revise vocabulary.
■ Focus pupils’ attention on the three pictures. Point to
the first one and read the title: Greenland. Do the same
with the other two images. Then, in pairs, pupils write
what they think the weather’s like in these places.
Remind them to pay attention to the spelling. Go around
the room in order to check on their progress and assist if
necessary. Finally, correct orally with the whole class.
Round-up
An activity to check reading comprehension.
■ Pupils read the texts again and close their books.
Then, they make up true or false statements about the
page for their classmates, for example: A light wind is a
hurricane. (false) A light wind is a breeze. (true)
■ Reinforcement activity: Divide the class into small
groups of three or four. Write the following words on the
board: hurricane, hail, vehicle, warm, spring, damage,
house, thermometer, clothes, destroy.
Pupils have to choose five of these words and make up a
short story they will tell orally to the rest of the class.
Give them enough time to complete the task.
■ Extension activity: Hand out the sheets of paper.
Pupils choose an activity related to an extreme weather
condition. When they finish, they label their drawings.
Go around the room and help if necessary. Finally,
display the drawings in the classroom. Once you take
down the display, help pupils file their work in their
Language Portfolio.
Activity Book: Page 70
1. Match the words to their definitions.
■ Focus pupils’ attention on the two columns and
explain the task: they have to match each word on the
left with its corresponding definition on the right. Give
them enough time to complete the task and correct orally
with the whole class.
2. What do they need: wind, water, the…
■ Point to each picture and have pupils describe briefly
what they see in it. Next, in pairs, they do the exercise:
they have to say what element (wind, water, heat or cold)
is needed in every case. They can work in pairs. When
they finish, check orally.
3. Complete the weather table. Use ticks…
■ Pupils have to complete the table using ticks and
corsses and informing about last week’s weather. While
they are working, go around the room in order to check
on their progress and assist if necessary. Once they
finish, they complete the sentence below and compare
their answers with their partner. Finally, have several
pupils summarise the results.

ANSWER KEY: LESSON 8
CLASS BOOK: Page 86
1. Answers: A-2, B-1, C-4, D-3.
2. Personal activity.
ACTIVITY BOOK: Page 70
1. Answers: 1-C, 2-A, 3-F, 4-E, 5-D, 6-B.
2. Upper row, from left to right: cold, heat, water, heat.
Low row, from left to right: wind, water, cold, wind.
3. Personal activity.
UNIT 8 ● LESSON 9
Class Book: Page 87
Objectives: To revise and consolidate the vocabulary
and structures of Unit 8. To revise the unit song. To
do assessment and self-assessment activities.
Language focus: Structures of the unit.
Target vocabulary: Unit vocabulary.
Materials: Class CD. Unit flashcards. Tokens or
scraps of paper.
Warm-up
Revising the unit song and vocabulary.
■ Begin the lesson by singing and acting out the unit
song (p. 83). Encourage everyone to join in.
Show the unit flashcards one by one and elicit the words.
Then, play 'Remember the flashcard?' with all the unit
flashcards. (Resource File, Flashcard game 2)
Ask pupils to open their books at p. 87. Explain that they
are going to revise what they have learnt in the unit.
1. Listen and choose.
■ Point to each square and elicit a description. Tell
pupils that they are going to hear short dialogues that
correspond to one of the two situations shown in each
rectangle. The task is to identify the correct one by
placing a token or a scrap of paper on the appropriate
picture. Play the CD, pausing after each exchange to
give pupils time to complete the task.
■ Audio script
1 GIRL What's the weather like there?
BOY It's very cold and it's snowing now.
2 BOY I don't like windy days. They're really cold.
GIRL Yes, you're right. I prefer warm, sunny days.
3 GIRL Does your sister wear a hat when it rains?
BOY No, she doesn't! She takes an umbrella!
2. Ask and answer questions in pairs.
■ Read question A and elicit the answer from a pupil.
Then, explain the activity. They have to follow the model
and produce the same type of exchanges in pairs. Go
around the room in order to check on their pronunciation
and assist if necessary.
3. Read and rewrite the words in yellow.
■ Focus pupils' attention on the text and read it aloud.
Point to the highlighted words which are the ones they
will substitute in the writing task. In their notebooks,
pupils then write a similar text.
Go around the room in order to give any necessary help.
When they finish, collect the compositions in order to
evaluate written expression.
Round-up
Hurray!
■ This list will help pupils evaluate their progress. Read
it with them when you finish the unit and comment on
what they have learnt. Give them some time to revise
what they have done. Go around the room in order to
assist if necessary.
Activity Book: Page 71
1. Listen and tick.
■ Focus pupils' attention on the numbered rectangles
and explain that they are going to hear short dialogues
that correspond to one of the two icons or items shown in
each rectangle. The task is to tick the correct one.
Play the CD, pausing after each exchange to give pupils
time to complete the task.
■ Audio script
1A What's the weather like in your country?
B It is very hot and sunny in summer and not very
cold in winter.
A Mmm… Do you live in Spain?
B Yes, that's right.
2A Mum, it's really hot today. I'm thirsty!
B Have some juice! Here's a glass of orange juice.
A Thank you Mum. Mmm… It's delicious.
3 A What are you doing?
B I'm playing chess on the computer.
A Mmm… It's too cold and foggy to go outside!
2. Look at Unit 8 in your Class Book and...
■ Pupils check the unit and write the answers. Then,,
they complete the self-assessment section.
If you need to consolidate or develop the unit further,
please turn to the Resource File for games and activities
you can use for reinforcement and extension.
8-15

ANSWER KEY: LESSON 9
CLASS BOOK: Page 87
1. 1 right picture, 2 left picture, 3 right picture.
2. Personal activity.
3. Personal activity.
ACTIVITY BOOK: Page 71
1. Answers: right picture, right picture, left picture.
2. Answers: 1 It's cold, windy and cloudy. 2 It's very
hot in summer, not very cold in winter and lovely in
spring. 3 It's rainy. 4 She wears a skirt, a T-shirt and
trainers. 5 She walks to the top of the hill and flies kites
with Cindy. 6 It's windy and cold.
1. Read and listen to the play.
An activity to broaden listening comprehension and enjoy
a play in English.
■ Pupils' books open. Ask pupils: Who are the
protagonists of the story? Where does the fox live? And
the hen? Has the fox got a mother? Tell pupils that books
are divided into chapters and plays into acts. Ask them
how many acts there are in this play.
Play the CD. Pupils listen and follow the text. Ask them:
Does the story end happily for the fox? Why not?
■ Audio script
ACT 1
NARRATOR This is the story of the fox and the
little red hen.
LITTLE RED HEN I'm the little red hen and this is my
house in the wood.

UNIT 8 ● PLAY PART 1 FOX I'm the fox and I live in that cave
over the hill.
Class Book: Pages 88 and 89
NARRATOR For many nights the fox can't sleep…

Objectives: To enjoy reading and listening to a play FOX I'm so hungry! I want the little red
in English. To develop observation skills. To revise hen for dinner!
the structures and vocabulary of units 7 and 8.
NARRATOR Time passes and the fox is pale
Language focus: This is my house in the wood. I live and thin.
+in that cave over the hill. I'm so hungry! I want the little
red hen for dinner! How can I catch the little red hen? FOX How can I catch the little red hen?
Put a pot of water on the fire! The fox goes to the little
red hen's house with a big bag and hides behind a tree. NARRATOR One morning the fox has an idea!
I'm waiting for you! Dinner at last! How heavy the little
red hen is! Is the water boiling, mother? And that's the FOX Mother! Put a pot of water on the fire!
end of fox and his mother and the end of the story!
ACT 2
Target vocabulary: Fox, hen, cave, hill, idea, mother,
pot, fire, stick, roof, rest, scissors, hole, pale, thin, heavy, NARRATOR The fox goes to the little red hen's
catch, go away, fall asleep, wake up, boil, splash. house with a big bag and hides
behind a tree.
Vocabulary (revision): Story, house, dinner, bag, tree,
stone, little, red, hungry, big, tired, live, sleep, come FOX (whispering) Come out, little red hen!
out, wait, open, need, run, fly, walk, stop, cut, see, fall. I'm waiting for you!
Materials: Flashcards of units 7 and 8. Class CD. NARRATOR When the little red hen opens
the door…
Warm-up
LITTLE RED HEN I need some sticks for the fire.
A game to revise vocabulary and numbers.
■ Stick the seasons flashcards on the board. Invite a NARRATOR The fox runs inside the house.
pupil to identify each one and write the appropriates word
FOX Now I can catch the little red hen!
underneath. Hand out the weather flashcards to different
pupils, and ask them to come to the board and stick the
NARRATOR When the little red hen sees the fox
flashcards under the seasons. Encourage them to say: In she flies to the roof.
(winter) it is (snowy). It can be (sunny).
LITTLE RED HEN What are you doing in my house?
Pre-listening activities Go away!
Activities to present the play and develop observation skills.
NARRATOR The fox runs round and round in
■ Pupils' books closed. Write the title of the play on circles until the little red hen falls
the board and present the words ‘fox’ and ‘hen’. Ask from the roof into his bag!
pupils: Can a fox and a hen be friends? Where do they
probably live? What do foxes and hens usually eat? etc. FOX Dinner at last!
8-16
ACT 3 hUaction.
NIT 8 (The
● PLAY PART 2
verbs that can be mimed are catch, go away, fall
NARRATOR The fox is walking in the woods Classwake
asleep, Book:
up, Pages 88 and
sleep, come 89 open, fly,
out, wait,
when he stops for a rest…

FOX I'm so tired. Objectives: To review the play from part 1. To revise
structures and vocabulary of units 7 and 8.
NARRATOR … and he falls asleep.
Language (revision): Structures of units 7 and 8.
LITTLE RED HEN Where are my scissors? Vocabulary (revision): Actions. Animals. Food.
Ah! Here they are!
Materials: Class CD. Formative assessment sheet
NARRATOR The little red hen cuts a hole in the (Resource File. Sheets of paper (round-up).
bag and jumps out.

LITTLE RED HEN I'm free. Hurray! Warm-up

A miming activity to revise action verbs.
NARRATOR Then she puts a big stone in the bag…
■ Ask pupils to stand. Say the verbs in the story one by
one and encourage them to mime each action. (The
LITTLE RED HEN This stone is perfect!
verbs that can be mimed are: catch, go away, fall asleep,
NARRATOR …and runs home. wake up, sleep, come out, wait, open, fly, walk, stop, cut,
run, see, fall.)
ACT 4
Acting out the play
NARRATOR The fox wakes up and picks
up the bag. ■ Divide the class into four groups and assign the roles of
the narrator, fox, hen and mother. Play the CD again, with
FOX How heavy the little red hen is! pauses after each line so the groups can repeat it and mime
the actions. Encourage pupils to be expressive and mime
NARRATOR At last the fox gets home and sees the actions as well. If you have time, swap roles and repeat
his mother waiting for him. the activity. (This is an excellent moment to assess
speaking skills using the Formative Assessment sheet.)
FOX Is the water boiling, mother?
Round-up.
MOTHER Yes, it is! Have you got the
A vocabulary extension activity.
little red hen?
■ Hand out the sheets of paper and ask pupils to draw
NARRATOR The fox opens the bag over the animals they know and the food they eat. Help them with
pot of water… the vocabulary if necessary. Display the drawings in the
classroom. Once you take down the display, help pupils
FOX Yes, she's here in my bag!
file their work in their Language Portfolio.
NARRATOR the big stone falls into the boiling water
and splashes the fox and his mother! Activity Book: Pages 72 and 73
FOX Argh!
Write the comic strip
MOTHER Help! Argh!
■ Focus pupils’ attention on the two boxes below.

NARRATOR And that's the end of the fox and his Explain that they contain eleven sentences. The task is
mother and the end of the story! to write each one in its corresponding text circle.

■ Confirm that the story ends badly for the fox because
the little red hen plays a trick on him. Explain the new ANSWER KEY: THE FOX AND THE LITTLE RED HEN
vocabulary to the class. Repeat the CD, doing one of the
following activities each time: CLASS BOOK: Pages 88 and 89
1 Pupils point to the illustrations in their books. Say:
1. Personal activity.
Listen and follow the play in your books!
2 Pause after each exchange, encouraging pupils to
repeat the dialogue. Say: Listen and repeat!
ACTIVITY BOOK: Pages 72 and 73
Write the comic strip. 1 I’m the little red… 2 I’m
Round-up the fox and I live.. 3 I’m so hungry! I want.. 4 Come out,
An activity to check comprehension.
little red… 5 What are you doing in my… 6 Dinner at
■ Pupils read the play again. Say true or false last! 7 I’m free. Hurray! 8 his stone is perfect! 9 How
statements about it, for example: The fox lives in the heavy… 10 Is the water… 11 Help! Argh!
wood. (true) The little red hen is hungry. (false) etc.
8-17
 UNIT 8 ● HALLOWEEN Look and choose!
You can be a ghost,
Class Book: Page 90 A bat or a black cat.
It's Halloween!

Objectives: To talk about Halloween. To develop Come and dress up

listening comprehension skills through a song. To For Halloween!
sing the song and act it out. Come and dress up
For Halloween!
Language focus: Come and dress up for Halloween.
Look and choose! You can be a (ghost), a (bat) or a Look and choose!
(black cat). You can be a skeleton,
Target vocabulary: Ghost, black cat, bat, monster, A witch or a monster.
It's Halloween!
skeleton, witch, jack-o'-lantern, dress up, choose.
Materials: Flashcards of the ghost, black cat, bat, Come and dress up
monster, skeleton, witch and jack-o'-lantern copied For Halloween!
from p. 90 and enlarged. Class CD. Come and dress up
For Halloween!
■ Note: This lesson is optional. It is designed to be ■ Make sure that pupils understand the meaning of the
taught just before Halloween. song. Ask them which costume they would choose.
Play the song again, doing one of the following activities
Warm-up each time:
An activity to introduce Halloween.
1 Pupils follow the song in their books, reading the
■ Clap your hands as you recite the following chant: text. Say: Listen and read.

Hee, hee, hee, 2 Pupils sing while following the text in their books.
It's Halloween! Say: Listen and sing!
Hey, hey, hey, Point to the pictures at the bottom of the page and read
Come out and play! the words. Repeat them at random while pupils point to
Encourage pupils to repeat, clapping their hands or the appropriate picture.
tapping on their desks with one finger. Repeat the chant,
speeding up the rhythm.
ANSWER KEY: HALLOWEEN
Pre-listening activity
Activities to present the Halloween vocabulary. CLASS BOOK: Page 90
■ Pupils' books closed. In L1 ask pupils which 1. Personal activity.
animals and objects are generally associated with
Halloween. Say the words in English and write them on
the board as you elicit them.
Stick the flashcards of the ghost, black cat, bat, monster, UNIT 8 ● HALLOWEEN FUN
skeleton, witch and jack-o'-lantern on the board as you Class Book: Page 91
say the words. Pupils repeat chorally and individually.
Check on their pronunciation and intonation.
Objectives: To read and tell Halloween jokes.
1. Listen and sing along.
Target vocabulary: Bad luck, ship, in front of.
Activities to sing the Halloween song.
Vocabulary (revision): Bat, witch, monster, skeleton,
■ Pupils' books open. Focus pupils' attention on the
black cat, ghost, head, mouse, fish, eat.
illustration. Point to children and ask them to identify
each costume. Elicit: Ghost, monster, black cat, monster, Materials: Class CD. White cards (round-up).
skeleton, witch. Establish the situation: The children have
dressed up for Halloween and they are dancing around
Warm-up
the jack-o'-lantern.
■ Begin the lesson by singing and acting out the
Present the song, using the CD and the book. Say: Look
and listen to the song! Halloween song (page 90). Encourage everyone to join
in and clap with their hands following the rhythm.
■ Audio script
2. Read and match. Then, listen and check.
Come and dress up An activity to develop reading comprehension.
For Halloween!
Come and dress up ■ Pupils' books open. Focus pupils' attention on the
For Halloween! page and ask them what the three scenes represent.
8-18
Confirm that in the first one a monster with three heads is
saying hello to a boy. In the second one, a mouse is face
to face with a black cat and in the third one, a monster is
gobbling up ships as well as fish. Ask them what black
cats represent for many people (bad luck). In pairs,
pupils read the comebacks and match them to the
questions.
■ Audio script
1 ANNOUNCER What do you say when you see a
monster with three heads?
BOY Hello! Hello! Hello!
2 ANNOUNCER Is it bad luck to see a black cat in
front of you?
GIRL Yes, if you are a mouse!
3 ANNOUNCER What do sea monsters eat?
BOY Fish and ships!
■ Play the CD so pupils can check their answers. Play it
again so they can practise telling the jokes.
Now make your joke!
An activity to develop oral expression.
■ Hand out the white cards. Pupils copy the jokes on
one side and the answers on the other. Tell them they
can use these cards as prompts to retell the jokes to their
family and friends. Ask them if they know similar jokes in
their own language. Help them translate them and add
them to the list.
Activity Book: Page 74
1. Read, circle and match.
■ In pairs, pupils segment the words in the word snake,
then they match the words and pictures. Give them some
moments and correct orally with the whole class.
2. Look at page 91 of your Class Book...
■ Pupils read the sentences and tick 'true' or 'false'. Tell
them to correct the ones that are false. When they finish,
check orally by encouraging different pupils to participate.
ANSWER KEY: HALLOWEEN FUN
CLASS BOOK: Page 91
1. Answers: 1-C, 2-A, 3-B.
ACTIVITY BOOK: Page 74
1. Answers: witch, ghost, bat, black cat, monster,
skeleton.
Upper row, from left to right: bat, monster, skeleton.
Lower row, from left to right: witch, black cat, ghost.
2. Answers: 1 false; 2 false; 3 false; 4 false; 5 true.
UNIT 8 ● MERRY CHRISTMAS
Class Book: Page 92
Objectives: To talk about Christmas. To develop
listening comprehension skills through a song. To
sing the song and act it out.
Language focus: Dashing through the snow, over
the fields we go, laughing all the way! Bells on bobtail
ring, making spirits bright. What fun it is to (sing a
sleighing song tonight)! Oh! Jingle bells, jingle bells,
jingle all the way!
Target vocabulary: Snow, sleigh, hill, bells.
Materials: Class CD. Tambourines and other
percussion instruments. Sheets of paper (round-up).
■ Note: This lesson is optional. It is designed to be
taught just before Christmas.
Warm-up
An activity to introduce Christmas.
■ Clap your hands in time as you recite the following chant:
Merry Christmas, merry Christmas,
Merry Christmas to you,
Merry Christmas to you,
My friends!
Encourage pupils to repeat with the appropriate intonation,
clapping their hands or tapping on their desks with one
finger. Repeat the chant, speeding up the rhythm.
Pre-listening activity
Activities to present the Christmas vocabulary.
■ Pupils' books closed. In L1 tell pupils the traditional
Christmas story. Explain that in countries where it snows,
it is very important for people to have a 'white Christmas'.
A fun activity in the snow is going on sleigh rides. Tell
them that in this lesson they are going to learn a
sleighing song.
1. Listen and sing along.
Activities to sing the Christmas song.
■ Pupils' books open. Focus pupils' attention on the
illustration and establish the situation: The children are
riding on a sleigh that is being drawn by one horse. It is an
'open sleigh' because there is no roof over their heads.
Present the song, using the CD and the book. Say: Look
and listen to the song!
■ Audio script
Dashing through the snow,
In a one horse open sleigh,
Over the fields we go
Laughing all the way!
Bells on bob tail ring,
Making spirits bright,
What fun it is to laugh and sing
a sleighing song tonight!
8-19
Oh! Jingle bells, jingle bells,
Jingle all the way!
Oh! What fun it is to ride
In a one horse open sleigh!
Make sure that pupils understand the meaning of the
song. Explain that ‘to dash’ is to run quickly, and ‘to
jingle’ is to ring when referring to small bells. Ask them if
they have ever gone on a sleigh ride.
Play the song again, doing one of the following activities
each time:
1 Pupils follow the song in their books, reading the
text. Say: Listen and read.
2 Pupils sing while following the text in their books.
Say: Listen and sing!
3 Hand out the tambourines. Pupils play them while
singing the chorus.
Point to the pictures at the bottom of the page and read
the words. Repeat them at random while pupils point to
the appropriate picture.
Activity Book: Page 75
1. Read and complete.
■ In order to revise vocabulary, start by pointing to the
different illustrations and elicit the different items: horse,
sleigh, children, snow, tree, trousers, shoes, carrot, scarf,
winter hat, etc.
Then, ask pupils to complete this part of the song's text.
Remind them to pay attention to the spelling. While they
are working, go around the room in order to check on
their progress and assist if necessary.
2. Look at page 92 in your Class Book...
■ Pupils check the song’s text in their Class Book.
Correct with the whole class by having several pupils
come to the board to write the missing words.
Then, they sing the song. Encourage them to pronounce
properly and enjoy the Christmas spirit.
Round-up
An activity to practise the new vocabulary.
■ Hand out the sheets of paper. Books closed, play
Connections' with the lesson vocabulary. (Resource File,
Class game 13)
ANSWER KEY: MERRY CHRISTMAS
CLASS BOOK: Page 92
1. Personal activity.
ACTIVITY BOOK: Page 75
1. Answers: snow, sleigh, field, bells.
2. Personal activity.
8-20
UNIT 8 ● CHRISTMAS CARDS
Class Book: Page 93
Objectives: To develop reading comprehension and
written expression.
Language focus: Dear (Granny), Love, (Sue), Merry
Christmas, Happy New Year.
Vocabulary (revision): Granny, sleigh, aunt, biscuits,
milk, do, fantastic...
Materials: Class CD. Sheets of paper (round-up).
Warm-up
Singing the Christmas song.
■ Begin the lesson by singing and acting out the
Christmas song (page 92). Encourage everyone to join
in and follow the rhythm by clapping.
2. Read and match. Then, listen and check.
An activity to develop reading comprehension.
■ Pupils' books open. Focus pupils' attention on the
page and ask them what the three scenes represent.
Confirm that they are Christmas scenes and help them
describe each one. Encourage them to say complete
sentences and give as many details as possible. Take
the chance to check on their pronunciation.
Pupils then read the texts and match them to the photos.
Play the CD so pupils can check their answers.
■ Audio script
1 GIRL Dear Granny,
It's fantastic here! I'm on a sleigh. Merry
Christmas and a Happy New Year.
Love, Sue
2 BOY Dear Jenny,
Merry Christmas and a Happy New Year.
That's my dog Bob with me in the picture.
Love, Alfred
3 GIRL Dear Aunt,
At Christmas I give biscuits and milk to
Santa Claus. Merry Christmas and a Happy
New Year.
Love, Cathy
3. Draw and write a Christmas card for a…
An activity to practise the new vocabulary.
■ Hand out the sheets of paper and instruct pupils to
fold them in half. They draw and colour a Christmas
scene on the front and write a Christmas greeting inside.
Round-up
■ Collect the cards and display them in the room. Give
pupils some minutes to walk around and take a look at
them. Comment on the different ideas and vote for the
best Christmas card of the class.
 ■ Audio script
ANSWER KEY: CHRISTMAS CARDS
January, February, March.
Stand up and march!
CLASS BOOK: Page 93 April, May, June
1. Answers: A-3, B-1, C-2. Stand up and jump!

2. Personal activity. July, August, September

Stand up and run!
October, November, December.
UNIT 8 ● BIRTHDAYS Stand up and turn around!

Class Book: Page 94 When is your birthday?

Tell me please!
When is your birthday?
Objectives: To talk about birthdays. To say the
Tell me please!
months of the year. To develop listening
comprehension skills through a song. To sing the Play the song again, doing one of the following activities
song and act it out. each time:
1 Pupils follow the song in their books, reading the
Language focus: Stand up and march! Stand up and
text. Say: Listen and read.
jump! Stand up and run! Stand up and turn around!
When is your birthday? Tell me please! 2 Pupils sing while following the text in their books.
Say: Listen and sing!
Target vocabulary: Birthday, January, February,
3 Pupils march around the room and do the actions
March, April, May, June, July, August, September,
while singing the song.
October, November, December. Stand up and turn
around! Point to the pictures at the bottom of the page and read
the words. Repeat them at random while pupils point to
Materials: Class CD. A large calendar showing the 12 the appropriate picture.
months all at once. Coloured stickers. Tambourines and
other percussion instruments.

■ Note: This lesson is optional. It is designed to be Activity Book: Page 76

taught at any time during the year, preferably at the
beginning.
Warm-up
An activity to introduce birthdays.
■ Display the calendar in the room and tell pupils they
are each going to mark their birthday with a sticker.
Present the months orally first and then hand out the
stickers one by one. Encourage the pupils to stick theirs
on the day of their birthday, turn to the class and say: My
birthday is in (April).
Pre-listening activity
Activities to present the song vocabulary.
■ Pupils' books closed. In L1 ask pupils what they do
at birthday parties. Elicit the songs and games. Tell them
that in this lesson they are going to learn a party song.
1. Listen and sing along.
Activities to sing the birthday song.
■ Pupils' books open. Focus pupils' attention on the
illustration and establish the situation: The children are
having fun at a party. Point to each pair of children in
turn and say: Look. They are marching. They are
running. They are jumping. They are turning around.
Ask: Are they having fun?
Present the song, using the CD and the book. Say: Look
and listen to the song!
1. Look, find and match.
■ Pupils match each verb with the corresponding
picture. Give them some moments to complete the task
and check orally with the whole class by having four
different students do the action when you say the verb,
e.g.: Jump. He or she jumps. Repeat the same with the
rest of verbs.
2. Read and complete the months of the…
■ Pupils write the missing months. Remind them to pay
attention to the spelling. Go around the room in order to
check and assist if necessary. Correct by asking several
pupils to write the missing months on the board.
3. Answer the questions.
■ Pupils answer the questions about themselves. Give
them enough time to complete the task. When they
finish, tell them to ask the questions to their partner and
have him or her to answer. Then, they swap. Go around
the room in order to check on their spelling, intonation
and pronunciation.
Round-up
An activity to practise the new vocabulary.
■ Play 'Rocky says' with the actions on the page and
other actions the pupils know. (Resource File, Class
game 1)

8-21
 ANSWER KEY: BIRTHDAYS
CLASS BOOK: Page 94
1. Personal activity.
ACTIVITY BOOK: Page 76
1. Upper row, from left to right: march, run. Lower row,
from left to right: jump, turn around.
2. February, May, August, October, December.
3. Personal activity.
UNIT 8 ● BIRTHDAYS PARTIES
Class Book: Page 95
Objectives: To develop reading comprehension and
written expression.
Target vocabulary: Party, sweets, piñata, candles,
balloons, hit, fall down, celebrate, decorate.
Vocabulary (revision): Birthday, September, fun,
family, friends, mum, cake, house, games, delicious,
special, full, dance, play.
Materials: Class CD. Sheets of paper (round-up).
Warm-up
Singing the birthday song.
■ Begin the lesson by singing and acting out the
birthday song (page 94). Encourage everyone to join in
and follow the rhythm by clapping the hands.
8-22
ANSWER KEY: BIRTHDAY PARTIES
CLASS BOOK: Page 95
1. Answers: A-3, B-1, C-2.
2. Read and match. Then, listen and check.
An activity to develop reading comprehension.
■ Pupils' books open. Focus pupils' attention on the
page and ask them what the three scenes represent.
Confirm that they are photos of different types of birthday
celebrations. Help them describe each one.
Encourage them to say complete sentences and give as
many details as possible. Take the chance to check on
their pronunciation and intonation.
Pupils then read the texts and match them to the photos.
Play the CD so pupils can check their answers.
■ Audio script
1 My birthday is in September. I have a party with a big
piñata full of sweets! I hit the piñata and all the sweets
fall down. This is lots of fun!
2 I celebrate my birthday with my family and friends at
home. My mum makes a big birthday cake with candles
for me. It’s delicious!
3 I have a special party at home for my birthday. We
decorate the house with lots of balloons. All my friends
come and we dance and play games. It’s great fun!
Finally, have several pupils explain the best birthday
party they have ever had. Encourage them to use the
vocabulary learnt through this lesson.
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