Wonder 4 TB

Richmond
PRIMARY
Richmond ®
58 St Aldates
Oxford OX1 1ST
United Kingdom
© Susan House, Katharine Scott
This edition © Santillana Educación, S.L. 2016
Writers: Christina Broadbridge, Brendan Dunne,

Micaela Fraguas Garrido, Robin Newton, Ben Pincus,
Inmaculada Romero Fanego, Andrea Turner
Recordings: EFS Television Production Ltd.
Publishing Director: María Lera

Managing Editor: Miranda Friel
Editorial Team: Grace Lloyd, Elsa Rivera Albacete, Silvia Ruiz Calvo,
Susana Sánchez González, Jason Small, Andrea Turner
Digital Managing Editor: Virginia Santidrián Ruiz
The editors would like to thank all those teachers and consultants who
provided invaluable help and insight with their participation in this book.
Art Director: José Crespo

Cover Design: Manuel Estrada
Design and layout: Colart Design S.C.
Art Coordination: Rosa Marín, Javier Tejeda
Photo Researcher: Amparo Rodríguez

Technical Director: Ángel García Encinar
Technical Coordination: Rocío Lominchar Romero
Printed in Spain
ISBN: 978-84-668-2419-4
DL: M-13160-2016
CP: 737206
All rights reserved.

No part of this work may be reproduced, stored in a retrieval system or transmitted in any form,
electronic, mechanical, photocopying or otherwise without the prior permission in writing of the
copyright holders. Any infraction of the rights mentioned would be considered a violation of the
intellectual property (Article 270 of the Penal Code). If you need to photocopy or scan any fragment
of this work, contact CEDRO (Centro Español de Derechos Reprográficos, www.cedro.org).
Every effort has been made to trace the holders of copyright, but if any omissions
can be rectified, the publishers will be pleased to make the necessary arrangements.
Contents Teaching and Learning materials
Methodology and unit walk through
page
page
4
10
CLIL Key structures
UNITS
✹ Knowledge ✹ Creativity ✹ Literacy Phonics
Welcome! ˜ She’s got (brown eyes).
˜ Is (Claude) opening a clue?
page 25 ˜ (When) do you (do your homework)?
✹ Learning about countries, ˜ Where is (Ecuador)? It’s in (South America). This country is in
1 Take a trip!
page 32
languages and capitals
✹ Designing coins
✹ Using clues and existing
knowledge to interpret events
(Asia). Is it China? She is from (France). She speaks (French).
What language does she/he speak?
˜ I’ve got a coin worth (a euro). What’s it worth?
˜ Final sound ture: adventure, temperature…
✹ Exercise routines ˜ Imperatives: Put your hands on the floor.

Fit
2 ✹ Designing a dance routine ˜ Can: Can you do a (cartwheel)?
and healthy ✹ Describing a machine; writing
an advert
˜ Present Simple: I run to the front. He turns to the (left).
˜ Frequency: Every day/never… How often … ?
page 56 ˜ Comparing air and ear sounds: there, hair… ; chair, here, weird…
✹ Comparing size, distance ˜ Comparatives: It is (hotter) than Jupiter, … (further from …)

Spectacular
3 and temperature of the planets ˜ How questions: How big is the (Sun)?
space! ✹ Making a model of the
Solar System
˜ Ordinal numbers: Venus is the second planet.
˜ Why/because: Why is the moon … ? Because it’s … .
page 80 ✹ Character development
˜ Initial consonant blends: flash, please…; blue, close, friend, press…
✹ Wildlife in the desert ˜ Comparatives and superlatives: The Gobi Desert is bigger
✹ Appreciating hieroglyphics than the Sahara Desert. The Sahara Desert is the biggest.
4 Deserts
page 104
✹ Inferring details; writing a first
person account
˜ There is/are: There’s a camel near the biggest sand dune.
˜ Present Simple questions with do: Do camels eat insects?
˜ Adverbs of frequency: No, never. Yes, always. Only sometimes.
˜ Final consonant blends: camp…; jumps…; dark…; marks…
✹ Using floor plans ˜ Present Simple: Is the (play area) on the (roof)?
Shop around ˜ Where: Where is the games room? Where are the restaurants?
5
✹ Designing shop windows
✹ Sequencing and writing ˜ Present Continuous: I’m going (down the escalator).
the clock! a prequel ˜ Comparatives and superlatives: The (red shoes)
are more unusual than the (gold shoes); (most expensive…)
page 128
˜ Final consonant blends: biggest…; what’s…
✹ Interpreting recipes ˜ Countable and uncountable nouns with some and any
6 In the kitchen
page 152
✹ Designing food pictures
✹ Extending a story’s central idea;
writing a menu
˜ Much/many: How much rice do you need?
How many potatoes do you need?
˜ Pronunciation of final l sound: lentil, pencil…; bottle, apple…
Read all ✹ Jobs in a newspaper ˜ Future with going to: I’m going to look at the photos. Jenny
7 about it!
page 176
✹ Comic art with captions
✹ Newspaper writing, headlines,
captions, main facts
is going to correct the mistakes. Are you going to write a story?
˜ Final consonant blends nd, nk, nt: and…; ink…; accident…
✹ Comparing celebrations ˜ When’s the party? It’s on … .
8
˜ Saxon genitive + possessives: Lucy’s son, my/his/her/their cousin
Celebrations! ✹ Designing a family tree
✹ Guessing relationships; ˜ Going to for future: We’re going to have a big meal. I’m going to
page 200 describing a family photo (wear a new dress). What are you going to (celebrate)?
˜ Contractions: I’m, we’re, they’re, it’s, she’s, there’s, don’t, doesn’t
Festivals page 224

Key Competences page 16
Activity Bank page 17 Bank page 22
Cultural focus
Key vocabulary
Functional language
˜ Physical description: (brown) eyes, (black) hair… ˜ Solving clues
˜ Wh- questions: what, when, where, why ˜ Language for finding things: Where’s the first clue,
˜ Weather associations: clouds, moon, rainbow, sky, wind I wonder? Come on, let’s find the next clue.
˜ Countries: Australia, Canada, China, Colombia, Egypt, Japan, Mexico, Morocco, ˜ The British Isles
New Zealand, Romania, United Kingdom ˜ Language for discussing identity: Where are you from?
˜ Continents: Africa, Antarctic, Asia, Europe, North America, Oceania, South America My mum’s family comes from (India). My dad comes
˜ Languages: Arabic, Chinese, English, French, Romanian, Spanish from (Ireland). You’re half (French), half (Irish).
˜ Coins: eagle, flower, harp, lion, tree; on one side / on the other; cents
˜ Gymnastic movements: cartwheel, forward roll, handstand, star jump ˜ Girls’ Centres of Excellence for football
˜ Body: arms, back, foot, hand, head, knees, leg, toes; left, right
˜ Language for watching a match: What a great match!
˜ Verbs of movement: bend, hop, kick, jump, push, put, roll, run, stand, stretch, turn
You win some and you lose some! Foul! Goal! (Rovers)
˜ Go: for a bike ride / swimming / for a walk / skating
are in control.
˜ Do: sports / dance / PE / gymnastics
˜ Solar System: the Earth, Jupiter, Mars, Mercury, the Moon, Neptune, Saturn, ˜ The sky at night
the Sun, Uranus, Venus; constellation, planet
˜ Language for enquiring about facts:
˜ Big numbers: thousand, million, billion
It says the temperature on the Moon is … .
˜ Facts: distance, size, symbols: ºC, km, temperature
That doesn’t make sense! That sounds right.
Does that sound right? We can work it out.
˜ Deserts: Atacama, Gobi, Sahara, Sonoran ˜ The Grand Canyon

˜ Facts: average summer/winter, day/night temperature, rainfall, size,
˜ Language for complaining about the weather:
symbols: ºC, mm / year, km2
I’m boiling! It gets (cold) (at night). It’s (always)
˜ Big numbers: million, thousand
like this. Does it ever (rain) here? Is it always (hot)?
˜ Desert features: cactus, oasis, palm trees, rock, sand dunes
˜ Desert animals: camel, elephants, lions, lizard, scorpion, snakes, vulture
˜ Areas in a shopping centre: bowling alley, car park, hairdresser’s, play area, ˜ Hamleys toy shop
games room, Internet café, pet shop, skating rink…
in the basement, on the first floor / ground floor / roof; escalator, lift, stairs, ramp; ˜ Language for shopping for clothes:
information, first aid, toilets What size are you? I think I’m size … . Do they fit?
˜ Adjectives: beautiful, colourful, fashionable, imaginative, ugly, unusual They’re too small. Can I have them in green, please.
˜ Clothes: coat, dress, hat, shoes, skirt, trainers
˜ Food: apples, bananas, butter, carrots, cherries, chocolate, honey, lentils, milk, ˜ Charlie and the Chocolate Factory
peas, nuts, pasta, potatoes, rice, sausages, sardines, stew, sugar, tomato, tuna
˜ Food storage: basket, cupboard, fridge ˜ Language for cooking: Put it in the oven. Take it out.
˜ Food categories: dairy, dry food, fish, fruit, meat, vegetables Is it ready? It’s (burnt). Pass the (oven gloves).
˜ Cooking verbs: add, cut up, stir Be careful! What’s in it?
˜ Sections of a school newspaper: arts and crafts, comic, letters, school sports, ˜ School online; sister schools
stories, world facts
˜ Language for correcting mistakes: There are two
˜ Publishing posts: editor, illustrator, photographer, assistant, reporter
spelling mistakes. There’s a word missing here. It’s only got
˜ Publishing actions: check the photocopier, correct the mistakes / spelling, design the
one ‘p’. It’s got a double ‘l’. You need a capital letter here.
pages / cover, draw a cartoon, interview the head teacher, make a video, print the paper…
˜ Celebrations: 50th golden anniversary, 15th birthday party, ˜ Greetings cards

new baby, sleep-over party, wedding
˜ Places: hotel, marquee, restaurant ˜ Language for planning parties: Let’s have a party!
˜ Family: aunt, cousins, grandma, grandad, stepmum, (step) sister, uncle… Let’s bring … . How about … ? We can dance.
I can make some biscuits.
˜ Fireworks, lamps, patterns, presents, spirals, waves…; cherry blossom, rainbow…

For the Student
Student’s Book Activity Book and Audio CD
All the core work is divided into a welcome unit and eight Reflecting the Student’s Book structure, the additional support
main teaching units. The units in turn are divided into ten is divided into a welcome unit, eight main units and a festivals
lessons. Additionally, there is a section which covers festivals section. The work can be done in class or set as homework.
at the end of the book. The accompanying CD provides the audios for the listening
Welcome! Lesson 2
activities in the Activity Book and the picture dictionary,
Holly and Claude look under the table. Lulu reads the clue and the others look for Max.
as well as the songs and stories from the Student’s Book.
Holly finds the first clue on a school bag and reads it.
I‘ve got blue eyes and

black hair. Look for Boo!
me behind a chair.
Welcome! Lesson 2
Do you remember me? 1 1 Listen and write the answers.

Lulu! Come on! Let‘s I‘m Lulu‘s twin. Look
Welcome! 1 find Max‘s clue. for me inside the bin! Yes, he/she is.
5 6
Welcome!
No, he/she isn’t. Yes, they are. No, they aren’t.
Where‘s Holly? See the magic window 1 Is Claude doing his homework?
shine? Come on now. It‘s
1 2 Is Holly watching TV?
1.1 Listen and read the story. adventure time! Welcome! 1
Welcome!
Holly finds the first clue on a school bag and reads it.
3 Are the other people in Holly’s family
having tea?
Holly arrives at the den. There is a note on the table. I‘ve got blue eyes and 4 Is Holly having milk and biscuits?
Dear Holly, I‘ve got blond black hair. Look for
5 Is Claude’s mum making lunch?
We are playing hair and blue eyes. me behind a chair.
hide and seek. 1 Read and number the characters and the places. 6 Are Claude’s grandparents coming
Look for our Look under the for tea?
2
clues. Claude, table for a surprise! 1 I‘ve got blond hair and blue eyes.
I‘ve got blue eyes and black hair.
Max and Lulu.
Look under the table for a surprise!
Look for me behind a chair. 2 Look at the pictures, read and
number the sentences.
4
3 See the magic window shine?
7 Now, Holly’s missing but there’s a new clue.
8 Can you find Holly? Do you remember me? I‘m Lulu‘s now. It‘s adventure1 time!
Come onHolly 5
Where‘s the first twin. Look for me inside the bin! and Claude Holly is hid
ing in
clue, I wonder? 1 5
Describe and guess the pictures in the story. are looking under the Magic
Window
the table. .
2
1 Holly and Claude find theIsnext
Claude
clue in opening a red
a pencil case. clue?
Holly thinks this is Claude’s clue. Yes, he is.
Hi, Claude! Is Holly looking 2 6
under the table? No, she isn‘t. Max
Holly Claude, Max and
I‘ve gotThat‘
blonds picture 4. Lulu are hiding. Claude is reading
Lulu’s clue.
hair and blue eyes.
Look under the
table for a surprise! Discussing actions in pictures 5 3 7
Max is jum Lulu
Hi, Holly! Come on! Let‘s Claude ping Lulu is reading
out of the bin.
find the next clue. 491889 _ 0004-0006.indd 5 02/07/14 14:07 Max’s clue.
3 4 7
2 Read and circle T (true) or F (false).
2 Describe and guess your classmates. T F
1 Max has got a sister. 4 8
I’ve got F
T is looking
Holly
He‘s got black hair 2 Lulu has got a brother called Claude. behind
Holly is reading
and brown eyes. hair. T the F chair. Claude’s clue.
Is it Daniel? 3 One of the characters has got red.
T F
4 The twins have got brown eyes.
No! He‘s got a red pencil T F
case and a blue school bag. Ah! I know! It‘s Ben! 5 Holly has got green eyes.
Max’s hair. T F
6 Lulu’s hair is the same colour as 3
as eyes._ 0002-0004.indd
Claude’s491974 T F
7 Holly’s eyes are the same colour 3
13/08/14 08:40
4 Describing people 3 Write a description of yourself.

I’ve got .
CP: 593308
491889 _ 0004-0006.indd 4 02/07/14 14:07
Includes songs
2 and stories
from the
13/08/14 08:40
Student’s Book!
491974 _ 0002-0004.indd 2
© San
tillana Educación, S.L.
Pop-outs 593308_cubierta _ 0001-0001.indd 1

Cian Magenta Amarillo Negro Troquel
01/08/14 11:56
The pop-outs provide a hands-on activity for lower levels

and gap-fill activities for higher levels. They are designed as a
vehicle for orally practising the structures taught in the lesson.
UNIT 5
The the
bigger biggest
red red
€18 €45
€60 is are
than than
€35 €70 €5 0
blue blue
more
expensive cheaper smallest green hat jumper trousers shoes
most smaller green shoes

expensive
cheapest hat jumper trousers
Wonder 4 © Santillana Educación, S.L.
528223 _ 0001-0016.indd 9 25/03/14 10:33
The hat smaller

blue is
hat
than the green
4
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overviews for quick lesson plans and Countries with euros

Money: cent, coin,
Langu ages: Arabi
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c, Chinese, English, French
, Romanian, Spanish, Assessmen
t Criteria
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Optio The United
i-poster
To learn abo nal Reso

Language Objective: • Lessons Kingdom
Objective: be location urces 6, 7 and 10:
Language sent Simple to descri tish Isles.
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pag
• Lesson 10: e 49, Listening
A wonderful Activity Bank offers • Evaluation

page 61, Spe
: pages 85-
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resources, on how to exploit the
Take
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Unit 1 test tivity Bank course
: pages 17-
suggestions of how to make the most Functional Strand
24.
of all the course materials.

s:
Language ObjectiveSimple.
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To describe nationaliti
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a trip! LC
continents,
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ome familiar
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The full colour Student's Book 33
pages provide easy 32 21/08/14 11:22

21/08/14
11:22
visual reference. 491985_P032_

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32
Lesson 1
Extra suggestions to Clear, concise lesson
1 Take a trip! enhance the Student's Book objectives make lesson
LL 1 1.4 Listen and say the
contin ents.
Mexi China
Ro
mania
activities are included. planning easy.
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M w Z lan
orocco
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Unit dom
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Canada CLIL Objective
Asia To understand abou Fast Finishers
t meeting new frien
ds. The children write
Assessment
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ves the children pictu
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Europe To revise days and
times of the week
Wrap-up
To practise the : school day, week Make a pie chart
Present Simple: end or graph of the most
guidance is
Do you (play)? I love I (play). I don’t (play popular online activi
(playing hide and ). according to the ties
To introduce place seek). class and discuss
s: Alaska, Hong Kong it.
To introduce outd , Ireland, Mexico
oor and indoor
North activities: board Optional Resour
available in
card games, comp games,
America outdoors, playing
uter games, cooki
ng, hide and seek, ces
in a band, running indoors, Teacher's Resource
table tennis, tree races, skateboard Book page 41, Listen
house ing, skiing, ing.
South
Africa
Materials
– Teacher's i-boo
k – Poster for Unit
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Check if the child
essment
every lesson.
– CD 1 1 ren can:
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s.
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practice More
t their online activi
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poster. Ask the name rs and outdoors.
pictured. Draw a SC SC of the activities
Venn diagram on
More
phonics outdoors
More the board. One circle
activities, the other
phonics represents
ate. indoors activities.
SCC 2 Guess the countries with your classm audio the children
come up and write As they listen to
the
corresponding circle the activities in the
. Alternatively, they Activity Book
This country is in Europe. individually in their could do this activi
Is it Romania? i-poster notebooks. ty Unit 1, page 5, Lesso
Finally, discuss the n 1. See page 230
quest ions in the I wond for answer key.
er box.
I know! It‘s the
(See transcript page
i-flashcards
No, it isn‘t. 54.)

United Kingdom! IWB i-book
Open the i-poster.
text and the keybo Ask the name of
the activities. Use
ard in the Richm the
ond i-tools to write
ts | More More
7
practice
P beside each activi
ty. Then, the child the words
ts | Countries, Continen practice outdoors) to the ren drag the word
Locating countries in continen it isn’t. correct place to s (indoors and
DC in (Africa)? Yes, it is. / No, classify the activi
Where is (Morocco)? Is it to validate. For furth
F of the activities using
er practice, restar ties.
t the activity and
Play the audio
02/07/14 14:08
the vocabulary they describe one
uous assessment find and circle it have learned. The
Key competences contin SC using the Richm
ond i-tools.
children
technique of using
d 7
491889 _ 0007-0016.ind
Children apply the learning
s knowledge to locate Check if children: 1
The
LL
a colour code and previou 1.4 Listen and
find the missing
es in continents. More Ask individual child information.
countries in continents. 1 Are able to locate countri More
phonics phonics ren to describe the
to work in pairs te the activity. children. Then, guess
2 Work well in pairs to comple
Unit Lesson 1
trate skills they are from. Chec
Children demons
answers are available
e. k around the class where
es to practise the new languag
1
SCC
ns about countries 3 Use the digital resourc the relevant inform that they have found
to ask and answer questio ation. out
and continents. (See transcript page
54.)
the IWB and do
Children work together on Answers:
at the end of each unit.

DC
further practice individually. Lee: Hong Kong

, every day
Maria: Mexico, Satur
34 i-poster days and Sundays
Jake: Alaska, Sund
21/08/14 11:22
ays
Grace: Ireland, Frida
ys and the weekend Fast Finishers
491985_P032_P055_U
1.indd 34
i-flashcards
CLIL Objective
2 Make four questions
and ask a The children write an email to one of the children pictured.
get
into pairs and ask The children classmate.
IWB To understand about
the modelmeeting
given.
new
quest friends.
ions about their online habit
s using
Wrap-up
They then report
back to the class.
3 Write about your
Language Objectives basic information
self for a new frien
about themselve
d. The children write
Make a pie chart or graph of the most popular online activities
the model as a guide s in their notebooks
To revise days and times of the week: school day, weekend
. using
according to the class and discuss it.
To practise the Present Simple: I (play). I don’t (play).
The Key Competences Do you (play)? I love (playing hide and seek).
To introduce places: Alaska, Hong Kong, Ireland, Mexico Optional Resources
35
are marked for each activity To introduce outdoor and indoor activities: board games,
Teacher's Resource Book page 41, Listening.
Complete digital teaching card games, computer games, cooking, hide and seek, indoors,
and continuous assessment outdoors, playing in a band, running races, skateboarding, skiing,
notes for the additional IWB table tennis, tree house
guidance is provided. Continuous Assessment
material provided
Materials on
the Teacher's i-book.
– Teacher's i-book – Poster for Unit 1
The support material for
Check if the children can:
Introduce themselves.
– CD 1 each lesson
Talk and write aboutis referenced.
their online activity.
Ask questions about their friends’ online activity.
More
practice
Lead-in
More
practice P P Talk about activities they do indoors and outdoors.
5
F F
1.3 Display the poster. Ask the name of the activities
SC SC
pictured. Draw a Venn diagram on the board. One circle represents
More
phonics outdoors
More
activities, the other indoors activities. As they listen to the
phonics
For the Teacher
Teacher’s Resource Book Teacher’s Audio Material
Packed with a wealth of optional photocopiable material, All the recordings used in the Student’s Book, Activity Book
it is an ideal resource for providing extra practice for the and Teacher’s Resource Book are presented in one handy pack.
Student’s Book lessons. It includes: Language worksheets,
Skills worksheets, Phonics worksheets and Tests for
every unit. Both the Tests and the Language worksheets
are presented at two levels to suit different abilities within
the class. The Teacher’s Book suggests when each worksheet
could ideally be used.
CP: 492007
CP: 593249
Unit 3 Extension
© San © San
tillana Educación, S.L. tillana Educación, S.L.
Index
Name: Cian Magenta Amarillo Negro Troquel Cian Magenta Amarillo Negro Troquel
Class: 492007_cubierta _ 0001-0001.indd 1 593249_cubierta _ 0001-0001.indd
01/08/14 11:35 1 01/08/14 14:21
1 Label the picture.
Contents Page
5
Language worksheets
27
Skills worksheets
CP: 593308
CP: 593367
29 Includes songs
• Reading and stories
from the
39 Student’s Book!
2 Order the numbers from the
smallest to the
• Writing
biggest. Write 1 to 5. Then, write the
numbers in words. 49
• Listening © San
© San
1,000,000 61
• Speaking
69
20,000 Phonics worksheets
Cian Magenta Amarillo Negro Troquel Cian Magenta Amarillo Negro Troquel
593308_cubierta _ 0001-0001.indd 1 593367_cubierta
01/08/14
_ 0001-0001.indd
11:56 1 01/08/14 11:16
81
100,000 Tests
83
1,000 • Diagnostic test
85
• Unit tests
10,000,000
S.L.
117
• End of term tests
Posters
Photocopiable © Santillana Educación,
S.L.
• End of year test 123

Photocopiable © Santillana Educación,
3 Write sentences using the comparativ

e form of the adjectives.
1 Mars / Jupiter (hot)
2 The Earth / Venus? (big)
The posters are an ideal tool to present the unit language
3 The Moon / the Sun (near to us)
4 The Moon / in autumn? (yellow)
5 Mars / the Moon (far from the Earth)
and setting. There is always an accompanying recording to
12
work with each poster. They can also be used in any lesson
491996WONDER4TRBp05a26.indd
12
08/09/14 14:42
to practise the key language. There are further ideas for
working with the poster in the Activity Bank on page 19
08/09/14 14:48
3
491996WONDER4TRBp01a04.indd
of the Teacher’s Book.

Flashcards and Word cards
69 beautiful photo flashcards each with an accompanying Neptune
word card. They are ideal for presenting, reinforcing and

reviewing vocabulary. There are also many games suggestions in Jupiter
Uranus
the fabulous Activity Bank on page 18 of the Teacher’s Book.
492029
_ 0083-0
122.ind
d 89
the Moon
the Su
n
Mercury
the Earth
11/07/1
Saturn
4 13:06
Mars
Venus
13:06
Wonder 4 © Santillana Educación, S.L. Unit 3
11/07/14
492018 _ 0001-0008.indd 5 14/07/14 08:02
87
22.indd
_ 0083-01
492029
Story cards
The full colour story cards
Story card
3
allow for whole class work Narrator:

But Holly
doesn’t lis
interaction. Holly: He
the butto
llo! Who
n.
are you?
ten and sh
e presses
Captain
Elani: I’m
Captain Ela
ni. I need
your help!
492033
_ 0033-0
048.indd
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27/06/14
13:30
6
How Tailor your digital teaching!
digital are Richmond teachers decide what digital materials they or the children will use in
you? the classroom or at home. Digital resources are the perfect aid to enhance your
teaching, motivate the children and make the most of all the course materials.
Teacher’s Digital Solutions
The Wonder Teacher’s i-solutions pack includes:

¥ Teacher’s i-book for
Herein a solution for bringing your teaching to life in the Activity
Generator
CP: 593647
classroom. The Teacher’s i-book is a fully interactive version
of the Wonder course, which integrates all the teaching © San
and learning materials cross-referenced into one single Cian Magenta Amarillo Negro Troquel
CP: 593529
593647_cubierta _ 0001-0001.indd 1 10/07/14 11:02
Includes
Audiovisual material!
format for use with the IWB or projector.

© San
Cian Magenta Amarillo Negro Troquel

593529_cubierta _ 0001-0001.indd 1 10/07/14 11:14
Teacher’s i-book key features:

1 Interlinked components at page level.
❯ The one-touch zoom-in feature guarantees the easiest 2 Additional IWB activities which provide digital
and quickest access to all the activities, answers, audio
alternatives to the lessons.
material, transcripts and teaching notes.
3 Extra interactive practice to reinforce
the lesson content.
4 All course materials included.
1
2
2
4 3
7
❯ i-posters
Touch to access.
❯ i-flashcards
Touch to access. 1
1 Listen to the word.
2 Show and hide the written word.
2
❯ i-story cards 4
Touch the first picture on the Student’s Book pages
to access. The i-story on the Teacher’s i-book include 1
Hot spots. Use the Hot spots to highlight potentially
difficult vocabulary before the reading activities.
2
1 Listen to the story.
2 Show and hide text.
3 Change vignette.
4 Show and hide Hot spots.
3
8
More
practice
More
practice P P
❯ Visual grammar presentations
F F
Touch on the Language
SC SC
Review pages in the Student’s
Book
More
to access. More
phonics phonics
❯ Vocabulary Game Generator

i-poster
Accessible from main books’ bottom menu. Use it to create

i-flashcards
your i-book
IWB
own IWB games at any time. See the Go Digital! Bank
on pages 22-24 to learn more about this tool.
More
practice
More
practice P P
F F
SC SC
More More
phonics phonics
❯ Audiovisual material
Touch on the Student’s Book pages to access.
i-poster
1 Open the audiovisual worksheet.

i-flashcards
2 Show and hide subtitles.

IWB i-book
❯ The Richmond i-tools

Take the book and make it yours by inserting notes, links and Save all your teaching sessions
external files. It is also possible to write or paint on the i-book to meet the needs of each individual class.
and in the zoom windows.
¥ Activity Generator
This is the solution for editing or creating your own
personalised worksheets from the Teacher’s Resource
Book. Use an existing worksheet and edit it or create a
worksheet from scratch using the images, texts and design
elements from the Teacher’s Resource Book.
9
Methodology
What it’s all about…
Wonder 4 is set in an imaginary world, Wonderworld, full of colour and engaging characters.
Children are familiar with Claude and Holly and their friends, Max and Lulu. Together they share
adventures in a multitude of different contexts. The characters are present throughout the book
and feature in the stories. Story-based learning is essential for young learners and a perfect vehicle
to present language in a natural setting. The course is designed using integrated learning webs.
Each unit is a web of different strands of learning objectives held together by a central focus.
and
The KnowledgeobSjectrtives The Creative Str
and
t
This includes conten This includes cont
ent from the crea
t knowledge areas tive
based on the differen elements of the cu
rriculum: Art, Dra
ography, History
of the curriculum: Ge Music and Dance ma,
and Science. .
Central
Focus
In Level 4 the central focus
is based on everyday situations
The Literacy Strand which are familiar to children
of this age group, for example:
This is a skills based strand
family celebrations, shopping,
and focuses on the development
or exercise routines.
of literacy skills for language
learning: reading, writing and
The Functional Strand
oral expression. This involves the pupils
using the target
language objectives in ev
eryday
situations, which form fam
iliar events
in their lives.
The Culture Strand

This involves introducing the children to
aspects of the English-speaking world and
the varied cultural environments in which
the target language is used.
10
A walk through the unit Lessons 1 2 3
Lesson 1
3 Spectacular space! The course characters are used

1
to present the language and the context
1.21 Listen and answer the questions. Key
= Throw again of the unit in a fun, engaging way
Race 8
7 = Go back two
to capture the children's interest.
Vocabulary to the 6
= Advance two
Sun Saturn
= Miss a go
is presented in a clear 9
16
= Change places
way in every unit with 17 5

a listening activity.
Venus
Uranus
10 15
the Sun 4
the
Earth
18
r u ry
te rc
pi Me
Ju
11 on
14
Mo
Mars the 3
12 13
e
tun
Nep
S 2
t
a
r
tt 1
2 Play Race to the Sun.

The children have Three! One, two, Two! One, two. Oh, no!
three. Good! I‘m on ... . It says go back two!
opportunities
to practise the
Learning about the planets | Space | More More
P
language and practice 27
practice
It’s my turn. / Pass me the dice, please. / I’m on number (four).
F
to gain confidence 491889 _ 0027-0036.indd 27 02/07/14 13:45
SC
in speaking The main language being taught
More
and using English.
More
in the lesson isphonics

highlighted for phonics
the teacher to see clearly what

the learning objectives are.
i-poster The Activity Book reinforces
i-flashcards
the work done on every page
Songs and chants and essential in the Student's Book.
IWB
tools for language learning
and feature in every unit.
Fun lyrics and catchy tunes
motivate children to participate
and learn effortlessly. Unit 3 Lesson 3
1 Read and find the planets.
1
Unit 3 Lesson 2 It’s hotter than Mars but colder than Venus.
2 3 han Mars.
1 1.22 Listen and find the distances. Then, sing the song. It’s colder than the Earth but hotter than Jupiter. It’s smaller than the Earth but bigger t
Neptune
the Earth Name: Venus Name: the Earth
Mercury
Jupiter 2 , ,
Saturn
Uranus
The Teacher's i-book Size (diameter): 12 000 km
Temperature: 470 ¡C
Size (diameter): 12 800 km
Temperature: 20 ¡C
Venus Distance from the Sun: Distance from the Sun:
Mars Neptune
provides an additional 110 million km 150 million km
IWB activity for every

58 millio
nk
m
song and chant in Name: Mars
,
Name: Jupiter
Size (diameter): 140 000 km ,
Distances between the planets (million km) the Student's Book. Temperature: -20 ¡C
Distance from the Sun:
Temperature: -150 ¡C
1,600 620 40 230 million km 780 million km

550
80 1,500 50
The creative 4
It’s bigger than V
enus but smaller
than Jupiter.
5
That‘s Mars! How far
2 Make a Solar System model and talk to your classmates. strand encourages is it from the Earth? 6
It’s further from the Sun than Venus but nearer than Mars.
Is it between the
self-expression
It’s nearer to the Sun than Jupiter but further than the Earth.
My planet is the fourth
planet in the Solar System. Earth and Jupiter?
4 than Jupiter.
enus but smaller 2
through art, drama,
Guess planets with a classmate.
Instructions That‘s Mars! How far It’s bigger than V
Yes, it is.
• Work in groups is it from the Earth?
and choose planets.
• Make your planets.
It‘s 80 million
kilometres. Wow! That‘s music or dance. Is it bigger than Venus?
Yes, it is.
Is it further from
the Sun than Mars? No, it isn‘t.
• Make your a long, long way!
Solar System.
3 Write a comparison of two planets.
... is bigger than ... . ... is hotter than ... . ... is nearer to the Sun than ... .
3 Choose a planet and write about it. Comparing size, distance and temperature | Comparative adjectives | More
practice
More
29
practice P
Is it further from the Sun than (Mars)?
Venus is the second planet in the Solar System. It's between ... and ... .
491889 _ 0027-0036.indd 29 02/07/14 13:46
F
It's ... million kilometres from ... and ... million kilometres from the Sun.
SC
28 Making a model of the Solar System | Planets, Distances, Big numbers |
How far is it from (Venus) to (the Earth)? It’s 40 million kilometres. The knowledge strand develops More More
new concepts related to a CLIL focus.

phonics phonics
491889 _ 0027-0036.indd 28 02/07/14 13:45 Extra interactive

Activities are carefully guided practice
and practise a range of skills.
11
i-poster
i-flashcards
IWB
A walk through the unit Lessons 4 5
The Teacher's i-book includes a culture

clip featuring real world images
related to the lesson's cultural theme. Opening questions
The clips are accompanied by an lead in to a context
interactive comprehension activity. where the functional
The Teacher's i-book also provides language is presented.
an additional worksheet for further
practice. Open the worksheet before
More
practice
More
practice P The chosen functional
you watch the video and use language is always relevant
the Richmond i-tools to complete it. Alternatively, print out copies F
to the children's
for the children to do the worksheet individually. SC day-to-day experience.
More More
phonics phonics
Unit 3 Lesson 4 Culture Functional language Unit 3 Lesson 5

The Sky at Night
The Sky at Night is a very popular TV programme.
You can write to the Space Surgery to ask questions 1 Discuss the questions with your classmates.
about space and the planets.
What do you think?
1 1.23 Read and find the answers. Then, listen and check. i-poster
1 Does it rain or snow on the Moon? 2 Does anything grow on the Moon?
1 3 Why do astronauts wear special suits on the Moon? 4 How long does it take to fly to the Moon?
From: Pablo P.
Why is the moon yellower in the autumn? i-flashcards
2
2 1.24 Listen and find the missing numbers and words. Then read.
From: Pierre C.
Why is Venus brighter than the other planets? a 4x b 3,474 km c 100 ºC d –175 ºC
IWB
3
From: Alex G.
It says that the
Why is the Earth hotter than Mars? Oh, sorry! I mean ... .
temperature on ...
4 is about ... . That doesn‘t make
From: Demir T.
Why is Neptune colder than Saturn? sense! ... is really cold.
a Because it’s nearer to the Sun and it b Because it’s lower in the sky and
reflects a lot of light. nearer the horizon.
c d
Because it’s further from the Sun. Because it’s nearer to the Sun.
2 Invent and describe a constellation.

Yes, that sounds right.
A constellation is a group This constellation is called Well ... is about ...

of stars. If you connect the Orion after the hunter in How big is ... ? bigger than ... .
stars with lines, they make Greek mythology. It looks
imaginary shapes in the like a person with a bow. So we can work it out.
night sky. The constellations There are seven main stars
have names of animals, in the constellation. Two
mythological creatures for the hunter’s shoulders,
and scientific instruments. two for his feet and three
for his belt.
Orion
Does that sound right?
Instructions
• You need: black paper, a hole puncher, a yellow wax crayon. My constellation
• Design and draw your constellation with the yellow crayon. looks like a cat.
• Punch holes for the main stars. It‘s nearly right! The
• Compare with your classmate. It‘s got eight stars. diameter of ... is ... .
• Cover the windows with your pictures.
3 Choose two planets to compare and act out the scene.
Language for enquiring about facts | Temperature, Sizes, Big Numbers |

30 The Sky at Night | Space, Constellations | Why is the| moon yellower in the autumn? Because … . That doesn’t make sense! / That sounds right. / We can work it out.
More
practice
More
31
practice P
491889 _ 0027-0036.indd 30 02/07/14 13:46 491889 _ 0027-0036.indd 31 02/07/14 13:46

F
SC
More More
phonics phonics
A range of activities The children have an

throughout the book present opportunity to personalise
an interesting glimpse at the dialogues.
i-poster
various cultural aspects of life

in English-speaking countries. i-flashcards
IWB
More practice activities provide

extra interactive practice
to reinforce the lesson content.
They are ideal for fast finishers,
as wrap-up activities, or homework.
You can access them on the Teacher's i-book for class work.
12
The children listen to a story whilst following the pictures

in their books or on the story cards (print or interactive).
The i-story cards on the Teacher's i-book include Hot spots to highlight More
practice
More
P
potentially difficult vocabulary before the reading activities. The Teacher's i-book includes an animated
practice
The text is on the page to help with reading development. version for Levels 1 to 4 to really bring F
As the children move through the levels the amount of text increases. the story alive in the classroom.
The story is an ideal vehicle to practise the unit language SC
and extend it in a natural, familiar context.
More More
phonics phonics
Unit 3 Lesson 6 Unit 3 Lesson 7

CCaappttaain
inEEla
lannii
1 1.25 Listen and read the story. Captain Elani asks Claude for information Then, she tells Holly to look at
from the control panels. the bright buttons on the panel.
The magic window glows and takes Holly arrives and the children explore i-poster
the children to a space station. the space station. The blue number Press the green
Look! This button is the distance. button on the left.
Hello! Is anybody here? is flashing. What does it say? i-flashcards
IWB
Where is all the crew? Don‘t touch

anything, Holly! Wow! Something
Mmm... 37,000 kilometres. is happening!
1 2 55 6
But Holly doesn’t listen and The captain is very pleased to see the children. Lulu and Max are at the door, ready to help. The children arrive back at the den.
she presses the button.
I‘m stuck on the space Thank you! Bye!
pod. I can‘t get back. The space pod is here!
Close the door.
Hello! Who are you?
We can help you.
I‘m Captain Elani.
Give us instructions.
I need your help!
She looks very
friendly, but...
Oh, no! Elani is

That‘s it! Now, open an anagram of...
the door, Lulu.
3 4 77 8
2 1.26 Listen to the sounds and find the words. Then, say the words. 1 Read the story again and answer the questions.
plPeased
More More
ice g blue 1 Are there any people on the space station when the children arrive?
press
practin
flash
practice
friendly 2 What does Holly press?
3 Why does Captain Elani need the children’s help?
F
bright close crew
glows green 4 How does Claude help?
5 How do Max and Lulu help?
SC
32 More More
33
phonics Comprehension
phonics of the story | Phonics: initial consonant blends Comprehension | Answering open questions
491889 _ 0027-0036.indd 32 02/07/14 13:46 491889 _ 0027-0036.indd 33 02/07/14 13:46
i-poster
The children develop their You can access extra interactive Each story aims to develop
phonics i-flashcards
skills by focusing on practice to reinforce the phonics understanding of the language and
specificIWBsounds and letters. on the Teacher's i-book for class work. literacy skills such as comprehension,
In the early levels they work with story sequencing and character
initial sounds but as their skills development. The exercises become
develop they move on to middle more challenging through the levels
and end sounds. in accordance with children's
In the higher levels children abilities and age.
work with alternative
spelling patterns.
13
A walk through the unit Lesson 8
The vocabulary and structures

presented in the story are reinforced.
Unit 3 Lesson 8
1 Read and choose four sentences to complete the story.
In the end,
I think Captain Elani ...
is an alien.
is an astronaut on the space station.
is friends with the children.
is very dangerous.
stays on the Earth.
travels to a mystery planet.
goes back to the space station.
The follow-on activity teaches people about other planets.
works towards creating disappears forever.
a model for the final becomes very famous.
writing objective.
2 Use your imagination and interview a classmate.
What planet are you from? My planet Hagda is
Where is your planet? between … and … .
Instructions How far is it from … ? It’s … kilometres from
• Student A is Captain Elani. How many moons has it got? the Earth.
.
• Student B is the interviewer Is it colder/bigger than … ? It’s bigger and colder
Is it nearer to … than … ? than the Earth.
3 Imagine you are Captain Elani and write about your planet.
Act out
I am from planet ... . Planet ... is ... km from the Earth. the story.
It is ... than the Earth and much bigger.
34 More More
practice Inventing practice P | Space | How far … ? / How many … ?
background information
491889 _ 0027-0036.indd 34
F 02/07/14 13:46
A gap-fill writing model

ensures that the children think
SC
about what they will write More practice activities provide extra interactive practice
More More
to reinforce the lesson content. They are ideal for fast finishers,
and don't simply copy.phonics phonics
as wrap-up activities, or homework. You can access them on the
Teacher's i-book for class work.
14
i-poster
Unit 3 Lesson 9
A range of activities are presented

to review the unit and engage
1 Read and make true sentences. Then, say the names of the planets.
the children in reading, writing,
1 The first planet a is nearer to the Sun than Venus.
speaking and listening to English. 2 The second planet b is further from the Sun than Uranus.
3 The third planet c is nearer to the Sun than Saturn.
4 The fourth planet d is the planet we live on.
5 The fifth planet e is hotter than the Earth and Mercury.
6 The sixth planet f is nearer to the Sun than Jupiter and it’s called the Red Planet.
7 The seventh planet g is nearer to the Sun than Uranus.
8 The eighth planet h is further from the Sun than Saturn but nearer than Neptune.
2 Use the words to create your space narrative.

All the skills are
reinforced in
the Review section.
The strange
alien from the ... .
The pop-out is a useful resource

to provide a hands-on learning experience
and to orally practise the structures
being presented in the lesson. More
practice
More
practice P
F
Grammar help SC
Adjectives and nouns Key
TheMore More
small planet is near
phonics the bright star.
phonics = adjective = noun
Planets, Ordinal numbers, Comparative adjectives | The third planet is the planet we live on! 35
i-poster
491889 _ 0027-0036.indd 35 02/07/14 13:46
i-flashcards
Unit 3 Lesson 10
IWB
The Teacher's i-book provides
1 1.27 Listen and find the numbers.
a Visual grammar presentation
in this lesson.
The accompanying IWB activity
provides further practice
of the main grammar structures
The Sun
500 oC / 5,500 oC
covered in the unit.
A listening 460 billion years old /
460 million years old
activity helps
reinforce both 150,000 km /
150,000,000 km
vocabulary
and structures 1,400,000 km diameter /
1,400 km diameter
covered.
2 Invent a planet and tell your classmates.
3 Write an index card for your

My planet is called imaginary planet.
Smarty. It‘s 500 million
kilometres from the Sun.
Name: Smarty
It‘s very big and cold.
It‘s got 4 moons and ... .
,
The activities Temperature: -750 oC
build towards Distance from the Sun:

500 million km
Interactive
the children Colour: red and green Answer Key
personalising and Moons: 4
presenting what Use the Richmond i-tools

they have learned 36 Planets, Big numbers, Distances, Temperature | Describing a planet
to make the most
in the unit. out of the activities.
491889 _ 0027-0036.indd 36 02/07/14 13:47
15
Key Competences for Lifelong Learning
Competence…
is the capacity to use one’s acquired knowledge and abilities in different contexts
and situations. Key competences feature the following characteristics:
• They encourage the development of skills rather than the assimilation
of theoretical content.
• They are dynamic because they develop progressively and can be acquired
in different learning situations.
• They are interdisciplinary and transversal because they integrate knowledge
that originated in different academic disciplines.
• Once acquired, they will become part of the lifelong learning experience.
LC LL
Linguistic Competence Learning to Learn
This competence develops the use of language as a tool for This competence means children develop and become
communication. It involves understanding oral messages, aware of effective ways to organise and manage their own
communicating verbally, reading and writing. The games and learning. The incorporation of the unit reviews encourage
personalised activities in the series motivate children to speak the children to be responsible, aware learners who can reflect
right from the outset. The emphasis on understanding oral on their own progress. Throughout the course, children are
messages is developed by the stories, dialogues and songs, offered opportunities to build on prior learning, to apply their
where children learn to listen to extract relevant information. knowledge and to make use of guidance.
The ability to read and understand texts is systematically
introduced and developed throughout the Richmond SCC
Wonder series. Social and Civic Competences
MST This competence equips children with the necessary skills

Competence in Maths, Science and Technology to participate fully in social and civic life. Collaboration and
tolerance is developed throughout the course by the inclusion
This competence develops the ability to use numbers and of pair and group work. Children learn about healthy lifestyles,
mathematical reasoning to solve a range of problems and can empathise with characters in the stories and learn social
to use science to explain the natural world. The course rules through games and role-plays.
provides plenty of opportunities for children to apply their
mathematical thinking in everyday contexts, for example, IE
telling the time, using charts, completing surveys or Sense of Initiative and Entrepreneurship
sequencing events. Children are made aware of the world
around them and the effect human activity has on it. This competence refers to the ability to turn ideas into action.
The skills to be able to work both proactively as a member of
DC
a team and individually are developed by activities where the
Digital Competence children create a product. Throughout the course they are
continually encouraged to use their imagination
This competence involves the confident use of computers
and to be creative.
and other technology for learning, communication and
recreation. Through the integration of digital and multimedia
CAE
resources, the children develop familiarity and competence Cultural Awareness and Expression
in this area.
The children are This competence is developed through a wide range of fun
encouraged to use songs, chants, drama, stories and craft activities. The pop-outs
the interactive provide the opportunity to create and assemble games which are
material and, in higher then used for language practice. There is also a strong emphasis
levels, to research on appreciation and enjoyment of culture by the inclusion of
information on popular stories and works of art. The culture focus present in
the Internet. each unit shows aspects of life in English-speaking countries.
16
Activity Bank
Have you ever noticed
how what might Every class is unique and has its personality, much like the
individuals who form the group. A positive and nurturing
work in one class environment within the class will go a long way towards creating
doesn’t in another a receptive group. Here are a number of areas to consider and tips
for creating a positive learning environment.
Class Dynamics Start as you mean to go on

Birthdays The beginning of the class is a key time for promoting
This is often the most important event in a child’s calendar a caring dynamic in your class. Have a mini conversation
and offers a great opportunity to show that we value them. with a couple of students while the rest of the class are
It’s a good idea to keep a birthday chart on the classroom wall. listening, ask about their family, likes and dislikes and so on.
Make sure not to forget those students whose birthdays are This allows everyone to learn more about each other and as
in the holidays or on non-school days. you show a genuine interest in each child you will raise their
status in the eyes of the whole class.
Classroom display
Children really value their work when it is displayed in class Your voice
and we encourage other students to notice and praise it. This is your most powerful teaching tool. How you use
It also motivates children to produce good work and think your voice is key to getting the students attention and
about presentation. holding their interest but it also gives strong messages
about how you feel about them as a class and as individuals.
Choice Every time you talk to your class or the individuals in it,
Offer children choices wherever possible as it will give you are providing a model of how you want them to talk
them a greater sense of ownership in the class and also helps to each other.
establish a culture of negotiation. For young learners, this can
be as simple as choosing the song or story, but can be built on Teacher as model
throughout the course to promote more autonomous learning. Children look to the teacher to set the tone for the class. It
is important that we clearly model the kind of behaviour
Humour we want to encourage. If they see us being kind, patient and
Noticing the funny side of things and compassionate, they will be likely to copy that in their dealings
encouraging shared laughter (not at any with each other. Also, if they see that we won’t tolerate
one’s expense) will help create a much name-calling, unkindess or any bullying behaviour, they will
happier classroom environment. be more likely to do likewise too.
It costs nothing to be polite Grouping

Hello, goodbye, please and thank you are so easy to learn Have a flexible approach to grouping. Although it’s sometimes
and are important markers of respect. If you insist on using a good idea to group more able or less able children together
these conventions you will promote mutual respect among so they can work at their level, it can be really demotivating
your students. if they feel they are in the less able group. Try to vary groups
and pairs of students as much as possible. Always be conscious
Names of dynamics within groups too. If children aren’t happy
We may find ourselves calling out some names more than together, this can seriously impede their learning.
others, or using certain tones of voice with certain names.
This will send powerful messages to the class so we should try Class rules
to use all our students’ names in as positive a way as we can. Children are more likely to abide by class rules if they feel
some ownership of them. They will be well aware of how
Roles and responsibilities they should behave in class. Drawing up a list of class rules
Most children value being given responsibility, this can be as is a great way to bring the class together and to get them
simple as handing out pencils. These roles show that you trust to think about how it effects them as individuals when others
the child to act responsibly. Although assigning tasks can be don’t respect each other or the space they’re sharing. It’s also
seen as a reward, it’s important to make sure that all students a good reference point throughout the year and can be added
get the chance to step up. to at any point.
17
Activity Bank
Assessment Mixed Ability Teaching
Observation Thinking time
Observing children in class and making regular notes on To include everyone when answering questions, tell the
their development can complement more formal assessment children to stay quiet and put up their hands when they have
techniques, and help build a more complete picture of each an answer so everyone has time to think. Alternatively, have
child. Keep on-going notes in a notebook with a page a pot of name cards and take names at random to answer
(or pages) for each child. During or after each lesson, make questions so that all children have a turn.
notes about childrens’ comprehension, use of language,
participation or behaviour. It is hard to observe all the children Praise
on a regular basis, so try focusing on two or three children Praise all children, not just for the standard of their work, but
each lesson or week. Alternatively, choose a specific area of for making an effort, showing improvements or helping others.
language learning to observe each week. Be enthusiastic and try to give helpful feedback too. For
example, That’s great! Your writing is very clear and neat, it helps
Portfolios me to read it.
A portfolio is a collection of each child’s work from over the
course of a term or school year. With young children, it can Working in pairs and groups
include art and craft work, labelled diagrams and short pieces Organise groups in a variety of ways depending on the activity.
of writing. It is useful as an assessment tool as we can observe Mixed ability groups work well, for example, while playing a
a child’s progress in their written work through the year. It can game and remember weaker children can often learn more from
also be a starting point for one-to-one interviews with children a fellow student. For other activities, it can be more productive
to talk about their learning and progress. to put the stronger students together while you give
more attention to a weaker group. Try to avoid having an
Self-assessment identifiable group where weaker students are always together.
Self-assessment activities can give teachers useful information
about how children learn best, how they feel about their Accessible learning
progress and what they enjoy about learning English. Make instructions and tasks accessible to all students
Self-assessment can take many different forms. To look at Some children benefit if you accompany instructions
learning strategies, why not prepare a questionnaire about with gestures or pictures or if you show them a finished
the activities that help the children learn new words? example. Demonstrate tasks as much as possible and provide
visual references, for example, display the poster
I learn new words by …
or put up flashcards.
1 Singing songs with the words. Yes Sometimes No
2 Playing games with the words. Yes Sometimes No Fast finishers
3 Writing the words in my notebook. Yes Sometimes No To avoid boredom or frustration, have activities ready for
4 Doing exercises in the Activity Book. Yes Sometimes No faster workers to go on to, for example, simple wordsearches,
5 Looking at a poster or pictures. Yes Sometimes No a picture to label, a picture book to read. Alternatively, ask fast
6 Doing actions and mimes. Yes Sometimes No finishers to help other students with their work.
Children can respond individually and then discuss as a class
and so become more aware of different learning strategies. Flashcard Games
To make children more aware of what they are learning, ask Can you remember?
them to recall what they have learned at the end of each Stick six to ten flashcards to the board in a row, point to each
lesson or unit. Asking them to rate how hard they have card in turn and chant the words with the children. Take one
worked can also make them more conscious of how much of the flashcards away and chant the words again, pointing
effort they are putting into their learning. When self-grading, to the blank space where the card was and saying the word.
be aware that some children may be very self-critical and Then, take another card away, point and chant again. Repeat
you might need to assure them that their work is better than until all the cards are gone.
they think. Another approach to self-assessment is to ask the
children to set some simple goals for the next week’s/unit’s/ Letter by letter
term’s work. Goals can include things like: I want to speak Stick some flashcards to the board and ask the children to
English with my friends in class, I want to write new words in my have their notebooks ready. Choose one of the words, dictate
notebook. Ask children to write their goals down and at the end letters that appear in the word but not in order. Ask the class
of the week or term, speak to each child individually to discuss to note them down. Invite volunteers to guess which word
whether they achieved their goals or not and why/why not. you’re thinking of. Elicit the spelling from the class.
18
Activity Bank
Look and point Stand up, Sit down
Put word cards around the classroom. Hold up a picture card, Write Yes = Stand up and No = Sit down on the board. Display
ask the children to look for the matching word card and point the poster and make a sentence about it: The girl is wearing
to it as quickly as they can. Try holding up two cards. green socks. If the sentence is correct, the children stand up.
If the sentence is wrong, the children sit down.
Mime games
Hold a flashcard over a volunteer’s head so that the class Up, down, left, right
can see it, but the child cannot. The children mime the word Prepare word cards for items in the poster. Call a volunteer
for the volunteer to guess. Alternatively, show the card just to the front and ask them to close their eyes. Give the
to the volunteer who then mimes it for the rest of the class. volunteer a word card and ask the class to help the volunteer
stick it to the correct place on the poster by calling out up,
Pelmanism on the board down, left or right.
Put picture cards face down on one side of the board and
word cards on the other. Divide the class into two teams. Which poster?
A member from Team A turns over a picture card and a word Put several posters around the classroom. Say a word and ask
card and says the words. If the cards match, they keep them the children to walk to or point to the poster with that word.
and the team gets a point. If the cards do not match, the child
puts them back as before. Who am I?
Choose one of the people in the poster and tell
Read my lips! the children to ask questions to guess who
Put the flashcards on the board and silently mouth a word. you are: Are you running? Have you got blue hair?
The children try to read your lips. The first child to guess the
word mouths the next word. Story Cards
Having a firm grasp of the sequence of events is essential to
Repeating game our understanding of a story. Story cards are a really useful
Put picture cards on the board, point to a card and say tool for developing this understanding for our students.
a word. If the word is correct, the children repeat it. If not,
they keep silent. This can be extended to sentences: Get in line
These are pencils. It’s a green snake. Working in groups, give each group member a story card and
get them to walk around the class, this can be done to music.
Slow show When you stop the music or shout stop the group members
Hold a picture card or word card behind a book and get into a line so that the story cards are in the right order.
show it little by little. The class guess what the picture is
before they see the whole. Run and touch
Place the story cards around the room. Describe something
What’s missing? on one of the story cards or say a line of dialogue for that card.
Hold up word cards one by one, say each word for the When you say: Go! the students run and touch the card you
children to repeat. Remove a card, then stick the remaining were referring to.
ones to the board. Ask: What’s missing?
Something’s missing!
Posters Arrange the story cards on the board and ask a volunteer
I spy to leave the room. Remove one of the cards and reorganise
Choose a word from the poster and say I spy with my little the remaining ones. Invite the volunteer back in and time
eye, something beginning with (T). The children try to guess: them to see how long it takes to say which card is missing.
Is it a table? The first child to guess correctly has the next turn.
Alternatively use colours: I spy with my little eye, something The right order
(green). Ask children to arrange the story cards on the board in the
correct order. You can turn this into a team game or make
Memory quiz it a race against the clock to make it more fun.
The children study the poster for two minutes and try to
remember as much as possible. Turn the poster away and ask Which card?
questions about it: How many … are there? Where’s the … ? Display the story cards and begin to describe one of them.
What colour is the … ? Award points to teams Students put their hands up if they know which story card
for correct answers. you are describing.
19
Activity Bank
Narratives Correct the mistakes
Act out! Write the song words on the board but include some
Once the children are familiar with the story, divide the class mistakes substituting, adding or removing certain words.
into groups making sure everyone has a part. You can also Play the track; students call out stop! if they see a mistake
increase the fun factor by giving some students the role and say what the correct word is.
of providing sound effects. Tell the groups to practise the
‘miniplay’ and then perform for the rest of the class. Dance routines
Songs that don’t immediately lend themselves to actions
Making mistakes may still be good to dance to. Divide the class into groups
Check your students’ memory of the story by reading it out and ask them to invent a dance routine to accompany
with deliberate mistakes. You can ask them to call out when a song.
they hear a mistake or count the number of mistakes
they hear. Disappearing lyrics
This is a good technique for memorising song words. Write
Stories that teach the words of a verse on the board and sing it through with the
There is an enormous wealth of children’s books and stories class. Then, using a piece of card, cover the first word or phrase
that deal with a whole range of moral and social issues. of the song. Sing through the verse until they can sing
If you don’t have access to a library, why not start your own it from memory.
collection of edifying children’s stories. If you include these
in your lessons, you will give your children a much richer Extra verses
education and provide reference points when dealing with A great number of songs can be extended by adding
some of the issues that may come up. new verses. This can be done in many cases by substituting
key vocabulary items in the song.
Story quiz
Write a series of questions based on the story, then divide Match the rhymes
the class into teams. Players take turns to answer questions about Rhymes are a great way to focus on pronunciation. This
the story, winning points for their team with correct answers. activity can be done as a lead-in to learning a song. Take all
of the rhyming words out of a song and write them randomly
Who said that? on the board. Tell students to match pairs of rhyming words.
Write the names of the characters on the board. Divide the Even when spellings are not immediately obvious this works
class into two teams. Read out a line from a speech bubble well as a discovery activity.
or caption. Students race to the board and the first player to
touch the correct character name wins the point. Make a recording
This gives singing a clear purpose and encourages children
Who am I? to make a real effort. Comparing recordings made at different
Choose a volunteer. They are going to pretend to be a character times will also give them the chance to hear directly how
from a story. The others have to guess who they are by asking they can improve with practice.
yes/no questions. This works well as a team game.
Write down the number of questions needed Missing words
to guess for each turn. At the end, the team This activity works well once students are familiar with the
that asks the fewest questions are the winners. song or chant. Sing the song first time through as normal.
Then the second time through, substitute the first word or
Songs and Chants line for humming. At each repetition substitute more
Actions and more of the song for humming until the entire song
Combining language production with movement is a powerful is hummed. This works especially well where the song is
way to fix the language. It also makes the experience more accompanied by actions.
enjoyable and gives students who are not confident with singing
a chance to join in the activity. For songs that don’t have obvious Predictions
accompanying actions, ask the children to invent them. As a lead-in to the song or chant, and with books closed,
write up a few key words from the lyrics on the board
Answer back and ask students to predict what the song is about. Also
Divide the class in half. Ask each half of the class to sing get them to suggest other words that might be in the song.
alternate lines. This can also work with more than two groups, Finally, listen to the song to see which predictions
if your students are confident singers. were correct.
20
Activity Bank
Running dictation Sentence Hangman
Print the words of a new song and pin it up outside the room Play hangman with a sentence drawing a line for each letter in
or in a part of the room where it can’t be easily accessed. the sentence and leaving spaces between the words.
Divide the class into groups. For each group, there are ‘runners’
who go up to the sheet of paper and memorise the first line Stop the bus!
(or as much as they can). They come back and whisper it Divide the class into teams and give each team a piece of
to the rest of their team who write it down. The first team paper. Write these category headings on the board: Food,
with the most correct version of the lyrics wins. Although the Animals, School. Say a letter (P) and ask the teams to write a
activity is called ‘running’ dictation, the idea is not to run but word for each category on their papers.The first team to write
to train the children to move quietly and carefully around or in three words, calls Stop the bus! and wins a point.
and out of the classroom. It also makes them think about how
dangerous it is to leave bags lying around on the floor! Word tennis
Divide the class into two teams. Choose a category (transport)
Showtime! and ask Team A to say a transport word. Team B have five seconds
Having a performance to work towards gives the children a to say a different word, then Team A have five seconds to say
real reason to practise and improve. You can also enhance the another one and so on. If they can’t think of a word in five seconds
performance by adding dance routines, actions and dividing or if they repeat a word, then the other team win the point.
the song into parts (Answer back). The karaoke versions of the
songs are great for accompaniment.
Grammar Games
Transitions Have you got it?
Use song tracks to time events in the class, for example, when Put some picture cards on the board and ask the class
students are tidying up at the end of class. They should have to remember the words. Then, ask a volunteer to stand
finished the activity or be in place by the time the track ends. outside the classroom while a second volunteer takes a card
and puts it in their bag. The child comes back in and says
What comes next? which picture is missing. They then have three chances to
Once children are familiar with a song, play the track, stop guess who has the object, by asking: Have you got the (pencil)?
at key points and ask them to tell you the word or line that
comes next. Odd word out
Divide the class into teams. Say four words: eagle, parrot,
Vocabulary Games ostrich, owl. Ask each team to choose the odd word out and
Air writing give a reason to win a point: Ostrich, because ostriches can’t fly.
Use your finger to write a word in the air. The children call Owl, because owls wake up at night.
out each letter and then say which word the letters spell.
Sentence Pictionary
Can you remember? Write some sentences on pieces of paper: I don’t like spiders.
Say I like apples and ask a child to repeat the sentence and Divide the class into teams and invite a volunteer to the front.
add another word, I like apples and cherries. Then, the next Give the volunteer a sentence and ask them to draw a picture
child repeats the sentence and adds another word and so on. of it. The teams try to guess the sentence for a point.
Letter race What’s the missing word?

Divide the class into teams of three or four. Say a letter or Divide the class into teams and give each team some pieces
sound and tell the teams they have one minute to write words of paper. Write a sentence on the board with a missing word:
with that letter in them. Award two points for each word that My sister … like cheese. Give the teams 20 seconds to decide the
starts with the letter and one point for each word missing word and write it on the paper. Tell the teams to hold
with the letter in. up their papers and give points to teams with the correct word.
Noughts and crosses Who am I?

Draw a three-by-three grid on the board. Divide the class Ask a volunteer to the front and ask them to think of another
into two teams and assign noughts to Team A and crosses to child in the class. The children ask the volunteer questions and
Team B. Ask Team A a question, if they answer correctly they the volunteer answers for the other student: Are you a boy or a
draw a nought in a square. Then Team B has a turn. girl? Have you got long hair? Do you like Maths? The class try to
The winner is the first team to draw three noughts or guess who the volunteer is. This game can also be played with
crosses in a row. famous people: Are you a (footballer)? Have you got (dark hair)?
21
Bank
Every class is unique and has its own needs. STEP 2
The Teacher’s i-book offers the possibility of saving
all your teaching sessions. This allows you to customise
your Teacher’s i-book for each of your classes, session
by session if needed, in order to meet every class’ needs
individually. To learn more about how to register and 1
manage your teaching sessions, open 6
on your Teacher’s i-book. 2
4 3
Apart from all the course teaching and learning
materials, the Teacher’s i-book includes the following
5
key features for you to make the most of your
digital teaching:
Vocabulary Game Generator 1 Select the pictures for your game. You can
choose pictures from different units to be
This tool allows you to create your own IWB games at any
time. Use the Vocabulary Game Generator to introduce included in the same game. This is ideal for
the key vocabulary at the start of a lesson, to review the key term reviews or an end-of-year review.
vocabulary at any time in the unit or as a quick class filler. 2 Touch the arrow to add them to the game.
The games are also ideal as wrap-up activities. 3 This indicates the minimum number of items
needed to create a game. Add more than
❯ How to create a game the minimum to make the game more varied
Access the Vocabulary Game Generator from the main and challenging for the children.
books’ bottom menu. 4 The pictures for the game appear in this area.
5 If you need to delete a picture from your game,
select it and click on .
The Vocabulary Game Generator includes six 6 Touch GO to start playing!
different types of games. Follow these simple instructions
to create your games:
STEP 1
2
3
1
1 Touch New game to change the pictures in

1 Select the type of game you want to use. your game.
2 Choose the number of items to include
in the game.
3 Click on NEXT STEP.
22
Bank
❯ Types of games What’s missing?
Match it! The children
The children match look at the sequence
the pictures with the of pictures, read
words. This game the words and drag
includes the the correct word
interactive answer to complete the
key. Use the feedback sequence. This type
button for validating of game also
individual answers. promotes the
development of the children’s competence in Maths.
Drag it! Simon says

The children drag Touch to start the
words to the correct game. The children
pictures. This game look and memorise
includes the the sequence as the
interactive answer pictures are
key. Use the feedback highlighted. They
button for validating touch the pictures to
individual answers. repeat the sequence.
Grammar practice: Once the activity is completed, use Touch to watch the sequence again. The number of
the Richmond i-tools and the blank space provided on the pictures in the sequence increases as they play.
screen to write full sentences containing the key words.
Choose a child to play on the IWB. The rest of the class help
their classmate by repeating the sequence after they’ve seen
Memory it. Use the Richmond i-tools to write the words for the
pictures on the screen if needed.
Guess it!
Choose at least four
pictures to create the
game. Divide the class
in four teams. The
teams take turns to
play. A hidden picture
appears on the screen.
Touch to start
the game. As the
The children take a few seconds to memorise the position timer runs on, the picture is revealed. The children from
of words and pictures on the screen. Once the interactive Team A say Stop! when they know the answer. Stop the timer.
cards turn, the children say the numbers to find the pairs. If the answer is correct, give two points to the team and use the
Richmond i-tools to write their score and the time record
Choose two class representatives to do the activity on the on the chart provided. If the answer is wrong, Team B has a go.
IWB. They take turns to find the pairs. Alternatively, this Touch again. Give a point to Team B if they answer correctly.
can be set as a competition between two teams. Open the
Richmond i-tools and set the timer. Give each team two Spelling practice: Once they have guessed the word, ask
or three minutes to do as much as possible when it’s their a team member to spell it. Another member uses the
turn at the IWB. Teammates can help each other. Richmond i-tools to write the spelling on the IWB. Touch
to validate. Give an extra point for correct spelling.
23
Bank
Richmond i-tools
This feature allows you to take the Teacher’s i-book and The Richmond i-tools allows for two levels of
make it yours by inserting notes, hyperlinks and external personalisation:
files. It is also possible to write or paint on the i-book and
– On the main pages of the i-book by adding reminders,
in the zoom windows.
general points or materials for the class.
By using the Richmond i-tools you can easily add your own – On the zoom windows by including materials or
material for the classroom, or stress the important points of explanations to enrich a particular section.
a unit or activity.
Touch on the bottom left-hand corner to:

show/hide the
add text Richmond i-tools
open the keyboard
insert notes
insert hyperlinks
insert files
delete all notes, hyperlinks and files
use the cursor

write and colour
highlight
delete
delete all handwritten notes
use the spotlight to highlight

use the spotlight to cover
use the screen shade
delete all spotlights
show/hide your material

delete all
open the timer
My notes
This feature allows you to access blank pages on the form of presentations, notes, expanded explanations, etc.
Teacher’s i-book. Use My notes and the Richmond i-tools You can print everything you add or present in My notes.
to add any content you consider relevant for your classes The access to My notes is located at the top of every
and keep it for future sessions. This content can be in the double page of the Teacher’s i-book.
24
Welcome! Overview
More
practice
More
practice P P
Vocabulary Structures Recycled Language

F F
SC SC
Facial descriptions: eyes, hair; black, blond, Present Continuous: Is Holly looking under Physical descriptions: blue eyes,
More
blue, brown the table? black hairMore
phonics phonics
Question words: what, when, where, why Present Simple questions: What’s the last Prepositions: behind, in, on, under
Nouns: clouds, moon, morning, rainbow, number? Where do the clouds go? Classroom objects: chair, pencil case,
sky, wind school bag, table
i-poster
i-flashcards
Skills Objectives Teacher’s i-book

IWB i-book
Listening: To listen to and follow a story. To listen Use the Richmond i-tools to complete
for missing words in a song. the activities with the children on the IWB.
Reading: To read and follow a story. To recognise
words related to descriptions and positions. Activities with beside the rubric offer
Writing: To write questions about personal routines an additional interactive activity to reinforce
to ask a classmate. To use the interview to write a theMore
activity
practice content:
More
practice P P
description of a person’s routine. • Lesson 3: activity 1
F F
Speaking: To describe a classmate and play a guessing
provides extra interactive practice which can be
game about them. To discuss what people are doing. SC SC
used for Fast Finishers or as a Wrap-up activity.
To join in with a song. More More
Alternatively,
phonics it can be used as homework:
phonics
• Lesson 3
Assessment Criteria Use the Vocabulary Game Generator to create

your own interactive games to review the key
i-poster
• Children can understand oral and written

vocabulary
i-flashcards from the unit at any time.
messages about descriptions of people
and positions of objects. IWB i-book
• Children can ask and answer questions using

the Present Simple and Present Continuous.
• Children can form questions correctly For ideas on how to exploit the course
in the present tenses. resources, see our Activity Bank: pages 17-24.
• Children can write a short description about a routine.
Optional Resources
Teacher's Resource Book Photocopies:
• Evaluation: pages 83-84, Diagnostic test
Extras/Realia
• Lesson 1: slips of paper
Key Competences
LC SCC Social and Civic Competences:
Linguistic Competence:
Children demonstrate social skills to discuss the actions in the pictures
Children develop their listening, reading and writing skills.
of the story and to ask their classmates personal questions.
Competence in Maths, Science and Technology: Cultural Awareness and Expression:
MST CAE
Children are introduced to euro coins. They also apply Children understand the cultural and linguistic diversity
mathematical and scientific skills to understand and use in Europe and other regions of the world. They also use their
the cardinal points. creativity and imagination to design coins.
DC Digital Competence: LL Learning to Learn:
Children work together on the unit content using the IWB. Children acknowledge the importance of asking questions
They do further practice individually. in order to learn.
IE
Sense of Initiative and Entrepreneurship:
Children show their initiative to describe and guess their classmates.
25
Welcome! 1
LC
1
Welcome!
1.1 Listen and read the story. Holly finds the first clue on a school bag and reads it.
Holly arrives at the den. There is a note on the table. I‘ve got blue eyes and
Dear Holly, black hair. Look for
We are playing me behind a chair.
hide and seek.
Look for our
clues. Claude,
Max and Lulu.
Where‘s the first

clue, I wonder? 5
2
1 Holly and Claude find the next clue in a pencil case.
Holly thinks this is Claude’s clue.
Hi, Claude!
I‘ve got blond

hair and blue eyes.
Look under the
table for a surprise!
Hi, Holly! Come on! Let‘s

find the next clue.
3 4 7
IE 2 Describe and guess your classmates.
He‘s got black hair

and brown eyes.
Is it Daniel?
No! He‘s got a red pencil
case and a blue school bag. Ah! I know! It‘s Ben!
4 Describing people
491889 _ 0004-0006.indd 4 02/07/14 14:07
LC
Key competences continuous assessment
Children acquire increased enjoyment of listening
to and reading a story. Check if children:
IE 1 Enjoy listening to and reading the story.
Children show their initiative by describing and
2 Can describe and guess people.
guessing their classmates.
26
Welcome! Lesson 2
Holly and Claude look under the table. Lulu reads the clue and the others look for Max.
nd reads it.
eyes and
Look for Boo!
chair.
Do you remember me?

Lulu! Come on! Let‘s I‘m Lulu‘s twin. Look
find Max‘s clue. for me inside the bin!
5 6
Where‘s Holly? See the magic window
shine? Come on now. It‘s
adventure time!
ond
ue eyes.
r the
a surprise!
Now, Holly’s missing but there’s a new clue. Can you find Holly?
7 8
SCC 1 Describe and guess the pictures in the story.
Is Claude opening a red clue?

Yes, he is.
Is Holly looking
under the table? No, she isn‘t.
That‘s picture 4.
Discussing actions in pictures 5
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SCC
Children demonstrate social skills by discussing
the actions in the pictures of the story. Check if children:
1 Work well in pairs to discuss information.
27
Welcome! Lesson 1
CLIL Objective Transcript
To use the language to describe people.
1.1 Listen and read the story.
Language Objectives Narrator: Holly arrives at the den. There is a note on the table.
To revise physical descriptions: I’ve got blue eyes. Holly: Dear Holly,
To revise prepositions: Look for me behind a chair. We are playing hide and seek. Look for our clues.
To describe people and objects: He’s got a red pencil case. Claude, Max and Lulu.
Facial descriptions: eyes, hair; black, blond, blue, brown Holly: Where’s the first clue, I wonder?
Prepositions: behind, in, on, under Narrator: Holly finds the first clue on a school bag and reads it.
Holly: I’ve got blue eyes and black hair. Look for me
behind a chair.
Materials
Narrator: Holly thinks this is Claude’s clue.
– Teacher's i-book – Optional realia: slips of paper Holly: Hi, Claude!
– CD 1 Claude: Hi, Holly! Come on! Let’s find the next clue.
Narrator: Holly and Claude find the next clue in a pencil case.
Claude: I’ve got blond hair and blue eyes.
Lead-in Look under the table for a surprise!
Lead greetings around the classroom and welcome the children back.
Narrator: Holly and Claude look under the table.
Remind the children of the names of the four Wonder characters:
Lulu: Boo!
Claude, Holly, Lulu and Max. Holly: Lulu! Come on! Let’s find Max’s clue.
Review common classroom objects and prepositions: put a pencil
Narrator: Lulu reads the clue and the others look for Max.
case under a table and ask where it is. Repeat with other objects Lulu: Do you remember me? I’m Lulu’s twin.
and positions. Look for me inside the bin!
Claude: Where’s Holly?
1 1.1 Listen and read the story. Ask the children Narrator: Now, Holly’s missing but there’s a new clue.
comprehension questions after they read: What game are the Claude: See the Magic Window shine? Come on now.
children playing? Where is the (first) clue? Where is Claude? It’s adventure time!
Narrator: Can you find Holly?
2 Describe and guess your classmates. This can be done as
a whole class activity or in groups.
Fast Finishers Anticipated Difficulties

The children write a description of themselves.
The return to school after the long holidays is always difficult
Wrap-up for children and it may take them a while to remember the
English they learned in the previous year.
Give out the slips of paper and ask the children to write their
name and then a description of someone in the class. Collect in
the descriptions and invite a child to choose one and read it out.
The class guess who is being described and the person who wrote
Optional Resources
it confirms if they are correct or not.
Teacher's Resource Book pages 83-84, Diagnostic test.
Initial Evaluation
Follow and understand the story.
Describe people using their facial features or belongings.
Activity Book
Welcome!, page 2, Lesson 1. See page 228 for answer key.
28
Welcome! Lesson 2
CLIL Objective Continuous Assessment
To discuss actions in pictures. Check if the children can:
Form questions using the Present Continuous.
Language Objectives Ask and answer questions about the characters’ actions.
To revise prepositions: Holly and Claude look under the table.
To ask about actions: Is Holly looking under the table?
Prepositions: behind, in, on, under
Classroom objects: chair, pencil case, school bag, table
Activity Book
Materials Welcome!, page 3, Lesson 2. See page 228 for answer key.
– Teacher's i-book – CD 1
Lead-in
Remind the children of the story and play 1.1 .
Ask true or false questions, for example: Claude is reading the first clue.
(False). Claude is hiding behind a chair. (True).
1 Describe and guess the pictures in the story. The children

work in small groups to ask and answer questions about the pictures
using the model as a guide.
Fast Finishers
The children think of good hiding places around school. At the end
of the lesson ask them to describe their places.
Wrap-up
The children imagine they are hiding somewhere in one of the
pictures. In pairs they take turns to guess where they are by asking:
Are you hiding (in the bin)?
29
Lesson33
Welcome! Lesson
Welcome!
LL 1 1.2 Listen and find the missing words. Then, sing the song.
What When Where Why

...‘s the last number?
... do the clouds all go?

...‘s inside a rainbow?
... does the wind
come from?
... does the moon
change shape?
... does the morning start? ... is something true?
... is the sky so blue?
Oh, we are always asking questions,

Questions all the time!
It drives our teachers potty!
What, when, where and why?
SCC
2 Write questions and interview your classmates.
When … ?
Where … ? When do you do your homework?
What … ? Where do you have lunch?
Why … ?
What do you ... ?
LC
3 Write about your classmates.
My friend Maria does dance after school. She has lunch

with her grandparents on Sunday. She ... .
6 More
practice
More
practice P
Asking and answering questions
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F 02/07/14 14:07
LL
Children acknowledge the importance of asking
questions in order to learn.
SC Check if children:
SCC More More 1 Are able to ask questions.
Children use their social skills to phonics
phonics ask their
2 Can interview their classmates.
classmates personal questions.
3 Improve their ability to write in English.
LC
Children develop their writing skills by writing
about their classmates.
30
i-poster
Welcome! Lesson 3
To ask and answer questions.
1.2 Listen and find the missing words. Then, sing
Language Objectives the song: We are always asking questions.
To revise question words: what, when, where, why Oh, we are always asking questions,
To practise Present Simple questions: What’s the last Questions all the time!
number? Where do the clouds go? It drives our teachers potty!
To revise the Present Simple: She does dance after school. What, when, where and why?
Nouns: clouds, moon, morning, rainbow, sky, wind What’s inside a rainbow?
Where does the wind come from?
What’s the last number?
Materials Where do the clouds all go?
– Teacher's i-book – CD 1 When does the morning start?
Why is the sky so blue?
Why does the moon change shape?
When is something true?
Lead-in
Write the words what, when, where, why on the board and ask Oh, we are always asking questions,
More the children
Questions all the time!
practice
More questions,
P Pfor example: What do you do on Saturdays?
practice
It drives our teachers potty!
When is your birthday? Where do you eat your dinner? Why do you What, when, where and why?
F F
come to school? Encourage them to suggest other questions too.
SC SC
More
phonics 1 1.2 Listen and find the missing words. Then, sing
More
phonics
the song. The children write down the question words and join
Anticipated Difficulties
in with the song.
Forming questions can be difficult for many learners. Put the
Answers
i-poster children into mixed ability pairs to create peer support when
What, Where, What, Where, doing the interview.
When, Why, Why, When
i-flashcards
IWB i-book Touch to open the activity. The children listen to

the song and drag the words to complete the lyrics.
Alternatively, cover the words using the shade in the Richmond Final Assessment
i-tools and ask the children to fill in the gaps. Listen to the song Check if the children can:
to validate. Join in with the song.
Form questions using the Present Simple.
2 Write questions and interview your classmates. Brainstorm Write a short paragraph about a classmate’s routine.
possible questions before the children form pairs and interview
each other.
3 Write about your classmates. The children use the model text
as a guide to write about their classmate based on the interview in Activity Book
Activity 2. Welcome!, page 4, Lesson 3. See page 229 for answer key.
Fast Finishers
The children interview, and write about, another classmate.
Wrap-up
As aMore
class, think of other big questions like the ones in the song.
practice
More
practice P P
Write them on the board.
F F
The children play a fun game choosing the correct question
words to complete theSC SC
questions about personal
information.
More ForMore
further practice, once the activity is completed, ask
phonics phonics
the children to take turns to answer the questions orally.
i-poster
31
i-flashcards
Unit 1 Overview
Vocabulary Structures Recycled
Continents: Africa, Antarctica, Asia, Europe, North America, Oceania, Present Simple: This country is in Europe.
Language
South America Is it Romania? She lives in Rabat.
Present Simple
Countries: Australia, Canada, China, Ecuador, Egypt, Japan, Mexico, Has got: Has it got a dog on one side?
Have got
Morocco, New Zealand, Romania, the United Kingdom The use of capital letters
Capital cities: Belfast, Beijing, Bucharest, Cardiff, Dublin, Edinburgh, Functional language: Where are you
London, Madrid, Ottawa, Quito, Rabat, Wellington from? You’re half French and half Spanish.
Countries with euros: Austria, Finland, France, Germany, Ireland, Spain What’s it worth?
Money: cent, coin, euro; worth
Languages: Arabic, Chinese, English, French, Gaelic, Romanian,
Spanish, Welsh
Cardinal points: north, south, east, west
The British isles: Anglesey, England, Ireland, Scotland, the Isle of Man,
the Scilly Isles, the Shetland Isles, Wales
Creative Strand
Cultural Strand CLIL Objective:
To design coins.
La nguage Objective: n
ple to describe locatio Language Object
To use the Present Sim Isles. ive:
places in the British To use common
and other features of vocabulary to de
scribe coins.
Functional Strand
Language Objectives:
Take
To practise the Present Simple.
To describe nationalities. a trip!
Knowledge
CLIL Objec
Strand
To learn abo
tiv
e:
ut countrie
and capitals s, languages
.
Literacy Strand Language O
To use the P
b
jective:
CLIL Objective: resent Simp
To acquire skills in phonics while reading a story. where peop le to describ
le are from e
languages th and what
Language Objectives: ey speak.
To review different place names.
To learn the pronunciation for the final sound -ture.
32
i-poster
i-flashcards

IWB i-book
Listening: To listen to a song about coins. To listen and Use the Richmond i-tools to complete
decide if statements are true or false. To listen to the activities with the children on the IWB.
and understand a story.
Reading: To read information from a chart. To read Activities in and provide
information about places. To read and understand a story. a digital alternative to introduce the children
Writing: To complete a chart about countries and to the lesson.
languages. To write a description of a coin. To write a
summary of the story. To write about a country. Activities with beside the rubric offer
Speaking: To say which continent different countries are an additional interactive activity to reinforce
in. To say where a person is from, where they live and the the activity content:
languages they speak. To describe a coin. To read a text • Lesson 3: activity 1
aloud filling in missing words. • Lesson 5: activity 2
• Lesson 7: activity 1
More More
P P
Assessment Criteria practice
• Lesson
practice
9: grammar
F F
• Children can understand, talk and write about
provides extra interactive practice which can be
countries, continents and languages. SC SC
• Children can form the third person of the Present More More
Alternatively,
phonics
Simple. More More

P P
practice
• Lesson 1: vocabulary
practice
• Children can write a description of a country using

• Lesson 2: knowledge
F F
the vocabulary and structures presented in the unit.
• Lesson 5: functional language
• Children know how to use capital letters. i-poster SC SC
• Lesson 6: phonics
• Children can pronounce the final sound -ture. More More
phonics
i-flashcards • Lesson
phonics
8: literacy
IWB i-book
Audiovisual material:
Optional Resources • Lesson 4: The United Kingdom
More More
i-poster P P
Teacher's Resource Book Photocopies:
practice practice
• Lessons 6, 7 and 10: animated story
i-flashcards F F
• Lesson 2: pages 7-8, Language
provides aSCvisual
SC
grammar presentation:
• Lesson 3: page 39, Writing IWB i-book
• Lesson 9: review
• Lesson 4: page 29, Reading More
phonics
More
phonics
• Lesson 6: page 70, Phonics

Use the Vocabulary Game Generator to create
• Lesson 9: page 49, Listening
• Lesson 10: page 61, Speaking
vocabulary from the unit at any time.
• Evaluation: pages 85-86 or 87-88, Unit 1 test i-poster
Extras/Realia i-flashcards
• Lesson 1: post-it notes IWB i-book For ideas on how to exploit the course
• Lesson 2: small pieces of paper resources, see our Activity Bank: pages 17-24.
• Lesson 3: a selection of coins
• Lesson 4: a map of the British Isles
Key Competences
Cultural Awareness and Expression:
LC Linguistic Competence: CAE
Children understand the cultural and linguistic diversity
Children become familiar with vocabulary related to countries,
in Europe and other regions of the world. They also use their
continents, languages, nationalities, coins and language.
creativity and imagination to design coins.
Competence in Maths, Science and Technology: Learning to Learn:
MST LL
Children are introduced to euro coins. They also apply Children develop their learning techniques by gaining
mathematical and scientific skills to understand and use an understanding of how to use clues and existing knowledge
the cardinal points. to interpret events.
DC Digital Competence: IE Sense of Initiative and Entrepreneurship:
Children work together on the unit content using the IWB. Children show individual initiative to choose and describe
They do further practice individually. a country.
SCC Social and Civic Competences:

Children develop their social skills by presenting a country
to their classmates.
33
Lesson 1
1 Take a trip!
LL
1 1.4 Listen and say the continents.
man
Mexi
China Ro ia
co
Au M w Zealan
s t r a li a the d orocco
Ne
d
Unite om
Kingd
or
Egyp
t Ec uad Ja p a n
Canada
Asia
Europe
North
America
Africa
South
America
Oceania
Antarctica
SCC
2 Guess the countries with your classmate.
This country is in Europe.

Is it Romania?
No, it isn‘t.
I know! It‘s the
United Kingdom!
DC
Locating countries in continents | Countries, Continents |
Where is (Morocco)? Is it in (Africa)? Yes, it is. / No, it isn’t.
More
practice
More
7
practice P
491889 _ 0007-0016.indd 7 06/05/15 13:12

F
LL Children apply the learning technique of using Key competences continuous assessment
a colour code and previous knowledge to locate
Check if children:
SC
countries in continents.
SCC Children demonstrate skills to work in pairs 1 Are able to locate countriesMore
in continents. More
phonics
2 Work well in pairs to complete the activity. phonics
to ask and answer questions about countries
and continents. 3 Use the digital resources to practise the new language.
DC
Children work together on the IWB and do
further practice individually.
34
i-poster
Unit 1 Lesson 1
Fast Finishers
CLIL Objective The children locate different countries on the map or, if the
To understand a listening activity about countries Internet is available, they look for photos of the countries
and continents.
mentioned in the lesson.
Language Objectives Wrap-up
To introduce the continents and some countries:
Ask More
the children More
to name any countries they have been to and
Continents: Africa, Antarctica, Asia, Europe, North America, practice practice P P
Oceania, South America then locate them on the map and say which continent it is in.
Countries: Australia, Canada, China, Ecuador, Egypt, Japan, F F
The children find ten countries in the wordsearch.
Mexico, Morocco, New Zealand, Romania, the United Kingdom Use the timer in the Richmond
SC SCi-tools to make it more
To practise the Present Simple: This country is in Europe. challenging for the children.
More
Is it Romania? phonics
More
phonics
Materials Anticipated Difficulties

– Teacher's i-book – Extra material: post-it notes with Some children will not know on which continent countries are
– CD 1 the names of the continents written located.
i-poster Encourage them to have a guess and point them out
– Poster for Unit 1 on (one per child) on a world map. Write the continents as titles on the board
More
practice
More
practice P P with countries listed underneath to help them.
i-flashcards
F F
Lead-in IWB i-book
1.3 DisplaySCthe SC
poster. Give each child a post-it note with
More
phonics the name
More
of a continent written on. As they listen, the children
phonics
Initial Evaluation
come and put their notes on the poster. Check if the children can:
(See transcript page 54.) Understand and talk about which continents certain
Ask the children to name any countries in the different continents. countries belong to.
i-poster Use the Present Simple to describe the location of countries.
Ask them to name the countries which border their country. Invite
Locate countries and continents on a map.
volunteers to find countries on the poster.
i-flashcards
IWB i-book Open the i-poster. Ask a child to come to the IWB to listen
to the first question. Pause the audio and let the child drag the word
Africa to the correct continent. Do the same with other children
Activity Book
until all the words have been dragged. Kindly correct their mistakes
Unit 1, page 5, Lesson 1. See page 230 for answer key.
or help them to put the names on the correct places on the map as
the activity goes on. For further practice, ask the children to name
any countries they know. Use the Richmond i-tools to write them
on the IWB.
1 1.4 Listen and say the continents. Children listen to the

questions and say which continents the countries mentioned are in.
(See transcript page 54.)
Answers
North America, Oceania, North America, Asia, Africa, Europe, Africa,
Europe, South America, Asia, Oceania
2 Guess the countries with your classmate. The children play a

guessing game in pairs or small groups.
35
Unit 1 Lesson 2
LC
1 1.5 Listen and answer the questions.
¡Hola! Salut! Bonjour! Áhlan! N hao! Hi!
Inés Victor Amelie Samir Liu Yang Martin
Country
Ecuador Romania Canada Morocco China New Zealand
French Arabic,
Language Spanish Romanian and French and Chinese English
English Spanish
Capital city Quito Bucharest Ottawa Rabat Beijing Wellington
CAE
2 Play the World game.
Alba is from Morocco. '
Ahlan!
She lives in Rabat.
She speaks Arabic and
Instructions
French. Say hello, Alba.
• Work in groups.
untry
country
• Choose a co
flag.
and make your flag.
• D people
escribe the people
in your group.
3 Copy and complete the chart with other countries.
Countries where people speak:

English Spanish French Arabic
USA Ecuador France Egypt
LL Learning
More about countries and languages | Countries |
8 More
practice practice P
He’s from … . / He lives in … . / He speaks … .
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LC Key competences continuous assessment

Children improve their listening skills by identifying
what languages the children speak. SC Check if children:
CAE More the culturalMore 1 Are able to understand the listening activity.
Children understand
phonics and linguistic
phonics 2 Learn about other countries, languages and capitals.
diversity in Europe and other regions of the world.
3 Are able to categorise information in a chart.
LL
Children develop learning techniques
by categorising information in a chart.
36
i-poster
Knowledge Strand More
practice
Unit 1 Lesson 2
More
practice P P
F F
The children play a fun game matching the two
CLIL Objective SC SC their knowledge about
sentence halves to consolidate
To learn about countries, languages and capitals. countries
More and languages.
More
phonics phonics
Language Objectives
To use the Present Simple to describe where people Anticipated Difficulties
are from and what languages they speak: She lives in Rabat.
When playing the World game, put the children into mixed
She speaks Arabic.
ability groups to provide peer support.
i-poster
To introduce capital cities and languages: Beijing,
Bucharest, Ottawa, Rabat, Quito, Wellington; Arabic, Chinese, i-flashcards
English, French, Romanian, Spanish
Optional
IWB i-bookResources
Materials Teacher’s Resource Book pages 7-8, Language.

– Teacher's i-book each child). On half of the
– CD 1 pieces of paper write the
– Poster for Unit 1 name of a country. On the
– Optional realia: a small other half write the name of Continuous Assessment
piece of paper (one for the capital city Check if the children can:
Understand and talk about capital cities and languages.
Use the Present Simple to say where people are from
Lead-in and the languages they speak.
Review the countries and continents from last lesson. Name countries where certain languages are spoken.
Write the name of the children’s home country on the board.
Ask them for the name of the capital city and the language(s)
they speak. Repeat with other countries they know. Use the poster
(print or interactive) to locate any countries they mention.
Activity Book
1 1.5 Listen and answer the questions. The children
use the chart to answer the questions they hear.
Answers
Spanish, Bucharest, Ottawa, Arabic, French and Spanish, Beijing, English
2 Play the World game. The children follow the written

instructions to play the game.
3 Copy and complete the chart with other countries.

The children work in small groups to brainstorm countries.
More
practice Fast Finishers
P
More
practice P
The children choose
F another
F country, they find out the capital city
and the language(s) they speak there.
SC SC
More
phonics Wrap-up More
phonics
Play Find your partner. Distribute the pieces of paper with names
of countries and capitals (see Materials). The children walk around
asking each other: Where are you from? When they have all formed
i-poster
pairs, ask them to tell you their country, its capital and the languages
they speak there. Swap the papers around and repeat.
i-flashcards
IWB i-book Use the Vocabulary Game Generator to review the key
vocabulary covered in the lesson.
See pages 22-24 for interactive games description and ideas.
37
Unit 1 Lesson 3
MST
1 1.6 Listen to the song and find the coins. Then, sing the song.
m an
h ar p
flower
Austria Spain
Ireland
lion eagle
It’s got ... on one side and a map on the other.

What’s it worth? What’s it worth?
Finland It’s worth … ! It’s worth … !
Oh! I’ve got a coin worth … !
Germany
woma
n
le a f tre e
France Germany France
CAE What‘s your coin worth?

2 Design and guess the coins. Two euros.
Has it got a dog on one side?
No, it hasn‘t.
Instructions
Has it got a woman on one side?
• Work in groups. Yes, it has
has.
• Choose a denomination:
10c, 20c, 50c, €1 or €2
Ah! It‘s this one!
• Choose a picture for
each side.
LC 3 Write a description of your coin.
My coin is worth 50 cents. It's got a building

on one side and a flower on the other.
Designing coins | Money |

What’s your coin worth? It’s worth … . / It’s got … on one side and … on the other.
9
491889 _ 0007-0016.indd 9 02/07/14 14:08
MST Key competences continuous assessment

Children are introduced to euro coins.
Check if children:
CAE 1 Become familiar with euro coins.
Children use their creativity and imagination
2 Can design coins.
to design coins.
3 Practise the vocabulary and structures
LC from the lesson.
Children practise the vocabulary and structures
from the lesson to describe a coin.
38
Creative Strand Unit 1 Lesson 3
CLIL Objective Optional Resources
To design coins. Teacher’s Resource Book page 39, Writing.
Language Objectives
Has got: Has it got a dog on one side?
What’s it worth? It’s worth (5 cents). Continuous Assessment
To use common vocabulary to describe coins: eagle,
flower, harp, leaf, lion, man, tree, woman; cent, coin, euro, worth
Describe the sides of a coin.
Countries with euros: Austria, Finland, France, Germany,
Talk about the value of coins.
Ireland, Spain
Write a description of an invented coin.
Materials
– Teacher’s i-book – Optional realia: a selection
– CD 1 of coins, preferably euros
Activity Book
Lead-in
More
practice Hand outMore the coins and let the children look at them. Ask them
practice P P
to say the value and what they can see on each side.
F F
SC SC
1 1.6 Listen to the song and find the coins. Then, sing
More
phonics the song. The children listen and identify the coins by saying
More
phonics
which country they are from. They sing the song. Let them find
the countries mentioned on the poster.
i-poster
Answers
Finland, Ireland, Germany
i-flashcards
IWB i-book Touch to open the karaoke activity. Play the complete
song to demonstrate the activity. Then, play the activity song and
ask all the children to sing together or divide the class in three
groups so each group sings a paragraph of the song. The children
sing the song saying the missing words as they are highlighted. Stop
the song before each paragraph if needed and use the Richmond
i-tools to match the words with their blank spaces using arrows.
2 Design and guess the coins. The children follow the written
instructions to draw coins. Put the children into groups. They all put
their pictures in the middle and take turns to guess using the model
conversation as a guide.
Note: Euros have one common side with the EU symbols and then
a specific country side with different symbols. In this activity they are
inventing both sides.
3 Write a description of your coin. The children write about their

coin following the model text.
Fast Finishers
The children do a coin rubbing of one of the coins brought
in and then describe it.
Wrap-up
In small groups the children present their coin to the rest
of the group.
39
More More
phonics phonics
Unit 1 Lesson 4
British
Culture
T h e s l es
I
CAE
1 1.7 Listen and say True or False.
The Shetland Islands
Capital: Lerwick
Population: 23,000 i-poster
N Language: English
Sea
Interesting facts: • There are about one hundred islands but
rth
W E people only live on sixteen. • Shetland ponies are small, very
No
strong horses. i-flashcards
Th
e
S
The Isle of Man
Capital: Douglas
Population: 80,000
Languages: English and Gaelic IWB
Scotland
Interesting facts: • The symbol of three legs is on the coins.
• Tynwald is the parliament and it’s very old.
Edinburgh
Anglesey
Belfast Capital: Llangefni
Northern Population: 70,000
Ireland
Languages: Welsh and English
Interesting facts: • There is a small town with a very long
Irish
T h e ea Great name. It’s got fifty-eight letters!
Ireland S
Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch!
Dublin
Britain
The Republic
of Ireland Wales England
London The Scilly Isles

Capital: Hugh Town
Cardiff Population: 2,000
Language: English
Th Interesting facts: • There are about one hundred and forty
e Atlantic
islands but people only live on five. • At low tide you can walk
Ocean
between some of the islands.
MST
2 Look at the map and complete the text orally.
The big long island is . The country in the west is . The country in the north is , and the other
country is . The other big island is . The country in the north is and the country in the south is .
The capital of Scotland is . The capital of England is . The capital of Wales is . The capital of
Northern Ireland is and the capital of the Republic of Ireland is .
SCC 3 Talk with a classmate.
Anglesey is in The Scilly Isles are in
Instructions the Irish Sea. the Atlantic Ocean.
• Choose an island or a group
of islands each. Anglesey has got a The Scilly Isles have
• Compare your information. population of ... . got a population of ... .
The British Isles | Cardinal points, Place names |

10 The country in the (north) is (Scotland). / The flag is (blue) and (white).
491889 _ 0007-0016.indd 10 14/07/14 11:12
CAE Key competences continuous assessment

Children are introduced to the British Isles.
Check if children:
MST 1 Become familiar with the British Isles.
Children apply mathematical and scientific skills
2 Are able to understand and use the cardinal points.
to understand and use the cardinal points.
3 Work well in pairs to complete the activity.
SCC
Children demonstrate skills to work in pairs to ask
and answer questions about the British Isles.
40
Cultural Strand More
practice
More
practice
Unit 1 Lesson 4
P P
F F
Fast Finishers
SC SC
CLIL Objective The children look up the names of other islands which are
To learn about the British Isles. More More
phonics part ofphonics
the British Isles.
More P P
Language Objectives
More
Wrap-up practice practice
To use the Present Simple to describe location F F

Discuss with the class what they know about the UK and
and other features of places in the British Isles. SC SC
i-poster
the Republic of Ireland. Talk about any famous people or places
Cardinal points: north, south, east, west More More
The British Isles: Anglesey, England, Ireland, Scotland, they know from there.
i-flashcards phonics phonics
the Isle of Man, the Scilly Isles, the Shetland Isles, Wales IWB i-book Watch the video The United Kingdom. Complete
the onscreen comprehension activity with the children. For
More
practice Materials
More
practice P P i-poster
further practice, open the worksheet before you watch the video
– Teacher’s i-book
F F – Optional realia: a map i-flashcards
and use the Richmond i-tools to complete it as you watch
– CD 1 SC SC
of the British Isles the video.IWBAlternatively,
i-book print out copies for the children to do
More More the worksheet individually.
phonics phonics
Lead-in
If possible, show the children a map of the British Isles. Ask
them if they know which countries make up the British Isles.
i-poster The pronunciation of the islands could be tricky for the
Note: The UK includes Great Britain and Northern Ireland.
children so let them hear the audio several times to help them.
The Republic of Ireland (Eire) is not part of the UK.
i-flashcards
IWB i-book Open the lead-in activity. The children look at different
maps and photos and listen to four descriptions that introduce
the topic of the lesson. Pause the audio after the questions to give Optional Resources
them some extra time to count the islands in the maps or locate Teacher’s Resource Book page 29, Reading.
some countries mentioned in the audio. Use the Richmond i-tools
to circle the answers.
Continuous Assessment
1 1.7 Listen and say True or False. The children listen
to the description and check with the information in their books.
Name the cardinal points.
They say if the statements are true or false. Name the countries that make up the UK and also some
(See transcript page 54.) places in the British Isles.
Answers
Anglesey: True, False, True, True
The Shetland Isles: False, True, False, False
The Scilly Isles: True, True, False, False
The Isle of Man: False, True, False, False Activity Book
2 Look at the map and complete the text orally. Put the
children into small groups to read out the text using the information
from Activity 1 to help them.
Answers
Great Britain, Wales, Scotland, England, Ireland, Northern Ireland,
the Republic of Ireland, Edinburgh, London, Cardiff, Belfast, Dublin
3 Talk with a classmate. The children follow the instructions

and use the model text as a guide.
41
Functional language Unit 1 Lesson 5
LC 1 Answer the questions.

1 Where do you come from?
2 Do your mum and dad come from the same place as you?
lands but 3 What language(s) do you speak at home?
all, very
4 Do your mum and dad speak a different language from you?
LC
2 1.8 Read and listen for the missing words.
he coins.
Where are you from, Tony? My mum‘s family Oh, really? My mum
comes from ... . comes from ... .
I‘m from ... .
What about you, Lucy?
y long
gogogoch!
nd forty
u can walk
And my dad comes from ... . So you‘re And Tony, you‘re half
other half ... . ... and half ... .
outh is .
of
Well, my dad‘s family

comes from ... .
What a mixture
we all are!
DC Language for discussing identity | Nationalities |
Where are you from? / You’re half (Spanish) and half (French).
More
practice
More
11
practice P
491889 _ 0007-0016.indd 11 02/07/14 14:08

F
Children improve their oral skills by answering
questions about their languages and nationalities. Check if children: SC
LC 1 Can answer personal questions.
More More
Children reinforce their language skills by learning
2 Are able to discuss identityphonics phonics
using the language
functional language for discussing their identity.
from the lesson.
DC 3 Use the digital resources to practise the new
Children work together on the IWB and do further
language.
practice individually.
42
i-poster
Functional Strand Unit 1 Lesson 5
To learn and use language for discussing identity. Check if the children can:
Understand and use the vocabulary for describing nationalities.
Language Objectives Recognise the missing words.
To practise the Present Simple. Act out the scene.
To describe nationalities and say where people are from.
Functional language: My dad comes from … . You’re half …
and half … .
Materials
Activity Book
– Teacher's i-book
– CD 1
Lead-in
Ask the children about people they know that are from different
countries or that speak different languages.
More
practice
More
practice P P
1 Answer the questions.

F F The children have a class discussion
based on the questions.
SC SC
More
phonics 2 1.8 Read and listen for the missing words. The children
More
phonics
listen out for the missing words and note them down. They can read
the dialogue aloud when they know the words.
i-poster
Answers
Oxford, India, France, Ireland, China, Chinese, British, French
i-flashcards
IWB i-book Touch to open the activity. Ask two children to take
turns to drag the sentences to form a coherent dialogue for each
of the photos presented in the activity. Use the Check button to
check the children’s answers at any moment while they are doing
the activity. You can also make two teams and ask different
members to drag the sentences while the other children
in the team help them from their desks.
Fast Finishers
The children write about people they know who are of mixed
nationality.
Wrap-up
In small groups the children play a guessing game. They all choose
two nationalities to be and then give clues, for example: I speak
French and English. Their group has to guess: Are you half French
More
tice
More
P P
and prac
half American? Are you half Canadian and half British?
practice
F F
The children play a fun game dragging the words
SC to
to form correct sentences SCconsolidate the key language
andMore
structures of the lesson.
More
phonics phonics
i-poster
i-flashcards
43
IWB i-book
A quiet Sunday afternoon
Unit 1 Lesson 6
LC
1 1.9 Listen and read the story.
It’s Sunday afternoon and the children are in the den. The children step through the magic window.
I‘m really bored! We Let‘s ask the magic

never go anywhere! window for an adventure.
Wow! This is a huge city!
But, where are we?
I know! Look at the

1 2 pyramids. This is Egypt! 5
The children want to explore but the magic window has
got another idea. Are you ready for departure?
Where are
This looks like Big Ben. we going, now?
Are we in London? No, look! That‘s
the Canadian flag. A few seconds later, the children
3 This is Ottawa! 4 arrive in another place. 7
LC 2 1.10 Listen to the sounds. Then, say the words.
P ture
tempera sculpture
More More
practice practice
ure
advent F
departure future
SC
DC
12 More More
phonics Comprehension of the story
phonics | Phonics: final sound future
491889 _ 0007-0016.indd 12 02/07/14 14:08

LC i-poster 1 Enjoy listening to and reading the story.
Children learn and practise the pronunciation
2 Are able to pronounce correctly the final -ture sound.
of the final -ture sound.
3 Use the digital resources to practise phonics.
i-flashcards
DC
phonics practice individually.
44 IWB
noon Unit 1 Lesson 7
The children don’t recognisei-poster

this
place but, then, Holly finds a coin.
They‘re speaking
Mmm! I can smell This coin has
i-flashcards got
Spanish. I think
lovely food! strange markings.
this is Mexico.
Brrr! Look at
IWB
the temperature!
Claude wants to taste the delicious

5 food, but there’s no time. 6
Claude looks carefully at the coin. The children are back in the den with
all their souvenirs from the trip.
Is anybody bored now?

Yes! I know
where we are. Wow!
This is China!
7 8
LC
1 Read the story again and answer the questions.
1 How many different cities do the children visit?
2 How does Lulu know they are in Egypt?
CAE 3 What clue do they find in Canada?
4 What does Claude want to do in Mexico?
5 What’s the weather like in China?
6 What’s strange about the Chinese coin?
Comprehension | Answering wh questions 13
491889 _ 0007-0016.indd 13 02/07/14 14:08

LC Children develop increased comprehension skills
when focusing their attention on questions related Check if children:
to a story.
1 Are able to answer the questions about the story.
CAE Children develop their cultural knowledge 2 Learn about the characteristics and features
by identifying the characteristics and features of the countries in the story.
of the countries in the story.
45
Literacy Strand Unit 1 Lesson 6
To acquire skills in phonics while reading a story. Teacher’s Resource Book page 70, Phonics.
Language Objectives
To review different place names: Canada, Egypt, London
To practise the Present Simple: This is a huge city. Continuous Assessment
That’s the Canadian flag. Check if the children can:
To learn the pronunciation for the final sound -ture. Understand the story and recognise the new vocabulary related
to travel and countries.
Pronounce words that end in -ture.
Materials
– CD 1
More
practice
More
practice P P Activity Book
Lead-in F F Unit 1, page 10, Lesson 6. See page 232 for answer key.
Talk about travel and ask the children to name any countries
SC SC
they have visited. Encourage them to find them on the poster
More
phonics (print or interactive).
More
phonics
More
practice
More
practice P P
1 1.9 Listen and read the story. Ask questions to make
F F
sure they understand: Where do the children go first? How do you
i-poster SC SC
know? Where do they go next? Where do they smell lovely food?
More More
i-flashcards phonics
(See transcript page 55.) phonics
IWB i-book Watch the animated story. Alternatively, touch

the story to open the i-story cards in a new window. Read
i-poster
and listen to the story with the children.

i-flashcards
Hot spots: Departure, Recognise. Use the Hot spots to highlight
this potentially
IWB difficult vocabulary before the reading activities.
i-book
2 1.10 Listen to the sounds. Then, say the words.

The children try to copy the pronunciation as closely as possible.
Fast Finishers
The children write the words from Activity 2 into their notebooks
and add a picture.
Wrap-up
Have a Spelling Bee with the words ending in -ture. All the children
stand up and in turn are asked to spell a word. If they make a mistake
More More
P P
sitticedown. Continue
theyprac practice
until there is only one person standing.
F F
The children listen and drag the letters to form the words
SC SCfor the final sound -ture.
choosing the correct spelling
SpellMore
the words ifMore
necessary. For further practice, open My notes
phonics phonics
and the Richmond i-tools and dictate more words containing
this sound.
i-poster
i-flashcards
IWB i-book
46
To understand a fictional story. Check if the children can:
Understand the story.
Language Objective Answer the questions.
Comprehension.
Materials
– Teacher’s i-book – Flashcards for Unit 1 Activity Book
– CD 1 – Story cards for Unit 1
Lead-in
Display the flashcards (or open the i-flashcards on the Teacher’s
i-book). Tell the children to name all the countries and then to
remember which countries the children went to on their adventure.
Retell the story with the story cards (print or interactive), and ask
the children to participate as much as possible.
1 Read the story again and answer the questions. Play the
More whole story
More again and
P Pmake sure the children understand it and
practice practice
explain any of the words they don’t understand. The children answer
F F
the questions orally and then write the answers in their notebooks.
Answers SC SC
More 1 They visit four cities.
More
phonics phonics
2 She seesMore the pyramids.

More
practice
practice P P
3 The Canadian flag.
F F
4 He wants to taste the delicious food.
i-poster
5 Cold and snowy, it is minus SC five.SC
More More
6 It has gotphonics
i-flashcards strange markings.
phonics
IWB i-book Watch the animated story again. Alternatively,

touch the story to open the i-story cards in a new window.
i-poster
Read and listen to the story with the children again.

i-flashcards
Then, touch to open the activity. The children read some

IWB i-book
speech bubbles from the story. Some information is missing.
Ask the children to fill in the gaps using the same information from
the story. Use the Richmond i-tools to write the words on the
blanks and the Answers button to validate. For further practice,
ask the children to use other places different from the ones in the
Student’s Book story so they invent their own version of the story.
Fast Finishers
The children read through the whole story.
Wrap-up
In small groups the children ask each other questions about
the story: Where are they? What’s this? Who finds a coin?
47
Unit 1 Lesson 8
LL
1 Read and complete the sentences orally with the names of the countries.
The children know they are
in … because they recognise:
the language. Holly’s souvenir is from … .
the flag. Claude’s souvenir is from … .
a famous place. Lulu’s souvenir is from … .
the money. Max’s souvenir is from … .
MST
2 Copy and complete the chart with your classmate.
What city do they go to first?

continent country flag language
1st place Where is ... ?
2nd place
What language do
rd
3 place people speak in ... ?
4th place
What colour is the ... flag?
CAE
3 Use your knowledge and the four clues, and write about the story.
Act out
First, they go to ... . That's in ... . the story.
The flag is ... . The people speak ... .
14 More
practice
More
Using clues P
and existing knowledge to interpret events
practice
| Sequencing events
491889 _ 0007-0016.indd 14
F 02/07/14 14:09
LL Children develop their learning techniques by Key competences continuous assessment

gaining an understanding of how to use clues SC Check if children:
and existing knowledge to interpret events.
MST More More 1 Learn to use clues and existing knowledge
Children applyphonics
mathematical skills and principles
phonics
to interpret events.
to sequence events in a chart. 2 Are able to sequence events in a chart.
CAE
Children use their imagination and creativity 3 Can write and act out a story.
when writing and acting out a story.
48
i-poster
Fast Finishers
CLIL Objective The children make a chart for four other countries.
To practise using clues and existing knowledge to interpret
events. Wrap-up
Divide the class into small groups and let them assign characters.
Language Objective GiveMore
them some More
time to rehearse and then ask them to act out
To practise the language used in describing travelling. practice practice P P
the story for the rest of the class.
F F
Materials The children take a quiz choosing the correct words
to complete the sentences SC about
SC the countries studied
– Teacher's i-book – Story cards for Unit 1
– CD 1 – Poster for Unit 1 in the
Moreunit. More
phonics phonics
Lead-in Check if the children can:
Use the story cards (print or interactive) to prompt the children
Recall the main events of the story both orally and in writing.
i-poster
to retell the story. Complete the chart about the four countries using their own
Display the poster (or open the i-poster on the Teacher’s i-book) knowledge
i-flashcards and information from the story.
More and let More
the childrenP find
P the countries on the map.
practice practice
IWB i-book
F F
1 Read and complete the sentences orally with the names
of the countries. SCReadSCthe sentences with the children first
More
phonics and then
More
let them take turns to read a sentence aloud.
phonics
Activity Book
Answers Unit 1, page 12, Lesson 8. See page 233 for answer key.
Mexico – the language, Canada – the flag
Egypt – a famous place, China – the money;
i-poster
Holly – Mexico, Claude – China
Lulu – Egypt, Max – Canada
i-flashcards
IWB i-book Touch to open the activity. This activity is better

done in two teams. Use the Richmond i-tools to write each
team’s score on the IWB. Look at the pictures (flags, words and
maps) with the children and make sure they know what they
represent. Then, listen and ask a member from each team to drag
the pictures to the correct place in the diagram. The diagram
represents Mexico and Canada.
2 Copy and complete the chart with your classmate.

Review the continents with the children. They then work together
to complete the chart.
Answers:
1st: Africa; Egypt; red, black and white; Arabic
2nd: North America; Canada; red and white; English
3rd: North America; Mexico; green, red and white; Spanish
4th: Asia; China; red with yellow stars; Chinese
3 Use your knowledge and the four clues, and write about
the story. The children use the model text as a guide to write
about the story.
49
Unit 1 Lesson 9
IE
1 Choose a country and give your classmate clues.
People speak ... This country is in ... .

in this country.
The capital
The flag is ... . city is ... .
LC
2 Play the Big letters-small letters game.
This word is This word is

English. It needs eagle. It doesn‘t
a capital E. need a capital e.
first?
More
practice
More
practice P
F
LC
Grammar help SC
Capital letters
More More
phonics
Months and days: September, Monday
phonics
Countries, cities and languages: France, English, London
People’s names: Claude, Holly
Capital letters |i-poster

Countries, Continents, Languages | It needs … . / It doesn’t need … . 15
i-flashcards
491889 _ 0007-0016.indd 15 02/07/14 14:09
IE Key competences continuous assessment
Children show individual initiative by choosing
IWB
and describing a country. Check if children:
LC 1 Use their initiative to choose and describe
Children apply their newly acquired knowledge
a country.
in a language game.
2 Use the unit language to play a game.
LC
Children strengthen their knowledge of the 3 Understand and use the grammar practised
unit grammar. in the unit.
50
Language Review Unit 1 Lesson 9
To review the grammar of the unit. Teacher’s Resource Book page 49, Listening.
Language Objective
To review the unit language.
Materials Talk about a country.
More
practice
More
P P
practice
– Flashcards for Unit 1 Decide which words have capital letters.
– CD 1 F F – Pop-outs for Unit 1
SC SC
More
phonics Lead-in More
phonics
Hand out the flashcards in random order. The children walk Activity Book
around the room and pair up as country name and map. Ask each Unit 1, page 13, Lesson 9. See page 234 for answer key.
pair to say something about their country: which continent it’s on,
i-poster
its capital city, languages or flag.
For more flashcard games see page 18.
i-flashcards
IWB i-bookUse the Vocabulary Game Generator to review the key

vocabulary covered in the unit. Play Memory! to help the children
reinforce their knowledge of country names and their maps.
22-24 forP interactive
P
More More
practiceSee pages
practice
games description and ideas.
F F
1 Choose a country and give your classmate clues. The children
SC SC
More
play theMoreguessing game in pairs or small groups.
phonics phonics
2 Play the Big letters-small letters game. Focus the children’s

attention on the Grammar help box. The children then play the
More
practice
More
practice P P
game with their pop-outs.
i-poster
F F
i-flashcards Visual grammar presentation.
SC SC
MoreIWB More Touch to open the activity. The activity has five screens.
i-book
phonics phonics
Invite a volunteer out to drag the capital or small letters to complete
the words on the screen. Repeat with different children until you
have completed the five screens.
i-poster
Fast Finishers
i-flashcards The children make a poster for capital letter rules.
IWB i-book
Wrap-up
Dictate some words from the unit. Then, check the spellings
as a whole group, making sure that capital letters have been
used correctly. Award points for correctly written words.
51
Unit 1 Lesson 10
LC 1 1.11 Listen and say True or False.
Elisa Nico Danny and Chantelle
is/are from Ecuador Romania Canada
live(s) in Quito Madrid London
speak(s) Spanish Spanish and Romanian English and French
SCC
2 Choose and present a country to your classmates.
This country is the UK. It‘s in

Europe. The capital of the UK
is London. They speak English.
The flag is red, white and blue.
LC 3 Write about your own country.
My country is ... . People speak ... . The flag is ... .

It is in ... . The money is ... .
16 They speak … . / The capital is … . / It’s in … .
491889 _ 0007-0016.indd 16 02/07/14 14:09

Children improve their listening skills by deciding
whether the information is true or false. Check if children:
SCC 1 Are able to understand the listening activity.
Children develop their social skills by presenting
2 Can make a presentation in front of the class.
a country to their classmates.
3 Use the language learned in the unit to write
LC
Children show consolidation of structures and about their country.
vocabulary by writing about their country.
52
Oral Review Unit 1 Lesson 10
To consolidate structures and vocabulary by describing Teacher’s Resource Book page 61, Speaking.
a country.
Language Objective
Final Written Evaluation
More
practice Materials
More
P P
practice
In the next lesson give the children the tests from the
F F – Poster for Unit 1 Teacher’s Resource Book pages 85-86 or 87-88 depending
– CD 1 – Flashcards for Unit 1 on each child’s ability. Give as much support as necessary
SC SC
for them to understand the structure of the tests.
More More
phonics phonics
Lead-in
The children watch the animated version of the story. Final Assessment
Display the poster and the children name the continents, Check if the children can:
i-poster
different countries they know, the capital cities and the languages Talk and write about a country using the language
spoken there.
i-flashcards and structures learned in the unit.
IWB i-book Open the i-poster. Divide the class in four teams and ask
the teams to choose a representative to play for them on the IWB.
Team 1 listens to audio 1. Pause the audio after the question.
They have already listened to all the clues for the country. Give
team 1 some time to confer. Use the timer in the Richmond i-tools
if needed. When time is up, they say the name of the country.
Activity Book
The other teams say whether they agree or not with team 1. Unit 1, page 14, Lesson 10. See page 234 for answer key.
Once all the teams agree on the country, play the audio to validate.
Then, the representative drags the child’s name to the correct place
on the map. Repeat the procedure with the rest of the teams until
you complete the activity.
1 1.11 Listen and say True or False. The children look

at the chart and then compare the information on the audio.
Answers
False, True, True, True, False, False, True, False, True
2 Choose and present a country to your classmates.

The children use the model text as a guide to present a country
of their choice. Encourage them to add photos and drawings.
3 Write about your own country. The children write

the basic information about their own country and add other
details if possible.
More
practice
More
practice P P
Fast Finishers
F F
The children decorate
SC their
SC description of their country with pictures.
More
phonics
Divide the More

class into four teams.
practice P Show
P
More the flashcards one by one
practice
and ask the children to write down

F F
the continent, capital city,
language and flag. Swap answer sheets and correct as a class. Award
i-poster SC SC
points for each correct answer, the team with the most points is the
More More
winner. phonics
IWB i-book Watch the animated version of the story again.

i-poster
53
i-flashcards
Transcripts
1.3 Poster, Unit 1. Listen and label the continents 1.6 Listen to the song and find the coins.
with post-it notes. Then, sing the song: What’s it worth?
Can you find Africa? It’s got a lion on one side and a map on the other.
Can you find South America? What’s it worth? What’s it worth?
Can you find Oceania? It’s worth one cent! It’s worth one cent!
Can you find the Antarctic? Oh! I’ve got a coin worth one cent!
Can you find Europe? Oh! She’s got a coin worth one cent!
Can you find North America?
It’s got a harp on one side and a map on the other.
Can you find Asia?
And now, can you find these two countries?
It’s worth fifty cents! It’s worth fifty cents!
Where is Spain?
Oh! I’ve got a coin worth fifty cents!
Where is the United Kingdom?
Oh! He’s got a coin worth fifty cents!
1.4 Listen and say the continents. It’s got an eagle on one side and a map on the other.
Max: Where’s Canada? Is it in Europe or North America?
It’s worth one euro! It’s worth one euro!
Claude: Where’s Australia? Is it in Oceania or South America?
Oh! I’ve got a coin worth one euro!
Holly: Where’s Mexico? Is it in North America or South America?
Oh! She’s got a coin worth one euro!
Claude: Where’s China? Is it in Asia or Europe?
Max: Where’s Morocco? Is it in Europe or Africa?
Lulu: Where’s Romania? Is it in Europe or in Asia? 1.7 Listen and say True or False.
Max: Where’s Egypt? Is it in Asia or Africa? 1 Anglesey is off the north coast of Wales.
Lulu: Where’s The United Kingdom? Is it in North America 2 The capital is Douglas.
or Europe? 3 The people there speak two languages: Welsh and English.
Holly: Where’s Ecuador? Is it in North America or South America? 4 The name of one of the towns has got more than 50 letters.
Where’s Japan? Is it in Oceania or Asia? 5 The Shetland Islands are off the north coast of Ireland.
Claude: This is the last piece! Where’s New Zealand? 6 The capital is Lerwick.
7 The flag is orange and blue.
1.5 Listen and answer the questions. 8 People live on all the one hundred islands.
Narrator: Inés is from Ecuador. She lives in Quito. 9 The Scilly Isles are off the southwest coast of England.
Inés: ¡Hola! 10 There are only about 2,000 people living on the Scilly Isles.
Narrator: What language does she speak? 11 The flag is white and blue.
12 People speak two languages.
Narrator: Victor is from Romania. He speaks Romanian.
13 The Isle of Man is off the northeast coast of England.
Victor: Salut!
14 The people there speak English and Gaelic.
Narrator: Where does he live?
15 The flag is red, green and blue.
Narrator: Amelie is from Canada. 16 The symbol on the flag is three arms.
She speaks French and English.
Amelie: Bonjour!
Narrator: Where does she live?
Narrator: Samir is from Morocco. He lives in Rabat.
Samir: Áhlan!
Narrator: What languages does he speak?
Narrator: Liu Yang is from China. She speaks Chinese.
Liu Yang: N hao!
Narrator: Where does she live?
Narrator: Martin is from New Zealand. He lives in Wellington.
Martin: Hi!
Narrator: What language does he speak?
54
Transcripts
1.8 Read and listen for the missing words. 1.10 Listen to the sounds. Then, say the words.
Lucy: Where are you from, Tony? Listen to the sounds and read the words with me.
Tony: I’m from Oxford. What about you Lucy? ch, ch, ch, adventure
ch, ch, ch, temperature
Lucy: My mum’s family comes from India.
ch, ch, ch, sculpture
Tony: Oh, really? My mum comes from France.
ch, ch, ch, departure
Nick: And my dad comes from Ireland. ch, ch, ch, future
Sandra: Well, my dad’s family comes from China.
1.11 Listen and say True or False.
Lucy: So you’re half Chinese.
Nick: And Tony, you’re half British and half French. Elisa speaks English.
Tony: What a mixture we all are! Nico speaks Spanish.
Danny and Chantelle speak English and French.
1.9 Listen and read the story: A quiet Sunday afternoon. Nico lives in Madrid.
Elisa lives in London.
Narrator: It’s Sunday afternoon and the children are in the den.
Danny and Chantelle live in Quito.
Holly: I’m really bored! We never go anywhere!
Elisa is from Ecuador.
Lulu: Let’s ask the magic window for an adventure.
Nico is from Canada.
Narrator: The children step through the magic window. Danny and Chantelle are from Canada.
Max: Wow! This is a huge city!
Claude: But where are we?
Lulu: I know! Look at the pyramids. This is Egypt!
Narrator: The children want to explore but the magic window
has got another idea.
Holly: This looks like Big Ben. Are we in London?
Max: No, look! That’s the Canadian flag. This is Ottawa!
Lulu: Are you ready for departure?
Max: Where are we going, now?
Narrator: A few seconds later, the children arrive in
another place.
Claude: Mmm! I can smell lovely food!
Holly: They’re speaking Spanish. I think this is Mexico.
Narrator: Claude wants to taste the delicious food, but there’s
no time.
Narrator: The children don’t recognise this place but, then,
Holly finds a coin.
Holly: This coin has got strange markings.
Lulu: Brrr! Look at the temperature!
Narrator: Claude looks carefully at the coin.
Claude: Yes! I know where we are. This is China!
Narrator: The children are back in the den with all their
souvenirs from the trip.
Lulu: Is anybody bored now?
Holly: Wow!
55
Unit 2 Overview
Actions: bend, jump, hop, kick, lift, push, put, Can: Can you do a cartwheel? My friend Body parts: arm, hand, head, leg, nose
run, stand, stretch, touch can do a handstand. Can for ability
Body parts: back, knees, toes Present Simple: I hop to the left. Present Simple
Gymnastics: cartwheel, forward roll, She hops to the right.
handstand, star jump Frequency Clauses: I play basketball three times
Directions: back, front, left, right a week. How often do you do sports?
Exercise routines: dance, gymnastics, PE, Go … for a bike ride, for a walk, swimming, skating
play football, ride a bike, skating, swimming, Do … gymnastics, PE
train, walk, warm up; never, once, twice Functional language: You win some and you lose
Football: foul, goal, kick off, match, nil, pass, some. Come on Rovers! United are winning 1-nil.
score, shoot, tackle, team
Creative
Strand
Cultural Strand CLIL Obje
To design ctive:
:
Language Objective Language
dance rou
tines.
ple and frequency
To use the Present Sim To use lan Objectives:
ining routines
clauses to describe tra gu
To describ age to describe da
s.
for girl football player e opposit n
e movem ce movements.
ents.
Functional Strand
Fit and
healthy
To learn the language related
to football matches.
Knowledge
CLIL Objec
Strand
To analyse e
tiv e:
xercise routi
Language O nes.
Literacy Strand To use the P
bjective:
resent Simp
clauses to d le a
CLIL Objective: escribe exerc nd frequency
ise routines.
To acquire skills in phonics while
reading a fictional story.
To review language related to exercise.
To recognise and compare the sounds
air and ear.
56
i-poster
i-flashcards

IWB i-book
Listening: To listen for movements related to pictures. Use the Richmond i-tools to complete
To listen to a song about dancing and find the missing the activities with the children on the IWB.
words. To listen to information about a training routine.
To listen to and understand a story. Activities in and provide
Reading: To match sentences with pictures. To read a digital alternative to introduce the children
information about exercise routines. To read information to the lesson.
and then say if statements are true or false. To read and
understand a story. To read sentences from an advert. Activities with beside the rubric offer
To read and follow instructions. an additional interactive activity to reinforce
Writing: To write questions using Can. To write about the activity content:
exercise abilities and routines. To write an advert for an • Lesson 2: activity 1
exercise machine. To write a warm-up routine. • Lesson 4: activity 2
Speaking: To sing a song and to invent a new verse for it. • Lesson 5: activity 2
To read a text aloud filling in missing words. To talk about • Lesson 7: activity 1
exercise routines. To talk about favourite sports. To act • Lesson 8: activity 1
out a scene. To answer comprehension questions about a
More More
P P
practice
• Lesson
practice
9: grammar
story. To describe an exercise machine. To play a language F F
game. To answer questions which are heard. provides extra interactive practice which can be
SC SC
More More
Alternatively,
phonics
More More
P P
practice
practice
Assessment Criteria • Lesson 3: knowledge

F F
• Children can understand, talk and write about • Lesson 5: functional language
SC SC
exercise routines using the vocabulary and i-poster
structures presented in the unit. More
phonics
i-flashcards
More
• Lesson
phonics
8: literacy
• Children can form and use the Present Simple.
• Children can use frequency clauses. IWB i-book
• Children can form questions about ability using Can. • Lesson 4: Girls’ football clubs
• Children can recognise and differentiate between More More
i-poster P P
practice practice
the sounds air and ear. i-flashcards F F
provides aSCvisual
SC
IWB i-book
More More
Optional Resources phonics phonics
Use the Vocabulary Game Generator to create

Teacher's Resource Book Photocopies: your own interactive games to review the key
• Lesson 1: pages 62, Speaking vocabulary from the unit at any time.
i-poster
• Lesson 4: pages 9-10, Language i-flashcards

• Lesson 9: page 40, Writing IWB i-book
For ideas on how to exploit the course
• Lesson 10: page 30, Reading resources, see our Activity Bank: pages 17-24.
• Evaluation: pages 89-90 or 91-92, Unit 2 test
Key Competences
LC
Children become familiar with vocabulary related to actions,
Children develop their social competence by acknowledging
movements, body parts, physical activities and language
the importance of exercise and having a healthy lifestyle.
for watching a match.
MST Competence in Maths, Science and Technology: CAE Cultural Awareness and Expression:
Children apply basic mathematical skills to understand ordinal Children use their imagination and creativity to design
numbers, timetables and frequency clauses. a dance routine and perform the dance.
Children work together on the unit content using the IWB. Children develop their learning techniques by gaining
They do further practice individually. an understanding of how to write an advert.
IE Sense of Initiative and Entrepreneurship:
Children show their initiative and personal autonomy by
assessing a classmate’s abilities and analysing exercise routines.
57
Lesson 1
2 Fit and healthy

LC
1 1.13 Listen and say the character. Then, find the sentences for the pictures.
forward roll
b
1 put one hand on the floor
handstand 2 put your head between
your hands
3 stand on one leg
4 kick your legs up
c 5 push with your toes
6 stretch your arms and legs
star jump 7 jump up
8 roll your back on the floor
cartwheel
IE
2 Write five questions and test your classmate’s abilities.
Can you do a
do a … ? cartwheel?
Can you touch your … ?
put your … on … Can you put your
? nose on your knees?
LC 3 Write about your classmate’s abilities.
My friend ... can ... and ... . He/She can't ... .
Assessing flexibility | Actions, Movements, Body parts |

Can you (do a cartwheel)?
More
practice
More
17
practice P
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F
LC Children improve their listening skills by Key competences continuous assessment
identifying the characters and matching
Check if children:
SC
the sentences with the pictures.
IE 1 Are able to follow the listening
More to do the activity.
More
Children show initiative and personal autonomy
2 Are able to assess abilities. phonics phonics
by assessing a classmate’s abilities.
LC
Children improve their writing skills by writing
about their classmate’s abilities.
58
i-poster
More
practice
More
practice
Unit 2 Lesson 1
P P
F F
Fast Finishers
SC SC
CLIL Objective Put theMore
flashcards on the board. The children write the actions
More
To understand a listening activity about basic gymnastics phonics phonics
they can or can’t do and illustrate them.
moves.
Wrap-up
Language Objectives Children take turns to ask the class one of their ability questions
To form questions about ability using Can: Can you do i-poster
from Activity 2. If possible take the children to the playground
a cartwheel?
Actions: bend, jump, kick, lift, push, put, stand, stretch, touch or gym to demonstrate what they can do.
i-flashcards
Body parts: arms, back, hands, head, knees, legs, toes IWB i-book Use the Vocabulary Game Generator to review
Gymnastics: cartwheel, forward roll, handstand, star jump the key vocabulary covered in the lesson (cartwheel, forward roll,
handstand, star jump)
More
practice
More
practice P P
Materials See pages 22-24 for interactive games description and ideas.
– Teacher's i-book – Flashcards for Unit 2: cartwheel F F
The children find six actions in the wordsearch. Use the
More
practice – CDMore
1
practice P P – Extra material: post-it notes timer in the RichmondSC SC to make it more challenging
i-tools
– Poster for Unit 2 numbered 1-8 for the children.
F F More More
phonics phonics
SC SC
More
phonics
Optional Resources
1.12 Display the poster. Help the children recognise what Teacher’s Resource Book page 62, Speaking.
is happening in each picture. Play the audio and ask children i-poster
to come and place the post-it notes (see Materials) on the pictures.
i-poster i-flashcards
Play the audio again and get the children to do the movements.
Initial Evaluation
i-flashcards
IWB if the
i-book
Check children can:
IWB i-book Open the i-poster. Help the children recognise what is Form questions about ability using Can.
happening in each picture. Then, play the audio and ask the children Understand and use the new vocabulary related to exercise.
to drag the numbers to the correct pictures in the right order. Recognise and use the vocabulary related to body parts.
Play the audio again and get the children to do the movements.
For further practice, use your own instructions for the children to
number the pictures in a different order.
1 1.13 Listen and say the character. Then, find the Activity Book
sentences for the pictures. The children identify each character Unit 2, page 15, Lesson 1. See page 235 for answer key.
by their movements. They match the sentences with the pictures.
Answers
Claude, Holly, Max, Lulu
a 2 put your head between your hands, 5 push with your toes,
8 roll your back on the floor
b 4 kick your legs up, 6 stretch your arms and legs
c 7 jump up, 6 stretch your arms and legs
d 3 stand on one leg, 1 put one hand on the floor,
6 stretch your arms and legs
2 Write five questions and test your classmate’s abilities.

The children use the model text and the vocabulary in Activity 1
to form questions and note down the answers.
3 Write about your classmate’s abilities. The children use their

notes to write a short paragraph about their friend’s abilities.
59
Unit 2 Lesson 2
Ge
LC
1 1.14 Listen and find the singer for each line. Then, sing the song. H ea
… doesn’t know w t steps to do,

ha
when we da
nce two by two!
I run to the front. … runs to the back.

I turn to the left. … turns to the right.
I jump to the front. … jumps to the back.

I kick my right leg. … kicks … left.
I lift my right arm to the front. … lifts … left.

I bend my left leg. … bends … right.
CAE
2 Invent a verse and perform your dance.
Instructions
• Work in pairs.
• Invent two opposite
movements.
back.
I bend to the
he front.
He bends to t
I hop to the
left. She hops
to the right.
LC
3 Write about your dance.
First, I ... and my friend ... . Then, ... .
18 Designing a dance routine | Actions, Movements, Body parts |

Present simple: I run to the front. / He runs to the back.
491889 _ 0017-0026.indd 18 14/07/14 11:12
LC Children reinforce their knowledge of vocabulary Key competences continuous assessment

related to actions, movements and body parts
Check if children:
through a song.
CAE 1 Reinforce their vocabulary through the song.
Children use their imagination and creativity to
2 Can design a dance routine and perform the dance.
design a dance routine and perform the dance.
LC
about the dance they have performed.
60
To design dance routines. Check if the children can:
Understand the song and find the singer for each line.
Language Objectives Describe opposite movements.
To use the Present Simple to describe dance movements: Invent a simple dance routine.
I run to the front. Describe a dance routine.
To describe opposite movements: I hop to the left.
She hops to the right.
Actions: bend, dance, jump, hop, kick, lift, run
Body parts: arm, knee, leg
Directions: back, front, left, right Activity Book
Materials
– Teacher's i-book – CD 1
Lead-in
More
practice ReviewMore
the movement
practice P Pvocabulary and introduce opposites
by playing Simon says: Stand on your left leg. Put your right hand
F F
on your left knee. Jump to the front. Jump to the back.
SC SC
More
phonics 1 1.14 Listen and find the singer for each line.
More
phonics
Then, sing the song. The children listen for the missing words
to find the singer. They then join in with the song.
i-poster
Answers
both, girl, boy, both, boy, girl, both, girl, boy, both
i-flashcards
IWB i-book Touch to open the activity. The children listen

to the song and drag the words to complete the lyrics. Alternatively,
cover the words using the shade in the Richmond i-tools and ask
the children to fill in the gaps. Listen to the song to validate.
2 Invent a verse and perform your dance. The children read

the instructions and in pairs invent two movements using opposites.
Invite volunteers to demonstrate.
3 Write about your dance. The children use the model text
as a guide to write about their dance.
Fast Finishers
The children add other movements to their dance routine.
Wrap-up
The children continue to demonstrate their dance movements
and explain what they are doing.
61
Unit 2 Lesson 3
Get Children need about sixty minutes of exercise every day.
Heal y! walking, swimming or riding a bike. Children need vigorous

They can do moderate exercise, for example,
exercise three times a week as well. Examples of vigorous exercise are

sports training, dancing or skating.
IE 1 Read and talk about the exercise routines. I think ... has got a good routine.
a bad routine an average routine a good routine a very good routine
Mary does a dance Jim does PE at Stella always does Rory plays football

class twice a week. school three times a warm up before three times a week
At school, she does a week. He never gymnastics twice a and he does PE at
PE three times a rides his bike and week. She does PE school. He rides his
week. She walks to he never walks to at school three bike to school every
school every day school. times a week and day. Once a week
and she goes skating she goes swimming he goes swimming.
every weekend. once a week.
SCC 2 Ask about your classmate’s exercise routine.
once a week twice a week

three times a week every day never
go ... do ...
for a bike ride sports
for a walk dance
swimming PE
skating gymnastics
How often do
I play basketball
you do sports?
LC
3 Write about your exercise routine. three times a week.
I ... times a week. I ... every day. I've got a ... exercise routine.
Analysing exercise routines | Physical activities, frequency clauses |

How often do you… ? I … once a week.
More
practice
More
19
practice P
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F
Children show their initiative and personal
autonomy by analysing exercise routines. Check if children: SC
SCC Children demonstrate skills by working in pairs 1 Are able to analyse exercise routines.
More More
to ask and answer questions about their exercise 2 Work well in pairs to completephonics
the activity. phonics
routines. 3 Are able to write basic information
LC about themselves.
about their own exercise routine.
62
i-poster
Knowledge Strand Unit 2 Lesson 3
To analyse exercise routines. Teacher’s Resource Book page 50, Listening.
Language Objectives
To use the Present Simple and frequency clauses
to describe exercise routines. Continuous Assessment
Frequency clauses: I play basketball three times a week. Check if the children can:
How often do you do sports? Understand and use the language for describing exercise
Go … for a bike ride, for a walk, swimming, skating routines.
Do … gymnastics, PE Use frequency clauses to say how often people exercise.
Exercise routines: dance, gymnastics, PE, play football, Use go and do correctly with various activities.
ride a bike, skating, swimming, walk, warm up; never, once, twice Describe an exercise routine both orally and in writing.
Materials
More
practice
More
P P
– Teacher’
practice
s i-book
– Flashcards forFUnitF 2: dancing,
gymnastics, skating, stretching
Activity Book
SC SC Unit 2, page 17, Lesson 3. See page 236 for answer key.
More More
phonics phonics
Lead-in
Display the flashcards and the word cards. Tell the children to
match them up. Then, ask if anybody does the activities. Ask:
i-poster
Do you (go dancing) every (week)? How often do you go (skating)?
Then help them form the answer.
i-flashcards
IWB i-book Use the Vocabulary Game Generator to introduce

the key vocabulary for the lesson. Play Match it!
1 Read and talk about the exercise routines. The children

read the introduction and discuss if they do any of those activities.
They then read the routines and discuss if each one is good or bad
and if possible say why.
2 Ask about your classmate’s exercise routine.

Read the speech bubbles together to help the children form
the question and the answer.
3 Write about your exercise routine.

The children use the model text as a guide to write a short
description of their weekly exercise routine.
Fast Finishers
The children write a healthy routine based on the information
in the introduction.
Wrap-up
The More
children takeMore
turns to report to the class about their classmate’s
practice practice P P
exercise routine from Activity 2.
F F
The children drag the words to form correct sentences
SC SC
which will help them consolidate the learning points
for frequency
More clauses.
More For further oral practice, once the activity
phonics phonics
is completed, ask the children to work in pairs making questions
for the affirmative sentences on the screen using How often and
answering correct sentences about themselves.
63
i-poster
i-flashcards
More More
phonics phonics
Unit 2 Lesson 4
Centres of Excellence:
Culture
football training for girls
In the UK, lots of famous football clubs have got
women’s teams and there are national leagues for girls.
The Football Association has got thirty Centres of Excellence for girls.
i-poster
MST 1 Read and say True or False.
i-flashcards
Social events
Training IWB
s Matches Group lunch:
Tuesday
rsdays: Day: Saturday mornings 4th Sunday of every
and Thu At home: 1st and 3rd week
month
.30 Group bike ride:
17.00-18 Away: 2nd and 4th week Friday afternoons
1 The under 11s train twice a week. 6 They play at home twice a month.
2 They don’t train on school days. 7 They play away four times a month.
3 They train in the mornings. 8 They don’t play matches in the afternoon.
4 They play a match once a week. 9 They go for a bike ride once a week.
5 They don’t play matches at the weekend. 10 They have lunch together twice a month.
SCC 2 1.15 Guess the training routine. Then, listen and check.
Hi! I‘m Charlene.

I‘m in the under
11s team.
do stretching exercises
go running skip
How often does

she go running?
I think she goes

running twice a day.
go swimming go for a bike ride
do training
20 Centres of Excellence | Physical activities, Frequency clauses |

They (train) (twice) (a week). / How often does she … ?
491889 _ 0017-0026.indd 20 02/07/14 13:44

MST Children apply basic mathematical skills
to understand ordinal numbers, timetables Check if children:
and frequency clauses.
1 Can use ordinal numbers, timetables and
SCC Children develop their social competence by frequency clauses.
acknowledging the importance of exercise and how 2 Become aware of the importance of doing exercise
a healthy lifestyle contributes to their well-being. and leading a healthy lifestyle.
64
practice
More
practice
Unit 2 Lesson 4
P P
F F
Fast Finishers
SC SC
CLIL Objective The children write two more statements for Activity 1,
More More
To learn about centres of excellence. phonics phonics
either true or false.
More More
P P
practice practice
F F
To use the Present Simple and frequency clauses to Ask the children if they play for any teams, football or others.
describe training routines for girl football players. i-poster SC SC
Ask them questions about it: What is your training routine?
Exercise routines: do stretching/training; go running/ More
phonics
More
swimming/for a bike ride; skip Where do you

i-flashcards
play? Who do you play with?
phonics
More Frequency
More clauses:
P PShe goes running twice a day. IWB i-book Watch the video Girls’ football clubs. Complete
practice practice
the onscreen comprehension activity with the children.

F F i-poster
Materials For further practice, open the worksheet before you watch the
SC SC i-flashcards
– Teacher’s i-book – CD 1 video and use the Richmond i-tools to complete it as you watch
More
phonics
More
phonics the video.IWBAlternatively,
the worksheet individually.
Lead-in
Tell the children to name some English football teams. Ask them
i-poster Optional Resources
if they know the colours they play in. Ask how many girls in
Teacher’s Resource Book pages 9-10, Language.
the class play football.
i-flashcards
IWB i-book Open the lead-in activity. The children read a text about
a training routine. Then, they have to order the training steps
according to the text information. Use the Richmond i-tools Continuous Assessment
to highlight the key information in the text if needed. For further Check if the children can:
oral practice, order the training steps in a different way and ask Understand if statements are true or false.
Use the audio to check their guesses.
them to produce a similar text for these new training steps.
Use frequency clauses to describe a training routine.
Once the activity is completed, ask them if they follow any training
routine before doing sports.
1 Read and say True or False. The children read the information
on the noticeboard and then read the statements below, saying if Activity Book
each one is true or false. Unit 2, page 18, Lesson 4. See page 236 for answer key.
Answers
1 True 2 False 3 False 4 True 5 False
6 True 7 False 8 True 9 True 10 False
2 1.15 Guess the training routine. Then, listen and check.

Encourage the children to guess how often Charlene does each
activity and to make a note of their guesses. They then listen and
check. Ask them for the correct answers.
Answers
football training twice a week; bike ride once a week,
swimming on Saturdays and Sundays; stretching exercises every
morning; skip with a rope three times a week
65

ls. 1 What’s your favourite sport? 2 Have you got a favourite team?
3 What are the team’s colours? 4 How often do they play a match?
LC 2 1.16 Read and listen for the missing words.
passes shoots kicks off scores tackles
United are in control of the ball.

Come on Rovers! Come on United! Delvin Costa *** and *** !
There‘s only one

Goal!!!!
Delvin Costa.
Luke Trent *** for Rovers! United are winning 1-nil.
Costa *** to Lewis. Trent *** and... That’s a 1-nil win for United.
Foul!
U-N-I-T-E-D.
United is the
team for me!
What a great match!

That’s a red card for Luke Trent. You win some and you lose some.
CAE
3 Change the words in green and act out the scene.
Language for watching a match | What a great match! You win some
and you lose some! Foul! Goal! (Rovers) are in control.
More
practice
More
21
practice P
491889 _ 0017-0026.indd 21 02/07/14 13:44

F
questions about sports. Check if children: SC
More More
2 Are able to use language forphonics phonics
watching a match.
language for watching a match.
3 Develop their imagination to act out a scene.
CAE
Children use their imagination and creativity
when acting out a scene.
66
i-poster
To learn and use language for watching a football match. Check if the children can:
Understand and use the vocabulary for describing football
Language Objectives matches.
Functional language: You win some and you lose some. Recognise the missing words.
Come on Rovers! United are winning 1-nil. Act out the scene.
More
practice Football:
practice foul, goal,
More
P kick
P off, match, nil, pass, score, shoot,
tackle, team
F F
SC SC
Materials
More More Activity Book
phonics – Teacher’s i-book
phonics
– CD 1
i-poster
Lead-in
Review sports vocabulary with a game, play Guess the sport.
i-flashcards
Mime a sport and ask the children: What game is this?
IWB i-book Use the Vocabulary Game Generator to review
the sports vocabulary. Play Guess it!
More
practice
More
practice P P

SC SC
More
phonics 2 1.16 Read and listen for the missing words. The children
More
phonics
listen out for the missing words and note them down. They can read
the dialogue aloud when they know the words.
i-poster
Answers
kicks off, shoots, scores, passes, tackles
i-flashcards
IWB i-book Touch to open the activity. The children take turns
to match the sentence halves which will help them consolidate
the language used for watching a match.
For further practice, restart the activity and set the timer in the
Richmond i-tools. Play a competition game to find the fastest
child to match the sentence halves.
3 Change the words in green and act out the scene.

The children work in groups to act out the scene.
Fast Finishers
The children design a football strip for their favourite team.
Wrap-up
The More
children practise
More spelling out their favourite team’s name
and chanting as in the last picture of the story.
F F
The children take a quiz choosing the correct words
to complete the sentencesSC using
SC the key language
learned
More in the lesson.
More
phonics phonics
i-poster
i-flashcards
67
IWB i-book
The mad exercise machine
Unit 2 Lesson 6
LC
The children are in an amazing gym. Lulu climbs on the machine. Exercise!

Exercise!
Turn it on, Holly!
Here goes!
Look at that
weird machine!
It‘s an exercise
machine! 2 5
1 It lifts Lulu into the air. Up and down!
Lulu starts running, and running, and running. Up and down!
The machine is very fast.
Help! Turn
it off! Stop!
Claude pushes a button but Try another button.

3 the machine doesn’t stop. 4 7
LC 2 1.18 Listen and find the word groups. Then, say the words.
More P
hair
More
practice
chair
practice
air
there F near
ear
herSC
e weird
DC
22 More More
phonics of the story | Phonics: comparing sounds: air, ear
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Children acquire increased enjoyment
of listening to and reading a story. Check if children:
Children learn to identify and compare air
2 Are able to identify and compare air and ear sounds.
and ear sounds.
i-flashcards
DC
Children work together on the IWB and
do further phonics practice individually.
68 IWB
chine Unit 2 Lesson 7
The next button starts the machine’s wheels.
The next button starts the Max has got one end of a climbing rope.
i-poster
Exercise! Ow! My hair! Quick! Climb on
Exercise! Catch the rope!
the trampoline.
i-flashcards
IWB
Oh! It‘s Turn around!

very near! Turn around!
5 6
Lulu swings across the gym.
Hit the ball! One, two,

Hit the ball! three... jump!
Lift!
Lift!
Ow! My ear!
Look! It‘s the magic window! And the children escape from
7 8 the mad exercise machine.
LC
1 Look at picture 2 . What does the green button do?
2 Look at picture 3 . Claude pushes the red button. What does the machine do?
LL
3 Look at picture 4 . He pushes the yellow button. What does the machine do?
4 Look at picture 5 . How do Max, Claude and Holly escape from the machine?
5 Look at picture 7 . How does Lulu escape from the machine?
Comprehension | Extracting information from the story 23
491889 _ 0017-0026.indd 23 02/07/14 13:44

LC Children develop increased comprehension
skills when focusing their attention on questions Check if children:
related to a story.
LL
Children develop their learning techniques by 2 Learn to extract information from the story.
extracting information from the story.
69
Literacy Strand More Unit 2 Lesson 6
practice
More
practice P P
F F
The children listen and drag the letters to form
CLIL Objective the words. They chooseSC SC
the correct spelling for the air
To acquire skills in phonics while reading a fictional story. (ai, ea,
Moree_e) and ear
More(ea, ee, e_e) sounds. Listen to the sounds
phonics phonics
before you start the activity so they can compare the different
Language Objectives
pronunciations. Use the hint to focus the children’s attention
To review language related to exercise. exclusively on the spelling of the two sounds. For further practice,
To recognise and compare the sounds air and ear. open My notes and the Richmond i-tools and dictate more
i-poster
words containing these sounds.
Materials i-flashcards
– Teacher's i-book – Story cards for Unit 2 Anticipated

IWB i-book
Difficulties
– CD 1
The sounds air and ear are quite similar and the children
are also introduced to alternative spellings for the sounds.
Give them time to hear and pronounce the sounds.
Lead-in
More
practice DisplayMore
the first story
practice P card
P (or open the i-story cards on the
Teacher’s i-book). Ask where the characters are. Show the
F F
second story card and tell the children to predict what might Optional Resources
SC SC Teacher’s Resource Book page 71, Phonics.
happen.
More More
phonics phonics
1 1.17
More Listen and read PthePstory. Ask questions to make
practice
More
practice
sure they understand: What does F F

Lulu do first on the machine. Continuous Assessment
Is the machine good or bad? Which button do they press second?
i-poster SC SC Check if the children can:
What does Max give Lulu? Understand the story and recognise the new vocabulary
More More
related to exercise.
IWB i-book Watch the animated story. Alternatively, touch Recognise and differentiate between the sounds air and ear.
i-poster

i-flashcards
Hot spots: Weird, Swing. Use the Hot spots to highlight this
potentially
IWBdiffii-book
cult vocabulary before the reading activities. Activity Book
2 1.18 Listen and find the word groups. Then, say Unit 2, page 20, Lesson 6. See page 237 for answer key.
the words. The children try to copy the pronunciation
as closely as possible.
Answers
air: there, hair, chair ear: here, weird, near
Fast Finishers
and add a picture.
Wrap-up
On the board write the headings air and ear. Ask the children
to suggest words for each column with those sounds (where,
wear, bear, pear, pair – year, hear, dear, deer, beard).
70
Comprehension.
Materials
– Teacher’s i-book – Story cards for Unit 2 Activity Book
– CD 1
Lead-in
More
practice whole story
More
practice
again and
P Pmake sure the children understand it and
F F
SC SC
Answers
More
phonics 1 It turns the machine on.
More
phonics
2 The machine More

practice
doesn’t stop. P P
More
practice
3 It goes up and down, and lifts Lulu into the air.

F F
4 They climb on the trampoline.
i-poster SC SC
5 Lulu swings on a rope across the gym and goes through
More More
i-flashcards
the magic phonics
window.
phonics

i-poster

i-flashcards
Then, touch to open the activity. The children look

IWB i-book
at the pictures from the story and drag the correct words
to complete the sentences.
Fast Finishers
Wrap-up
In small groups the children write a question about the story.
The groups then ask their questions to the others. Award points
for correctly formed questions and correct answers.
71
Unit 2 Lesson 8
LC 1 Read and find true sentences for the machine of the story.
It moves y
our feet!
It turns around! It stretches your back!
EExxeerrcciissee ffrriieennd
d
Your exercise
friend does the
work for you!
It lifts your body up

and down! It turns your head!
CAE
2 Invent functions for an Exercise friend machine. Then, ask a classmate.
What does your

legs machine do?
lifts arms
stretches back up and down
head left and right
It lifts my legs
pushes
bends body up and down.
feet
LL 3 Write an advert for your exercise machine.

Act out
the story.
The amazing ... machine. It ... .
24 More
practice
Writing
P
More an advert | Movements, Body parts, Directions |
practicePresent simple: What does your machine do?
491889 _ 0017-0026.indd 24
F 02/07/14 13:44
LC Children show consolidation of structures Key competences continuous assessment

and vocabulary when reading about the machine SC Check if children:
in the story.
CAE More More 1 Practise the language learned in the unit.
Children use their
phonicsimagination to invent
phonics
2 Can invent functions for an exercise machine.
functions for an exercise machine. 3 Learn to write an advert.
LL
Children develop their learning techniques by
gaining an understanding of how to write an advert.
72
i-poster
To practise writing an advert. Check if the children can:
Recall the main events of the story both orally and in writing.
Language Objective Write sentences about an exercise machine using the
To practice the language used in describing exercises. vocabulary provided.
Materials
Activity Book
Lead-in
More
practice PromptMore
the children
practice P toP retell the story using the story cards
(print or interactive).
F F
1 Read and findSCtrueSCanswers for the machine of the story.

More
phonics The children
More
phonics read the statements from the advert and decide
which ones are true.
Answers
It turns around!
i-poster
It moves your feet!
It lifts your body up and down!
i-flashcards
IWB i-book Touch to open the activity. The children look at

the picture (Exercise friend) and read the sentences. Then, they
listen to the three children on the screen and choose the one
that needs the machine.
2 Invent functions for an Exercise friend machine. Then, ask

a classmate. The children use the word boxes to invent functions.
They use the speech bubbles to help them ask and answer questions
about it.
3 Write an advert for your exercise machine. The children use

their sentences from Activity 2 to write an advert for their machine.
Fast Finishers
The children draw a picture of their invented exercise machine.
Wrap-up
GiveMore
them some More
F F
The children play a fun game choosing the correct words
to complete the sentences SC about
SC the exercise machine
to consolidate
More the
More key language of the lesson: body movements
phonics phonics
and directions.
i-poster
i-flashcards
IWB i-book
73
Unit 2 Lesson 9
LC 1 Read and do the movements.

Stand straight. Lift your arms out to the side. Bend your elbows and put your hands together.
Lift your right leg to the side. Bend your right knee. Put your right foot on the side of your left
leg near the knee.
IE
2 Choose words and give instructions to a classmate.
Key
= actions = body parts First, your .
= directions Then, put your on your .
Now, run to the and move your .
LC
3 Make and play a language game.
Instructions
• Who can make
a good exercise
routine for Jack?
• Use the spinners and
make four sentences.
• Add up your points.
More
practice
More
practice P
F
Grammar help SC
once a day
More More
twice a week Jack does twenty
phonics
How often do you … ? phonics
three times a month star jumps every day.
every year
That‘s thirteen points!
i-poster
Actions, Body parts, Directions | How often do you (do sports)? Every day. 25
491889 _ 0017-0026.indd 25
i-flashcards 02/07/14 13:45

Children reinforce their reading skills by doing
the movements in the text. Check if children:
IWB
IE 1 Understand the text to follow the instructions.
Children show their initiative by writing and
2 Take the initiative to write and give instructions.
giving instructions to a classmate.
LC
in a language game.
74
CLIL Objective Anticipated Difficulties
To review the grammar of the unit. Make sure the children have enough space when doing
the movements in Activity 1.
Language Objective
More
practice
More
practice P P
Materials F F Optional Resources

– Teacher's i-book – Flashcards for Unit 2 Teacher’s Resource Book page 40, Writing.
SC SC
More
– Pop-outs
More
for Unit 2
phonics phonics
Lead-in Continuous Assessment

Hand out the flashcards and word cards. Ask the children to pair Check if the children can:
i-poster Understand the movements they read about.
up and say their word.
Give action instructions to a classmate.
For more flashcard games see page 18.
i-flashcards
Understand the language game.
IWB i-book Open the i-poster. The children play Simon says! with
the i-poster pictures. They watch, remember and repeat the
sequence. The number of pictures in the sequence increases
as the activity goes on to make it more challenging for the children.
Restart the activity if the children find it too difficult after
Activity Book
several runs.
1 Read and do the movements. The children read and follow

More the instructions.
More
P P
practice practice
2 Choose wordsFandF give instructions to a classmate. Help

the children to understand
SC SC the key and how to form the sentences.
More
They then
More
give each other instructions to do actions.
phonics phonics
3 Make and play a language game. Focus the children’s attention

on the
MoreGrammar help box. The children then play the game with
More
their pop-outs.
i-poster
F F
SC SC
MoreIWB i-book
More Touch to open the activity. The children read
phonics phonics
the questions (How often … ?) and the incomplete answers
More More
practiceto the questions.
practice P ey Pread the clue and drag the correct
Th
frequency clauses to F complete
F the sentences. Set the timer in
the Richmond i-toolsSC SCto make it more challenging for the children.
i-poster
More More
phonics
i-flashcards Fast Finishers
phonics
The children try doing other movements and describing them.

IWB i-book
i-poster
Wrap-up
Dictate some words from the unit. Then, check the spellings
i-flashcards
as a whole group. Award points for correctly written words.
the key vocabulary covered in the unit.
75
Unit 2 Lesson 10
LC
Lucy Bob
Yes, she does.
do sports twice a week once a week
go for a bike
ride
every day once a week No, she doesn‘t.
go for a walk twice a week every day
Yes, he does.
do dance once a month twice a week
No, he doesn‘t.
go swimming once a week three times a week
do gymnastics three times a week twice a week
CAE
2 Invent an ideal weekly exercise routine.
Every day, I do star
jumps. I go for a bike
Instructions ride twice a week.
• Choose three activities. I do sports once a week.
• Include one daily activity.
LC
3 Invent and describe a warm-up routine with five movements.
For my warm-up, I ... .

Every day, I ... .
26 Does she/he (go for a walk) (twice a week)? Yes, she does. / No, he doesn’t.
491889 _ 0017-0026.indd 26 02/07/14 13:45

Children improve their listening skills
by answering the questions. Check if children:
CAE 1 Are able to understand the listening activity.
Children use their imagination to invent
2 Can invent a weekly exercise routine.
a weekly exercise routine.
3 Use the language learned in the unit to describe
LC
Children show consolidation of structures a warm-up routine.
and vocabulary by describing a warm-up routine.
76
To consolidate structures and vocabulary by describing Teacher’s Resource Book page 30, Reading.
an exercise routine.
Language Objective
Materials In the next lesson give the children the tests from the
– Teacher's i-book – Poster for Unit 2 Teacher’s Resource Book pages 89-90 or 91-92 depending
– CD 1 on each child’s ability. Give as much support as necessary
for them to understand the structure of the tests.
Lead-in
Display the poster (print or interactive) and the children describe Final Assessment
what people are doing in each scene. Check if the children can:
Talk and write about exercise routines using the language
1 1.19 Listen and answer the questions. The children and structures learned in the unit.
look at the chart and then answer the questions on the audio.
Answers
1 Yes, she does. 2 No, he doesn’t. 3 No, he doesn’t.
4 Yes, she does. 5 No, she doesn’t. 6 Yes, he does.
7 Yes, he does. 8 Yes, she does. 9 Yes, he does. Activity Book
10 No, she doesn’t. Unit 2, page 24, Lesson 10. See page 239 for answer key.
2 Invent an ideal weekly exercise routine. The children read

the instructions and then use the speech bubble as a guide to invent
and talk about an exercise routine.
3 Invent and describe a warm-up routine with five movements.

Remind the children of the importance of warm-up routines.
The children write about their routine with at least five movements.
More
practice
More
practice P P
Fast Finishers
F F
The children writeSCandSCanswer questions about the chart
More
in Activity
More
1.
phonics phonics
Wrap-up More
practice
More
practice P P
Display the poster (or open the i-poster on the Teacher’s i-book),
F F
divide the class into two teams and play I spy. A member of each
i-poster SC SC
team comes to the front. Say: I spy someone (turning their head to
More More
the left). The first child to find the person wins a point for their team.
phonics

i-poster
i-flashcards
IWB i-book
77
Transcripts
1.12 Poster, Unit 2. Listen and sequence the warm-up 1.14 Listen and find the singer for each line.
routine. Then, do the movements. Then, sing the song: Dancing two by two.
First, turn your head to the left and to the right. Boy: She doesn’t know what steps to do!
Now, stretch your arms up. Both: When we dance two by two.
Ok, now bend your knees, up, down, up, down. Girl: He doesn’t know what steps to do!
Good! And now, bend your knees and jump up high! Both: When we dance two by two.
Good! Now, kick your right leg up and then your left leg.
Girl: I run to the front. He runs to the back.
Right! Left! Right! Left! Good!
Boy: I turn to the left. She turns to the right.
Now, sit on the floor. Lift your legs up and now lower your legs.
Girl: He doesn’t know what steps to do!
Good! Now, do it again. And now, put your nose on your knees.
Both: When we dance two by two.
Boy: She doesn’t know what steps to do!
1.13 Listen and say the character. Then, find Both: When we dance two by two.
the sentences for the pictures.
Claude: This is fun. Stand near a wall and put your hands on Boy: I jump to the front. She jumps to the back.
the floor. Kick your legs up and put your feet on the wall. Girl: I kick my right leg. He kicks his left.
Boy: She doesn’t know what steps to do!
Holly: Ok. First, stand on one leg. Put one hand on the floor Both: When we dance two by two.
and kick your legs up over-head. Then, put your other hand Girl: He doesn’t know what steps to do!
on the floor. Then, lower your legs. Put one leg on the floor Both: When we dance two by two.
and then the other leg.
Girl: I lift my right arm to the front. He lifts his left.
Max: Right! Bend your legs and put your knees and your Boy: I bend my left leg. She bends her right.
hands on the floor. Put your head between your hands. Girl: He doesn’t know what steps to do!
Push with your toes and roll your back on the floor. Both: When we dance two by two.
Lulu: Ready! Now! Stand straight. First, bend your knees Boy: She doesn’t know what steps to do!
and jump up. Stretch your arms and legs to the sides. Both: When we dance two by two.
1.15 Guess the training routine. Then, listen and check.

Interviewer: So Charlene, you’re in the under 11s football
team for Liverpool football club.
Charlene: Yes, that’s right.
Interviewer: And your team are winning a lot of matches.
Charlene: Yes! It’s very exciting.
Interviewer: Do you do a lot of training for the matches?
Charlene: Oh, yes. We’ve got a really serious training
programme. We do football training twice a week and
we do other things as well.
Interviewer: What sort of things do you do?
Charlene: Well, we go for a bike ride once a week with
all the team and then I go swimming on Saturdays and Sundays.
Interviewer: Wow! That’s a lot of exercise!
Charlene: Yes, it is! And there’s more!
Interviewer: Really?
Charlene: Yes, I do 30 minutes of stretching exercises every
morning and three times a week I skip with a rope for half
an hour. It makes me stronger!
Interviewer: I’m sure it does! Well, good luck with the rest
of the season.
Charlene: Thanks!
78
Transcripts
1.16 Read and listen for the missing words. 1.18 Listen and find the word groups. Then, say
Public: Come on Rovers! Come on United! the words.
Commentator: Luke Trent kicks off for Rovers! Listen to the words with the same sounds.
air, air, there
Commentator: United are in control of the ball. air, air, hair
Delvin Costa shoots and… scores! air, air, chair
Public: Goal!!!
Public: There’s only one Delvin Costa. One Delvin Costa. ear, ear, here
There’s only one Delvin Costa. ear, ear, weird
Commentator: United are winning 1-nil. ear, ear, near
Commentator: Costa passes to Lewis. Trent tackles and… 1.19 Listen and answer the questions.
Public: Foul! 1 Does Lucy do sports twice a week?
Commentator: That’s a red card for Luke Trent. 2 Does Bob do sports three times a week?
Commentator: That’s a 1-nil win for United. 3 Does Bob go for a bike ride every day?
Public: U-N-I-T-E-D. United is the team for me! 4 Does Lucy go for a bike ride every day?
Boy: What a great match! 5 Does Lucy go for a walk every day?
Girl: You win some and you lose some! 6 Does Bob go for a walk every day?
7 Does Bob do dance twice a week?
1.17 Listen and read the story: The mad exercise 8 Does Lucy go swimming once a week?
machine. 9 Does Bob go swimming three times a week?
Narrator: The children are in an amazing gym. 10 Does Lucy do gymnastics four times a week?
Claude: Look at that weird machine!
Lulu: It’s an exercise machine!
Narrator: Lulu climbs on the machine.
Lulu: Turn it on, Holly!
Holly: Here goes!
Narrator: Lulu starts running, and running and running.
The machine is very fast.
Lulu: Help! Turn it off!
Narrator: Claude pushes a button but the machine doesn’t stop.
Narrator: It lifts Lulu into the air.
Machine: Up and down! Up and down!
Lulu: Stop!
Holly: Try another button!
Narrator: The next button starts the machine’s wheels.
Machine: Exercise! Exercise!
Lulu: Ow! My hair!
Claude: Quick! Climb on the trampoline.
Holly: Oh! It’s very near!
Narrator: Max has got one end of a climbing rope.
Max: Catch the rope!
Machine: Turn around! Turn around!
Narrator: Lulu swings across the gym.
Machine: Hit the ball! Hit the ball!
Claude: Ow! My ear!
Holly: Look! It’s the magic window!
Machine: Lift! Lift!
Max, Claude and Holly: One, two, three… jump!
Narrator: And the children escape from the mad exercise
machine.
79
Unit 3 Overview
Solar System: the Sun, Mercury, Venus, Language for playing games: It’s my turn. Present Simple
the Earth, the Moon, Mars, Jupiter, Saturn, I’m on number four. Miss a go. Ordinal numbers: first, second…
Uranus, Neptune; constellation, star How far is it from (Venus) to (the Earth)? eighth
Big numbers: hundred, thousand, Comparative adjectives: Is it bigger than Venus? Prepositions: between
million, billion Why … ? Because … . : Why is the moon yellower
Measurements: diameter, distance, size, in autumn? Because … .
temperature; km, °C; far, near Functional language: That doesn’t make sense.
Adjectives: big, bright, cold, far, hot, low, That sounds right. We can work it out.
near, yellow
Creative
CLIL Obje
Strand
To learn a ctive:
Cultural Strand of the So
bout and
m
s: lar System ake a model
Language Objective tives to talk about Lan guage .
jec
use comparative ad
To To use big Objectives:
lar System. numbers
phenomena of the So llations. between to describ
us e th e Pres ent Sim ple to describe conste planets. e distanc
e
To To sing a
song abo
ut the pla
nets.
Functional Strand
Language Objective:
Spectacular
To learn language for
enquiring about facts.
space!
Knowledge
CLIL Objec
Strand
To compare
tiv e:
size, distanc
e and
Literacy Strand temperature
of the plane
ts.
Language O
CLIL Objective: To use com
b je c t iv es:
To acquire skills in phonics while parative ad
to talk abou jectives
reading a fictional story. t planets.
To use big n
umbers to ta
Language Objectives: size, tempe lk about the
rature and d
To practise the Present Simple. istance of p
lanets.
To review language related to big
numbers and space.
To practise initial consonant blends:
bl, br, cl, cr, fl, fr, gl, gr, pl, pr.
80
i-poster
i-flashcards

IWB i-book
Listening: To listen for information about a game. Use the Richmond i-tools to complete
To listen to a song about planets. To listen to and the activities with the children on the IWB.
understand a story. To differentiate big numbers.
Reading: To read information about space. To read Activities in and provide
and understand a story. To read possible endings and a digital alternative to introduce the children
select some. To read and make true sentences about to the lesson.
the planets.
Writing: To write a comparison of two planets. Activities with beside the rubric offer
To write about an imaginary planet. an additional interactive activity to reinforce
the activity content:
Speaking: To sing a song. To play a guessing game
about planets. To describe a constellation and
a planet. To talk about planets and act out a scene.
To answer comprehension questions about a story.
To use adjectives to create a space narrative. More More
P P
practice
• Lesson
practice
9: grammar
F F
provides extra interactive SC SC
practice which can be
Assessment Criteria used for Fast Finishers or as a Wrap-up activity.
More More
• Children can talk and write about planets. Alternatively,

phonics
More More
P P
• Children can form and use comparatives.
practice
practice
• Children can talk about and write a description • Lesson 3: knowledge

F F
of a planet. • Lesson 5: functional

SC SC
language
i-poster
• Children can use big numbers. • Lesson 6: phonics

More More
• Children can use appropriate adjectives.

phonics
phonics
8: literacy
• Children can pronounce words with initial IWB i-book
consonant blends. Audiovisual material:
• Lessons 4: Exploring the night sky
More More
i-poster P P
practice practice
i-flashcards F F
Optional Resources IWB
provides aSCvisual
i-book SC
Teacher's Resource Book Photocopies: • Lesson 9: review
More More
phonics phonics
• Lesson 2: pages 51, Listening Use the Vocabulary Game Generator to create
• Lesson 3: page 63, Speaking your own interactive games to review the key
• Lesson 4: page 41, Writing vocabulary from the unit at any time.
• Lesson 6: page 72, Phonics i-poster
• Lesson 10: page 31, Reading

• Evaluation: pages 93-94 or 95-96, Unit 3 test IWB i-book
Extras/Realia resources, see our Activity Bank: pages 17-24.
• Lesson 1: dice
Key Competences
LC Linguistic Competence SCC Social and Civic Competences:
Children become familiar with vocabulary related to space, Children practise taking turns and following the instructions
planets, distances, sizes and language for enquiring about facts. when playing a game.
Competence in Maths, Science and Technology: CAE Cultural Awareness and Expression:
MST Children acquire competence in science by becoming familiar Children use their creativity and artistic skills to make a model
with the planets and the Solar System. They also apply basic of the Solar System. They also design and draw a constellation.
mathematical skills to understand distances, big numbers, LL Learning to Learn:
temperatures and ordinal numbers. Children develop their learning techniques by gaining an
DC Digital Competence: understanding of how to invent background information.
Children work together on the unit content using the IWB. IE Sense of Initiative and Entrepreneurship:
They do further practice individually. Children use their initiative to choose sentences to complete
the story.
81
Lesson 1
3 Spectacular space!
MST
1 1.21 Listen and answer the questions. Key
= Throw again
Race 7 = Go back two

8
to the 6
= Advance two
Sun Saturn
= Miss a go
= Change places
9
16
17 5
Venus
Uranus
10 15
the Sun 4
the
Eart
18 h
ry
ter rcu
pi Me
Ju
11 on
14
Mo
Mars the 3
12 13
e
tun
Nep
S 2
t
a
r
tt 1
SCC 2 Play Race to the Sun.

Three! One, two, Two! One, two. Oh, no!
three. Good! I‘m on ... . It says go back two!
DC
Learning about the planets | Space |
It’s my turn. / Pass me the dice, please. / I’m on number (four).
More
practice
More
27
practice P
491889 _ 0027-0036.indd 27 02/07/14 13:45

F
Children acquire competence in science by becoming
familiar with the planets and the Solar System. Check if children:
SC
SCC 1 Become familiar with the planets
More and the Solar System.
More
Children practise taking turns and following phonics phonics
2 Take turns when playing a game.
the instructions when playing a game.
3 Use the digital resources to practise the new language.
DC
do further practice individually.
82
i-poster
Unit 3 Lesson 1
CLIL Objective Initial Evaluation
To learn about the planets. Check if the children can:
Use appropriate language when playing a game.
Language Objectives Understand and use the new vocabulary related to the planets.
Language for playing games: It’s my turn. I’m on number four.
Miss a go.
Solar System: the Sun, Mercury, Venus, the Earth, the Moon,
Mars, Jupiter, Saturn, Uranus, Neptune
Activity Book
Materials Unit 3, page 25, Lesson 1. See page 240 for answer key.
More
practice – Teacher's
More
practice P P
i-book – Flashcards for Unit 3
– CD 1 F F
– Extra material: dice
– Poster for Unit 3
SC SC
More More
phonics phonics
Lead-in
1.20 Display the poster. Point to different planets and ask
the children to name them, helping them with the pronunciation.
i-poster
The children listen and say if the statements are true or false.
i-flashcards
IWB i-book Open the i-poster. Look at the poster with the children.
Point to different planets and tell the children to name them.
Then, the children listen to the sentences and choose true or false.
1 1.21 Listen and answer the questions. The children

listen to the characters playing a board game and say where
each person is after they throw the dice.
Answers
Neptune, Uranus, Saturn, Jupiter, Mars, the Moon, the Earth,
Venus, Mercury, the Sun
2 Play Race to the Sun. In small groups the children play

the board game. Make sure they understand the key.
More
practice
More
practice P P
Fast Finishers
F F
The children play SC
the game
SC again.
More
phonics
Hand out the flashcards, ask the children with the picture cards
to come and stand in order imagining the door is the Sun.
The children with word cards then come and stand next to
i-poster
the pictures. Call out: What is the (second) planet? The children
all say the name of the planet.
i-flashcards

the planets names.
More
practice
More
practice P P
F F
The children find six planets in the Solar System
in the wordsearch. UseSC SC in the Richmond i-tools
the timer
to make
More it more challenging
More for the children.
phonics phonics
83
i-poster
Unit 3 Lesson 2
MST
1 1.22 Listen and find the distances. Then, sing the song.
the Earth
Jupiter 2
Mercury Uranus
Saturn
Venus Mars Neptune
n km
58 millio
Distances between the planets (million km)
1,600 620 40
550
80 1,500 50
CAE
2 Make a Solar System model and talk to your classmates.
My planet is the fourth Is it between the

planet in the Solar System. Earth and Jupiter?
4
Instructions That‘s Mars! How far It’s bigge
Yes, it is.
• Work in groups is it from the Earth?
and choose planets. It‘s 80 million
• Make your planets. kilometres. Wow! That‘s
• Make your a long, long way!
Solar System.
LC
3 Choose a planet and write about it.
Venus is the second planet in the Solar System. It's between ... and ... .
It's ... million kilometres from ... and ... million kilometres from the Sun.
28 Making a model of the Solar System | Planets, Distances, Big numbers |

How far is it from (Venus) to (the Earth)? It’s 40 million kilometres.
491889 _ 0027-0036.indd 28 02/07/14 13:45

Children apply basic mathematical skills
to understand distances and use big numbers. Check if children:
CAE 1 Can understand distances and use big numbers.
Children use their creativity and artistic skills
2 Are able to make a model of the Solar System.
to make a model of the Solar System.
LC
Children improve their writing skills by describing
a planet.
84
To learn about and make a model of the Solar System. Large numbers can be difficult for some children and they
may confuse thousand with hundred.
Language Objectives
How far is it from (Venus) to (the Earth)?
Solar System: the Sun, Mercury, Venus, the Earth, the Moon,
Mars, Jupiter, Saturn, Uranus, Neptune Optional Resources
Big numbers: hundred, thousand, million
Teacher’s Resource Book page 51, Listening.
Materials
– Teacher's i-book – Flashcards for Unit 3
– CD 1 – Extra material: card, paint, Continuous Assessment
– Poster for Unit 3 decorative materials, plasticine Check if the children can:
Name the planets.
Say the big numbers.
Lead-in Describe where planets are in the Solar System.
Display the poster (or open the i-poster on the Teacher’s i-book)
and ask questions: What’s the (first) planet? What’s the planet
between Mars and Saturn?
Cover the poster (or the i-poster using the shade in the Richmond
Activity Book
i-tools) and give out the flashcards. Ask volunteers to come out
and put the flashcards on the board in the correct order. When they
have finished, check with the poster.
1 1.22 Listen and find the distances. Then, sing the song.
Review the numbers in the box before playing the song. The children
More listen for Morethe numbers
P Pand then sing the song.
practice practice

F F
Answers
SC SC
50 million kilometres from Mercury to Venus
More
phonics 40 million kilometres from Venus to the Earth
More
phonics
80 million kilometres from the Earth to Mars

550 million kilometres from Mars to Jupiter
620 million kilometres from Jupiter to Saturn
i-poster
1,500 million kilometres from Saturn to Uranus
1,600 million kilometres from Uranus to Neptune
i-flashcards
IWB i-book Touch to open the activity. Play the complete

song to demonstrate the activity. Then, play the activity song.
The children sing the song saying the missing words
(planets and numbers) as they see them on the screen.
2 Make a Solar System model and talk to your classmates.

The children read the instructions and work together in groups
to make a model of the Solar System. The children then present
their model to the class.
3 Choose a planet and write about it. The children choose

a planet and then use the model text as a guide to write about it.
Fast Finishers
The children draw a picture of their planet.
Wrap-up
The children take turns to present their planet to the class.
85
Unit 3 Lesson 3
MST
1 Read and find the planets.
1
It’s hotter than Mars but colder than Venus.
2 3 n Mars.
It’s colder than the Earth but hotter than Jupiter. It’s smaller than the Earth but bigger tha
Neptune
Name: Venus Name: the Earth

Size (diameter): 12 000 km, ,
Temperature: 470 ¡C Temperature: 20 ¡C
Distance from the Sun: Distance from the Sun:
110 million km 150 million km
Name: Mars Name: Jupiter

,
Size (diameter): 7 000 km ,
Temperature: -20 ¡C Temperature: -150 ¡C
230 million km 780 million km
piter.
4 enus but smaller than Ju 5
s! How far It’s bigger than V
It’s further from the Sun than Venus but nearer than Mars.
he Earth? 6
It’s nearer to the Sun than Jupiter but further than the Earth.
SCC 2 Guess planets with a classmate.
Is it bigger than Venus? Is it further from

Yes, it is. the Sun than Mars? No, it isn‘t.
LL
3 Write a comparison of two planets.
... is bigger than ... . ... is hotter than ... . ... is nearer to the Sun than ... .
Comparing size, distance and temperature | Comparative adjectives |

Is it further from the Sun than (Mars)?
More
practice
More
29
practice P
491889 _ 0027-0036.indd 29 02/07/14 13:46

F
Children apply mathematical and scientific skills
to understand the concept of temperature. Check if children: SC
SCC
Children demonstrate skills to work in pairs 1 Are able to understand the concept
More of temperature.
More
phonics
2 Work well in pairs to complete the activity. phonics
to ask and answer questions about planets.
3 Can compare two planets.
LL Children develop their learning techniques
by comparing the size, the distance and the
temperature of two planets.
86
i-poster
To compare size, distance and temperature of the planets. Teacher’s Resource Book page 63, Speaking.
Language Objectives
Comparative adjectives: Is it bigger than Venus?
Solar System: the Earth, Jupiter, Mars, the Sun, Venus Continuous Assessment
Big numbers: hundred, thousand, million Check if the children can:
Measurements: diameter, distance, size, temperature; Use comparative sentences.
km, °C; far, near Can use the vocabulary and structures from the lesson
Adjectives: big, far, hot, near to compare two planets.
Can say big numbers.
Materials
– Teacher’s i-book – Flashcards for Unit 3
– CD 1 – Poster for Unit 3
Activity Book
Lead-in
Display the flashcards (or open the i-flashcards on the
Teacher’s i-book) one by one and ask the children to tell you
something they can remember about each planet.
1 Read and find the planets. The children read the information
about each planet and then the six strips of information.
They decide which planet each strip is describing.
Answers
1 the Earth, 2 Mars, 3 Venus,
4 the Earth, 5 the Earth, 6 Mars
2 Guess the planets with a classmate. The children use

the information in Activity 1 to play the guessing game.
3 Write a comparison of two planets. The children use

the model text as a guide to write a short comparison.
Fast Finishers
If the Internet or factual books about the planets are available,
the children find out the same information for the other planets.
Wrap-up
Display the poster to help the children see the position of
the planets. Play aMore
game about the planets by calling out statements
More
and asking the children to decide if they are true or false.
F F
SC about
to complete the sentences SC the planets using
comparative
More adjectives.
More
phonics phonics
i-poster
i-flashcards
IWB i-book
87
More More
phonics phonics
Unit 3 Lesson 4 Culture

The Sky at Night
The Sky at Night is a very popular TV programme.
You can write to the Space Surgery to ask questions
about space and the planets.
MST 1 1.23 Read and find the answers. Then, listen and check. i-poster
1
From: Pablo P.
Why is the moon yellower in the autumn? i-flashcards
2
From: Pierre C.
Why is Venus brighter than the other planets?
IWB
3
From: Alex G.
Why is the Earth hotter than Mars?
4
From: Demir T.
Why is Neptune colder than Saturn?
a Because it’s nearer to the Sun and it b Because it’s lower in the sky and
reflects a lot of light. nearer the horizon.
c d
Because it’s further from the Sun. Because it’s nearer to the Sun.
CAE
2 Invent and describe a constellation.
A constellation is a group This constellation is called

of stars. If you connect the Orion after the hunter in
stars with lines, they make Greek mythology. It looks
imaginary shapes in the like a person with a bow.
night sky. The constellations There are seven main stars
have names of animals, in the constellation. Two
mythological creatures for the hunter’s shoulders,
and scientific instruments. two for his feet and three
for his belt.
Orion
Instructions
• You need: black paper, a hole puncher, a yellow wax crayon. My constellation
• Design and draw your constellation with the yellow crayon. looks like a cat.
• Punch holes for the main stars.
• Compare with your classmate. It‘s got eight stars.
• Cover the windows with your pictures.
30 The Sky at Night | Space, Constellations | Why is the| moon yellower in the autumn? Because … .
491889 _ 0027-0036.indd 30 02/07/14 13:46

MST Children reinforce their scientific knowledge
by finding the answers to questions about space Check if children:
and the planets.
1 Learn facts about space and the planets.
CAE 2 Can design and draw a constellation.
to design and draw a constellation.
88
F F

phonics
More
phonics
Unit 3 Lesson 4
SC SC
More
practice
More
practice P P
Wrap-up F F
CLIL Objective Put the children into small groups and let them decide on a space
To find out more about space and constellations. i-poster SC SC
question. Help them write it and send it to the Space Surgery at
More More
Language Objectives
the Sky at Night (find the address online).
phonics
To use comparative adjectives to talk about phenomena IWB i-book Watch the video Exploring the night sky. Complete
of the Solar System. the onscreen comprehension activity with the children.
Why … ? Because … . : Why is the moon yellower in autumn? i-poster
For further practice, open the worksheet before you watch the
Because … . i-flashcards
video and use the Richmond i-tools to complete it as you watch
To use the Present Simple to describe constellations:
A constellation is a group of stars. the video.IWBAlternatively,
Solar System: the Sun, Venus, the Earth, the Moon, Mars, the worksheet individually.
Saturn, Neptune; constellation, star
Adjectives: bright, cold, far, hot, low, near, yellow
Optional Resources
Teacher’s Resource Book page 41, Writing.
Materials
More
practice
More
– Teacher’ P P
practice s i-book – Extra material: black paper,
– CD 1 F F yellow wax crayons, hole puncher
SC SC
More
phonics Understand and use comparative adjectives.
Ask the children: Why is Venus hotter than the Earth? Can match the questions and answers.
(Because it’s closer to the Sun.) Why is Jupiter colder than Mars? Can follow the instructions to invent and describe
(Because it’s further from the Sun.) a constellation.
i-poster
Then, ask them what kind of things they would like to know
about space. Help them formulate their questions.
i-flashcards
IWB i-book Open the i-poster. Open the sample questions and read
one by one. Help the children think of the answers. Prompt them Activity Book
to complete the sentences on the screen (Because it’s nearer to … . Unit 3, page 28, Lesson 4. See page 241 for answer key.
Because it’s further from … .) using what they can see in the poster.
1 1.23 Read and find the answers. Then, listen and check.
Let the children decide which answers go with which question
and then make a note of the suggestions before listening to the
correct ones.
Answers
1 b, 2 a, 3 d, 4 c
2 Invent and describe a constellation. The children read about

constellations and follow the instructions to make a model one.
Fast Finishers
The children find the names of other constellations on the Internet
or in books.
89
LC 1 Discuss the questions with your classmates.
What do you think?

1 Does it rain or snow on the Moon? 2 Does anything grow on the Moon?
3 Why do astronauts wear special suits on the Moon? 4 How long does it take to fly to the Moon?
LC 2 1.24 Listen and find the missing numbers and words. Then read.
a 4x b 3,474 km c 100 ºC d –175 ºC
It says that the

Oh, sorry! I mean ... .
temperature on ...
is about ... . That doesn‘t make
sense! ... is really cold.
Yes, that sounds right.
Well ... is about ...

How big is ... ? bigger than ... .
So we can work it out.
Does that sound right?
It‘s nearly right! The

diameter of ... is ... .
CAE
Language for enquiring about facts | Temperature, Sizes, Big Numbers |

That doesn’t make sense! / That sounds right. / We can work it out.
More
practice
More
31
practice P
491889 _ 0027-0036.indd 31 02/07/14 13:46

F
questions about space. Check if children: SC
LC 1 Can answer questions about a particular subject.
More More
2 Are able to use language forphonics
enquiring about phonics
facts.
language for enquiring about facts.
CAE
90
i-poster
To learn and use language for enquiring about facts. Check if the children can:
Understand and use the vocabulary for describing facts.
Language Objective Recognise the missing words.
Functional language: That doesn’t make sense. Act out the scene.
That sounds right. We can work it out.
Materials
– Teacher’s i-book – CD 1
Activity Book
Lead-in
Ask the children what they know about the Moon. Who was
the first man on the Moon? How long is a lunar month? Is the
Moon bigger or smaller than the Earth?
1 Discuss the questions with your classmates. The children

have a class discussion based on the questions.
More 2
practice
1.24 Listen
More
practice P and
P find the missing numbers and words.
Then read. The children listen out for the missing numbers
F F
and note them down. They can read the dialogue aloud when
SC SC
they know the words.
More
phonics (See transcript page 103.)
More
phonics
Note: The Moon rises to over 100 °C during the day

and gets down to really low temperatures at night.
Answers
i-poster
the Moon; 100 °C; The Moon; -175 °C; the Moon;
the Earth; 4x; the Moon; the Moon; 3,474 km
i-flashcards
IWB i-book Touch to open the activity. Invite volunteers out

to take turns to order the parts of the sentences in the dialogue
about Venus. For further practice, once the activity is completed,
use the Richmond i-tools to highlight the verbs and the
comparative adjectives to consolidate the key structures covered
in the unit. Use different colours for each category.

The children work in groups to act out the scene.
Fast Finishers
The children practise writing and saying big numbers.
Wrap-up
More
t
More
P P
prac ice practice
Have a big number dictation.
F F
The children play a fun game choosing the correct
sentences about Mars
to consolidate
More the
More key language of the lesson.
phonics phonics
i-poster
i-flashcards
91
IWB i-book
Unit 3 Lesson 6
Captain Elani
LC
The magic window glows and takes Holly arrives and the children explore
the children to a space station. the space station.
Look! This button
Hello! Is anybody here? is flashing.
Where is all the crew? Don‘t touch

anything, Holly!
1 2 5
But Holly doesn’t listen and The captain is very pleased to see the children.
she presses the button.
I‘m stuck on the space
pod. I can‘t get back.
Hello! Who are you?

We can help you.
I‘m Captain Elani.
Give us instructions.
I need your help!
3 4 7
LC 2 1.26 Listen to the sounds and find the words. Then, say the words.
pPleased
More More
ng blue
press
practiice
flash
practice
friendl
y
F
bright close crew
glows green
SC
DC
32 More More
phonics of the story | Phonics: initial consonant blends
491889 _ 0027-0036.indd 32 02/07/14 13:46

Children learn to pronounce initial consonant
2 Are able to pronounce initial consonant
blends correctly.
blends correctly.
i-flashcards
DC 3 Use the digital resources to practise phonics.
phonics practice individually.
92 IWB
Unit 3 Lesson 7
Captain Elani asks Claude for information Then, she tells Holly to look at
from the control panels. the bright buttons on the panel.
i-poster
The blue number Press the green
is the distance. button on the left.
What does it say? i-flashcards
IWB
Wow! Something
Mmm... 37,000 kilometres. is happening!
5 6
Lulu and Max are at the door, ready to help. The children arrive back at the den.
Thank you! Bye!

The space pod is here!
Close the door.
She looks very

friendly, but...
Oh, no! Elani is

That‘s it! Now, open an anagram of...
the door, Lulu.
7 8
LC
1 Are there any people on the space station when the children arrive?
2 What does Holly press?
LC
3 Why does Captain Elani need the children’s help?
4 How does Claude help?
5 How do Max and Lulu help?
Comprehension | Answering open questions 33
491889 _ 0027-0036.indd 33 02/07/14 13:46

LC Children develop increased comprehension skills
when focusing their attention on questions related Check if children:
to a story.
LC
Children reinforce their language skills 2 Learn what an anagram is.
by understanding what an anagram is.
93
To acquire skills in phonics while reading a fictional story. The children may try to roll the r in the blends. Make sure
they listen carefully and try to copy the pronunciation.
Language Objectives
To review language related to big numbers and space.
To practise initial consonant blends: bl, br, cl, cr, fl, fr, Optional Resources
gl, gr, pl, pr
Teacher’s Resource Book page 72, Phonics.
Materials
– CD 1
Understand the story and recognise the new vocabulary
More
practice
More
practice P P
related to space.
Lead-in F F Recognise and produce the consonant blends with l and r.
Display the first story card (or open the i-story cards on
SC SC
the Teachers i-book). Ask where the characters are. Show the
More
phonics secondphonics
card and ask the children to predict what might happen.
More
More
practice
More
practice P P
F F Activity Book
sure they understand: Where are the children? Where is the captain Unit 2, page 30, Lesson 6. See page 242 for answer key.
i-poster SC SC
stuck? What information does she ask Claude?
More More

the story to open the i-story cards in a new window.
i-poster
Read and listen to the story with the children.

i-flashcards
Hot spots: Crew, Space pod, Anagram. Use the Hot spots
to highlight
IWB thisi-book
potentially difficult vocabulary before
the reading activities.
2 1.26 Listen to the sounds and find the words.

Then, say the words. The children try to copy the pronunciation
as closely as possible.
Fast Finishers
and add a picture.
Wrap-up
In groups the children think of other words which start with
More
practice
More
practice P P
the consonant blends. Award points for each correct word.
F F
The children listen and drag the correct initial consonant
blends to complete theSCwords SC (pl, gl, br, pr). For further
practice,
More open My Morenotes and the Richmond i-tools and dictate
phonics phonics
more words containing these sounds.
i-poster
i-flashcards
IWB i-book
94
Comprehension.
Materials
– Teacher’s i-book – Story cards for Unit 3 Activity Book
Lead-in
the children to participate as much as possible. Write the letters
Elani on the board and help the children rewrite them as alien.
More
practice 1 ReadMorethe storyPagain
practice P and answer the questions. Play the
whole story again and make sure the children understand it and
F F
SC SC
More
pract
More ice
More
practice P P
phonics Answers
More
phonics
1 No, thereMore aren’t.F F

practice
More
practice P P
2 Holly presses a SC button.
SC F F
More 3 Because More she’s stuck on the space pod.
phonics
i-poster phonics SC SC
4 Claude gives her information from the control panels.
More More
5 Max closes
the door and Lulu opens the door.
phonics

i-poster
i-poster

i-flashcards
i-flashcards
IWB i-book Touch to open the activity. This activity is better done
IWB i-book
in groups. Ask the children to close their books. They read the
speech bubbles and drag them to the correct picture from
the story. Ask them to think which character says the sentences in
each picture before they drag the text. For further practice, restart
the activity and prompt them to act out the story adding other
speech bubbles they can remember from the story.
Fast Finishers
Wrap-up
In small groups the children write true and false statements about
the story. They read out a statement and the other groups say
if it is true or false.
95
Unit 3 Lesson 8
IE 1 Read and choose four sentences to complete the story.
In the end,
I think Captain Elani ...
is an alien.
is an astronaut on the space station.
is friends with the children.
is very dangerous.
stays on the Earth.
travels to a mystery planet.
goes back to the space station.
teaches people about other planets.
disappears forever.
becomes very famous.
SCC
2 Use your imagination and interview a classmate.
What planet are you from? My planet Hagda is
Where is your planet? between … and … .
Instructions How far is it from … ? It’s … kilometres from
. How many moons has it got? the Earth.
• Student A is the interviewer
• Student B is Cap tain Elan i. Is it colder/bigger than … ? It’s bigger and colder
Is it nearer to … than … ? than the Earth.
LL
Act out
I am from planet ... . Planet ... is ... km from the Earth. the story.
It is ... than the Earth and much bigger.
34 More More
practice Inventing practice P | Space | How far … ? / How many … ?
background information
491889 _ 0027-0036.indd 34
F 06/05/15 13:14

Children use their initiative to choose sentences
to complete the story.
SC Check if children:
SCC Children demonstrate
More social skillsMore
by interviewing 1 Take the initiative to choose possible endings
phonics
their classmates as if they were a phonics
character from of the story.
the story. 2 Use their social skills to interview classmates.
LL Children develop their learning techniques 3 Learn to invent background information.
by gaining an understanding of how to invent
background information.
96
i-poster
To practise inventing background information. Check if the children can:
Recall the main events of the story and select interesting endings.
Language Objective Ask and answer questions using their imagination.
To practise the language used in describing planets. Write sentences about a planet using the language provided.
Materials
Activity Book
Lead-in
More
practice
More
Use thepractice
story cardsP (print
P or interactive) to prompt the children
to retell the story. Review
F F that Elani is an anagram for alien.
SC SC
More
1 Read and choose four sentences to complete the story.
More
phonics phonics
The children choose four of the sentences. Hold a vote on
the most popular endings.
i-poster
2 Use your imagination and interview a classmate. The children
read the information and practise interviewing each other. Encourage
them to be inventive in their answers.
i-flashcards
IWB i-book Touch to open the activity. The activity has five screens.
The children read the two sentences on the first screen and listen
to a question and its answer. They choose the sentence they hear.
If they choose the correct sentence, the UFO will move towards
its final destination and they will move to the second screen.
The children use their answers from Activity 2 to write a short
description of their planet.
Fast Finishers
The children invent an anagram for their own name.
Wrap-up
GiveMore
them some More
F F
The children drag the words to form correct sentences
SC SC
which will help them consolidate the learning points
More unit. ForMore
for the further oral practice, once the activity is completed,
phonics phonics
ask the children to act out the dialogue.
i-poster
i-flashcards
IWB i-book
97
Unit 3 Lesson 9
MST 1 Read and make true sentences. Then, say the names of the planets.
1 The first planet a is nearer to the Sun than Venus.
2 The second planet b is further from the Sun than Uranus.
3 The third planet c is nearer to the Sun than Saturn.
4 The fourth planet d is the planet we live on.
5 The fifth planet e is hotter than the Earth and Mercury.
6 The sixth planet f is nearer to the Sun than Jupiter and it’s called the Red Planet.
7 The seventh planet g is nearer to the Sun than Uranus.
8 The eighth planet h is further from the Sun than Saturn but nearer than Neptune.
IE
2 Use the words to create your space narrative.
The strange
alien from the ... .
More
practice
More
practice P
F
LC
Grammar help SC
Adjectives and nouns Key
TheMore More
small planet is near
phonics the bright star.
phonics = adjective = noun
Planets, Ordinal numbers, Comparative adjectives | The third planet is the planet we live on! 35
i-poster
491889 _ 0027-0036.indd 35 02/07/14 13:46

Children reinforce their numeracy skills
i-flashcards
by practising ordinal numbers. Check if children:
IE Children use their initiative and personal 1 Can use ordinal numbers.
autonomy toIWBchoose the words to complete 2 Take the initiative to complete a narrative
their space narrative. with the missing words.
LC
Children strengthen their knowledge 3 Understand and use the grammar practised
of the unit grammar. in the unit.
98
To review the grammar of the unit. Teacher’s Resource Book pages 11-12, Language.
Language Objective
More
practice
More
practice P P Continuous Assessment
Materials F F
Name the planets.
SC SC – Poster for Unit 3 Compare two planets.
More
– Pop-outs
More
for Unit 3 Understand the language game.
phonics phonics
Use appropriate adjectives before nouns.
Lead-in
Display the poster (or open the i-poster on the Teacher’s i-book).
i-poster
Invite volunteers to use the unit language to make sentences about
the position of planets or to compare them.
i-flashcards
Activity Book
1 Read and make true sentences. Then, say the names

More
practice of the planets.
More
practice P the
Leave P poster on display to help them
make true sentences.F F
Answers
SC SC
1 a, 2 e, 3 d, 4 f, 5 c, 6 g, 7 h, 8 b
More More
phonics phonics
2 Use the words to create your space narrative. Focus

the children’s attention on the Grammar help box. The children
More
practice
More
P P
thenpractice
create a space story with their pop-outs.
i-poster
F F
SC SC
More Touch to open the activity. The children read
IWB i-book
More
phonics phonics
the sentences and drag a word from each category (adjectives
and nouns) to complete them. For further practice, once the
activity is completed, restart the activity and cover the draggable
words using the shade in the Richmond i-tools. Ask the children
i-poster
to copy the sentences in their notebooks. Give them some time to
i-flashcards fill in the gaps using different information from the one presented
in the activity so they review other planet features. The children
IWB then read their sentences aloud.
i-book
Fast Finishers
The children draw a picture of an alien.
Wrap-up
The children present their space story to the class. The class votes
on their favourite.
99
Unit 3 Lesson 10
LC 1 1.27 Listen and find the numbers.
The Sun
500 oC / 5,500 oC
460 billion years old /

460 million years old
150,000 km /
150,000,000 km
1,400,000 km diameter /
1,400 km diameter
CAE
2 Invent a planet and tell your classmates.
3 Write an index card for your

LC
My planet is called imaginary planet.
Smarty. It‘s 500 million
kilometres from the Sun.
Name: Smarty
It‘s very big and cold.
It‘s got 4 moons and ... .
,
Temperature: -750 oC
500 million km
Colour: red and green
Moons: 4
36 Planets, Big numbers, Distances, Temperature | Describing a planet
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Children improve their listening skills by finding
the numbers mentioned in the recording. Check if children:
CAE 1 Are able to understand the listening activity.
Children use their imagination to invent a planet. 2 Can describe an imaginary planet.
3 Can compile information and write
LC Children develop their learning techniques an index card.
by compiling information of an imaginary planet
and writing an index card.
100
To consolidate structures and vocabulary by describing Teacher’s Resource Book page 31, Reading.
a planet.
Language Objective
More
practice
More
practice P P Final Written Evaluation
Materials F F In the next lesson give the children the tests from the
SC SC – Poster for Unit 3 Teacher’s Resource Book pages 93-94 or 95-96 depending
– CDMore1 on each child’s ability. Give as much support as necessary
More
phonics phonics for them to understand the structure of the tests.
Lead-in
i-poster
The children watch the animated version of the story. Display Final Assessment
the poster (or open the i-poster on the Teacher’s i-book) and Check if the children can:
the children take turns to make a true sentence about the planets.
i-flashcards
Talk and write about planets using the language
and structures learned in the unit.
IWB i-book Open the lead-in activity. Ask the children to choose one
Recognise and say big numbers.
of the aliens on the screen. They listen to what the alien says and find
the planet that best matches the alien’s description. Use the
Richmond i-tools to match the alien with the planet. Do the same
with the other alien. For further practice, ask the children to write
the key information they hear (big numbers, colours, etc.) on the
IWB using the Richmond i-tools.
Activity Book
1 1.27 Listen and find the numbers. The children pay Unit 3, page 34, Lesson 10. See page 244 for answer key.
attention to the numbers they hear and select which one it is of
each pair.
Note: The Sun varies hugely in temperature and its core temperature
is around 15 million °C.
Answers
1,400,000 km in diameter; 5,500 °C, 150,000,000 km;
460 billion years old
2 Invent a planet and tell your classmates. The children use the
model text as a guide to help them invent a planet. They take turns
to present it to their classmates.
3 Write an index card for your imaginary planet. The children

More
practice
More
copy the P P
index information
practice
and complete it with their imaginary
information. F F
SC SC
More
Fast Finishers
More
phonics phonics
The children compare their imaginary planet to the Earth.
More
practice
More
practice P P
Wrap-up F F
Play Big numbers bingo. Write 12 large numbers on the board,
i-poster SC SC
similar to the ones in the unit, and tell the children to write down
More More
six of them.phonics
i-flashcards
Play Bingo. phonics

i-poster
i-flashcards
IWB i-book 101

Transcripts
1.20 Poster, Unit 3. Listen and say true or false. 1.22 Listen and find the distances. Then, sing the song:
There are ten planets all together. It’s a long way!
Mercury is the first planet. How far is it from Mercury to Venus?
Venus is between Mercury and the Earth. It’s a long way! It takes all night and it takes all day!
The Earth is between Mars and Jupiter. It’s 50 million kilometres from Mercury to Venus!
Saturn is between Jupiter and Uranus.
How far is it from Venus to the Earth?
Neptune is the last planet.
It’s a long way! It takes all night and it takes all day!
Jupiter is a very small planet.
It’s 40 million kilometres from Venus to the Earth!
Saturn is a big planet.
Mars is a yellow planet. How far is it from the Earth to Mars?
Neptune is a blue planet. It’s a long way! It takes all night and it takes all day!
Mercury is a very cold planet. It’s 80 million kilometres from the Earth to Mars!
Uranus isn’t a hot planet. How far is it from Mars to Jupiter?
The Earth is the only planet in the Solar System with life on it. It’s a long way! It takes all night and it takes all day!
It’s 550 million kilometres from Mars to Jupiter!
1.21 Listen and answer the questions.
How far is it from Jupiter to Saturn?
Holly: It’s my turn. I’m at the start.
It’s a long way! It takes all night and it takes all day!
A one! Good! I’m on a planet!
It’s 620 million kilometres from Jupiter to Saturn!
Narrator: Where’s Holly now?
Claude: It’s my turn now. How far is it from Saturn to Uranus?
Four! One, two, three, four! Good! I’m on a planet! It’s a long way! It takes all night and it takes all day!
Narrator: Where’s Claude now? It’s 1,500 million kilometres from Saturn to Uranus!
Max: It’s my turn now. How far is it from Uranus to Neptune?
Six! One, two, three, four, five, six! Oh, what does this mean? It’s a long way! It takes all night and it takes all day!
Throw again! Good! One! One! Good! I’m on a planet! It’s 1,600 million kilometres from Uranus to Neptune!
Narrator: Where’s Max now?
Lulu: It’s my turn now. 1.23 Read and find the answers. Then, listen and check.
Six! One, two, three, four, five, six! Oh, what does this mean? Presenter: I’ve got an email here from a school in Spain.
Throw again! Good! Five! One, Two, Three, Four, Five! Good! Let’s see what you want to know.
I’m on a planet! Pablo: Why is the moon yellower in the autumn?
Narrator: Where’s Lulu now? Presenter: Well it’s quite complicated. But in the autumn,
Holly: My turn again! I am on Neptune. the Moon is lower in the sky. It’s…
Five! One, two, three, four, five! Good I can throw again. Six! Presenter: Here’s another email from Pierre in France.
One, two, three, four, five, six! Good! I’m on a planet! Let’s have a look at your question.
Narrator: Where’s Holly now? Pierre: Why is Venus brighter than the other planets?
Claude: It’s my turn now. I’m still on Uranus. Presenter: Hmm… this is an interesting question, too.
Five! One, two, three, four, five! Good! I can throw again! Four! You see Venus is quite big and it’s nearer to the Sun
One, two, three, four! Well! I’m not on a planet but so the reflection of the light is more intense.
I am very close to the Earth now. Presenter: Our third email tonight is from Alex in Argentina.
Narrator: Where’s Claude now? Alex: Why is the Earth hotter than Mars?
Max: My turn! I’m on Saturn. Presenter: Well. Look at the position of the planets in relation
Two! One, two! Good I can throw again! Five! One, two, three, to the Sun. Can you see that the Earth is…
four, five! I’m on the best planet now!
Narrator: Where’s Max now? Presenter: And finally the last email is from a school in Turkey.
Demir: Why is Neptune colder than Saturn?
Lulu: My turn, Max. Pass me the dice please. I’m still on Jupiter. Presenter: Once again, look at the position of the planets
Five! One, two, three, four five! Good I’m on a planet! in relation to the Sun. Neptune is…
Narrator: Where’s Lulu now?
Holly: My turn again! I am on Mars. Pass me the dice please, Lulu.
Six! One, two, three, four, five, six! Good! I’m on a planet!
Narrator: Where’s Holly now?
Claude: It’s my turn now. I’m on the Moon.
Four! One, two, three, four! Good! I can advance two!
One, two! I’m the winner!
Narrator: Where’s Claude now?
102
Transcripts
1.24 Listen and find the missing numbers and words. 1.26 Listen to the sounds and find the words.
Then read. Then, say the words.
Girl: It says that the temperature on the Moon is about 100 oC. Listen to the sounds and read the words with me.
Boy: That doesn’t make sense! The Moon is really cold. fl, fl, fl, flashing; fr, fr, fr, friendly
Girl: Oh, sorry! I mean -175 oC. pl, pl, pl, pleased; pr, pr, pr, press
Boy: Yes, that sounds right. bl, bl, bl, blue; br, br, br, bright
Girl: How big is the Moon? cl, cl, cl, close; cr, cr, cr, crew
Boy: Well, the Earth is about four times bigger than the Moon. gl, gl, gl, glows; gr, gr, gr, green
So we can work it out.
Girl: So, I divide the diameter of the Earth by 4 and the result 1.27 Listen and find the numbers.
is 3,200 km. Does that sound right?
Girl: I’ve got some questions about the Sun.
Diameter of the Moon equals more or less 3,200 km.
Man: OK, go ahead, what’s your first question?
Boy: It’s nearly right! The diameter of the Moon is 3,474 km.
Girl: How big is the Sun?
Man: Oh, it’s enormous! It’s more than a hundred times
1.25 Listen and read the story: Captain Elani.
bigger than the Earth! It’s 1.4 million km in diameter.
Narrator: The magic window glows and takes the children Girl: Wow! And I know it’s very hot, but how hot is it?
to a space station. Man: It’s about 5,500 oC. Now that is hot!
Lulu: Hello! Is anybody here? Girl: Mmm! It is! How far is it from the Earth?
Claude: Where is all the crew? Man: Oh, you don’t need to worry! It’s 150 million km
Narrator: Holly arrives and the children explore the space station. from the Earth.
Holly: Look! This button is flashing. Girl: Phew! And is it very old?
Claude: Don’t touch anything, Holly! Man: Oh, yes! It’s 460 billion years old.
Girl: Thank you. That’s very interesting.
Narrator: But Holly doesn’t listen and she presses the button.
Holly: Hello! Who are you?
Captain Elani: I’m Captain Elani. I need your help!
Narrator: The captain is very pleased to see the children.
Captain Elani: I’m stuck on the space pod. I can’t get back.
Claude: We can help you. Give us instructions.
Narrator: Captain Elani asks Claude for information from
the control panels.
Captain Elani: The blue number is the distance. What does it say?
Claude: Mmm… 37,000 kilometres.
Narrator: Then, she tells Holly to look at the bright buttons
on the panel.
Captain Elani: Press the green button on the left.
Holly: Wow! Something is happening!
Narrator: Lulu and Max are at the door, ready to help.
Lulu: The space pod is here! Close the door.
Max: That’s it! Now let’s open the door, Lulu.
Narrator: The children arrive back at the den.
Captain Elani: Thank you! Bye!
Claude: She looks very friendly, but…
Holly: Oh, no! Elani is an anagram of…
103
Unit 4 Overview
Deserts: Atacama, Gobi, Sahara, Sonoran Comparatives and superlatives: Comparatives
Adjectives: big, cold, dry, high, hot, low, narrow, The (Sahara Desert) is bigger than Big numbers
old, small, wet, wide the (Gobi Desert). The Sahara Desert
Measurements: °C, km², mm/year; average, is (the biggest).
minus; rainfall, size, temperature Present Simple questions: Do (camels)
Big numbers: hundreds, thousands, millions live in groups?
Egypt: ancient messages, hieroglyphs, pyramid Adverbs of frequency: (Lions) always
Desert animals: camel, lizard, scorpion, snake, vulture eat meat.
Desert features: cactus, oasis, palm trees, rock, Functional language: I’m boiling/freezing/
sand dunes soaking. Does it ever rain? Is it always this hot?
Prepositions: near, on, under
Adverbs of frequency: always, never, sometimes
Outdoor activities: camp, canoe, watch (condors)
Cultural Strand Creative Strand

Language Objectives: CLIL Objective:
To use superlative adjectives To appreciate hieroglyphs.
to describe the Grand Canyon. Language Objectives:
To practise using adverbs of frequency. To use vocabulary about
the desert.
To describe the position of
things.
To introduce and use sup
erlatives.
Functional Strand
Language Objective:
To use language to complain
about the weather.
Deserts
Knowledge Strand
CLIL Objective:
To find out about wildlife
in the desert.
Literacy Strand Language Objective:
To use adverbs of frequen
cy to describe
CLIL Objective: desert animal behaviour.
To learn about the exchange of
money.
commodities before the use of
.
To practise the Present Simple
to des erts.
To review language related
sters
To practise final consonant clu
mp, mps and rk, rks.
104
i-poster
i-flashcards

IWB i-book
Listening: To listen to clues about the deserts. To listen Use the Richmond i-tools to complete
to a song about desert animals. To listen for the missing the activities with the children on the IWB.
words from a story and to understand a story. To listen
for information and compare it to a chart. Activities in and provide
Reading: To read factual information about deserts. a digital alternative to introduce the children
To read a text and select the correct missing word. to the lesson.
To read a story and supply missing words.
Activities with beside the rubric offer
Writing: To write a comparison of three deserts.
an additional interactive activity to reinforce
To write a first person account.
Speaking: To play a true or false game about deserts. • Lesson 3: activity 1
To make sentences and ask questions about desert • Lesson 5: activity 2
animals. To play a guessing game based on an information • Lesson 7: activity 1
chart. To answer comprehension questions about a story. • Lesson 8: activity 2
To describe a journey. More
practice
More
• Lesson
practice P P
9: grammar
F F
Assessment Criteria used for Fast Finishers or as a Wrap-up activity.
More More
Alternatively,
phonics
• Children can understand, talk and write about deserts More More
P P
practice
practice
and desert animals.

F F
• Children can make comparative and superlative
• Lesson 5: functional
SC SC
language
sentences. i-poster
• Children can use adverbs of frequency to talk about More More
phonics
phonics
8: literacy
desert animals.
• Children can pronounce the final sounds mp, mps, IWB i-book
rk, rks.
• Lesson 4: The Grand Canyon
More More
i-poster P P
practice practice
• Lessons 6, 7 and 10: Animated story
i-flashcards F F
Optional Resources IWB
provides aSCvisual
i-book SC
Teacher's Resource Book Photocopies: • Lesson 9: review
More More
phonics phonics
• Lesson 2: page 64, Speaking Use the Vocabulary Game Generator to create
• Lesson 3: page 32, Reading your own interactive games to review the key
• Lesson 4: pages 13-14, Language vocabulary from the unit at any time.
• Lesson 6: page 73, Phonics i-poster
• Lesson 9: page 52, Listening i-flashcards
• Lesson 10: page 42, Writing

• Evaluation: pages 97-98 or 99-100, Unit 4 test IWB i-book
• Lesson 2: pictures of hieroglyphs
• Lesson 4: pictures of the Grand Canyon

Key Competences Children demonstrate skills in pairs by playing a guessing game
about outdoor activities in the Grand Canyon National Park.
Cultural Awareness and Expression:
LC Linguistic Competence: CAE
Children use their creativity and artistic skills to draw hieroglyphs
Children become familiar with vocabulary related to desert
to make up a message. They also use their imagination to invent
landscapes, wildlife, outdoor activities, equipment and goods.
hieroglyphic symbols.
MST Competence in Maths, Science and Technology: LL Learning to Learn:
Children reinforce their numeracy skills by practising big numbers Children develop their learning techniques by gaining an
and temperatures. They are also introduced to the Grand Canyon. understanding of how to write a first person account.

Children work together on the unit content using the IWB Children use their initiative and personal autonomy to choose
and do further practice individually. what is needed for an imaginary journey.
105
Lesson 1
4 Deserts
MST
1 1.29 Listen and say the desert.
Sahara Desert Sonoran Desert

• size: 9,400,000 km2 • size: 260,000 km2
• temperature– • temperature–
average summer day: 50 ºC average summer day: 45 ºC
average winter night: 4 ºC average winter night: 0 ºC
• rainfall: 25 mm / year • rainfall: 200 mm / year
Atacama Desert
• size: 105,000 km2 Gobi Desert
• temperature–
average summer day: 40 ºC • size: 1,295,000 km2
average winter night: –25 ºC • temperature–
• rainfall: 15 mm / year average summer day: 45 ºC
average winter night: –40 ºC
• rainfall: 193 mm / year
SCC
2 Play True or False.
The Gobi Desert is bigger False! The Sahara
than the Sahara Desert. Desert is the biggest!
biggest
bigger smaller hotter

colder wetter drier
biggest smallest hottest
coldest wettest driest
LL 3 Choose and compare three deserts.
The ... Desert is the biggest. The ... is smaller than ... .
Comparing famous deserts | Big numbers, Temperatures,

Comparatives and superlatives | It’s the biggest.
More
practice
More
37
practice P
491889 _ 0037-0046.indd 37 02/07/14 14:10

F
Children reinforce their numeracy skills
by practising big numbers and measurements. Check if children: SC
SCC Children demonstrate skills by working in pairs 1 Can understand and use bigMore
numbers More
to tell each other true and false sentences about and measurements. phonics phonics
deserts. 2 Work well in pairs to complete the activity.

LL 3 Are able to compare famous deserts.
Children develop their learning techniques
by comparing famous deserts.
106
i-poster
Unit 4 Lesson 1
To understand a listening activity about famous deserts. Check if the children can:
Form comparative and superlative sentences.
Language Objectives Understand the fact files to compare the deserts.
Comparatives and Superlatives: The (Sahara Desert) is bigger
than the (Gobi Desert). The Sahara Desert is (the biggest).
Deserts: Atacama, Gobi, Sahara, Sonoran
Adjectives: big, cold, dry, hot, small, wet
Measurements: °C, km², mm/year; average, minus; rainfall,
size, temperature Activity Book
Big numbers: hundreds, thousands, millions Unit 4, page 35, Lesson 1. See page 245 for answer key.
Materials
– CD 1
Lead-in
Review the continents with the children. Ask them if they know
the names of any deserts and if so, where they are.
1.28 Display the poster (or open the i-poster on the
Teacher’s i-book). The children listen to the audio and say
if the sentences are true or false.
1 1.29 Listen and say the desert. Children listen

to the clues, read the charts and name the desert being described.
Answers
Atacama, Atacama, Gobi, Sonoran, Gobi, Sonoran,
Gobi, Sahara, Sahara
2 Play True or False. The children use the word boxes and follow
the speech bubbles as a guide to play the game.
3 Choose and compare three deserts. The children use

the information in Activity 1, the vocabulary in Activity 2
and the model text to write a comparison of three of the deserts.
Fast Finishers
The children draw a desert scene.
Wrap-up
Make some true or false statements for the class to answer.
For example: Spain is colder in summer than the UK. Australia
is the biggest country in Oceania. Let children in small groups
More
tice
More
P P
makepracother statements.
practice
F F
SC to
to form correct sentences SCconsolidate the key language
andMore
structures of the lesson: comparatives and superlatives.
More
phonics phonics
i-poster
107
i-flashcards
Unit 4 Lesson 2
In the Egyptian deserts, there are ancient messages on some rocks and stones.
They are thousands of years old. The messages have got symbols called hieroglyphs.
LC 1 Read and find the sentences for the hieroglyphs.
3 a Look at the lizard on the rock near the sand dunes.

b There’s a scorpion under the smallest cactus.
c There’s a camel near the biggest pyramid.
d Walk to the oasis with three palm trees.
e Look at the vulture on the sand dune.
4
CAE
2 Use the symbols and draw a message.
I think it means there‘s a camel

What does it mean? near the biggest sand dune.
CAE
3 Choose four words and invent hieroglyphic symbols.
Dictionary of hieroglyphs
38 Appreciating hieroglyphs | Desert animals and plants |

Superlatives; There is/are … .
491889 _ 0037-0046.indd 38 06/05/15 13:16
LC Children increase their knowledge of vocabulary Key competences continuous assessment

related to desert animals and plants, and develop their
Check if children:
reading skills by matching pictures and descriptions.
CAE 1 Learn new vocabulary related to desert animals
Children use their creativity and artistic skills and plants.
to draw hieroglyphs to make up a message. 2 Can draw hieroglyphs to make up a message.
CAE
3 Are imaginative inventing hieroglyphic symbols.
Children use their imagination to invent
hieroglyphic symbols.
108
To appreciate hieroglyphs. Teacher’s Resource Book page 64, Speaking.
Language Objectives
Superlative sentences.
Egypt: ancient messages, hieroglyphs, pyramid Continuous Assessment
Desert animals: camel, lizard, scorpion, snake, vulture Check if the children can:
Desert features: cactus, oasis, palm trees, rock, sand dunes Make sentences using superlative adjectives.
Prepositions: near, on, under Describe location.
Name the desert animals and features.
Materials
– Teacher's i-book – Optional realia: pictures
– CD 1 of hieroglyphs
– Flashcards for Unit 4
Activity Book
Lead-in
Put the word cards on the board and display the flashcards one
by one. Each time the children guess which word corresponds
to the picture. Then, put each flashcard with its word card and go
through the new vocabulary.
1 Read and find the sentences for the hieroglyphs. Read

the introduction and show the pictures of hieroglyphs; explain that
this writing was used in Ancient Egypt. They then read the sentences
and match them with a picture.
Answers
a 5, b 3, c 2, d 4, e 1
2 Use the symbols and draw a message. The children draw

a picture similar to the ones in Activity 1. They try to guess what
each other’s hieroglyphs mean.
3 Choose four words and invent hieroglyphic symbols.

The children invent symbols for words they choose. Put them into
groups to share their pictures and let the others guess what the
word is. They can vote on their favourite ones.
Fast Finishers
The children invent hieroglyphs for their name.
Wrap-up
Have a Spelling Bee with new desert related vocabulary.
109
Unit 4 Lesson 3
LC
1 1.30 Listen and find the answers. Then, sing the song.
live in the desert?

Do camels eat cacti?
eat snakes?
eat insects?
Do lizards sleep on rocks?
live in water?
live in groups?
Do vultures eat lizards?
make nests?
No, never!
Yes, always.
Only sometimes.
IE
2 Make four true and four false sentences and play the game.
Snakes
Lions in groups.
alone.
eat in the day.
always
live insects.
cacti.
sometimes
Elephants sleep leaves.
Scorpions at night.
never
sit meat.
on rocks.
on cacti.
LC 3 Chose and write about a desert animal.
... live in the desert. They sometimes ... . They always ... . They never ... .
Wildlife in the desert | Desert wildlife, Everyday verbs

Adverbs of frequency: always, sometimes, never
| More
practice
More
39
practice P
491889 _ 0037-0046.indd 39 02/07/14 14:10

F
LC
Children increase their knowledge of vocabulary
related to wildlife in the desert through a song. Check if children: SC
IE
Children show their initiative by making true 1 Learn the new vocabulary through
More the song. More
and false sentences about desert animals. 2 Take the initiative to make phonics phonics
true and false sentences
about a particular subject.
LC 3 Improve their ability to write in English.
about a desert animal.
110
i-poster
To find out about wildlife in the desert. Teacher’s Resource Book page 32, Reading.
Language Objectives
Present Simple questions: Do camels live in groups?
Adverbs of frequency: always, never, sometimes: Lions (always) Continuous Assessment
eat meat. Check if the children can:
Join in with the song.
Use adverbs of frequency in answers.
Materials
Make sentences using the adverbs of frequency.
– Teacher’s i-book – Flashcards for Unit 4 Write a description about the habits of a desert animal.
– CD 1
Lead-in
Ask the children to name animals that live in the desert. Use the
flashcards (print or interactive) to remind them of some. Ask
Activity Book
general questions about animals in the desert: Do (camels) live in Unit 4, page 37, Lesson 3. See page 246 for answer key.
More the desert?
More Do (lizards) sleep under rocks?
P P
practice practice
F F
1 1.30 Listen and find the answers. Then, sing the song.
SC SC
Let the children read and guess the answers before listening
More
phonics to the phonics
song.
More

Answers
Yes, always; Only sometimes; No, never;
i-poster
Yes, always; Only sometimes; No, never;
Yes, always; Only sometimes; No, never
i-flashcards
song to demonstrate the activity. The children sing the song saying
the missing words (desert plants and animals) as they see them
on the screen.
2 Make four true and four false sentences and play the game.
The children use the words to make four true and four false
statements. In small groups they read out their sentences for the
others to guess if they are true or false.
3 Choose and write about a desert animal. The children use

the model text to write about a desert animal.
Fast Finishers
The children write true sentences using the words in Activity 2.
Wrap-up
The children take turns to read out the information they have
written without saying what animal it is. The rest of the class guess
More
practice
More
P P
the animal. practice
F F
The children find six names of animals or plants from
SC SCUse the timer in the
the desert in the wordsearch.
Richmond
More i-tools to
More make it more challenging for the children.
phonics phonics
111
i-poster
More More
phonics phonics

The Grand C an y o n
MST
1 1.31 Read and find the missing words. Then, listen and check.
oldest lowest narrowest highest driest widest

i-poster
The Grand Canyon, in Arizona, is one of the Wonders of the World.i-flashcards

It’s in a very
dry desert landscape. The 1 part of the Grand Canyon is at the top on
the south side. The Colorado River is at the bottom of the canyon. The 2
IWBmetres.
point of the canyon, from this river at the bottom to the top, is 2,370
The 3 point is 731 metres. The 4 distance across the canyon is
5
548 metres. The distance across the canyon is 29 kilometres.
The 6 rocks, at the bottom of the canyon, are 2 billion years old.
SCC
2 Choose a type of ranger and play a guessing game.
There are three

types of junior
rangers at the
Grand Canyon
National Park. coyote badge
raven badge scorpion badge
Ranger
Key
activities Ravens Coyotes Scorpions
7 = No, never.
3 = Only sometimes.
33 = Yes, always. canoe down the river 7 3 3
camp at Indian Garden 3 3 33
Do they canoe study the cacti 3 7 3
down the river?
watch the condors 33 33 3
Only sometimes.
40 The Grand Canyon, Arizona | Desert landscape and wildlife, Outdoor activities |
Genihillia sum denima | Pos aut faccatur?
Superlatives; frequency adverbs
491889 _ 0037-0046.indd 40 02/07/14 14:10

Children are introduced to one of the Natural
Wonders of the World: the Grand Canyon. Check if children:
SCC Children demonstrate skills by working in pairs 1 Learn facts about the Grand Canyon.
to play a guessing game about outdoor activities 2 Work well in pairs to complete the activity.
in the Grand Canyon National Park.
112
Cultural Strand Unit 4 Lesson 4
To learn about the Grand Canyon. Teacher’s Resource Book pages 13-14, Language.
Language Objectives
Adjectives: dry, high, low, narrow, old, wide
Adverbs of frequency: always, never, sometimes Continuous Assessment
Outdoor activities: camp, canoe, watch (condors) Check if the children can:
More
practice
More
practice P P Find the missing words based on context.
Materials F F
Use adverbs of frequency in answers.
Ask questions using the Present Simple.
SC SC – Optional realia: pictures
– CD 1 of the Grand Canyon
More More
phonics phonics
Lead-in
Tell the children to remember the names of deserts. Ask them
Activity Book
i-poster Unit 4, page 38, Lesson 4. See page 246 for answer key.
if they know any in the USA. Ask if they have heard of the
Grand Canyon. If possible show pictures of it.
i-flashcards
IWB i-book Open the i-poster. The children listen to four sentences,
one about each of the deserts on the poster, and say which desert
is being described. After the exercise, ask the children if they
know which of the Wonders of the World can be found in the
Sonoran Desert (the Grand Canyon), and what they know about it.
1 1.31 Read and find the missing words. Then,

listen and check. Let the children read through the text several
times and to make educated guesses at the missing words.
Play the audio for them to check their answers.
Answers
1 driest, 2 highest, 3 lowest, 4 narrowest, 5 widest, 6 oldest
2 Choose a type of ranger and play a guessing game.

Make sure the children understand the key. Let them play
the guessing game using the speech bubbles as a guide.
More
P
More
practice P
The children imagine
F another
F junior ranger group and design
their badge.
SC SC
More
phonics
In groups the children reread the text about the Grand Canyon.
More
practice P P
More
practice
They close their books. Ask them questions about it, for example:
F F
Where is the Grand Canyon? Which river runs through it? How wide
SC SC
i-poster
is the widest distance? How old are the oldest rocks? Award points for
More More
correct answers.
IWB i-book Watch the video The Grand Canyon. Complete

the onscreen comprehension activity with the children. For further
i-poster
practice, open the worksheet before you watch the video and
i-flashcards
use the Richmond i-tools to complete it as you watch the video.
Alternatively,
IWB print
i-book out copies for the children to do the worksheet
individually.
113
1 How hot does it get in your area? 2 When is the hottest month?
3 What clothes do you wear in hot weather? 4 Do you like very hot weather?
a very
p on
Does it ever
res.
... here? Not really, no.
on is I‘m ... ! Yes, it‘s horrible!
Is it always ... ?
Is it the same
all year long?
Yes, it‘s always like
No, it isn‘t. It this here in ... !
gets ... at night.
CAE 3 Choose words for each picture and act out the scene.
iling zi n g k in g
bo re e oa
Does it ever rain? hot
s
f
Is it ever sunny? cold

Does it ever stop raining? wet
Language for complaining about the weather | Adjectives, Weather |

Genihillia sum denima | Pos aut faccatur?
I’m boiling! It gets (cold) (at night). It’s (always) like this.
More
practice
More
41
practice P
491889 _ 0037-0046.indd 41 02/07/14 14:10

F
LC
questions about the weather. Check if children: SC
More More
complaining phonics
language for complaining about the weather.
about the weather.
CAE 3 Develop their imagination to act out a scene.
114
i-poster
To learn and use language for complaining about the Check if the children can:
weather. Understand and use the vocabulary for describing weather.
Language Objectives Recognise the missing words.
Functional language: I’m boiling/freezing/soaking. Does it ever Act out the scene.
rain? Is it always this hot?
To revise Wh- questions.
Materials
– Teacher's i-book Activity Book
– CD 1 Unit 4, page 39, Lesson 5. See page 247 for answer key.
Lead-in
Discuss the weather. Ask the children about their favourite
and least favourite weather. Have a vote to see the class majority.
More
practice
More
practice P P

SC SC
More
phonics 2 1.32 Read and listen for the missing words. The
More
phonics
children listen out for the missing words and note them down.
They can read the dialogue aloud when they know the words.
i-poster
Answers
boiling, rain, hot, cold, Arizona
i-flashcards
IWB i-book Touch to open the activity. The children read

and order three dialogues to practise language for complaining
about the weather. For further practice, ask the children to act
out the dialogues in pairs.
3 Choose words for each picture and act out the scene. The
children work in groups to act out the scene with different words.
Fast Finishers
The children draw pictures to illustrate the weather and a person
for boiling, freezing and soaking.
Wrap-up
In groups the children imagine they are on a trip to the Grand
Canyon in Arizona for a day. They have one small rucksack
so let them discuss what they are taking and what clothes
More More
P P
areticewearing.practice
theyprac
F F
SC about
to complete the sentences SC language for
complaining
More about
More the weather.
phonics phonics
i-poster
i-flashcards
IWB i-book
115
Unit 4 Lesson 6
Desert tTreasure
LC
The children are in the Arabian Desert. Suddenly, they hear footsteps.
A camel caravan is camping by an oasis.
Look at I think this is What‘s he

the camels! the Silk Route. doing?
Come on,
Max! Jump!
Of course! They‘re
travelling from Asia
Let‘s hide!
1 to Europe! 2 5
The children go closer to the camp. Then, Claude remembers the man by the cave.
Someone is in big trouble!
Father!
Where is it? Where I know where same ma
is the smallest chest? the chest is! But... who on that
are you? Don‘t worry
I... I don‘t know. about that!
We can help you!
3 Rahim can’t find his father’s chest. 4 7

LC 2 1.34 Listen to the sounds and say the words in singular and plural.
More P
lamps
More
cam
practp
ice
hump
practice
jumps
F
dark
park SC
marks barks
DC More More
42 phonics Comprehension
phonicsof the story | Phonics: final consonant clusters: mp, mps, rk, rks
491889 _ 0037-0046.indd 42 02/07/14 14:11
LC
Children learn to pronounce correctly final
2 Are able to pronounce correctly final consonant
consonant clusters mp, mps, rk, rks.
clusters mp, mps, rk, rks.
i-flashcards
Children work together on the IWB
and do further phonics practice individually.
116 IWB
Unit 4 Lesson 7
LL It’s very dark inside the cave. Then, Holly sees the chest. Rahim carries the chest back to the camp.
It’s under a pile of old sacks. i-poster
Look! Yes! It‘s my i-flashcards

What‘s he What‘s inside
father‘s chest!
oing? the chest? Is it gold?
IWB
And I think this is No, it‘s nothing like that!

5 the thief‘s sack. But it‘s very important.
6
At the camp, Rahim shows his father the sack. At last, Rahim opens the chest and shows
it to his new friends.
Father! The
same mark is But... is... is
on that camel! that pepper?
Yes, it is!
Yes! He‘s the
But... why?
thief! Good
work, my son!
And it‘s
Because it‘s worth the same easier to
7 8 as ten chests of gold coins. carry!
LC 1 Read the story again and answer the questions.
1 Look at picture 1 . Does the story happen in modern times? Find the clues.
2 Look at picture 3 . Who is in trouble? Why?
3 Look at picture 5 . What does Claude see on the sacks?
4 Look at picture 7 . What does Rahim see on the camel?
5 Look at picture 8 . Why are the friends surprised?
491889 _ 0037-0046.indd 43 02/07/14 14:11
LL Key competences continuous assessment

by extracting information from the story. Check if children:
LC Children develop increased comprehension 1 Learn to extract information from the story.
skills when focusing their attention on questions 2 Are able to answer the questions about the story.
related to a story.
117
Language Objectives
To practise final consonant clusters: rk, rks, mp, mps Continuous Assessment
Materials Understand the story and recognise the new vocabulary.
Recognise and produce the final consonant clusters with rk,
rks, mp, mps.
– CD 1
More
practice
More
practice P P
Lead-in F F
Display the first story card. Ask where the characters are and tell
SC SC
the children to predict what might happen. Activity Book
More
phonics
More
phonics Unit 4, page 40, Lesson 6. See page 247 for answer key.
1 1.33
More Listen and read PthePstory. Ask questions to make
practice
More
practice
sure they understand: Where are F F

the children? What is Rahim’s
father looking for? How do the children help Rahim? Is there gold in
i-poster SC SC
the chest? What’s in the chest? What is it worth?
More More
IWB i-book Watch the animated story. Alternatively, touch the story
to open the i-story cards in a new window. Read and listen to the
i-poster
story with the children.

i-flashcards
Hot spots: Chest, Thief. Use the Hot spots to highlight this
potentially
IWB diffii-book
cult vocabulary before the reading activities.
2 1.34 Listen to the sounds and say the words in singular

and plural. The children try to copy the pronunciation as closely
as possible.
Fast Finishers
and add a picture.
Wrap-up
Dictate words from Activity 2. Let the children correct each other’s
work. Invite volunteers to come and write the words on the board
More
practice
More
P P
for the others to practice
check.
F F
The children listen and drag the final consonant clusters
to complete the wordsSC(mp,SCmps, rk, rks). For further
practice,
More open My notes and the Richmond i-tools and dictate
More
phonics phonics
i-poster
i-flashcards
IWB i-book
118
Comprehension.
Materials
– Story cards for Unit 4
Lead-in
Retell the story with the story cards, and ask the children
to participate as much as possible.
whole story again and make sure the children understand it;
explain any of the words they don’t understand. The children
More answerMore the questions P orally
P and then write the answers in their
practice practice
notebooks.
F F
Answers
SC SC
1 No. Th ey mention the Silk Route, a popular trade route
More
Moretice
prac
More
practice P P
phonics in the past.
More
phonics
2 Rahim is More
in trouble F because
F he
practice
More
practice P can’t
P find his father’s chest.
3 Claude sees the SC markSCof a camel
F F
on the sacks.
More 4 Rahim sees
More the same mark that is on the sacks on packages
phonics
on the camel.
More More
5 Because the
chest is full of pepper, not gold.
phonics

i-poster
i-poster

i-flashcards
i-flashcards
IWB i-book Touch to open the activity. The children listen

IWB i-book
to the story and drag the sentences the characters say to put
them in the same order as they say them.
Fast Finishers
Wrap-up
In small groups the children write a question about the story.
The groups then ask their questions to the others. Award points
for correctly formed questions and correct answers.
119
Unit 4 Lesson 8
Desert treasure is a story from the past. Rahim and his father
are taking goods across the desert. Imagine their journey.
IE 1 Choose items for the journey.
What equipment do Rahim and his father take? What goods have they got in their packs?
silk tents pepper lamps carpets

gold
paper
I think they
mirrors
sacks chests take ... and ...
for the journey.
SCC
2 Imagine Rahim’s routine. Then, ask a classmate.
feeds the camel tidies up the camp washes the pots
rides the camel puts up the tent sleeps near the sacks
Yes, always. No, never.

Does Rahim ever ... ?
Only sometimes.
LL 3 Imagine you are Rahim. Write about your everyday life.
I work with ... . Every year we travel across the Arabian

Act out
Desert with ... camels. We always take ... . We never take ... . the story.
Every day I always ... . Sometimes I ... . I never ... .
44 More
practice practice P
Inferring details; writing a first person account |
More
Equipment, Goods, Activities | Frequency adverbs
491889 _ 0037-0046.indd 44
F 02/07/14 14:11
IE Children use their initiative and personal Key competences continuous assessment
autonomy to choose the equipment and goods that SC Check if children:
the characters of the story need for their journey.
SCC Moretheir social skills
Children develop Moreby asking 1 Are able to choose what is needed for
phonics phonics an imaginary journey.
a classmate about the main character’s routine.
LL Children develop their learning techniques 3 Learn to write a first person account.
by gaining an understanding of how to write
a first person account.
120
i-poster
To practise writing a first person account. Check if the children can:
Recall the main events of the story.
Language Objective
Ask and answer questions using frequency adverbs.
To practise the language used in describing a desert
Write a short first person account.
lifestyle for spice traders.
Materials
– Story cards for Unit 4 Activity Book
Lead-in
the story. P P
More More
to retellpractice
practice
F F
1 Choose itemsSC SC journey. The children choose the
for the
More
equipment
More
and the goods that they think Rahim and his father
phonics phonics
have with them for the journey.
2 Imagine Rahim’s routine. Then, ask a classmate. The children

talk about the different activities that Rahim might do. They then
i-poster
take turns to ask and answer questions about the routine, using
their imagination for the answers.
i-flashcards
IWB Touch
i-book to open the activity. Children match sentences
describing Rahim’s routine with the pictures from Activity 2.
For further practice, use the spotlight in the Richmond i-tools
to cover the verbs and ask the children to try to remember them.
3 Imagine you are Rahim. Write about your everyday life.

The children use the model text as a guide to write a descriptive
first person account.
Fast Finishers
The children imagine different activities that Rahim could do.
Encourage the children to use a dictionary for any difficult
vocabulary.
Wrap-up
Give them some time to rehearse and then ask them to act out
More
practice
More
P P
the story for the practice
rest of the class.
F F
The children play a fun game matching words with
definitions to practiseSC SC for describing a desert
language
lifestyle
More for spice traders.
More
phonics phonics
i-poster
i-flashcards
IWB i-book
121
Unit 4 Lesson 9
LL
1 Make word lists and play Desert Animal or Plant.
The category is plant.

Desert animal Desert plant Does it grow near an oasis?
vulture cactus No, it doesn’t.
... ... Is it a cactus?
Yes, it is.
LC 2 Play a language game.
bigger longer smaller older younger
biggest longest smallest oldest youngest
This snake is
the longest.
This scorpion
More
practice
More
practice P is smaller than
the other.
F
LC
Grammar help SC
The Sahara
More Desert is bigger
More
than the Mojave Desert.
phonicsDesert is thephonics
The Sahara biggest desert in Africa.
Desert landscape and wildlife | Comparatives and superlatives 45
i-poster
491889 _ 0037-0046.indd 45 02/07/14 14:11

i-flashcards
by categorising vocabulary in word lists. Check if children:
LC 1 Are able to categorise vocabulary in word lists.
Children apply their newlyIWB
acquired
knowledge in a language game.
3 Understand and use the grammar practised
LC in the unit.
Children strengthen their knowledge
of the unit grammar.
122
Language Objective
More
practice
More
practice P P
Materials Check if the children can:
F F
Ask and answer questions about desert animals and plants.
– Teacher’s i-book – Pop-outs for Unit 4
SC SC Understand the language game.
– Flashcards for Unit 4
More More Form comparative and superlative sentences.
phonics phonics
Lead-in
Display the flashcards one by one and ask the children to call
i-poster
out the words. Show the cards faster and faster in random order
Activity Book
so the children are saying the words quickly.
i-flashcards
See page 22-24 for interactive games description and ideas.
1
Make word lists and play Desert Animal or Plant. As a class,
review More
desert animals and plants and write them on the board.
More
Let the children read the dialogue and then copy it in small groups
to play the game. F F
SC SC
More
2 Play a language game. Focus the children’s attention on the
More
phonics Grammar help box. The children then play a language game with
phonics
their pop-outs: the number of animals on the card indicates the use
of either
More the comparative or the superlative. The animal highlighted
More
i-poster
with information indicates what characteristic is described.
F F
SC SC
More
IWB i-book
More
Touch to open the activity. The children complete
phonics
sentences related to the desert with the correct words to practise
phonics
comparative and superlative structures.
Fast Finishers
i-poster
The children make some comparative and superlative sentences
i-flashcards
about people in the class.
IWB i-book
Wrap-up
Display all the flashcards on the board. The children take turns
to place an animal near, on or under the desert features and ask
the class to say where it is: The (lizard) is (under the palm tree).
123
Unit 4 Lesson 10
LC 1 1.35 Listen and say True or False.
Key
7= never ✓
3= sometimes
33= always
live in groups 33 33 7 33 3 33
migrate to oases 7 7 7 3 7 7
sleep at night 33 3 3 33 3 3
eat cacti 33 7 7 7 7 7
eat palm leaves 3 7 7 3 7 7
eat insects 7 3 33 3 33 3
eat meat 7 33 7 7 7 33
SCC 2 Choose an animal and answer questions.
This is a scorpion.
Do scorpions live
Yes, always.
in the desert?
No, never.
Do they eat cacti?
Only sometimes.
Do they live
in groups?
LC 3 Choose and write about a desert.
The ... desert is in ... . It's the ... desert in the ... . ... and .... live there.
46 Facts about desert animals | Do scorpions eat insects? Yes, always. / Camels never eat meat.
491889 _ 0037-0046.indd 46 02/07/14 14:11
LC Children improve their listening skills Key competences continuous assessment

in the context of desert animals and decide whether
Check if children:
the statements they hear are true or false.
SCC
Children demonstrate skills by asking and answering 1 Are able to understand the listening activity.
questions about desert animals in pairs. 2 Work well in pairs to complete the activity.
LC
Children show consolidation of structures about a desert.
and vocabulary by writing about a desert.
124
To consolidate structures and vocabulary by describing Teacher’s Resource Book page 42, Writing.
a desert.
Language Objective
More
practice
More
Materials F F
– Teacher’s i-book – Poster for Unit 4 Teacher’s Resource Book pages 97-98 or 99-100
SC SC depending on each child’s ability. Give as much support as
– CD 1 – Flashcards for Unit 4
More
phonics
More
phonics
necessary for them to understand the structure of the tests.
Lead-in
i-poster
Display the poster and the children take turns to make a true Check if the children can:
sentence about the deserts.
i-flashcards Talk and write about deserts and desert animals using
the language and structures learned in the unit.
IWB i-book Open the lead-in activity. The children read and match
sentences describing animals from the unit with their pictures.
For further practice, cover the pictures using the Richmond i-tools
and ask the children to write short descriptions of their own for
each. Read out some descriptions and tell the class to guess each
Activity Book
animal.
1 1.35 Listen and say True or False. The children look

at the key and the chart before listening to the activity. Ask them to
make some statements about it: Camels always live in groups.
Answers
1 True, 2 False, 3 False, 4 True, 5 True, 6 True,
7 True, 8 False, 9 True, 10 True, 11 False, 12 True
2 Choose an animal and answer questions. The children select

an animal from the chart. In pairs they take turns to ask and answer
questions about their animal using the model dialogue as a guide.
3 Choose and write about a desert. The children use the text
More
practice as a guide
More
and findPinformation
practice P from the unit.
F F
Fast Finishers
SC SC
The children write true sentences about the chart in Activity 1.
More More
phonics phonics
Wrap-up More
practice
More
practice P P
Put the children who have written about the same desert into
F F
groups. The groups use the poster and their information to present
SC SC
i-poster
their desert. Encourage them to make a fun and interesting
More More
presentation!

i-poster
i-flashcards
IWB i-book
125
Transcripts
1.28 Poster, Unit 4. Listen and say True or False. 1.31 Read and find the missing words. Then,
The Sahara Desert is in Africa. listen and check.
The Atacama Desert is in Asia. The Grand Canyon, in Arizona, is one of the Wonders
The Gobi Desert is in Europe. of the World.
There are sand dunes in some deserts. It’s in a very dry, desert landscape. The driest part of the
Some animals can live in the desert. Grand Canyon is at the top on the south side.
Plants don’t grow in the desert. The Colorado River is at the bottom of the canyon. The highest
There are mountains in some deserts. point of the canyon, from this river at the bottom to the top,
All deserts are very dry. is 2,370 metres. The lowest point is 731 metres.
All deserts are very hot. The narrowest distance across the canyon is 548 metres.
It can snow in the Atacama Desert. The widest distance across the canyon is 29 kilometres.
People can’t live in deserts. The oldest rocks, at the bottom of the canyon, are 2 billion
years old.
1.29 Listen and say the desert.
1.32 Read and listen for the missing words.
Holly: Look at the deserts!
Max: They’re so beautiful! Girl: I’m boiling!
Lulu: Let’s play a guessing game. Boy: Yes, it’s horrible!
Others: OK. Girl: Does it ever rain here?
Lulu: All right. Now listen and say the name of the desert. Boy: Not really, no.
Others: We’re ready.
Lulu: This desert is the smallest. Girl: Is it always hot?
Claude: This desert is the driest. Boy: No, it isn’t. It gets cold at night.
Lulu: This desert is bigger than the Sonoran Desert Girl: Is it the same all year long?
and smaller than the Sahara Desert. Boy: Yes, it’s always like this here in Arizona!
Holly: This desert is the wettest.
Max: This desert is the coldest.
Claude: My turn. This desert is hotter at night than the
Atacama Desert and colder in the day than the Sahara Desert.
Holly: This desert is wetter than the Sahara and drier
than the Sonoran Desert.
Max: This desert is the biggest.
Claude: This desert is the hottest.
1.30 Listen and find the answers. Then, sing the song:
In the desert.
Do camels live in the desert? Yes, always.
What, always? Yes, always in the desert.
Do camels eat cacti? Only sometimes.
What, sometimes? Only sometimes in the desert.
Do camels eat snakes? No, never.
What, never? No, never in the desert.
Do lizards eat insects? Yes, always.
Do lizards sleep on rocks? Only sometimes.
Do lizards live in water? No, never.
Do vultures live in groups? Yes, always.
Do vultures eat lizards? Only sometimes.
Do vultures make nests? No, never!
126
Transcripts
1.33 Listen and read the story: Desert Treasure. 1.35 Listen and say True or False.
Narrator: The children are in the Arabian Desert. 1 Camels always live in groups.
A camel caravan is camping by an oasis. 2 Camels sometimes eat meat.
Holly: Look at the camels! 3 Vultures never sleep at night.
Max: I think this is the Silk Route. 4 Vultures always eat meat.
Lulu: Of course! They’re travelling from Asia to Europe! 5 Lizards sometimes sleep at night.
6 Lizards never migrate to oases.
Narrator: Suddenly, they hear footsteps.
7 Elephants sometimes migrate to oases.
Claude: What’s he doing?
8 Elephants always eat palm leaves.
Lulu: Come on, Max! Jump!
9 Scorpions always eat insects.
Holly: Let’s hide!
10 Scorpions sometimes sleep at night.
Narrator: The children go closer to the camp. 11 Coyotes never live in groups.
Someone is in big trouble! 12 Coyotes sometimes eat insects.
Rahim’s father: Where is it? Where is the smallest chest?
Rahim: I… I don’t know.
Narrator: Rahim can’t find his father’s chest.
Narrator: Then, Claude remembers the man by the cave.
Claude: I know where the chest is!
Rahim: But… who are you?
Holly: Don’t worry about that!
Max: We can help you!
Narrator: It’s very dark inside the cave. Then, Holly sees
the chest. It’s under a pile of old sacks.
Holly: Look!
Rahim: Yes! It’s my father’s chest!
Claude: And I think this is the thief’s sack.
Narrator: Rahim carries the chest back to the camp.
Claude: What’s inside the chest?
Holly: Is it gold?
Rahim: No, it’s nothing like that! But it’s very important.
Narrator: At the camp, Rahim shows his father the sack.
Rahim: Father! The same mark is on that camel!
Rahim’s father: Yes! He’s the thief! Good work, my son!
Narrator: At last, Rahim opens the chest and shows
it to his new friends.
Max: But… is… is that pepper?
Rahim: Yes, it is!
Holly: But… why?
Rahim: Because it’s worth the same as ten chests of gold coins.
Claude: And it’s easier to carry!
1.34 Listen to the sounds and say the words.

Narrator: Listen to the sounds and read the words with me.
mp, mp, camp, camp
mp, mp, hump, hump
mps, mps, jumps, jumps
mps, mps, lamps, lamps
rk, rk, dark, dark
rk, rk, park, park
rks, rks, marks, marks
rks, rks, barks, barks
127
Unit 5 Overview
Places in a shopping centre: bank, bowling alley, Present Simple: Is the (bank) on the first Present Simple
car park, cinema, department store, games room, floor? Present Continuous
hairdresser’s, Internet café, pet shop, play area, Present Continuous to show directions: Comparatives and superlatives
restaurants, skating rink; basement, first floor, ground I’m going (down the escalator). Directions: down, up, left, right
floor, roof; escalator, first aid, information, lift, ramp, I’m turning (left). Places: bank, hairdresser’s, restaurant
stairs, toilets Comparatives and superlatives with
Clothes: coat, dress, hat, shoes, skirt; dressing up clothes long adjectives: The purple shoes are more
Adjectives: beautiful, cheap, colourful, expensive, unusual than the yellow shoes. The most
fashionable, imaginative, long, short, ugly, unusual unusual thing is the red hat.
Toys: action figures, animals, arts and crafts materials, Functional language: Can I try these on,
babies, board games, construction games, dolls, please? What size are you? Do they fit?
electronic games, preschool toys, puzzles, science kits, Can I have a bigger size?
soft toys, teddy bears, toy cars, train sets
Cultural Strand Creative Strand

Language Objectives: CLIL Objective:
To design shop windows.
To review and learn new toy vocabulary.
To describe location within a large shop. Language Objectives:
To learn the names of places. To use comparative and sup
erlative
adjectives to describe clo
thes.
To use interesting adjectiv
es
to describe clothes.
Functional Strand
Shop
Language Objective:
To learn language for clothes
around
shopping.
the clock!
Knowledge Strand
CLIL Objective:
To interpret floor plans.
Literacy Strand Language Objectives:
To identify shops in a sho
CLIL Objective: pping centre.
To understand and give dir
To practise writing a prequel. ections.
centre.
To review places in a shopping
ts
To differentiate between st and
at the end of words.
128
i-poster
i-flashcards

IWB i-book
Listening: To listen to questions about a shopping centre. Use the Richmond i-tools to complete
To listen to directions to find a route. To listen to a song. the activities with the children on the IWB.
To listen for the missing words from a conversation.
To listen to and understand a story. Activities in and provide
Reading: To read a text and find mistakes. To match a digital alternative to introduce the children
descriptions to photos. To read a conversation and to the lesson.
supply missing words. To read and understand a story.
Writing: To describe a shop window. To write a
description of events based on the story. To write about
a shopping centre.
Speaking: To play a guessing game with places. To give • Lesson 7: activity 1
directions. To express an opinion about clothes. To role • Lesson 8: activity 1
play looking for toys in a shop. To answer comprehension More
practice
More
• Lesson
practice P P
9: grammar
questions. To act out a story. To give clues about places. F F
To make sentences using comparative and superlative provides extra interactive practice which can be
SC SC
adjectives. used for Fast Finishers or as a Wrap-up activity.
More More
Alternatively,
phonics
More More
P P
practice
practice

F F
• Lesson 5: functional
SC SC
language
• Children can understand, talk and write about shops, i-poster
shopping centres and directions. More More
phonics
phonics
8: literacy
• Children can use comparatives and superlatives.
• Children can write a description of a shopping centre. IWB i-book
• Children can differentiate the final sounds st and ts.
• Lesson 4: Hamleys
More More
i-poster P P
practice practice
i-flashcards F F
Optional Resources provides aSCvisual

SC
IWB i-book
Teacher's Resource Book Photocopies: More
phonics
More
phonics
• Lesson 1: pages 15-16, Language Use the Vocabulary Game Generator to create
• Lesson 2: page 43, Writing your own interactive games to review the key
• Lesson 3: page 33, Reading vocabulary from the unit at any time.
i-poster
• Lesson 9: page 53, Listening i-flashcards
• Lesson 10: page 65, Speaking

IWB i-book
• Evaluation: pages 101-102 or 103-104, Unit 5 test For ideas on how to exploit the course
• Lesson 2: post-it notes
Key Competences
LC Linguistic Competence: SCC
Social and Civic Competences:
Children become familiar with vocabulary related to shops,
Children become familiar with icons representing shops.
directions, floor plans and language for choosing clothes.
MST Competence in Maths, Science and Technology: CAE Cultural Awareness and Expression:
Children reinforce their numeracy skills by practising ordinal Children use their imagination and artistic skills to design, draw
numbers when describing a shop. and describe a shop window.
Children work together on the unit content using the IWB Children develop their learning techniques by gaining an
and do further practice individually. understanding of how to write a prequel of a story.
IE
Sense of Initiative and Entrepreneurship:
Children acknowledge the importance of helping others.
129
Lesson 1
5 Shop around the clock!

SCC
bank
bowling alley
car park
cinema
department store
games room
hairdresser,s
Internet café
pet shop
play area
restaurants
skating rink
IE
2 Guess the floor plans with a classmate.
Is the play area
Roof on the first floor?
Instructions
First floor No, it isn‘t.
• Copy the chart.
Ground floor
• Choose and
write places. Basement Is the bank in
the basement?
LC 3 Write a description of your floor plan.
Yes, it is.
The ... , the ... and the ... are in the basement.
The ... , the ... and the ... are on the first floor.
A shopping centre | Floor plans, Shops |

Is the (pet shop) (on the first floor)? The (restaurants) are (on the roof).
More
practice
More
47
practice P
491889 _ 0047-0056.indd 47 02/07/14 13:49

F
SCC
Children become familiar with icons
representing shops. Check if children: SC
IE 1 Can interpret the signs for shops.
More More
Children use their initiative and personal
2 Can design a floor plan. phonics phonics
autonomy to design a floor plan.
3 Learn the new vocabulary to write a short text.
LC
Children increase their vocabulary related
to a shopping centre when describing a floor plan.
130
i-poster
Unit 5 Lesson 1
Fast Finishers
CLIL Objective The children draw and label their favourite shop or place
To recognise icons and the layout of a shopping centre. in a shopping centre.
Present Simple: Is the (bank) on the first floor? Display the poster (or open the i-poster on the Teacher’s
Places in a shopping centre: bank, bowling alley, car park,
i-book) again. Tell the children to take turns to ask and answer
cinema, department store, games room, hairdresser’s, Internet More
practice
More
P P
café, pet shop, play area, restaurants, skating rink; basement, questions about practice
it the same as in Activity 2.
first floor, ground floor, roof F F
The children play a fun game matching words with
SC their
definitions to consolidate SC knowledge about places
Materials in a More
shopping centre.
More
phonics phonics
– Teacher's i-book – Flashcards for Unit 5:
– CD 2 bowling alley, department
– Poster for Unit 5 store, Internet café, pet shop, Anticipated Difficulties
play area There is quite a lot of new vocabulary so give the children
plenty of time and practise so they can assimilate it all.
i-poster
Lead-in i-flashcards
Ask the children about a local shopping centre. Display the

IWB i-book
flashcards (or open the i-flashcards on the Teacher’s i-book) and Optional Resources
ask if it has any of these places. Ask what other shops and amenities Teacher’s Resource Book pages 15-16, Language.
it has and which floor they are located on.
Teacher’s i-book). Let the children name the things they know
Initial Evaluation
and supply information about the places: The (play area) is on the
(ground floor). Play the audio and the children answer true or false.
Understand and use the vocabulary related to shopping
(See transcript page 150.) centres.
Ask and answer questions about where shops and amenities
1 2.2 Listen and answer the questions. The children are located.
use the key to see what is on each floor of the shopping centre.
They then listen to the questions.
Answers
1 Yes, it is. 2 Yes, it is. 3 No, it isn’t, it’s on the first floor. Activity Book
4 Yes, it is. 5 On the ground floor. 6 On the roof. Unit 5, page 45, Lesson 1. See page 250 for answer key.
7 In the basement. 8 On the first floor.
2 Guess the floor plans with a classmate. The children follow

the instructions and then play the guessing game in pairs.
3 Write a description of your floor plan. The children use

their plan from Activity 2 and the model text to describe their
shopping centre.
131
Unit 5 Lesson 2
LC 1 2.3 Listen and find the routes. Then, sing the song.
toilets information ramp lift
first aid escalator stairs starting point
First floor
Ground floor
SCC 2 Guess your classmate’s destination.
I’m at the hairdresser’s on the ground floor.
I’m going up the escalator.
I’m walking straight ahead.
Are you going to the … ?
DC
More Using floor plans | Directions, Shops |
48 More
practice practice P
I’m going (down) the escalator. / I’m turning (left).
491889 _ 0047-0056.indd 48
F 02/07/14 13:49
LC
related to shops and directions through a song. SC Check if children:
More skills by working
More in pairs 1 Learn the new vocabulary through the song.
phonics
to play a guessing phonicsof a
game in the context 2 Work well in pairs to play a guessing game.
shopping centre. 3 Use the digital resources to practise the new language.
DC
Children work together on the IWB and do
further practice individually.
132
i-poster
Fast Finishers
CLIL Objective The children draw a floor plan of their school.
To interpret floor plans.
Wrap-up
Language Objectives Display the poster (or open the i-poster on the Teacher’s
Present Continuous to show directions: I’m going (down i-book). Write the names of 8-12 places on the post-it notes
the escalator). I’m turning (left).
(or using My notes in the Richmond i-tools) and stick them
Places in a shopping centre: bank, bowling alley, car park,
cinema, department store, games room, hairdresser’s, Internet on the poster. As a class, play the game from Activity 2 again
café, pet shop, play area, restaurants, skating rink; basement, in teams. Award points for correct directions and points for
More
practice
More
P P
first floor, ground floor, roof; escalator, first aid, information, guessing where they are.
practice
lift, ramp, stairs, toilets F F

The children find nine places in the shopping centre
the timer
Materials to make
More it more More
challenging for the children.
phonics phonics
– CD 2 – Extra material: post-it notes
More
practice
More
– Flashcards
practice forPUnitP 5 Anticipated Difficulties
F F Some children have difficulty with the concepts left and
i-poster
SC SC right. Put marks on the board to help them.
Lead-in
More i-flashcards
phonics ReviewMore
the places in a shopping centre. Mime an action from one
phonics
of the shops or amenities and the children guess what it is. Let the
IWB i-book
children take over your role of miming.
Put the flashcards on the board. Walk your fingers towards
Optional Resources
i-poster Teacher’s Resource Book page 43, Writing.
a shop or up and down a ramp, stairs or escalator. As you do so, say:
I’m going (up the escalator).
i-flashcards
IWB Use the Vocabulary Game Generator to review the key

i-book
vocabulary covered in the lesson. Initial Evaluation

More See pages
practice
More 22-24 for interactive games description and ideas.
practice P P Check if the children can:
Name the shops and amenities found in a shopping centre.
F F Follow the routes being described.
1 2.3 Listen and find the routes. Then, sing the song. Let
SC SC Join in with the song.
the children look at the floor plans and ask them what places they
More
Can give directions of where they are going.
phonics can seephonics
on each floor. Play the audio for the activity and the song.
More

Answers
Blue route: toilet,
i-poster
Red route: first aid, Activity Book
Green route: information
i-flashcards
IWB i-book Touch to open the activity. The children drag sentences
to order the lyrics of the song. Divide the class into three groups so
that each group can sing a verse of the song. Vote on who sings their
verse best.
2 Guess your classmate’s destination. The children use the

model dialogue as a guide to play a guessing game.
133
Unit 5 Lesson 3
LC
1 Read and find the mistakes.
€6
5
€67
€75
€325
€70
€165
€250
€75
€125
€90
The shop window in is very imaginative. Today, the most expensive item is the brown
coat with the zebra collar. The cheapest thing is the red hat with the feathers and shells. The shortest
skirt is the pink skirt with stripes and the longest skirt is the blue and green skirt. The most colourful
dress is the most expensive dress and the most unusual shoes are red and yellow.
IE
2 Express your opinion and compare the clothes.
fashionable I think the purple

unusual shoes are more
ugly unusual than the red
beautiful and yellow shoes.
imaginative
Well, I think the
colourful most unusual thing
is the red hat.
CAE 3 Draw and describe a shop window.
My shop is a sports clothes shop. In my shop window, the most expensive

thing is the ... . The red trainers are more unusual than the white ... .
Designing shop windows | Comparative and superlative adjectives |

The most unusual … . / I think the … is uglier than the … .
49
491889 _ 0047-0056.indd 49 02/07/14 13:49
LC
Children demonstrate their reading skills to find
mistakes in the picture. Check if children:
IE 1 Are able to understand the text to complete
Children use their initiative to express their
the activity.
opinions about an imaginary shop window.
2 Can express their own opinions.
CAE 3 Can design, draw and describe a shop window.
Children use their imagination and artistic skills
to design, draw and describe a shop window.
134
To design shop windows. Teacher’s Resource Book page 33, Reading.
Language Objectives
Comparatives and superlatives with long adjectives:
The purple shoes are more unusual than the yellow shoes. Continuous Assessment
The most unusual thing is the red hat. Check if the children can:
Clothes: coat, dress, hat, shoes, skirt Form comparatives and superlatives with long and short
Adjectives: beautiful, cheap, colourful, expensive, fashionable, adjectives.
More
practice imaginative,
More
practice long,P short,
P ugly, unusual
Use adjectives to describe clothes.
F F Write a description of a shop window by comparing the items
Materials on display.
SC SC
More More
phonics – Teacher's
phonics i-book
i-poster
Lead-in Activity Book
Play Guess the shop. Describe a place in a shopping centre from Unit 5, page 47, Lesson 3. See page 251 for answer key.
what it has: In the window I can see (a cat, a dog and some hamsters).
i-flashcards
IWB i-bookOpen the lead-in activity. The children listen to three

conversations in shops and choose the picture that answers
the question they hear at the end of each conversation.
1 Read and find the mistakes. Ask the children to describe the
clothes in the window. They then read the text, help with meaning
where necessary. In pairs they find the mistakes.
Answers
The most expensive item is the black dress.
The cheapest thing is the green hat.
The shortest skirt is the blue and green skirt.
The longest skirt is the pink skirt with the stripes.
The most colourful dress is the cheapest dress.
The most unusual shoes are purple.
2 Express your opinion and compare the clothes. Ask the

children to find the adjectives from Activity 1 and write them on
the board. Go through the meaning of the adjectives in the box.
They use the model conversation as a guide to talk about the
clothes from Activity 1.
3 Draw and describe a shop window. The children choose

a kind of shop and draw several items. They then write a description
based on the model text.
Fast Finishers
The children write a comparison of their own clothes and
draw them.
Wrap-up
Write the word Adjective as a heading and then divide the board
into two columns with the subheadings: long, short. The children
suggest adjectives for each column. For each adjective the children
say the comparative and the superlative form.
135
More More
phonics phonics

Hamleys toy shop is in London. It's the most
famous toy shop in the world and it’s more than
MST
250 years old. Every year, more than five million people
visit Hamleys. There are seven different floors and each
floor is for a different type of toy. i-poster
1 Read and find the photos. a

i-flashcards
1 The most modern electronic games are in the basement.
2 On the ground floor, you can find the most incredible soft toys and animals.
3 Go to the third floor for the most imaginative arts and crafts materials. IWB
4 If you want to see the most incredible train sets, go to the fourth floor.
b c d
CAE
2 Role play with a classmate.
What toys do
you want to buy?
Well... I want
The teddy bears are a teddy bear
on the ground floor and a toy car.
5th floor Ü action figures
and the toy cars
4th floor Ü vehicles and train sets are on the 4th floor. Thank you.
3rd floor ➜ Ü arts and crafts, dolls and dressing up
2nd floor ➜ Ü babies and preschool toys
1st floor ➜ Ü board games, puzzles, science kits

Ground floor Ü soft toys and animals
Basement Ü electronic games, construction games
50 Hamleys toy shop | Describing a shop | There are seven different floors. /
The teddy bears are on the ground floor.
491889 _ 0047-0056.indd 50 02/07/14 13:50

Children reinforce their numeracy skills by
practising ordinal numbers when describing a shop. Check if children:
CAE
Children use their imagination and creativity 1 Can use ordinal numbers.
when acting out a situation. 2 Develop their imagination to act out a situation.
136
To use the language to describe a shop. Check if the children can:
Match the toys to the pictures.
Language Objectives
Use the language from the unit to role play a conversation.
Present Simple: The teddy bears are on the ground floor.
Describe where items are in a large shop.
Toys: action figures, animals, arts and crafts materials, babies,
board games, construction games, dolls, dressing up clothes,
electronic games, preschool toys, puzzles, science kits, soft toys,
teddy bears, toy cars, train sets
Activity Book
Materials Unit 5, page 48, Lesson 4. See page 251 for answer key.
Lead-in
Ask the children about the toys they like and brainstorm toy
vocabulary.
1 Read and find the photos. The children match the sentences
to the photos.
Answers
1 d, 2 b, 3 a, 4 c
2 Role play with a classmate. The children look at where

the toys are located and role play a conversation using the model
dialogue as a guide.
More
practice
More
practice P P
Fast Finishers
F F
The children draw a list of where things might be located in
SC SC
a different kind of shop (sports, clothes, pet).
More More
phonics phonics
Wrap-up More
practice
More
practice P P
In small groups the children play a memory chain game. The first
F F
person says: In my toy shop there is a (teddy bear). The next child
i-poster
repeats and adds a word: In mySCtoySCshop there is a (teddy bear)
More More
i-flashcards set). They continue around the group.
and a (trainphonics phonics
IWB i-book Watch the video Hamleys. Complete the onscreen

comprehension activity with the children. For further practice, open
i-poster
the worksheet before you watch the video and use the Richmond
i-flashcards
i-tools to complete it as you watch the video. Alternatively,
print outIWB
copiesi-book
for the children to do the worksheet individually.
137

1 Do you like shopping for clothes? 2 When do you go shopping?
3 Do you go shopping with your 4 What else do you like shopping for?
mum or your dad?
LC 2 2.4 Listen and find the missing words and the correct jeans. Then read.
I think I‘m
Oh, please, Mum! size ... .
Can I try on these ... ?
size
10
OK. What size

are you, now?
Yes, that sounds size
9
right. Here you are.
Do they fit? Oh, they‘re perfect!
size
10
No, they‘re too ... . Can

size
I have a ... size, please? 9
Yes, I really like
them but can I have
them in ... , please?
CAE 3 Add words and act out the scene.
Language for shopping for clothes | Clothes, Sizes, Colours |

What size are you? / Do they fit? They’re too small.
More
practice
More
51
practice P
491889 _ 0047-0056.indd 51 02/07/14 13:50

F
LC
questions about their shopping habits. Check if children: SC
More More
Children reinforce their language skills
2 Are able to use language forphonics phonics
shopping for clothes.
by learning language for shopping for clothes.
3 Develop their imagination to act out a situation.
CAE
when acting out a situation.
138
i-poster
To learn and use language for clothes shopping. Check if the children can:
Understand and use the vocabulary for clothes shopping.
Language Objectives
Recognise the missing words.
Functional language: Can I try these on, please?
Act out the scene.
What size are you? Do they fit? Can I have a bigger size?
Materials
– CD 2 Activity Book
Lead-in
Review clothes vocabulary with the children. Be sure to cover
the word jeans.
1 Answer the questions. The children have a class discussion

2 2.4 Listen and find the missing words and the correct
jeans. Then read. PThePchildren listen out for the missing words
More More
practice practice
and note them down. F ThF ey can read the dialogue aloud when
they know the words.SC SC
More
(See transcript
More
page 150.)
phonics phonics
Answers
jeans, nine, small, bigger, green
The correct jeans are: green, size 10
3 Add words and act out the scene. The children work in
i-poster
groups to act out the scene.

i-flashcards

a dialogue and drag words to complete it. Alternatively, cover
the missing words using the shade on the Richmond i-tools
and tell the children to write in the missing words.
Fast Finishers
The children draw a picture of themselves in outfits that don’t look
right and label it using too adjectives .
Wrap-up
More
practice
More
P P
In groups the children
practice
describe their favourite clothes.
F F
The children play a fun game dragging the words to form
SC SC the key language for
correct sentences to consolidate
shopping
More for clothes.
More
phonics phonics
i-poster
i-flashcards
IWB i-book
139
Unit 5 Lesson 6
Mani’'s adventur e
LC
Eastfield is the biggest shopping centre in the world! It’s late at night and the shopping centre is empty.
Well, not quite empty!
This is the best place for
a night-time adventure!
These are the most
beautiful cats I...
What?
Shhh! Can you

Don‘t take the hear that?
sweets, Claude! Come on! 5
Let‘s explore.
1 2
The children can hear a noise in the distance. In a dark café, a small boy is crying.
I think it‘s coming

from up there.
What‘s the matter?
Let‘s take the

escalator to
the second floor.
I‘m lost! I can‘t 7

3 4 find my way home!
biggprac
More More
P
most nearest
tice
est lost best
practice
F
what's sweets SC cats
let’s exits
DC More More
phonics of the story | Phonics: final blends: st, ts
491889 _ 0047-0056.indd 52 02/07/14 13:50
LC
Children learn to pronounce correctly
2 Are able to pronounce correctly final blends st and ts.
final blends st and ts.
i-flashcards
DC
140 IWB
Unit 5 Lesson 7
IE They take the boy to one of the exits.
i-poster
What‘s your name? Do you remember

i-flashcards
Mani. these shop windows?
IWB
Lulu checks the map and
they take the lift down to Don‘t cry! We
5 the nearest exit. can help you. 6 Yes, I think so.
Be careful!
It‘s glass!
Where‘s he Thank you!
going? Goodnight!
7 The boy steps through the glass into the 8 The magic window is ready to take the children

shop window. back to the den.

1 What is special about Eastfield shopping centre? 6 Where do they find the boy?
2 Why is it empty in the story? 7 Why is the boy crying?
3 Where is the pet shop? 8 How does Lulu help?
4 Why does Claude tell the others to be quiet? 9 Where do they take the boy to?
5 How do they get to the second floor? 10 What’s unusual about the boy?
491889 _ 0047-0056.indd 53 02/07/14 13:50

Children acknowledge the importance
of helping others. Check if children:
LC Children develop increased comprehension 1 Understand the importance of helping others.
skills when focusing their attention on sentences 2 Are able to find evidence from the story.
related to a story.
141
Language Objectives
To review language related to shopping centres and Continuous Assessment
movement within them. Check if the children can:
To practise final consonant blends: st and ts Understand the story and recognise the vocabulary related
to shopping centres.
Recognise and produce the final consonant blends st and ts.
Materials
– CD 2
More
practice
More
P P
Activity Book
practice
Lead-in F F
Display the first story card (or open the i-story cards on the Unit 5, page 50, Lesson 6. See page 252 for answer key.
Teachers i-book).SCAskSCwhere the characters are and tell the children
More
phonics to predict
phonicswhat might happen.
More
More
practice
More
practice P P
F F
sure they understand: Where are the children? Do they take the lift
i-poster SC SC
to the second floor? Where do they find Mani?
More More

i-poster

i-flashcards
Hot spots: Empty, Glass. Use the Hot spots to highlight this
potentially
IWB diffii-book

Fast Finishers
in two columns and practise saying them.
Wrap-up
In pairs the children write some true or false sentences about the
story. They then form small groups, read out their sentences and
More
practice
More
P P
the others must say if their statements are true or false.
practice
F F
The children listen and drag the correct final consonant
blends to complete theSCwords
SC (st, ts). For further practice,
openMoreMy notes and
More the Richmond i-tools and dictate more words
phonics phonics
containing these sounds.
i-poster
i-flashcards
IWB i-book
142
Language Objectives Answer the questions.
To develop listening and reading skills.
To comprehend a story.
Materials
Activity Book
Lead-in
whole story again; make sure the children understand it and explain
any of the words they don’t understand. The children answer the
questions orally and then write the answers in their notebooks.
Answers
practice 1 It’s the
More biggest shopping centre in the world.
More
practice P P
2 Because it’s late at night.
F F
3 The pet shop is on the first floor.
4 Because he canSChear
SC
a noise in the distance.
More
prac
Moret ice
More
practice P P
phonics 5 They take the escalator.
More
phonics
6 In a café. F F
More
practice
More
practice P P
7 Because he can’t SC find
SC his way
F F
home.
More 8 LuluMorechecks the map to find the lift.
phonics
9 To one of the exits on the ground floor.
More More
10 He can phonics
i-flashcards
step through glass into the shop window.
phonics
IWB i-book Watch the animated story again. Alternatively, touch

i-poster
the story to open the i-story cards in a new window. Read and
i-poster
listen to the story with the children again.

i-flashcards
i-flashcards
IWB i-book Touch to open the activity. The children read and
IWB i-book
order sentences summarising the story. For further practice, use
the spotlight on the Richmond i-tools to cover words from the
sentences and ask the children to remember the missing words.
Fast Finishers
The children draw a plan of the shopping centre based on
information from the pictures.
Wrap-up
Dictate some words from the story and tell the children to then
correct each other’s work and award a mark.
143
Unit 5 Lesson 8
LC 1 Read the story again. Then, read and describe the route.
they take the lift down to the ground floor.
First, …
Then, … they arrive on the ground floor.
After that, …
Finally, … they take the stairs up to the first floor.
they take the escalator up to the second floor.
CAE
2 Imagine Mani’s movements before he meets the friends. Then, make sentences.
• is bored/tired/angry • eats sweets/cakes
• wants to play with friends • plays with the toys/pets
• watches TV • goes up/down
• gets lost • starts crying/shouting
• finds the café • sees/hears the children
He goes up in the lift to

the first floor and he eats
some sweets. Then, ... .
Before the children arrive

at the shopping centre,
I think Mani is bored.
LL
3 Imagine you are Mani. Write a description.
I'm really bored! I want to have an adventure so Act out

the story.
I step out of the window. Then, I ... .
54 More
practice
More
practice P
Sequencing and writing a prequel
491889 _ 0047-0056.indd 54
F 02/07/14 13:50

Children demonstrate reading comprehension
by sequencing events. SC Check if children:
CAE More imagination to
Children use their think
More 1 Are able to sequence events.
phonics phonics 2 Can think of a prequel for a story.
of a prequel for the story.
3 Learn to write a prequel for a story.
a prequel for a story.
144
i-poster
To practise writing a prequel of a story. Check if the children can:
Sequence the movements of the characters.
Language Objectives Make sentences using the language provided.
To practise the language used to describe shopping Write an imaginative description of events leading up
centres and routes within them. to the story.
To sequence events in a story.
Materials
– Story cards for Unit 5 Activity Book
Lead-in
More to retellMore
practice the story. P P
practice
F F
1 Read the story again. Then, read and describe the route.
SC SC
The children use the prompts to order the movements
More
phonics of the children.
More
phonics
Answers
First, they arrive on the ground floor.
Then, they take the stairs up to the first floor.
i-poster
After that, they take the escalator up to the second floor.
Finally, they take the lift down to the ground floor.
i-flashcards
IWB Touch
i-book to open the activity. The children read
sentences about the story and correct factual mistakes. Choose a
volunteer to use the Richmond i-tools to cross out a wrong word
and to write on the line below the correct one. Give other students
the opportunity to correct a sentence at a time until all of them
have been done.
2 Imagine Mani’s movements before he meets the friends.

Then, make sentences. The children choose events from the box
and use the sequencing words from Activity 1 to describe Mani’s
movements prior to the characters finding him.
3 Imagine you are Mani. Write a description. The children

write about Mani’s movements. They use the model text as
a guide and their ideas from Activity 2.
Fast Finishers
The children write where they would go if they were alone in a
shopping centre.
Wrap-up
More
practice
More
P P
rest of the class.
F F
SC SC
to complete the sentences, which helps them consolidate
key More
vocabulary More
and structures learned in the unit: places in a
phonics phonics
shopping centre, sequencing words and superlatives.
145
Unit 5 Lesson 9
IE 1 Make word clues for your classmate.

leave your car/children
buy toys/pets This place is where
play video/Internet games you leave your car.
have lunch/a coffee
get money/a haircut Is it the ... ?
go ice skating/bowling
LC
2 Make and play the sentence game.
The hat smaller

blue is
hat
than
More green P
prac ice the
More
t practice
The blue hat is
smaller than
F
the green hat.
LC
Grammar help SC
small, smaller, the smallest
More More
expensive, more expensive, the most expensive
phonics phonics
ugly, uglier, the ugliest
Comparatives and superlatives 55

i-poster
491889 _ 0047-0056.indd 55 02/07/14 13:50

i-flashcards
Children show individual initiative to make word
clues with vocabulary related to a shopping centre. Check if children:
LC
IWB1 Can make word clues with vocabulary from the unit.
Children apply their newly acquired
knowledge in a sentence game.
LC in the unit.
146
Language Objective
Materials Check if the children can:
Describe places within a shopping centre.
More
practice – Teacher’ P P
practice s i-book
More
– Pop-outs for Unit 5
Understand the language game.
– Flashcards forFUnitF 5
Form comparative and superlative sentences with long
SC SC and short adjectives.
More
phonics
Display the flashcards and ask volunteers to come and write

the word below the picture. Draw icons of other places they have
learned about in the unit and ask other children to write the words. Activity Book
i-poster
Then, ask the children what they do in each place: The bowling alley Unit 5, page 53, Lesson 9. See page 254 for answer key.
is the place where we go bowling.
i-flashcards

See page 22-24 for interactive games description and ideas.
More
practice
More
practice P P
1 Make word cluesF forF your classmate. The children use the
language in the box
SC toSCmake clues. They then play the guessing
More game. Th ey
More can play in pairs, small groups or in teams as a class.
phonics phonics
2 Make and play the sentence game. Focus the children’s

attention on the Grammar help box. The children then make
More
practice
More
practice P P
i-poster
sentences with their pop-outs and the model language.
F F
SC SC
More
IWB i-book
More
Touch to open the activity. The children look at
phonics
three pictures, each with three things to compare. They complete
phonics
sentences to consolidate their use of comparatives and superlatives.
Fast Finishers
i-poster
The children write two true and two false statements about
i-flashcards
the clothes in Activity 2.
IWB i-book
Wrap-up
Have a Spelling Bee with the phonics words from the unit.
147
Unit 5 Lesson 10
LC
Roof
2nd floor
1st floor
Ground floor
Basement
SCC
2 Plan and present your shopping centre design to your classmates.
This is the Plaza

The most expensive shop on
Shopping Centre.
the first floor is the ... .
There are three floors
and one basement.
On the first floor,
there is a ... .
LC 3 Choose three shops from your design and write a comparison.
The pet shop is the most popular shop. The hairdresser's is smaller than the bank.
56 Directions, Describing a shopping centre
491889 _ 0047-0056.indd 56 02/07/14 13:50

by answering the questions. Check if children:
SCC
Children develop their social skills by presenting 1 Are able to understand the listening activity.
their shopping centre design to their classmates. 2 Can make a presentation in front of the class.
LC
Children show consolidation of structures a comparison.
and vocabulary by writing a comparison of shops.
148
To consolidate structures and vocabulary by describing Teacher’s Resource Book page 65, Speaking.
a shopping centre.
Language Objective
More
practice
More
Materials F F
SC SC depending on each child’s ability. Give as much support as
– CD 2
More More necessary for them to understand the structure of the tests.
phonics phonics
Lead-in
i-poster
Display the poster (or open the i-poster on the Teacher’s i-book) Check if the children can:
and the children take turns to describe places on it.
i-flashcards Understand, talk and write about shopping centres using
the language and structures learned in the unit.
IWB i-book Open the i-poster. The children listen to three sets of
instructions and put three objects in the places indicated. Invite
individual children to place the objects with help from the rest
of the class, pausing the audio if necessary. For further practice, give
other instructions yourself about where the children must place the Activity Book
objects, or choose some stronger children to give the instructions
for others to follow.
1 2.7 Listen and answer the questions. The children look

at the picture and say what shops and amenities they can see before
listening to the audio.
Answers
On the first floor; In the basement; On the second floor; On the
ground floor; On the roof
2 Plan and present your shopping centre design to your

classmates. The children plan and draw a shopping centre.
They then describe it to each other in small groups.
More
practice 3 Choose
More
practice P P from your design and write a
three shops
comparison. The FchildrenF use the model text as a guide to write
about their shopping centre.
SC SC
More More
phonics
Fast Finishers
phonics
More
The children
practadd
ice more details Pto their
More
P
practice plan.
F F
i-poster
Wrap-up SC SC
The children all show their shopping centres and then vote for
More More
their favourite, the most interesting and the most fun looking one.
phonics

i-poster
i-flashcards
IWB i-book
149
Transcripts
2.1 Poster, Unit 5. Listen and say true or false. 2.3 Listen and find the routes. Then, sing the song:
The shopping centre has got six floors. I’m going up in the lift.
At the bottom of the shopping centre, there are three I’m going up in the lift.
basements. I’m turning right.
There’s a car park in the second basement. I’m walking straight ahead.
There are two lifts on the outside of the shopping centre. I’m going down the escalator.
There’s a car park on the roof. And I’m turning left.
There’s a bus stop outside the centre. I’m at my destination. Just in time!
There’s a metro station inside the centre.
I’m going down the stairs.
There’s a playground on the roof.
I’m turning left.
2.2 Listen and answer the questions. I’m going up in the lift.
Holly: Is the car park in the basement? And I’m turning right.
Claude: Is the Internet café on the first floor? I’m at my destination. Just in time!
Lulu: Is the pet shop on the roof?
I’m going up the escalator.
Max: Is the play area on the ground floor?
I’m turning right.
Holly: Where is the games room?
And I’m turning right again.
Claude: Where are the restaurants?
Lulu: Where is the skating rink?
I’m going up the ramp.
Max: And where is the department store?
I’m at my destination. Just in time!
2.4 Listen and find the missing words and

the correct jeans. Then read.
Girl: Oh, please, Mum! Can I try on these jeans?
Mother: OK. What size are you, now?
Girl: I think I’m size nine.
Mother: Yes, that sounds right. Here you are.
Mother: Do they fit?
Girl: No, they’re too small. Can I have a bigger size, please?
Mother: Oh, they’re perfect!
Girl: Yes, I really like them but can I have them in green, please?
150
Transcripts
2.5 Listen and read the story: Mani’s adventure. 2.7 Listen and answer the questions.
Narrator: Eastfield is the biggest shopping centre in the world! Danny: Hi, Sally. I think I am lost.
Claude: This is the best place for a night-time adventure! Sally: Where are you?
Holly: Don’t take the sweets, Claude! Danny: I’m near the escalator by the toilets, but I don’t know
Lulu: Come on! Let’s explore. what floor this is.
Narrator: What floor is Danny on?
Narrator: It’s late at night and the shopping centre is empty.
Well, not quite empty! Danny: Sally! I’m still lost!
Holly: These are the most beautiful cats I… Sally: Where are you now?
Claude: Shhh! Can you hear that? Danny: I’m outside the bowling alley.
Lulu: What? Sally: Oh, Danny!
Narrator: What floor is Danny on now?
Narrator: The children can hear a noise in the distance.
Holly: I think it’s coming from up there. Danny: Help Sally! I still can’t find the restaurant.
Lulu: Let’s take the escalator to the second floor. Sally: What is it now?
Danny: Well… I’m going up on the escalator and I can see
Narrator: In a dark café, a small boy is crying.
a pet shop.
Claude: What’s the matter?
Sally: That’s OK, you’re nearly here.
Mani: I’m lost! I can’t find my way home!
Narrator: What floor is Danny on now?
Max: What’s your name?
Danny: Oh, Sally! This isn’t right. I can’t see a restaurant
Mani: Mani.
anywhere.
Holly: Don’t cry! We can help you.
Sally: What can you see?
Narrator: Lulu checks the map and they take the lift
Danny: Well… there’s an information desk on the left.
down to the nearest exit.
Sally: Danny! This time listen! UP, not DOWN!
Narrator: They take the boy to one of the exits. Narrator: What floor is Danny on now?
Holly: Do you remember these shop windows?
Danny: Sally? I’m coming up in the lift. Just a minute…
Mani: Yes, I think so.
Ah, there you are! I can see you now!
Holly: Be careful! It’s glass! Narrator: Where is Danny now?
Claude: Where’s he going?
Narrator: The boy steps through the glass into
the shop window.
Mani: Thank you!
Holly, Claude, Lulu and Max: Goodnight!
Narrator: The magic window is ready to take the children
back to the den.
2.6 Listen to the sounds. Then, say the words.

Listen to the sounds and read the words with me.
st, st, st, biggest
st, st, st, most
st, st, st, lost
st, st, st, nearest
st, st, st, best
ts, ts, ts, what’s
ts, ts, ts, sweets
ts, ts, ts, cats
ts, ts, ts, let’s
ts, ts, ts, exits
151
Unit 6 Overview
Food: carrots, chicken, flour, lentils, pasta, peas, Imperatives: Put the carrots in the fridge. Imperatives
potatoes, rice, sardines, sugar, sausages, stew, Countable and uncountable nouns: Food items
tomato, tuna There are some (peas). There isn’t any (pasta).
Food storage: basket, cupboard, fridge Are there any (lentils)?
Food categories: dairy, dry food, fish, fruit, How much (rice) do you need?
meat, vegetables How many (potatoes) do you need?
Art: landscape, portrait Is there any (chocolate) in the sweets?
Cooking: add, cut, stir; ingredients Are there any (strawberries)?
Sweets: biscuits, brown sugar, cakes, chewing gum, Functional language: What’s in it?
chocolate, honey Put it in the oven. Pass the oven gloves.
Fruit: cherries, strawberries It’s burned.
Meals: breakfast, dinner, lunch; salty, sweet Describing food: It smells revolting.
It tastes delicious.
Cultural Strand
To review food vocabulary.
To learn about the child characters
Creative Strand
in Charlie and the Chocolate Factory. CLIL Objective:
To ask and answer questions about sweets. To describe and design foo
d pictures.
To practise food vocabula
ry.
To ask about countable
and uncountable products
.
Functional Strand In the

Language Objective:
To learn language related
to cooking.
kitchen
Knowledge Strand
CLIL Objective:
To interpret cooking recipe
s.
Literacy Strand Language Objectives:
To use much and many in
CLIL Objectives: To discuss ingredients and
questions.
To extend a story’s central idea. of food items.
quantities
ls in phonics
To write a menu. To acquire skil To describe the process of
while reading a fictional story. making a dish.
a natural way.
To practise the unit language in
ul sound.
To recognise words with a final
152
i-poster
i-flashcards

IWB i-book
Listening: To listen and say where food items should Use the Richmond i-tools to complete
be stored. To listen to a song about making food. the activities with the children on the IWB.
To listen to and understand a story. To listen to
descriptions and choose what is being described. Activities in and provide
Reading: To match descriptions to pictures. To read a a digital alternative to introduce the children
story and supply missing words. To read a text using a key. to the lesson.
Writing: To write the ingredients for a stew. To write a
menu. To write a description of a chocolate bar.
Speaking: To answer questions heard on the audio. the activity content:
To play a guessing game with different food items. To sing • Lesson 3: activity 1
a song. To talk about a shopping list. To play a guessing • Lesson 5: activity 2
game about sweets. To read a text aloud filling in missing • Lesson 7: activity 1
words. To act out a scene. To answer comprehension • Lesson 8: activity 2
questions about a story. To describe food. More
practice
More
• Lesson
practice P P
9: grammar
F F
Assessment Criteria More
Alternatively,
phonics
More
it can be used as homework:
phonics
• Children can understand, talk and write about food. More

practice
More
P P
practice
• Children can use structures to describe countable • Lesson 3: knowledge

F F
and uncountable food items. • Lesson 5: functional language
• Children can form the 3rd person of the Present Simple. i-poster SC SC
• Children can write a description of a chocolate bar. More
phonics
i-flashcards
More
• Lesson
phonics
8: literacy
• Children can pronounce the final sound ul and
recognise the alternative spellings. IWB i-book
• Lesson 4: Chocolate
More More
i-poster P P
practice practice
F F
Optional Resources i-flashcards
provides aSCvisual grammar presentation:

SC
Teacher's Resource Book Photocopies: IWB i-book
More More
• Lesson 1: page 34, Reading phonics phonics
• Lesson 3: page 44, Writing Use the Vocabulary Game Generator to create
• Lesson 4: page 66, Speaking your own interactive games to review the key
• Lesson 6: page 75, Phonics vocabulary from the unit at any time.
i-poster
• Evaluation: pages 105-106 or 107-108, Unit 4 test

IWB i-book
Extras/Realia For ideas on how to exploit the course
• Lesson 1: cards resources, see our Activity Bank: pages 17-24.
• Lesson 2: uncooked lentils, peas, pasta, rice, sugar
SCC
Key Competences Children demonstrate skills to work in pairs to play Odd one out.
LC Linguistic Competence: CAE Cultural Awareness and Expression:

Children become familiar with vocabulary related to food, Children are introduced to characters from a famous children’s
food groups, meals, dishes, recipes and language for cooking. book: Charlie and the Chocolate Factory by Roald Dahl.

Children apply mathematical skills to interpret quantities Children develop their learning techniques by gaining an
when making a recipe. understanding of how to write a menu.

Children work together on the unit content using the IWB Children use their initiative to choose a dish and combine
and do further practice individually. ingredients.
153
Lesson 1
6 In the kitchen
LC 1 2.9 Listen and answer the questions. tuna
potatoes sausages
peas carrots
pasta sardines
lentils
rice sugar
SCC
2 Play Odd one out. Cherries, butter, Butter is the odd
apples and bananas. one out. It isn‘t fruit.
vegetables
fruit
meat fish
dry food dairy
DC Categorising food into groups | Food, Parts of a kitchen, Food categories |

Imperative: Put the (carrots) in (the fridge).
More
practice
More
57
practice P
491889 _ 0057-0066.indd 57 02/07/14 14:12

F
LC
Children improve their listening skills by
answering the questions. Check if children: SC
SCC 1 Are able to understand theMore
listening activity. More
Children demonstrate skills to work in pairs phonics phonics
2 Work well in pairs to play Odd one out.
by playing Odd one out.
DC
and do further practice individually.
154
i-poster
Unit 6 Lesson 1
Fast Finishers
CLIL Objective The children list as many foods for each group as possible.
To understand a listening activity about food. Let them use a dictionary or look online for more words.
To review imperatives: Put the carrots in the fridge. Give out the cards with food words written on. Call out a
Food: carrots, lentils, pasta, peas, potatoes, rice, sardines,
category
More and all the
More children in that category stand up and
sugar, sausages, tuna, basket, cupboard, fridge practice practice P P
Food categories: dairy, dry food, fish, fruit, meat, vegetables name their food. For example: fruit or food that goes in the fridge.
F F
The children find ten food words in the wordsearch.
SC SC i-tools to make it more
Use the timer in the Richmond
Materials
challenging
– Teacher's i-book – Flashcards for Unit 6 phonics
More
phonics
– CD 2 – Extra material: cards with

– Poster for Unit 6 a food item written on each
one (one per child) Anticipated Difficulties
Some children may not know where food is stored so even
though
i-poster they understand the language they may not be
Lead-in able to answer the questions in Activity 1.

More
practice
More
practice P P i-flashcards
Brainstorm food with the children.

F F
2.8 Display the poster. The children name all the food IWB i-book
they can see. TheySClistenSC

to the audio and answer the questions.
More
Optional Resources
phonics They then
phonicslisten again and make a shopping list.
More
Teacher’s Resource Book page 34, Reading.

i-poster Put the flashcards on the board. Invite volunteers to come,
choose a word card and stick it with the flashcard, until all
i-flashcards
Initial Evaluation
the pictures are labelled. Check if the children can:
IWB i-book Open the i-poster. The children listen to the audio Name the food items seen in the lesson.
and drag the food words either to the pictures of food that Use the imperative to say where to put food.
the father and daughter have in the kitchen or the shopping list Recognise the food categories and suggest foods for each.
of things to buy at the top of the poster. Pause the audio if
necessary after the questions about what they have so
the children can drag the words in order to answer.
Use the Vocabulary Game Generator to review the key
vocabulary covered in the lesson.
Activity Book
1 2.9 Listen and answer the questions. The children listen
to the first two dialogues which are examples. They then listen
to the rest and say where each food item should be stored:
cupboard, fridge, blue basket or green basket.
Answers
pasta: in the cupboard, sardines: in the fridge, potatoes: in the
green basket, carrots: in the green basket, sugar: in the cupboard,
tuna: in the cupboard, rice: in the cupboard, peas: in the fridge
2 Play Odd one out. Review the food categories with the children
and ask them to name example foods for each one. They then follow
the model to play the game in pairs or small groups.
155
Unit 6 Lesson 2
LC 1 Read and find the sentences for the food pictures.
There is some pasta.

There are some peas. There is some rice.
There are some lentils.
Portrait Landscape
There aren’t any peas.

There is some sugar.
There isn’t any rice.
There isn’t any pasta.
IE
2 Plan a food picture and ask a classmate.
Instructions Is your food picture a landscape?

Yes, it is.
• Choose four
food item s. Are there any
lentils in your picture?
No, there aren‘t.
lentils
Is there any sugar? Yes, there is.
pasta
peas
sugar
rice
CAE 3 Make your food picture. Then, write about it.
My food picture is a ... .

In my picture there is some ... and there are some ... .
58 Describing and designing food pictures | Food |

There is/are some … . There isn’t/aren’t any … . Are/Is there any … ?
491889 _ 0057-0066.indd 58 02/07/14 14:12
LC
Children practise their reading skills by matching
the descriptions and the pictures. Check if children:
IE 1 Are able to match the descriptions with the pictures.
Children use their initiative to plan a food picture. 2 Are able to plan a food picture.
3 Can make a food picture.
CAE
Children develop their imagination
and creativity skills to make a food picture.
156
To describe and design food pictures. Check if the children can:
Use There is and There are correctly with countable
Language Objectives
and uncountable nouns.
To ask about countable and uncountable produce:
Use some and any correctly in affirmative and negative
There are some peas. There isn’t any pasta. Are there any lentils?
sentences.
To practise food vocabulary: lentils, pasta, peas, rice, sugar
Materials
– Teacher's i-book – Optional realia: uncooked
– Flashcards for Unit 6: lentils, peas, pasta, rice, sugar Activity Book
lentils, peas, rice, sugar Unit 6, page 56, Lesson 2. See page 255 for answer key.
Lead-in
Display the food items (see Optional realia) or the flashcards
(print or interactive). Review the names of the food. Talk to the
children about counting these objects. Demonstrate that it is harder
to count sugar or rice but that we can more easily count peas or
lentils.
1 Read and find the sentences for the food pictures. The
children describe what foods have been used in each picture.
They then read the sentences and match them with the pictures.
Answers
Portrait: There are some lentils. There is some pasta.
There isn’t any rice. There aren’t any peas. There is some sugar.
Landscape: There is some sugar. There isn’t any pasta.
There is some rice. There are some peas. There are some lentils.
2 Plan a food picture and ask a classmate. The children read

the instructions and then use the model dialogue to ask and answer
questions in pairs or small groups.
3 Make your food picture. Then, write about it. The children
make a food picture and then write a description following the
model text.
Fast Finishers
The children make the other kind of picture, either portrait
or landscape.
Wrap-up
Divide the class into two teams: There is some (noughts) and There
are some (crosses). Draw a noughts and crosses square on the board.
The teams take turns to say a correct sentence using their phrase,
for example: There is some sugar. / There are some sausages. If they
say it correctly they choose where to put their mark. The first team
to get three in a line win.
157
Unit 6 Lesson 3
LC
1 2.10 Listen and find the ingredients. Then, sing the song.
the … and add t

e rice. Cu t u p hem to the pot.
I’m making a …
stew. Now, stir it with a spoon!
MST
2 Choose ingredients and write a shopping list. Then, ask a classmate.
Instructions
• Choose a number:
2 people 4 people 8 people I need some rice. How much rice
• Choose ingredients. do you need?
I need 200g.
Stew I need some potatoes. How many
Ingredients for 1! potatoes do
you need?
aren‘t. You need: Choose: I need four.
1 tomato Choose: 150g chicken
2 carrots 50g rice or 150g sausages
25g peas or 1 potato or 150g fish
or 75g lentils
CAE 3 Invent a name for your stew and write the ingredients.
... Stew
Ingredients (... people)
Interpreting recipes | Food, Cooking verbs, Quantities |

How many tomatoes do you need? How much rice do you need?
More
practice
More
59
practice P
491889 _ 0057-0066.indd 59 08/07/14 14:23

F
LC
related to recipes through a song. Check if children: SC
MST 1 Learn the new vocabulary through
More a song. More
Children apply mathematical skills to interpret
2 Can interpret quantities. phonics phonics
quantities when making a recipe.
3 Can invent a recipe.
CAE
Children use their imagination to write a recipe
of a stew of their own invention.
158
i-poster
Fast Finishers
CLIL Objective The children write what their favourite food is and what
To interpret cooking recipes. the ingredients are for it.
To use much and many in questions: How much rice Play a memory chain game. Start by saying: In my stew there
do you need? How many potatoes do you need?
are some (potatoes). The next child then repeats the phrase
To discuss ingredients and quantities of food items:
I need 200g of rice. and adds another ingredient: In my stew there are some
More
practice
More
P P
To describe the process of making a dish: add, cut, stir; (potatoes) and there is some (rice).
practice
ingredients F F
Food: carrot, chicken, fish, potato, sausage stew, tomato The children play a fun game choosing the correct
sentences which helps them
consolidate
More the key
More structures learned in the lesson:
Materials phonics phonics
how much, how many, some and any.
– CD 2
i-poster
Activity 2 involves some multiplication and the children
Lead-in may need help to say the final numbers they calculate.
i-flashcards
Ask the children if anyone knows how to cook and what their
favourite recipes are. Ask about their favourite dishes. What are IWB i-book
More the ingredients?
More
P P
practice practice
F F
Optional Resources
1 2.10 Listen and find the ingredients. Then, sing the song. Teacher’s Resource Book page 44, Writing.
The children nameSCtheSCitems they can see in the photo. Let them
More
phonics guess which
phonics ones will be used in the recipe they are going to hear.
More
As they listen they note down the ingredients. Finally, they join in
with the song. Continuous Assessment
(See transcript page 174.) Check if the children can:
i-poster
Answers Understand the ingredients in the song.
potatoes, carrots, tomatoes, sausages, chicken
i-flashcards Use How much and How many correctly with countable
and uncountable nouns.
song to demonstrate the activity. Then, play the song and ask
the children to sing it together. The children sing the song saying the
missing words as the images appear.
2 Choose ingredients and write a shopping list. Then, ask

Activity Book
a classmate. The children decide which ingredients they would
like in their stew and how many people they are cooking for.
They work out their shopping list and then ask and answer with
a classmate using the model dialogue as a guide.
3 Invent a name for your stew and write the ingredients.

The children give their stew a name and write down the ingredients.
159
More More
phonics phonics

Charlie and the Chocolate Factory
is a famous children’s book. In the book,
Mr Willy Wonka is an inventor of sweets. He’s got
an amazing chocolate factory. Five children win
a competition and visit the factory. i-poster
CAE 1 Read and find the pictures.

3 i-flashcards
2 4
5
1
IWB
a Charlie Bucket is very poor. He likes all food, but especially chocolate.
b Violet Beauregarde has always got a piece of chewing gum in her mouth.
c Every day, Mike Teavee eats crisps in front of the TV.
d Veruca Salt is very rich. Her father has a peanut factory.
e Augustus Gloop eats all day long. He loves cakes and biscuits.
SCC
2 Play Guess the sweet.
Choco-berry Honey choco-berry

chocolate, strawbe white chocolate,
rries strawberries and honey
and sugar
Honey choco-ch Choco-cherry

erry
chocolate, cherries chocolate, cherries
and honey and brown sugar
Honey cherry-berry
Cherry-berry
cherries, strawberries
cherries, strawberries
and honey
and sugar
Is there any chocolate in the sweet? Yes, there is.
Are there any strawberries? No, there aren’t.
60 Roald Dahl’s Charlie and the Chocolate Factory | Food, factory, rich, poor |
Is there any … ? Are there any ... ?
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CAE Children are introduced to characters from a Key competences continuous assessment
famous children’s book: Charlie and the Chocolate
Factory by Roald Dahl. Check if children:
SCC
Children demonstrate skills to work in pairs by 1 Become familiar with Charlie and the Chocolate
playing a guessing game about sweets. Factory.
2 Can work well in pairs to play a guessing game.
160
To become familiar with a famous children’s book: The pronunciation of the sweets in Activity 2 might be
Charlie and the Chocolate Factory by Roald Dahl. difficult but a fun tongue twister exercise.
Language Objectives
To review food vocabulary.
To ask and answer questions about fruit and sweets:
Are there any strawberries? Is there any chocolate? Optional Resources
Sweets: biscuits, brown sugar, cakes, chewing gum, Teacher’s Resource Book page 66, Speaking.
chocolate, crisps, honey
Fruit: cherries, strawberries
More
practice
More
practice P P
Materials F F
– Teacher's i-book Check if the children can:
SC SC Match the descriptions to the characters.
More
phonics
More
phonics
Ask and answer questions about the ingredients in sweets.
Lead-in
Write the name Roald Dahl on the board and ask the children what
they know about him or his books. Ask them if they know the
i-poster
names of any main characters or if they have seen the films or stage
shows. Review vocabulary from previous levels: honey, crisps, peanuts.
i-flashcards
Activity Book
IWB i-book Open the lead-in activity. The children read five short
descriptions of books and match them with their titles. Tell the
children they’re going to read a little bit more about Charlie and
the Chocolate Factory. Ask them if they know the book or the films,
and what they remember about the story.
1 Read and find the pictures. The children read all the
descriptions before deciding which picture belongs to which
description.
Answers
a 5, b 3, c 2, d 1, e 4
2 Play Guess the sweet. The children work in pairs or small groups.
turns toPchoose
P a sweet and the others then ask questions
More More
practice They take
practice
to guess which oneF it is.F

SC SC
More
Fast Finishers
More
phonics
invent a new sweet similar to the ones in Activity 2.
They give itpracaticename, list the ingredients
More More
P P
practice and draw a picture.
F F
Wrap-up
SC SC
i-poster
Have a class discussion about their favourite sweets. Let them
More More
name themphonics
i-flashcards and describe them. phonics
IWB i-book Watch the video Chocolate. Complete the onscreen

comprehension activity with the children. For further practice,
i-poster
open the worksheet before you watch the video and use
i-flashcards
the Richmond i-tools to complete it as you watch the video.
Alternatively,
IWB print
i-book out copies for the children to do the
worksheet individually.
161
1 Do you ever cook? 2 What can you make?
3 Do you ever make cakes? 4 Do you ever use the oven?

It‘s got ... .
What‘s in it?
...
What are you making?
Can I help?
Yes, you can. You can ... .
... minutes Pass the oven ... .

later.
Be careful,
it‘s ... .
Put it in
the oven.
It‘s ready.
‘s burned.
Oh, no! It
Yum! Yum! Take it out!
CAE
3 Add words and act out the scene.
Language for cooking | Food, Cooking verbs | Put it in the oven.

Take it out. Is it ready? It’s burned. Pass the (oven gloves). Be careful!
More
practice
More
61
practice P
491889 _ 0057-0066.indd 61 08/07/14 14:24

F
LC
questions about their cooking habits. Check if children: SC
More More
Children reinforce their language skills
cooking. phonics
by learning language for cooking.
CAE
162
i-poster
To learn and use language for cooking. Check if the children can:
Understand and use the vocabulary for describing cooking.
Language Objective Recognise the missing words.
Functional language: What’s in it? Put it in the oven. Act out the scene.
Pass the oven gloves. It’s burned.
Materials
– CD 1 Activity Book
Lead-in
Have a discussion about cooking. Ask: Who makes the meals
in your house? Do you do the washing up? Do you set the table?
More
practice 1 Answer
More
practice P P
the questions. The children have a class discussion
F F
SC SC
2 2.11 Read and listen for the missing words. The children
More
phonics listen out for the missing words and note them down. They can
More
phonics
read the dialogue aloud when they know the words.

Answers
i-poster
An apple pudding; apples, butter, biscuits and honey;
cut the apples; thirty; gloves; hot
i-flashcards

and complete sentences to consolidate their understanding
of language for cooking.
3 Add words and act out the scene. The children work
in groups to act out the scene.
Fast Finishers
The children name their favourite dessert and the ingredients in it.
Wrap-up
In groups the children take turns to be the caller in Simon says.
The rest of the group mime the actions: Chop the apples. Put it
More
practice
More
P P
in the oven. Pass the oven gloves.
practice
F F
SC to
to form correct sentences SCconsolidate the key
language
More and structures
More of the lesson.
phonics phonics
i-poster
i-flashcards
IWB i-book
163
Unit 6 Lesson 6
New flavours!
LC
One day, the magic window takes the children to The children open the door and go in. There are two
an amazing kitchen. people in the kitchen.
I think she‘s the cook.
Wow! It looks
like a laboratory.
What have you

got there, Jack?
What are I don‘t know, but

they making? A new flavour, Miss.
it smells delicious!
1 It‘s a pu
The children are in an ice lolly factory. 2 5
It‘s apples and pepper.
Why don‘t we invent

a new flavour?
Brilliant!
It sounds
revolting!
But... we need
new flavours. There are the ingredients.
3 No, we don‘t! 4 7
More
practice botpractice
tle
More
P
apple purple
F
lentil pencil table
SC
DC More More
phonics of the story | Phonics: pronunciation of final l sound: il, le
491889 _ 0057-0066.indd 62 02/07/14 14:13
LC
Children learn the pronunciation
2 Are able to learn the pronunciation
of final ul sounds.
of final ul sounds.
i-flashcards
164 IWB
Unit 6 Lesson 7
The friends add the ingredients to the machines.

i-poster
LL The friends carry ingredients to the mixing machines. How many cherries?
We‘ve got Put in five more.
some cherries. How much
i-flashcardsliquid?
What have
you got?
IWB
I‘m not sure.
Put in half
the bottle.
vour, Miss.
It‘s a purple liquid.
5 6
A few hours later the ice lollies are ready. The new flavour is delicious!
Is this a new
flavour?
Err... I...
Cherry and chewing
gum! You‘re a genius!
Oh! But... thank you!

7 8
1 Look at picture 3 . What’s wrong with Jack’s new flavour?
2 Look at picture 4 . What’s Holly’s idea?
3 Look at picture 5 . What colour is the chewing gum flavour?
4 Look at picture 8 . Does the cook like the new flavour?
5 Look at picture 8 . Why does the cook call Jack a genius?
491889 _ 0057-0066.indd 63 08/07/14 14:24

related to a story.
165
To acquire skills in phonics while reading a fictional story. Teacher’s Resource Book page 75, Phonics.
Language Objectives
To practise the unit language in a natural way.
To recognise words with a final ul sound. Continuous Assessment
Understand the story and recognise the vocabulary
Materials
related to food.
– Teacher's i-book – Story cards for Unit 6 Recognise and produce the final ul sounds.
– CD 2
More
practice Lead-in More
practice P P
Display the first story card (or open the i-story cards on the
F F
Teachers i-book). Ask where the characters are. Then, display Activity Book
SC SC Unit 6, page 60, Lesson 6. See page 257 for answer key.
the second card and ask the children to predict what might happen.
More More
phonics phonics
1 More Listen and read PthePstory. Ask questions to make

2.12
practice
More
practice

the children? What is the first
flavour Jack shows the cook? What flavour do the children invent?
i-poster SC SC
Does the cook like it?
More More
IWB i-book Watch the animated story. Alternatively, touch the

story to open the i-story cards in a new window. Read and listen
i-poster
to the story with the children.

i-flashcards
Hot spots: Revolting, Flavour. Use the Hot spots to highlight this
potentially
IWB diffii-book

Point out that the pronunciation can be the same for the words
ending in le and those ending in il.
Fast Finishers
in two columns and practise saying them.
Wrap-up
In groups the children think of other words with the final ul
sound (people, little, castle, circle, bicycle; April). They may also
think of words ending in ul (wonderful, beautiful) or ending in
More
practice
More
P P
al (metal, hospital,practice
animal, usual, final).
F F
The children listen and drag the letters to complete
the words. They choose SCtheSC
correct spelling for the
ul sound For further practice, open My notes and the
More (le, il).More
phonics phonics
Richmond i-tools and dictate more words containing this sound.
i-poster
i-flashcards
166 IWB i-book

Materials
Activity Book
– CD 1
Lead-in
Retell the story with the story cards (print or interactive),
and ask the children to participate as much as possible.
More
practice 1 ReadMorethe storyPagain
practice P and answer the questions. Play the whole
story again and make sure the children understand it; explain any
F F
of the words they don’t understand. The children answer the
SC SC
questions orally and then write the answers in their notebooks.
More
prac
Moret ice
More
practice P P
phonics Answers
More
phonics
1 It soundsMore F F
revolting.
practice
More
practice P P
2 To invent a newSCflavour. SC F F
More 3 It’s purple.
More
phonics
4 Yes, she does.
More More
5 She thinks
Jack invented the new flavour.
phonics

i-poster
i-poster

i-flashcards
i-flashcards
IWB i-bookTouch to open the activity. The children order eight

IWB i-book
paragraphs to retell the story.
Fast Finishers
The children list their favourite ice lolly flavours.
Wrap-up
In groups the children invent new ice lolly flavours, combining
two or three ingredients. The children then vote on the ones which
sound the most delicious and the most revolting.
167
Unit 6 Lesson 8
LL 1 Talk about the ingredients. Then, think of more ingredients.
Peanuts are salty.
Honey is sweet.
IE
2 Choose a dish and combine ingredients. Then, tell a classmate.
pudding p ice lolly

sou
How about tuna and tomato soup? That sounds delicious. That sounds revolting.
LL
3 Invent dishes and write a menu.
Breakfast: ... sandwich Act out

Lunch: ... stew and ... salad the story.
Dinner: ... pizza
64 More
practice
More
practice P
Writing a menu | Food words, Meals, Dishes
That sounds revolting/delicious.
|
491889 _ 0057-0066.indd 64
F 02/07/14 14:13

by classifying ingredients into sweet and salty. SC Check if children:
IE
More initiative to choose
Children use their More a dish 1 Are able to classify ingredients into
phonics phonics sweet and salty.
and combine ingredients.
2 Can choose a dish and combine ingredients.
LL
Children develop their learning techniques 3 Learn to write a menu.
by gaining an understanding of how to write a menu.
168
i-poster
To practise writing a menu. Check if the children can:
Name food items.
Language Objectives Classify food as sweet or salty.
To describe food: It smells revolting. It tastes delicious. Invent a menu.
Peanuts are salty. Honey is sweet.
Meals: breakfast, dinner, lunch
Materials Activity Book

– Teacher's i-book – Flashcards for Unit 6 Unit 6, page 62, Lesson 8. See page 258 for answer key.
Lead-in
to retell the story.
More
practice
More
practice P P
1 Talk about theF ingredients.

F Then, think of more ingredients.
The children nameSCtheSCingredients in the photo and classify each as
More
either sweet
More
or salty. Display the flashcards and they do the same
phonics phonics
with the other food items. They then continue with more foods
they can think of.
i-poster
2 Choose a dish and combine ingredients. Then, tell a
classmate. The children choose to invent a pudding, soup or ice
lolly. They explain the dish to a partner who then comments on it.
i-flashcards
IWB i-book Touch to open the activity. The children listen to three
dialogues set in a restaurant and drag photos of food to a table to
show what was ordered in each dialogue.
3 Invent dishes and write a menu. The children use the writing
guide to invent a dish for each meal.
Fast Finishers
The children invent a delicious pizza, they draw and label it.
If they have time, they do the same with a revolting pizza.
Wrap-up
More
practice
More
P P
rest of the class.
F F
SC screen:
for the categories on the SC Fruit, Vegetables, Salty
food,MoreSweet food.More
phonics phonics
i-poster
i-flashcards
IWB i-book
169
Unit 6 Lesson 9
LC 1 Read and complete orally.

I‘m going shopping.
Key What food do we need?
vegetables dry food
meat dairy
fish fruit
We need some and some . We need some and some .

We don’t need any or any . We don’t need any or any .
There is some sugar.
More
practice
More
practice P
F
LC
Grammar help SC
Countable and uncountable nouns
More More
There phonics
are some apples. phonics
There aren’t any bananas. Are there any carrots?
There is some honey. There isn’t any milk. Is there any rice?
Countable and uncountable nouns | Food, Food groups 65

i-poster
491889 _ 0057-0066.indd 65 08/07/14 14:24

i-flashcards Key competences continuous assessment
LC
Children reinforce their vocabulary related
to food groups. Check if children:
IWB 1 Understand the meaning of vocabulary from the unit.
LC
in a language game.
LC in the unit.
170
Language Objective
More
practice Materials
More
practice P P Check if the children can:
– Teacher’s i-book – Pop-outs for Unit 6 Name foods from each food category.
F F
– Flashcards for Unit 6 Understand the language game.
SC SC Differentiate between countable and uncountable nouns
More More and use the grammar accordingly.
phonics phonics
Lead-in
Display the flashcards (print or interactive) one by one. For each
item ask a child to name it, say which food group it belongs to,
i-poster
whether it is sweet or salty, and finally if they think it tastes delicious
Activity Book
or disgusting.
i-flashcards
IWB Open the i-poster. Ask individual children to come to the
i-book
IWB and identify the things the words on the poster refer to. Then,
the children listen to the words and drag them to the correct food
group. More
For further practice, ask them to add another food or drink
More
word to each group.
F F
1 Read and completeSC SC orally. Help the children understand the
More key to More
the text. In pairs they take turns to read out the shopping list.
phonics phonics
2 Play a language game. Focus the children’s attention on the

Grammar help box. The children then make sentences with their
More
practice
More
practice P P
i-poster
pop-outs.
F F
SC SC
IWBMore Touch
More
practice i-book practice P to Popen the activity. The children correct
More More
phonics
mistakes using theFRichmond
phonics
F i-tools to revise some and any
with countable and uncountable nouns.
SC SC
More
phonics Fast Finishers
More
phonics
i-poster
The children write two headings: Countable and Uncountable
i-flashcards
on the board and then list food under each heading.
IWB
i-poster
i-book
Wrap-up
i-flashcards Have a Spelling Bee with the phonics words from the unit.

171
Unit 6 Lesson 10
LC
1 2.14 Listen and say the chocolate bar. Choco fun
chocolate, bananas,
cherries, honey, milk
Choco surprise
chocolate, bananas,
nuts, honey, milk
Choco snack
chocolate, cherries,
nuts, honey, milk Choco extr
eme
chocolate, ban
anas,
cherries, nuts,
milk
CAE 2 Invent and describe a chocolate bar. Then, answer the questions.
My chocolate bar is called How many strawberries

a Choco-berry. It‘s got has it got?
strawberries and honey.
Instructions How much honey
or has it got?
• Think of a name f
the chocolate ba r.
ts.
• Think of ingredien
iti es .
• Think of quant
LC 3 Draw the wrapper and write a description.
In this new chocolate bar, there are ... and there is ... . It's called a ... .
66 Creating and describing a recipe
491889 _ 0057-0066.indd 66 02/07/14 14:13

by identifying the correct chocolate bars. Check if children:
CAE
Children use their imagination to invent 1 Are able to understand the listening activity.
and describe a chocolate bar. 2 Can invent and describe a recipe.
3 Use the language learned in the unit
LC
Children show consolidation of structures and to write a description of a recipe.
vocabulary by writing a description of a chocolate bar.
172
To consolidate structures and vocabulary by creating Teacher’s Resource Book pages 17-18, Language.
and describing a recipe.
Language Objective
– CD 1 depending on each child’s ability. Give as much support as
Lead-in Final Assessment

The children watch the animated version of the story. Check if the children can:
Display the poster (or open the i-poster on the Teacher’s i-book) Understand, talk and write about food using the language
and the children take turns to describe the food they can see. They and structures learned in the unit.
also classify food into the different food groups (fruit, vegetables,
dairy, meat, fish, dry food).
1 2.14 Listen and say the chocolate bar. The children

look at the ingredients for each chocolate bar before listening Activity Book
to the audio. Unit 6, page 64, Lesson 10. See page 259 for answer key.
Answers
Choco fun, Choco surprise, Choco snack, Choco extreme
2 Invent and describe a chocolate bar. Then, answer

the questions. The children follow the instructions to invent
a chocolate bar. They then read the dialogue in small groups
and use it as a guide to ask and answer questions about their
chocolate bars.
3 Draw the wrapper and write a description. The children

design the wrapper for their chocolate bar, including the name.
practiceThey then
More More
practice P P description of it. It could be in the style
write a short
of an advert. F F
SC SC
More
Fast Finishers
More
phonics The children research chocolate bars on the Internet if available.
phonics
More More
P P
F F
In small groups the children create a TV advert for one of their
i-poster
chocolate bars. They can thinkSCof aSCcompany name and then prepare
More More
a short advert
i-flashcards phonics which they perform for the class.
phonics

i-poster
i-flashcards
IWB i-book
173
Transcripts
2.8 Poster, Unit 6. Listen and answer the questions. 2.9 Listen and answer the questions.
Then, listen again and make a shopping list. Holly: Let’s put the shopping away.
Father: It’s time to go shopping. Let’s see what we need… Claude: OK. Now, do I put the sausages in the blue basket?
Hmm… Do we need any fruit? Holly: No!
Daughter: Well… we’ve got some… Claude: So where do I put them?
Narrator: What fruit have they got? Holly: Put the sausages in the fridge.
Father: I think we need some more fruit. Claude: Do I put the lentils in the fridge?
Daughter: Yes…, let’s get some strawberries. Holly: No!
Father: OK. And some oranges as well. Claude: So where do I put them?
Holly: Put the lentils in the cupboard.
Father: Now look in the fridge. What do we need?
Daughter: Well…, we’ve got some… Max: Do I put the pasta in the green basket?
Narrator: What have they got in the fridge? Lulu: No!
Narrator: So where does Max put the pasta?
Father: I think we need some meat.
Let’s get some bacon and some ham. Claude: Do I put the sardines in the cupboard?
Daughter: And we need some yoghurt as well. Holly: No!
Narrator: So where does Claude put the sardines?
Father: Now have a look in the vegetable basket.
Lulu: Do I put the potatoes in the cupboard?
What do we need?
Max: No!
Daughter: Well…, we’ve got some…
Narrator: So where does Lulu put the potatoes?
Narrator: What have they got in the vegetable basket?
Claude: Do I put the carrots in the blue basket?
Father: I think we need some tomatoes as well.
Holly: No!
Daughter: Yes, for a salad. Is that everything?
Narrator: So where does Claude put the carrots?
Father: Hmm… Oh! Have a look in the cupboard. Max: Do I put the sugar in the fridge?
What do we need? Claude: No!
Daughter: Well…, we’ve got some… Narrator: So where does Max put the sugar?
Narrator: What have they got in the cupboard?
Father: Right! Well, we need some rice and some pasta. Holly: Do I put the tuna in the green basket?
Let’s get going! Max: No! It’s in a tin.
Narrator: So where does Holly put the tuna?
Holly: Do I put the rice in the fridge?
Claude: No!
Narrator: So where does Holly put the rice?
Lulu: Do I put the peas in the cupboard?
Holly: No! They’re fresh!
Narrator: So where does Lulu put the peas?
Holly: At last! The kitchen’s tidy!
2.10 Listen and find the ingredients. Then, sing

the song: Stir it with a spoon!
Cut up the potatoes and add them to the pot.
I’m making a potato stew. Now, stir it with a spoon!
Cut up the carrots and add them to the pot.
I’m making a potato and carrot stew. Now, stir it with a spoon!
Cut up the tomatoes and add them to the pot.
I’m making a potato, carrot and tomato stew.
Now, stir it with a spoon!
Cut up the sausages and add them to the pot.
I’m making a potato, carrot, tomato and sausage stew.
Now, stir it with a spoon!
Cut up the chicken and add it to the stew.
I’m making a potato, carrot, tomato, sausage, and chicken stew.
Now, stir it with a spoon! Stir it with a spoon.
Stir, and stir the stew. Stir it with a spoon.
174
Transcripts
2.11 Read and listen for the missing words. 2.13 Listen to the sounds. Then, say the words.
Boy: What are you making? Listen to the sounds and read the words with me.
Girl: An apple pudding. ul, ul, lentil
ul, ul, bottle
Boy: What’s in it?
ul, ul, apple
Girl: It’s got apples, butter, biscuits and honey.
ul, ul, purple
Boy: Can I help?
ul, ul, pencil
Girl: Yes, you can. You can cut the apples.
ul, ul, table
Girl: Put it in the oven.
Narrator: Thirty minutes later. 2.14 Listen and say the chocolate bar.
Girl: It’s ready. Man: Try this new chocolate bar.
Boy: Yum! Yum! Take it out. Woman: Hmm… What’s in it?
Girl: Pass the oven gloves. Man: Well, there are some cherries and some bananas.
Boy: Be careful, it’s hot. And there’s some honey, and some milk and chocolate
Boy and girl: Oh, no! It’s burned. of course!
Narrator: Which chocolate bar is it?
2.12 Listen and read the story: New flavours! Man: Now try this one.
Narrator: One day, the magic window takes the children Woman: Hmm… What’s in it?
to an amazing kitchen. Man: Well, there are some bananas and some nuts.
Holly: Wow! It looks like a laboratory. And there’s some honey and some milk.
Max: What are they making? And chocolate of course!
Claude: I don’t know, but it smells delicious! Narrator: Which chocolate bar is it?
Narrator: The children open the door and go in. Man: Here’s another one.
There are two people in the kitchen. Woman: Hmm… What’s in this one?
Lulu: I think she’s the cook. Man: Well, there’s chocolate of course and there are some
Cook: What have you got there, Jack? nuts and some cherries. And there’s some honey and some milk.
Helper: A new flavour, Miss. Narrator: Which chocolate bar is it?
Narrator: The children are in an ice lolly factory. Man: Here’s the last one.
Helper: It’s apples and pepper. Woman: Hmm… What’s in it?
Cook: It sounds revolting! Man: Well, there are some bananas, and some nuts
Helper: But… we need new flavours. and some cherries. And there’s some milk and some chocolate.
Cook: No, we don’t! Narrator: Which chocolate bar is it?
Holly: Why don’t we invent a new flavour?
Max: Brilliant!
Claude: There are the ingredients.
Narrator: The friends carry ingredients to the mixing machines.
Lulu: We’ve got some cherries.
Claude: What have you got?
Max: I’m not sure.
Holly: It’s a purple liquid.
Narrator: The friends add the ingredients to the machines.
Claude: How many cherries?
Lulu: Put in five more.
Max: How much liquid?
Holly: Put in half the bottle.
Narrator: A few hours later the ice lollies are ready.
Cook: Is this a new flavour?
Helper: Err… I…
Narrator: The new flavour is delicious!
Cook: Cherry and chewing gum! You’re a genius!
Helper: Oh! But… thank you!
175
Unit 7 Overview
Parts of a magazine: arts and crafts, Future with going to: I’m going to look at Present Continuous
comics, jokes, letters, photo gallery, the stories.
school sports, stories, world facts Questions with going to: Are you going
Publishing jobs: assistant, designer, editor, to write a story?
illustrator, photographer, reporter Wh- questions with going to: Where is he going
Publishing verbs: check, correct, design, to fall? What is he going to do?
draw, interview, make, take, write Who is he going to see?
Internet: blog, link, online
Newspapers: caption, headline, press
Creative Strand
nguage Objectives:
To draw and writ
La e cartoons.
To learn language re
lated Language Object
s. To use the Presen
ive:
to schools and blog t Continuous to de
estions. scribe
To practise writing qu events and going
to to predict wha
about to happen t is
.
Functional Strand
Language Objective:
To learn language
for correcting mistakes.
Read all
about it!
Knowledge Strand
CLIL Objective:
Literacy Strand To find out more about jobs in newspap
ers.
CLIL Objective: To learn vocabulary related to publishi
To practise writing a newspaper article, ng.
To use going to to describe future actions
headlines, captions and main facts. .
To review language related to newspapers.
To recognise final consonant blends
with n: nd, nk, nt.
176
i-poster
i-flashcards

IWB i-book
Listening: To listen to descriptions of pages in a magazine. Use the Richmond i-tools to complete
To listen to a song about jobs in a newspaper. To listen to the activities with the children on the IWB.
and answer questions. To listen to and understand a story.
To listen and say if statements are true or false. Activities in and provide
Reading: To match sentences to pictures. To read a a digital alternative to introduce the children
story and supply missing words. To read and understand to the lesson.
a story. To follow written instructions.
Writing: To write an imaginative piece about future
plans. To write captions and speech bubbles for a comic.
To write an article for a newspaper and a page for a blog.
Speaking: To ask and answer questions about parts of • Lesson 5: activity 2
a magazine. To sing a song. To play a guessing game with • Lesson 8: activity 2
different jobs. To answer questions heard on the audio. More
practice
More
• Lesson
practice P P
9: grammar
To read a text aloud filling in missing words. To answer F F
comprehension questions about a story. To discuss the odd provides extra interactive practice which can be
SC SC
word out in a series. To play a game about future plans. used for Fast Finishers or as a Wrap-up activity.
More More
Alternatively,
phonics
More More
P P
practice
practice

F F
• Children can understand, talk and write about • Lesson 5: functional

SC SC
language
i-poster
newspaper sections and jobs. • Lesson 6: phonics

More More
• Children can write an article using the vocabulary

phonics
phonics
8: literacy
and structures presented in the unit. IWB i-book
• Children can understand the use of the Present Audiovisual material:
Continuous and the Future with going to. • Lesson 4: After school
More More
i-poster P P
• Children can pronounce the final sounds nd, nk and nt.
practice practice
i-flashcards F F
provides aSCvisual
SC
IWB i-book
Optional Resources More
phonics
More
phonics
Teacher's Resource Book Photocopies: Use the Vocabulary Game Generator to create
• Lesson 2: page 35, Reading
• Lesson 3: page 67, Speaking i-poster
• Lesson 4: page 45, Writing i-flashcards

• Lesson 9: page 55, Listening IWB i-book
• Lesson 10: pages 19-20, Language

• Evaluation: pages 109-110 or 111-112, Unit 7 test resources, see our Activity Bank: pages 17-24.
Extras/Realia
• Lesson 2: a piece of paper per child
• Lesson 3: comics
SCC
Key Competences Social and Civic Competences:
Children develop their social skills by interviewing their classmates.
LC CAE Cultural Awareness and Expression:
Children become familiar with vocabulary related to jobs in
Children develop their imagination, creativity and artistic
newspapers, actions, movements, parts of a school and
skills to draw and write a cartoon.
language for correcting mistakes.
Children reinforce their numeracy skills by becoming familiar Children develop their learning techniques by gaining an
with the numbers up to 40. understanding of how to write a newspaper article.

Children work together on the unit content using the IWB Children show initiative and personal autonomy to plan
and do further practice individually. and decide how to write a blog.
177
Lesson 1
7 Read all about it!

MST
1 2.16 Listen and find the page numbers.
Photo Gallery Jokes Letters Arts and Crafts

Dear Mr Meaner,
We have got a
serious problem
in our classroom.
The windows ...
12 23 40 16
World Facts Comic School Sports Stories
8 35 9 28
SCC
2 Do a class survey.
What‘s your favourite

section in magazines?
I like the jokes.
DC
Sections in comics and magazines | Future with going to: I’m going to look at
(the football results). That’s my favourite section.
More
practice
More
67
practice P
491889 _ 0067-0076.indd 67 02/07/14 14:14

F
Children reinforce their numeracy skills by becoming
familiar with numbers up to 40. Check if children: SC
SCC 1 Can recognise and name theMore numbers up to 40. More
Children develop their social skills by interviewing phonicsclassmates. phonics
2 Use their social skills to interview
their classmates.
DC
practice individually.
178
i-poster
Unit 7 Lesson 1
To understand a listening activity about the sections Check if the children can:
in comics and magazines. Recognise the parts of a magazine.
Talk about magazines they like.
Language Objectives
To learn the parts of a magazine: arts and crafts, comics,
jokes, letters, photo gallery, school sports, stories, world facts
Materials Activity Book

– Teacher’s i-book – Poster for Unit 7 Unit 7, page 65, Lesson 1. See page 260 for answer key.
– CD 2
Lead-in
Teacher’s i-book). The children listen and name the magazines.
Ask them which magazine they would like to buy from the poster.
1 2.16 Listen and find the page numbers. The children

listen to what the person says they are going to read and then
say the page numbers.
Answers
Jokes: page 23, World facts: page 8, Letter: page 40,
Photos: page 12, Basketball: page 9, Crafts: page 16,
Story: page 28, Comic: page 35
2 Do a class survey. In groups, the children ask each other

about their favourite magazine section. Each group reports
back their results to make a full class survey.
Fast Finishers
The children imagine what might be on the other pages
of the magazine.
Wrap-up
Have a class discussion about the magazines the children read.
More
tice
More
P P
Findprac
out the most popular themes and titles.
practice
F F
The children find eight common sections in magazines
the timer
to make
More it more More
challenging for the children.
phonics phonics
i-poster
i-flashcards
IWB i-book
179
Unit 7 Lesson 2
LC 1 2.17 Listen and find the names for the people. Then, sing the song.
her busy day a

editor It’s anot t the Hil
don Express.
th e r b u s y d ay of s tress at
A n o the press!
photographer
assistant
To do list!
¥ take some photos
¥ draw a cartoon
¥ write a story
¥ check the photocopier
¥ correct the mistakes
¥ interview the head teacher
designer ¥ design the pages
reporter
¥ correct the spelling
¥ make the copies
¥ write captions
illustrato
r ¥ design the cover
SCC
2 Guess the jobs with your classmate.
Are you going

Are you going to to write a story?
take some photos? Are you the reporter?
Yes, I am. Yes, I am!
No, I‘m not.
CAE
3 Write a description of your plans for tomorrow.
Imagine you and your friends work in a newspaper.
I am the reporter. Tomorrow, I'm going to ... .

Maria is the photographer. She's going to ... .
68 More
practice
More
Jobs in newspapers
practice | PAre you going to … ? / She’s going to … .
491889 _ 0067-0076.indd 68
F 02/07/14 14:14
LC
related to jobs in newspapers through a song. SC Check if children:
SCC More More 1 Learn the new vocabulary through the song.
Children demonstrate
phonics skills by working
phonics in pairs 2 Work well in pairs to play a guessing game.
to play a guessing game about jobs in newspapers.
3 Can write about imaginary plans.
CAE
Children use their imagination to write about their
plans if they worked in a newspaper.
180
i-poster
Fast Finishers
CLIL Objective More
practice practice drawPa picture
The children
More
P of themselves doing one of
To find out more about jobs in newspapers. the newspaper jobs. Th ey then label their picture.
F F
Language Objectives Wrap-up SC SC
To learn the Future with going to: I’m going to look More Give each
More child a piece of paper with one of the tasks written on.
phonics
at the stories. phonics
The children decide what their job is, based on their task.
To practise questions with going to: Are you going to write
a story? They go looking for other people who have the same job and say:
Publishing jobs: assistant, designer, editor, illustrator, I’m a (designer), I’m going to (design the pages). When
photographer, reporter
i-poster
all the groups are formed, they tell the rest of the class their job
and their tasks.
i-flashcards
Materials IWB i-book Use the Vocabulary Game Generator to review

– Teacher’s i-book – Extra material: a piece the key vocabulary covered in the lesson.
– CD 2 of paper per child each with More
practice
More
P P
practice
– Flashcards for Unit 7 one of the tasks from the

F F
To do list written on The children play a fun game matching jobs in
SC SCFor further practice, cover
newspapers with definitions.
the job
More words using
More the shade in the Richmond i-tools and
Lead-in phonics phonics
ask the children to remember the jobs from the definitions.
Review professions the children know, for example, teacher, doctor.
Ask them if any of those jobs work in a newspaper. Ask them who
works making newspapers or magazines. Display the flashcards
Optional Resources
(or open the i-flashcards on the Teacher’s i-book) one by one and Teacher’
i-poster s Resource Book page 35, Reading.
present the jobs. i-flashcards
More 1
practice 2.17 Listen
More
practice P and
P find the names for the people. Then, Continuous
IWB i-book Assessmentt
sing the song. Read through the To do list and let the children Check if the children can:
F F
suggest which job each task might belong to. Play the audio and the Name the professions in a newspaper.
SC SC
children say the name of the person and their job. The children then Match tasks with the professions.
More
phonics listen and join in.
More
phonics Use going to to describe future actions.
(See transcript page 198.) Form questions with going to.
Answers
Annie: illustrator, Peter: reporter,
i-poster
Hannah: photographer, Sammy: designer,
David: editor, Jenny: assistant
i-flashcards
Activity Book
IWB Touch
i-book to open the activity. The children listen to the
song and drag the words for duties in a newspaper to complete
the lyrics. Alternatively, cover the words using the shade in the
Richmond i-tools and ask the children to fill in the gaps.
2 Guess the jobs with your classmate. Ask volunteers to read

out the model dialogue. The children then work in pairs and take it
in turns to play the guessing game.
3 Write a description of your plans for tomorrow. The children

imagine they work in a newspaper and think about what they are
going to do tomorrow. They follow the model text as a guide.
181
Unit 7 Lesson 3
LC 1 Read and find two sentences for each picture.
n Express.
ess! 1
Hey! Look 2
where you’re
going!
3 4
&^ ?% *!! !
Watch out!
a He’s crossing the road. d He’s sending a text message. g He’s going to fall in a big hole.
b The cars are crashing. e The cars are going to crash. h He’s going to walk around the corner.
c He’s walking around the corner. f He’s going to cross the road.
IE
2 Plan the next pictures with a classmate.
Where is he going to fall? What is he going to do?

How is he going to get out?
Who is he going to see?
When is he going to get out?
What is he going to hear?
Where is he going to be in the end?
CAE 3 Draw the next pictures. Then, write captions and speech bubbles.
He's falling down a long tunnel. He's going to fall in dirty water. Ahhh!
Drawing and writing a cartoon | Actions, Movements, City | 69
He’s crossing … . / He’s going to cross … .
491889 _ 0067-0076.indd 69 02/07/14 14:14
LC Children increase their knowledge of vocabulary Key competences continuous assessment

related to actions and movements and develop their
Check if children:
reading skills by matching pictures and descriptions.
IE
1 Learn new vocabulary related to actions
Children show initiative to plan the next pictures and movements and understand the text
of a cartoon. to complete the activity.
CAE 2 Are able to plan what is happening next in a story.
Children develop their imagination, creativity 3 Can draw and write a cartoon.
and artistic skills to draw and write a cartoon.
182
To draw and write cartoons. Teacher’s Resource Book page 67, Speaking.
Language Objectives
To use the Present Continuous to describe events and
going to to predict what is about to happen. Continuous Assessment
To practise Wh- questions with going to: Where is he going Check if the children can:
to fall? What is he going to do? Who is he going to see? Use the Present Continuous to describe actions happening now.
Use the future with going to to describe what is about
to happen.
Materials
Understand questions using going to.
– Optional realia: comics
Lead-in Activity Book

Ask questions about comics: Do you read comics? Have you got a
favourite? Who’s your favourite character? What is a cartoon/comic?
What has it got in it? Is it made up of photos or drawings? Are the
pictures realistic? Has it got words? What type of words? Where are
they? Hand out comics for the children to look at.
1 Read and find two sentences for each picture. The children
look at the comic and find two sentences for each picture, one
to say what is happening now and one to say what is about to
happen.
Answers
1 d, f
2 a, e
3 b, h
4 c, g
2 Plan the next pictures with a classmate. In pairs the children

read the questions and suggest answers.
3 Draw the next pictures. Then, write captions and speech

bubbles. The children choose their favourite answers from
Activity 2 and then draw the comic along with some speech
bubbles and captions.
Fast Finishers
The children draw another comic of their choice with captions
and speech bubbles.
Wrap-up
The children share their ideas about what they think is
going to happen at the end. The class can vote on the funniest
or most original.
183
More More
phonics phonics

Schools
online
DC
1 2.18 Listen and answer the questions about the links.
i-poster
i-flashcards
IWB
1 Our school
Hello and welcome 2 Our staff
to our school online.
3 School clubs
You’re going to find
4 Breakfast and lunch
lots of very useful
information. 5 Homework help
6 Our Sister School
SCC
2 Make questions for a sister school.
We‘ve got a link
in our school blog
Name of school:
Instructions about our sister
itee
wrrit school in ... . Country:
• Work in pairs and w
s. Number of pupils:
five question
qu ons
stiion
ueest s
• Exchange your q Name of head teache
r:
with another pa ir an d
After school clubs:
invent answers.
How many ... ?

LC 3 Write a sister school page for your school.
Have you got ... ?
Our sister school is called ... . It's in ... .
There are ... pupils in our school and our head teacher is ... .
There are ... different classes. I'm in class ... .
We have ... after school clubs.
70 School websites | Parts of a school | There is/There are … . / How many … ? / Where … ?
491889 _ 0067-0076.indd 70 02/07/14 14:14
DC
Children acknowledge the importance of using
the Internet to find useful information. Check if children:
SCC 1 Can recognize the sections of a web page.
Children demonstrate social skills by asking their
2 Work well in groups to ask and answer questions.
classmates questions for a sister school.
LC
a sister school page for their school.
184
More
More
P
practice P
CLIL Objective The children design F a web
F page for their school, like in Activity 1.
To learn about school websites. If the Internet is available, they look at different school websites
SC SC
Language Objectives and research sister schools.
More More
phonics phonics
To learn language related to schools and blogs. Wrap-up
To practise writing questions. More
practice
More
practice P P
As a class, work together to write a cooperative letter to a sister
To learn language related to the Internet: blog, link, online F F
school on the board. If the school already has a sister school, copy
More
practice
More
P P SC SC
practice i-poster
and send the letter, if not discuss how they can organise getting
Materials F F More
a sister school.
More
phonics
SC SC
– CDMore2 IWB i-book Watch the video After school. Complete the
More
phonics phonics
onscreen comprehension activity with the children. For further
i-poster
practice, open the worksheet before you watch the video and
Lead-in i-flashcards
use the Richmond i-tools to complete it as you watch the
Have a discussion about school magazines. Does your school video. Alternatively,
IWB i-book print out copies for the children to do the
i-poster
have one? What sections does it have? Brainstorm what you could worksheet individually.
write about your school.
i-flashcards
IWB i-book Open the lead-in activity. The children look at the school Optional Resources
website from page 70 of the Student’s Book without the menu items Teacher’s Resource Book page 45, Writing.
and choose six items they would include from a list of options. Ask
the children to justify their choices and say what information they
would provide for each.
1 2.18 Listen and answer the questions about the links. Check if the children can:
The children look at the web page and then listen to the questions. Recognise the language related to the Internet.
(See transcript page 198.) Write questions.
Answers Write a description of a school.
Link 2: Our staff, Link 4: Breakfast and lunch,
Link 1: Our school, Link 3: School clubs,
Link 5: Homework help, Link 6: Our sister school
2 Make questions for a sister school. The children read Activity Book
the instructions and then work in pairs to write questions Unit 7, page 68, Lesson 4. See page 261 for answer key.
and invent answers.
3 Write a sister school page for your school. The children

use the model text as a guide to write about their imaginary
sister school.
185
LC
1 Are you good at spelling?

2 Are you good at handwriting?
3 Do you check your work before you give it to your teacher?
4 What are your most common mistakes?
LC 2 2.19 Listen and find the correct letters and words. Then read.
What‘s wrong
Can you see any with the words?
mistakes in my ... ? ... has only got one ... not a double
..., and ... has got a double ... .
Yes, there are ...

spelling mistakes. Look!
And you need a capital letter here,
And there‘s a in ... because it‘s the name of a ... .
word missing here.
Thanks! You are so Double p or one

p?
much better at Double l or one
?
writing than I am! on or in?
Where? Oh, yes! all n?
The word ... is missing. Capital N or sm
CAE
Correcting mistakes | It’s only got one p. It’s got a double l.

You need a capital letter here.
More
practice 71More
practice P
491889 _ 0067-0076.indd 71 02/07/14 14:14

F
LC
questions about their studies. Check if children: SC
LC 1 Can answer personal questions.More More
Children reinforce their language skills by learning phonics phonics
2 Are able to use language for correcting mistakes.
language for correcting mistakes.
CAE
186
i-poster
To learn about how to correct mistakes in written work.
Spelling in English is notoriously difficult, even for native people.
Language Objective
To learn language for correcting mistakes.
Materials Continuous Assessment

– Teacher's i-book Check if the children can:
– CD 2 Understand and use the vocabulary for correcting spelling.
Recognise the missing words and letters.
Act out the scene.
Lead-in
Write some misspelled words on the board, for example,
‘fotographer’, ‘asistant’, ‘edditor’ and ask the children what is
wrong with them.
Let them come out and correct them. Activity Book
1 Answer the questions. The children have a class discussion
More 2
practice 2.19 Listen
More
practiceP andP find the correct letters and words.
Then read. The children listen out for the missing words
F F
and letters and note them down. They can read the dialogue
SC SC
aloud when they know the words.
More
phonics (See transcript page 199.)
More
phonics
Answers
1 homework, two,
2 newspaper, p, p, illustrator, l,
i-poster
3 on,
4 Northpark, school
i-flashcards
IWB Touch
i-book to open the activity. The children look at
various sentences with mistakes, drag descriptions of the type
of mistake to each and correct them using the Richmond i-tools.
3 Add words and act out the scene. The children work
in groups to act out the scene.
Fast Finishers
The children write down words that they have trouble spelling.
Wrap-up
Have a Spelling Bee with common words and other words
More
tice
More
P P
frompracthe unit. practice
F F
SC about
to complete the sentences SC correcting mistakes.
More More
phonics phonics
i-poster
i-flashcards
IWB i-book
187
Unit 7 Lesson 6
Headline horrors!
LC
1 2.20 Listen and read the story. Read th
The printing machines are ready to print the newspaper I can‘t read it. No, it isn‘t! Look!
for the next day. It‘s gobbledygook! The letters are
back to front.
Look at the date! That‘s interesting! Max explains the old fashioned

Let‘s read the 2 way of printing newspapers.
1 front page. 5
We need to put
I‘m sorry!
the letters back
in the right places.
Let‘s have
a look.
Careful with your
hand, Claude!
The children are going to be very busy sorting
3 There is going to be a nasty accident any minute now! 4 out this problem! 7
More
andpractice hand
More
practice P
find ink pink
F
think print SC
front accident
DC More More
phonics of the story | Phonics: final consonant blends: nd, nk, nt
491889 _ 0067-0076.indd 72 02/07/14 14:15

Children learn to pronounce the final consonant
2 Are able to pronounce the final consonant
blends nd, nk, nt correctly.
blends nd, nk, nt correctly.
i-flashcards
DC
Children work together on the IWB and 3 Use the digital resources to practise phonics.
do further phonics practice individually.
188 IWB
Unit 7 Lesson 7
Read the headlines out loud.

n‘t! Look! I think that‘s right now.
ers are
OK. I think the first headline What‘s the next i-poster
headline?
says Children meet...
front.
i-flashcards
IWB Men find...

Mmm...
Shhh! What‘s that?
5 It’s difficult to read because the reporters use 6 Then, the children hear the workers coming back.
special shorthand.
The next morning, the children see
the front page of the newspaper.
d to put
ers back I‘m going to start
ght places. the machines now.
Children meet ten sPiders
The Presidents of all Euro
Stars marry a pink parrot
pean … celebrities get married
countries are… on a
park trip…
Men find life on maRs

Archaeologists
are going to
OK. And I‘m going study the
Roman files…
to check the ink.
8 Oh, no! The editor
7 Oh, dear! What’s going to be in the paper tomorrow? is going to be furious!
LC
1 Do the children travel back or forward in time?
2 Why can’t Holly understand the text?
3 What happens when Claude puts his hand on the table?
4 What does Lulu do to solve the problem?
5 What’s wrong with the headlines in the newspaper the next day?
MST
491889 _ 0067-0076.indd 73 02/07/14 14:15
LC Children develop increased comprehension Key competences continuous assessment

skills when focusing their attention on questions
Check if children:
related to a story.
MST
1 Are able to answer the questions about
Children are introduced to how printing the story.
machines used to work in the past. 2 Become familiar with the old-fashioned
way of printing newspapers.
189
Language Objectives
To review language related to newspapers.
To recognise final consonant blends with n: nd, nk, nt. Continuous Assessment
Understand the story and recognise the vocabulary
Materials related to publishing.
– Teacher's i-book – Story cards for Unit 7 Recognise and produce the final consonant blends nd, nk, nt.
– CD 2
Lead-in
DisplayMore
the first story
P card (or open the i-story cards
P
Activity Book
More
practice practice
on the Teachers i-book). Ask where the characters are.

F F Unit 7, page 70, Lesson 6. See page 262 for answer key.
Then, display the second card and ask the children to predict
SC SC
what might happen.
More More
phonics phonics

2.20
practice
More
practice

the children? What year is it?
Why can’t Holly read the newspaper? Why is it difficult to read
i-poster SC SC
the reporters notes? Do the children put the headlines correctly?
More More

the story to open the i-story cards in a new window.
i-poster
Read and listen to the story with the children.

i-flashcards
Hot spots: Sort out, Shorthand, Paper, Ink. Use the
Hot spotsIWBto highlight
i-book this potentially difficult vocabulary
before the reading activities.
2 2.21 Listen to the sounds. Then, read the words

out loud. The children try to copy the pronunciation as closely
as possible.
Fast Finishers
in three columns and practise saying them.
Wrap-up
More
practice
More
P P
Brainstorm otherpractice
words that end in nd, nk and nt.
F F
The children listen and drag the correct final consonant
blends to complete theSC SC (nd, nk, nt). For further
words
practice,
More open My notes
More and the Richmond i-tools and dictate
phonics phonics
i-poster
i-flashcards
IWB i-book
190
Materials
– Story cards for Unit 7 Unit 7, page 71, Lesson 7. See page 263 for answer key.
Lead-in
Retell the story with the story cards (print or interactive)
1 Read the story again and answer the questions. Play

More
practice the whole
More story again and make sure the children understand
practice P P
it and explain any of the words they don’t understand. The children
F F
answer the questions orally and then write the answers in their
SC SC
notebooks.
More
phonics Answers
More
phonics
1 They travel More back in time.

practice
More
practice P P
2 Because the letters are back to F F
front.
3 He accidentally knocks the front page block off the table.
i-poster SC SC
4 She reads the reporter’s notes out loud.
More More
5 The letters
are scrambled and spell the wrong words.
phonics

i-poster

i-flashcards
Touch to open the activity. The children look at

IWB i-book
five of the pictures from the story and choose the sentence
that best reflects what happens in the story.
Fast Finishers
The children try to invent anagrams with their names.
Wrap-up
In groups, the children try to write what the real headlines
should have been. Explain that the words they see are anagrams.
(ten sPiders = presidents, a pink parrot = on a park trip,
life on maRs = Roman files).
191
Unit 7 Lesson 8
LC 1 Read and find headlines and captions for the photos.

2
1
3
a c
Chief editor investigates b Mystery headlines
Police investigate printers
headlines horrors at the National Globe
d e The editors are going f

The police are going to collect all Mary Hockley is going to interview
the evidence from the printers. to correct the mistakes. all the staff at the Globe.
SCC
2 Discuss the investigation with a classmate.
Where is ... going to start looking?

Who is going to investigate the problem?
When is ... going to start Who is ... going to interview?

the investigation?
What is ... going to find out?
LL 3 Prepare your article.
headline
photo Act out

the story.
caption
74 More
practice
More
P
Newspaper writing: headlines, captions and main facts
practice
491889 _ 0067-0076.indd 74
F 02/07/14 14:15

Children reinforce their reading skills by matching
the headlines and the captions with the photos. SC Check if children:
More skills by working
More in pairs 1 Are able to understand the text
to discuss the phonics
investigation. phonics to complete the activity.
LL Children develop their learning techniques 3 Learn to write a newspaper article.
a newspaper article.
192
i-poster
To practise writing a newspaper article. Check if the children can:
Language Objective Understand the language related to newspapers.
Write a headline and caption.
To practice language related to newspapers: caption,
headline, press
Materials
– Teacher's i-book – Story cards for Unit 7 Activity Book
Lead-in
to retell the story.
More
practice 1 Read and findPheadlines
More
practice P and captions for the photos.
The children match F a headline
F and a caption for each photo.
Answers SC SC
More
1 c, e More
phonics phonics
2 a, f
3 b, d
i-poster
2 Discuss the investigation with a classmate. The children
read the questions and answer them based on the information
in Activity 1.
i-flashcards
IWB i-bookTouch to open the activity. The children match

headlines with photos and captions to make three short
news stories.
3 Prepare your article. The children write about the incident

at the press, using the information from Activity 2.
Fast Finishers
The children write a headline and caption for an imaginary
event in school.
Wrap-up
More
practice
More
P P
rest of the class.
F F
SCscreen:
for the categories on the SC Sections in magazines, Jobs
in newspapers,
More Mistakes
More from written texts, Parts of a newspaper,
phonics phonics
Other jobs.
i-poster
i-flashcards
IWB i-book
193
Unit 7 Lesson 9
LC 1 Find and explain the odd one out.

1 National Globe, headline, Hildon Express, Northpark News ... is the odd one
2 reporter, editor, photographer, comic out in number ... .
3 photo, correct, caption, headline
4 draw, design, write, newspaper
5 jokes, mistakes, sports, letters
The other words are all ... .
LC 2 Play My plans for the future.
I‘m going to wear Ha, ha, ha!

a banana skin!
More More What are P you
practice practice
going to wear?
F
LC
Grammar help SC
The future
More with going to More
phonics
I’m going to draw a cartoon.
phonics
Are you going to write a story?
What are you going to do?
i-poster
Publishing vocabulary | What are you going to do? I’m going to (write a story). 75
i-flashcards
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Children reinforce their vocabulary related
IWB
to publishing. Check if children:
LC 1 Understand the meaning of vocabulary
from the unit.
in a language game.
LC 3 Understand and use the grammar
Children strengthen their knowledge of the
practised in the unit.
unit grammar.
194
Language Objective
More More
P P
practice practice
F F
Materials
SC SC Explain the odd word out in each line.
– Teacher’s i-book – Pop-outs for Unit 7 Recognise the words related to publishing.
More More
phonics – Flashcards
phonics for Unit 7 Understand the language game.
Use going to to describe future events.
i-poster
Lead-in
Display the flashcards and word cards. Invite volunteers to come
i-flashcards
and match them up. Ask other children to spell the words out loud.
IWB i-book Use the Vocabulary Game Generator to review Activity Book
the key vocabulary covered in the unit. Unit 7, page 73, Lesson 9. See page 264 for answer key.
1 Find and explain the odd one out. In pairs the children
decide which word is the odd one out in each line and then
explain why. They can use the speech bubbles to help them.
Answers
1 headline - the other words are all names of newspapers.
2 comic - the other words are all jobs in a newspaper.
More More
practice3 correct P words
- the other
practice P are all items in a newspaper.
4 newspaper - the Fother F words are all actions you do
to make a newspaper. SC SC
More
5 mistakes
More
- the other words are all sections within a newspaper.
phonics phonics
2 Play My plans for the future. Focus the children’s attention

on theMoreGrammar help box. The children then make sentences
More
with their pop-outs.
i-poster
F F
SC SC
MoreIWB More Touch to open the activity. Drag words to complete
i-book
phonics phonics
sentences in three school magazine interviews to review going to.
Fast Finishers
The children write sentences about what section they like
i-poster
and what section they don’t like in a magazine.
i-flashcards
Wrap-up
IWB Have
i-book a Spelling Bee with the phonics words from the unit.
195
Unit 7 Lesson 10
LC
1 2.22 Listen and say True or False.
Banaj Carly Jackson Lina Ali
IE
2 Present your plans to your classmates.
We‘re going to write a blog about animals.
I‘m going to write the stories. Freddie‘s
going to take the photos. We‘re going to have
Instructions
five different sections. The first section is
• Work in groups. going to be about desert animals.
• Choose a type of blog.
• Choose roles.
of sections.
• Decide on the number
• Decide on the content
for each section.
LC 3 Write a draft of your page for the blog.
76 We’re going to write a (blog) about (science). I’m going to (take the photos).
We’re going to have (three) sections. The first section is going to be about (the stars).
491889 _ 0067-0076.indd 76 02/07/14 14:15
LC
Children improve their listening skills by deciding
whether the statements they hear are true or false. Check if children:
IE 1 Are able to understand the listening activity.
Children show initiative and personal autonomy
2 Can plan and decide how to write a blog.
planning and deciding how to write a blog.
LC about their plans.
Children show consolidation of structures
and vocabulary by writing about their plans.
196
To consolidate structures and vocabulary by writing Teacher’s Resource Book pages 19-20, Language.
a draft for a blog.
Language Objective
More P P
More
practice practice
Materials F F In the next lesson give the children the tests from the
SC SC – Poster for Unit 7 Teacher’s Resource Book pages 109-110 or 111-112
More
– CDMore2 depending on each child’s ability. Give as much support as
phonics phonics
Lead-in
The children watch the animated version of the story. Display Final Assessment
i-poster
the poster and the children take turns to describe the magazines
they can see.
i-flashcards
Understand, talk and write about magazine sections
IWB i-book Open the i-poster. The children listen to four people and newspapers using the language and structures learned
talking about magazines they’re going to read and choose which in the unit.
one they’re talking about.
1 2.22 Listen and say True or False. The children

describe the magazines that each child has. They then listen
and say if the statements are true or false. Activity Book
(See transcript page 199.) Unit 7, page 74, Lesson 10. See page 264 for answer key.
Answers
1 True, 2 False, 3 True, 4 False,
5 True, 6 True, 7 False, 8 True
2 Present your plans to your classmates. The children

get into small groups and read the instructions. They read
the speech bubble to help them describe their roles.
More
practice 3 Write
More
P your
a draft of
practice P page for the blog. The children
write a short draft Fof their
F blog.
SC SC
More
Fast Finishers
More
phonics The children draw pictures to add to their blog.
phonics
More More
P P
F F
Have a quiz about the unit. Divide the class into teams and ask
SC SC
i-poster
questions, for example, What does an illustrator do? Spell
More More
photographer. What part of a newspaper do we write in big letters?

i-poster
i-flashcards
IWB i-book
197
Transcripts
2.15 Poster, Unit 7. 2.17 Listen and find the names for the people.
This magazine has got photos of the final of the Queen’s Cup. Then, sing the song: A busy day at the press!
What’s the name of the magazine? It’s another busy day at the Hildon Express.
Another busy day of stress at the press!
In this magazine you can read about dancing; this month
the magazine is all about hip-hop. Annie’s going to draw a cartoon,
What’s the name of the magazine? Stress, stress at the press!
Peter’s going to write a story,
This magazine shows you how to make weather elements
Stress, stress at the press!
and planets with plasticine.
Hannah’s going to take some photos,
What’s the name of the magazine?
In this magazine you can learn about the Antarctic and Sammy’s going to design the pages,
the animals that live there. Stress, stress at the press!
What’s the name of the magazine? David’s going to correct the mistakes,
This magazine has got a lot of information on how to look
Jenny’s going to make the copies,
after your pets.
What’s the name of the magazine?
It’s another busy day at the Hildon Express
In this magazine, you can read about the most popular
Another busy day of stress at the press!
music band of the year.
What’s the name of the magazine? 2.18 Listen and answer the questions about the links.
Melissa: Hi, Samir! Look at this!
2.16 Listen and find the page numbers.
Samir: Oh! Hi, Melissa! Look at what?
Holly: I’m going to read the jokes page. I love the jokes, Melissa: The new website for our school.
they make me laugh. Samir: Wow! There’s so much stuff on it.
Narrator: Turn to page… Melissa: Mmm… Let’s see. I think there are some new teachers
Holly: And then, I’m going to look at the world facts page. this term. Let’s find out their names and what subjects
It’s really interesting. they are going to teach.
Narrator: Turn to page… Narrator: What link is Melissa going to click on?
Claude: I’m going to see if my letter is in the magazine
this week. Samir: I wonder what is on the menu for next week.
Narrator: Turn to page… I’m going to check.
Claude: And then, I’m going to look at the photos. Narrator: What link is Samir going to click on?
Narrator: Turn to page… Melissa: Samir, do you know how many children there are
Max: Oh, I’m going to look at the basketball results. in our school?
That’s my favourite section. Samir: No, I don’t actually, but we can check on this link.
Narrator: Turn to page… Narrator: What link is Samir going to click on?
Max: And then, I’m going to see if there are any interesting
craft activities to do this weekend. Samir: Are you going to do any after-school activities
Narrator: Turn to page… this term?
Lulu: Well, I’m going to read this week’s story. Melissa: Yes. I’m going to join the art group. Look!
Narrator: Turn to page… You can see it here.
Lulu: And then, I’m going to read the comic, it’s really funny. Narrator: What link is Melissa going to click on?
Narrator: Turn to page… Melissa: Oh, look! Now, this is really useful.
Samir: What?
Melissa: This link here. You can check the exercises
or work you need to do and get help.
Narrator: What link is Melissa going to click on?
Samir: I wonder what this link is for…
Melissa: Oh, that’s really interesting. It’s all about a school
in Spain. Let’s click and you can see.
Narrator: What link is Melissa going to click on?
198
Transcripts
2.19 Listen and find the correct letters and words. 2.21 Listen to the sounds. Then, say the words.
Then read. Listen to the sounds and read the words with me.
Boy: Can you see any mistakes in my homework? nd, nd, nd, and
Girl: Yes, there are two spelling mistakes. Look! nd, nd, nd, hand
nd, nd, nd, find
Boy: What’s wrong with the words?
Girl: Newspaper has only got one p not a double p, nk, nk, nk, ink
and illustrator has got a double l. nk, nk, nk, pink
nk, nk, nk, think
Girl: And there’s a word missing here.
Boy: Where? Oh, yes! The word on is missing. nt, nt, nt, print
Girl: And you need a capital letter here, nt, nt, nt, front
in Northpark because it’s the name of a school. nt, nt, nt, accident
Boy: Thanks! You are so much better at writing than I am!
2.22 Listen and say True or False.
2.20 Listen and read the story: Headline horrors! Carly is going to buy a magazine about animals.
Narrator: The printing machines are ready to print Ali isn’t going to buy a magazine about sports.
the newspaper for the next day. Banaj and Ali are going to buy magazines about arts and crafts.
Lulu: Look at the date! Lina and Jackson aren’t going to buy magazines about science.
Max: That’s interesting! Let’s read the front page. Banaj is going to buy a magazine about animals.
Jackson isn’t going to buy a magazine about arts and crafts.
Holly: I can’t read it. It’s gobbledygook!
Carly and Lina aren’t going to buy magazines about animals.
Max: No, it isn’t! Look! The letters are back to front.
Jackson and Ali are going to buy magazines about sports.
Narrator: Max explains the old fashioned way of printing
newspapers.
Claude: Let’s have a look.
Holly: Careful with your hand, Claude!
Narrator: There is going to be a nasty accident any
minute now!
Claude: I’m sorry!
Lulu: We need to put the letters back in the right places.
Narrator: The children are going to be very busy sorting
out this problem!
Holly: Read the headlines out loud.
Lulu: OK. I think the first headline says Children meet…
Narrator: It’s difficult to read because the reporters
use special shorthand.
Max: I think that’s right now. What’s the next headline?
Lulu: Mmm… Men find…
Holly: Shhh! What’s that?
Narrator: Then, the children hear the workers coming back.
Man: I’m going to start the machines now.
Woman: OK. And I’m going to check the ink.
Narrator: Oh, dear! What’s going to be in the paper tomorrow?
Narrator: The next morning, the children see the front page
of the newspaper.
Woman: Oh, no! The editor is going to be furious!
199
Unit 8 Overview
Celebrations: anniversary, birthday, Saxon genitive: Peter is Lucy’s son. Future with going to
golden anniversary, new baby party, Possessive adjectives: He’s her brother. Months
sleep-over party, wedding She’s his sister. Ordinal numbers
Places: hotel, marquee, restaurant Future with going to: What are you going to eat? Family members
Family members: aunt, cousin, dad, mum, Functional language: Let’s have a party! Describing people
grandad, grandma, brother, sister, stepbrother, How much do we need? How about … ?
stepmum, uncle I can make … . Let’s bring some … .
Creative Strand
La nguage Objectives: To learn about ex
tended families
gs cards and design a fam
To recognise greetin ily tree.
tio ns. Language Object
for various celebra ives:
lk about
To use going to to ta To expand the kn
owledge of family
greetings cards. member vocabula
ry.
To learn the Saxo
n genitive.
To learn possessiv
e adjectives.
Functional Strand
Language Objective:
To learn language for
planning a party.
Celebrations!
Knowledge Strand
CLIL Objectives:
Literacy Strand To describe a family photo.
To acquire skills in phonics
CLIL Objective:
while reading a fictional story.
To identify differences and
similarities between celebrations. Language Objectives:
To practise language related
to families and parties.
To review going to for future activities
To recognise the missing letters
related to celebrations.
replaced by apostrophes.
To review family members
and the Saxon genitive.
200
i-poster
i-flashcards

IWB i-book
Listening: To listen to a description of a family tree. Use the Richmond i-tools to complete
To listen to a song about a family. To listen and select the the activities with the children on the IWB.
greeting card being described. To listen for the missing
words from a story. To listen to and understand a story. Activities in and provide
To listen and answer questions based on a chart. a digital alternative to introduce the children
Reading: To read information and match it to a greeting to the lesson.
card. To read a story and supply missing words. To read
and understand a story. To read and understand riddles. Activities with beside the rubric offer
Writing: To draw and label a family tree. To make word
lists. To write about a family photo. To write a riddle. To
write an invitation to a party.
Speaking: To talk about future parties. To sing a song. • Lesson 7: activity 1
To talk about family members and the relationships • Lesson 8: activity 1
between them. To answer comprehension questions about More
practice
More
• Lesson
practice P P
9: grammar
a story. To talk about family members from the story. F F
More More
Assessment Criteria Alternatively,

phonics
More
it can be used as homework:
phonics
More
P P
practice
practice
• Children can understand, talk and write

F F
about family members and celebrations.
• Lesson 5: functional language
• Children can form the Saxon genitive. i-poster SC SC
• Children can use possessive adjectives. More More
phonics
phonics
8: literacy
• Children can write a description of a celebration using
the vocabulary and structures presented in the unit. IWB i-book
• Children can use going to to describe future actions.
• Lesson 4: Celebrations
• Children know how to use an apostrophe to replace More More
i-poster P P
letters in contractions.
practice practice
i-flashcards F F
provides aSCvisual
SC
IWB i-book
Optional Resources More
phonics
More
phonics
Teacher's Resource Book Photocopies: Use the Vocabulary Game Generator to create
• Lesson 2: page 46, Writing
• Lesson 3: page 56, Listening i-poster
• Lesson 4: page 36, Reading i-flashcards

• Lesson 9: pages 21-22, Language IWB i-book
• Lesson 10: page 68, Speaking For ideas on how to exploit the course
• Evaluation: pages 113-114 or 115-116, Unit 8 test resources, see our Activity Bank: pages 17-24.
Extras/Realia
• Lesson 8: children’s family photos.

SCC
Key Competences Children develop their social and civic skills when showing
empathy to others by writing greetings cards. They also become
familiar with the idea of cooperation when planning a party.
LC Linguistic Competence: CAE Cultural Awareness and Expression:
Children become familiar with vocabulary related to parties, Children use their creativity and artistic skills to design
family, greeting cards and language for planning parties. their family tree and make a greetings card.
Children reinforce their numeracy skills by practising dates Children develop their learning techniques by gaining
and ordinal numbers. an understanding of how to describe a family photo.
Children work together on the unit content using the IWB Children use their initiative and personal autonomy
and do further practice individually. to plan a party.
201
Lesson 1
8 Celebrations!
LC
1 2.24 Listen and find the missing information.
Weekend plans
Claude is going to a ? in a
?. wedding
th
50 anniversary
Holly is going to a ? in a ? .
hotel
a ? in a ? . 15th birthday party marquee
Lulu and Max are going to
restaurant
MST 2 Choose three parties and three dates.

I‘m going to a 15th
25th anniversary birthday party.
50th anniversary
wedding When‘s the party?
new baby
18th birthday
On 23rd of July.
15th birthday
DC
Identifying different types of parties | Parties, Places,
Months, Ordinals | When’s the … ? It’s on … ?
More
practice
More
77
practice P
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F
LC
Children practise their listening skills in the context
of parties by finding the missing information. Check if children: SC
MST 1 Are able to understand the listening
More activity. More
Children reinforce their numeracy skills phonics phonics
2 Can understand and say dates
by practising dates and ordinal numbers.
and ordinal numbers.
DC 3 Use the digital resources to practise
the new language.
do further practice individually.
202
i-poster
Unit 8 Lesson 1
To understand a listening activity about parties. Check if the children can:
Recognise and name the various celebrations.
Language Objectives Say dates correctly.
To review months and ordinal numbers.
Celebrations: anniversary, birthday, golden anniversary,
new baby, party, wedding
Places: hotel, marquee, restaurant
Activity Book
More
practice Materials
More
practice P P Unit 8, page 75, Lesson 1. See page 265 for answer key.
F F – Poster for Unit 8
– CD 2
SC SC
More More
phonics phonics
Lead-in
2.23 Display the poster. The children identify the celebration
in each picture. They then listen and say which picture is being
i-poster
represented.
i-flashcards
IWB i-book Open the i-poster. Follow the above instructions and
ask individual children to come to the IWB to drag the celebrations
words to the correct celebration as they listen to the audio.
1 2.24 Listen and find the missing information. The

children identify the celebrations and the places using the word
boxes. They then listen to complete the sentences. Volunteers
then say what the characters are doing at the weekend.
Answers
Claude is going to a 50th anniversary at a restaurant.
Holly is going to a wedding in a marquee.
Lulu and Max are going to a 15th birthday party at a big hotel.
2 Choose three parties and three dates. Review saying the

date with the children. In small groups they take turns to talk
about upcoming events using the model dialogue as a guide.
Fast Finishers
The children write important dates for their family.
Wrap-up
Give the children vocabulary for other celebrations, for example,
christening, first communion. Talk about different celebrations
More More
P P
askticethe children
and prac which kind they like and have experienced.
practice
F F
The children play a fun game matching words
SC SC their knowledge
with definitions to consolidate
about
Morecelebrations.
More
phonics phonics
i-poster
i-flashcards
203
IWB i-book
Unit 8 Lesson 2
LC 1 2.25 Sketch the family tree. Then, listen and write the names. Sing the song.
grandma grandad
aunt uncle mum dad stepmum
brother me sister
I‘m Ben. I‘m in

the middle of
cousins stepbrother
my family tree.
Karen Caroline Anna Lucy Sarah Eve Bobby
Simon Peter Hugo Johnny Ben David

SCC
2 Make and correct false statements.
Peter is Lucy’s son.
his
No, he isn’t. He’s her brother.
her
Caroline is Ben’s cousin. Ben is Hugo and Eve’s son.
their
No, she isn’t. She’s his sister. No, he isn’t. He’s their cousin.
CAE 3 Make and label your family tree.
78 Designing a family tree | Family |

Saxon genitive and possessive adjectives: my, his, her, their
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LC
related to family through a song. Check if children:
SCC 1 Learn the new vocabulary through the song.
Children demonstrate skills by working in pairs
to make and correct false statements.
3 Can design a family tree.
CAE
to design their family tree.
204
To learn about extended families and design a family tree. Families can always be a sensitive subject for some
children. Looking at extended and alternative families
Language Objectives will help them share their own family situation.
To learn to use the Saxon genitive: Peter is Lucy’s son. The Saxon genitive can be difficult for children to grasp
To learn to use possessive adjectives: He’s her brother. but it is an important part of everyday language and they
She’s his sister. need to practise.
Family members: aunt, brother, cousin, dad, mum, grandad,
grandma, sister, stepbrother, stepmum, uncle
Materials Optional Resources

– Teacher’s i-book – Flashcards for Unit 8 Teacher’s Resource Book page 46, Writing.
– CD 2
Lead-in Continuous Assessment

Review the names of family members with the children. Display the Check if the children can:
flashcards (or open the i-flashcards on the Teacher’s i-book) and Name the relationships in families.
go through the relationships. Draw a simple family tree on the board Use the Saxon genitive correctly.
and describe the relationships between everyone. Use possessive adjectives.
More
practice 1 2.25 Sketch
More
practice P theP family tree. Then, listen and write
the names. Sing the song. The children make a copy of the family
F F
tree and then listen carefully to name the people. They may need to
listen several timesSCto SC
work out who is who. They then sing the song. Activity Book
More
phonics (See transcript
More
phonics page 222.) Unit 8, page 76, Lesson 2. See page 265 for answer key.
Answers
Grandma: Anna, Mum: Lucy, Brother: Simon,
Grandad: Bobby, Dad: David, Stepmum: Karen,
i-poster
Sister: Caroline, Stepbrother: Johnny, Uncle: Peter,
Cousins: Hugo and Eve, Aunt: Sarah
i-flashcards
IWB i-book Touch to open the karaoke activity. The children

sing the song, saying the missing words as they are highlighted.
2 Make and correct false statements. The children make

statements based on the family tree from Activity 1. Give them
lots of support forming the Saxon genitive and using the
possessive adjectives.
More
practice
More
practice P P
3 Make and labelF your F family tree. The children draw their
family tree and label it with relationship words.
SC SC
More
phonics Fast Finishers
More
phonics
The children write sentences about the relationships in their family.
Wrap-up
i-poster
Children come to the board and write two names from their family.
i-flashcardsAsk: Who’s (Dani)? They reply: He’s my (uncle) / (dad’s brother).
IWB i-book Use the Vocabulary Game Generator to review the

key vocabulary covered in the lesson.
205
Unit 8 Lesson 3
2
LC 1 Read and match the descriptions with the invitations.
Wedding Golden
invitation Anniversary
a I’m going to see my new cousin at my b We’re going to have dinner and then
aunt’s house. We’re going to take some we’re going to watch a film before bed.
sandwiches and a cake for the party. I’m going to wear my pyjamas.
c I’m going to give my grandma and my d We’re going to have a big meal and
grandad a special present. After dinner, then we’re going to dance. I’m going to
we’re going to sing some songs. wear a new dress.
4
3
New
ep-over ty babyy
Sle p ar part
SCC
2 Choose an invitation and imagine the party. Then, ask a classmate.
What are you going to celebrate? What are you going to eat?
What are you going to wear? What are you going to do?
DC
Differences and similarities between celebrations |
Family, Celebrations, Party activities | What/Who + going to
More
practice 79More
practice P
491889 _ 0077-0086.indd 79 02/07/14 14:16

F
Children demonstrate reading comprehension
to match the descriptions with the invitations. Check if children: SC
SCC 1 Are able to understand the text
Moreto complete More
Children demonstrate skills by working in pairs to phonics phonics
the activity.
ask and answer questions about an imaginary party.
DC
Children work together on the IWB and 3 Use the digital resources to practise
do further practice individually. the new language.
206
i-poster
To identify differences and similarities between Teacher’s Resource Book page 56, Listening.
celebrations.
Language Objectives
To review going to for future activities related Continuous Assessment
to celebrations. Check if the children can:
To review family members and the Saxon genitive. Identify the celebrations.
Celebrations: golden anniversary, new baby party, Describe an imaginary party.
sleep-over party, wedding Recognise some of the similarities and differences
More
practice
More
practice P P between celebrations.
Materials F F
SC SC
– Poster for Unit 8
More More
phonics phonics
Activity Book
Lead-in Unit 8, page 77, Lesson 3. See page 266 for answer key.
Display the poster (or open the i-poster on the Teacher’s i-book)
i-poster
and review the celebrations pictured. Have a class vote on the
favourite kind of celebration.
i-flashcards
IWB i-book Open the lead-in activity. Play Guess it! The children
have to guess the picture. Divide the class in groups. Touch play
to start. The children look at the picture and try to guess what it is.
When the children want to have a guess they raise their hand.
Stop the timer. If the answer is correct, give one point to the team.
If it’s not correct, restart the timer. Use the Richmond i-tools
to write each team’s score and time on the chart provided.
1 Read and match the descriptions with the invitations.

The children read the texts and match each one with a card.
Answers
a 4, b 3, c 2, d 1
2 Choose an invitation and imagine the party. Then, ask

a classmate. The children use their imagination to think about
a party, the food, clothes and activities. In small groups they
take turns to ask and answer questions using the model dialogue
as a guide.
Fast Finishers
The children write what they are going to eat, wear and do.
Wrap-up
Have a class discussion to find the similarities and differences
between celebrations. For example, eating special food, giving
presents, dancing, wearing special clothes, having cake or putting
More
practice
More
P P
up decorations. practice
F F
SC about
to complete the sentences SC celebrations.
More More
phonics phonics
207
i-poster
More More
phonics phonics
Unit 8 Lesson 4
e tings Culture
G r e
cards
SCC 1 2.26 Listen and find the cards.
i-poster
a ppy Birthday
H !
Get well
soon! i-flashcards
IWB
Thank you!
Congratulations!
Happy
Anniversary!
Congratula
tions.
A girl!
CAE 2 Choose and design a type of card. Then, ask your classmate.
What type of card are Who are you going

you going to make? to send it to?
What are you going
to draw on it?
LC 3 Make and describe your card.
My card is a ... card. It's got ... and ... . I'm going to send it to ... .
80 Greeting cards | Family, Types of cards | going to + verb
491889 _ 0077-0086.indd 80 02/07/14 14:16
SCC
Children develop their social and civic skills when
showing empathy to others by writing greetings cards. Check if children:
CAE 1 Show empathy to others by writing
greetings cards.
to make a greetings card.
2 Can make a greetings card.
LC 3 Improve their ability to write in English.
Children improve their writing skills
by describing their card.
208
To make and describe greetings cards. Teacher’s Resource Book page 36, Reading.
Language Objectives
To recognize greetings cards for various celebrations.
To use going to to talk about greetings cards. Continuous Assessment
Recognise the various celebrations.
Materials
Use going to to talk about the future.
More
practice
More
– CDpractice
2 P P
F F
SC SC
Lead-in
More
phonics Ask questions about invitations: How do you know there is a party?
More
phonics
Activity Book
Do you get a letter? An email? A card? What type of cards do people Unit 8, page 78, Lesson 4. See page 266 for answer key.
send you? Christmas cards, invitations, birthday cards? What other
celebrations do you send invitations for?
i-poster
Explain that in the UK, people send cards for lots of different
celebrations.
i-flashcards
IWB i-book Open the i-poster. The children read and hear ten
sentences related to the celebrations on the poster and choose
the celebration that each refers to.
1 2.26 Listen and find the cards. Look at the cards

and the children say when each one might be sent. They then
listen and find them.
Answers
Happy Birthday! card; Get well soon! card; Congratulations! card;
Happy Anniversary! card; Congratulations. A girl! card; Thank you!
card.
2 Choose and design a type of card. Then, ask your classmate.

The children plan a card to make and then talk about it with a
partner using the questions to help them.
3 Make and describe your card.

practice makePtheir
The children P card and then describe it using the model
More More
practice
text as a guide. F F
SC SC
More
Fast Finishers
More
phonics The children make a card for someone they know.
phonics
More More
P P
F F
Everyone stands up and then say: This invitation is for a (wedding).
SC SC
i-poster
Those children who haven’t made a wedding invitation sit down.
More More
Repeat with
i-flashcards the other celebrations.
phonics phonics
IWB i-book Watch the video Celebrations. Complete the onscreen

comprehension activity with the children. For further practice, open
i-poster
the worksheet before you watch the video and use the Richmond
i-flashcards
i-tools to complete it as you watch the video. Alternatively, print
out copies
IWBfor the
i-bookchildren to do the worksheet individually.
209
LC
1 Do you always have a birthday party? 2 Do you have parties for other celebrations?
3 Do you write invitations for your parties? 4 Do you ever go to parties in a park?
LC
2 2.27 Read and listen for the missing words.
How many people are

we going to invite? ... !
Let‘s have ... party.
Good idea!
We can have it ... .
What are we going Let‘s bring some ... .

to eat? How much Yes! We can ... .
do we need?
How about ... ?

And let‘s bring a ...
And I can make ... . We can ... , as well.
CAE
Language for planning parties | Party food, Party activities |

Let’s have a party! Let’s bring … .
More
practice 81More
practice P
491889 _ 0077-0086.indd 81 02/07/14 14:17

F
LC
questions about parties. Check if children: SC
LC 1 Can answer personal questions.More More
Children reinforce their language skills by learning phonics parties. phonics
2 Are able to use language for planning
language for planning parties.
CAE
210
i-poster
To learn and use language for planning parties.
Language Objective Understand and use the vocabulary for organising a party.
Recognise the missing words.
To learn language for discussing parties.
Act out the scene.
Materials
– CD 2
Activity Book
Lead-in
Review party vocabulary (food, equipment, activities). Ask:
What do we need to throw a party? What do we need to do before
the party? What are good things to do in a party?
More
practice 1 Answer
More
practice P P
the questions. The children have a class discussion
F F
SC SC
2 2.27 Read and listen for the missing words. The children
More
phonics listen out for the missing words and note them down. They can
More
phonics
read the dialogue aloud when they know the words.

Answers
i-poster
an end-of-term; in the park; All the class; five big bags of crisps;
some biscuits; music; dance; ball; play football
i-flashcards
IWB i-book Touch to open the activity. The children match

sentence halves to practise language for planning parties. For further
practice, use the spotlight in the Richmond i-tools to cover words
from the completed sentences and ask the children to remember
the missing words.
3 Add words and act out the scene. The children work in
groups to act out the scene.
Fast Finishers
The children list what they need for their birthday party.
Wrap-up
Ask children to talk about their next birthday party, to say how they
More More
P P
wantpractoticecelebratepractice
it and what they want to eat and drink.
F F
SC to
to form correct sentences SCconsolidate their use
of language
More for More
planning parties.
phonics phonics
i-poster
i-flashcards
IWB i-book
211
Unit 8 Lesson 6
The family photo
LC
One day, Holly brings a chest to the den. It’s full Suddenly, the magic window opens and
of old clothes and photos. it’s time for a new adventure.
Who are the people

in this photo?
I don‘t know. I think they‘re Hurray!

my grandma Daisy‘s family. Here we go!
1 2
5
The children are in a big garden. Inside the marquee, there’s lots of food.
They’re at the family party. Daisy doesn’t wait for lunch.
Oh, hello! I‘m Daisy.

Are you my cousins?
Hmm... This Are you going
is delicious. to dance later?
Of course!
No, but I am family.
And these are my friends.
3 4 7
LC
2 2.29 Listen and say the missing letters.
More P
they’re
More
don't
practice
I’m
practice
doesn’t
F
it's we’re SC
she’s there’s
DC More More
82 phonics Comprehension of the story
phonics | Phonics: contracted forms
491889 _ 0077-0086.indd 82 02/07/14 14:17

Children learn to pronounce contracted
2 Are able to pronounce contracted forms correctly.
forms correctly.
i-flashcards
DC
212 IWB
Unit 8 Lesson 7
LL The children eat some of the party food. Suddenly… And then, Daisy Daisy! It‘s time
hears her mum. r the photos!
foi-poster
Oh, no! Look at my dress! What am I going toi-flashcards

do?
IWB
I‘m sorry!
Is she going Yes, very!

Smash! to be angry?
5 6 Daisy can’t have a dirty dress for the family photo.
Daisy! Where are you? Back in the den, Holly looks at the photo again.
We‘re all waiting! Look! She‘s wearing the sash.
Here! You can
use this sash.
It‘s perfect!
7 Thanks. 8
1 Look at picture 1 . Is the photo from modern times?
2 Look at picture 1 and 3 . Who is Daisy?
3 Look at picture 6 . Why is Daisy’s mum going to be angry?
4 Look at picture 7 . Where does the sash come from?
5 Look at pictures 1 and 8 . Is Daisy wearing the same clothes?
491889 _ 0077-0086.indd 83 02/07/14 14:17
LL
related to a story.
213
Language Objectives
To practise language related to families and parties.
To recognise the missing letters replaced by apostrophes. Continuous Assessment
Materials Understand the story and recognise the vocabulary
related to families and parties.
– CD 2
Recognise any missing letters from contracted forms.
More
practice Lead-in More
practice P P
Display the fourth story card (print or interactive). Ask the
F F
children where the characters are and tell them to focus on
Activity Book
SC SC
the people’s clothes. Ask them to predict what might happen. Unit 8, page 80, Lesson 6. See page 267 for answer key.
More More
phonics phonics

2.28
practice
More
practice

the children at the start of the story?
What are they looking at? How is Daisy related to Holly?
i-poster SC SC
What happens to Daisy’s dress? How does Holly help Daisy?
More More

i-poster

i-flashcards
Hot spots: Marquee, Sash. Use the Hot spots to highlight this
potentially
IWB diffii-book
2 2.29 Listen and say the missing letters. The children

listen to the full and contracted version of words; they then say
which letter is missing.
Answers
o, a, o, a, i, a, i, i
Fast Finishers
in the full form and the contracted form.
Wrap-up
Divide the class into teams. A member of each team comes
to the board. Call out a contracted form and the children race to
write out the full form. The first person to write it correctly wins
More
practice
More
P P
a point for their team.
practice
F F
The children listen and drag contracted forms of words
SC SC
to the category that shows which letter is missing (a, i, o).
For further
More practice,
More open My notes and the Richmond i-tools
phonics phonics
and dictate more contracted words, asking the children to write
both contracted and full forms of each.
i-poster
214 i-flashcards
IWB i-book
Language Objectives
Answer the questions.
Materials
– Story cards for Unit 8 Unit 8, page 61, Lesson 7. See page 268 for answer key.
Lead-in
Retell the story with the story cards (print or interactive)
More
practice 1 Read Morethe storyPagain
practice P and answer the questions. Play the whole
story again and make sure the children understand it; explain any of
F F
the words they don’t understand. The children answer the questions
SC SC
orally and then write the answers in their notebooks.
More
Moretice
prac
More
practice P P
phonics Answers
More
phonics
1 No, it isn’t. F F
More
practice
More
practice P P
2 Daisy is Holly’s grandma.
SC SC F F
More 3 Because More Daisy’s dress is dirty for the family photo.
phonics
4 The sash comes from Holly’s head.
More More
5 No, in picture 1 she isn’t wearing the sash.
phonics

i-poster
i-poster

i-flashcards
i-flashcards
IWB i-bookTouch to open the activity. The children read

IWB i-book
sentences describing what happens in the story and match them
to the pictures they refer to.
Fast Finishers
The children write another question about the story.
Wrap-up
Have a Spelling Bee with some words from the story.
Note: For the next lesson the children need to bring in

a family photo.
215
Unit 8 Lesson 8
LL
1 Look at the people in the story and make word lists.
Clothes
Family members dress Appearance
mother red hair
IE
2 Make labels for the photo. Then, ask a classmate.
e blue
I think the girl in th
r. I think the man with white
dress is Daisy‘s siste
hair is Daisy‘s grandad.
LL 3 Describe one of your family photos.

Act out
I'm ... years old in this photo. We are at ... . the story.
The ... with ... is my ... .
84 More
practice
Describing
practice P
More a family photo | Clothes, Facial features, Family
Saxon genitive: The girl with a blue dress is Daisy’s sister.
|
491889 _ 0077-0086.indd 84
F 02/07/14 14:17

Children develop learning techniques by classifying
the vocabulary of the story and making word lists. SC Check if children:
IE
Children showMore
initiative and personal
More autonomy 1 Are able to classify vocabulary and make word lists.
phonicsopinions about
by expressing their phonics
a family photo. 2 Can express their own opinions.
3 Learn to describe a family photo.
by gaining an understanding of how to describe
a family photo.
216
i-poster
To practise describing a family photo. Check if the children can:
Describe people.
Language Objective
Describe family relationships.
To review language to describe people.
Describe a photo and the people in it.
Materials
– Teacher's i-book – Extra material: children’s
– Story cards for Unit 8 family photos
More
practice
More
practice P P Activity Book
F F
Lead-in
SC SC
More
phonics to retell the story.
More
phonics
1 Look at the people in the story and make word lists.

In small groups the children make word lists. After a short time
i-poster
ask the groups to read out their lists and add any words that others
mention if they do not have them.
i-flashcards
IWB Touch
i-book to open the activity. Play Memory to review
vocabulary for describing a family photo.
2 Make labels for the photo. Then, ask a classmate. The children
decide who they think the members of Daisy’s family are. They then
share their ideas in groups or with the whole class.
3 Describe one of your family photos. The children write about

a photo they have brought in. If they haven’t brought one, they
then describe one from memory.
Fast Finishers
The children show their photo to a friend and describe it.
Wrap-up
More
practice
More
P P
rest of the class.
F F
The children find ten family members in the wordsearch.
SC SC i-tools to make it more
Use the timer in the Richmond
challenging
More
phonics phonics
i-poster
i-flashcards
IWB i-book
217
Unit 8 Lesson 9
CAE 1 Read and answer the riddles. Then, write your own riddle.
She’s my grandma’s daughter but she isn’t my aunt.

Who is she?
He’s my sister’s dad but he isn’t my dad.

Who is he?
She’s my grandad’s granddaughter but she isn’t my sister.

Who is she?
He’s my aunt’s brother but he isn’t my dad.

Who is he?
More
practice
More
practice P She and Her.
That‘s a pair.
F
LC
Grammar help SC
Possessive adjectives
More
My hair More
is red. Your hair is black. Her hair is blond.
phonics phonics
His hair is grey. Their hair is brown.
He’s my grandma’s son but he isn’t my uncle. Who is he? | (She’s) got (blond) hair. (Her) hair is (blond). 85
i-poster
491889 _ 0077-0086.indd 85 02/07/14 14:17
CAE Key competences continuous assessment

Children develop their imagination
i-flashcards
and creativity by writing riddles. Check if children:
LC 1 Use their imagination to write riddles.
ChildrenIWB
apply their newly acquired knowledge
in a language game.
3 Understand and use the grammar
LC practised in the unit.
218
Teacher’s Resource Book pages 21-22, Language.
To review the grammar of the unit.
Language Objective
Materials
Understand the riddles.
– Teacher’s i-book – Pop-outs for Unit 8 Write a riddle.
– Flashcards for Unit 8 Understand the language game.
Lead-in
Display the flashcard words on the board (or open
the i-flashcards on the Teacher’s i-book. Describe one Activity Book
of the relationships and ask the children to name it: This person Unit 8, page 83, Lesson 9. See page 269 for answer key.
is my mum/dad’s sister. (aunt)
1 Read and answer the riddles. Then, write your own riddle.
Read through the riddles one at a time and help the children
to think through them, drawing a family tree if necessary.
to thinkPof aPmember of a family and then to write
More More
practiceTell them
practice
a riddle using the same

F F structure as the ones given.
Answers SC SC
More
My mum,More
My stepdad, My cousin, My uncle
phonics phonics
2 Play a language game. Focus the children’s attention

on the
MoreGrammar help box. The children then make sentences
More
with their pop-outs.
i-poster
F F
SC SC
More
MoreIWBpractice i-book Touch P to Popen the activity. The children complete
More
Morepractice
phonics phonics
eight sentences with
F the
F correct possessive adjectives. For further
practice, repeat the exercises covering the options with the shade in
SC SC
the Richmond i-tools to make it more challenging for the children.
More More
phonics phonics
i-poster
Fast Finishers
i-flashcards The children write more family riddles.
IWB
i-poster
i-book Wrap-up
i-flashcards Have a Spelling Bee with the phonics words from the unit.

219
Unit 8 Lesson 10
SCC
Wonder party plans
buy buy make make the bring do the
the food the drinks some food invitations the music decorations
Holly
Claud
e 4 4
Lulu 4 4
Max 4 4
4 4
IE
2 Plan a class party for the end of term. Then, present your plan.
What food are you going to buy?

Instructions
• Work in groups of four. What drinks are you going to buy?
sks
• Choose people for the ta What food are you going to make?
and answer the qu est ion s.
• Buy the food and the drinks. What are you going to do at the party?
• Make some food. ation?
What are you going to draw on your invit
• Make the invitations.
• Bring the music.
I‘m going to I‘m going to make
• Do the decorations.
make a cake. the invitations.
I‘m going to buy We‘re going

some crisps. to play football.
LC 3 Write an invitation to one of the Wonder friends.
Dear ...
Summer Party!
On: ... At: ... We are going to ... and ... .
86 Planning a party | What (drinks) are you going to (buy)? I’m going to buy (juices).
491889 _ 0077-0086.indd 86 02/07/14 14:17
SCC
Children acknowledge the importance
of cooperation when planning a party. Check if children:
IE 1 Become familiar with the idea of cooperation
Children use their initiative and personal autonomy
when planning a party.
to plan a class party for the end of the term.
2 Can plan a party.
LC 3 Use the language learned in the unit
Children show consolidation of structures
to write an invitation.
and vocabulary by writing an invitation.
220
To consolidate structures and vocabulary by planning Teacher’s Resource Book page 68, Speaking.
a party.
Language Objective

– CD 2 depending on each child’s ability. Give as much support as
Lead-in
The children watch the animated version of the story. Display
Final Assessment
the poster (or open the i-poster on the Teacher’s i-book)
and the children take turns to describe the celebrations they can see.
Understand, talk and write about celebrations and families
using the language and structures learned in the unit.
1 2.30 Listen and answer the questions. The children look
at the chart and then listen to the audio. They say what each person
is going to do.
Answers
Yes, she is; No, she isn’t; Yes, he is; Yes, he is;
Activity Book
No, she isn’t; Yes, she is; Yes, he is; No, he isn’t; Unit 8, page 84, Lesson 10. See page 269 for answer key.
No, they aren’t; Yes, they are; No, they aren’t;
Yes, they are
2 Plan a class party for the end of term. Then, present your
plan. The children read the instructions and then, in small groups,
talk about the party. Discuss all the suggestions as a whole class.
3 Write an invitation to one of the Wonder friends. The

More
practice copy the Pmodel
childrenMore
practice P text to help them write an invitation to
one of the course characters.
F F
SC SC
More
Fast Finishers
More
phonics
decorate their invitation.
More More
P P
F F
If possible have an end of term party. Alternatively, talk about
i-poster
the year with the children. AskSCthem SC
which units from the book
More More
they like best,
i-flashcards phonics which songs and stories.
phonics

i-poster
i-flashcards
IWB i-book
221
Transcripts
2.23 Poster, Unit 8. Listen and find the picture. 2.25 Sketch the family tree. Then, listen and write
Old lady: What a lovely couple! the names. Sing the song: Ben’s family tree.
Old man: They look very happy. Anna is my grandma. She’s at the top of the family tree.
All: Congratulations! Lucy is her daughter and she’s my mum.
Simon is my brother and he’s there next to me.
Girls: Happy Birthday, Lisa!
Look at me. I’m Ben! I’m in the middle of my family tree.
Lisa: Thank you! Hey! I like your pyjamas Elsa!
Girl: Hmm, the pizza is yummy! Bobby is my grandad. He’s at the top of the family tree.
Lisa: Thank you so much for the presents! David is his son and he’s my daddy.
Karen is my stepmum. She’s next in the family tree.
Girl: Congratulations on your wedding anniversary!
Look at me. I’m Ben! I’m in the middle of my family tree.
Woman: Thank you my love.
Caroline is my sister and she’s there next to me.
All: Happy Birthday!
Johnny is my stepbrother. He’s next to Carol in the family tree.
Girl: Thank you!
Peter is my uncle. He’s next to my mum in the family tree.
Boy: You’re an adult now! You can learn to drive!
Hugo and Eve are my cousins and Sarah is my aunt.
Man: Congratulations on your baby boy!
Look at me. Look at me! In the middle of my family tree.
Woman: Thank you.
Look at me. I’m Ben! And this is my family.
Man: He looks like you.
2.26 Listen and find the cards.
2.24 Listen and find the missing information.
Shop assistant: Can I help you?
Holly: You look happy, Claude. What’s up? Girl: Yes, I want a card for my mum. She’s going to be
Claude: Oh! We’re going to have a party for my grandparents’ 50 next week.
50th anniversary.
Holly: Where are you going to celebrate the anniversary? Shop assistant: Hello, are you looking for something special?
Claude: At a restaurant. And, what are you going to do Boy: Yes, I am. I need a really nice card for my grandma.
at the weekend, Holly? She’s in hospital.
Holly: I’m going to go to a family celebration, as well. Girl: Excuse me, have you got any cards with cars?
Max: Really! What are you going to celebrate? Shop assistant: With cars?
Holly: A wedding. Girl: Yes, my cousin has got his driving test.
Max: A wedding? That’s fun! Where are they going Boy: I need a card for my aunt and uncle. They’re going
to have the party? to have their silver anniversary.
Holly: In a marquee. What about you, Max?
Shop assistant: Are you looking for something special?
Max: Well, we’re going to go see all the family, as well! Girl: Well… yes, I am. It’s very exciting because
Claude: Really? What are you and Lulu going to celebrate? my stepbrother is a new dad!
Lulu: A 15th birthday party! We’re going to dance!
Holly: Where are they going to have the party? Shop assistant: Can I help you?
Max: At a big hotel. Boy: Well, I got lots of birthday presents this year and
I need to say “thank you”.
222
Transcripts
2.27 Read and listen for the missing words. 2.29 Listen and say the missing letters.
Boy: Let’s have an end-of-term party. Do not. Don’t. What letter is missing?
Boy: Good idea! I am. I’m. What letter is missing?
Girl: We can have it in the park. Does not. Doesn’t. What letter is missing?
They are. They’re. What letter is missing?
Boy: How many people are we going to invite?
It is. It’s. What letter is missing?
Girl: All the class!
We are. We’re. What letter is missing?
Boy: What are we going to eat? How much do we need? She is. She’s. What letter is missing?
Girl: How about five big bags of crisps? There is. There’s. What letter is missing?
Boy: And I can make some biscuits.
2.30 Listen and answer the questions.
Boy: Let’s bring some music.
Girl: Yes! We can dance. Man: Do you need any help with the party plans?
Boy: And let’s bring a ball. We can play football, as well! Characters: No, thank you. We’re ready.
Woman: OK. Let’s see… Is Holly going to buy the food?
2.28 Listen and read the story: The family photo. Man: Is she going to buy the drinks?
Narrator: One day, Holly brings a chest to the den. Woman: Is Claude going to buy the drinks?
It’s full of old clothes and photos. Man: Is he going to make the invitations?
Max: Who are the people in this photo? Woman: Is Lulu going to make the invitations as well?
Holly: I don’t know. I think they’re my grandma Daisy’s family. Man: Is she going to do the decorations?
Woman: Is Max going to make some food?
Narrator: Suddenly, the magic window opens and it’s time Man: Is he going to bring the music?
for a new adventure. Woman: Let’s go over the plans again. Are Holly and Claude
All: Hurray! Here we go! going to make the food?
Narrator: The children are in a big garden. They’re at the Man: Are Lulu and Max going to make some food?
family party. Woman: Are Holly and Claude going to do the decorations?
Daisy: Oh, hello! I’m Daisy. Are you my cousins? Man: Are Lulu and Max going to do the decorations?
Holly: No, but I am family. And these are my friends.
Narrator: Inside the marquee, there’s lots of food.
Daisy doesn’t wait for lunch.
Daisy: Hmm… This is delicious.
Holly: Are you going to dance later?
Daisy: Of course!
Narrator: The children eat some of the party food. Suddenly…
Daisy: Oh, no! Look at my dress!
Max: I’m sorry!
Narrator: And then, Daisy hears her mum.
Daisy’s mum: Daisy! It’s time for the photos!
Daisy: What am I going to do?
Lulu: Is she going to be angry?
Daisy: Yes, very!
Narrator: Daisy can’t have a dirty dress for the family photo.
Daisy’s mum: Daisy! Where are you? We’re all waiting!
Holly: Here! You can use this sash.
Daisy: It’s perfect! Thanks.
Narrator: Back in the den, Holly looks at the photo again.
Holly: Look! She’s wearing the sash.
223
Lesson 1
Diwali Diwali means the Festiva

and it‘s the most import
of the year in India. It
l of Lights
ant holiday
‘s a five-day
celebration.
CAE
1 2.31 Listen and find the pictures for the five days.
c
a We put lamps around the
house and the garden.
b
We visit friends and
This is a special day for give presents.
brothers and sisters.
We have a big family party. e We clean the house from
There are lots of fireworks. top to bottom.
d f
We make Rangoli
patterns on the ground.
IE
2 Design a Rangoli and tell a classmate.
night sky flowers trees fish birds snakes

Instructions
• Choose a theme. triangles circles lines spirals squares waves
• Draw a picture in the centre.
• Fill the rest of the space
with shapes. My Rangoli has got two
snakes in the centre.
It‘s got red and yellow
circles and green lines.
CAE 3 Make Rangolis in the playground.
Diwali, festival of lights, lamps, fireworks, shapes, patterns

More
practice 87More
practice P
491889 _ 0087-0088.indd 87 02/07/14 13:54

F
CAE
Children develop their awareness of traditions
from other cultures. SC
IE
Children show initiative and personal autonomy More More
phonics phonics
to choose a theme when designing a Rangoli.
CAE
Children develop their creativity and artistic skills
by making Rangolis.
224
i-poster
Diwali Festivals
To learn facts about Diwali.
2.31 Listen and find the pictures for the five days.
Language Objectives
To revise the Present Simple: We have a big family party. On the first day of Diwali we clean the house from
Shapes: circles, lines, spirals, squares, triangles, waves top to bottom.
On the second day, we do the decorations.
We put lamps around the house and the garden.
Materials On the second day we also make Rangoli patterns
– Teacher's i-book – Extra material: images of on the ground with coloured chalk.
– CD 2 Rangoli, coloured chalk string The third day is the most important day of Diwali.
We have a big family party and there are always lots of fireworks.
Then, on the fourth day, we visit our friends and we
Lead-in give presents.
The last day of Diwali is a special day for brothers and sisters.
More
practice Talk about
More different festivals that the children celebrate. Ask them
P P
practice
I always give my brother a present on Diwali!
what special things they do and ask: Do you give people presents?
F F
Do you celebrate with your family? Do you have fireworks?
SC SC
More
phonics 1 2.31 Listen and find the pictures for the five days.
More
Final Evaluation
phonics
Read the introduction about Diwali. Explain that on each day they
do something special. The children listen and note down what is Check if the children can:
Follow and understand the audio.
done on each day.
i-poster Describe a Rangoli.
Answers
f–b–e–d–c–a
i-flashcards
IWB i-book Touch to open the activity. The children read sentences
about Diwali and answer true or false. Listen to the song and
order the words as they hear them. Stop the audio if needed. Once Activity Book
the words are in the correct order, ask the children to use the Festivals, page 93. See page 270 for answer key.
Richmond i-tools to match the words with the pictures. Then,
sing the song again.
2 Design a Rangoli and tell a classmate. Show the children

pictures of Rangolis to help give them ideas and inspiration. They
follow the instructions to make and then describe their Rangoli.
3 Make Rangolis in the playground. In groups the children

design a pattern on paper and then draw it on a larger scale in the
playground using coloured chalk. They could use a length of string
held at a point like a compass to sketch the initial large circle.
Fast Finishers
The children choose another theme to make another Rangoli.
Wrap-up
Display all the Rangolis and have a vote for the best one, the most
colourful one and the most unusual one. Invite other classes to
More
practice
More
P P
come and look atpractice
the larger playground ones.
F F
SC to
to form correct sentences SCconsolidate their
understanding
More of the
More festival of Diwali.
phonics phonics
i-poster
225
i-flashcards
Lesson 1
Cherry Blossom
Festival At the Cherry Blossom
Festival, we have picnics
under the cherry trees.
MST
Sometimes, people write
1 Read the two haiku and find the pictures. haiku poems about nature.
Then, answer the questions.
1 a
Flowers opening,
Pink and white cherry blossom,
Spring is here again.
b
2
Look under your feet.
Blossom falling from the tree.
Makes a pink carpet.
How many syllables are there in the first lines?

How many syllables are there in the first lines?
How many syllables are there in the second lines?
How many syllables are there in the third lines?
SCC
2 Choose a season and brainstorm words with a classmate.
Spring: flowers, birds, sun, rainbow...
LC 3 Write a haiku with a classmate.
4 Decorate a tree with all the haiku.
88 More
practice
More
P
blossom, leaves, flowers, poem structures, seasons
practice
491889 _ 0087-0088.indd 88
F 02/07/14 13:54
MST
Children apply basic mathematical skills to count
syllables in the haiku and recognise a pattern. SC
SCC More skills by working
Children demonstrate More
phonics phonicsin pairs
to think of words related to a season.
LC
a haiku poem.
226
i-poster
Cherry Blossom Festival Festivals
To learn about and write a haiku poem. Writing the haiku will be difficult for some children. Try to pair
Language Objective children with mixed abilities and offer plenty of support.
To review the seasons and seasonal features.
Materials
– Teacher's i-book – Optional realia: images
Final Evaluation
of cherry blossom, examples Check if the children can:
of haiku poems Understand the haiku presented.
Understand the structure of a haiku.
Write a haiku about nature with or without support.
Lead-in
Ask the children if they like poems and if they know any in their own
language. Explain that in Japan there is a kind of poem called haiku.
It only has three lines and 17 syllables.
Activity Book
More
practice
More
practice P P
Festivals, page 94. See page 270 for answer key.
1 Read the two haiku F F
and find the pictures. Then, answer
the questions. Read the introduction about the Cherry Blossom
Festival. If possible,SCshow
SC
pictures of cherry blossom trees.
More
phonics The children read the haiku and match them with the pictures.
More
phonics
They then answer the questions. Explain that this is the typical
formula for a haiku.
Answers
i-poster
1 b, 2 a
5 syllables, 7 syllables, 5 syllables
i-flashcards
IWB Touch
i-book to open the activity. The children sort out
nine lines to form three seasonal haiku poems.
2 Choose a season and brainstorm words with a classmate.

The children think of words for one season. All the pairs report back
to the class and add more words to their own lists if necessary.
3 Write a haiku with a classmate. The children select words from

Activity 2 to write a haiku. Remind them of the syllable count.
4 Decorate a tree with all the haiku. The children can decorate
a tree in the school playground with their haiku or draw a large tree
on continuous paper in order to make a class display.
Fast Finishers
Paint a picture of a cherry tree using their fingers to add the pink
and white blossom.
Wrap-up
Ask the pairs to read their haiku aloud to the class. As they read,
More
practice
More
P P
ask the rest of thepractice
class to close their eyes to picture the images.
F F
The children play a fun game matching words from the
lesson with definitionsSC SC
to consolidate their knowledge
aboutMorethe Cherry Blossom Festival. For further practice, cover
More
phonics phonics
the words with the shade in the Richmond i-tools and ask students
to try to remember them from their definitions.
i-poster 227
i-flashcards
Welcome! Lesson 1 • 2
Welcome! 1
Welcome!
1 Read and number the characters and the places.
1 2
I‘ve got blue eyes and black hair. I‘ve got blond hair and blue eyes.
Look for me behind a chair. Look under the table for a surprise!
3 4
Do you remember me? I‘m Lulu‘s See the magic window shine?
twin. Look for me inside the bin! Come on now. It‘s adventure time!
4
1
Holly 4 Max 3
2
Claude Lulu 2
1

1 Max has got a sister. T F
2 Lulu has got a brother called Claude. T F
3 One of the characters has got red hair. T F
4 The twins have got brown eyes. T F
5 Holly has got green eyes. T F
6 Lulu’s hair is the same colour as Max’s hair. T F
7 Holly’s eyes are the same colour as Claude’s eyes. T F
3 Write a description of yourself. Child's own answer

I’ve got
.
558028 _ 0002-0004.indd 2 10/09/14 11:43

Welcome! Lesson 2
1 1 Listen and write the answers.
Yes, he/she is. No, he/she isn’t. Yes, they are. No, they aren’t.
Transcript 1 Is Claude doing his homework? Yes, he is.

2 Is Holly watching TV? No, she isn't.
3 Are the other people in Holly’s family having tea? No, they aren't.
1 Listen and write the answers. 4 Is Holly having milk and biscuits? Yes, she is.
5 Is Claude’s mum making lunch? No, she isn't.
Holly: Hi, Claude! What are you doing?
6 Are Claude’s grandparents coming for tea? Yes, they are.
Claude: Hi, Holly! I’m just finishing the last
sum for Maths. What about you?
Holly: I’m a bit bored actually. 2 Look at the pictures, read and number the sentences.
Everybody is watching TV.
5 1 5 8
Claude: Aren’t you watching? Holly and Claude
Holly is hidi
ng in
the Magic W
Holly: No. I don’t like that programme. are looking under indow.
the table.
I’m on my own in the kitchen. I’m having tea.
Claude: What are you having?
Holly: Just some milk and biscuits. 2 6
Do you want to come and have tea with me? 1 4
Claude, Max and Claude is reading
Claude: I can’t, Holly. My mum’s making tea Lulu are hiding. Lulu’s clue.
for everybody because my grandparents
are coming in a few minutes.
Holly: Oh, OK. Have a lovely time with 3 7
7 Lulu is reading
6
your grandparents. See you at school tomorrow. Max is jumping
Max’s clue.
out of the bin.
4 8
3 Holly is reading 2
Holly is looking
Claude’s clue.
behind the chair.
228 3
Welcome! Lesson 3
Welcome! Lesson 3
1 Complete the questions and write answers. Child's own answers
What Who When Where
1 What do you do after school on Friday?
2 When do you go to bed on Saturday?
3 Who do you have breakfast with at the weekend?
4 Where do you have lunch on school days?
2 Read the questions and classify the answers.
Key
✓ = right answer
✗ = wrong answer
ow ? 4 What’s the last number?

1 What is inside a rainb
✗ a A billion zillion. ✗
a Coloured ribbons.
b Numbers are infinite so there isn’t a last one. ✓
b Tiny raindrops. ✓
2 Where does the wind

co me from? 5 When does the morning start?
a From the movement of sunrise. ✓
air. ✓ a At different times depending on the
b From the big wind mach
ine. ✗ b It always starts at 7 o’clock. ✗
3 Where do the clouds go? 6 Why does the moon change shape?
a They evaporate. ✓ a Because bits keep falling off. ✗
. ✗
b They go back into the cloud machine b It doesn’t! We see different parts
at different times of the month. ✓
44
558028 _ 0002-0004.indd 4 10/09/14 11:43
229
Unit 1 Lesson 1 • 2
Lesson 1
1 Take a trip!
1 Read and write the continents.
Oceania North America Asia Europe

Africa South America
1 This continent is very, very big and it has got lots of different
countries. Most of it is in the Northern Hemisphere.
Country clue: China. Name of continent: Asia
2 This continent is very big and it has got lots of different countries.
Part of it is in the Northern Hemisphere but most of it is in Southern Hemisphere.
Country clue: Egypt. Name of continent: Africa
3 This continent is big but it hasn’t got many different countries. It is only in the Northern
Hemisphere. Country clue: Canada. Name of continent: North America
4 This continent is quite small but it has got lots of different countries. It is only in the Northern
Hemisphere. Country clue: Romania. Name of continent: Europe
5 This continent is big and it has got lots of different countries. A small part of it is in the Northern
Hemisphere but most of it is in Southern Hemisphere. Country clue: Colombia.
Name of continent: South America
6 This continent is small and it hasn’t got many different countries. It is only in the Southern
Hemisphere. Country clue: Australia. Name of continent: Oceania
2 Complete the chart. Model answer
North South
Continents Oceania
America Asia America Europe Africa
USA India Argentina France Kenya Fiji

Canada China Bolivia United Kingdom Morocco Australia
Countries Mexico Japan Ecuador Spain Egypt New Zealand
Vietnam Brazil Portugal Nigeria
UNIT 1 Lesson 2
1 Find and write about the children.
Inés Inés is from Ecuador. It is in South Amelie is from Canada. It is in Amelie

America. The flag is yellow , North America. The flag is red
red and blue . and white. She speaks English
She speaks Spanish and and French. She lives in Ottawa.
she lives in Quito .
Ecuador Canada
Victor Victor is from Romania. It is in Samir is from Morocco. It is in Samir

Europe. The flag is blue, yellow Africa. The flag is red and green.
and red. He speaks Romanian He speaks Arabic and he lives in
and he lives in Bucharest. Rabat.
Romania Morocco
Ott
awa
red yellow
¡Hola!
Salut!
white
blue Hi! Bucharest
red
Áhlan!
Raba
yellow t
quito
blue

1 What language do people speak in Romania?
Romanian.
2 What languages do people speak in Canada?
English and French.
3 What is the capital of Morocco?
Rabat.
4 What continent is Ecuador in?
South America.
230 6
558028 _ 0005-0014.indd 6 10/09/14 11:46

UNIT 1 Lesson 3
1 Look at the chart and answer the questions.
Coin Ireland France Spain Italy Germany Finland

5c harp woman’s face building building leaf lion
10c harp woman man’s face woman’s face building lion
20c harp woman man’s face man building lion
50c harp woman man’s face man on a horse building lion
€1 harp tree man man eagle birds
€2 harp tree man man’s face eagle flower
1 Which country has got a musical instrument on all the coins?

Transcript
Ireland.
2 Which countries haven’t got any people on the coins? 2 Listen and use the initials to label
Ireland, Germany and Finland. the information.
3 Which countries have got animals on the coins?
Narrator: Hello, everybody! Today we are going
Italy, Germany and Finland.
to talk to two children who live on small islands.
4 Which countries have got plants on the coins?
Bucharest France, Germany and Finland.
First of all, let’s meet Fiona. Hello, Fiona!
5 Which countries haven’t got any plants or animals on the coins?
Fiona: Hello!
Ireland and Spain. Narrator: I understand that your school is the most
6 Which countries haven’t got any women in any of the coins? northerly school in the whole of the British Isles.
Ireland, Spain, Germany and Finland. Fiona: Yes, that’s right. I go to Baltasound Primary
School in Shetland.
2 Tick (✓) an option. Then, check your answer. Model answer Narrator: Wow! I bet it’s cold there in the winter!
What do you prefer ... ? Fiona: Yes, it is. But I love our winter fire festival
called Up Helly Aa. It’s really good fun.
Narrator: And what do you do in your free time?
0,000 €
1,00
1 2 3 4 5
or €1 €2 €4 €8
6 7 Fiona: I’ve got a Shetland pony called Mrs T so
8 9 10 11 12 13 14
I go riding a lot.
A million euros €1 the first day, €2 the second day,

and double every day for a month. ✓
(2,147,483,648 after 31 days.)

7
558028 _ 0005-0014.indd 7
UNIT 1 Lesson 410/09/14 11:46
1 2 Listen and use the initials to label the information.
Narrator: Do you learn any foreign languages at school?

Fiona: I’ve got a pen friend from Norway called Le
Nor arn
we
Boo gian
Elin so I am learning Norwegian. k4
D
Narrator: Thank you, Fiona. Now let’s meet
David Vegetable D F
David from Anglesey. Hei, jeg garden
David: Hi, there. heter Elin! Mrs T
Narrator: Hello, David. Tell us a bit about your school.
David: Well, my school is a green school and we grow
Fiona F
all our own vegetables. Up Helly Aa D
F D
Narrator: That’s interesting. Do you work
in the garden?
2 Read and number the pictures.
David: Yes, we all do. We grow the vegetables
for our school lunches. They’re delicious! 1 They are only 70 cm to 107 cm high. 2 They are unusual because they haven’t
Narrator: And what do you do in your free time? But they are very strong. got tails. They are excellent hunters
David: I love sailing and I’ve got a small sailing boat. In winter, they grow a double coat for and very good at catching mice. They
It’s great because you can see the seals on the rocks protection against the cold weather. are like dogs because they protect and
around the island. But I can only sail in the summer guard the house very well.
3 They live in the water around Anglesey.
because the sea is too rough in the winter.
The pups (babies) stay on the beaches 4 They are very, very small. They only live
Narrator: So what do you do in the winter?
until they are ready to go into the sea. on the islands and they eat insects.
David: Well, I really like running so I train for the race They aren’t good at moving on the They travel in a caravan, holding each
called Run the Island. I’m the youth champion this year! land but they are excellent swimmers. other’s tails.
Narrator: Well done!
Scilly Shetland Atlantic Manx
shrew pony grey seal cat
4 1 3 2
88 231
558028 _ 0005-0014.indd 8 10/09/14 11:46
Unit 1 Lesson 5
1 Read and number two answers for each question.
She‘s from India.

from? 2
1 Where are you
2 Where’s you
r mum from?
your dad? Oh I‘m a mixture of French,
3 What about
ionality are you
? Indian, Chinese and Canadian.
4 So, wh at nat
4
I‘m Canadian.
I‘m from Canada. 1
1
He‘s half French and half Chinese.
Her family comes from India. 3
2
His mum‘s family is from
Well I‘m Canadian and I‘m also France and his dad‘s
half Indian, a quarter French family is from China.
and a quarter Chinese.
3
4
2 Look at the family tree and describe the child.
Grandad Grandma Grandad Grandma

Colombian Spanish Chinese British
Dad Mum
Tommy
Tommy is a quarter Colombian, a quarter Spanish, a quarter Chinese and a quarter British
.
Unit 1 Lesson 6
1 3 Listen and number the words.
adventure 8 nature
future 3
6
Transcript temperature 1 sculpture 2

4
3 Listen and number the words. literature
departure 7
1 The … tells us how hot or cold something is. 9 furniture 5
2 A … is a three dimensional artwork,
for example, a statue. 2 Complete the crossword puzzle with words ending in ture.
3 … is all the natural things around us, like 1 2175 1 2 3 2 3
f f p
animals, plants, mountains and rivers. u u i
4
4 A … is a two dimensional artwork, like d t r c
a photo or a drawing. 5 s c u l p t u r e u 6 n a t u r e 6
p r i u 7
5 We have got … in our houses, like tables 4 5
7 a d v e n t u r e
and chairs. r u e
6 The present comes after the past and the … t r
8
comes after the present. u 8 l i t e r a t u r e 9
7 Stories, plays and poems are all … . 9 t e m p e r a t u r e
e
8 An … is an exciting and fun experience.
9 The … time is the time you leave to go 3 Follow the instructions and make a word path. Model answer
somewhere.
Instructions
• Write words with ch sounds to make a connecting path from the start to the finish.
• Write words with k sounds in the other shapes.
rt nature cat colour call clue coin

future cheese country cloud coat
cold continent picture chocolate literature quarter
caravan click come Canada
232 10
UNIT 1 Lesson 7
1 Read and write the countries.
In this place ...

there is a market full of food. Mexico
it is very, very cold. China
there is a lot of traffic and noise. Egypt
there is a big clock. Ottawa, Canada
2 Read and classify the sentences.
Key
✱ = the beginning of the story The children arrive back at the den. ●
▲ = the middle of the story
● = the end of the story
Nobody is bo
red, now.
sh. ▲ ●
Holly hears people speaking Spani
Holly is bored.
The children visit Egypt. ✱
✱
Lulu looks at the thermome
ter. ▲
The magic window takes the children to Canada. ▲
3 Read and tick (✓) the true sentences about the story.
1 The children know they are in Egypt because they recognise the city.
Lulu knows they are in Egypt because she recognises the pyramids. ✓
2 Holly thinks they are in London because the clock looks like Big Ben. ✓
Holly thinks they are in London because she recognises the flag.
3 Claude tastes all the wonderful food in Mexico.

Claude wants to taste all the food but there is no time. ✓
4 Claude knows they are in China because it’s very cold.

Claude knows they are in China because he recognises the coin. ✓
11
558028 _ 0005-0014.indd 11
UNIT 1 Lesson 810/09/14 11:47
1 Match the characters with their souvenirs. Then, complete the sentences.
1 a b 2
3 c d 4
mug T-shirt camel cap
Lulu’s souvenir is a camel from Egypt .

Max’s souvenir is a mug from Canada .
Holly’s souvenir is a T-shirt from Mexico .
Claude’s souvenir is a cap from China .

Key
1 Holly wants to do something interesting. ✓
✓ = I know it’s true
✗ = I know it’s false
? = I don’t know
2 The Canadian flag is red and white. ✓
3 The children get a souvenir from each place. ✓

4 It’s very hot in China. ✗
5 Holly speaks Spanish. ?
6 The pyramids are near a small city. ✗
7 Claude can read Chinese. ?

8 Big Ben is in Canada. ✗
12 233
558028 _ 0005-0014.indd 12 10/09/14 11:47
Unit 1 Lesson 9
1 Complete the word pyramid.

1 Every country has one with different colours. f l a g
2 You need this to buy things. m o n e y
3 Spain is in this continent. E u r o p e
4 The most important city in a country. c a p i t a l
5 Some people speak only one, but some speak more. l a n g u a g e
6 For example, Asia. c o n t i n e n t
7 The capital of New Zealand. W e l l i n g t o n
2 Read and write the countries. Model answer
Name a country ...

where people speak French and English. Canada
with a red, white and blue flag. (France)
where the money is euros. (Spain)
in Africa. (Senegal)
with the capital city of Ottawa. Canada
where people speak Arabic. (Morocco)
with a red, yellow and blue flag. (Romania)
where the money is pounds and pennies. United Kingdom
in South America. (Argentina)
with the capital city of Paris. France
3 Read and tick (✓) the true sentences. Then, write examples. Child's own answers
We use capital letters for … 1 the names of countries ✓ : 5 the souvenirs in the story :
2 the names of animals : 6 the names of people ✓ :
3 the names of cities ✓ : 7 the months of the year ✓ :
4 the names of languages ✓ : 8 the days of the week ✓ :
13
UNIT 1 Lesson 10
1 Number and colour the flags. Then, invent and describe your own flag.
a
1 The flag of Nepal is two triangles. The
outline is blue, the background is red
and the sun and moon are white. 3
b
2 The Swiss flag is the only square flag. It is
red with a white cross in the middle.
3 The red flag with a white cross on it is the

c
flag of Denmark. It is more than 700 years
old.
4 The flag of the United Nations has got the

1
map of the world with two olive branches d
underneath to symbolise peace. The
background is light blue and the symbols are
white. 5
5 The Jolly Roger is a pirate flag. The e

background is black, and the skull and
crossbones are white.
4
Child's own answer Child's own drawing
234 14
558028 _ 0005-0014.indd 14 10/09/14 11:47

Lesson 1
2 Fit and healthy

1 Stand straight. 4 Stretch your left leg back and bend your right knee.
2 Stretch your arms up. 5 Put your left knee on the floor.
3 Lower your arms and put your hands on the floor. 6 Stretch your arms up.
6 3 4
5 1 2
2 Choose words and complete the sentences. Child's own answers
can can’t cartwheel forward roll handstand star jump high kick
1 I do a .
2 I do a .
3 Most children in my class do a .
6 My teacher do a .
7 My teacher do a .
8 My teacher do a .
15
UNIT 2 Lesson 2
1 Unscramble the words and label the icons.
pjum runt ikkc

unr
1 2 3 4
kick jump run turn
2 Read the dance routine. Then, draw icons and describe a new routine. Child's own answer
runs to the
The dancer
t
ns to the lef
front. She tur
en , she kic ks
and jumps. Th
e
the front. Sh
and turns to
to the lef t, kicks and
runs
the front.
then jumps to
Child's own drawings
The second dancer

He .
16 235
558028 _ 0015-0024.indd 16 10/09/14 11:45
Unit 2 Lesson 3
Transcript
1 Find and classify ten activities. Model answer
4 Listen and match the sentence halves.
b a l l e t q r z b do go
f b g t y w s u k a ballet swimming Man: Can I interview you lot about your exercise
o s w i m m i n g s
dance skating routines?
o t e n n i s n h k
gymnastics running
t p l h z y u i o e Kids: Yes, of course.
b q b d s o v n c t
a s k a t i n g k b
play May: Me, first.
l z g n t s k j e a
l w b c c i r d y l basketball Man: Ok. What’s your name?
m l y e g n f q h l hockey May: I’m May.
g k j e l s p z v d
w d r g t d z x n k
football Man: So, May. What exercise do you do every week?
tennis May: Well… I do PE twice a week and I play hockey
g y m n a s t i c s
once a week.
hild's own answer 2 4 Listen and match the sentence halves. Man: Do you take any other exercise?
May: Yes, I go for a walk twice a day.
1 I do PE once a week.
May Man: Thanks, May. You take a lot of exercise!
2 I play hockey once a week.
3 I go for a walk once a week.
OK, who’s next?
twice a week.
Paul
4 I do gymnastics Paul: Me! I’m Paul.
twice a day.
5 I play basketball Man: Ok, Paul. Tell me about your exercise routine.
three times a week.
6 I go riding Paul: I play basketball three times a week.
three times a week.
Amy 7 I play football
four times a week.
It’s my favourite sport.
8 I go swimming
five times a week.
Man: Do you do any other exercise?
9 I do dance Paul: Yes! I do gymnastics at school four times a week.
3 Complete and answer the questions about yourself. Child's own answers
And I go riding once a week, at the weekends.
Man: And how about you?
Once a … . Twice a … . … times a … .
Amy: Well, I’m Amy and I play football at school. I play
1 How often do you go for a walk? five times a week. And then, I do dance three times a
2 How often do you do PE? week and I go swimming once a week at the weekends.
3 How do you play ? Man: Thanks, kids. You’re all really healthy.
4 How do go ?
17
Unit 2 Lesson 4
1 Classify the activities.
Key
✎green = stretching exercises ✎red = fitness activities ✎blue = football skills
throwing the cycling bending your twisting your stopping swinging your
ball leg body the ball arms
running skipping touching your kicking the ball keeping the ball swimming
toes in the air
2 Read, complete the chart and answer the questions.
All the children do exercise six times a week. Dan and Ellen play football.
Jack and Beth play basketball. They play a match every weekend but they don't play on the
same day. The children do two fitness activities every week. Jack goes swimming on Sundays.
Dan goes running on Wednesdays.
Ellen and Beth go to the gym on Mondays. Dan and Beth go cycling on Fridays.
Jack and Ellen go running on Fridays.
Dan Ellen Jack Beth

sport football football basketball basketball
day of match Sunday Sunday Saturday Saturday
fitness running gym swimming gym
activities gycling running running cycling
1 How often do they do sports training? 3 times a week (minus matches and fitness activities.)
2 When do Dan and Ellen train? Monday, Wednesday, Friday.
3 When do Jack and Beth train? Monday, Friday, Sunday.
236 18
UNIT 2 Lesson 5
1 Look at the pictures and complete the sentences.
tackles shoots scores passes kicks off heads
1 2 3 4 5 6
swinging your 1 Player number 5 tackles . 4 Player number 6 scores .

arms 2 Player number 1 shoots . 5 Player number 7 heads the ball.
3 Player number 8 passes to player number 3. 6 Player number 4 kicks off .
2 Circle the sentences with the same meaning.
1 United are in control of the ball.

swimming a Rovers players can’t take the ball from United. 4 It’s a foul.
b United players don’t run very fast. a It’s against the rules.
b It’s a mistake.
2 There’s only one Delvin Costa.
a Delvin Costa is the best team. 5 That’s a 1-nil win.
b Delvin Costa is the best football player. a The teams scored the same number
of goals.
3 A red card for Luke Trent.
b One team didn’t score any goals.
a The referee is sending Luke Trent off.
b The referee is giving a free pass to Luke Trent.
3 Invent a football rhyme for your favourite team. Child's own answers
Instructions
(1)
1 Write the letters in the name of your team separated.
(2) 2 Write the name of your team.
(3) 3 Choose a rhyme for the last letter in the name.
… is the team for me. … is winning today.
… is the best. … go up to the sky.
… Go, team! Go! … is the team for me and you!
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UNIT 2 Lesson 610/09/14 11:45
1 Complete and classify the words.
Key
✎green = sounds like air
✎blue = sounds like ear
Transcript
5 Listen and complete the rhymes. a i r b e a r e a r ch a i r y e a r h e r e h a i r
Then, match them with the pictures.

The man with the beard is very weird. ?
There’s hair in his ear and he can’t hear.
wh e r e b e a rd th e r e st a i r h e a r w e i rd
The bear near the stair has only got one ear.
He sits there on the chair every day of the year. 2 5 Listen and complete the rhymes. Then, match them with the pictures.
1 The man with the beard is very weird .

There 's hair in his ear and
he can't hear .
2 The bear near the stair

has only got one ear . He sits there
on the chair every day of the year .
a b
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Unit 2 Lesson 7
1 Number the pictures in order. Then, complete the sentences.
scape from
How does Lulu em
the exercise achine?
4 3 1
Max throws the rope.

catches swings
Lulu the rope.
throws
Lulu swings on the rope. goes
Lulu goes towards catches
the magic window.
2
2 Match the sentence halves.
1 Holly pushes the green button and … a the wheels move.

2 The exercise belt moves and … b Lulu spins around.
3 The exercise bar moves and … c Lulu starts running.
4 Claude pushes the yellow button and … d a ball hits Claude’s ear.
5 The machine turns and … e Lulu goes up and down.
6 The machine throws balls and … f the machine starts.
Key 1 Max has got one of the ropes. C

2 Holly turns the machine on. D
D = a mistake
DD = the biggest mistake 3 Lulu gets on the machine. DD
C = the solution 4 Claude makes the wheels and the bar move. D
21
Unit 2 Lesson 8
1 Tick (✓
(✓) the best message for the story.
.
Don’t go to the gym
Don’t swing on ropes.
Don’t play with strange machines. ✓ Don’t jump on

trampolines.
2 Read the descriptions and number the exercise machines.
1 This machine makes your stomach stronger.

2 This machine makes your shoulders stronger.
3 This machine makes your arms and legs stronger.
3 1 2
3 Describe the machine to make your stomach stronger.
pull lie pull

Lie
down. Pull
top the
down up bottom top bar down
hands with your
.
Push
legs hands the bottom
up bar
with your legs
.
238 22
UNIT 2 Lesson 9
1 Do the crossword puzzle. 1 5 9
1
j 8 2 6 10
2 p u l l l
7 11
m 4 l o w e r
6 b
3 p u s h i f 10 e
t f 9 t u r n 3 7 11
5 r i g h t p 12 d o w n
e
t
c 4 8 12
h
2 Match the expressions with the same meaning.

1 every day a twice a month
2 every Monday b three times a year
3 every week c twice a year
4 every two weeks d once a week
5 every four months e seven times a week
6 every six months f four times a month
3 Complete the questions for the interview.
1 Who do you train with ? I train with the under 12 Skating Club.
2 How often do you train ? We train three times a week.
3 Where do you train ? We train at the local sports centre.
4 How often do you have a competition ? I do a skating competition once a month.
5 How often does your mum watch you ? My mum watches me every weekend.
6 How often does your coach go to your school ? My coach comes to my school once a term.
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UNIT 2 Lesson 10/09/14
10 11:46
1 Do the Flexibility quiz. Child's own answers
How flexible are you?

Flexible legs
1 Can you stand with straight legs and …
bend at the waist? (1 mark)
touch your toes with your hands? (2 marks)
put your hands on the floor next to your feet? (3 marks )
put your nose on your knees? (4 marks)
Flexible hips
2 Can you sit on the floor …
with your legs crossed and your hands on your head? (1 mark)
with your feet together and your hands on your head? (2 marks)
with your feet together and your knees on the floor? (3 marks)
with your feet together and your head on the floor? (4 marks)
Flexible knees
3 Stand on one leg. Can you bend the other leg and …
pull it up to your body? (1 mark)
put your foot on the other knee? (2 marks)
touch your foot to your bottom? (3 marks)
Flexible shoulders
4 Can you put your hands together …
with your fingers pointing down? (1 mark)
with your fingers pointing up? (2 marks)
5 Stretch one arm up and one arm down. Bend your arms.
Can your hands touch? (3 marks)
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Lesson 1
3 Spectacular space!
1 Do the planet crossword puzzle.
1 S A T U R N
0 1 The sixth planet.
L 2 The fourth planet.
2 M A R S 3 The third planet.
3 E A R T H 4 The seventh planet.
5 The first planet.
4 U R A N U S
6 The second planet.
5 M E R C U R Y
7 The fifth planet.
6 V E N U S
7 J U P I T E R 8 The eighth planet.
8 N E P T U N E 9 The Earth’s satellite.
9 M O O N
2 Read and write the names in the family tree.
Allthenamesoftheplanets,exceptfortheEarth,comefromRomanorGreekmythology.These
GodsandGoddessesareallonebigfamily!UranusistheonlyGreekgod.Heisthe
father or grandfather of all the others. Saturn is Uranus’ son. He is Jupiter
and Neptune’s father.
Mars and Mercury
are Jupiter’s sons
Uranus
and Venus is his
Mercury daughter.
Jupiter Venus
Saturn
Mars
Neptune
25
Unit 3 Lesson 2
1 6 Read, listen and complete the chart.

ro t a t
axis. io
rotate on its
the Earth to
Transcript e it takes for
n
A day is the tim is the tim e it takes
hours. A year
Earth is 24 365
A day on the the Earth is
orb it the Sun. A year on
for the Earth
to
s dep end on the time
6 Read, listen and complete the chart. other planet
years on the
days. Days and
rot at e and orbit the Sun.
Narrator: The planets all rotate at different speeds they take to
t
orbi
so the length of day is different.
A day on Venus lasts for 5,830 hours.
A day on Mars is nearly the same as a day
on the Earth. It lasts for 24.6 hours. Planet Mercury Venus Earth Mars
A day on Saturn is very short. It only lasts 5,830 24.6
day 1,409 hours hours 24 hours hours
for 10.2 hours.
And a day on Neptune lasts for 19.1 hours, year 87.96 days 224.68 days 365 days 686.98 days
which is more similar to the Earth and Mars. Planet Jupiter Saturn Uranus Neptune
The planets take different times to orbit the Sun, day 9.84 hours 10.2 hours 17.9 hours 19.1 hours
depending on how near or far they are from the Sun.
11.862 84.07 164.81
A year on Mercury is only 87.96 Earth days. year years 29.456 years years years
On Mars, a year is 686.98 Earth days.

After that the years are very, very long. 2 Look at Activity 1. Then, read and circle T (true) or F (false).
On Jupiter, one year is the same as 11.862 years
on the Earth. 1 A day on Mars is nearly the same as a day on the Earth. T F
On Uranus, a year is 84.07 Earth years. 2 A year on the Earth is about four times as long as a year on Mercury. T F
And on Neptune, a year is 164.81 Earth years. 3 Mercury rotates very fast. T F
What a long time to wait for your birthday! 4 Neptune rotates very slowly. T F
5 The planets that are far from the Sun have very long years. T F
6 The first and second planets have very long days. T F
7 A year on Jupiter is more than 4,000 Earth days. T F
8 Only two planets have the same days and years. T F
240 26
UNIT 3 Lesson 3
1 Use the information and write true sentences. Model answer

ro t a t
io
Name: Mercury Name: Saturn
n
Size (diameter): 4,878 km 120,000 km

Temperature: 342 ¡C -180 ¡C
58 million km 1,400 million km
Name: Uranus Name: Neptune

Size (diameter): 52,000 km Size (diameter): 48,600 km
Temperature: -210 ¡C Temperature: -230 ¡C
2,900 million km 4,500 million km
Mars
hours 1 Uranus isn’t hotter than Mercury but it is colder than Saturn .
2 Neptune is bigger than Mercury but smaller than Uranus .
days
3 Uranus isn’t bigger than Saturn but it is bigger than Mercury .
Neptune 4 Saturn is nearer to the Sun than Uranus but further from the Sun than Mercury .
5 Neptune isn’t nearer to the Sun than Uranus but it is further than Saturn .
hours
years 2 Read and make a planet ruler. Then, answer the questions.
Distances in space are Distance from the Sun in AU Instructions: You need a strip of
very big, so astronomers 0.39 paper 32 cm x 5 cm.
don’t use metres or 1 cm = 1 AU
Venus 0.72
kilometres. They
use another unit of Earth 1 • Make your planet ruler by
measurement called Mars 1.5 drawing lines for every centimetre.
astronomical unit (AU). Jupiter 5.0 • Colour the first centimetre on
One AU is the distance
Saturn 9.5 the left yellow for the Sun.
from the Earth to the
Sun, that’s 150 million Uranus 19.0 • Position and label the other
kilometres. Neptune 30.0 planets.
1 Which planet is closer to the Earth, Venus or Mars? Venus

2 Which is closer, Mercury to Venus or Venus to the Earth? Venus to the Earth
3 Which is further, the Earth to Saturn or Saturn to Uranus? Saturn to Uranus
4 What is the distance in AU between Uranus and Neptune? 11 AU
27
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UNIT 3 Lesson 410/09/14 12:33
1 Read and answer the questions.
Constellations
There are 88 different constellations. Orion
Visible in the
Old constellations have names Northern and
from Greek mythology like Orion
– the Hunter. Southern
Hemisphere.
Some
constellations
have names Some constellations have names
of animals like of scientific instruments like
Camelopardalis Telescopium – the Telescope.
– the Giraffe.
Camelopardalis Telescopium
Only visible in the Only visible in
Northern Hemisphere. the Southern
Hemisphere.
1 Which constellation is called after a mythological character? Orion

2 Which constellation is called after something we use to observe the stars? Telescopium
3 Which constellation can’t you see if you are in New Zealand? Camelopardalis
4 Which constellation can’t you see if you are in the UK? Telescopium
2 Describe and draw your constellation. Child's own answer and drawing
stars:
Number of
me:
Invented na
m Earth:
Distance fro
an ce :
Appear
28
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UNIT 3 Lesson 5
1 Match the sentences with the numbers.
A hundred degrees centigrade. 3,474 km

Minus a hundred and seventy-five degrees centigrade. X 78
Four times bigger than… 3,200 km
Six times smaller than… 4
Divide by four. 100 ºC
Multiply by seventy-eight. 4x
Three thousand, two hundred kilometres. -175 ºC
Three thousand four hundred and seventy-four kilometres. 6
2 Look at the pictures and write the sentences. Then, number the sentences.
That’s nearly right. That doesn’t make sense.

Does that sound right to you? Now, that sounds right!
1 2 1 That doesn't make sense.

2 Now, that sounds right!
3 That's nearly right.
4 Does that sound right to you?
3 4 It isn’t completely correct, but it’s close. 3

I think that is right. 2
I think that’s wrong. 1
Do you think that’s right? 4
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UNIT 3 Lesson 610/09/14 12:33
1 7 Listen and circle the correct words.
1 flag flower fly 6 break brown bring

2 fruit front from 7 clean clue clown
3 plant play planet 8 crisp cross creative
4 print prize prefer 9 glue glass glove
Transcript 5 black blog blond 10 grow grandad grape
7 Listen and circle the correct words.

2 Complete the words with the letters l or r.
1 F-L-O-W-E-R
f l ashing b r ight
2 F-R-U-I-T
p l eased g r een
3 P-L-A-N-E-T f r iendly c r ew
4 P-R-I-Z-E
b l ue g l ove
5 B-L-A-C-K p r ess c l ose
6 B-R-O-W-N
7 C-L-U-E
8 C-R-E-A-T-I-V-E 3 Do the crossword puzzle.
9 G-L-O-V-E 1 5 9
10 G-R-A-N-D-A-D ite 1
w
? bla
c k b
sister 3 2 f r i e n d s
g o
2 6 10
4 p l a n e t
ow
yell green ? 5 o h
g v 8 e
3 7 11 6 b l u e 7 b r e a d
u s 11 l
9 g r e y 10 f l a g
r c
4 ars 8 u k
i
t
242 30
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UNIT 3 Lesson 7
1 Label the picture with these words from the story.
Captain Elani door magic window
space pod
space station
space pod door

space station button
magic window Captain Elani
button control panels control panels

1 What is strange about the space station?
There is no crew. / There are no people.
2 Who do they see when Holly presses the button?
i e n d s They see Captain Elani.
3 What does the captain ask Claude to tell her?
The captain asks Claude for information from the control panels.
4 What happens when they get back to the den?
Holly says Elani is an anagram of ... / Holly knows it's an alien.
e a d
3 Read and tick (✓) the sentences you agree with. Child's own answers
1 This story is science fiction. 4 Aliens really exist.
2 This is a real story about space. 5 Captain Elani is an imaginary character.
3 Space stations really exist. 6 Captain Elani is a real astronaut.
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UNIT 3 Lesson 810/09/14 12:33
1 Read and match the sentences to describe Captain Elani.
1 Captain Elani is strange ... a because she knows how to fly the space pod.
2 She is friendly ... b because she knows about space travel.
3 She is clever ... c because she is an alien.
4 She is strong ... d because she stays a long time in the space pod.
5 She is interesting ... e because she smiles at the children.
2 Read the text. Then, choose words and complete the sentences.
Townen and Townen’s Moon
Captain Elani is from a planet called Townen.
Townen is 20 AU from Neptune.
The diameter is two hundred thousand kilometres.
The day time temperature is 150 ºC.
The night time temperature is -300 ºC.
The days on Townen last for fifteen Earth hours.
The years last for seventy-six Earth years.
Townen has got one moon with a diameter of three thousand kilometres.
smaller bigger colder hotter longer shorter nearer to further from
Townen is …
1 bigger than the Earth.
2 nearer to Neptune than the Earth.
3 further from the Sun than the Earth.
4 hotter than the Earth during the day.
5 colder than the Earth at night.
6 The days on Townen are shorter than on the Earth.
7 The years on Townen are longer than on the Earth.
8 Townen’s Moon is smaller than the Earth’s Moon.
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UNIT 3 Lesson 9
1 Write the correct letter combinations to complete the words.
cl fl pl br gr
ag eak ean ow ant

fl y br own cl ue gr andad pl ay
ower ing own ape anet
2 Complete the definitions with words from the unit.

1 A constellation is a collection of stars that makes a pattern in the sky.
2 A space station is a special place where astronauts live and travel.
3 An alien is a creature that isn’t human.
4 The temperature tells us how hot or cold it is.
5 The diameter is the measurement across the middle of a circular object.
6 The Solar System is all the
planets, the Moon and the Sun.
3 Classify the words. Then, add two more words. Model answer
Adjectives Nouns
hot planet
hot planet
constellation
bright moon bright constellation
dangerous dangerous moon
alien blue blue alien
beautiful beautiful stars
stars friendly friendly space station
space station
(strange) (astronaut)
(big) (captain)
33
558028 _ 0025-0034.indd 33
10 12:34
1 Inside the space station astronauts wear 5 Sleeping in space isn’t easy! Astronauts have
normal clothes. When they go outside they eight hours of sleep every day. They sleep
wear special space suits. inside special bags attached to the walls so
they don’t float around.
2 Eating in space isn’t easy because the food

and drink float around. Astronauts drink out 6 There aren’t any showers or baths on space
of straws and their food is inside plastic stations. Astronauts clean their bodies with
containers. wet towels and their hair with dry shampoo.
3 Astronauts do a lot of exercise to stay healthy. 7 In their free time, astronauts read, listen to
There is a gym on the space station and they music and watch films.
exercise every day.
4 Astronauts work very hard on the space station and

sometimes they even go outside and take a space walk!
7
6
2
4 1
3
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Lesson 1
4 Deserts
1 Read and circle the pictures.
Use a green pencil and circle the icons for … Use a blue pencil and circle the icons for …
a the hottest temperature. a the coldest temperature.
b the wettest day. b the driest day.
c the biggest mountain. c the smallest mountain.
a b c
2 Look at the map and complete the sentences.
W E
S
The north of the desert is colder and wetter than the south.
hotter
The east of the desert is wetter and colder than the west.
hottest
colder The south of the desert is hotter and drier than the east.
coldest The west of the desert is hotter and drier than the north.
drier
driest The hottest and driest area is in the south.
wetter The coldest area is in the north.
wettest
The wettest area is in the east.
35
558028 _ 0035-0044.indd 35
UNIT 4 Lesson 210/09/14 12:28
1 Find and classify ten desert words.
plant
g v u l t u r e o
cactus
s c o r p i o n a animal palm tree
c s w b y h c u s vulture
a x q m r k k p i
scorpion landscape
c b v c a m e l s
camel sand dune
t p a l m t r e e
lizard pyramid
u k s l i z a r d
rock
s a n d d u n e g
oasis
2 Look at the key and write the message.
Be careful! There aren‘t hieroglyphs

for all the letters in your alphabet.
A B WO KH K N H I G P F TH
M S J Y SH D Q R T L
? ? ? ? ? ?
TH E R E A R E P Y R A M I D S I N TH E D E S E R T
3 Write your name using Egyptian hieroglyphs.
Your name What letters are missing?

Child's own answer
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UNIT 4 Lesson 3
1 8 Read and circle the correct words. Then, listen and check.
Facts about meerkats

Transcript
Meerkats live in the Kalahari desert in southern Africa.
They always / sometimes have stripes on their back.
They always / never have black fur under their eyes.
8Read and circle the correct words.
They are sometimes / never taller than 35 cm. Then, listen and check.
Meerkats always / never live in groups.

Narrator: Facts about Meerkats.
They sometimes / always live in tunnels underground.
Meerkats live in the Kalahari Desert
They never / sometimes go over ground for food.
in southern Africa.
One meerkat sometimes / always looks out for danger.
They are small mammals with brown fur.
They always have stripes on their back and
Meerkats always / sometimes eat insects. they always have black fur under their eyes.
They never / sometimes eat scorpions.
This reduces the sun’s glare. They are never
They sometimes / never eat fruit.
taller than 35 cm.
Meerkats always / sometimes lie in the sun.
Meerkats always live in groups and they always

live in tunnels underground.
2 Choose an animal and write questions. Child's own answers They sometimes go overground for food.
One meerkat always looks out for danger.
1 Do live in ? Yes, always.
2 Do sleep ? Only sometimes. Meerkats are omnivores. They sometimes
3 Do eat ? No, never! eat insects. They sometimes eat scorpions
and they sometimes eat fruit. Meerkats
3 Complete the sentences. Child's own answers sometimes lie in the sun.
eat sleep live
1 I always .
2 I sometimes .
3 I never .
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UNIT 4 Lesson 410/09/14 12:29
widest point narrowest point highest point lowest point
A highest point
widest point
C D
E F
narrowest point
B lowest point
The Skywalk – a bridge with a glass bottom

The Skywalk, at Eagle Point, is on the west side of the Grand
Canyon. It’s 1,219 metres above the bottom of the canyon. That
means it’s higher than the tallest skyscrapers in the world.
From the bridge, you can see the Colorado river under your feet.
• Skywalk tour includes … 1 The Skywalk bridge is never open at lunchtime. T F

a walk on the bridge; 2 You always have a meal on the Skywalk tour. T F
a meal at the Skywalk restaurant
3 The weather is sometimes bad. T F
• Open every day from 7 am to 7 pm
• Closed: windy days 4 There is always a tour on Sundays. T F
• Price: $80 5 The tour is sometimes open at midnight. T F
• No cars on Eagle Point 6 Tourists always take photos on the bridge. T F
• No cameras on the bridge 7 Tourists never drive their cars to Eagle Point. T F
8 The tour is always free. T F
246 38
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UNIT 4 Lesson 5
1 Circle the sentences with the same meaning.
1 I’m boiling. 2 I’m freezing.

a I’m very, very hot. b I’m very, very cold. a I’m very, very wet. b I’m very, very cold.
3 I’m soaking. 4 Does it ever rain?
a I’m very, very hot. b I’m very, very wet. a Does it sometimes rain? b Does it always rain?
2 Match the dialogues.
I‘m boiling. Is it ever sunny? Is it always wet?
I‘m freezing. Does it ever Is it always hot?

stop raining?
lowest point
I‘m soaking. Does it ever rain? Is it always cold?
3 Choose two seasons and write about the weather. Child's own answers
Key
1 = a season 2 = sometimes / always / never 3 = rainy / windy / sunny / hot / cold / wet / dry
4 = a month of the year 5 = rains / snows
unchtime. T F
lk tour. T F I live in .
T F In the (1) it’s (2) (3). It gets
T F (3) in (4). It (2) (5).
ght. T F
idge. T F
In the (1) it’s (2) (3). It gets
e Point. T F
(3) in (4). It (2) (5).
T F
39
558028 _ 0035-0044.indd 39
UNIT 4 Lesson 610/09/14 12:29
1 Complete the word spider. Then, add more words.
la mp sha rk
mp rk
Transcript ju mp bark
ramp park
9 Listen and complete the tongue
twisters. Then, match them with the pictures. hu mp Model answer ma rk
1 The chimp stamps on the ramp.

2 The shrimps jump on the lamps.
3 The shark works in the park.
4 The dog barks in the dark.
2 9 Listen and complete the tongue twisters. Then, match them with the pictures.
ramp jump chimp shrimps stamps

works dark shark barks lamps park
1 The chimp stamps on the ramp .

2 The shrimps jump on the lamps .
3 The shark works in the park .
4 The dog barks in the dark .
a b c d
40 247
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UNIT 4 Lesson 7
1 Unscramble the words and label the pictures.
tten acrvana setch kacs fetih
epperp dgol ocisn ptoefsots

rk
1 2 3 4
rk
pepper gold coins thief sack
5 6 7 8
chest tent caravan footsteps
2 Read and circle the correct words.

1 The magic window takes the children to … 4 Gold … heavier than pepper.
a the future. b the past. a is b isn’t
2 The magic window takes the children to … 5 Pepper … worth more than gold.
a the desert. b the beach. a is b isn’t
3 Rahim’s father is taking pepper to …
a America. b Europe.
3 Complete and number the sentences in order.

Holly thief
Rahim’s dad children
Rahim sees the thief’s camel. 6 Claude Rahim
Rahim's dad catches the thief. 7
Rahim can’t find his father’s chest. 3 Claude finds the thief’s sack. 5
The children see a man with a sack. 1 Rahim opens the chest. 8
Holly finds the chest. 4 The thief hides the chest. 2
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UNIT 4 Lesson 810/09/14 12:29
1 Read and colour Rahim’s route.
The Silk Route goes from Xian in China all the way to the
Mediterranean Sea. First, we go west across the desert. Then,
we cross over the mountains. There‘s always snow at the top.
After that, we travel west to the Caspian Sea. For the last
bit of the journey we travel across the desert to the city of
Damascus on the Mediterranean coast.
Xian
Ca
spian se
Damascus
a
2 Read and complete the sentences.
sometimes always never
1 It’s sometimes very windy in the desert.

2 It’s always very cold at night.
3 It’s always hot in the middle of the day.
4 They sometimes travel over mountains.
5 They always sleep in tents.
6 Rahim never rides a car.
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Unit 4 Lesson 9
1 Complete the word pyramid. Then, unscramble and find the secret word.
p
1 A material from China and the name of a route. s i l k
2 An animal with the nickname ship of the desert. c a m e l
3 An animal like a dog from the Arizonan desert. c o y o t e
4 A reptile with legs and a tail. l i z a r d
5 An animal with a dangerous tail. s c o r p i o n
6 Mountains of sand. s a n d d u n e s
The secret word is

pyramid .
2 Complete the chart.
adjective comparative superlative adjective comparative superlative

big bigger the biggest heavy heavier the heaviest
wet wetter the wettest narrow narrower the narrowest
wide wider the widest old older the oldest
large larger the largest tall taller the tallest
dry drier the driest small smaller the smallest
3 Circle the words or letters and complete the spelling rules.
Instructions
Basic rule • Adjectives ending in e / y.
the end /
Add er or est to Add r or st to the end of the adjective.
ing of the adjective.
beginn • Adjectives ending in e / y.
Change the y to i and add er and est to the end of the adjective.
• Adjectives with the spelling pattern vowel, consonant, vowel /
vowel, consonant. Double the last letter and add er or est.
43
UNIT 4 Lesson 10
1 Read and complete the drawing. Child's own drawing
Draw three snakes. Draw three scorpions. Draw three lizards.

The longest snake is red and The biggest scorpion is black. The biggest lizard is green and
green. It's under the shortest It's next to the smallest rock. black. It's on the biggest rock.
palm tree. The scorpion with the longest The lizard with the biggest
The shortest snake is orange. tail is red. It's under the tallest head is brown. It's on the
It's next to the biggest rock. palm tree. smallest sand dune.
The fattest snake is blue and The smallest scorpion is The fattest lizard is black and
black. It's in front of the brown. It's in front of the red. It's in front of the biggest
tallest cactus. smallest cactus. sand dune.
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Lesson 1
5 Shop around the clock!

1 Read and complete the definitions.
skating rink department store bowling alley car park

play area hairdresser’s games room bank Internet café pet shop
Somewhere you can ...

leave your car is a car park .
do a winter sport is a skating rink .
play a game with balls is a bowling alley .
play computer games is a games room .
get a haircut is hairdresser's .
leave your children is a play area .
check your emails is a Internet caf .
buy an animal is a pet shop .
buy lots of different things is department store .
get money is a bank .
2 Look at the store guide and complete the information.
Barrats Barrats is a shopping

eight
centre .
There are floors. You can get to
Roof restaurant Barrats by metro or by
5th floor shoes, bags, hats car . You can have lunch on the
4th floor hairdresser’s roof . You can buy trainers and ice
3rd floor house and garden skates on the 2nd floor . You can buy food
2nd floor sports equipment on the 1st floor . You can buy things for
1st floor clothes, supermarket the kitchen on the 3rd floor . Barrats is
Ground floor information open seven days a week. On a Sunday it
Basement metro station, car park opens at 10 and closes at
Opening M-S 9.00 – 20.30 18 .
times Su 10.00 – 18.00
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UNIT 5 Lesson 210/09/14 12:51
escalator stairs lift ramp toilets information map exit
toilets exit
9 2
escalator 3
lift
10 4 stairs
8 5
information
7 6 ramp
map
2 Look at Activity 1 and number the sentences.
A woman is going up the stairs. 4 A girl is going up in the lift with her father. 9
A boy is going down in the lift with his mother. 8 A boy is going up the escalator. 2
A man is going up the ramp. 5 A girl is going down the ramp. 7
A boy is going into the toilets. 1 A boy is going down the stairs. 3
A woman is going down the escalator. 10 A girl is going to the information desk. 6
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UNIT 5 Lesson 3
1 10 Listen and match the trainers with the prices. Transcript

10 Listen and match the trainers with
the prices.
Mum: You need some new trainers, Jack.
Let’s go into this shop.
Jack: I really like the black trainers!
I think they’re the best.
Mum: Yes, but they are also the most expensive!
Let’s look for something cheaper.
Jack: OK.
Mum: Jack, how about these? They’re the most
colourful! And they’re the cheapest!
Jack: Don’t be silly, Mum! They’re for girls.
Mum: I know, I’m only joking.
3 Jack: These ones with the stripes are cheaper
€ 90 €4 than the black ones and they’re really nice.
Mum: They are quite nice but they are more
expensive than the white ones.
2 Complete the sentences with superlative adjectives.
Jack: But I don’t like the white ones.
colourful fashionable ugly unusual imaginative beautiful Mum: Well, what about the ones with
the stars over there? They’re even cheaper
1 I don’t like those shoes. I think they are the ugliest things in the shop. than the white ones.
2 That dress is perfect! I think it’s the most fashionable thing in the shop. Jack: Oh, Mum! I don’t like the white ones and
3 Look at this photo. It’s the most colourful .The others are very dark. I don’t like the ones with the stars. Please can
4 I like the clothes on the 5th floor. They’re the most beautiful . I have the ones with the stripes?
most imaginative
5 I love this computer game. I think it’s the . Mum: Oh, alright!
6 The Japanese food in the supermarket is the most unusual
food but it’s really tasty.
47
Unit 5 Lesson 4
1 Write the floor numbers by the toys.
Basement
Ground floor
Science
rd
3 factory
Bo
bby
Hamleys
Be
ar
5th floor action figures

4th floor vehicles and train sets al
Magic Met
3rd floor arts and crafts, dolls and dressing up Man
2nd floor babies and preschool toys

My first 1st floor board games, puzzles
gym
Ground floor soft toys and animals
Basement science kits
5th
2nd
Emp
Planet Trav ire
Explorer
eller
4th 1st
2 Tick (✓) the adjectives with similar meanings.

1 Famous 5 Fashionable
a unpopular b popular ✓ a trendy ✓ b great
2 Modern 6 Unusual
a contemporary ✓ b colourful a ordinary b different ✓
3 Incredible 7 Ugly
a unbelievable b extraordinary ✓ a strange b horrible ✓
4 Imaginative 8 Beautiful
a creative ✓ b unreal a lovely ✓ b bright
48 251
UNIT 5 Lesson 5
1 Match the questions with the answers.
1 a
Can I try this jumper on? Yes, it's perfect.
Ground floor
2 b
What size are you? Yes, a bit.
3 c
Is it too small? Here you are. Size eleven.
4 Can I have a bigger size? d Size ten, I think.
e
5 I don't know. Let me
Does it fit?
look for other colours.
5th
6 f
Can I have it in green? Yes of course! Let's find your size.
2 Read and tick (✓) the useful information. Then, work out the answer.
13
All her friends need 3 slices They all need two bottles
Annie is shopping for her party. of pizza. ✓ of soft drink.
They’re going to the park Annie invites 26 people to Each pizza divides into
for the party. the party. ✓ 6 slices. ✓
The tomato and cheese pizzas Annie has got €60 to spend.
Each pizza costs €4.
are the most expensive.
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UNIT 5 Lesson 610/09/14 12:52
1 11 Listen and complete the information.
The fast lifts are by the exits

on the first floor between the restaurants and the
toilets . The best arts and
crafts , science kits and train
sets are in the shop next to the restaurants .
Transcript 2 Label the pictures with words ending in ts or st.
11 Listen and complete the information.

The fast lifts are by the exits on the first floor
cats sweets first
between the restaurants and the toilets.
The best arts and crafts, science kits and train bread
milk
fruit
sets are in the shop next to the restaurants. eggs
butter
lifts exits list

1 What’s special about Eastfield shopping centre?
All the answers have got
It's the biggest shopping centre in the world. a word with ts or st in.
2 What does Holly say to Claude when they arrive?
Don't take the sweets, Claude!

3 What does Holly see in the pet shop?
Beautiful cats.
4 What does Claude ask Mani?
What's the matter?
5 Why is Mani crying?
He is lost.
6 Where do the children take Mani in the lift?
To the nearest exit.
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UNIT 5 Lesson 7
1 Read and tick (✓

(✓) the correct answers.
1 Who is Mani?
a A new friend from the den.
b A mannequin from a shop. ✓
2 Where do the four friends meet Mani?
a Eastfield shopping centre. ✓
b Inside the magic window.
3 Why do you think Mani gets lost?
a Because he never goes outside his shop.
b Because Eastfield is the biggest shopping centre in the world. ✓
4 Why do you think Mani recognises the shops on the ground floor?
a Because he often goes shopping in the centre.
b Because he can see them from his shop. ✓
2 Find words in the story and complete the definitions.
1 shopping centre = a big place with lots of different shops.

2 adventure = an exciting experience.
3 sweets = tasty things to eat but they aren’t very good for you!
4 shop window = the glass you look through to see inside the shop.
5 distance = far away, not near.
6 exit = the door you walk through to go outside.
7 lift = a moving box that takes you from one floor to another.
8 escalator = moving stairs that take you from one floor to another.
9 caf = a place where you can have a drink.
10 glass = hard, transparent material.
51
Unit 5 Lesson 8
1 Match the sentences with the characters. Then, number them in the correct order.
I see my shop window Mmm! The sweets

and step through look really tasty! 2
the glass. 9
I wonder what‘s
I think I know the wrong with the little
way to the exit. 7 boy. 5
I really want to play I want to know the

with the animals. 4 boy‘s name. 6
I go down in the lift

Wow! Look at all
with the four
the televisions! 3
children. 8
This is fun! I really

want to explore Oh no! The boy is walking
the centre. 1 into the window! 10
2 Use the key and classify the sentences.
Key
P = Prequel. A prequel is what happens before the story begins.
S = Sequel. A sequel is what happens after a story finishes.
Everybody leaves the shopping centre to go home. P Mani wants to have some fun. P
The four friends laugh about their adventure in the shopping centre. S
The last customer leaves the shop. P Lulu, Max, Holly and Claude arrive back at the den. S
Lulu, Max, Holly and Claude leave the den. P Mani goes to sleep for the night. S
The other mannequins are angry with Mani. S
52 253
Unit 5 Lesson 9
1 Unscramble the words and write them on the escalator.

l i f t flit
e x i t texi
s t a i r s trasis
t o i l e t s steloit
t o y s h o p stophoy
b a s e m e n t absenmet
2 Number the adjectives in alphabetical order.
beautiful 2 extraordinary 6 modern 10 shop
strange 12 incredible 9 angry 1 pet
floor cheap 3 small 11 buy unusual 13
see fashionable 7 goes lift
imaginative 8 creative 4 expensive 5 the stairs
3 choose and classify nine adjectives. Model answer

adjective comparative superlative
old older the oldest
adjective +
nice nicer the nicest
er/est
cheap cheaper the cheapest
More/the beautiful more beautiful the most beautiful
most + boring more boring the most boring
adjective colourful more colourful the most colourful
ugly uglier the ugliest
adjective
djective y +
ier/iest lazy lazier the laziest
easy easier the easiest
53
UNIT 5 Lesson 10
1 Do the alphabet shopping challenge. Model answer
Instructions
• Find and write something for every letter of the alphabet.
A pples N oses
B ananas O lives
C oat P ears
D ress Q ueen
E elephant R ubbers
F ootball S kirt
G ames T rainers
H ats U mbrella
I ce cream V ulture
J eans W and
K eys X box
L ion Y pyramid
M ap Z lizard
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Lesson 1
6 In the kitchen
1 Find and classify 16 food words.
k b t h y j m i l k p
g u s a r d i n e f k
Meat c t a h i v c d p r m
ham h t u a c a r r o t o Fish
sausage e e s m e q z x t u r tuna
e r a m n b a n a n a sardine
chicken
s x g t r w p g t a n
e p e a s k p t o o g
w l e n t i l s z v e
b c h i c k e n j k l
Fruit
Vegetables
banana
Dairy potato
apple
milk carrot
orange lentils
butter peas
cheese rice
2 Complete the sentences. Child's own answer
Look at the food in your kitchen from Activity 1.
In the fridge, we’ve got

.
We haven’t got
.
In the cupboard, we’ve got

.
We haven’t got
.
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UNIT 6 Lesson 2
10/09/14 12:56
1 12 Listen and complete the key. Then, draw the ingredients.
Key
1= pasta 1
2= two nuts
3= lentils 2 2
Transcript 4=
5=
chocolate
rice
5 3
4
12 Listen and complete the key. Then,

2 Look at Activity 1 and underline the mistakes. Then, correct them.
draw the ingredients.
1 There’s some sugar for the hair and there are two biscuits for the eyes.
Boy: My food picture is a portrait. There are lots There isn’t any sugar . There’s some pasta .
of types of food in the picture. There’s some pasta biscuits nuts
There aren’t any . There are some .
for the hair and there are two nuts for the eyes.
2 There are some olives for the nose and there’s some butter for the mouth.
There are lentils for the nose and there’s chocolate
There aren't any olives . There are lentils .
for the mouth. And then there’s rice for the rest
There isn't any butter . There is chocolate .
of the face.
3 In the rest of the face, there are some peas.
There aren't any peas. There is rice.
3 Choose six words and write questions. Then, answer them. Child's own answers
sugar lentils rice pasta biscuits chocolate nuts peas
In your kitchen …
1 is there any ?
2 are there any ?
3 there ?
4 there ?
5
6
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UNIT 6 Lesson 3
1 Choose food and invent a verse for the song. Child's own answer
sausage(s) carrot(s) potato(es) sardine(s) tomato(es) chicken
Cut up the and add them Cut up the and add it to the pot.
to the pot. I’m making a ,
I’m making a stew. Now and stew. Now stir it with a
stir it with a spoon! spoon!
Cut up the and add them Cut up the and add it to the
to the pot. pot.
I’m making a and I’m making a ,
stew. Now stir it with a , and
.
spoon! stew. Now stir it with a spoon!
.
. 2 Read, complete and answer the questions.

.
Chicken and carrot soup Ham and pea soup
Quantity: for 2 people Quantity: for 2 people
Ingredients: 3 tomatoes, Ingredients: 100 g cheese,
4 carrots, 100 g pasta, 100 g ham, 50 g peas,
100 g chicken, 2 potatoes,
½ litre water ½ litre water
Chicken and carrot soup

1 How much chicken do you need for 4 people? 200 g
2 How much pasta do you need for 4 people? 200 g
3 How many carrots do you need for 6 people? 12 carrots
4 How many tomatoes do you need for 6 people? 9 tomatoes
Ham and pea soup

1 How much cheese do you need for 4 people? 200 g
2 How much ham do you need for 4 people? 200 g
3 How many peas do you need for 6 people? 150 g
4 How many potatoes do you need for 6 people? 6 potatoes
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UNIT 6 Lesson 4
10/09/14 12:56
1 Match the food with the descriptions. Then, answer the questions.
There’s lots of amazing food with funny names in Roald Dahl’s books.
Nishnobblers Pishlets
ngdoodle bscottle
Wa Fro
It’s a strawberry inside a shell of chocolate. They’re circles of dark and white chocolate.
They’re chocolate biscuits with nuts and cherries. It’s a lemonade drink with kiwis and yoghurt.
1 Is there any chocolate in a Wangdoodle? Yes, there is.

2 Are there any nuts in Nishnobblers? No, there aren't.
3 Is there any sugar in Pishlets? Yes, there is.
4 Are there any peas in a Frobscottle? No, there aren't.
2 Follow the lines and find the special effects. Then, number the sentences.
Some of the sweets in Roald Dahl’s books have special, magical effects.
Rainbow drops Pishlets Mint jujubes Devils’ drencher Fizzcocklers
1 2 3 4 5
This sweet makes your hair stand on end. 2 This sweet makes you whistle. 4
This sweet makes your teeth green. 1 You can spit in seven colours with this sweet. 3
You can make fire with this sweet. 5
256 58
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UNIT 6 Lesson 5
1 Complete the dialogues.
pudding ice cream fridge oven
honey milk sugar butter biscuits strawberries
I‘m making pudding . What‘s in it?
Honey , biscuits and butter . Can I help?
Yes, you can. Put the dish in the oven .
I‘m making ice cream . What‘s in it?

h kiwis and yoghurt.
Sugar , milk and strawberries . Can I help?
Yes, you can. Put the dish in the fridge .
2 Look at Activity 1 and describe the dishes.
In the ice cream, there’s some milk and there are some strawberries .
There isn’t any honey and there aren’t any biscuits .
In the pudding, there is some honey and butter. There are some biscuits. There isn't any
sugar and there aren't any strawberries. .
3 Complete the speech bubbles.
It isn’t ready. It’s ready. It’s burned.
It isn't ready. It's burned. It's ready.
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UNIT 6 Lesson 6
10/09/14 12:56
1 Look at the pictures and classify the words. Then, add more words. Model answer
Transcript lent il jugg le

pencil bottle
tail eagle
13 Listen and complete the rhymes.
sail table
Then, match them with the pictures. (mail) apple
The animals in the stable have got lentils (April) (purple)
on the table.
The eagle in purple can juggle apples in a circle.
2 13 Listen and complete the rhymes. Then, match them with the pictures.
1 The animals in the 2 The eagle in purple

stable have got can juggle apples in
lentils on the table . a circle .
a b
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UNIT 6 Lesson 7
1 Read and classify the words. ♥ Child's own answer

Key
✓ = the cook likes these flavours
✗ = the cook doesn’t like these flavours
♥ = you like these flavours
strawberries ✓ cherries chocolate tomatoes yoghurt

honey chewing gum ✓ pepper ✗ lemonade apples ✗

1 The children are in a …
a laboratory. b a kitchen.
2 The kitchen is part of an ice lolly …
a factory. b shop.
3 Jack makes a new flavour with …
a apples and pepper. b tomatoes and honey.
4 For the cook, the new flavour sounds …
a delicious. b revolting.
5 Holly and Max put … in the mixing machines.
a chewing gum flavour b chocolate flavour
6 For the cook, the new ice lolly tastes …
a delicious. b revolting.
3 Complete the story summary.
Title: New flavours!

First, Jack invents a new apple and pepper ice lolly.
The cook doesn't need new flavours.
Then, the friends invent a cherry and chewing gum ice lolly.
The cook loves this new flavour.
At the end of the story, the cook thinks Jack is a genius.
61
Unit 6 Lesson 8
1 Complete the menus.
breakfast lunch dinner
Lunch menu Breakfast menu Dinner menu

Tomato soup Chocolate milk Tuna salad
Chicken stew Orange juice Cheese and tomato
Rice and peas Eggs pizza
Banana ice cream Toast Ham sandwich
2 Read and circle the correct words. Model answer Sausages are good for
breakfast and lunch.
In my opinion, ...
1 sandwiches is / are good for breakfast / lunch / a snack / dinner.
2 pizza is / are good for breakfast / lunch / a snack / dinner.
3 soup is / are good for breakfast / lunch / a snack / dinner.
4 sausages is / are good for breakfast / lunch / a snack / dinner.
5 lentils is / are good for breakfast / lunch / a snack / dinner.
3 Complete the sentences. Child's own answers
sound sounds delicious revolting
1 Tuna and olive pizza .

2 Cherry and pepper biscuits .
3 Sardine and tomato sandwiches .
4 Banana and chocolate cake .
5 Ham and cheese crisps .
6 Chicken and pea soup .
7 Lemon and peanut ice lollies .
258 62
Unit 6 Lesson 9
1 Complete the mind maps with ingredients. Model answer
carrots
soup potatoes
peas
tomatoes
Fo o d sa l a d lettuce
tuna
strawberries
ice cream sugar
milk
2 Look at the picture and complete the chart. Then, circle the correct words.
There is a/an … There is some … There are some …

banana chocolate peas
ice lolly rice lentils
lemon pasta sausages
tomato sugar sardines
1 For one item, we use a singular / plural verb.

2 For two or more items, we use a singular / plural verb.
3 For things we can’t count, we use a singular / plural verb.
3 Look at the food in your kitchen. Then, complete and answer the questions.
Child's own
1 How much sugar is there? answers
much many many
2 How oranges are there?
3 How many carrots are there?
4 How much rice is there?
63
UNIT 6 Lesson 10
1 Do the Strange Food quiz.
1 Bird’s nest soup is a dish from … 4 Snake soup is a dish in some parts of …
a England. b China. c Russia. a USA. b Spain. c Russia.
2 Scorpion stew is a dish from … 5 Spiders are a snack in …

a Vietnam. b Japan. c Morocco. a Mexico. b France. c Cambodia.
3 Sheep’s stomach or Haggis is a dish from … 6 Tuna’s eye is an ingredient in …

a China. b Scotland. c Egypt. a England. b South Africa. c Japan.
7 Caterpillars are a snack in parts of …

a Asia. b Europe. c Africa.
1 b, 2 a, 3 b, 4 a, 5 c, 6 c, 7 c
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Lesson 1
7 Read all about it!

1 Match the extracts with the page numbers.
S c h o ol az
mag ine 30
Contents . . . . . . . . . . . . . 2 18
School sports . . . . . . . . . 4
Comic . . . . . . . . . . . . . . . 8
Letters . . . . . . . . . . . . . . 12 4
Jokes and puzzles . . . . . . 16 8
Photo gallery . . . . . . . . . . 18
Story time . . . . . . . . . . 24 Class 4 are the champions!
Arts and crafts . . . . . . . . 30
World’s Facts . . . . . . . . . . 34 Sometimes, when you are looking up
at the night sky, think about all these
events and wonder if they are true!
is a good idea ¥ Why can't the skeleton
…We think that it The end.
d. We have go to the party?
to paint the playgroun ¥ I don't know, why can't
24
urs.
got some ideas for colo the skeleton go to the
you please
Can we come and see party? Mt Everest is the
highest
with our plans? ¥ Because he's got mountain in the
nobody to go with!
Thank you 12 Ha, ha, ha!
16 world. It is in the
Himalayas…
Class 5
34
2 Look at Activity 1 and answer the questions.

1 What kind of magazine is it? How do you know?
A school magazine. Because of the title.
2 Where are the children on the trip?
In a museum.
3 What sport are Class 4 champions in?
Basketball.
4 What do the children in Class 5 want to do?
They want to paint the playground.
5 What part of the story is the extract from?
The end.
65
Unit 7 Lesson 2
1 Look at the picture and number the sentences.
a A man is going to take some photos 1

2 1
b A woman is going to interview a man. 4
c A woman is going to check the photocopier. 3
3 d A man is going to start the printer. 2
4 e A woman is going to write a story. 6
f A man is going to draw a cartoon. 5
5 6
2 Look at the diary and answer the questions.
Clara is ten years old. Friday

She is the editor of her 9.30 – Presentation for Science class
10.45 – English test
school magazine.
11.00 – Meeting with the school magazine team
She is going to have
15.30 – Choose stories and photos for
a very busy day next week’s magazine
tomorrow! 16.30 – Tennis class
17.30 – Finish Maths project
19.00 – Get Grandma’s present
19.45 – Dinner at Luigi’s for Grandma’s birthday
1 What exam is Clara going to do in the morning?

English.
2 Who is Clara going to meet in the morning?
The school magazine team.
3 What sport is Clara going to play in the afternoon?
Tennis.
4 What homework is Clara going to finish in the afternoon?
Maths.
5 What is Clara going to buy in the evening?
Grandma's present.
6 What is Clara going to celebrate in the evening?
Grandma's birthday.
260 66
Unit 7 Lesson 3
1 14 Listen and number the pictures. Then, write the sounds.
Achoo! Pow! EEEK!
3
Transcript
Beep, beep, beep! EEEK! 1 Beep, beep, beep!
Ha, ha, ha! Screeech!!!

14 Listen and number the pictures.
YUK! Then, write the sounds.
1 POW! EEEK!
2 Screeech! CRASH!
Yuk! 4 CRASH! 2 Ha , h a , h a ! 3 Beep, beep, beep. Achooo!
4 YUK! Ha, ha, ha!
2 Tick (✓) the correct sentences for the pictures.
He’s crashing into the woman. He’s getting on the bus. ✓ He’s eating.
He’s going to crash into the woman. ✓ He’s going to get on the bus. He’s going to eat. ✓
tap
tap
tap
He’s talking to his friend. He’s running across the road. ✓ He’s drinking. ✓
He’s going to talk to his friend. ✓ He’s going to run across the road. He’s going to drink.
67
Unit 7 Lesson 4
1 Look at the web page and complete the definitions.
Breaking news School wins International IT prize

t f y
KON Kids Online Today search in site
Home About News Sports Entertainment Schools connect News Videos Podcasts Blogs
Terrible damage in European All directions’ Sister schools

140 km hour wind Championships new album online connect online
b
w
Podcasts Blogs
1 A podcast is a program you can download and listen to.

2 A blog is a section where people can discuss their ideas.
3 Breaking news is the latest news headlines.
4 The Home section is the front page of the website.
5 The Entertainment section gives information about cinema, theatre, exhibitions…
6 You click on About to find information about the website.
2 Read and match the extracts with the sections.

Dangerous webs – Australia Duration: 12 mins
Science teacher Danny Holmes talks
Episode 6 about making our schools greener.
Watch in HD 5 6 Download 8MB (right click & save as
1 About
The team goes on a spider safari. “link as”)
2 News
The new IT adventure park is going Harry Hopstein isn’t going to
to open tomorrow morning. The 3 Sports play in next Saturday’s match
organisers say lots of celebrities are because of a serious injury to his
2 4 Entertainment 3 left knee…
going to…
5 Videos
KON kids Online is a website …the exhibition is amazing and a lot of
6 Podcasts
the pieces are interactive, which means
for young people to write and read you can touch and play with all the
about news and… 1 4 amazing digital simulators that...
68
261
UNIT 7 Lesson 5
1 Complete the definitions.
single letter capital letters spelling mistake missing word

double letter punctuation mistake mistake
1 A mistake is when something is not right in the text.

2 A spelling mistake is when the letters in the word
are wrong or in the wrong order.
3 A punctuation mistake is when a punctuation mark
is missing or wrong.
4 Capital letters are for names of people
and places, and the first word in a sentence.
5 A missing word is when you need to add a word
for a sentence to make sense.
6 A double letter is when you write the same
letters twice.
7 A single letter is when you write a letter only
once.
2 Use the key to correct the homework.
Key
= spelling mistake (6)
= missing word (3)
— = capital letter (3)
in e
there are going be lots of interesting things the maggazine next wek.
—
s
jenny is going to explain how you cann make your sun glases look really
—
the m
good for sumer holidays and —daniel is going to show us some great
the
phottos from his class trip to animal rescue centre.
69
Unit 7 Lesson 6
1 Match the beginnings with the endings of the words. Then, label the pictures.
accide
dri
gia hand ink accident

nd
ha
nt
thi
think giant plant
i nk
behi
pla
drink behind
2 Do the crossword puzzle and find more nd,

nd nt and nk words.
1 2
Down
b c
1 The floor below the ground floor.
a o
2 France is in the European … .
3 s a n d 4
4 … is between first and third. t
e s
5 You say … you when somebody gives a present. m i e
5
6 A piece of land surrounded by the sea. t e n c
6 7
7 A colour you get by mixing red and white. i h n e o p
11 You click on this to go to another web page. s 8 a u n t n n i
l n 9 s t u d e n t
11 10 b a n k k
Across
l n
3 White or yellow stuff you find on the beach.
12 f r i e n d
8 Your mother’s sister is your … .
n
9 A person who is studying at school.
k
10 The place where you can get money.
12 Your … is somebody you like a lot.
262 70
UNIT 7 Lesson 7
1 Decode the captions and number the pictures.
.sserp gnitnirp ni roolf no llaf sretteL .seton sretroper eht sedoced lrig revelC
1 Letters fall on floor in printing press. 2 Clever girl decodes the reporters notes.
.srettel gnitnirp dnatsrednu t’nseod lriG .srettel delbmarcs fo melborp sevlos yoB
3 Girl doesn't understand printing letters. 4 Boy solves problem of scrambled letters.
2 1 4 3
2 Match the sentence halves.
1 The cover of the newspaper is … a old fashioned.

2 The opposite of modern is … b the headline.
3 The special writing reporters use is … c the front page.
4 The main text at the top of articles is … d shorthand.
5 Letters in a mirror image are … e printing machines.
6 The workers make the newspaper using … f back to front.
1 The children travel about 70 years back into the past. T F

2 Holly can’t read the text because it’s in a different language. T F
ou find on the beach. 3 Claude is careless and he knocks all the letters on the floor. T F
your … . 4 It’s difficult to read the text because the handwriting is so bad. T F
ng at school. 5 The children can’t finish sorting out the text. T F
an get money. 6 The workers notice there is a problem before they print the newspaper. T F
ou like a lot.
71
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UNIT 7 Lesson 810/09/14 12:58

1 Most of the information in newspapers is fact / fiction.
2 The front page has got the most important / the most interesting news.
3 A headline is at the top / the bottom of a newspaper article.
4 The letters in the headline are bigger / smaller than the rest of the text.
5 A caption explains a photo / a story.
6 A caption is at the top / the bottom of a photo.
2 Decode the headlines and rewrite them.
Children meet ten sPiders

Children meet the presidents.
Men find life on maRs

Men find Roman files.
3 Choose information and write for your school magazine. Child's own answer
the nature park / theatre / talk from experts / activity

museum workshop / sleepover
Wednesday / Friday / Thursday picnic / caf / restaurant
bus / train / underground 15.30 / 16.15 / 09.30 the next day
08.30 / 09.00 / 09.15
School Trip
Next Class 4 are going on a school trip. We are all going to .
We are going to travel by
72 263
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UNIT 7 Lesson 9
1 Find and classify 15 words.
A busy day at the press! People Actions

f t x m i s t a k e t c c
photographer write
f a m a c h i n e s a h o
e k w r i t e v r w o e r illustrator draw
d e h r e p o r t e r c r reporter take
i d r a w p h o t o s k e assistant correct
t s t o r i e s a i m y c
editor check
o a s s i s t a n t j r t
r y l c a r t o o n s u z Press words cartoons
h i l l u s t r a t o r l mistake stories
p h o t o g r a p h e r n
photos machines
2 Use the route and your own ideas and answer the questions. Model answer
Instructions.
Key
= right = use your
Throw the dice. Draw imagination!
your route using the key.
What are you going to write about? A film festival.

Where are you going to travel to? (Canada.)
When are you going to write your article? Tonight.
Where are you going to write it? (In a hotel room.)
Who are you going to interview? An actor.
What are you going to ask? (What is his new film about?)
What headline are you going to write? (L. West talks about his new film.)
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10 12:59
1 Look at the pictures and number the texts.
newspapers a day. Just imagine

All around the world people buy around 400 million
is! We use recycle d paper for a lot of this but you can also use
how much paper that
newspapers to make some very interesting things.
1
2 3
4 6
5
7
It weighs only about 400 kg but it is very strong A Chinese designer uses recycled newspapers to make
and weather resistant. It is easy to build, environmentally friendly footwear. They are also
environmentally friendly and very cheap. 3 weather resistant. 4
A Brazilian designer makes things from recycled This beautiful garment uses only recycled black
newspaper and magazines. This item has got leather and white newspaper. But don’t wear it in the
handles and is very strong, but light to carry. 5 rain! 1
You can use this yarn to knit or crochet I know it’s difficult to believe, but this is really made
different clothes. 7 of paper! And it is strong enough to sit in! 2
264 74
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Lesson 1
8 Celebrations!
1 Unscramble and classify the words.
iewdgnd utanartrse hiadrbyt lothe
parties places vsayanrreni

wedding marquee
birthday restaurant
anniversary hotel rueqmae
2 Write the ordinal numbers for the words.

third 3rd ninth 9th twenty-second 22nd thirtieth 30th
fifth 5th twelfth 12th twenty-eighth 28th thirty-first 31st
3 Write the dates in full.
27/04 15/01 07/08

1 27 of April
th
2 15th of January 3 7th of August
19/02 03/11 11/05

4 19th of February 5 3rd of November 6 11th of May
20/10 02/07
7 20th of October 8 2nd of July
4 Answer the questions. Child's own answers
1 When is your birthday? It’s on .

2 When is your mum’s birthday?
3 When is your dad’s birthday?
4 When is Christmas day?
75
Unit 8 Lesson 2
1 Label Tom’s family tree. cousins aunt stepmum uncle stepsister

dad brother grandma mum grandad
grandma grandad
uncle aunt mum dad stepmum
cousins Tom brother stepsister
2 Complete the sentences.
Tom Simon Anna Alan Jack
1 Tom is Simon ’s brother. 4 Alan is Tom ’s uncle.

2 Anna is Tom and Simon ’s 5 Jenny is Tom ’s aunt and Jack ’s
stepmum. sister.
3 Mavis is Jack ’s mum and 6 John and Jan are Tom ’s cousins.
Tom ’s grandma.
1 Mavis is his / her / their grandma.
2 Jack is his / her / their son.
3 Alan is his / her / their uncle.
76 265
Unit 8 Lesson 3
1 15 Listen and tick (✓

(✓) the chart. Then, answer the questions. Transcript
Matty Rafa 15 Listen and tick the chart. Then,
answer the questions.
People
family ✓ Narrator: Listen to Matty’s weekend plans.
friends ✓
Matty: I’m really looking forward to the party
sing ✓
this weekend, Mum.
listen to music ✓
Party activities Mother: Who’s going to be there?
dance ✓
Matty: My four best friends!
watch a film ✓
Mother: What are you going to do?
pyjamas ✓
Clothes Matty: Well, we’re going to watch a film and
a new jacket ✓
we’re going to listen to music.
a big dinner ✓
Food Mother: Are you going to wear anything special?
pizzas and ice cream ✓
Matty: No, not really. Just my pyjamas.
1 What type of party is Matty going to? Sleep-over party. / Birthday party. Mother: And what are you going to eat?
Matty: Pizzas and ice cream.
2 What type of party is Rafa going to? Sleep-over party. / Birthday party.
Mother: Hmm. It sounds fun.
2 Write about the parties. Narrator: Now, listen to Rafa’s weekend plans.
Rafa: I’m going to a great family party this weekend.
sleep-over Joe: What are you going to do?
to a
Matty is going . Rafa: Well… we’re going to sing Happy Birthday
friends
party with her of course!
going to have
They are
pizza for dinner. Rafa is going to a birthday
party with Joe: What else?
to wear his family Rafa: We’re going to have a big dinner and then
is go ing .
Matty . He
her pyjamas
is going to
wear we’re going to dance.
his new jacket
. Joe: Are you going to wear anything special?
At the party, they are going to Rafa: Yes, I am! I’ve got a new jacket.
have dinner and dance
.
77
UNIT 8 Lesson 4
1 Look at the cards and number the sentences.
1 2 3
you
I love Happy
Mother’s day
4 5
This card is for my mum! 3

Get well soon ion
s!
tulat
This card is for the 14 of February. 1
th ra
ng
Co
This card is for someone in hospital. 4
This card is for someone with exams. 6
6
This card is for the end of December. 2
This card is for a new mum and dad. 5
Good
luck!
2 Complete the sentences. Child's own answers
sometimes
1 I send Christmas cards.
never
always 2 My mum and dad send Christmas cards.
3 At home, we get Christmas cards.
4 I send birthday cards.
5 I get birthday cards.
6 I get Valentine’s Day cards.
3 Choose cards for friends or family and write. Child's own answer
I’m going to send a card to my .

I’m card to my .
card to my .
266 78
78
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UNIT 8 Lesson 5
1 Complete the Venn diagram. Child's own answer

Party activities
indoors outdoors
b o th
board games dancing football
2 Tick (✓) the party food.
biscuits ✓ crisps ✓ juice ✓ sandwiches ✓ soup
ice cream ✓ stew jelly ✓ carrots sweets ✓
3 Choose food and complete and answer the questions. Child's own answer
Instructions. Imagine a party with all your classmates. much many
How do we need? About .

79
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UNIT 8 Lesson 610/09/14 13:00
1 Underline the contractions and write the full forms.

1 The friends aren’t in the den. They’re at a party.
are not They are
Transcript 2 Daisy doesn’t know Holly but she’s very friendly.
does not she is
16 Complete the sentences with 3 Daisy can’t be in the photo because she isn’t clean.
cannot is not
rhyming words. Then, listen and check.
4 I’m her grandaughter and she’s got my sash.
I’m rhymes with time. I am she has
I’m rhymes with lime. 5 They don’t stay at the party but they’ve got some party food.
do not they have
You’re rhymes with door.
You’re rhymes with floor.
2 16 Complete the sentences with rhyming words. Then, listen and check.
You’re rhymes with claw.
time trees door hair peas here knees floor lime
She’s rhymes with trees. near bear plant claw aunt wear
She’s rhymes with peas.
time lime
She’s rhymes with knees. 1 I’m rhymes with and .
2 You’re rhymes with door , floor and claw .
They’re rhymes with wear. 3 She’s rhymes with trees , peas and knees .
They’re rhymes with hair. 4 They’re rhymes with wear , hair and bear .
They’re rhymes with bear. 5 We’re rhymes with near and here .
6 Can’t rhymes with plant and aunt .
We’re rhymes with near.
We’re rhymes with here. 3 Choose a contraction form to complete the rhyme.
Can’t rhymes with plant. 1 I'm always on time.

You’re
Can’t rhymes with aunt. Can’t
2 You're looking at the door.
I’m 3 Can't you water the plant?

They’re 4 She's drawing some trees.
She’s 5 They're cutting my hair.
We’re We're
6 staying near here.
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UNIT 8 Lesson 7
1 Answer the questions about the story.
1 What’s in the chest? Old clothes and photos.

2 What type of party do the friends go to? A birthday party.
3 Where is the party? In a big garden.
4 Who is at the party? Holly's family are at the party.
2 Complete the sentences. Then, number the sentences in order.
Daisy Holly
1 Daisy is Holly ’s grandma. 3

2 Holly finds a photo of Daisy in the chest. 2
3 Holly gives Daisy the sash. 7
4 There are old clothes in Holly ’s chest. 1
5 Holly goes back in time to Daisy ’s house. 4
6 Daisy puts on Holly’s old sash. 8
7 Daisy ’s mum wants a family photo. 6
8 Max spills his drink on Daisy ’s dress. 5
3 Complete the summary and circle the correct words.
the den Daisy’s garden a marquee a sash
Title: The family photo

In this story, the friends visit: the present the future the past.
The story happens in three places: the den , Daisy's garden , a marquee .
The den is in the present the future the past.
The garden and marquee are in the present the future the past.
The most important object in the story is a sash .
Holly’s grandma is an old lady a girl in the story.
81
Unit 8 Lesson 8
There are lots of people in Holly’s family. She’s got two grandmas,
two grandads and lots of aunts, uncles and cousins.
1 Read and label the photos.

Photo 1 Photo 2 Photo 3
The tallest man is Holly’s dad. Holly’s aunt is at the front. Holly’s brothers are at the back
The man with a beard is her grandad. Her grandma is on the left. and her sister is on the right.
The shortest man is her uncle. Her cousins are on the right. Her mum is on the left.
1 2 3
dad grandma cousins mum brothers
grandad uncle aunt sister
2 Look at Activity 1. Circle the correct words.

Key
1 Holly’s sister looks like his / her / their mum (1). 1 = fam
ily mem
ber
She’s got his / her eyes.
2 Holly’s uncle looks like his / her / their father (1).
He’s got his / her ears.
3 Holly’s brothers look like his / her / their mum (1).
They’ve got his / her hair.
4 One of Holly’s cousins looks like his / her / their grandad (1).
She’s got his / her ears.
5 The other cousin looks like his / her / their grandma (1).
He’s got his / her hair.
6 Holly’s mum and her aunt look like his / her / their grandma (1).
They’ve got his / her hair.
268 82
UNIT 8 Lesson 9
1 Complete and answer the questions. Child's own answers
Instructions
• Choose members of your family: aunt, uncle, cousin,
grandma, grandad, stepmum, stepdad, stepsister, stepbrother
1 When are you going to see your ?
2 Where are you going to see your ?
3 What are you going to do?
2 Use different colours to circle three groups of words.
sister he her Max and Lulu his she Claude they Holly their
3 Change the underlined words.
her Her
his her their he she they Holly is eight years old and Holly’s hair is red. Holly’s best friend is Claude.
his They
Claude is nine years old and Claude’s hair is black. Claude and Holly have
Their
adventures with two other friends. The other friends are Max and Lulu.
They They
Max and Lulu are twins. Max and Lulu have got blonde hair and Max and
their Their
Lulu’s eyes are blue. Max and Lulu’s house is near the den. Claude and
Their His
Holly’s school is near the den. Claude’s grandma lives near the den.
83
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10 13:01
1 Match the babies with their mums and dads.
Matt Molly Mick Minnie
2 Complete the sentences.

1 Matt has got his mum’s mouth . He has got his dad’s ears .
2 Molly has got her mum’s hair . She has got her dad’s nose .
3 Mick has got his mum’s eyes . He has got his dad’s ears .
4 Minnie has got her mum’s hair . She has got her dad’s ears .

1 Have you got any brothers? How many have you got?
2 Have you got any sisters? How many have you got?
3 Have you got any cousins? How many have you got?
4 Have you got any aunts or uncles? How many have you got?
84 269
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Festivals
Festivals
Diwali Make lanterns

decorate your
and
classroom for Di
wali!
1 Look at the pictures and number the sentences.
1 2 3 4 5 6
Paint the paper and the toilet roll different colours. 2

Make two holes. Put a string through the holes and hang the lantern. 6
Wrap the paper around the toilet roll and cut the paper. 1
Open the paper and glue it to the roll. 5
Put glue at the top and bottom of the roll. 4
Fold the paper in half and cut slits. Don’t cut the fold! 3
2 Colour and describe the Rangoli. Child's own answers
Key
1 = number
2 = colour
3 = shape
In this Rangoli there‘s a (2)

(3) in the middle.
There are (1), (2)
(3) and (1),
(2) (3).
Around the edge, there are (1),
(2) (3) and
(1), (2) (3).
93
Festivals
Cherry Blossom
Festival In Japan, we
write poems to
celebrate the
1 Read and classify the words. Then, add more words.
seasons.
An adjective is a describing word. Examples: big, blue...
A noun is a labelling word. Examples: spring, tree...
adjective noun beautiful wonderful

1 orange purple
syllable pink small spring tree pink small spring
winter flowers fireworks winter autumn
2
purple orange autumn birthday summer holidays
syllables summer snowman flowers birthday
3 holidays tree strawberry
syllables beautiful wonderful strawberries ordinary January
4 January snowman fireworks
syllables ordinary swimming costume swimming costume
2 Count and write the syllables in each line.

1 There’s a snowman in the park. 7
2 The blossom on the trees is red and pink. 10
3 Strawberry ice cream. 5
4 I’m water-skiing in the sun. 8
5 Orange and red leaves. 5
6 August in the summer sun. 7
7 Raindrops on my head. 5
8 Brown trees, no leaves in winter. 7

1 What is your favourite season?
2 Is your birthday in your favourite season?
3 What do the trees look like in your favourite season?
4 What’s the weather like in your favourite season?
5 What holidays do you have in your favourite season?
6 Are there any family birthdays in your favourite season?
270 94
Story quiz
Story quiz
end of
The end ofyear
yearstory
Storyquiz!
Quiz
1 Answer the questions without checking back.
Which character …
1 spills milk on Daisy’s dress? Max
2 works out that the letters are back to front? Max
3 swings across the gym? Lulu
4 presses a mystery button on the spaceship? Holly
5 recognises a Chinese coin? Claude
6 finds the way out of the shopping centre? Lulu
7 wants to invent a new flavour ice lolly? Holly
8 tells Rahim where the chest of pepper is? Claude
2 Number the endings to match the story titles.
5
A quiet Sunday afternoon Mani’s adventure
2 6
The mad exercise machine New flavours!
Captain Elani Headline horrors!

4
Desert treasure The family photo
2 It’s a narrow escape, but the children The children say goodbye to the
5
get away from the machine. mannequin and go back to the den.
6 The cook is really pleased 4 Everybody is happy now that 7 Everybody is going to be very
with the new ice lolly. they have the chest again. busy reorganising the letters.
1 And nobody is 3 Is she friendly or is she 8 The children are astonished

bored now! dangerous? Or is she an alien? when they see the photo again.
95
Story quiz
1 Choose characters and complete the sentences. Child's own answers
Instructions
• Choose 4 favourite characters, but not Holly, Claude, Max or Lulu.
• Write the story titles and give your opinion.
1 In , my favourite character is .
I like this character because
.
.
.
.
2 Answer the questions and become a character in a story.
1 Which story do you want to be in? Child's own answers
2 What’s your name in the story?
3 What do you look like?
4 Who is your best friend?
5 What do you do in the story?
6 How do you help the other characters?
96
96 271
558028 _ 0095-0096.indd 96 10/09/14 13:06
Wonder in its verb format is to feel curiosity and be excited by something new.
The noun transmits something that causes such a feeling. The methodology behind the
Richmond Wonders series lives up to this definition and will provide a pleasant learning
experience for both the children and the teacher.
Each unit of work is a web of different strands of learning objectives leading off from
a central focus. The unit web strands interleave and interleave again with the subsequent levels
to create a solid language fabric.
For the Student For the Teacher Teacher’s Resource Book

• Language worksheets
Student’s Book Teacher’s Book at different levels
• Step-by-step guidance • Skills worksheets
Pop-outs to Go Digital at your own pace • Phonics worksheets
• Interleaved Student’s Book
Activity Book + Audio CD • Tests at different levels
• Activity bank to make the most
• Songs and stories from the Student’s
Book included on the audio CD
of all the course materials Flashcards
• Unit overview for quick lesson plans and Word cards
• Complete teaching notes,
transcripts and answer keys for Posters
the student’s material
• Key competences Story cards
Teacher’s Audio Material
Go Teacher’s i-book for IWB

Digital! • Audiovisual material
• All the course materials
Tailor your cross-referenced into one
digital teaching single format for use with
IWB or projector
Activity Generator
• An interactive tool to edit
or create your own personalised
worksheets from the Teacher’s
Resource Book
1181250

Wonder 4 TB

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Richmond

Writers: Christina Broadbridge, Brendan Dunne,

Recordings: EFS Television Production Ltd.

Publishing Director: María Lera

Art Director: José Crespo

Photo Researcher: Amparo Rodríguez

All rights reserved.

✹ Exercise routines ˜ Imperatives: Put your hands on the floor.

✹ Comparing size, distance ˜ Comparatives: It is (hotter) than Jupiter, … (further from …)

˜ Pronunciation of final l sound: lentil, pencil…; bottle, apple…

˜ Final consonant blends nd, nk, nt: and…; ink…; accident…

✹ Comparing celebrations ˜ When’s the party? It’s on … .

Festivals page 224

˜ Deserts: Atacama, Gobi, Sahara, Sonoran ˜ The Grand Canyon

˜ Celebrations: 50th golden anniversary, 15th birthday party, ˜ Greetings cards

˜ Fireworks, lamps, patterns, presents, spirals, waves…; cherry blossom, rainbow…

I‘ve got blue eyes and

Do you remember me? 1 1 Listen and write the answers.

4 Describing people 3 Write a description of yourself.

Pop-outs 593308_cubierta _ 0001-0001.indd 1

The pop-outs provide a hands-on activity for lower levels

most smaller green shoes

Wonder 4 © Santillana Educación, S.L.

528223 _ 0001-0016.indd 9 25/03/14 10:33

The hat smaller

The spiral bound guide contains Unit 1 Overview

at your own pace, interleaved Is it Romania? Sheare country. + Speaking

overviews for quick lesson plans and Countries with euros

suggestions for exploiting the course.

n can write • Lesson 2: abulary

n can pronou ital lett y

To learn abo nal Reso

information about the Key Competences.

A wonderful Activity Bank offers • Evaluation

of all the course materials.

The unit overview allows

To learn the pronuncia 33

The full colour Student's Book 33

pages provide easy 32 21/08/14 11:22

visual reference. 491985_P032_

No, it isn‘t. 54.)

at the end of each unit.

further practice individually. Lee: Hong Kong

1 Label the picture.

• End of year test 123

3 Write sentences using the comparativ

of the Teacher’s Book.

word card. They are ideal for presenting, reinforcing and

492018 _ 0001-0008.indd 5 14/07/14 08:02

allow for whole class work Narrator:

Teacher’s Digital Solutions

The Wonder Teacher’s i-solutions pack includes:

format for use with the IWB or projector.

Cian Magenta Amarillo Negro Troquel

Teacher’s i-book key features:

❯ Vocabulary Game Generator

Accessible from main books’ bottom menu. Use it to create

1 Open the audiovisual worksheet.

2 Show and hide subtitles.

❯ The Richmond i-tools

The Culture Strand

3 Spectacular space! The course characters are used

way in every unit with 17 5

2 Play Race to the Sun.